This paper aims to assess students' recognition of attained targets of practical seminars for the teaching profession through a curriculum design that uses ICT. In Study 1, we promoted a practical ...seminar for the teaching profession in 2013 focused on reflection about the contents of visiting lecturers using an e-portfolio for teaching the students, and they did peer assessment of the movies with the system for enhancing student reflection using videos of classes (MORIMOTO and KITAZAWA 2014) using movies of classes made by classroom teachers. However, from the results of the curriculum design, their teaching skills about subjects and methods and techniques of instructional skills did not increase. In Study 2, we changed the curriculum design of the practical seminar for the teaching profession in 2013 to the seminar of 2014. The changes were that the students made the class movies focused on materials and methods and techniques of instructional skills and then did peer assessment of the movies with the system for enhancing student reflection using videos of the classes. From the results, we found that their recognition of teaching skills about subjects and methods and techniques of instructional skills increased.
RESUMO: Este artigo abordou alguns desafios e demandas contemporâneos da formação inicial de professores no Brasil, com foco em aspectos das atuais Diretrizes Curriculares Nacionais de formação de ...professores (Resolução nº 2/CNE/2015), que requerem adequações nos currículos dos cursos de licenciatura. As considerações e reflexões analíticas foram desenvolvidas por ocasião da recente reformulação de projetos pedagógicos de cursos de licenciatura na Universidade Federal de Rondônia (UNIR) e estão fundamentadas em autores dos campos da formação de professores e correlatos. São abordados aspectos recorrentes em pesquisas sobre formação inicial de professores, evidenciando-se que, embora existam marcos legais que têm demandado atualizações dos cursos de licenciatura, ainda não se tem garantias de superação de certos desafios a partir, apenas, da atualização de currículos. Em função de atuais transformações sociopolíticas em andamento no país, novas demandas e desafios devem ser considerados na formação inicial, devendo haver uma consonância entre a previsão normativa dos regulamentos legais e a prática existente em cursos de licenciatura.
ABSTRACT: This article discusses some of the contemporary challenges and demands of initial teacher education in Brazil, focusing on aspects of the current National Curriculum Guidelines for teacher education (Resolution 2/2015 of the National Conference on Education, NCE), which require adjustments in curricula for undergraduate courses. Considerations and analytical reflections were developed in conjunction with the recent process of reformulating undergraduate courses’ pedagogical projects at the Universidade Federal de Rondônia, and are based on authors in teacher training and other related fields. We discuss recurrent aspects in research on initial teacher education, demonstrating that, although there are legal frameworks, which have required that undergraduate courses be updated, there is still no guarantee that certain challenges will be overcome just from updating the curriculum. Due to current sociopolitical transformations in progress in the country, new demands and challenges must be considered in initial training. Furthermore, there should be an agreement between the normative forecast of legal regulations and existing practices in undergraduate courses.
Résumé: Cet article aborde des certaines exigences et défis contemporains rencontrés dans la formation initiale des enseignants au Brésil, en se concentrant sur les aspects des Directrices Nationales du Curriculum pour la formation des enseignants (Rèsolution 2/2015 à la Conférence Nationale pour l’Éducation, CNE), qui ont besoin des ajustements dans les programmes des cours de licence. Les considérations et réflexions analytiques ont été développées lors de la reformulation récente de projets pédagogiques de ces cours à l’Universidade Federal de Rondônia, et sont basées sur des auteurs des domaines de la formation des enseignants et autres disciplines similaires. On discute les aspects récurrents dans la recherche sur la formation initiale des enseignants, en montrant que, bien qu’il existe des réglementations légales qui ont exigé la mise à jour des cours de formation initiale, Il n’est pas assuré que les défis qui se posent soient dépassés. En raison des transformations sociopolitiques en cours dans le pays, de nouvelles demandes et de nouveaux défis doivent être pris en compte dans la formation initiale, et il doit y avoir une convergence entre la prévision normative des réglementations légales et la pratique actuelle dans les cours de formation initiale.
This article examined, for the first time, religiously observant female dance teachers who take part in shaping a new path in dance instruction in a Jewish religious spirit within the Israeli ...general-religious education system. The article examined the connections between the teachers' perceptions and positions on aspects related to their professional world, and between their commitment to, and satisfaction from, teaching. A total of 119 teachers participated in the study. The findings show that a predictor for satisfaction and commitment is the perception of reciprocation between teacher and the teaching profession, while commitment is also predicted by the intrinsic personal motivations.
