Relevant bibliographies by topics / Education computing and supervised teaching practice

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Education computing and supervised teaching practice'

Author: Grafiati
Published: 11 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education computing and supervised teaching practice"

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Cardoso, Patricia Capitani, and Vera Lucia Felicetti. "Práticas Docentes sob o Olhar de Egressos." Multidisciplinary Journal of Educational Research 6, no. 2 (June 14, 2016): 104. http://dx.doi.org/10.17583/remie.2016.1665.

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Teacher’s practice, permeated by his/her being and doing in the classroom was and remains the subject of study in academia. This article presents the result of a Master Degree’s investigation on Education aimed to identify what are the practices of teachers in a Technical Course in Computing from a town located in the metropolitan area of Porto Alegre under of the view former students. The investigation was a mixed research methodology approach with an exploratory/descriptive goal and a technical ex-post-facto procedure. The research tool was a questionnaire administered to graduates a Technical Course in Computing. Quantitative data was analyzed by descriptive statistics while for the qualitative data we used analysis of content. Among the emerged results, it was observed that graduates with supervised training seem to have a more critical view than the non-supervised training graduates about the activities developed by their teachers. We identified different practices developed by teachers, among them in class assessment without student’s feedback, highlighting the need for improving the assessment practice by the teachers. We observed the need of a teaching more related with the labor market, as well as classes that combine theory with practice.
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Saadatdoost, Robab, Alex Tze Hiang Sim, Hosein Jafarkarimi, Jee Mei Hee, and Leila Saadatdoost. "Cloud Computing for Teaching Practice." International Journal of Web-Based Learning and Teaching Technologies 9, no. 4 (October 2014): 50–68. http://dx.doi.org/10.4018/ijwltt.2014100104.

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Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on “planning and preparation” and “instruction” domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions.
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Sirotová, Mariana, and Eva Frýdková. "Supervised Practice Teaching in Higher Education of Future Teachers." International Journal on Language, Literature and Culture in Education 3, no. 2 (November 1, 2016): 150–60. http://dx.doi.org/10.1515/llce-2016-0016.

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AbstractSupervised practice teaching is an inseparable part of the higher education of future teachers and is perceived as the bridge between theoretical and practical preparation. It is also a tool for the development of professional competences of future teachers, therefore it is inevitable to pay attention to it in terms of theory, research and practice. This article introduces the position of self-reflection in the process of evaluating the implementation of supervised practice teaching done by students themselves. Through the analysis of self-reflecting evaluation of the implemented practice done by students, it presents various possibilities how to improve the supervised practice teaching in higher education of future teachers itself.
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Sivan, Atara, and Dennis W. K. Chan. "Supervised Teaching Practice as a Partnership Process: Novice and experienced student-teachers' perceptions." Mentoring & Tutoring: Partnership in Learning 11, no. 2 (August 2003): 183–93. http://dx.doi.org/10.1080/13611260306853.

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Xia, Yao Wen. "Network Teaching System Trial Based on Cloud Computing." Advanced Materials Research 756-759 (September 2013): 1903–7. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.1903.

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Cloud computing is a new network application mode, with the arrival of the era of cloud computing, cloud computing technology has been applied to education in the field of network teaching practice. Based on the concept of cloud computing service level, on the basis of research, the cloud computing application to the university network teaching platform, then puts forward the implementation of the application scheme of cloud computing in the network remote teaching in a trial and application analysis of cloud computing and education field of education informatization with the positive influence.
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Assai, Natany Dayani de Souza, Sergio De Mello Arruda, and Fabiele Cristiane Dias Broietti. "The Supervised Teaching Practice and the Preservice Teachers’ Intended and Performed Actions in a Chemistry Class." Acta Scientiae 23, no. 1 (February 11, 2021): 136–69. http://dx.doi.org/10.17648/acta.scientiae.6066.

