The judicious utilization of new technologies through authentic learning in higher education: A case study

Though technology holds significant promise for enhanced teaching and learning it is unlikely to meet this promise without a principled approach to course design. There is burgeoning discourse about the use of technological tools and models in higher education, but much of the discussion is fixed upon distance learning or technology based courses. This paper will develop and propose a balanced model for effective teaching and learning for “on campus” higher education, with particular emphasis on the opportunities for revitalisation available through the judicious utilisation of new technologies. It will explore the opportunities available for the creation of more authentic learning environments through the principled design. Finally it will demonstrate with a case study how these have come together enabling the creation of an effective and authentic learning environment for one pre-service teacher education course at the University of Queensland.

Achievements and Problems in the In-service Teacher Education in Inquiry Based Style

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2015

Crenças e experiências de professores no PIBID de Língua Inglesa : interação e ressignificação?

There are diverse studies about beliefs in Applied Linguistics since 1970 or so (BARCELOS, 2004), especially beliefs about teaching and learning Foreign Languages. The research about beliefs and experiences of English language teachers, who take part in a program of teaching incentive (Pibid), and, therefore, are immersed in public schools for elementary education, is relevant, once the (ac)knowledgment of these beliefs related to their teaching and learning experiences allows these teachers to reflect about the aspects that involve their teaching practice and their role as teachers of English language. The present work aims to investigate the interaction of beliefs and experiences related to foreign language teaching and learning of teachers who are participants of Pibid, in the subproject of English Language at the Federal University of Uberlândia (UFU), in 2013. The objective is to identify the beliefs and experiences about teaching and learning that the pre-service teachers (PI), the coordinator teacher (PF) and the supervisor teachers (PS) of the program show and how their beliefs and experiences influence each other and can or cannot be redefined. This is a qualitative and interpretative master’s research, in which I analized one narrative of each PI, one interview of PF and another of each PS, and, also, two meetings – the first between the PF and the PIs, and the second between all the participants in the subproject. All the data was collected at the end of their participation in Pibid, approximately one year and six months later. Therefore, I raised some beliefs and experiences about English language teaching and learning present in the teachers’ discourse and analized excerpts in their speech that evidenced the interaction with other participants and its influence to the formation, confirmation, demystification and redefinition of their beliefs. The results of this analysis bring elements that may help the constant reflection of university teachers, teachers in practice and pre-service teachers about the aspects that involve the teaching experiences in public schools.

Inclusión digital de los estudiantes adultos que acceden a la universidad: análisis de sus actitudes y competencias digitales

Esta investigación se propone identificar las actitudes y competencias de los estudiantes adultos en relación con el uso de las TIC, con especial atención al uso de plataformas digitales de aprendizaje y redes sociales (Web 2.0). Asimismo, evalúa la incidencia de algunas variables sociodemográficas (género y edad) en el uso estas herramientas y en la autopercepción de los estudiantes sobre sus competencias digitales. Se ha realizado un estudio tipo encuesta con una muestra de 382 estudiantes que acceden a la Universidad de Sevilla a través de las vías establecidas para mayores de 25, de 40 y 45 años. Los resultados ponen de manifiesto una actitud generalmente positiva ante las TIC que puede calificarse como de pragmática, ya que estas herramientas se valoran positivamente en función de sus potenciales beneficios en los procesos de aprendizaje. Se constata a la vez que no han recibido formación específica en el uso de las TIC. El nivel de competencia que este alumnado percibe tener en el uso de estos recursos es medio-bajo. Además, el grupo de estudiantes mayores de 45 años se considera menos competente que los mayores de 25 y de 40 años. En consecuencia, se realizan algunas propuestas para mejorar la participación de los estudiantes maduros en la enseñanza universitaria.

A poesia promovendo o trabalho integrado e colaborativo na escola: uma contribuição à formação de professores na educação básica

Este estudo, desenvolvido através de uma investigação-ação, busca aprofundar a compreensão sobre o papel da poesia e de sua abordagem associado à integração curricular e ao trabalho colaborativo, em programas de formação de professores, inicial e continuada, visando à mudança de uma prática docente solitária para uma prática mais reflexiva e solidária. Esta investigação desenvolveu-se em uma escola pública de São Paulo - Brasil, com professores de diferentes disciplinas, coordenação pedagógica e estagiários do curso de Letras de duas universidades privadas. Com o propósito de contribuir para o debate, associamos o estudo teórico à investigação empírica, numa investigação-ação, recorrendo à observação participante e às entrevistas semiestruturadas. Elegemos para este trabalho três grandes eixos e suas respectivas referências teóricas: i) formação de professores; ii) currículo e desenvolvimento curricular; e iii) poesia e abordadem da poesia. Com base nesses eixos, elaboramos e desenvolvemos o estudo empírico que nos mostrou sua relevância através dos resultados obtidos: viabilidade de construção e implementação de projetos interdisciplinares nas escolas da rede pública; importância da interação entre professores e restante comunidade escolar; humanização do ambiente escolar; protagonismo de professores e alunos. Mostrou-nos também algumas limitações, especialmente o pouco investimento e apoio das equipes de gestão ao desenvolvimento de projetos integrados, assim como a falta de tempo necessário à construção de ambiente propício à criação da cultura de colaboração docente. Esperamos ter contribuído, através deste projeto, para que um novo olhar seja lançado aos programas de formação, inicial e continuada, de professores, menos tecnicista, mais crítico e reflexivo, mais solidário e integrado, mais humanizado e democrático, bem como à potencialidade da poesia/abordagem da poesia nesses contextos.

