910 resultados para . Formação de professores
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Alguns estudiosos e pesquisadores nos ltimos anos tm voltado ateno para a formao de professores, no que se refere sobretudo as questes dos saberes docentes, tentando, assim, compreender que saberes esto presentes na prtica pedaggica. No mbito desse processo e com o ingresso no PIBID (Programa Institucional de Bolsas de Iniciao Docncia), tive um contato mais prximo com a escola, especificamente com os professores em exerccio. Assim algumas indagaes surgiram sobre o fato dos estudantes apresentarem um tipo de saber (discursivo) e os professores outros (pragmtico). Embora ambos possam compartilhar algumas experincias comuns vinculadas ao processo de escolarizao, cada um fala de um lugar diferente. Isto aponta para outro questionamento: qual o lugar que o estudante, os professores da escola e da universidade ocupam no campo da formao. A partir deste contexto, o presente trabalho abrange a formao dos professores, a prtica docente e os saberes docentes. Dessa forma objetiva-se compreender como os estudantes da disciplina de estgio supervisionado na escola e os professores da escola constroem/constituem/apontam os saberes que so mobilizados na prtica de ensino. Especificadamente se busca (a) identificar os saberes que so mobilizados por estudantes de Educao Fsica na construo dos Projetos de Ensino e da Prtica de Ensino no estgio;(b) analisar a origem desses saberes, tomando como referncia a elaborao do Projeto de Ensino, a Prtica de Ensino na escola e as Experincias no processo de escolarizao;(c) estabelecer relaes, se possvel entre a aquisio desses saberes e a identidade docente;(d) apontar a compreenso que os professores da escola que recebem estagirios tm sobre os saberes docentes.Trata-se de uma pesquisa qualitativa, descritiva, que utiliza como tcnicas para a coleta, a entrevista e a fonte documental, tendo na anlise do contedo a...
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O tema Prtica de Ensino, Estgio Curricular Supervisionado tem sido discutido na literatura brasileira desde o sculo XX, ora criticando-se a Didtica, ora questionando-se a Formao dos Professores. Observa-se que no h nas polticas pblicas meno sobre a formao do professor-colaborador com relao sua preparao ou orientao, constituindo-se no problema desse estudo. Parte-se do pressuposto de que a teoria da formao que fundamenta a prtica pedaggica do professor da Educao Bsica no a mesma que fundamenta a formao inicial na universidade e/ou que a falta de um projeto mais amplo da formao dos formadores impedem um trabalho independente e mais objetivo. Dessa forma objetiva-se: (a) averiguar a concepo que os estagirios tm de escola, socializao profissional e estgio no processo de aquisio da experincia de ensino por ocasio da implementao da Prtica de Ensino, considerando como temas centrais a passagem de estudante-estagirio a professor-principiante; (b) identificar nos relatrios de estgio as dificuldades assinaladas, bem como as descobertas relativas docncia no que concerne aos estgios e (c) analisar as concepes que os professores das escolas se utilizam para orientar, formar e avaliar os estagirios durante o processo de estgio. Na busca dos resultados escolheu-se a pesquisa de natureza qualitativa, do tipo construcionismo social, tendo na fonte documental, na entrevista semi-estruturada e na anlise de contedo as tcnicas escolhidas. No que tange aos estagirios, encontramos que estes, no momento em que entram em contato com a prtica profissional, sentem insegurana e dificuldades com relao ao fazer pedaggico. Com relao aos professorescolaboradores, observamos que h a necessidade de uma formao neste sentido, dessa forma, encontramos... (Resumo completo, clicar acesso eletrnico abaixo)
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The educational institutions need to rethink issues related to teacher training in order to seek personal construction of teaching. Oriented research has been identified as useful in the process of teacher training. Through research builds knowledge about the problems faced in teaching, producing the most effective methods. The aim of this paper is to verify the validity of the application of research activities in the form of short courses and themed play during the formation of licensees and the use and construction of knowledge of high school students who attended these short courses. This work is linked to training of undergraduates and implementation of different activities of teaching and learning for high school students. The oriented investigation was the methodology chosen for the development of activities in which, through the construction and implementation of the mini-courses Students are encouraged to participate in the construction of knowledge itself in activities that suggest the development and testing of hypotheses. The mini-courses are designed and implemented by teachers of the ninth and tenth terms of the degree in chemistry. Students of public schools were the privileged. Data were collected through observation and interview. In applying these mini-courses, associated with the daily, prospective teachers connected theory to practice, arousing the curiosity of students and leading them to raise issues related to the content of chemistry. Students showed interest in the construction of the content addressed. The student teachers sought to study different concepts and how to make them more attractive, causing the chemistry was associated with the phenomena of everyday life, including the problems faced when teaching and trying different possible solutions. Thus, there was an increase in interest in teaching and learning
