A formação do formador de professores: perspectivas de colaboração entre graduandos e pós-graduandos no projeto Teletandem Brasil

Este artigo apresenta os resultados de um estudo qualitativo realizado no projeto Teletandem Brasil sobre os processos de supervisão e estratégias pedagógicas utilizadas por uma mediadora no processo de mediação de um par interagente. Baseando-nos no paradigma da formação reflexiva, na teoria sociocultural de Vygotsky e na aprendizagem colaborativa de línguas, com especial ênfase para o regime tandem, analisamos as contribuições da relação colaborativa formada entre uma aluna de pós-graduação e uma aluna-professora em formação. Os resultados trazem implicações para o campo da formação de professores de línguas, em relação a uma perspectiva de formação na prática, evidenciando a experiência de ensino e aprendizagem colaborativos no Teletandem como uma oportunidade para a formação reflexiva do aluno-professor, o interagente, e também do futuro formador de professores, o mediador.

A matemática no ciberespaço: um olhar fenomenológico para a expressão dos sujeitos

With the implementation of new technologies on the world stage of communication, Internet access has become increasingly numerous. Being sought by this means all kinds of information, from knowledge to entertainment. This paper intends to report the experience in two communities of the Internet, particularly in the social network Orkut, entitled I Hate Mathematics and I Love Mathematics, whose members are students, teachers and people who want to express how they feel about mathematics. The goal is to understand what took the members of these communities to hate or love Mathematics, clarifying the nature of the network Orkut and its contribution to mathematics education. For the analysis of data from field work, we use the phenomenological approach. The procedures followed by such approach allowed us to build four open categories: Research and Background, revealing that the research activities allow students to develop strategies, develop creativity and shows that what is learned in classroom is not just an accumulation of knowledge; Teacher's Role shows that it is necessary that the teacher understands the meaning of being a teacher and worry about being a student; Acquisition Technique, it is necessary that students be able to understand what is done and how it is done, and Sense of What is Done, to do is not directly linked to comprehend. The interpretation of these categories helped us understand the investigated giving us source to analyze how Information and Communication Technologies (ICT) can help the teacher understand the student's relationship with Mathematics

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.

The adolescent towards knowledge

The following article deals with knowledge, relationships, representations and values that pupils together with teachers perform daily at school. It includes our research project called "Adolescence and School" which has been implemented since 1995 in our Institution, subject called "Psychological Foundation on education". Throughout its development, we have tried to get to know about in what positions teachers and students are towards knowledge. Our purpose is to make a critic- reflexive perspective possible on the part of university students who are to become teachers, as regards their knowledge on how students are formed on the E.G.B and Polimodal school levels. What plays one of the main roles on the student's career choice is their getting closer to the educative institution as well as to their teachers and the culture of the school. We have chosen a qualitative perspective for this article. Our proceedings on the working field are focused on teacher's interviews and on the participation of two or three students that had access to the concretion of a semi-structured interview. A central topic within teacher's and student's speeches were the topics dealt in class and their motivation, been there a convergence with respect to the effects that these factors have over learning. Therefore, there is no reflection by the actors as regards the role that intention and willingness play in teacher-student-knowledge relationship and its projection in the teaching-learning process.

The adolescent towards knowledge

The following article deals with knowledge, relationships, representations and values that pupils together with teachers perform daily at school. It includes our research project called "Adolescence and School" which has been implemented since 1995 in our Institution, subject called "Psychological Foundation on education". Throughout its development, we have tried to get to know about in what positions teachers and students are towards knowledge. Our purpose is to make a critic- reflexive perspective possible on the part of university students who are to become teachers, as regards their knowledge on how students are formed on the E.G.B and Polimodal school levels. What plays one of the main roles on the student's career choice is their getting closer to the educative institution as well as to their teachers and the culture of the school. We have chosen a qualitative perspective for this article. Our proceedings on the working field are focused on teacher's interviews and on the participation of two or three students that had access to the concretion of a semi-structured interview. A central topic within teacher's and student's speeches were the topics dealt in class and their motivation, been there a convergence with respect to the effects that these factors have over learning. Therefore, there is no reflection by the actors as regards the role that intention and willingness play in teacher-student-knowledge relationship and its projection in the teaching-learning process.

