A relação família - escola: concepções e práticas

Pós-graduação em Serviço Social - FCHS

Uma proposta de atividade para a aprendizagem significativa sobre as fases da Lua

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

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.

O desafio da interação no ensino de língua estrangeira em cursos on-line e presenciais nas escolas públicas paulistas

La popularización de los medios digitales y los recursos de comunicación difunde las narrativas no lineales y agrava la crisis de la enseñanza en el aula, con la expansión de diferentes modelos presenciales virtuales de la educación (PVE). Es evidente la demasificación de los nuevos medios, en un contexto que agudiza la percepción individual y social de los individuos, que son atraídos por el enorme flujo global de mensajes informativos (BRIGGS; BURKE, 2006). La transición de los métodos de enseñanza en el aula para modelar la educación virtual e interactiva ganó un nuevo formato en la educación pública en São Paulo en 2012, con el lanzamiento de cursos electivos de enseñanza de Inglés y Español para estudiantes de la secundaria, con la mediación de el PC y con el contenido producido por la Escuela Virtual de Programas Educativos del Estado de São Paulo - Evesp. Aún continua presencia en los salones de las grandes clases del sistema escolar, la falta de materiales de enseñanza y aprendizaje adecuados en las clases impartidas por los profesores cuyos repertorios están alejados de la vida cotidiana de los estudiantes. En este contexto, se comprueban las actuaciones de aprendizaje cualitativos más bien negativos de las cuatro habilidades comunicativas: escuchar, hablar, leer y escribir (CAMERON, 2001). La investigación que llevamos a cabo es analizar las experiencias de enseñanza de Inglés y Español en la plataforma computarizada Evesp y de la clase de Inglés y Español de los Centros para el Curso de idiomas (CELS), para la escuela secundaria, y el piloto Early Bird, de enseñanza y el aprendizaje de Inglés de la escuela primaria, todos bajo la Junta de Educación de Bauru (SP).