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1
Tozetto, Susana Soares, and Priscila Kailer. "FORMAÇÃO INCIAL DO COORDENADOR PEDAGÓGICO: análises e reflexões dos saberes profissionais." Cadernos de Pesquisa 23 (January 22, 2017): 77. http://dx.doi.org/10.18764/2178-2229.v.23n.especial/p.77-90.
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O presente artigo analisa os saberes da formação inicial do coordenador pedagógico. O cotidiano desse profissional, imerso por acontecimentos imprevisíveis, mobiliza saberes a cada nova situação Os autores que sustentam as análises aqui propostas são Kuenzer(2006), Gauthier (1998) e Gimeno Sacristán (1999). Assim, foi feito uma análise documental do Projeto Político Pedagógico do curso de Pedagogia da Universidade Estadual de Ponta Grossa-Pr entre os anos de 2007 a 2010. Os dados da pesquisa também foram obtidos com entrevistas de seis coordenadoras pedagógicas egressas do curso em análise. Os resultados mostram que a amplitude do processo formativo do coordenador pedagógico desafia as possibilidades de formar um profissional para diversas funções, como docente, gestor e pesquisador.Palavras-chave: Formação Inicial. Saberes. Coordenador Pedagógico.INITIAL OF EDUCATIONAL TRAINING COORDINATOR: analyses and reflections of professional knowledgeAbstrac: This article analyzes the knowledge of the initial formation of the pedagogical coordinator . The daily life of this professional, immersed by unforeseeable events , mobilizes knowledge to each new situation The authors argue that the analysis proposed here are Kuenzer (2006 ) , Gauthier (1998) and Gimeno Sacristan (1999 ) . Thus, it was made a documentary analysis of the Pedagogical Political Project of the Faculty of Education of the State University of Ponta Grossa -Pr between the years 2007 to 2010. The survey data were also obtained with interviews six graduates of the course pedagogical coordinators in analysis. The results show that the amplitude of the formation process of the pedagogical coordinator challenges the possibilities of forming a professional for various functions , as a teacher , manager and researcher.Keywords: Initial Training. Knowledge. Educational Coordinator. COORDINADOR INICIAL DE FORMACIÓN EDUCATIVA: análisis y reflexiones del conocimiento profesionalResumen: En este artículo se analiza el conocimiento de la formación inicial del coordinador pedagógico. La vida cotidiana de este profesional , inmersa por acontecimientos imprevisibles , moviliza el conocimiento a cada nueva situación Los autores sostienen que el análisis que aquí se propone son Kuenzer (2006 ) , Gauthier ( 1998) y Gimeno Sacristán (1999 ) . Por lo tanto, se realizó un análisis documental del Proyecto Político Pedagógico de la Facultad de Educación de la Universidad Estatal de Ponta Grossa - Pr entre los años 2007 a 2010. Los datos de la encuesta se obtuvieron también con entrevistas a seis graduados de los coordinadores del curso pedagógicas en el análisis . Los resultados muestran que la amplitud del proceso de formación del coordinador pedagógico desafía las posibilidades de formar un profesional para diversas funciones , como maestro , director e investigador .Palabras clave: Formación inicial. Conocimiento. Coordinador de la Educación.
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Paulazini Majela dos Santos, Rafaele, and Ligia de Carvalho Abões Vercelli. "A AFETIVIDADE NAS RELAÇÕES ENTRE PROFESSORAS E COORDENADORA EM UM CENTRO DE EDUCAÇÃO INFANTIL DA CIDADE DE SÃO PAULO." COLLOQUIUM HUMANARUM 17, no. 1 (October 24, 2020): 197–207. http://dx.doi.org/10.5747/ch.2020.v17.h495.
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The questions that guided the study were: How do Early Childhood Education teachers notice affectivity? How does affectivity occur in everyday relationship between teachers and the coordinatorat a Child Education Center? The objectiveof this paperwas to map how affectivity, in the relationship between teachers and the coordinator, occurs in a public CEC, in São Paulocity. The research subjects were five teachers and one coordinator. The methodology used in this study involved a qualitative approach. Data-collection instruments consistedof observation in the CEC premises and semi-structured interviews with the teachers and thecoordinator. The results show that affectivity, in the studied CEC, is little recognized in the relationships between the teachers and the coordinator, a fact that has implications for the development of the joint work of the school unit. According to the interviewed teachers, the pedagogical coordination isa support for all the work developed at the CEC and, therefore, they emphasize the importance of the professional who assumes this role.
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Monteiro, Edenar Souza, and Claudia Botelho da Silva. "A Função do Coordenador Pedagógico e sua Mediação no Espaço Escolar." Revista de Ensino, Educação e Ciências Humanas 18, no. 2 (July 24, 2017): 103. http://dx.doi.org/10.17921/2447-8733.2017v18n2p103-107.
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Esta pesquisa teve como objetivo investigar a função do coordenador pedagógico salientando a importância da mediação no espaço escolar. O estudo realizado em uma Escola Municipal de Educação Infantil localizada em Cuiabá-MT. Participaram desta pesquisa cinco professores e um coordenador, que atuam na Educação infantil. Os instrumentos utilizados para a coleta de dados foram: pesquisa bibliográfica, observação, entrevista semiestruturada. Destarte, o problema da pesquisa se concentrou em investigar em que medida o trabalho do coordenador pedagógico, como mediador no espaço escolar, contribui para a prática docente? Os resultados apontaram que o trabalho desenvolvido pela coordenação pedagógica, permeado pela mediação e diálogo na escola, contribui para a reflexão e tomada de consciência dos professores resultando na melhoria do ensino-aprendizagem. Verificou-se, também, que o coordenador como multiplicador e mediador de conhecimentos é o profissional que transita no pedagógico subsidiando os professores que por sua vez, desenvolve a sua prática, em sala de aula, promovendo uma dinâmica de interação articuladora.Palavras-chave: Coordenador Pedagógico. Ensino e Aprendizagem. Mediação.AbstractThis study aimed to investigate the role of the pedagogical coordinator highlighting the importance of the school environment mediation. The study was carried out in a Municipal Elementary School located in Cuiabá city in MT state. Five teachers and one coordinator who work in childhood education took place in this survey. The following data collection tools were used: bibliographic research, observation, semi-structured interview. Thus, the research issue focused on the following investigative question: To what extent does the pedagogical coordinator work, as the school environment mediator, contribute to the teaching practice? The results showed that the work developed by the pedagogical coordination, permeated by mediation and dialogue in the school, contributes to the teachers’ reflection and awareness resulting in the improvement of the teaching-learning process. It was also found out that the coordinator as a knowledge multiplier and mediator is the professional who wanders along pedagogical field supporting teachers who in turn, develop their practice in the classroom, promoting a dynamic and articulating interaction.Keywords: Pedagogical Coordinator. Teaching and Learning. Mediation.
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Wasserman, Egoza, and Chagit Refaeli. "Implementation of the ICT Program in Schools from the Point of View of the ICT Coordinators." Journal of Education and Development 2, no. 1 (February 9, 2018): 1. http://dx.doi.org/10.20849/jed.v2i1.306.
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The purpose of this research is to examine the work of the ICT coordinator in the school: How does the coordinator see his role and work, what are the characteristics of the coordinators work and his relationship with supervisors, instructors, principals, teachers and students. The research was conducted in the qualitative method, the tool used to assemble data was a semi-structured interview; Ten ICT coordinators were interviewed from a variety of ages and a wide range of experience in teaching. The study found that ICT coordinators are the key figures in getting the process of implementation moving. The ICT coordinators know the importance of their roles in the schools and feel a great sense of responsibility. The coordinators are responsible for many fields, including the budgetary framework, promoting the teaching-learning process and leading school projects. The coordinators attest to a high level of trust with the principals and a good working relationship with the Ministry of Education’s instructors, so that they have an open channel of dialogue and can consult with them. The work of the coordinator with the teachers consists of the pedagogical and technical aspect that are intertwined and attest to each other’s existence.
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Tozetto, Susana Soares, and Priscila Kailer. "FORMAÇÃO INCIAL DO COORDENADOR PEDAGÓGICO: análises e reflexões dos saberes profissionais." Cadernos de Pesquisa 23 (January 26, 2017): 67. http://dx.doi.org/10.18764/2178-2229.v.23n.especial/p67-80.
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O presente artigo analisa os saberes da formação inicial do coordenador pedagógico. O cotidiano desse profissional, imerso por acontecimentos imprevisíveis, mobiliza saberes a cada nova situação Os autores que sustentam as análises aqui propostas são Kuenzer(2006), Gauthier (1998) e Gimeno Sacristán (1999). Assim, foi feito uma análise documental do Projeto Político Pedagógico do curso de Pedagogia da Universidade Estadual de Ponta Grossa-Pr entre os anos de 2007 a 2010. Os dados da pesquisa também foram obtidos com entrevistas de seis coordenadoras pedagógicas egressas do curso em análise. Os resultados mostram que a amplitude do processo formativo do coordenador pedagógico desafia as possibilidades de formar um profissional para diversas funções, como docente, gestor e pesquisador.Palavras-chave: Formação Inicial. Saberes. Coordenador Pedagógico.INITIAL TRAINING OF AN EDUCATIONAL COORDINATOR: reflections on professional knowledgeAbstract: This article analyzes knowledge in initial educational coordinator training. The daily life of this professional, immersed in unforeseeable events, mobilizes knowledge for each new situation Authors argue that theanalyses proposed here are Kuenzer (2006 ), Gauthier (1998) and Gimeno Sacristan (1999 ) . Thus, document analysis was carried out on the Political Pedagogical Project of the Faculty of Education at the State University of Ponta Grossa -PR from 2007 to 2010. Research data was also obtainedthrough the interviews of six educational coordinators of the major under anlysis.. Results show that the amplitude of educational coordinator training training process challenges the possibilities of preparing a professional for various functions such as a teacher, manager and researcher.Keywords: Initial Training. Knowledge. Educational Coordinator.FORMACIÓN INICIAL DEL COORDINADOR PEDAGÓGICO: análisis y reflexiones del conocimiento profesionalResumen: En este artículo se analiza el conocimiento de la formación inicial del coordinador pedagógico. La vida cotidiana de este profesional, inmersa por acontecimientos imprevisibles, moviliza el conocimiento a cada nueva situación. Los autores que sostienen los análisis que aquí se proponen son Kuenzer (2006), Gauthier (1998) y Gimeno Sacristán (1999). Por lo tanto, se realizó un análisis documental del Proyecto Político Pedagógico del Curso de Pedagogía de la Universidad Estadual de Ponta Grossa - PR entre los años 2007 a 2010. Los datos de la investigación se obtuvieron también con encuestas a seis coordinadoras pedagógicas egresas del curso en análisis. Los resultados muestran que la amplitud del proceso de formación del coordinador pedagógico desafía las posibilidades de formar un profesional para diversas funciones, como maestro, director e investigador.Palabras clave: Formación inicial. Conocimiento. Coordinador pedagógico.