The adolescent towards knowledge

The following article deals with knowledge, relationships, representations and values that pupils together with teachers perform daily at school. It includes our research project called "Adolescence and School" which has been implemented since 1995 in our Institution, subject called "Psychological Foundation on education". Throughout its development, we have tried to get to know about in what positions teachers and students are towards knowledge. Our purpose is to make a critic- reflexive perspective possible on the part of university students who are to become teachers, as regards their knowledge on how students are formed on the E.G.B and Polimodal school levels. What plays one of the main roles on the student's career choice is their getting closer to the educative institution as well as to their teachers and the culture of the school. We have chosen a qualitative perspective for this article. Our proceedings on the working field are focused on teacher's interviews and on the participation of two or three students that had access to the concretion of a semi-structured interview. A central topic within teacher's and student's speeches were the topics dealt in class and their motivation, been there a convergence with respect to the effects that these factors have over learning. Therefore, there is no reflection by the actors as regards the role that intention and willingness play in teacher-student-knowledge relationship and its projection in the teaching-learning process.

La relation entre le climat scolaire, le contexte scolaire et l'adoption des différents rôles lors d’une situation de violence scolaire

Le sujet de la présente étude est la violence scolaire, phénomène complexe et polysémique qui préoccupe légitimement le monde de l’éducation depuis plus de trente ans. À partir des analyses factorielles exploratoires, analyses de variance factorielle et finalement analyses multivariées de covariance, cette recherche vise plus précisément à dégager la relation entre le climat scolaire, le contexte scolaire et les différents rôles adoptés par les élèves du niveau secondaire lors d’une situation de violence scolaire. Les données de la présente étude ont été collectées par Michel Janosz et son équipe pendant l’année 2010, dans quatre établissements éducatifs provenant d’une commission scolaire de la grande région de Montréal. L’échantillon de départ est composé de 1750 élèves qui fréquentent des classes ordinaires et spéciales du premier et deuxième cycle du secondaire âgés entre 10 et 18 ans. Pour fins d’analyse, deux petites écoles ainsi que les classes spéciales ont été retirées. Il demeure donc 1551 élèves dans l’échantillon initial analysé. Les résultats des analyses permettent de constater d’une part, la relation significative existante entre les dimensions du climat scolaire et l’adoption des différents rôles lors d’une situation de violence scolaire, les climats d’appartenance et de sécurité étant les plus importants, et d’autre part d’observer des différences dans les perceptions que les élèves ont de la violence scolaire selon le niveau et selon l’école.

La relation entre le climat scolaire, le contexte scolaire et l'adoption des différents rôles lors d’une situation de violence scolaire

Le sujet de la présente étude est la violence scolaire, phénomène complexe et polysémique qui préoccupe légitimement le monde de l’éducation depuis plus de trente ans. À partir des analyses factorielles exploratoires, analyses de variance factorielle et finalement analyses multivariées de covariance, cette recherche vise plus précisément à dégager la relation entre le climat scolaire, le contexte scolaire et les différents rôles adoptés par les élèves du niveau secondaire lors d’une situation de violence scolaire. Les données de la présente étude ont été collectées par Michel Janosz et son équipe pendant l’année 2010, dans quatre établissements éducatifs provenant d’une commission scolaire de la grande région de Montréal. L’échantillon de départ est composé de 1750 élèves qui fréquentent des classes ordinaires et spéciales du premier et deuxième cycle du secondaire âgés entre 10 et 18 ans. Pour fins d’analyse, deux petites écoles ainsi que les classes spéciales ont été retirées. Il demeure donc 1551 élèves dans l’échantillon initial analysé. Les résultats des analyses permettent de constater d’une part, la relation significative existante entre les dimensions du climat scolaire et l’adoption des différents rôles lors d’une situation de violence scolaire, les climats d’appartenance et de sécurité étant les plus importants, et d’autre part d’observer des différences dans les perceptions que les élèves ont de la violence scolaire selon le niveau et selon l’école.

From 'Plodder' to 'Creative':feedback in teacher education

This article discusses the case study of four student teachers, examining the ways in which a particular kind of feedback—namely, confirmatory feedback—can act as a catalyst for some of the learning and potential change student teachers in a teaching practice group may experience on an initial teacher education programme. It illustrates how one piece of confirmatory feedback given to the student teacher, Jake, during post-observation feedback sessions has been influential not just for him but also for his peers. The article shows how this kind of feedback can be particularly effective when it is specific and detailed. It also exemplifies confirmatory feedback and considers the implications of such feedback for the field of teacher education.

