Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.

Potencialidades das narrativas para a formação inicial de professores que ensinam matemática

Pós-graduação em Educação Matemática - IGCE

As etapas da carreira docente e o processo de formação continuada de professores de Educação Física

In this research, qualitative, aimed to analyze the meanings assigned by Physical Education teachers to the relationship between continuing education and professional development stages. Semi-structured interviews were conducted with eight state public school teachers of Bauru/SP. The data were analyzed following the theory referential of HUBERMAN (2000), relatively to the concept of professional life cycles, and found that as well as other factors of the teaching career, on the extent of continuing education teachers also have different needs at each moment professional. In summary concluded: the early stage to teaching, they seek activities to improve pedagogical practice; stabilization phase: to solve problems in the educational context and to disseminate the academic content between teachers; diversifi cation phase: to provide a basis to work new content and to make constant updates according to educational innovations; serenity/exit: they feel the need to attend training activities in different spaces of the school.

A formação do professor de matemática e o trabalho com projetos na escola

O objetivo do presente texto é apresentar os resultados de uma pesquisa que procurou discutir a formação dos professores de Matemática que trabalham com projetos e documentar a maneira da implementação dessa proposta na escola. Os dados são provenientes de entrevistas com dez professores de Matemática, os quais atuam no Ensino Fundamental ou Médio. Seus relatos possibilitam identificar três formas diferentes de trabalhos com projetos: i) individualmente e por iniciativa própria; ii) por sugestão da escola, de forma fragmentada; iii) coletivamente. Não há indícios de que a formação inicial desses professores os tenha influenciado a trabalhar com projetos. Esse preparo foi construído ao longo de suas carreiras, através da participação em cursos de formação continuada, da experiência com a prática e das interferências de suas características pessoais.

Collaborative language learning in Teletandem: a resource for pre-service teacher education

This article presents some of the results of a qualitative research project about the influences of the pedagogic strategies used by a mediator (graduate student in applied linguistics) in the supervision process of a Teletandem partner (undergraduate student in languages) on her pedagogical practice. It was done within the project Teletandem Brazil: foreign language for all. Based on the reflective teaching paradigm and collaborative language learning, with special emphasis on tandem learning, we analyzed the contributions of the collaborative relationship established between the graduate student and the student-teacher in her first teaching experience. The results bring about implications for the field of language teacher education in a perspective of education within practice, evidencing the experience of collaborative learning in teletandem as an opportunity for reflective teacher education of pre-service teachers.

The megalopa and juvenile development of Pachygrapsus transversus (Gibbes, 1850) (Decapoda, Brahyura) compared with other grapsid crabs

Megalopae were reared in the laboratory to the 7(th) crab stage. The megalopa and 1(st) crab stage are described and juvenile development was studied with emphasis on pleopodal differentiation. The megalopal phase, is easily identified, and shares with those of other Grapsinae and Plagusiinae big size, the presence of many natatory setae, and a series of conspicuous teeth on the inner margin of the dactyli from the 2(nd) to 4(th) walking leg. These features are regarded as adaptive for settlement in a wave-swept environment, such as the rocky marine intertidal where most of those species live. Fast development of juvenile pleopods is another characteristic of these subfamilies. In Pachygrapsus transversus, the sexes can be distinguished from the 2(nd) crab stage. Gonopod differentiation in males and the basic segmentation of all four pleopod pairs in females are already concluded at the 5(th) instar. A review of the available information indicated that settlement of large megalopae and fast juvenile development, preceding a precocious sexual maturity, are trends in Grapsinae and Plagusiinae. on the other hand, the Sesarminae pass through a more extensive juvenile instar sequence and presumably a delayed maturity.

Online distance mathematics education in Brazil: research, practice and policy

In this article, we address online distance mathematics education research and practice in Brazil, which are relative newcomers to the educational scene. We present the national context of education in Brazil, highlighting the organization of the educational system, and also a summary of national legislation on distance education and an overview of digital inclusion in the country. We outline the potential and relevance of distance education for the Brazilian educational system and show how it could intervene in the system. With respect to research and practice in online mathematics education, we present support for research, examples of studies and highlight different aspects being addressed, including its essential components. In addition, we discuss the synergy between distance education and teacher education, and mathematics distance education and modeling, as well as other initiatives in the national scenario.