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Semago, N. Ya, and E. A. Solomakhina. "Psychological and pedagogical support of a child with ASD." Autism and Developmental Disorders 15, no. 1 (2017): 4–14. http://dx.doi.org/10.17759/autdd.2017150101.
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Present article considers basic problems which emerge in training and adaptation in the environment of school age children with autism spectrum disorders (ASD). The necessity of prolonged psychological and pedagogical support of an autistic child in an educational organization is substantiated. The main tasks of support specialists (psychologist, speech therapist, special education teacher, tutor, social educator and in¬clusion coordinator), who create conditions and accompanying educational process of children with ASD, are listed.
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Rook, Olivia. "‘Let children have a go’." Early Years Educator 21, no. 7 (November 2, 2019): 50. http://dx.doi.org/10.12968/eyed.2019.21.7.50.
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Kerry Smith (below), a pedagogical coordinator at Little Barn Owls Nursery, reveals why the children in her setting have developed a sculpture garden, how her team manages challenging behaviour, and her favourite way to relax outside of work.
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Silva, Mariana Augusta de Araújo. "Coordenador Gestor, Coordenador Pedagógico ou Coordenador Empreendedor: Análise do Perfil de Coordenadores de Curso em IES Privada." Future Studies Research Journal: Trends and Strategies 6, no. 2 (December 30, 2014): 74–102. http://dx.doi.org/10.24023/futurejournal/2175-5825/2014.v6i2.164.
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Higher Education dynamics is impacted by political, economic and financial interference. In parallel, the Ministry of Education and Culture (MEC) is strict in its reviews to ensure Brazilian higher education is appreciated and promoted. The purpose of this study is to identify the profile of Course Coordinators and factors that might improve, at the surveyed HEIs, this professional´s relationship with students, teaching staff and Directors. Literature was searched and reviewed so as to collect subject matter pertaining issues. A quantitative research approach was employed and objectives were of exploratory descriptive nature since this technique ensures extended comprehension of the investigated phenomenon, whilst data was gathered via personal interviews. The object of investigation comprised all Course Coordinators of the Estácio/Natal Group in Brazil´s four units. The survey´s tool comprises: 13 closed questions to identify the Coordinator´s profile; 17 questions with a 5 point Likert score scale to identify the entrepreneurial profile; 42 also resorting to a 5 point Likert score scale to measure the dimensions of the Coordinator´s activities and 4 open, optional questions to measure difficulties and possibilities that impact the development of an entrepreneurial course management approach. The study employed both a statistical method (data analysis) and descriptive statistics. Findings lead to the conclusion that information and knowledge gathered support researched HEIs in their overcoming of challenges, amongst which encouraging strategic course management and innovation, focused on implementing a new vision of the Course Coordinator, as professionals that master how to balance management and pedagogical skills, whilst innovating by resorting to entrepreneurial competencies.
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Chernukha, N. "SOCIAL-PEDAGOGICAL WORK IN UKRAINE: HISTORY, EXPERIENCE, PERSPECTIVES." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 5 (2019): 37–40. http://dx.doi.org/10.17721/2616-7786.2019/5-1/8.
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The article deals with the issues of the formation and development of social pedagogy in the field of social work and the perspectives for its further development, because in the today's conditions, in accordance with the priority vectors of the state social policy, social-pedagogical work with various social groups is significantly intensified. The purpose of the article is to analyze the development of socio-pedagogical work in Ukraine and offer vectors of its perspectives. An analysis of theoretical and methodological approaches to the characteristics of such paradigms of social and pedagogical activity as cognitive-informational, competence, personal, and culturological ones is proposed. The legal and regulatory framework of social-pedagogical work in Ukraine is analyzed. The most effective mechanisms of social and pedagogical work at different stages of its development are singled out. Considerable attention is paid to the practical activities of a social educator in the educational environment. An attention is also paid to inclusive education in accordance with the provisions of the Law of Ukraine ‘On Education'. The description of the content, forms and methods of social pedagogical practice according to the challenges of the time is given. The prospective directions of modernization of social and pedagogical work are proposed to introduce the educational institutions of higher education of innovative specialization in the specialty ‘Social pedagogy', namely, socio-pedagogical patronage in inclusive education, the coordinator of social and pedagogical work, the assistant of a social pedagogue, teacher-organizer, social management pedagogical work, social- pedagogical counseling, social-pedagogical counseling of volunteers in the social sphere, etc. Of course, these proposals are controversial.
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Torres Jaramillo, Claudia. "Through the eyes of a researcher: A school’s literacy project." Colombian Applied Linguistics Journal, no. 5 (April 3, 2011): 105. http://dx.doi.org/10.14483/22487085.184.
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Research and reflection are two key aspects for teachers’ growth and development. This article is a final report of a research study which aims at describing the process lived by the English coordinator and a group of high school teachers from various disciplines which was sponsored by el Instituto para la Investigación y el Desarrollo Pedagógico - IDEP (one of the most serious institutions that support educational research in Colombia). The group of researchers wanted to systematically and critically observe and analyze the reading and writing pedagogical practices held at school in order to construct collectively a better understanding of these two fundamental processes in teaching. By narrating the research experience through the eyes of one of its participants (the English coordinator), one can see that carrying out research can be a complex but very gratifying experience that can have an impact on one’s professional growth and development.
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Parfenova, G. L., and O. G. Kholodkova. "University’s “Center for the Development of Giftedness” as a Coordinator of Innovative Activities to Support Gifted Children." Вестник практической психологии образования 16, no. 2 (2019): 62–67. http://dx.doi.org/10.17759/bppe.2019160209.
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The article is devoted to the actual problem of psychological and pedagogical support of gifted children in the educational space. The existing system of work on the development of personality giftedness is discussed. The importance of innovation in the development of gifted children in the region is emphasized. Emphasis is placed on significant differences in economic, educational, socio*cultural resources and the activities of municipalities on the development of gifted children in different regions of the country, including the Altai Territory. The structure of the Center for the Development of Giftedness created at the Pedagogical University is revealed; directions and content of its activities and cooperation with other departments of the university; trajectories of network interaction with various institutions and organizations of the region for work with gifted children. Particular attention is paid to describing the capabilities of the center in working with parents of gifted children, including from rural areas. The presented model can be adapted into a system for managing work with gifted children in a specific region of Russia.
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Сікора, В. В. "ІНТЕРАКТИВНА КОМПЕТЕНТНІСТЬ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ: ПЕДАГОГІЧНІ УМОВИ ЇЇ ФОРМУВАННЯ." Теорія та методика навчання та виховання, no. 47 (2019): 113–22. http://dx.doi.org/10.34142/23128046.2019.47.10.
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The manuscript analyzes the actual problem of defining pedagogical conditions when forming interactive competence in the training process of future teachers of physical training. The purpose of the research is to substantiate one of the pedagogical conditions for forming interactive competence of a future teacher of physical training. The tasks of the research are to investigate the pedagogical condition of forming interactive competence of a future teacher; to outline the ways of its implementation. To achieve the goal, to solve the outlined tasks of the research we used the general scientific theoretical methods: analysis, synthesis and systematization of the authors’ manuscripts on the research problem of learning teachers of physical training; logical and systemic, problem-oriented, comparative analysis with the purpose of theoretical substantiation of one of the pedagogical conditions of forming interactive competence of a future teacher of physical training. The results of the research are the formulation and justification of one of the pedagogical conditions for forming interactive competence of future teachers of physical training in the learning process. This pedagogical condition is the introduction of interactive tactics and training strategies aimed at forming interactive competence of a future teacher of physical training. It is ensured by the implementation of the spectrum of interactive roles for a future teacher (checker, director, manager, facilitator, advisor, speaker, moderator, trainer, coordinator); as well as by the introduction of interactive teaching styles (teacher’s style, content style, student’s style, interactive, educational and personal styles). It is ensured by collaboration and partnership between teachers and students, taking into account interactive teaching methods. We conclude that the research emphasizes the need to move from traditional to interactive learning, updating teaching tactics and strategies, interactive roles, styles, methods with students at Universities.
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Lytle, Rebecca K., and Gayle E. Hutchinson. "Adapted Physical Educators: The Multiple Roles of Consultants." Adapted Physical Activity Quarterly 21, no. 1 (January 2004): 34–49. http://dx.doi.org/10.1123/apaq.21.1.34.
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The purpose of this study was to describe the experiences and roles adapted physical educators engaged in during consultation interactions. Participants included 4 females and 2 males with experience teaching (range of 3-21 years) in the field of adapted physical education. Data collection included a demographic data sheet, two individual in-depth interviews, interview notes, document analysis, and field observations. Results indicate that participants experienced and made meaning for five distinct roles, including advocate, educator, courier, supporter/helper, and resource coordinator. These findings and future discoveries may influence curriculum and pedagogical approaches for adapted physical education teacher training programs.
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Feinberg, Pohanna Pyne. "Re-storying place: The pedagogical force of walking in the work of Indigenous artist-activists Émilie Monnet and Cam." International Journal of Education Through Art 17, no. 1 (March 1, 2021): 163–85. http://dx.doi.org/10.1386/eta_00056_1.
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Walking plays a generative and pedagogical role in the work of contemporary artists Émilie Monnet (Anishnaabe/French) and Cam (Innu/Québecois), both of whom work and live in the region known as a Tiohtià:ke to the Haudenosaunee, as Mooniyang to the Anishinaabeg, and as Montréal to many others. This article proposes that recent artistic interventions and participatory projects offered by Monnet and Cam infuse the international discourse about walking as a pedagogical force with their distinct perspectives as Indigenous women. They employ walking to reinforce their presence, to learn from place, to contest colonial narratives and exclusions conveyed by visual culture, to honour their ancestors, to indigenize collective memory by amplifying Indigenous voices and contributing to the re-storying of place, a concept inspired by Potawatomi environmental biologist Robin Kimmerer. Monnet is an interdisciplinary artist who combines theatre, performance, image and sound art as a performer, creator and director. She is also the founding director of Onishka, an mutlimedia Indigenous arts organization. Cam is a street artist and the lead coordinator of Unceded Voices, a street art convergence for artists who are Indigenous women, women of colour, queer, two-spirit and gender non-conforming. She is also currently the national coordinator of the Aboriginal Curatorial Collective. With a shared awareness that the dynamics that comprise place are intrinsically relational and dialogical, the work of Cam and Monnet intervenes in the felt and seen world to reinforce their sense of belonging to this region. Walking is integral to their respective research, creation and collaboration that enables their work to contest dominant colonial narratives while honouring the contributions of those who have been disavowed.
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Cardoso, Gabriela Cedalia, Doris Pires Vargas Bolzan, and Silvana Martins de Freitas Millani. "A organização do trabalho pedagógico no ciclo de alfabetização: as vozes dos professores - The organization of pedagogical work in the literacy cycle: the voices of teachers." Revista de Gestão e Avaliação Educacional 5, no. 10 (June 7, 2016): 73. http://dx.doi.org/10.5902/2318133822386.