O processo ensino-aprendizagem e suas conseqüências na relação professor-aluno-paciente.

This study deals with the ethical and human aspects present in the teaching-learning process within the dentists' formation. It arises from the growing need for professionals involved with the quality of the services they provide for the population in health care centers. In this research a qualitative approach was used and data was obtained by means of focal groups, interviews and participative observation. The sample consisted of 28 dentistry students and 33 patients attended at the dentistry course. According to the results, it was shown that the main problems are the excess of authority in the teacher-student-patient relationship and the dissociation of the body-mind-spirit as seen in the biomedical model health practice. These findings show the future professionals' insufficient abilities for developing a satisfactory relationship with their patients and the need of considering these aspects during their formation.

O processo ensino-aprendizagem e suas conseqüências na relação professor-aluno-paciente.

This study deals with the ethical and human aspects present in the teaching-learning process within the dentists' formation. It arises from the growing need for professionals involved with the quality of the services they provide for the population in health care centers. In this research a qualitative approach was used and data was obtained by means of focal groups, interviews and participative observation. The sample consisted of 28 dentistry students and 33 patients attended at the dentistry course. According to the results, it was shown that the main problems are the excess of authority in the teacher-student-patient relationship and the dissociation of the body-mind-spirit as seen in the biomedical model health practice. These findings show the future professionals' insufficient abilities for developing a satisfactory relationship with their patients and the need of considering these aspects during their formation.

'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

'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

Fragebogen zur Erfassung von Störungen im Unterricht: die Faktorenstruktur der Schülerinnen- und Schülerversion

In diesem Beitrag wird ein neu entwickelter Schülerinnen- und Schülerfragebogen zur Erfassung aggressiver und nicht aggressiver Schülerstörungen, aggressiven Lehrerverhaltens, Störungen des methodisch-didaktischen Settings sowie Klassenführung und Beziehung vorgestellt und die testtheoretischen Kennwerte diskutiert. Die faktorielle Struktur wurde an einer Stichprobe von N=1341 Schülerinnen und Schüler der fünften und sechsten Klasse ermittelt. Eine explorative Faktorenanalyse mit Oblimin-Rotation ergab sieben eindeutige, gut interpretierbare Faktoren, welche den theoretisch postulierten Konstrukten entsprechen. Vier Faktoren erfassen Störungen und drei Faktoren umfassen störungspräventive Merkmale des Unterrichts. Die internen Konsistenzen der Skalen liegen zwischen .60 und .88. (DIPF/Orig.)

Working with Student Teachers: A Mixed Methods Study to Examine the Roles and Self-Identified Dispositions of Cooperating Teachers

A critical component of teacher education is the field experience during which candidates practice under the supervision of experienced teachers. Programs use the InTASC Standards to define the requisite knowledge, skills, and dispositions for teaching. Practicing teachers are familiar with the concepts of knowledge and skills, but they are less familiar with dispositions. Practicing teachers who mentor prospective teachers are underrepresented in the literature, but they are critical to teacher preparation. The research goals were to describe the self-identified dispositions of cooperating teachers, identify what cooperating teachers consider their role in preparing prospective teachers, and explain challenges that cooperating teachers face. Using a mixed methods design, I conducted a quantitative survey followed by a qualitative case study. When I compared survey and case study data, cooperating teachers report possessing InTASC critical dispositions described in Standard 2: Learning Differences, Standard 3: Learning Environments, and Standard 9: Professional Learning and Ethical Practice, but not Standard 6: Assessment and Standard 10: Leadership and Collaboration. Cooperating teachers assume the roles of modeler, mentor and advisor, and informal evaluator. They explain student teachers often lack skills and dispositions to assume full teaching responsibilities and recommend that universities better prepare candidates for classrooms. Cooperating teachers felt university evaluations were not relevant to teaching reality. I recommend modifying field experiences to increase the quantity and duration of classroom placements. I suggest further research to detail cooperating teacher dispositions, compare cooperating teachers who work with different universities, and determine if cooperating teacher dispositions influence student teacher dispositions.