Contribuição de práticas argumentativas para a democratização de debates científicos em aulas de Física

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Hands-on experiments in the Practicum: repositioning student teachers' autonomy.

Following a worldwide trend, the Initial Teacher Education (ITE) Programmes in Brazil are recently searching for ways of integrating practice into curriculum. It raises question about what practice must be integrated and how. Notably, university-based courses are disconnected from school and have low commitment with school issues (Zeichner, 2009).The student teacher induction into school daily life is not an easy task, mainly when the practitioners are transforming physics classroom practice toward an active learning. Drawing on cultural-historical framework (Wolff-Michael Roth & Lee, 2007; Vygotsky, 1978) this study addresses the articulation between Practicum in Physics Classes and the Hands-on Experiments (HoE) used throughout the Practicum. Although in a different level, both Practicum and HoE are linked with an idea of practice. Particularly, this study focuses on how HoE might foster student teachers' autonomy and agency in the Practicum. Data was gathered in the course Practice of Physics Teaching at University of São Paulo/Brazil in 2010; in a cohort of 60 student teachers doing a year-long Practicum in urban school in São Paulo city. Data was analysed using qualitative research methods (Roth, 2005), based on 14 interviews and video records of the student teacher preparing the HoE for Practicum we will present in general lines the role of HoE for student teacher autonomy.

Student-adult mentoring relationships : experiences from a Scottish school-based programme

Peer reviewed

Material matters for learning in virtual networks : A case study of a professional learning programme hosted in a Google+ online community

Date of Acceptance: 13/07/2015

Inclusive pedagogy : from learning to action. Supporting each individual in the context of 'everybody'

Peer reviewed

Aplicar los principios de la pedagogía inclusiva en la formación inicial del profesorado: de una asignatura en la Universidad a la acción en el aula

Peer reviewed

Developing inclusive practice in Scotland : the national framework for inclusion

Peer reviewed

Expectations and challenges : the implementation of mobile devices in a Scottish primary school

Acknowledgements Sincere thanks are due to all who have contributed to this study, which was funded in part by the Local Authority. The Head Teacher and Local Authority Officer have been instrumental in encouraging and supporting the research and the teachers and pupils at the school, along with several local authority support staff, have contributed directly. Colleagues from the University of Aberdeen, including Prof Do Coyle, Dr Yvonne Bain, and Phil Marston, helped to guide the project and provided useful feedback.

'Sitting alone in the staffroom contemplating my future’ : communities of practice, legitimate peripheral participation and student teachers’ experiences of problematic school placements as guests

Peer reviewed

Grace Notes XIII

Non peer reviewed

Grace Notes XV

Non peer reviewed

Grace Notes XVI

Non peer reviewed

Grace Notes XVII

Non peer reviewed

Make research training have meaning

Peer reviewed

Inclusive pedagogy : from learning to action. Supporting each individual in the context of 'everybody'

Peer reviewed