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Background: Giving up prescriptive views on the teacher’s action in the classroom is necessary for a better understanding of the teaching work. We are also faced with the absence of works that address teaching action under an investigative bias in initial teacher education. Objectives: identify and categorise the actions intended and performed by preservice teachers in a chemistry class, looking for implications for teacher education. Design: the study fits into a qualitative-interpretative research perspective. Setting and Participants: The data analysed comes from the monitoring of chemistry teaching degree students in the Supervised Teaching Practice discipline and their teaching in a 9th-grade class in a public school. Data collection and analysis: data collection took place through different instruments: lesson plans and audio and video recordings of the classes, that enabled interpretations based on the assumptions of the textual discursive analysis. Results: for the actions intended, a small set of five actions was identified (question, write, explain, organise, identify). The actions carried out, on the other hand, include a larger set of 13 actions and, mainly, microactions, made possible by the actions intended. There is a convergence between the actions initially planned and development in the departments, and the emergence of specific actions in the context of the Supervised Practice. Conclusions: Such results indicate the importance of categorising the actions of the undergraduate students in a chemistry class, resulting in a set of actions not yet identified in other studies, and discussing the importance of the Teaching Practice in the constitution of elements of the teaching work.
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Podder, Suplab Kanti, and Debabrata Samanta. "Green Computing Practice in ICT-Based Methods." International Journal of Web-Based Learning and Teaching Technologies 17, no. 4 (September 2022): 1–18. http://dx.doi.org/10.4018/ijwltt.285568.

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Green computing is the system of implementing virtual computing technology that ensure minimum energy consumption and reduces environmental waste while using computer. ICT Based Teaching and Learning (ICT-BTL) tools can be implemented for effective and quality education especially during the pandemic like Covid 19. The researchers collect the data from original sources with their personal experiences and eagerness to understand the concept in depth and the applicability for prospective mankind. The results include positive impacts of developing and implementing the green computing for ICT-BTL tools in smart class rooms. ICT experts and entrepreneurs believe in initiating the virtual classroom operations for the betterment of future and protecting from the faster growing technology era in education and research industry. The present study can be initiated for developing modern classrooms and ICT based education system with 3D presentation, demonstration of practical examples in the realistic manner.
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Hinton, Brian. "Constructivism Applied: An Example from the Teaching of Computing." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 2 (December 1, 2005): 21–26. http://dx.doi.org/10.18538/lthe.v2.n2.03.

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The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions. This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.
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Rogus, Stephanie, Shadai Martin, and Sylvia Gabriela Phillips. "Teaching in an Undergraduate Dietetics Program and Internship During COVID-19." Journal of Family & Consumer Sciences 113, no. 2 (April 1, 2021): 25–29. http://dx.doi.org/10.14307/jfcs113.2.25.

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During the spring semester of 2020, COVID-19 disrupted teaching at universities across the United States ("Coronavirus Hits Campus," 2020). Transitioning courses online presented many difficulties for instructors (Gannon, 2020; McMurtrie, 2020b; Schmalz, 2020), and educators in family and consumer sciences (FCS)–and dietetics in particular–worked to engage students, administer exams, address confusion with content, and identify alternatives for supervised practice within a very short timeframe. This paper discusses the challenges faced and solutions discovered by undergraduate and graduate dietetics program faculty at New Mexico State University (NMSU) in transitioning face-to-face courses to online. It also discusses how changes in teaching practices during this time will affect the future of dietetics education. Both programs are accredited by The Accreditation Council for Education in Nutrition and Dietetics (ACEND), which requires programs (undergraduate, graduate, and dietetic internships) to meet specific learning competencies and supervised practice hours and provide documentation that requirements are met (Academy of Nutrition and Dietetics, 2020b). Although accreditation is not unique to dietetics programs, the specific requirements, varied practice sites, and range of possible solutions merit attention.
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Taggart, Andrew C. "The Systematic Development of Teaching Skills: A Sequence of Planned Pedagogical Experiences." Journal of Teaching in Physical Education 8, no. 1 (October 1988): 73–86. http://dx.doi.org/10.1123/jtpe.8.1.73.

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Clinical and field experiences in physical education teacher education programs have gradually been added to the student teaching experience to allow student teachers more opportunities to develop teaching skills. The quality of these experiences appears to depend largely on the many contextual variables the student teachers confront rather than the successful performance of the teaching skills being practiced. If beginning physical education teachers are to share in a pedagogy developed from research in classroom management, instructional time, and teaching strategies, and if teaching skills are to be developed specific to these areas, then repeated supervised practice in a variety of settings is needed. The teacher education program described contains a sequentially arranged pattern of nine clinical and field experiences culminating in the final student teaching experience. The essential features of the pedagogical experiences are detailed, emphasizing time engaged in practice teaching, teaching skill focus, supervisory/data collection focus, and pupil teacher ratio.
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Dissertations / Theses on the topic "Education computing and supervised teaching practice"

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Ransom, Stephen M. "The impact of ubiquitous computing on a teacher's practice : factors and conditions affecting the operationalizing of a constructivist teaching philosophy." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1263893.