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Este artigo é um recorte da monografia do Curso de Especialização em Gestão Educacional da Universidade Federal de Santa Maria. O objetivo do estudo foi compreender como a organização do trabalho pedagógico implica no desenvolvimento das ações de incentivo à leitura e à escrita no ciclo de alfabetização. A pesquisa adotada é qualitativa de cunho narrativo sociocultural, tendo como base de estudo as narrativas do coordenador pedagógico e professores do ciclo de alfabetização de uma escola da rede municipal de Santa Maria. Compreendemos como as professoras organizam seu trabalho pedagógico e como a equipe diretiva tem atuado no sentido de apoiar e orientar o trabalho docente.Palavras-chave: trabalho pedagógico, ciclo de alfabetização, leitura e escrita. THE ORGANIZATION OF PEDAGOGICAL WORK IN THE LITERACY CYCLE: THE VOICES OF TEACHERSAbstractThis article is an excerpt of the Specialization Course monograph in Educational Management of the Federal University of Santa Maria. The aim of the study was developed to understand how the organization of the pedagogical work involves the development of actions to encourage reading and writing literacy in the cycle. The research adopted is qualitative socio-cultural narrative nature, with the study based on the narratives of the pedagogical coordinator and literacy cycle teachers of a school of the municipal educational system of Santa Maria. We understand how teachers organize their teaching work and how the management team has been working to support and guide the teaching.Key-words: pedagogical work, literacy cycle, reading and writing.
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Penkova, Rositsa. "THEORETICAL MODEL OF THE PROFESSIONAL ROLE OF THE FUTURE TEACHER AS AN ANIMATOR." Knowledge International Journal 28, no. 3 (December 10, 2018): 843–47. http://dx.doi.org/10.35120/kij2803843r.
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This article contains a theoretical overview of animation in the training and education process, which is the basis of a research procedure related to the issues under consideration.For both schools and universities it is more and more difficult to meet the requirements imposed by the dynamic modernity. The specificity of the teacher's professional profile, as well as the professional roles he is called to perform, is changing. Modern learners (pupils and students) have the opportunity to compare and selectively refer to sources of information. They prefer scientific knowledge to be presented in an attractive, interesting and catchy manner. The teacher, aside from being an informant, coordinator, diagnostician, assessor, interlocutor, observer, educator, role model and diplomat should be an artist and animator.Didactic animation in the learning process offers a variety of opportunities to involve participants in non-standard pedagogical situations and active participation in learning, which ensures an increased willingness to learn.The new pedagogical situation is related to the use of pedagogical animation opportunities for the purposes of education, based on the idea of interaction between the joy of entertainment and the learning objectives.Part of the disciplines studied by future teachers train them to put the child at the center of pedagogical interaction, balancing the elements of learning and play, of commitment and pleasure, which justifies the need to apply an animation approach to education.Pedagogical animation stimulates certain activeness, creates an environment with higher quality of organization of the education process and leisure time and contributes to more effective achievement of the goals of education and training.The conducted research involving practicing teachers and students of Primary School Pedagogy and Primary School Pedagogy and English demonstrates the understanding of animation as a modern dimension of the general pedagogical principles of upbringing and education.
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Gois, Edijan Santos de, Alexandra Silva Santos, and Advanusia Santos Silva de Oliveira. "UM OLHAR TÉCNICO PEDAGÓGICO SOBRE PROGRAMAS EDUCACIONAIS E ESTUDANTES COM DEFICIÊNCIAS." Revista Ibero-Americana de Humanidades, Ciências e Educação 7, no. 4 (April 30, 2021): 757–74. http://dx.doi.org/10.51891/rease.v7i4.1004.
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Objective: Knowing the importance of including students with disabilities in ordinary education, this research was carried out to analyze the challenges of including students with disabilities in educational programs, from a technical and pedagogical perspective. Methods: The social actors in this research were students with disabilities seen in the NPME, Fluency Assessment and PDDE programs. The study was done through a personal (auto) biographical experience report, and the collaborator, participating in this research, is a pedagogical technician of the Municipal Secretariat of a city in the State of Sergipe and acts as Coordinator of the educational programs focused on: PNME, Assessment of fluency and PDDE, being called Santos, having their identity preserved. Results: Thus, the difficulties encountered by the employee in monitoring the inclusion programs for students with disabilities, and the achievements through such programs for the inclusion process were pinned. Conclusion: Based on the experiences lived, at the head of the programs, the Santos employee, ponders the need for advances in the pedagogical proposals for the students, the target audience of this study, but highlights some achievements, nonetheless. In the Novo Mais Educação Program, the workshops notoriously provided for the strengthening of bonds of affection among students. However, for there to be educational assistance with a view to inclusion, it is also important that effective means for the execution of programs and inclusion of students are made possible.
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Helmchen, Christian, and Sílvia Melo-Pfeifer. "Professional development of future foreign language teachers during short-term exchanges." On the Horizon 26, no. 2 (June 4, 2018): 103–12. http://dx.doi.org/10.1108/oth-11-2017-0091.
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Purpose The purpose of this paper is to analyze the self-perceived influence of short-term exchanges in schools abroad on future foreign language teacher’s professionalization, regarding professional values and pedagogy and practice. It grasps students’ changes in the perception of values attached to short-term exchanges in a professional setting. Design/methodology/approach In the scope of the European project SPIRAL, four prospective foreign language teachers attended a two-week internship at schools in another country. This paper explores, resorting to a combined content and discourse analysis, their letters of motivation (two months before the exchange), emails sent individually to the local coordinator (one week after the arrival) and a focus-group interview (two months after the arrival). Findings Future foreign language teachers change their focus when referring to the values attached to their experiences at schools abroad: from an initial focus on language skills improvement, they come to value the intercultural pedagogic experience they lived, focusing on differences and similarities between professional values and pedagogical practices across the contexts. Practical implications A generalized introduction of professional exchange programs, both in pre-service and continuing teacher education, could improve teachers’ perceptions of global structural, educational, political and curricular contexts and demands. It would also help the teachers decenter from educational practices and professional habitus taken for granted, and raise their awareness of what it means to be educated and professionalized in other contexts. Originality/value Few studies have focused on short-term exchanges and their impact on teachers’ professional development. The present paper highlights the pedagogical, intercultural and identity-building potential of short-term exchanges in foreign language teacher education.
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Crump, Eric. "Technotreachery: Play in Filtrates School." About Campus: Enriching the Student Learning Experience 1, no. 1 (March 1996): 20–23. http://dx.doi.org/10.1002/abc.6190010105.
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Eric Crump is the learning technologies coordinator for the University of Missouri-Columbia Learning Center. He is working on a number of projects, all exploring ways to use computer networks to create new learning environments and to complement conventional learning environments. His pet projects at the moment are the Online Writery, an online community of student writers; Rhetnet, an experimental scholarly cyberjournal on rhetoric and writing, and the MU Institute for Instructional Technology, a mechanism for effecting technological and pedagogical change on campus. If you would like to contact Eric to inquire about the nuts and bolts of on-line learning or about his views on learning and the academy, you can send e-mail to him at wleric@showme.missouri.edu .
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Wulandari, Mega Retno, and Ade Iriani. "Pengembangan Modul Pelatihan Pedagogical Content Knowledge (PCK) Dalam Meningkatkan Kompetensi Profesional dan Kompetensi Pedagogik Guru Matematika SMP." Kelola: Jurnal Manajemen Pendidikan 5, no. 2 (December 27, 2018): 177–89. http://dx.doi.org/10.24246/j.jk.2018.v5.i2.p177-189.
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The research objectives are to describe the training that has been held so far and its weaknesses and to develop PCK training modules in order to improve the pedagogical and professional competence of mathematics teachers. This type of research is research and development. The research subjects were the MGMP Coordinator and junior high school mathematics teacher. Data collection techniques are observation, interviews, documentation studies, and tests. Data analysis techniques use mixed methods. The PCK training module was developed using the Sugiyono model, taking 7 stages namely potential and problems, data collection, product design, design validation, design revisions, limited trials and product revisions. Module validation tests are carried out by module experts, PCK experts, and prospective users. Research results: 1) Training for junior high school mathematics teachers have been focused on the dissemination of the 2013 curriculum and PCK training has never been held; 2) The weakness of the training that has been held so far: material from the powerpoint print out presented by the speaker, when the training collided with teaching activities in the school, the training material was only about the 2013 curriculum; and 3) PCK training modules that have been developed are feasible to use.
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Avidov Ungar, Orit, and Tamar Shamir-Inbal. "ICT Coordinators’ TPACK-based Leadership Knowledge in their Roles as Agents of Change." Journal of Information Technology Education: Research 16 (2017): 169–88. http://dx.doi.org/10.28945/3699.
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Aim/Purpose: The aim of the study is to examine what ICT coordinators perceive as the main elements of knowledge needed to implement ICT successfully into school culture. Background: For the past few years, Israel’s Ministry of Education has been running a national program of adapting the education system to the 21st century skills. Key teachers have been appointed as ICT coordinators. Their role was to implement technology in schools. Methodology: The participants in this study were 130 ICT coordinators in Israeli Hebrew and Arabic schools. Those ICT coordinators had to attend a special in-service 60-hour course throughout an entire school year. The research tool was the reflection of the ICT coordinators who were asked to complete at the end of the in-service course. Narrative analysis was chosen as the main approach to data analysis. Contribution: We claim that ICT coordinators maintain a complex perception of their role, based on broad personal and professional knowledge that enables them to lead the needed changes. Findings: Based on the findings the coordinators revealed primary successful elements of their work: (a) technological aspects, (b) pedagogical aspects, (c) the organizational aspects, and (d) the ICT coordinator as a leader of systemic change. The first two elements already appear in the TPACK construct, while the others constitute organizational knowledge (OK) and leadership knowledge (LK) that enables the coordinators to facilitate ICT implementation in schools, and these are the unique elements of this study. Recommendations for Practitioners : We recommend that when choosing ICT coordinators or ICT implementation leaders at school, one should check not only that they possess the familiar TPACK knowledge, but also organizational knowledge and leadership knowledge that was found essential to successful completion of the coordinators’ role. Impact on Society : his study has shed light on the nature and significance of leadership knowledge (LK) and its function as an additional expression of TPACK. Future Research: We suggest that future research about educational technology leaders’ TPACK be drawn from these results.
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Penna, Marieta Gouvêa de Oliveira, and Alda Junqueira Marin. "Estudo sobre a organização do trabalho pedagógico em uma escola pública municipal: Evidências das formas de controle e de sua determinação política." education policy analysis archives 28 (October 19, 2020): 150. http://dx.doi.org/10.14507/epaa.28.4616.