This article introduces the special issue of the Revista Electrónica Interuniversitaria de Formación del Profesorado, 35, volumen 13 (4) entitled The teaching profession: Scenarios, profiles and ...tendencies. It contains contributions from authors affiliated to twenty-eight different institutions across five countries: Spain, Brazil, Mexico, Argentina and Peru. The twenty-eight articles included are followed by a number of PhD thesis summaries and book reviews, whose general framework is that of the teaching profession.
This work focuses on teachers’ memories and intend to dwell on the heuristic potential of this source category, comparing it with the traditional sources of theoretical-regulatory and educational ...type. After a presentation on the state of art of historical and historical-educational studies on teachers’ memories, it will offer an overview of the different kinds of memories preserved in the centres of documentation and research of historical and educational interest, examining the books and documentary heritage of the Centre for documentation and research on the history of schoolbooks and children’s literature of Macerata University. Finally, through the analysis of a case study, the Memorie (Memoirs) of the teacher and pedagogist Lorenzo Bettini (1855-1917), we will offer an exemplification of a possible integrated use of sources, for a plural reconstruction of teachers’ history.How to reference this articleAscenzi, A., & Patrizi, E. (2016). Inside School Lives: Historiographical Perspectives and Case Studies. Teachers’ Memories Preserved at the Centre for Documentation and Research on the History of Schoolbooks and Children’s Literature. Espacio, Tiempo y Educación, 3(1), 343-362. doi: http://dx.doi.org/10.14516/ete.2016.003.001.16
Este trabajo se centra en los recuerdos de los profesores y tiene la intención de hacer hincapié en el potencial heurístico de esta categoría de fuente, comparándola con las fuentes tradicionales de tipo teórico-normativo y educativo. Después de una presentación sobre el estado de la cuestión de los estudios históricos e histórico-educativos sobre los recuerdos de los docentes, se ofrecerá una visión general de los diferentes tipos de recuerdos que se conservan en los centros de documentación e investigación de interés histórico y educativo, se examinarán los libros y documentales patrimonio del Centro de documentación e investigación sobre la historia de los libros de texto y la literatura infantil de la Universidad de Macerata. Por último, a través del análisis de un estudio de caso, Memorie (Memorias) del maestro y pedagogo Lorenzo Bettini (1855-1917), se ofrecerá una ejemplificación de un posible uso integrado de las fuentes, para una reconstrucción plural de la historia de los docentes.How to reference this articleAscenzi, A., & Patrizi, E. (2016). Inside School Lives: Historiographical Perspectives and Case Studies. Teachers’ Memories Preserved at the Centre for Documentation and Research on the History of Schoolbooks and Children’s Literature. Espacio, Tiempo y Educación, 3(1), 343-362. doi: http://dx.doi.org/10.14516/ete.2016.003.001.16
In this paper we firstly explain our positioning regarding Educational Technology (ET) as
a field of study and application, from a notion that can help us both understand the
...difficulty of introducing substantive changes in education, and place the origin of some
myths about teachers’ professional development and technology. We then explain our
views on the meaning of teacher training. Secondly, we locate the objectives of the paper
and the methodology used for its development based on evidence gathered in research
and in our processes of analysis, reflection and teaching practice. Thirdly, we make an
approach to the initial professional development of nursery, primary, secondary and
university teachers centred on the notion of the Educational Technology they receive.
Finally, we argue that in the initial teacher training programmes there is widespread
overlapping between the concept of ET and the Information and Communication
Technology that does not offer a comprehensive and integrated vision of the educational
action as a whole, just as it offers a glimpse of the evolution of some myths about teacher
training and technology
En este artículo explicitamos, en primer lugar, nuestro posicionamiento en torno a la
Tecnología Educativa (TE) como ámbito de estudio y aplicación, desde una noción que
nos puede ayudar tanto a entender la dificultad de introducir cambios sustantivos en la
educación, como a situar el origen de algunos mitos sobre la formación del profesorado. A
continuación explicitamos nuestras concepciones sobre el sentido de esta formación. En
segundo lugar se sitúan los objetivos del artículo y la metodología utilizada para su
desarrollo basada en evidencias recogidas en proyectos de investigación y en nuestros
procesos de análisis, reflexión y práctica docente. En tercer lugar realizamos una
aproximación a la formación inicial del profesorado de educación infantil, primaria,
secundaria y universitaria centrada en la noción de TE que reciben. Como conclusión
argumentamos que en la formación inicial que recibe el profesorado en relación a la TE se
da una superposición generalizada del concepto, con el de las Tecnologías de la
Información y la Comunicación, que no ofrece una visión de conjunto amplia e integrada
de la acción educativa como un todo. Del mismo modo que permite vislumbrar la
evolución de algunos mitos sobre la formación y la tecnología.
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