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The purpose of this study was to explore the impact of how ubiquitous computing would affect an elementary teacher's ability to more fully operationalize her existing constructivist teaching philosophy.Research on computing technologies in K-12 schools has documented that there are numerous important barriers to technology integration in the classroom, one of which is access to computer technologies. In addition, the research documents that new technologies can act as a catalyst toward teacher change of instructional practices over time when using such technologies for teaching and learning. The literature also suggests that a teacher's use of computing technologies may contribute to a shift toward more constructivist teaching practices. Ubiquitous computing technologies are becoming more and more prevalent in K-12 schools and are removing the barriers of sufficient access and related issues of infrastructure, making it increasingly feasible to study the impact of computer-saturated environments on teaching and learning.This qualitative single case study investigated the impact of full-time in school computer ubiquity via wireless laptops for every student and the teacher in a fifth grade classroom during the 2002-2003 school year. Qualitative methods were used in the gathering and analysis of multiple forms of data.Findings1.Key enabling conditions of ubiquitous technology-supported constructivist practices were (i) peer support and collaboration, (ii) ubiquitous access to information, curriculum, and tools, (iii) time to plan, implement, and assess inquiry-based instruction, (iv) technical support, technical knowledge, and reliable hardware, and (v) software to support student construction of knowledge and projects.2. This teacher's preexisting pedagogical beliefs positively impacted her ability to implement and sustain a shift toward more constructivist teaching practices.3.Computing ubiquity facilitated this teacher's (i) planning for inquiry-based learning activities, (ii) ability to remain flexible and spontaneous, (iii) desire and motivation to pursue her own professional inquiry, (iv) it reduced the amount of risk required to make and sustain changes of pedagogy coupled with high technology use, and (v) it accelerated the time required to assume ownership of a technological innovation.This study concludes with the suggestion for a new model of ubiquitouscomputing based upon the findings of this study.
Department of Elementary Education
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Damásio, João Miguel Caldeira. "Relatório da prática de ensino supervisionada realizada no Agrupamento nº 2 de Évora - Escola Básica Integrada André de Resende e Escola Secundária André de Gouveia." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20711.

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O estágio pedagógico estava incluído numa cadeira de Mestrado que era a Prática de Ensino Supervisionada. Este mesmo estágio foi diferente dos anteriores tive meu cargo até ao final do ano lectivo duas turmas de ciclos diferentes e ainda tive que ter duas pequenas intervenções em turmas de ciclos diferentes. Posto isto durante o ano lectivos tive encarregue de turmas do 5° e 7° anos de escolaridade e entrevi ainda junto de turmas do 4° e 10° anos. As turmas do 4° e 5° ano pertenciam à escola Básica Integrada André de Resende e as outras duas à escola Secundária André de Resende. Este relatório surge como complemento à cadeira de PES realizada no ano lectivo de 2009/201 O e serve essencialmente como análise, reflexão e relato do trabalho desenvolvido ao longo do ano. ABSTRACT: The teaching practice was included in a Master's degree discipline who was Supervised Teaching Practice. This same stage was different from previous ones, because I had ate my office until the end of the academic year two classes of different cycles and still had to have two minor interventions in classes of other different cycles. Having said that during the academic year I teach the discipline of Physical Education at two classes of 5th and 7th grades and also had an intervention until classes of 4th and 7th grades. The classes of 4th and 5th belonged at Escola Básica Integrada André de Resende and the others of Escola Secundária André de Gouveia. This document comes as a complement to the chair of PES conducted in academic year 2009/201O and essentially serves as analysis, reflection and reporting of the work developed throughout this year.
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Chagas, Nelson Fernando Magrinho. "Prática de ensino supervisionada em educação física realizada na Escola Secundária / 3º ciclo Rainha Santa Isabel em Estremoz." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/14713.