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This article investigates aspects of the school pedagogical work, observing the signification, processes, dynamics, and relations. We also investigate hierarchical relations, task divisions, and the occurrence, or absence, of collective work. Our focus is the institutional relations between teachers and the administration team. The investigation was accomplished in a municipal public school in the metropolitan area of São Paulo, where children attend at Early Childhood, from 3-5 years old, followed by the initial years of Basic Education. Data were collected by means of semi-structured interviews with the school principal, the coordinator, and two teachers engaged in the school proposal. Ball’s studies are considered, focusing on the power relations and the diversity of goals that guide the pedagogical work. Lima’s perspective of microanalytical investigation of the school and Weber’s forms of domination are also adopted. The analysis of the strategies established by the administration team showed that the school under investigation works as both a bureaucratic organization and an organized anarchy. Efforts are carried out for the establishment of a shared administration, involving all the school agents. We also noted the existence of teachers’ resistance concerning the proposals issued by the administrative team, demonstrating ideological disputes and disputes for interests present in its daily routine.
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Soleman, Habib Allah. "COVID-19 as the Catalyst of E-leadership and ICT Implementation in Israeli Arab Sector Elementary Schools." Journal of Education and Culture Studies 4, no. 2 (April 24, 2020): p90. http://dx.doi.org/10.22158/jecs.v4n2p90.
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The article discusses the vicissitudes of practical implementation of distance learning by the use of ICT technologies in the elementary schools of Israel’s Arab sector, following the lock-down induced by COVID-19 pandemic. The author describes his own experience of distance learning as a pedagogical coordinator, while addressing various aspects of collaborative practices, parental cooperation, and leadership in the context of emergency management policies and methods. The experience is certainly both unprecedented and informed by lessons learned from previous emergencies: the author seeks to integrate the existing scholarly and practical frameworks of knowledge and the conclusions that can already be drawn from the experience that is entirely new, ongoing, and open-ended. The article discusses strengths and weaknesses of distant learning experience in the elementary school and provides tentative recommendations for the unknown and uncertain future.
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Melo Santos, Luciano, and Maria Elizabete Souza Couto. "DESENVOLVIMENTO PROFISSIONAL DE PROFESSORES QUE ENSINAM MATEMÁTICA: A VISÃO DA GESTÃO ESCOLAR." COLLOQUIUM HUMANARUM 17, no. 1 (November 2, 2020): 280–97. http://dx.doi.org/10.5747/ch.2020.v17.h500.
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This article aims to understand how school management has been organizing professional development situations for teachers in the daily activities of actions planned and developed with peers. It is a qualitative research, carried out in a public school in the municipal education network, which has the partnership of an ONG and is located in a city in the southern region of Bahia. To collect data, we conducted semi-structured interviews with the school principal and pedagogical coordinator. From the analysis of the material produced in the interviews, it was possible to understand that the movement proposed by management for the professional development of teachers, in this case, those who teach Mathematics, is to allow, guarantee, encourage, participate and bring their teachers closer to external sources of training, such as the University and research groups, valuing the school culture, as a place for teaching and learning and for the proposals presented in the Pedagogical Project of the School, favoring the school space so that teachers can discuss and put into practice this formation and the reflection of the practice; professional development and social justice, as part ofthe working conditions necessary for the good performance of the teacher in the task of promoting learning to his students; and dialogue with teachers who teach mathematics to advance the construction of the student's mathematical knowledge and the professional development of teachers.
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Bobik, Bogumiła. "Próba ujęcia modelu pracy pedagoga w kontekście środowiska szkolnego." Kultura - Przemiany - Edukacja 8 (2020): 65–75. http://dx.doi.org/10.15584/kpe.2020.8.5.
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The article is an attempt to present the model of work of a school counselor. It reviews the approaches to the styles and concepts of school counselors work described so far in the literature. It was assumed that the model is a certain image of reality, its possible shape. In the case of the school counselors, the model refers to the process of educational interactions. It always results from the existing school situation, tasks assigned to the educational psychologist and school counselor, the needs of students, parents and teachers, and the educational environment. Six models of the pedagogue's work were distinguished and described: a tutor and social activist, therapist, creative educator, mentor of children and youth, a pragmatist and coordinator of educational work at school, and an interventionist pedagogue. The presented models of work may constitute a proposal for effective planning of activities undertaken as part of psychological and pedagogical support.
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Silva, Geisa Floro de Santana, José Cláudio Alves da Costa, and Diogenes José Gusmão Coutinho. "O PAPEL DO COORDENADOR PEDAGÓGICO COMO INDUTOR DA FORMAÇÃO CONTINUADA / THE ROLE OF THE PEDAGOGICAL COORDINATOR AS AN INDUCER OF CONTINUING EDUCATION." Brazilian Journal of Development 6, no. 10 (2020): 84087–101. http://dx.doi.org/10.34117/bjdv6n10-737.
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Cristina Frigieri Vitta, Fabiana, Carla Francielly Martini Novaes, and Girlene Albuquerque Cruz. "REVISÃO DA PRODUÇÃO CIENTÍFICA BRASILEIRA: A FORMAÇÃO CONTINUADA DOS PROFISSIONAIS QUE ESTÃO NA CRECHE." COLLOQUIUM HUMANARUM 15, no. 3 (September 1, 2018): 94–105. http://dx.doi.org/10.5747/ch.2018.v15.n3.h376.
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This essay aims to look at the problem of the continuous training of day care professionals. To endorse the discussion, data from the Brazilian Digital Library of Theses and Dissertations (BDTD) database were used on the subject from 1997 to 2017, that is, in the last 20 years after the publication of the Law of Guidelines and Basesof National Education. We verified that the researches developed in Brazil deal with the public policy themes of continuing education; practices and knowledge of professionals; performance of the pedagogical coordinator in continuing education; and continuing education programs. The studies highlight the importance of improving continuing education practices among teachers and professionals in the day care center, allowing theory and practice to be identified in the constitution of a body of knowledge thatbenefits the children of this age group. Although we can see some progress in understanding this stage of basic education, we verified the need to value the training of professionals for more basedpractices.
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Penderi, Efthymia Vaharis. "Theoretical and practical issues concerning young children’s citizenship education: The program “Learn, Care and Act about my City”." Journal of Education and Training 5, no. 2 (August 14, 2018): 141. http://dx.doi.org/10.5296/jet.v5i2.13038.
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Young children’s citizenship is a newly constructed concept that elaborates on the placement of children in the civic sphere while it may provide theoretical guidance for relevant educational programs. However, there are restrictions in the way proposed models of citizenship are understood with reference to young children and used to guide pedagogical practices. Moreover, gaps in teachers training and lack of explicit goals and guidance in curricula have resulted in the restricted implementation of targeted programs in the preschool setting and with questionable results concerning children’s active participation. The paper discusses the issue of young children’s citizenship in light of social pedagogical considerations, analyzing an integrated model of citizenship within five-stage children’s participation and agency. Then the design and implementation of the program “Learn, Care and Act about my City” is described. This program was chosen as it incorporates the aforementioned theoretical considerations. It was developed using collaborative action research in 4 kindergarten schools in Northern Greece. 9 kindergarten teachers and 97 children participated in the program which lasted almost 8 months. It consisted of 4 basic thematic units, designed by the coordinator of the program and critical friend, in collaboration with the participating teachers and following several cycles of observation, reflection and redesign of the activities using formative evaluation. Concluding the issue of teachers guidance and professional development along with the dynamics of children’s participation in their civic identity formation are discussed.
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Henriques, Marcílio Dias, Gilberto Fernandes Ferreira, Maurílio Antonio Valentim, Lucy Tiemi Takahashi, and Luiza Lúcia e. Silva Santana. "A Experiência do Subprojeto PIBID/UFJF/Matemática Presencial na Formação Docente em Matemática." Jornal Internacional de Estudos em Educação Matemática 12, no. 3 (March 4, 2020): 352–60. http://dx.doi.org/10.17921/2176-5634.2019v12n3p352-360.
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O objetivo central deste artigo é apresentar e discutir as experiências formativas e seus resultados gerais, vivenciados a partir das ações planejadas e executadas no subprojeto PIBID/UFJF/Matemática Presencial, que faz parte do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) do Ministério da Educação, e é desenvolvido na Universidade Federal de Juiz de Fora (UFJF). Estas ações foram realizadas por alunos de licenciatura, supervisores e coordenador do subprojeto, junto a turmas de Ensino Fundamental e de Ensino Médio de três escolas públicas da cidade mineira de Juiz de Fora. Através de três linhas básicas de ações, o PIBID/UFJF/Matemática Presencial impactou de modo inovador e decisivo na formação pedagógica de futuros professores de Matemática e na formação continuada de professores supervisores, coordenadores e voluntários do subprojeto vinculados às escolas parceiras do projeto, além de levar a estas escolas proposições que influenciaram positivamente a sua relação com os coletivos escolares e a convivência dentro de sala de aula.
Palavras-chave: Formação Docente. Práticas Pedagógicas em Matemática. PIBID.
Abstract
The main objective of this article is to present and discuss the formative experiences and their general results, lived from the actions planned and executed in the PIBID/UFJF/Mathematics Presential subproject, which is part of the Institutional Program for Scholarships for Initiation in Teaching (PIBID/CAPES) of the Ministry of Education (Brazil), and is developed at the Federal University of Juiz de Fora (UFJF). These actions were carried out by undergraduate students, supervisors and coordinator of the subproject, together with classes of Elementary and High School of three public schools in the city of Juiz de Fora. Through three basic lines of action, PIBID/UFJF/Mathematics Presential has had an innovative and decisive impact on the pedagogical training of future Mathematics teachers and on the ongoing training of supervising teachers, coordinators and volunteers of the subproject linked to the partner schools of the project, in addition to leading to these schools propositions that positively influenced their relation with the school collectives and the coexistence within the classroom.
Keywords: Teacher Training. Pedagogical Practices in Mathematics. PIBID.
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Lamanauskas, Vincentas, Margarita Vilkonienė, and Rytis Vilkonis. "CONCEPTUAL REASONING FOR DIDACTICS OF AUGMENTED REALITY TEACHING / LEARNING PLATFORM: SOME PRELIMINARY IDEAS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 4, no. 2 (August 25, 2007): 17–26. http://dx.doi.org/10.48127/gu-nse/07.4.17a.
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The problematics of Information and Communication Technologies is undoubtedly important area in modern education. The world rapidly changes and technical potentiality is constantly growing. The digital revolution is making life easier for people in both directions work and leisure time. A question if we can support an idea that modern ICT helps with the educational process is not explicit? Obviously, ICT improvement leads to applying them in different areas of our life. On the one hand, the educational environment of ICT implementation plays a major role. Possessing modern ICT cannot be the only factor as in order to improve the educational process we need to know the ways of using them i.e. it should not be a matter of fashion. On the other hand, ICT (audiovisual, computer, interactive etc.) themselves are the objects of thorough investigations. So, an international scientific project ARiSE could be the best example (http://www.arise-project.org). Seven institutions from five European countries including Germany, Lithuania, the Czech Republic, Romania and Malta are the participants of the event. The coordinator of the project is Fraunhofer-Institut IAIS (Fraunhofer Institut Intelligente Analyse – und Informationssysteme, Sankt Augustin, Germany) (http://www.iais.fraunhofer.de/). The main objective of the ARiSE Project is to test the pedagogical effectiveness of introducing augmented reality (AR) into the classroom and creating remote collaboration between classes around AR display systems. Also, the important task is to develop a pedagogical reasoning of the given augmented reality technology in school environments.In this article the first conceptual ideas on this question are presented. Key words: science education, augmented reality, school environment.
