Análise das necessidades de formação dos docentes da ESDMI na área das TIC

Dissertação de mest., Ciências da Educação (Educação e Formação de Adultos), Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2010

Análise de necessidades de formação: uma prática reveladora de objetivos da formação docente

In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs

Análise de necessidades de inglês para fins específicos em um curso de graduação em turismo

This study presents the results of a survey conducted in the area of English for Specific Purposes (ESP) in order to identify (1) the learning needs of students in a course in Tourism, their desires and lacks, at a federal university, with respect to use of English; (2) the needs of the present situation of teachers and the coordinator of that course as to the language; (3) the needs of the target situation of professionals (graduates) and companies with respect to this language. This research is a case study (STAKE, 1998; YIN, 2009) and was used for data collection, instruments such as questionnaires, semi-structured interviews, and document on the Tourism Course. To this end, it was adopted the theoretical basis for the constructs of English for Specific Purposes (ESP) Inglês para Fins Específicos (IFE) in Brazil, also known as Inglês Instrumental, whose foundation is based on the work by Hutchinson and Waters (1987), Robinson (1991), Dudley-Evans and St. John (1998), Celani, Deyes, Holmes, Scott (2006), among others, since this work is devoted to a specific area, Tourism. Results show that students opined the ability to prioritize reading and speaking into the classroom. Professionals reported that the latter is an indispensable tool for entering the labor market, yet they feel unprepared and need to attend English language courses in private language schools. The testimony of company executives also point to this deficiency. Finally, the present situation of teachers reveals that, while advocating the use of English in the classroom, this is not because students prefer their mother tongue. There is also an evident lack of needs analysis. Eventually, the coordinator said that there is some uncertainty as to the methodology, content and language skills worked, and the lack of interaction among teachers of English. It was concluded, therefore, it is important to conduct a needs analysis so that one can redesign a course that meets the different contextual needs: students, teachers, coordination, represented by the institutional needs, and the labor market

Análise de necessidades de formação continuada de professores: uma contribuição às propostas de formação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A educação matemática nos anos iniciais: análise de necessidades de formação profissional de docentes no contexto do SARESP

Pós-graduação em Educação para a Ciência - FC

Necessidades formativas e estratégias de formação contínua de professores: observação e análise de um programa de formação de professores

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Refletindo criticamente sobre as necessidades do aluno de inglês instrumental à luz da condição pós-método

O Inglês para Fins Específicos é a abordagem de ensino que ancora o trabalho feito no instituto federal no qual trabalho. Ele tem como premissa básica o ensino focado em uma análise de necessidades, ou seja, tudo o que é ensinado/aprendido está em alinhamento com o que os aprendizes necessitam em seu ambiente acadêmico e profissional. Por causa de mitos e dogmas enraizados ao longo das décadas, porém, a abordagem transformou-se exclusivamente no ensino de leitura e originou distorções na proposta original. O estudo parte da pergunta de pesquisa: O que o aluno participante desta pesquisa vê como prioridade em sua aprendizagem de inglês na escola? Outras perguntas surgiram após conversar com os dados coletados: Por que os alunos participantes querem um ensino e a escola propicia outro?; O que falta na sala de aula para amenizar essa lacuna entre o desejo dos alunos-participantes e a oferta da escola?; e, O que nós, professores, podemos fazer em relação às propostas pedagógicas para preencher esse espaço, à luz dos dados coletados e da revisão de literatura? Investigo então o posionamento de 65 aprendizes do 3 ano do ensino médio da escola na qual trabalho, através de questionários e entrevista nos moldes de um grupo focal com 5 participantes, sobre o que eles veem como prioridade na aprendizagem de inglês na escola e reflito sobre práticas pedagógicas que poderiam atender às necessidades apontadas pelos participantes. Dentro do espírito (in)disciplinar da Linguística Aplicada e dentro de um paradigma qualitativo, a análise das respostas pautou-se na recorrência de temas nas respostas às perguntas do questionário e participação no grupo focal. Temas que recorreram com frequência alta formaram categorias que serviram de base para a discussão. Selecionei duas perguntas do questionário para a análise: a pergunta (9) como você espera que seja o ensino de inglês no Ensino Médio? e a (10) quais habilidades vocês gostariam de desenvolver?, por sua relação direta com o objetivo da pesquisa. A categoria que emergiu das menções mais recorrentes nos proferimentos dos alunos foi comunicação oral, em um total de 62 menções. Outras oito categorias emergiram do corpus. Considerei frequência alta, e por isso categórica, a quantidade de 17 menções. A partir desses resultados, defendo neste trabalho que a voz do aluno (que grita urgência ao aprendizado da comunicação oral) seja ouvida nesse processo, e que uma nova pedagogia pós-metodológica seja implantada no ensino-aprendizagem de línguas no ensino médio e técnico

Necessidades de formação em educação para a saúde em contexto escolar: contributos para os currículos de enfermagem

Tese de Doutoramento, Educação (Desenvolvimento Curricular), 9 de Dezembro de 2013, Universidade dos Açores.