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Com base nas experiências e vivências proporcionadas pela PES, onde foi fomentado a discussão entre estagiários e orientadores, relativamente às múltiplas questões de âmbito pedagógico, educativo e de didática específica da disciplina de Educação Física, foi elaborado o relatório de estágio que, de um modo sucinto e numa dimensão reflexiva, procurou identificar e clarificar as aprendizagens realizadas, ao longo do ano, nas várias dimensões do perfil profissional do professor do ensino básico e secundário. O presente relatório procurou ainda evidenciar a bagagem pedagógica e didática adquirida nas áreas do conhecimento geral e específico da disciplina de Educação Física e outras inerentes à prática letiva profissionalizante; ABSTRACT: Based on experiments and experiences offered by the STP, which has fostered the dialog between trainees and mentors around the specific issues of pedagogy and didactics of Physical Education classes, a work-placement report was prepared. Succinctly and in a reflexive dimension, sought to identify and clarify the learning process that took place throughout the year, considering the various dimensions of the teacher's professional profile in elementary and high school education. This report sought to display the pedagogical and didactic luggage gained in the areas of general and specific knowledge of the discipline of physical education and others inherent to vocational teaching.
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Carrilho, Rui Filipe Marques. "Relatório da prática de ensino supervisionada no Agrupamento de Escolas n.º 4 de Évora - EB 2,3 Conde de Vilalva e Escola Secundária Gabriel." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20631.

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A presente dissertação é uma sinopse do trabalho desenvolvido no âmbito do estágio de Prática de Ensino Supervisionada em Educação Física. O estágio decorreu em duas escolas dos Ensinos Básico e Secundário. A dissertação encontra-se dividida por partes: preparação e planificação de aulas, conhecimento das turmas, condução das aulas, avaliação e processo reflexivo das várias etapas. Foram desenvolvidas actividades para as comunidades escolares de ambas as escolas e foi feita uma reflexão final do estágio que teve como objectivo analisar todos os procedimentos que foram desenvolvidos ao longo do ano lectivo. A passagem pelos quatro ciclos de ensino foi bastante produtiva para o enriquecimento do processo enquanto professor. As aulas seguiram o planeamento anual que estava delineado e foi esta ferramenta que possibilitou a existência de uma grande autonomia dos alunos, um maior controlo na prática pedagógica e a presença sistemática do jogo, trazendo uma motivação e empenhamento suplementar nas aulas e nas actividades desenvolvidas. ABSTRACT: The following dissertation is a synopsis of what was done at the scope of Supervised Practices for Physical Education beginning teachers. The traineeship took place in two schools from Primary to Secondary levels. The dissertation is divided into several parts: preparation and lessons planning, students' profile, lessons, evaluation and reflexive process on the different stages. lt was developed activities for the communities of the booth schools and was made a final reflection of the traineeship stage that have as a propose analyze all the procedures that was developed in all the academic year. The passage for the four cycles of school was very productive for the enrichment as a professor. The classes were follow as was expected and was that possibilities the existence of a great autonomy of the students, a bigger contrail in the pedagogy practice and systematic presence of the game that bring a motivation and supplementary interest in the classes and activities developed.
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Bulhões, Francisco José Duarte. "Relatório da prática de ensino supervisionada realizado no Agrupamento de Escolas nº 4 de Évora - EB 2,3 Conde de Vilalva e Escola Secundária André de Gouveia, em ensino de educação física nos ensinos básico e secundário." Master's thesis, Universidade de Évora, 2010. http://hdl.handle.net/10174/20716.

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O presente relatório surge como um complemento à minha Prática de Ensino Supervisionada, realizada no ano lectivo de 2009/201O, visando essencialmente a reflexão e documentação do trabalho por mim desenvolvido ao longo deste ano. A minha Prática de Ensino Supervisionada debruçou-se sobre a disciplina de Educação Física, e decorreu na Escola EB 2,3 Conde de Vilalva, onde leccionei a disciplina a uma turma de 8° ano, e na Escola Secundária André de Gouveia, tendo leccionado a disciplina a um 12° ano. Durante este mesmo ano lectivo, leccionei ainda entre 8 intervenções a uma turma do 1° Ciclo de Ensino Básico, 1° ano; e 9 intervenções a uma turma do 2° Ciclo de Ensino Básico, o 5° ano. ABSTRACT: This document comes as a complement to my Supervised Teaching Practice, held in the 2009/201O academic year, aiming primarily to reflection and documentation of the work developed throughout this year. My Supervised Teaching Practice was focused on the discipline of Physical Education, and held at EB 2,3 Conde de Vilalva where I taught a class in 8th grade, and in high school André de Gouveia, where I taught the discipline to a class in 12th grade. During that same academic year, I taught between 8 and 1O interventions with a class of 1st cycle of education, 1st grade, and with a class of 2nd cycle of education, a 5th grade.
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Martins, Isabel Maria Sequeira. "Relatório da prática de ensino supervisionado realizado no Agrupamento de Escolas nº 4 de Évora - EB 2,3 Conde Vilalva e Escola Secundária Gabriel Pereira." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14114.