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Pádua, Carlos Alberto Lima de Oliveira, and Antonia Dalva França-Carvalho. "Perspectives on The Teaching Career Beginning in Basic Education." International Journal for Innovation Education and Research 8, no. 6 (June 1, 2020): 120–35. http://dx.doi.org/10.31686/ijier.vol8.iss6.2381.
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This article presents an analysis of the teaching career beginning in Basic Education using the beginning teacher as a reference. The study is based on the theoretical discussions of Gonçalves (2000), Huberman (2000), Guarnieri (2005), Tardif (2008), Darling-Hammond (2014), among others. For methodological development, we used qualitative research (BRASILEIRO, 2013), type case study (MEKSENAS, 2011) with input in ethnomethodology (COULON, 1995). The research was carried out in a public school and had as participants a teacher whose teaching time is less than two years, a principal and a pedagogical coordinator. The data collection techniques were observation, questionnaire, interview and field diary. Data analysis was performed based on Bardin (1977), and interpretation in accordance with Hermeneutics-Dialectics also discussed through Minayo's reflections (1998). The results indicate elements that facilitate the beginning of the teaching profession, such as commitment, respect, profile, self-confidence, among other principles. They also point out difficult elements, such as shyness and practical fragility. They also show the different challenges encountered by the teacher, especially the process of overcoming the dichotomy between training (theory) and professional practice. In general, the research findings show that the entry of the beginner teacher into the school results from a university education based on teaching and research. And, that the beginning of the teaching career explains a context of learning knowledge, characterized by the availability and proactivity inherent in pedagogical work, by the experiences of social relations between students and school professionals that converge to the construction of the teaching professional identity. Therefore, the study expands the reflection on the teaching profession from the perspective of the beginning teacher collaborating to expand this field of knowledge.
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Nagovitsyn, Roman S., and Irina A. Golubeva. "Forming Future Teachers’ Communicative Competences through the Student Scientific Society Activities." Integration of Education, no. 1 (March 29, 2019): 66–84. http://dx.doi.org/10.15507/1991-9468.094.023.201901.066-084.
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Introduction. This article is devoted to the analysis of the process improving communicative qualities of graduates and future subject teachers through the integration of educational and extracurricular activities. The authors analyze main directions of implementation of interpersonal, group and organizational communication in teacher training. The purpose of the article is to substantiate the effectiveness of the program of developing communicative competences on the basis of project activities in the student scientific community by creating special diagnostic tools. Materials and Methods. As a methodological substantiation of the study, the competence approach is considered; the implementation of the latter, in conjunction with the systemic, innovation-technological, qualitative, activity-oriented and personality-oriented approaches, provides a higher qualitative level of vocational training of future teachers. At the theoretical stage of the study, the foreign and Russian pedagogical theory, practices, standards and solutions to the stated research problem were analyzed. To confirm the effectiveness of the experimental results, methods of mathematical statistical analysis were applied and a special diagnosis was created, compiled in accordance with the Professional Standard of the teacher based on content analysis of the contents of the answers, in terms of the availability of linguistic units of positive and negative connotations. The practical part of the research involved the student scientific community of the Pedagogical Institute. Results. Based on the created model for the content of the communicative competence of the future teacher, the author’s 72-hour program was developed for 6-month extra-curricular activities. It contained various forms of work: the implementation of brainstorming methods, communicative battles, a round table, essay writing, scientific stand-up, intellectual play, etc. The peculiarity of the program was that in each case, up to three roles were considered: coordinator, creative person, participant. The study presents a new perspective on the monitoring of the quality of education, in particular, the author’s diagnosis of analysis of communicative skills aimed at achieving goals of pedagogical activity . Discussion and Conclusion. Practical application of the provisions identified in the study on the integration of educational and extracurricular activities for the formation of communicative qualities of students can be realized in the organization of the educational and educational space of a higher educational institution of the pedagogical profile. The qualitative approach used in the study to analyze the labor intensity of educational disciplines in terms of counting credit units to estimate competencies can be applied as one of the indicators of monitoring basic educational programs. The study will be useful for teacher trainers wishing to improve the educational space of various learning or ganizations for this profile of training.
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Bertotti, Mirian De Oliveira, and Robson Fonseca Simões. "Pacto pelo ensino médio e currículo: reflexões a partir dos cadernos de formação e relatório final do PNEM Rondônia." Revista Produção e Desenvolvimento 2, no. 2 (August 31, 2016): 1–10. http://dx.doi.org/10.32358/rpd.2016.v2.164.
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The vocation of this article is to discuss the dimensions of the existing secondary school curriculum in the continuing education of the federal government titled "Pacto Nacional pelo Fortalecimento do Ensino Médio- PNEM" for the teachers of the state school system of Rondonia. This training allowed seeing with new eyes the pedagogical practices of teachers with the subject of the last stage of basic education. Therefore, it takes a qualitative approach, and its methodological approach relies on the analysis of the formation of the notebooks used by course participants and the final report prepared by the educational program coordinator in the state of Rondônia. Even though our research still in development, the theoretical basis and data collection phase, we rely on the multiculturalist theory, as in Freire's pedagogy, which raises the critical reading, questioning and intervention in reality. We understand that curriculum policies are hybrid, polyphonic, produced by discourses that circulate in different educational space- time. We understand that the curriculum as a social instrument is built collectively, with the participation of each subject to enforce the quality of education in secondary school territories.
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Oriente, Ítalo, Joaquim Jose Jacinto Escola, and Filomena Maria Gonçallves da Silva Cordeiro Moita. "A formação de docentes e práticas pedagógicas no contexto da educação tecnológica." Revista Principia - Divulgação Científica e Tecnológica do IFPB 1, no. 37 (December 21, 2017): 53. http://dx.doi.org/10.18265/1517-03062015v1n37p53-63.
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In this article we discuss the training of teachers for professional and technological education, considering the need for a continuous formation articulated with the Education Sciences. We intend to shift the focus centered on technical training to a perspective centered on pedagogical practices, consonant with a humanist formation. Our objective is to critically reflect on current teacher training courses considering the need for an adequate articulation between the specific technical and pedagogical knowledge . In this sense, we emphasize that the teaching activity is not merely a technical nature, it involves specialist knowledge and general knowledge that is in harmony with the purposes of the 21st century Education and with the profile of the students to be trained. The knowledge society, due to its idiosyncrasies, demands both a new formative profile that contemplates new methodological perspectives, within the field of professional and technological education, and looks for an effective combination between teaching and learning within the scope of this new cultural scenario. Knowledge should not be initiated only in a scientific and technological culture, characterized by a simple transmission of content, instead, it should be integrated to a culture of the humanities, privileging reflective and systemic thinking. Training students in vocational and technological education courses is not only preparing them for the competent exercise of a given profession in this area, it also means providing them with critical thinking about the transformations of the world around them as a presupposition of meaningful learning, to put themselves in the world in a more informed way. Therefore, it is necessary to rethink the traditional model of training of teachers who work at universities . We present in this article, preliminary results of a theoretical study, based on bibliographical research and also on reflections derived from the activities of professor and coordinator of an undergraduation course in technology
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A.I., Proseniuk. "FORMATION OF THE EMOTIONAL ORIENTATION OF FUTURE PRESCHOOL EDUCATION SPECIALISTS BY MEANS OF CREATIVE ACTIVITY." Collection of Research Papers Pedagogical sciences, no. 92 (January 29, 2021): 74–78. http://dx.doi.org/10.32999/ksu2413-1865/2020-92-12.
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The article is devoted to the urgent problem of humanization of educational activities. It indicates the interdependence of preschool and higher pedagogical education as important links of the national educational system. The article discusses the theoretical foundations of the education of the educational system, which integrates the efforts of the subjects of the educational process in preschool and higher pedagogical educational institutions. The ways of educational activity that allow to activate and form the emotional orientation of the future specialist in the field of preschool education by means of creative activity are also considered. Modern educational processes are characterized as dynamic and controlled systems in which the teacher is the coordinator of education and the student is a complex object. The student audience is considered as a target audience with their dreams, desires, needs, interests, experiences and values, therefore, one of the important tasks in working with them is the need to consider all possible communication channels, planning an educational and communicative strategy for the emotional involvement of future preschool educational process in a higher school. The article sounded the expediency of connecting the professional training of future educators of preschool children with the corresponding emotional orientation of the educational process and an attempt was made to prove the expediency of forming a positive emotional mood of future educators in their professional development, since the psychological structure is inherent in pedagogical activity: motive, goal, object, means, result. The creative activity of future preschool education specialists is considered as an important component of the educational process in the conditions of higher educational institutions, taking into account the mutual emotional influences of future preschool education specialists. The article also outlines the importance of considering the emotional and motivational aspect of the formation of the personality of future preschool education specialists as such that increases the attraction to pedagogical activity, in particular, creative activity with the presence of a healthy psychological response. Considered pedagogical conditions as important components of the structure of pedagogical activity. The first pedagogical condition for the formation of the emotional orientation of future preschool education specialists by means of creative activity is the development of which provides for involvement in the collective search for a solution to the pedagogical situation. The second pedagogical condition of the indicated process was recognized as the relationship of target pedagogical orientations and versatile and creative work to achieve them. According to the result of a qualitative analysis of the consistency and expediency of professional training of future workers of preschool institution of their emotional orientation.Key words: emotional feedback, professional activity, professional development, creative potential, cognitive and sensory experience, pedagogical conditions. Стаття присвячена актуальній проблемі гуманізації освітньої діяльності. У ній окреслено взаємозу-мовленість дошкільної та вищої педагогічної освіти як важливих ланок вітчизняної освітньої системи. У статті розглядаються теоретичні основи створення виховної системи, що інтегрує зусилля суб’єк-тів освітнього процесу в дошкільних та вищих педагогічних навчальних закладах. Також розгляда-ються шляхи освітньої діяльності, які дозволяють активізувати й формувати емоційну спрямованість майбутнього спеціаліста у царині дошкільної освіти засобами творчої діяльності. Сучасні навчальні та виховні процеси охарактеризовано як динамічні та керовані системи, в яких викладач є координа-тором освіти, а студент є складним об’єктом. Студентська аудиторія розглядається як цільова зі своїми мріями, бажаннями, потребами, інтересами, переживаннями й цінностями, тому одним із важливих завдань у роботі з ними визнано необхідність розглянути всі можливі канали комунікації, планування навчально-комунікативної стратегії емоційного включення майбутніх фахівців дошкільної освіти до освітнього процесу в умовах ВНЗ. У статті озвучено доцільність пов’язувати професійну підготов-ку майбутніх вихователів дітей дошкільного віку з відповідною емоційною спрямованістю освітнього процесу та зроблено спробу довести доцільність формування позитивної емоційної налаштованості майбутніх вихователів у їхньому професійному самовдосконаленні, оскільки педагогічній діяльності притаманна психологічна структура: мотив, мета, предмет, засоби, результат. Розглянуто творчу діяль-ність майбутніх фахівців дошкільної освіти як важливу складову частину освітнього процесу в умовах ВНЗ з урахуванням взаємних емоційних впливів майбутніх фахівців дошкільної освіти. У статті також зазначено важливість розглядати емоційно-мотиваційний аспект формування особистості майбутніх фахівців дошкільної освіти як такий, що употужнює потяг до педагогічної діяльності, зокрема творчої, з наявним здоровим психологічним відгуком.Розглянуто педагогічні умови як важливі складники структури педагогічної діяльності. Першою педа-гогічною умовою формування емоційної спрямованості майбутніх фахівців дошкільної освіти засобами творчої діяльності визнано розробку завдань, виконання яких передбачає включення до колективного пошуку рішення педагогічних ситуацій. Другою педагогічною умовою зазначеного процесу визнано вза-ємозв’язок цільових педагогічних орієнтацій та різносторонню й творчу роботу для їх досягнення.За результатами якісного аналізу дослідження у статті визнано логічність та доцільність професій-ної підготовки майбутніх працівників закладів дошкільної освіти з паралельним формуванням їхньої емоційної спрямованості.Ключові слова: емоційний відгук, професійна діяльність, професійне вдосконалення, творчий потенціал, пізнавальний та чуттєвий досвід, педагогічні умови.