Alfabetizar letrando: investigação-ação fundada nas necessidades de formação docente

The accomplished researches in the education field focus on the importance of the accomplishment of actions involved in the analysis of the needs to graduate teachers as a way to adequate to socialcultural changing that require more and more a creative activity to prepare teachers in their graduation perspective. The worry with a fail at school linked to public school students lead us to make this thesis which goals are: investigate the needs of the graduation of teachers at public Elementary Schools concerning to the subjacent knowledge to the development of a pedagogic practice of alphabetizing with literacy and (re)create, with some teachers as active participants in the researches, knowledge regarding the process of alphabetization with literacy , based on the graduation of teachers. The study was accomplished in a municipal Elementary School in the Ceará-Mirim city, located in the state of Rio Grande do Norte, which offers both I and II levels of the Elementary School, 7 teachers and the principal of the school were subjects of our researches. The starting point was the needs of the graduation as subject phenomena, socially created and that allow people to be aware of the goals of a graduation. The investigative broach is qualitative, whose fundamental purpose is the understanding of the meanings, symbols, values and intentions of the mankind actions, as regards to other humanbeing and the contexts in which they interact. Within this context, we chose the investigation-action for we consider this kind of research a place for investigation and professional graduation, in which teachers and the researcher herself assume responsibility of problematizing, build the needs of graduation and think about their practices. As proceedings to create and analyze data, we developed participant observations during the activities in classroom; semi-structured interviews (individual and in groups) with teachers and the principal; analysis of documents and meetings at school for reflexive studies that enabled us to gather data in a pyramidal panoramic view and analyze the contents. The research revealed that the analysis of necessities to graduate teachers is a resource able to contribute to the planning of projects of keeping on graduating more properly, and thus create a critical and reflexive identity for teachers. This way, it was possible the graduation necessities could be revealed and also the knowledge of teachers as regards to alphabetization inserted in a perspective of literacy. Nowadays, conceptualized needs upon difficulties of teachers, there is a tendency to translate them into theorization of problems, without application to these knowledge of teachers, as well as their wishes for changing, especially when those needs are built to analyze and consider concrete practices. Therefore, the graduation experiences have enabled the abandon of a mechanical broach for teaching reading and writing. It has also lead teachers to assume a posture of providing their students the understanding about the reading and writing processes and their functions as social instruments. The graduation theme contents allowed the knowledge to conceive reading and writing in new perspectives, according to their social functions, so that they can improve the education with literacy quality. This theoretical construction has enabled us to understand and consider the necessities of the graduation as progressive process, and has given us the possibility of re-think our own learning processes at the university and review the pedagogical practices of public school teachers. Our conclusion is that once teachers consider their own graduation needs, it contributes to change their concepts and practices in education and literacy, even though there used to be many difficulties in their graduation and organization of the pedagogical work

Necessidades de formação de professoras principiantes da educação infantil/pré-escola

This work arose from our concerns with the issues of teacher training for early childhood education. From the difficulties encountered as a novice teacher in elementary, we deem important to research training needs of these professionals. Thus, we define the objective of this research to investigate the training needs of novice teachers teaching Early Childhood Education/Elementary school. Our work fits in Educational Research Qualitative Approach, and its construction procedures of the semistructured interview data and document analysis. Our empirical field was made up of schools in the metropolitan region of Natal / RN, offering kindergarten / elementary school. The subjects are five teachers who act as holder of the elementary school class and have 0-3 years of teaching practice, characterizing the second Huberman (2007) as novice teachers. Data analysis, based on principles of content analysis, three themes emerged: Beginner Teaching Professor in Early Childhood Education / Preschool; Reasons explaining the difficulties Faculty / Formative Needs Teaching and Training in Early Childhood Education / Elementary school, from the Training Needs Analysis, with their respective categories, subcategories, contributing to our understanding of the subject matter. The entry into the profession is marked by mixed feelings of euphoria and fear, where there seems to be a "clash" with reality. The difficulties are related to the planning / execution of activities, meet the individual needs of learning and assessment of children. As a strategy to overcome the difficulties the teachers exercise the action-reflection-action in their practices and seek continuous updates in the theoretical and methodological framework of early childhood education. The reasons that define these difficulties may be related to the teacher, school, family, and students of these institutions. In experiencing these difficulties has outlined the need for teacher training, among which stand out studies on ethics in teaching with children, the concept of children and their childhoods, peculiarities of teaching / learning in preschool, toys and legal determinations on early childhood education, multi-language and expressions in early childhood education, specific content areas of knowledge, among others. Furthermore, studies on the theoretical as Piaget, Vigotsky, Maria Carmen Barbosa and Emily Smith. For these professionals to be a professional early childhood education is: like children, be patient and careful, have specific theoretical and practical training for teachers in kindergarten, being able to improvise with seriousness and competence and get updates on continuing education. The surveys, together with the authors and teachers, to confirm our understanding that the training needs of beginners may be related to shortcomings in the initial and continuing education

Necessidades de formação continuada de professores do 1º ciclo do ensino fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

As percepções sobre as necessidades de formação continuada dos gestores e dos professores de Língua portuguesa e inglesa: algumas reflexões

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Concepção e implementação de um website de uma associação sindical

Dissertação apresentada ao Instituto Superior de Contabilidade para a obtenção do Grau de Mestre em Assessoria de Administração

Making connections: engineering and language issues in teaching english for specific purposes

Tese apresentada para cumprimento dos requisitos necessários à obtenção do grau de Doutor em Línguas, Literaturas e Culturas