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The current work aims to analyze the contributions of PIBID for initial graduation of the teachers, in view of the undergraduates of Physics Course at UNESP Guaratinguet . A brief literature survey about the national situation of teacher education was performed, at which the main difficulties and challenges, as well as the solutions stated in place by the government to solve them, have been highlighted. A description of the historical of PIBID at UNESP, from the institutional project to reach the subproject developed by Physics Course of Guaratinguet, was presented. To characterize the development of the subproject, it was performed a survey on the activities performed by the PIBIDs scholars, since its implementation on campus in 2010 until the end of the year 2013, in order to map the experiences lived by program participants. These data were obtained from the analysis of reports by scholars themselves, video analyzes and record of the weekly meetings held by the group, reading electronic messages exchanged on a specific group of e-mails and written evaluations by members of the program. Completing data collection, eleven scholars undergraduates of the program were interviewed, and the results were classified by topics, defined from recurrence in the interviewees speech. The global analysis of the data was based on theoretical references commonly used in research on graduation of teachers, as Nvoa (1992), Mizukami (2005, 2006) and Gatti (2008). The results indicate that the licensed ones see in PIBID a differentiated opportunity for initial teaching graduation, for adding practical learning experiences for students of EB within the school context, and especially for creating space for reflection on their experiences with the support of more experienced teachers, committed to the training of all involved ones
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Ps-graduao em Educao Matemtica - IGCE
Educao sexual e formao contnua de professores: uma estratgia para a prtica pedaggica em sala de aula
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O cenrio atual de globalizao e comunicao intercultural traz impacto significativo para a maneira como entendemos a relao entre lngua e sociedade. Gera, tambm, para o ensino de lnguas, a necessidade de o professor compreender suas crenas, pressupostos e conhecimentos (WOODS, 1996) em relao lngua que ensina, uma vez que ele um importante agente na orquestrao da interao de vrias histrias de vida e horizontes de entendimento por meio de sua prtica pedaggica. Neste artigo, apresentamos e discutimos os resultados de duas pesquisas de doutorado (SALOMO, 2012; MENEGHINI, 2013), conduzidas em um mesmo contexto de um curso hbrido (presencial/virtual) de formao continuada, em relao s crenas dos professores sobre as variedades geolingusticas do espanhol. Ponderamos que a questo da escolha por uma variedade est muitas vezes relacionada s concepes estruturais de lngua, assim como est imbricada por uma tessitura de fatores que demonstram falta de conscincia das vozes das quais os professores se apropriam para justificar suas opes terico-metodolgicas. O desafio que se coloca para a formao de professores, ento, nos parece ser o de auxili-los no desenvolvimento de conscincia crtica, promovida pela reflexo sobre suas crenas sobre lngua(gem), a partir de experincias que possam lev-los a (re)conhecer suas escolhas por determinada variedade lingustica. Palavras-chave: Crenas de professores de lnguas. Variedades lingusticas. Reflexo.
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This paper aims at discussing the relevance of student-teachers motivational variants in an English as a Foreign Language Teacher Education course whose syllabus proposes, since the beginning of the program, the development of students proficiency in the target language aligned to EFL teacher education theories. In addition, this study also intends to comprehend how this course structure has been developed, verifying how prospective teachers react towards its proposal. Results indicated relevant aspects related to motivation, since from all participants, many declared their interest in following the teaching career while others revealed interest in developing their English language skills, which indicates that both needs and expectations of these groups seemed to be attained, favoring their motivation to language learning and teaching.
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In this article we analyze discourses of teachers on the linguistic practices of their students and discourses of future teachers. We consider studies of Bakhtin on dialogism and ideology in the production of meanings. Results indicate the following conclusions: the student in the analyzed discourses is a bad speaker, a bad writer, a bad reader, the great villain of language and reading in school is the advent of new technologies and languages which introduce new practices that have not been accepted by the interviewees. In this discourses, we can notice ways that can be taken into consideration in new teachers formation courses.
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The integration of research in teaching practices assumes increasing importance and complexity in education. One aspect involved in this issue and poorly investigated is the training of teachers for the development of research linked with their practices. In this context, we present a training for research developed on a distance-learning course in the Science Teaching, which involves the design, implementation and analysis of didactic sequences: the Study Guide to the Initiation of the Term Paper (SGITP). Our research goal is to present a training proposal produced from the results collected from a survey of the literature of the area, and to investigate its application and its results in the teachers' continuing education program. Using data extracted from the production of students and tutors, we concluded that SGITP had a good acceptance among them and it was positively evaluated by teachers, in addition to promoting a greater understanding of research.
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Ps-graduao em Estudos Lingusticos - IBILCE
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Ps-graduao em Educao Matemtica - IGCE
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Conselho Nacional de Desenvolvimento Cientfico e Tecnolgico (CNPq)
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Ps-graduao em Educao - FCT
