Academic literature on the topic 'Teacher's formation'
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Journal articles on the topic "Teacher's formation"
Zhara, Hanna. "COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION." Innovative Solution in Modern Science 8, no. 44 (January 9, 2021): 36. http://dx.doi.org/10.26886/2414-634x.8(44)2020.4.
Full textPtashko, Tatyana Genad`evna, Elena Gennadyevna Chernikova, Artem Evgenyevich Perebeynos, Nadezhda Valeryevna Sivrikova, and Nadezhda Anatolyevna Sokolova. "Relationship between the assessment of the formation of conflict resolution compo-nent in the teacher's image and the desire to enter the teaching profession." Science for Education Today 11, no. 2 (May 1, 2021): 32–54. http://dx.doi.org/10.15293/2658-6762.2102.02.
Full textAbdygaliyeva, N. N., and A. T. Taubeyeva. "Content of scientific and pedagogical features of formation of gnostic competence of future foreign language teachers." Journal of Almaty Technological University, no. 2 (August 20, 2021): 54–60. http://dx.doi.org/10.48184/2304-568x-2021-2-54-60.
Full textMaryanenko, L. "Interpersonal interaction and the process of formation of the structure of educational and cognitive activity of students." Fundamental and applied researches in practice of leading scientific schools 29, no. 5 (August 31, 2018): 40–44. http://dx.doi.org/10.33531/farplss.2018.5.05.
Full textIVANOVA, N. Yu, N. A. MOROZOVA, and A. V. TELEPNEVA. "THE ROLE OF THE TEACHER'S PERSONALITY IN THE PROCESS OF TRAINING AND EDUCATION OF YOUNG PEOPLE IN EDUCATIONAL INSTITUTIONS." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 2, no. 11 (2020): 174–78. http://dx.doi.org/10.36871/ek.up.p.r.2020.11.02.022.
Full textDоmina, Viktoriia, Ludmyla Tsybulko, and Svitlana Aleksandrova. "The Problems оf Formation оf Language Competence in Future Foreign Language Teachers." Bulletin of Luhansk Taras Shevchenko National University, no. 5 (336) (2020): 15–23. http://dx.doi.org/10.12958/2227-2844-2020-5(336)-15-23.
Full textHoncharuk, Vitalii, Olena Pohoda, Sergii Popovych, Olena Fedorenko, Nataliia Filipchuk, and Larysa Maftyn. "The concept of conducting innovative competence of teachers in the space of educational activities." LAPLAGE EM REVISTA 7, no. 3 (August 11, 2021): 103–10. http://dx.doi.org/10.24115/s2446-62202021731268p.103-110.
Full textLeifa, Andrey Vasilevich, Natalia Nikolaevna Dvoeriadkina, Tatiana Aleksandrovna Yurieva, and Natalia Anatolevna Chalkina. "Methodology for the formation of university teacher readiness for the digitalization of the educational process." SHS Web of Conferences 101 (2021): 03019. http://dx.doi.org/10.1051/shsconf/202110103019.
Full textGecan, Carolyn. "The Teacher's Place in the Formation of Students' Character." Journal of Education 175, no. 2 (April 1993): 45–57. http://dx.doi.org/10.1177/002205749317500204.
Full textSviderskaya, S., E. Shabasheva, and Yu Ignatovich. "Professional Development and Self-fulfilment of the Teacher in the Current Environment." Bulletin of Science and Practice 7, no. 1 (January 15, 2021): 387–406. http://dx.doi.org/10.33619/2414-2948/62/45.
Full textDissertations / Theses on the topic "Teacher's formation"
Reis, Joana Angélica Bernardo de Oliveira [UNESP]. "Atividade na pré-escola: concepções teóricas e prática docente." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/92272.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
A Educação Infantil, no Brasil, recebeu influência de teóricos que apontaram a importância da ação como instrumento essencial para aprender, idéia sistematizada e comprovada cientificamente por Piaget e que fundamenta concepções, práticas pedagógicas e cursos de formação de professores. Assim, o presente trabalho, vinculado a linha de pesquisa Práticas Educativas e Formação de Professores do programa de pós-graduação em Educação da UNESP/Presidente Prudente, visa a descrever e analisar os tipos de atividades presentes nas práticas pedagógicas desenvolvidas com crianças de 4 a 6 anos e suas implicações para repensar o trabalho e a formação docente. Para isso, foram aplicados questionários com as exalunas do curso de Habilitação para o Magistério em Educação Infantil, formadas entre 2001 e 2005; também foram realizadas entrevistas e observações nos agrupamentos sob a responsabilidade de três delas, atuantes como efetivas no município de Presidente Prudente. As análises sobre os tipos de atividades constantes na prática pedagógica foram feitas a partir da distinção atividade funcional, auto-estruturante, efetuação e escuta, utilizadas por Coll (1994), em seu trabalho baseado nas idéias de Piaget e Claparède. Para análise da formação inicial, empregamos as Diretrizes Curriculares Nacionais para Educação Infantil (DCNEI), os Referenciais Curriculares para Educação Infantil (RCNEI) e a Proposta Curricular do Curso de Pedagogia e Habilitação para Educação Infantil da UNESP de Presidente Prudente. Os resultados obtidos demonstram, com relação ao tipo de atividade, que duas ex-alunas privilegiam, em suas práticas, atividades de efetuação, embora em alguns momentos potencializem a ação e a estruturação das ações pelas crianças. Apenas uma prioriza a ação como instrumento essencial para aprender...