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De Oliveira, Jane Cordeiro, and Maria Inês Marcondes De Souza. "Coodenador pedagógico como mediador das políticas curriculares no contexto da cidade do Rio de Janeiro / The pedagogical coordinator of curriculum policies in Rio de Janeiro city." Educação em Foco 21, no. 35 (December 13, 2018): 181–99. http://dx.doi.org/10.24934/eef.v21i35.1692.
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Este artigo tem base em dados de pesquisa realizada de 2013 a 2015. Objetivo: analisar o coordenador pedagógico como mediador das políticas curriculares da Secretaria Municipal de Educação da Cidade do Rio de Janeiro (SME). Questão: Como os coordenadores pedagógicos atuam frente às novas políticas curriculares implantadas desde 2009 na rede? A pesquisa, qualitativa, tem como base entrevistas semiestruturadas com dezoito coordenadoras pedagógicas e análise de documentos oficiais. Os referenciais teóricos foram Ball (2002), e, Marcondes, Leite e Oliveira (2012). As conclusões principais da pesquisa apontam como as coordenadoras fazem a mediação reinterpretando e recontextualizando as políticas curriculares. Dos dados produzidos foram identificadas três dimensões desta mediação: organizacional, pedagógica e socioafetiva. As três dimensões revelam que há uma nova configuração do trabalho do coordenador de acordo com as atuais políticas que enfatizam a performatividade.
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Soza Fuentes, Sofía, Félix Luciano García, and Neidy Gutiérrez Soza. "FORMACIÓN DE LOS DOCENTES DE LA URACCAN EN EL ÁREA DE RECURSOS NATURALES." Ciencia e Interculturalidad 11, no. 2 (February 28, 2013): 33–46. http://dx.doi.org/10.5377/rci.v11i2.957.
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Se abordó la formación de los docentes de la URACCAN en el Área de Recursos Naturales (ARENA), a partir de su perfil profesional y la práctica de sus diferentes estrategias pedagógicas en el aula. Esta área tiene 43 docentes, entre ellos: de tiempo completo, horarios y la coordinación del área. La composición étnica corresponde con el 70 % al grupo mestizo, seguido del creol con un 23 %; ulwas, garífunas y miskitus con el 2 %, respectivamente. Del total de docentes, el 58 % están en proceso de formación pedagógica y el 42 % de ellos no han iniciado estudios de especialización. La investigación fue cualitativa con enfoque etno-metodológico, tanto en lo que corresponde a la participación de docentes, estudiantes y autoridades del área académica. Se desarrollaron entrevistas, grupos focales y observación directa en las aulas de clase. Relativo a la práctica pedagógicas es importante mencionar que predomina la Pedagogía “depositaria”. Entre los factores que han incidido en las prácticas pedagógicas está el abuso del término “libertad de cátedra" y el limitado “acompañamiento participativo”, que garantice el cumplimiento del Modelo Pedagógico de URACCAN. Los resultados anteriores, así como el análisis de los reglamentos y normativas internas de la Universidad, conllevan a proponer algunas iniciativas para el diseño de un plan de formación y profesionalización docente.SummaryThe training of URACCAN teachers in the area of Natural Resources (ARENA) was addressed, based on their professional profile and practice of different teaching strategies in the classroom. This area has 43 teachers, including: full-time, part-time and the coordinator of the area. The ethnic composition corresponds to 70% from the Mestizo group, followed by Creole with 23%; Ulwa, Garifuna and Miskitu with 2%, respectively. From the teachers, 58% are in the process of pedagogical training and 42% of them haven’t initiated specialized studies. The research was qualitative with an ethno-methodological approach, corresponding both to the participation of teachers, as well of students and the academic authorities. Interviews, focus groups and direct observation in the classroom were developed. Related to the pedagogical practice is important to mention that the “depository” pedagogy predominates. Among the factors that have influenced teaching practices we can mention the abuse of the term "academic freedom" and limited "participative support", to ensure the compliance of URACCAN Pedagogical Model. The above results and the analysis of the internal rules and regulations of the University are leaded to propose initiatives to design a teacher training and professionalization plan.
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Wosniak, Cristiane Do Rocio. "A UNIVERSIDADE E A FORMAÇÃO DO ARTISTA-DOCENTE DA(NA) DANÇA." O Teatro Transcende 22, no. 1 (December 14, 2017): 03. http://dx.doi.org/10.7867/2236-6644.2017v22n1p03-18.
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A UNIVERSIDADE E A FORMAÇÃO DO ARTISTA-DOCENTE DA(NA) DANÇA Profa Dra Cristiane Wosniak[1] RESUMOO presente artigo é fruto de alguns tópicos abordados na aula inaugural[2] do mais recente curso de Licenciatura em Dança no Brasil e vinculado à Fundação Universidade Regional de Blumenau (FURB). Fui convidada pelo coordenador do curso, professor Dr. Marco Aurélio da Cruz Souza, a proferir palestra, cujo tema selecionado foi a possível interlocução do curso da FURB com as demais graduações em dança no país: propostas pedagógicas, identidades e identific(a)ções, grade curricular, pensar-fazer dança, o artista-docente, as competências teóricas e técnicas de dança, a pesquisa e a criação em dança no ensino superior. Como alicerce de um pensamento calcado em minha própria experiência no universo acadêmico, este texto/palestra também buscou subsídios na revisão de um artigo de minha autoria – ‘Bacharelado e/ou licenciatura: quais são as opções do artista da dança no Brasil?’ (2010) –, escrito quando da ocasião em que coordenei um Seminário de Dança[3] em Joinville-SC, cujo tema era, justamente, a questão da formação dos artistas-docentes da dança no ensino superior. A lógica que adere a este texto, portanto, são os recortes de uma fala pautada na vivência como acadêmica de uma graduação em dança onde, mais tarde, tornei-me docente e coordenadora de curso, além de perguntas norteadoras expostas na redação do artigo anteriormente mencionado.Palavras-chave: Arte. Dança. Educação. Formação. Artista-docente. Criação. ABSTRACTThis article is the result of some topics approached in the inaugural lecture of the most recent course in Dance Degree in Brazil and linked to the Foundation Regional University of Blumenau (FURB). I was invited by the coordinator of the course, Professor Dr. Marco Aurélio da Cruz Souza to give a lecture, whose theme was the possible interlocution of the course of the FURB with the other graduations in dance in the country: pedagogical proposals, identities and identifications, curriculum, think-make dance, artist-teacher, theoretical and technical skills of dance, research and creation in dance at the university. As a foundation of a thought based on my own experience in the academic universe, this text / talk also sought subsidies in the revision of an article of my own – 'Bacharelado e/ou licenciatura: quais são as opções do artista da dança no Brasil? '(2010) –, written when I coordinated a Dance Seminar in Joinville-SC, whose theme was precisely the question of the training of dance teachers in higher education. The logic that adheres to this text, therefore, are the cuts of a speech based on the academic experience of a dance degree where, later, I became a teacher and course coordinator, as well as guiding questions exposed in the writing of the article previously mentioned.Keywords: Art. Dance. Education. Formation. Artist-teacher. Creation.
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Ramos, Gisleine do Nascimento Gomes, Evellyn Patricia Santos da Silva, Lilian Bárbara Cavalcanti Cardoso, Eva Paulianada Silva Gomes, Sidycleide Gomes de Souza Lucena, Marcia Cristina Buarque Araújo, Rodrigo da Silva Almeida, and Valdir Ferreira de Lucena Filho. "REFLEXÕES SOBRE A IDENTIDADE DO COORDENADOR PEDAGÓGICO: SEU PAPEL ENQUANTO AGENTE DA FORMAÇÃO CONTINUADA / REFLECTIONS ON THE IDENTITY OF THE PEDAGOGICAL COORDINATOR: HIS ROLE AS AN AGENT OF CONTINUING EDUCATION." Brazilian Journal of Development 7, no. 3 (2021): 24027–40. http://dx.doi.org/10.34117/bjdv7n3-214.
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Lurdes, Maria, and Santos Gonçalves. "Tackling sustainability." Apples - Journal of Applied Language Studies 11, no. 3 (October 26, 2017): 81–99. http://dx.doi.org/10.17011/apples/urn.201712104585.
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Transformative, innovative practices and sustainable professional development are not achieved just by attending workshops, seminars and specific designed teacher education courses, though these programmes may often include action research methodologies (Fullan, 2007; Vieira, Moreira & Peralta, 2014). Therefore, other ways for in-service teacher education should be sought, namely more flexible ways, suitable to specific educative contexts, which really address teachers’ concerns and needs, enabling self-directed professional development (PD) processes and simultaneously empowering teachers and strengthening their professional knowledge (PK). To meet all these requirements we believe that besides the committed and collaborative participation of teachers, PD processes should include leadership and supervision. This paper looks at the particular case of teaching Portuguese as heritage language (PHL) in Switzerland. It analyses the PD strategy designed by the pedagogical coordinator (PC), which was based on the conclusions of a previous study on PD (Gonçalves, 2011) and followed a job embedded approach in trying a direct connection between teacher’s work in the classroom and the PD teachers were provided, as argued by DiPaola and Hoy (2014). The study analyses the PD offers provided to the teachers from 2014 to 2016 in different perspectives – contents, structure, preparation, implementation, evaluation and outcomes. The data analysis indicates that the chosen PD strategy started by gathering the available knowledge, followed by putting it into circulation among the teachers, and finally tried to improve it, shaping its improvement with the active contribution of the teachers towards a joint planning of PD, which could be considered a step into co-designing teacher PD, towards its sustainability.