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O presente relatório surge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada, inserida no plano de estudos do Mestrado de Ensino da Educação Física nos Ensinos Básico e Secundário. O objectivo é documentar e reflectir sobre a prática desenvolvida durante o ano lectivo 2010/2011 na escola EB 2,3 Conde de Vilalva e Secundária Gabriel Pereira em Évora. Desta forma, o presente documento espelhará todo o trabalho desenvolvido com as duas turmas seguidas ao longo do ano lectivo, destacando-se as actividades de planeamento, avaliação, condução do ensino e actividades complementares à PES, entre elas, uma investigação sobre a percepção e estratégias a adoptar sobre a indisciplina na Educação Física. Todo este processo foi supervisionado por dois orientadores cooperantes, um de cada escola e um orientador de estágio, docente da Universidade de Évora; ABSTRACT: This report comes as a result of the Curricular Unit of Supervised, included in the studying plan of a Master’s Degree in teaching Physical Training to booth elementary and secondary education. Its main purpose is to document and reflect on the practice developed during the tuition in the school year of 2010/2011, on the following schools: EB 2, 3 Conde de Vilalva and Gabriel Pereira High School in Évora. This project will show all the work that was developed by the two classes throughout all year, with a special focus on planning, evaluating and teaching activities related to this Unit of Supervised Practice Teaching. It will also mention the main points connected to the extra-curricular activities; among them a research on perception and strategies to adopt regarding indiscipline on physical education. This project was supervised by two guiding teachers from the above mentioned schools, as well as one other mentor from Évora University to supervise the practical traineeship.
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Correia, António Joaquim Pinto. "Relatório da prática de ensino supervisionada realizada na Escola Secundária/3 Rainha Santa Isabel de Estremoz." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/14618.

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O presente documento pretende relatar os procedimentos efetuados ao longo da Prática de Ensino Supervisionada, na disciplina de Educação Física, realizada na Escola Secundária/3 Rainha Santa Isabel de Estremoz no ano letivo 2011/2012. Pretende, ainda refletir criticamente sobre todos os procedimentos, decisões e comportamentos no âmbito do processo ensino-aprendizagem e participação na escola. A PES desenvolveu-se numa turma de 9º ano e outra turma de 12º ano, abrangendo assim dois ciclos de ensino. Neste trabalho será exposta a aplicação prática de todos os conhecimentos adquiridos anteriormente, apesar das necessárias adaptações e ajustamentos ao contexto escolar específico. Serão abordados os aspetos teóricos fundamentais no processo ensino-aprendizagem, conceitos, metodologias de intervenção, atitudes e dificuldades sentidas. Com este estudo pretendemos revelar as dificuldades sentidas na aplicação dos conhecimentos, quer a nível individual, quer por limitações contextuais do meio envolvente. Contudo pretendemos demonstrar que, e apesar de algumas dificuldades, é possível desenvolver na escola um trabalho útil na valorização das aprendizagens dos alunos; ABSTRACT: The present document intends to relate the procedures taken along the STP on the subject of physical education in the Rainha Santa Isabel secondary school in Estremoz on the school year of 2011/2012. It also pretends to reflect critically about all the procedures decisions and behaviours in the learning-teaching process and participation in the school. The STP was developed in a 9 grade class and in a 12 grade class to cover two teaching cycles. In this work will be exposed the practical application of all acquirements previously acquired, despite the necessary adaptations and adjustments to the specific academic context. Will be covered the fundamental theoretical aspects in the learningteaching process concepts interventional methodologies attitudes and difficulties felt. With this study we want to reveal the difficulties felt in the application of the acquirements, either individually or contextual limitations of the surrounding environment. However, we want to show that and despite some difficulties it is possible to develop in the school a useful work in the valorisation of the students learning.
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Pereira, Daniel Joaquim de Oliveira. "Relatório da prática de ensino supervisionada realizada na Escola Secundária/3 Rainha Santa Isabel em Estremoz." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/15936.

