Child study for teacher-training,

Mode of access: Internet.

Causes of tension in post-observation feedback in pre-service teacher training: an alternative view

A central component in pre-service teacher training is teaching practice and feedback. In some cases, feedback results in disquiet and tension (Brandt, 2008). Many researchers attribute this tension to the incompatibility of the assessment and development roles that the trainer must perform. The research reported on here, however, suggests that tension may also be rooted in a difference in expectation amongst trainers and trainees about the purpose and performance of feedback. This can result in trainees not playing by the rules of the game (Roberts & Sarangi, 2001) either because they do not understand them or because they wish to challenge them.

Trainer talk:structures of interaction in teacher training classrooms

The subject of this research is interaction and language use in an institutional context, the teacher training classroom. Trainer talk is an interactional accomplishment and the research question is: what structures of talk-in-interaction characterise trainer talk in this institutional setting? While there has been research into other kinds of classroom and into other kinds of institutional talk, this study is the first on trainer discourse. The study takes a Conversation Analysis approach to studying institutional interaction and aims to identify the main structures of sequential organization that characterize teacher trainer talk as well as the tasks and identities that are accomplished in it. The research identifies three main interactional contexts in which trainer talk is done: expository, exploratory and experiential. It describes the main characteristics of each and how they relate to each other. Expository sequences are the predominant interactional contexts for trainer talk. But the research findings show that these contexts are flexible and open to the embedding of the other two contexts. All three contexts contribute to the main institutional goal of teaching teachers how to teach. Trainer identity is related to the different sequential contexts. Three main forms of identity in interaction are evidenced in the interactional contexts: the trainer as trainer, the trainer as teacher and the trainer as colleague. Each of them play an important role in teacher trainer pedagogy. The main features of trainer talk as a form of institutional talk are characterised by the following interactional properties: 1. Professional discourse is both the vehicle and object of instruction - the articulation of reflection on experience. 2. There is a reflexive relationship between pedagogy and interaction. 3. The professional discourse that is produced by trainees is not evaluated by trainers but, rather, reformulated to give it relevant precision in terms of accuracy and appropriacy.

Concept maps as a tool to analyze the ideas of teacher training students regarding what to teach on human nutrition in Primary Education

Concept maps are a technique used to obtain a visual representation of a person's ideas about a concept or a set of related concepts. Specifically, in this paper, through a qualitative methodology, we analyze the concept maps proposed by 52 groups of teacher training students in order to find out the characteristics of the maps and the degree of adequacy of the contents with regard to the teaching of human nutrition in the 3rd cycle of primary education. The participants were enrolled in the Teacher Training Degree majoring in Primary Education, and the data collection was carried out through a training activity under the theme of what to teach about Science in Primary School? The results show that the maps are a useful tool for working in teacher education as they allow organizing, synthesizing, and communicating what students know. Moreover, through this work, it has been possible to see that future teachers have acceptable skills for representing the concepts/ideas in a concept map, although the level of adequacy of concepts/ideas about human nutrition and its relations is usually medium or low. These results are a wake-up call for teacher training, both initial and ongoing, because they shows the inability to change priorities as far as the selection of content is concerned.

The challenges of integrating the discussion of controversial issues in initial teacher training

In the framework of the Bologna process, and with regard to pre-service teacher education, it is necessary to model student-centred learning experiences in order to promote the required competences for future professional practice and critical participation in society. Despite the potential of discussion in promoting several competences, this methodology does not always integrate the teaching practices. This case study sought to: a) understand the experiences and views of future teachers from a School of Education on the use of discussion in their past education; and b) investigate the impact of an educational experience centred on discussion. Data were collected through narratives, questionnaires, interviews and participant observation. The learning situations experienced through this study contributed to the development of citizens more aware of their role in society and allowed the promotion of skills indispensable for an Elementary Education teacher.

The influence of initial teacher training in future teachers' perceptions about mathematics teaching and learning

ICEMST 2014 INTERNATIONAL CONFERENCE ON EDUCATION IN MATHEMATICS, SCIENCE & TECHNOLOGY PROCEEDING BOOK (pp.865-869). Disponível em http://www.2014.icemst.com/

The challenges of integrating the discussion of controversial issues in initial teacher training

In the framework of the Bologna process, and with regard to pre-service teacher education, it is necessary to model student-centred learning experiences in order to promote the required competences for future professional practice and critical participation in society. Despite the potential of discussion in promoting several competences, this methodology does not always integrate the teaching practices. This case study sought to: a) understand the experiences and views of future teachers from a School of Education on the use of discussion in their past education; and b) investigate the impact of an educational experience centred on discussion. Data were collected through narratives, questionnaires, interviews and participant observation. The learning situations experienced through this study contributed to the development of citizens more aware of their role in society and allowed the promotion of skills indispensable for an Elementary Education teacher.