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Mara, Liviu Catalin. "Innovation in the government-run Continuing Vocational Education and Training programme for unemployed in Catalonia (Spain): challenges and opportunities." Intangible Capital 14, no. 3 (May 3, 2018): 370. http://dx.doi.org/10.3926/ic.1298.
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Purpose: This paper offers relevant insights from the activity of the network of Centres d’Innovació i Formació Ocupacional (CIFO), analyzing the development of innovation in a continuing education and training (CVET) programme for unemployed, in Catalonia (Spain). (Required field)Design/methodology/approach: This is a qualitative study, carried out using the communicative methodology approach and co-constructing knowledge with the heads of the centers. The data was collected through the realization of eight interviews with the heads of seven of the eight CIFO that compose the CIFO network in Catalonia plus the Coordinator of the network, who had been head of the other CIFO, and it consisted in identifying the barriers to innovation and the elements that help to overcome them within different dimensions of this programme, through the exclusionary and transfomative dimensions, specific to the communicative methodology. (Required field)Findings: Innovation at the CIFO has three main strands where we have identified many opportunities for the CIFO: methodological, pedagogical and technological. The methodological has to do with the actions derived from the ISO 9001 certification, which gives the centres the mission of continuous improvement and satisfying the needs of the people and enterprises in the territories they serve. Pedagogical innovation is related to the detection of the innovation and including it in the curriculum of the centre, organizing experimental training courses, using the project methodology, enhancing entrepreneurship, or introducing digital technologies in the classroom. Technological innovation is related to the use of the latest technologies and equipment in the market. (Required field)Social Implications: This study opens new venues for research in the area of VET, CVET and lifelong learning because of its implications in adjusting education and training to the requirements of the labor market and improving students’ employability and helping them develop or design their personal projects and professional trajectory. The processes described in this article could be transferred to other contexts and in all types of activiiesy or initiatives in lifelong learning.Originality/value: This study contributes to fill a gap in the scientific literature, because innovation in the area of continuing vocational and education training and even in lifelong learning is scarce. Another contribution of this article is the focus on innovation, which is one of the main priorities for the EU in the area of Education and Training, and aso in the US, because of its contribution to economic growth and competitivity. (Required field)
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Zabolotna, Oksana. "Academic Mobility Projects Management: Challenges for Ukrainian Professional Education." Comparative Professional Pedagogy 5, no. 4 (December 1, 2015): 46–51. http://dx.doi.org/10.1515/rpp-2015-0064.
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Abstract The article is devoted to the academic mobility projects management on the example of Pavlo Tychyna Uman State Pedagogical University in the Erasmus Mundus Projects, namely, EMINENCE and EMINENCE II. It has been pointed out that modern university is a constantly developing system possessing a hidden potential for innovations. Thus, the significance of international projects has been justified as they are the way for using the opportunities. And they have also been considered the means of funding research through collaboration and academic mobility. The description of EMINENCE and EMINENCE II has been given. The author stresses that the EMINENCE idea is that only through multiplication and spreading of gained abroad benefits the mobility of project participants will have wider impact on the capacity of sending partners. The responsibilities of PTUSPU performing the function of Joint-Coordinator within the projects have been enumerated and commented on. It has been mentioned by the author that twenty four representatives of PTUSPU have participated in the academic mobility hosted by European Universities. The statistical information illustrating the above given information has also been presented. The levels presupposed by the system of preparing for managing international projects have been listed, namely cultural, organizational, management and economic level. The characterization of each of these levels has been given. Different project phases such as pre-selection, selection, mobility and post-mobility periods have been described. In terms of description of the selection stage, the panels of EMINENCE Selection Committee along with their responsibilities have been listed. The number of challenges associated with international projects management, faced by Ukrainian professional education has been mentioned and emphasized.
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Bomar, Renae Ellen, and Thalia Mulvihill. "Educating Educators: Perceptions of Preceptors and Clinical Education Coordinators Regarding Training at a Division II Athletic Training Program." Athletic Training Education Journal 11, no. 1 (January 1, 2016): 10–17. http://dx.doi.org/10.4085/110110.
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Context: Clinical experiences give the student athletic trainer the opportunity to relate and apply didactic information to a real-world setting. During these experiences student athletic trainers are supervised by certified, licensed health care providers working in a variety of settings (eg, hospital, physical therapy clinic, doctor's office). It is important to note the responsibilities these health care professionals (preceptors) take on when choosing to become a preceptor. Not only are they completing their normal, job-related tasks of patient care and administrative duties, but they are also responsible for the education and evaluation of student athletic trainers. Objective: This case study takes an in-depth look at a National Collegiate Athletic Association (NCAA) Division II athletic training program's (ATP) preceptor training model and provides an example of how 1 program is developing its preceptors under the new Commission on Accreditation of Athletic Training Education (CAATE) policies. It is meant to lay the foundation for further research in preceptor development by providing a description of training and development practices. This case study can be used as a guide to other ATPs and compared to other institutions to identify the best practices for preceptor development. Because the policies are new and little research has been done on preceptor development, this is the first step in creating effective evidence-based practices. Design: Ethnographic case study. Setting: One-on-one, in-person, semistructured interviews were conducted, audio recorded, and transcribed verbatim. A review of relevant (eg, training manuals) preceptor training documents was completed. Member checks were done as necessary for accuracy. Participants: One male, veteran off-campus preceptor, 1 female, novice on-campus preceptor, and the ATP clinical education coordinator participated. Participants were part of an NCAA Division II ATP located in Indiana. Results and Conclusions: The findings suggested that this program's preceptor training used various pedagogical designs and provided strong support to those involved.
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Jurno, Amanda Chevtchouk, and Carlos Frederico de Brito D'Andréa. "Between Partnerships, Infrastructures and Products: Facebook Journalism Project and the Platformization of Journalism." Brazilian Journalism Research 16, no. 3 (December 29, 2020): 502–25. http://dx.doi.org/10.25200/bjr.v16n3.2021.1306.
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Our objective in this paper is to present and discuss the complexification of the process of platformization of journalism by Facebook, triggered by the implementation of the Facebook Journalism Project (FJP), in January 2017. Since then, the platform has been associating itself with new and varied actors, expanding its fronts and positioning itself as a coordinator of activities related to journalistic institutions. At the same time, it continued to offer itself as an infrastructure for the development of journalistic products and businesses. Based on the Platform Studies and methodologically inspired by the Cartography of Controversies, we present the FJP and public demonstrations by journalists, researchers and other actors involved in its implementation. The diversification of partnerships, the inclusion of pedagogical actions, the renegotiation of prescriptive and normative dimensions that guide journalistic institutions, and the consolidation of the platform as an infrastructure are the main issues discussed at the conclusions.Nosso objetivo neste artigo é apresentar e discutir a complexificação do processo de plataformização do jornalismo pelo Facebook, a partir da implementação do Facebook Journalism Project (FJP), em janeiro de 2017. Desde então, a plataforma vem se associando a novos e variados atores, ampliando suas frentes de atuação e se posicionando como uma coordenadora de atividades relacionadas às instituições jornalísticas. Ao mesmo tempo, continuou a se oferecer como infraestrutura para o desenvolvimento dos produtos e negócios jornalísticos. Ancorados nos Estudos de Plataforma e inspirados metodologicamente na Cartografia das Controvérsias, apresentamos o FJP e manifestações públicas de jornalistas, pesquisadores e outros atores interessados em sua implementação. A diversificação das parcerias, a inclusão de ações pedagógicas, a renegociação das dimensões prescritivas e normativas que orientam as instituições jornalísticas, e a consolidação da plataforma como infraestrutura são algumas das questões discutidas ao final do artigo.Nuestro objetivo en este trabajo es presentar y discutir la complejización del proceso de plataformización de periodismo por parte de Facebook, a partir de la implementación del Facebook Journalism Project (FJP), en enero de 2017. Desde entonces, la plataforma se ha ido asociando con nuevos y variados actores, ampliando sus frentes y posicionándose como coordinadora de actividades relacionadas con las instituciones periodísticas. Al mismo tiempo, continuó ofreciéndose como infraestructura para el desarrollo de productos y negocios periodísticos. Basados en los Estudios de Plataforma e inspirados metodológicamente en la Cartografía de Controversias, presentamos el FJP y demostraciones públicas de periodistas, investigadores y otros actores interesados en su implementación. La diversificación de las alianzas, la inclusión de acciones pedagógicas, la renegociación de las dimensiones prescriptivas y normativas que orientan las instituciones periodísticas, y la consolidación de la plataforma como infraestructura son algunos de los temas discutidos al final del artículo.
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Valentina, Liashenko, Korzh Eugene, Omelchenko Tetyana, and Petrova Natalia. "COMPARATIVE CHARACTERISTICS OF THE DEVELOPMENT OF COORDINATIVE ABILITIES OF 7-9 YEARS OLD SCHOOLCHILDREN AND THEIR COEVALS, WHO ARE SYSTEMATICALLY ENGAGED IN TAEKWONDO." Sport Science and Human Health 4, no. 2 (2020): 64–73. http://dx.doi.org/10.28925/2664-2069.2020.2.6.
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Introduction. The formation of the health of schoolchildren and the full development of their body is one of the main problems in modern society. Determining effective methods of developing coordination skills in schoolchildren by means of martial arts in extracurricular forms of physical education is very important because there is a need to find and use effective methods aimed at developing physical, psychological and intellectual properties of primary school children. Aim is to determine the differences in the level of development of coordination abilities of students who are systematically engaged in the taekwondo section in comparison with children who are engaged in the standard program. Material and methods: analysis and generalization of data of scientific and methodical literature sources and the Internet, questionnaires, pedagogical observation, pedagogical experiment, pedagogical testing, methods of mathematical statistics. Results. The sensitive period for the development of coordination skills is the age of 5-7 years. Age 7-11 years gives the second strongest effect of the development of these abilities. Thus, the coordination abilities of children of primary school age need purposeful development, and the main means for the education of coordination abilities are physical exercises of increased coordination complexity, which contain certain elements of novelty. Conclusions. It is determined that children who do not go to out-of-school sports facilities experience excessive muscle tension. The results of untrained children and children-athletes showed the lag of the former in terms of the ability to arbitrarily relax muscles (25.98%). According to the results of a comparative analysis of the level of development of abilities to coordinate movements in children of primary school age, the following data were obtained: in children-athletes the average result is 21.92 ± 0.8s, while in children not trained - 30.19 ± 1.83 s, which indicates a low level of development of this coordination quality (p <0,05).
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Martinez, Inmaculada Garcia, and Pedro Jose Arrifano Tadeu. "The impact of pedagogical leadership on pedagogical coordination in secondary schools." Research in Social Sciences and Technology 3, no. 3 (October 10, 2018): 1–15. http://dx.doi.org/10.46303/ressat.03.03.1.