Effect of oral hygiene education and motivation on removable partial denture wearers: longitudinal study

The purpose of this study was to determine the effect of two different preventive oral hygiene education and motivation programmes on the plaque and gingival index, as well as denture hygiene of patients provided with removable partial denture (RPD) during a 12-month follow-up.A total of 53 partially edentulous patients were recruited for this study. The presence or absence of plaque and gingival bleeding by gentle probing was scored on all tooth surfaces at the preliminary visit. The plaque and gingival indexes were measured using the Loe index. Following treatment, the patients were randomly divided into three groups. In Control Group I, subjects were instructed to continue their personal oral hygiene routine. In Group II, participants were given verbal instructions and a self-educational manual on oral hygiene without illustrations. In Group III, oral hygiene guidance was delivered using a combination of verbal instructions and a self-teaching manual. To evaluate the effect of the different modes of instruction, the presence or absence of plaque and gingival bleeding was scored on all tooth surfaces (day zero examination) and re-examined 7, 15 and 30 days, 3, 6 and 12 months following RPD placement. The state of denture hygiene was evaluated 7, 15 and 30 days and 3, 6 and 12 months following rehabilitation. Parametric statistics was applied to dental plaque and gingival indexes. For accumulation of plaque and calculus on the RPD, non-parametric statistic was applied.The frequency of plaque found during the preliminary visit was higher than that found in the other periods. With regard to gingival index, significant difference was found between the preliminary visit examination and other periods. There was a significant difference in the plaque accumulation on the denture surface between groups I and III.The different methods of oral hygiene instruction used in this study indicate that the type of education was not of significant importance.

Microsporogenesis and anther development in Bromeliaceae

Bromeliaceae possess several features of pollen and anther wall development that are plesiomorphic for Poales, consistent with their putatively basal or near-basal placement in this order. For example, successive microsporogenesis and the monocotyledonous type of anther wall formation are both plesiomorphic features that occur commonly in other Poales, with a few notable exceptions, notably the simultaneous type of microsporogenesis in Rapateaceae. The intermediate type of tapetum development in Bromeliaceae was probably derived secondarily from a secretory type, which occurs in most other Poales except Typhaceae.

Embryology and seed development of Blastocaulon scirpeum and Paepalanthus scleranthus (Eriocaulaceae)

The embryology and seed structure of Blastocaulon scirpeum (Mart.) Giul. and Paepalanthus scleranthus Ruhland were studied in order to contribute to the embryology of Eriocaulaceae and supply data for future taxonomic studies. Both species present: anther with 4-layered wall; conspicuous endothecium with fibrous thickenings; secretory tapetum with uninucleate cells; successive microsporogenesis forming isobilateral microspore tetrads; bicellular pollen grains; orthotropous, bitegmic and tenuinucellate ovule; micropyle formed by the inner integument alone; megagametophyte of the Polygonum type, with a conspicuous antipodal cyst; nuclear and starchy endosperm; reduced, undifferentiated, and bell-shaped embryo; operculate and endotestal seed; seed coat derived from the two ovule integuments; and tanniniferous endotegmen. In addition, Blastocaulon scirpeum shows a bisporangiate anther and a 3-layered ovary wall, while P. scleranthus presents a tetrasporangiate anther that becomes bisporangiate at maturity, and a 2-layered ovary wall. This investigation shows that the bisporangiate condition does not suffice to separate Blastocaulon from Paepalanthus, since it is common to both. It also indicates, based on several embryological aspects, the proximity of Eriocaulaceae and Xyridaceae, which comply mainly with the features presented by the other commelinid families. These results may be used in future cladistic analysis of the family, and contribute to a better understanding of its phylogeny.

Anther and pollen development in some species of Poaceae (Poales)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Inflorescence and floral development of Dahlstedtia species (Leguminosae: Papilionoideae: Millettieae)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Parceria intergeracional e formação docente

O artigo focaliza o potencial formativo da parceria intergeracional na formação docente -inicial e continuada -, tendo por pressuposto a existência de uma cultura profissional específica do magistério (JULIA, 2001), o papel dos professores como produtores de saberes sobre o ensino (SHULMAN, 1986; TARDIF; LESSARD; LAHAYE, 1991), bem como a importância da escola como eixo para a formação docente (NÓVOA, 1999; AZANHA, 2000). São apresentados dados sobre um trabalho formativo que, desde 2006, vem sendo desenvolvido na cidade de Rio Claro, reunindo estudantes do curso de Pedagogia da UNESP e professores dos anos iniciais do ensino fundamental. de acordo com a proposta, futuros professores e professores em exercício atuam como parceiros, em uma relação de colaboração nas atividades docentes. Além da formação profissional dos sujeitos envolvidos, o investimento nessas parcerias tem em vista o desenvolvimento de uma dimensão mais colaborativa no seio da cultura do magistério.

Embryology and seed development of Paepalanthus sect. Actinocephalus (Koern.) Ruhland (Eriocaulaceae)

The embryology and seed structure of Paepalanthus sect. Actinocephalus species were studied. The embryological and structural seed characters fit well with those of the other commelinaceous families. Within the Commelinales sensu Dahlgren, Eriocaulaceae and Xyridaceae represent two embryologically close families. In Paepalanthus sect. Actinocephalus the ovule is orthotropus, bitegmic, and tenuicellate with a micropyle formed by the inner integument. The seeds are endotestal. The outer cell layer of the testa and the outer periclinal wall of the endotesta disintegrate during development. The endotegmen is tanniniferous. The outer layer of the tegmen becomes compressed and is no longer recognizable in the mature seed. The seeds are operculate.