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Este trabalho aborda um ano de Prática de Ensino Supervisionada na Escola Secundária/3 da Rainha Santa Isabel em Estremoz, numa turma de 9ºAno e outra de 12ºAno. A primeira dimensão tratada é o desenvolvimento do ensino e da aprendizagem, referindo todos os passos e todos os documentos elaborados durante o ano letivo para cada uma das turmas e todas as supervisões efetuadas. A segunda dimensão descrita refere-se à organização de duas atividades por parte deste núcleo de estágio: “Orientação na Escola” e “Olhe pela sua Saúde”, dirigidas à escola e à comunidade escolar. A terceira dimensão, desenvolvimento profissional ao longo da vida, relata um estudo realizado durante a Prática de Ensino Supervisionada, na tentativa de melhorar a performance dos alunos no teste da extensão de braços do Fitnessgram; ABSTRACT: This work covers one year of Supervised teaching Practice at Rainha Santa Isabel Secondary school in Estremoz, in a class of 9th grade and 12th grade. The first dimension treated is the development of teaching and learning, referring to all the steps and all the documents drawn up during the school year for each of the classes and all supervisions made. The second dimension described account with the organization of two activities on the part of this workgroup: "Guidance in School" and "Look for your Health", addressed to the school and the school community. The third dimension, lifelong professional development, reports a study conducted during the Supervised teaching Practice, in an attempt to improve the performance of students in the arm extension test of Fitnessgram.
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Amador, Carlos Manuel Marques. "Relatório da prática de ensino supervisionada realizada na EB 2,3 Conde de Vilalva e escola secundária André de Gouveia." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15422.

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O presente relatório surge como uma reflexão da Prática de Ensino Supervisionada, realizada ao longo do ano letivo de 2010/2011. A componente científica presente ao longo do relatório associada a uma reflexão sobre o trabalho desenvolvido nas instituições escolares ajudam a fundamentar as decisões tomadas durante a PES. Ao longo deste relatório são destacadas várias temáticas, incontornáveis neste processo de ensino-aprendizagem, para que se possa perceber o trabalho efetuado durante o ano escolar: ensino de Educação Física, modelos de planeamento, características do ensino nas diferentes escolas, o ensino das diferentes matérias, avaliação, participação na escola e desenvolvimento profissional; ABSTRACT:This report is the result of a reflection to the Supervised Teaching Practice, held throughout the academic year of 2010/2011. The scientific component of the report in connection with a reflection on the work developed in schools helps to sustain the decisions made during the Supervised Teaching Practice. Throughout this report several topics of extreme importance to the teaching and learning process are highlighted in order to better understand and apprehend the work developed through the academic year: Physical Education teaching, planning models, characteristics of teaching in different schools, teaching of different sports, evaluating, participating in school and professional development
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Feijão, Sofia Nunes Ramalho. "Relatório da prática de ensino supervisionada realizada na Escola Básica Conde de Vilalva em Évora." Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/15839.

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Este Relatório pretende descrever de uma forma reflexiva, sobre o percurso desenvol-vido no âmbito da Prática de Ensino Supervisionada em Educação Física, realizado na Escola Básica Conde de Vilalva em Évora, no ano letivo 2013/2014, com as turmas do 5ºB e 8ºA. Com base nas linhas orientadoras que regulamentam o Estágio Pedagógico e funda-mentam a estruturação deste trabalho, pretende-se enquadrar teoricamente e basear algumas práticas, caraterizar o contexto de integração dos estagiários na Escola, a “la-buta” do processo ensino-aprendizagem, mas também, as atividades de intervenção na comunidade escolar e integração no meio. Seguindo as diretrizes de um modelo reflexivo da formação de professores, e em busca de um desenvolvimento profissional e pessoal, a reflexão foi o grande suporte para a melhoria contínua desta minha Prática. Estruturado pelas dimensões que constituem este processo, contribuiu para uma ex-periência fundamentada pelo conhecimento científico, proporcionando uma formação pedagógica integral sob o ponto de vista profissional, pessoal e ético. Foi sem dúvida uma sublime experiência de formação que me tornou mais eficaz, en-quanto agente do processo ensino-aprendizagem; ABSTRACT: This report aims to describe and reflect upon the development of Supervised Teaching Practice in Physical Education that took place in Escola Básica Conde de Vilalva de Évora[Conde de Vilalva de Évora Primary School], during the school year of 2013/2014, in classes from years 5 and 8. Based on the guidelines that regulate the Teaching Training and support the structure of this report, this project aims to provide a theoretical framework for some practices, to characterize the integration of trainee teachers in the School, the "struggle" be-tween teaching and learning, as well as the extracurricular classes within the school community and integration in the environment. Following the guidelines of a training reflexive model and in search of professional and personal development, the reflection was the main basis for the continuous improve-ment of this Practice. Being structured by the dimensions that compose the process, this project has con-tributed to an experience informed by scientific knowledge, providing a complete ped-agogic training considering professional, personal and ethics dimensions. It was undoubtedly an extraordinary education experience that made me more effi-cient as an agent of the teaching - learning process.
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Books on the topic "Education computing and supervised teaching practice"