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Educational Leadership has an international recognition as a factor in school improvement (OECD, 2009, 2014). The international investigations guarantee this. Within the multiplicity of investigative lines that concern this factor, there is one that alludes to its impact on school improvement, especially in contexts of the social inequality. Within the pedagogical leadership, it has been evidenced that the shared modalities of leadership that invite other members of the educational organization to be involved in a common project are associated with a greater commitment for the improvement and inclusion of all the students. At the same time, other factors come into play, such as the professional identity of both management and staff, professional capital (Hargreaves and Fullan, 2014) or the inclusive practices outlined in this type of context. This intervention oscillates around these issues, offering a vision about studies carried out in the international sphere that associate, on one hand, the impact of leadership on the educational organization and, on the other, positive effects in challenging contexts. Finally, the results obtained from a questionnaire designed specifically for this research will be presented, in which secondary school teachers were asked to respond to questions related to the collaboration in the center, if they received support from the management team to improve their practices if they perceived themselves as school leaders or teachers. Among the results found, it is observed that there is a positive trend towards the construction of a common educational project in secondary schools by the management team. Likewise, there is a positive predisposition on the part of the teaching staff to be more involved in the initiatives of the educational center and towards collaboration and coordination with other colleagues.
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Cervato-Mancuso, Ana Maria, Marcia Faria Westphal, Erica Lie Araki, and Claudia Maria Bógus. "School feeding programs' role in forming eating habits." Revista Paulista de Pediatria 31, no. 3 (September 2013): 324–30. http://dx.doi.org/10.1590/s0103-05822013000300008.
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OBJECTIVE To identify teaching managers' perceptions regarding the relationship of school feeding and the promotion of healthy eating habits among students. METHODS A descriptive study with a qualitative approach was developed in the city of Guarulhos (Southeast Brazil). Key informants from municipal public schools were interviewed. Public schools were selected (n=13) and classified as to the level of social exclusion, size and economic activity of the region where the school was located. Pedagogic coordinators and school principals were individually interviewed with semi-structured questions. RESULTS From school principals and pedagogical coordinators' perceptions, three categories were identified: Food in the school context; School feeding program's role and the Concept of food and nutrition security, which indicate that they considered meals as part of school routine in order to attain physiological needs of energy and nutrients. Their answers also indicated that they did not consider school meals as a pedagogical action related to their specific responsibilities. CONCLUSIONS The relationship between the school feeding and the formation of eating habits is not a topic usually discussed between the different professionals involved with health and education. The implementation of health promoting policies will only be possible after a debate about how schools and their pedagogical team adopt the program guidelines and how the professionals decode these strategies in daily activities.
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Nunes, Jackeline de Freitas, and Ilzeni Silva Dias. "As tecnologias da informação no currículo do Ensino Médio: análise a partir das Diretrizes Curriculares Nacionais." Revista Educação e Emancipação 12, no. 1 (January 29, 2019): 204. http://dx.doi.org/10.18764/2358-4319.v12n1p204-226.
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Trata-se de um recorte da pesquisa desenvolvida no mestrado em Educação, da Universidade Federal do Maranhão. Tem como objetivo analisar a aplicação das tecnologias da informação no currículo do Ensino Médio, especificamente a partir das Diretrizes Curriculares Nacionais para o Ensino Médio (DCNEM), considerando as mudanças na sociedade ocasionadas pela transformação tecnológica nos modelos de produção que modificaram os padrões de trabalho e emprego, exigindo novos desafios para a educação na formação do educando. Para tanto, teve-se como percurso metodológico a pesquisa exploratória com abordagem qualitativa, pesquisa bibliográfica e de documentos normativos como as Diretrizes Curriculares Nacionais para o Ensino Médio, bem como a pesquisa de campo em uma escola de Ensino Médio da rede pública estadual, onde foram realizadas entrevistas com professores da disciplina de Língua Portuguesa, obtendo uma amostragem de 37,5% no turno vespertino, 42,85% no turno noturno e 33,33% no matutino; com as coordenadoras pedagógicas da área de Linguagens, Códigos e suas tecnologias, totalizando 100% - sendo uma coordenadora de cada turno; gestores adjunto e geral; e com os alunos. Obteve-se uma amostragem de 15% em cada turma selecionada nos três turnos. Os dados foram tabulados no software Excel, do Windows e confrontados com a literatura pertinente a área e também com as DCNEM. Concluiu-se que no momento do planejamento pedagógico, deveriam ser propostas intermediações e situações de aprendizagem com a utilização das tecnologias da informação, já que a escola dispõe desses recursos, tendo em vista todas as recomendações e inferências feitas pelas DCNEM.Palavras-chave: Sociedade do Conhecimento. Tecnologias da Informação. Diretrizes Curriculares Nacionais. The information technologies in the curriculum of middle school: analysis based on the National Curricular GuidelinesABSTRACTThis is a research developed in the Masters in Education of the Federal University of Maranhão. It aims to study Information Technology in High School (DCNEM), considering the changes in society and technologies changes that modified the work patterns, and employment, requiring new challenges for education in the training of the learner. So it was an exploratory research methodology with a qualitative approach, bibliographical research and normative documents such as the National Curriculum Guidelines for High School, interviews were conducted with the Portuguese Language teachers, obtaining a sample of 37.5% in the afternoon shift, 42.85% in the night shift and 33.33% in the morning, with the pedagogical coordinators of the area of Languages, Codes and its Technologies, totaling 100% - being a coordinator of each shift, assistant and general managers, and with the data were tabulated in the Excel software of Windows and confronted with a literature relevant to an area and also as DCNEM. It was concluded that the moment of the pedagogical planning, learning opportunities should be proposed with the use of information technologies, since the capacity of resources, the vision of all tasks and inferences by DCNEM.Keywords: Knowledge Society. Information Technologies. National Curricular Guidelines. Las tecnologías de la información en el currículo de la enseñanza medio: análisis a partir de las Directrices Curriculares NacionalesRESUMENSe trata de un recorte de la investigación desarrollada en el máster en Educación de la Universidad Federal de Maranhão. Se pretende analizar la aplicación de las tecnologías de la información en el currículo de la Enseñanza Media, específicamente a partir de las Directrices Curriculares Nacionales para la Enseñanza Media (DCNEM), considerando los cambios en la sociedad ocasionados por la transformación tecnológica en los modelos de producción que modifi caron los patrones de trabajo y empleo, exigiendo nuevos desafíos para la educación en la formación del educando. Para ello, se tuvo como recorrido metodológico la investigación exploratoria con abordaje cualitativo, investigación bibliográfica y de documentos normativos como las Directrices Curriculares Nacionales para la Enseñanza Media, así como la investigación de campo en una escuela de Enseñanza Media de la red pública estadual, donde se llevaron a cabo entrevistas con los maestros de la disciplina de la Lengua portuguesa, la obtención de una muestra de 37,5% en el turno de la tarde, el turno de noche, 42,85% y 33,33% por la mañana; con las coordinadoras pedagógicas del área de Lenguajes, Códigos y sus tecnologías, totalizando el 100% - siendo una coordinadora de cada turno; gestores adjunto y general; y con los alumnos. Se obtuvo un muestreo del 15% en cada clase seleccionada en los tres turnos. Los datos fueron tabulados en el software Excel, de Windows y confrontados con la literatura pertinente al área y también con las DCNEM. Se concluyó que en el momento de la planificación pedagógica, deberían realizar propuestas intermediaciones y situaciones de aprendizaje con la utilización de las tecnologías de la información, ya que la escuela dispone de esos recursos, teniendo en cuenta todas las recomendaciones e inferencias hechas por las DCNEM.Palabras clave: Sociedad del Conocimiento. Tecnologías de la Información. Directrices Curriculares Nacionales.
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Toth, Eva Erdosne. ""Virtual Inquiry" in the Science Classroom." International Journal of Information and Communication Technology Education 5, no. 4 (October 2009): 78–87. http://dx.doi.org/10.4018/jicte.2009041008.
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The article examines prior research on students’ difficulties with inquiry learning and outlines research-based decisions for the consideration of software-based scaffolds for inquiry teaching and learning. The objective is to detail research findings in a way that assists teachers in their development of pedagogical content knowledge as relevant to the selection and use of technological tools for classroom inquiry in the high school biology or college introductory biology classrooms. Employing a worked-out-example in the popular domain of DNA science, the article illustrates the research-based integration of instructional design decisions coordinated with the features of selected software tools. The coordination of software-design with instructional design has the potential of significantly enhancing students’ learning while also supporting the development of teachers’ technological pedagogical content knowledge.
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Yang, P. "Humanities education reform exploration and practice under outcomes-based education (OBE)." Education and science journal 22, no. 2 (March 4, 2020): 78–97. http://dx.doi.org/10.17853/1994-5639-2020-2-78-97.
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Introduction. The concept of outcomes-based education (OBE) was first put forward in 1981 by the educator W. Spady, and has been widely valued and applied in a rapid speed. During the next 10 years, OBE has formed a relatively complete theoretical system and became the mainstream ideas of national education reform in the United States, Britain, Canada and other counties. At present, the technology and tools of OBE, despite the criticism, remain relevant for the development and optimisation of the humanities education system.The aim of the present research is to study and analyse the theory of OBE and the practice on the application of pedagogical principles for modernisation of the humanities education in China.Results and scientific novelty. Chinese education certification system has made notable progress in recent years. More universities and colleges are pursuing a quality improvement strategy focused on three main components – learning outcomes, student personality and continuous improvement. OBE establishes the same priorities; OBE is considered as a special type of effective pedagogical design. The features of this model implementation are briefly described – the structure of the training process, its stages and characteristics. The opportunities for improving humanities education based on OBE framework were considered. The OBE operates within the framework of the following core issues: the things students learn and the extent of student success, not the manner of learning; the place, the time of learning and the duration of training.OBE process implies ultimate involvement of students’ individual cognitive abilities to master competencies, which help adapt to future life. The knowledge of actual material (content of the programme) is not the key element of the education process, but the skills of knowledge application are important when solving specific tasks. The curricula, educational process, its methods, tools are adjusted, rebuilt and replaced if they do not contribute to the development of such skills, e. g. the results of the training determine its system and act not as a goal, but as a means of achieving it. The structure of results manages all educational activities, and their evaluation is carried out according to clear initially defined criteria, combined with flexible personalised requirements in order to get students to fully self-realise personal potential during a training course. To improve the initial design of curriculum, it is necessary to provide constant feedback “student-teacher”. The teacher has to organise and focus the learning process to give each student confidence in the acquired experience and to guarantee his or her success in further professional activities and life in general.Practical significance. The OBE concept fully complies with the needs and demands of modern society and modern people – it is no coincidence that such training has become one of the most popular forms of education in many countries, including the field of the humanities education in China. The present research leads to the conclusion that in the humanities field, notably in the teaching of foreign languages, a significant improvement in the quality of training of students can be achieved through the use of OBE teaching tools. In this model of training, practice is more important than theory. Moreover, this model assumes understanding to be more valuable than memory; the traditional “cramming” of educational information by students can be completely excluded; also, such model provides an opportunity to establish a continuous productive dialogue between the participants of educational process and to transform a classroom into a laboratory. The student becomes an active, self-motivated and responsible actor of his or her own individual educational trajectory, not a passive consumer of information, and the teacher – active assistant and coordinator of education.