Between Stimulation and Overwhelming: Reflections on the Usage of Videos for Teacher Training in Tanzania

The article reflects on a pilot teacher training programme in Tanzania, where videos are used for implementing new teaching methods, but also for initiating a discourse about corporal punishment. The culture of instruction in Tanzania is strictly based on a teacher-centred approach which leaves all activity to the teacher and turns students into passive listeners. In most cases, teachers deal with up to 80 students in one classroom. Therefore, discipline is an important matter of instruction and many teachers still use corporal punishment that is widely accepted in Tanzania. The launched training programme has the aim of implementing learner-centred teaching methods without using corporal punishment and offers Tanzanian teachers the possibility to participate in a workshop that connects these methods with subject-related topics. In the English teaching workshop, the facilitator used filmed English lessons from a German school to discuss with the participants both the application of learner-centred methods and the absence of corporal punishment. The use of these German videos shows advantages but also limitations that are strongly related to the European versus African setting. The article discusses these dimensions on the basis of data that are generated by ethnographical observation and audiotranscripts of the piloted workshop.

Raising Awareness on Teacher Training Changes: Perspectives and Challenges

One of the numerous challenges in the educational processes is teacher training, particularly in the framework of neo-liberal global societies ruled by the competitiveness of regular and continuous education programs in teacher training. It is a matter of concern and, therefore, a matter of analysis, if we consider the deep impact in all contexts. Accordingly, this paper discusses the situation from a descriptive perspective as a basic requirement to go beyond the analysis on the urgency of having clear educational policies related to the variety and quality of curricular programs; and, above all, a strong awareness from teacher trainers to see themselves as the critical creative mass from which change can be made, based on socially human proposals.  

Pedagogical Mediation for the Autonomy of Future Professionals in Teacher Training

This article studies the importance of pedagogical mediation in helping first-year students in the Teacher Training area to advance from intellectual heteronomy to intellectual autonomy. It explains some strategies and experiences implemented by the authors. It focuses on the need of paying attention to students in order to understand their expectations, opinions and previous experiences as a basis for developing different topics and concepts, to favor an actual free participation in the pedagogical mediation dynamics and, consequently, opportunities for students to express themselves with autonomy. The aforementioned strategies allow for the transition from a pedagogy centered on teaching to a pedagogy centered on learning, in such a way that the future educator becomes a protagonist in his/her formation and constructs his/her own intellectual identity, based on the concept of action-reflection-action. The authors of this article consider that the first year in higher education is a privileged opportunity to develop the autonomy of future teachers, and, as stated by Freire (2004), the respect for autonomy is an ethical imperative.

TEACHER TRAINING: THEIR READING HISTORY

Abstract This article aims to show an overview about how the elementary schools are working on reading in school environment in the last decades in Mato Grosso do Sul.   To achieve this goal, twenty three students´ reports enrolled in the second year of Languages at a Federal University were analyzed.  The reports were prepared by the students after they have read the Irandé Antunes text "The reading and its functions", this text was used as mainstay of corpus establishment on this study because Antunes discusses about the problems related to reading in school environment. This work is justified because, although several searches related to reading theme developed in many universities in the country, we noticed that old practices prevail in most schools regarding Portuguese lessons. Based on the reports in which students describe their reading histories in the period they were enrolled in the elementary and secondary school, it was possible to describe the problems that arise in school environment related to reading work. We use as theoretical assumptions Irandé Antunes, Sírio Possenti, João Wanderlei Geraldi and Ezequiel Theodoro da Silva´s words. We brought to the fore matters involving the reading and its relation to the family, grammar supremacy in favor of reading, the neglect of reading in school environment, the textbook presence, and last, indications of reading strategies that we consider successful in school where Portuguese lessons happened according to the Languages´ students in the period they studied elementary and secondary school. KEY-WORDS: Reading; School; Teacher

THE PIBID AS ITS STUDENTS: CONTRIBUTIONS IN INITIAL TEACHER TRAINING

On this qualitative and interpretative paper, we analyze what contributions of Scholarship Program Initiation to Teaching (PIBID), funded by CAPES, has given to the formation of their fellows in UNIOESTE, considering the enactment of Law 12,796, of 4 April 2013 amending the text of the Guidelines and Framework Law 9394/96 to include the PIBID, now considered in the country a program of Public Policy which aims to encourage the training of professional teachers to act in public basic education. We conducted semistructured interviews with academic students of the subproject Spanish PIBID UNIOESTE to verify the potential of the program and how they evaluate their participation in PIBID regarding your training. We’ve used as the theoretical studies regarding initial teacher training (GATTI (2010, 2012), GATTI; BARRETTO; ANDRÉ (2011)), studies evaluating subprojects PIBID program (MATTHEW; KADRI EL, Silva (2013)) and official documents such as National Curriculum Guidelines for Teacher Education (2002), the National Policy on Education Professionals Teaching of Basic Education (2009) and decrees that provide for the PIBID. The analysis reveals a very positive perception of the contributions PIBID in teacher training.

Concepções e práticas do ensino de leitura em inglês no ensino médio

Pós-graduação em Educação Escolar - FCLAR