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Burn, Andrew. Media literacy in schools: Practice, production and progression. London: Paul Chapman Pub., 2007.

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Scotland. Scottish Executive. HM Inspectors of Schools. Computing and information technology: A report by HM Inspectors of Schools on good practice in further education in Scotland. Edinburgh: HM Inspectors of Schools, 1999.

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Allen, Jonathan, John Potter, Keith Turvey, Jane Sharp, and Jeremy Burton. Primary Computing and Digital Technologies : Knowledge, Understanding and Practice: Knowledge, Understanding and Practice. SAGE Publications, Limited, 2016.

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Primary Computing and Digital Technologies : Knowledge, Understanding and Practice: Knowledge, Understanding and Practice. SAGE Publications, Limited, 2016.

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Primary Computing and ICT : Knowledge, Understanding and Practice: Knowledge, Understanding and Practice. SAGE Publications, Limited, 2014.

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Allen, Jonathan, John Potter, Keith Turvey, and Jane Sharp. Primary Computing and ICT : Knowledge, Understanding and Practice: Knowledge, Understanding and Practice. SAGE Publications, Limited, 2014.

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M, Arnold Jean, and Pearson Gayle Angus 1938-, eds. Computer applications in nursing education and practice. New York: National League for Nursing, 1992.

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Media Literacy in Schools: Practice, Production and Progression. Paul Chapman Educational Publishing, 2007.

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Media Literacy in Schools: Practice, Production and Progression. Paul Chapman Educational Publishing, 2007.

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Arnold, Jean M., and Gayle A. Pearson. Computer Applications in Nursing Education and Practice (National League for Nursing Series (All Nln Titles). Jones & Bartlett Publishers, 1992.

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Book chapters on the topic "Education computing and supervised teaching practice"

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Shi, Dequan, Guili Gao, Fuwei Kang, and Dayong Li. "Exploration of Practice Teaching Reformation in Higher Education." In Advances in Intelligent and Soft Computing, 465–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29637-6_59.

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Ren, Yunhui, and Limin Zhao. "Research and Practice of ‘Teaching, Learning, Practice Integration Teaching Model’ in Higher Vocational and Technical Education." In Advances in Intelligent and Soft Computing, 633–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27866-2_78.

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Yang, Zhou. "Advantages of Computer Information Technology in Physical Education Teaching Practice." In Advances in Intelligent Systems and Computing, 688–95. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69999-4_94.

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Shi, Dequan, Guili Gao, Zemin Yu, Fuwei Kang, and Dayong Li. "Constitution of Practice Teaching System in Higher Education Based on Cultivating Innovative Practice Ability." In Advances in Intelligent and Soft Computing, 733–39. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24775-0_114.

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Cui, Ruixue, and Yanchao Wang. "Research on Teaching Practice of Hidden Curriculum in University Physical Education." In Advances in Intelligent and Soft Computing, 357–62. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25538-0_52.

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Liu, Wenfeng, Jieying Sui, and Yangbo Wu. "Network Course Construction and Teaching Web-Based Practice of Reinforced Concrete Structural Fundamentals for Adult Education." In Advances in Intelligent and Soft Computing, 509–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-28466-3_69.

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Cong, Jinming, Meiling Wang, and Zhiqin Huang. "Design and Practice of Teaching Model of Measurement and Evaluation of Mathematics Education Based on the Flipped Classroom Concept." In Advances in Intelligent Systems and Computing, 1394–400. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_193.