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.

Competences for science teaching at the 21st century

This study presents a contribution to the conceptual and terminological clarification of the concept of teaching competence, as well as for the identification of a competencial framework of competences for science teaching at a primary education level, having in mind educating citizens for the 21st century as scientific literates. The proposed framework was developed based on an intensive literature review and on the contributions emerging from a shared reflection between researchers in science education (teachers educators), future primary teachers (pre-service teachers) and in-service primary teachers.

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.

10 th semester pre-service teacher beliefs and cognitive dissonances : a narrative reflection on efl practice at la Salle University

Tesis (Licenciado en Lenguas Castellana, Inglés y Francés).--Universidad de La Salle. Facultad de Ciencias de La Educación. Licenciatura en Lengua Castellana, Inglés y Francés, 2014

O trabalho com a oralidade em um curso de licenciatura em língua espanhola (EAD) : realidades e necessidades

Dissertação (mestrado)—Universidade de Brasília, Instituto de Letras, Departamento de Línguas Estrangeiras e Tradução, Programa de Pós-Graduação em Linguística Aplicada, 2016.

The “FRA wheel” as a teaching tool to elaborate on the identity aspects of physics and mathematics as disciplines in interdisciplinary contexts

This thesis project is framed in the research field of Physics Education and aims to contribute to the reflection on the importance of disciplinary identities in addressing interdisciplinarity through the lens of the Nature of Science (NOS). In particular, the study focuses on the module on the parabola and parabolic motion, which was designed within the EU project IDENTITIES. The project aims to design modules to innovate pre-service teacher education according to contemporary challenges, focusing on interdisciplinarity in curricular and STEM topics (especially between physics, mathematics and computer science). The modules are designed according to a model of disciplines and interdisciplinarity that the project IDENTITIES has been elaborating on two main theoretical frameworks: the Family Resemblance Approach (FRA), reconceptualized for the Nature of science (Erduran & Dagher, 2014), and the boundary crossing and boundary objects framework by Akkerman and Bakker (2011). The main aim of the thesis is to explore the impact of this interdisciplinary model in the specific case of the implementation of the parabola and parabolic motion module in a context of preservice teacher education. To reach this purpose, we have analyzed some data collected during the implementation in order to investigate, in particular, the role of the FRA as a learning tool to: a) elaborate on the concept of “discipline”, within the broader problem to define interdisciplinarity; b) compare the epistemic core of physics and mathematics; c) develop epistemic skills and interdisciplinary competences in student-teachers. The analysis of the data led us to recognize three different roles played by the FRA: FRA as epistemological activator, FRA as scaffolding for reasoning and navigating (inhabiting) the complexity, and FRA as lens to investigate the relationship between physics and mathematics in the historical case.

A FORMAÇÃO DE PROFESSORES EM COMUNIDADES DE PRÁTICA: O CASO DE UM GRUPO DE PROFESSORES DE QUÍMICA EM FORMAÇÃO INICIAL

This work deals with communities of practice and their contribution to pre-service teacher training. A group of eight pre-service chemistry teachers was accompanied during their participation in the PIBID program. Based on their interaction in planning teaching activities, the group was characterized as a community of practice. For this characterization the three dimensions of communities of practice were observed: mutual engagement, joint enterprise and shared repertoire. The results showed that the community of practice was essential for the training of pre-service chemistry teachers. Through community practice, pre-service teachers were able to learn more about their future practice as chemistry teachers.

Inclusive approaches to teaching and learning mathematics

This chapter explores the role of mentors in supporting pre-service teachers to include all children in mathematics teaching, no matter what their individual needs.

Reflexão e identidade profissional do professor de LE: que histórias contam os futuros professores?

Este artigo relata os resultados de um estudo realizado com alunas de graduação em Letras, Português - Língua Estrangeira (Inglês, Espanhol, Italiano, Japonês, Francês e Alemão). Objetivou verificar as metáforas, regras da prática e princípios que as alunas identificaram durante um processo de reflexão sobre suas formações profissionais. Foi possível identificar o impacto desses elementos em seus processos individuais de desenvolvimento de identidades como professoras. O resultado foi um conjunto de histórias biográficas escritas (fontes de experiências) nas quais as participantes se baseavam para constituir suas identidades profissionais como professoras de línguas estrangeiras. Nesses processos, elas puderam construir ligações significativas entre os aspectos teóricos evidenciados nas leituras que realizaram durante o período da pesquisa e os vários eventos marcantes de suas narrativas orais acerca da carreira profissional. A associação dos vários aspectos de suas histórias pessoais às questões teóricas que foram discutidas durante a pesquisa revela processos de construções de identidades profissionais como professoras de línguas estrangeiras.

A história da ciência e as concepções alternativas de estudantes como subsídios para o planejamento de um curso sobre atração gravitacional

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)