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Saadatdoost, Robab, Alex Tze Hiang Sim, Hosein Jafarkarimi, Jee Mei Hee, and Leila Saadatdoost. "Cloud Computing for Teaching Practice." In Web-Based Services, 2267–84. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9466-8.ch100.

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Recently researchers have shown an increased interest in cloud computing technology. It is becoming increasingly difficult to ignore cloud computing technology in education context. However rapid changes in information technology are having a serious effect on teaching framework designs. So far, however, there has been little discussion about cloud computing benefits in domains of teaching frameworks which propels us to study and redesign teaching frameworks considering cloud computing. The purpose of this paper is to review recent research into cloud computing and features which can be improved with this new technology. This paper studied several researches through literature to determine the main impact of cloud computing on “planning and preparation” and “instruction” domains as two main domains of teaching framework. Light will be then shed on the impact and potential benefits of cloud computing on teaching framework. The paper closes by proposing to design an evaluation table based on cloud computing artifacts to enhance teaching practice and highlights its offerings for educational institutions.
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Lameras, Petros, Iraklis Paraskakis, and Philipa Levy. "Using Social Software for Teaching and Learning in Higher Education." In Social Computing, 1045–60. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-984-7.ch067.

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This chapter focuses on discussing the use of social software from a social constructivist perspective. In particular, the chapter explains how social constructivist pedagogies such as collaborative learning and communities of practice may be supported by the adoption of social software tools. It begins by briefly discussing the social constructivist perspective considering certain pedagogies such as collaborative learning and communities of practice. Then, it explains how these pedagogies are reflected in actual practice by using a variety of social software tools such as discussion boards, blogs and wikis. Finally, the chapter presents the implications of using social software based on the impact of certain factors such as teachers’ understandings of, and beliefs about, teaching in general. The purpose of this chapter is to support higher education practitioners in theoryinformed design by distilling and outlining those aspects of social constructivism that addresses the use of social software tools. It is perceived that a gradual introduction of social software to institutional Virtual Learning Environments, with a strong focus on collaborative learning processes and engagement in online learning communities, will highlight the need for discursive tools, adaptability, interactivity and reflection.
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Xiao, X., and Y. Jia. "The practice of interactive teaching and learning between teachers and students of programming course." In Computer, Intelligent Computing and Education Technology, 919–22. CRC Press, 2014. http://dx.doi.org/10.1201/b16698-199.

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Conference papers on the topic "Education computing and supervised teaching practice"

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Henderson, Tristan. "Teaching Data Ethics." In CEP '19: Computing Education Practice. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3294016.3294017.

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Boisvert, Charles. "Teaching relational database fundamentals." In CEP '19: Computing Education Practice. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3294016.3294031.

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Ribeiro, Joana, and Henrique Gil. "The use of DER-Digital Education Resources — Teaching supervised practice." In 2016 11th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2016. http://dx.doi.org/10.1109/cisti.2016.7521495.

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Betteridge, Jack, James H. Davenport, Melina Freitag, Willem Heijtljes, Stef Kynaston, Gregory Sankaran, and Gunnar Traustason. "Teaching of Computing to Mathematics Students." In CEP '19: Computing Education Practice. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3294016.3294022.

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Moller, Faron, and Stewart Powell. "Teaching Computing via a School Placement." In CEP '19: Computing Education Practice. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3294016.3294029.

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Aires, Ana Paula, and Joaquim Escola. "THE INTEGRATION OF TEACHING RESOURCES IN THE CONTEXT OF THE SUPERVISED TEACHING PRACTICE IN PRESCHOOL EDUCATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2300.

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Dias, Vanessa, Henrique Gil, and Teresa Goncalves. "The Multimedia Interactive Whiteboard (MIW) in a Supervised Teaching Practice in Basic Education." In 2015 International Symposium on Computers in Education (SIIE). IEEE, 2015. http://dx.doi.org/10.1109/siie.2015.7451640.

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Yao, Yuqin, Kechang Fu, Hanbing Yan, Xiaoyan Huang, Dan Chen, Guojiang Wang, and Wenbin Wang. "Research of the method for graduation practice based on campus practice teaching." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.57.

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Zhang, Hu, and Jia-heng Zheng. "An exploration on computational linguistics in teaching practice." In the 1st ACM Summit on Computing Education in China. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1517632.1517641.

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Yang, Wenwen. "The Design of International Trade Practice Analog Teaching System." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.387.

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