The brazilian child’s education received influence from theorics that showed the importance of the action as an essential instrument to learn an idea that justify conceptions, pedagogical practices and courses of teacher formation, that was scientifically proven by Piaget. Based in their ideas, this project has the intention to describe and examine the types of pedagogical practices developed in children from 4 to 6 years old, giving the implications to rethink the project and the teaching formation. To do that, related with Educated Practices search and Teachers from Pos-Graduation Program in Education in UNESP/Presidente Prudente, a survey was made from a Specific Licensing Course for teaching and child’s education, in those who graduated between 2001 and 2005. Also they had meetings and interviews where observations were made under the supervision of three of city officials in Presidente Prudente. The examination about the types of activities inserted in this pedagogical practice was made based in the following distinction: functional activity, self-structuring, effectuation and listening, used by Coll (1994) in his project based in the Piaget and Claparede`s ideas. To review the initial formation that was used in the National Curricular Guidelines for Child Education (DCNEI), the Curricular Reference for Child Education (RCNEI) and the Curricular Proposal from Pedagogy and Liscense course for Child Education from UNESP, Presidente Prudente. The obtained results show, in relation to the type of activity, that two grad-students have in their practices, effectuation`s activity, however in some moments they emphasize the action and the structuring of the actions by children. Only one of those emphasize the action as an essential instrument to learn, because the pratice aims to attract the interest and the necessity of the children... (Complete absract click electronic access below)
Mariuzzo, Terezinha. "Formação de professores em orientação sexual : a sexualidade que está sendo ensinada nas nossas escolas /." Bauru : [s.n.], 2003. http://hdl.handle.net/11449/90971.
Full textBanca: Renato Eugênio da Silva Diniz
Banca: Wanda Junqueira Aguiar
Resumo: A sexualidade humana é de natureza sócio-histórica como qualquer atividade humana, da qual temos um conhecimento acumulado pela humanidade ao longo da sua história. Apesar disso, ela é muitas vezes, ainda hoje, tratada apenas na sua dimensão biológica e/ou carregada de moralismo, tendo dos dogmas religiosos grande interferência. Atualmente com as mudanças que estão ocorrendo no sistema econômico capitalista, com a globalização da economia e a implantação em nível mundial da política neoliberal, os problemas ligados à sexualidade humana, têm se intensificado e com isso, vêm causando sofrimento naqueles que possuem formação inconsistente acerca do assunto. Entre os adolescentes têm aumentado a ocorrência das DST's, da AIDS e de gravidez não planejada. Diante dessa situação, tornou-se consenso entre pais e educadores que a escola é um espaço que pode e deve oferecer formação a respeito da temática. Visando saber se a escola está ocupando esse espaço e como o está fazendo, a presente pesquisa buscou através de entrevistas estruturadas com oito professores de escola pública estadual de ensino fundamental e médio, localizada em bairro periférico no município de Bauru/SP, levantar: as concepções dos professores sobre sexualidade; se abordam efetivamente o assunto e como o estão fazendo em suas aulas; se o uso do Tema Transversal de Orientação Sexual ocorre e como o fazem; com a publicação dos Parâmetros Curriculares Nacionais (PCN) e Tema Transversal em Orientação Sexual, se o trabalho dos professores em sala de aula mudou, e evidenciar as principais dificuldades dos professores na abordagem de temas sexuais. Os resultados que obtivemos, em síntese, foram que: quanto à concepção sobre sexualidade, a maioria dos professores tem dificuldades em falar sobre a temática e o pouco que falam é carregado de vergonha e moralismo, salvo exceção.
Abstract: The nature of human sexuality is socio-historical as any other human activity that we have and accumulated knowledge for the humanity along the history. In spite of that, the human sexuality is still today, just treated in its biological dimension and/or loaded of moralism, tends of the dogmas great religious interference. Nowadays with the changes that are happening in the capitalist economical system, with the globalization of the economy and the implantation in all world of the neoliberal politics, the linked problems to the human sexuality, have intensified are causing suffering in those that possess inconsistent formation concerning the subject. Among the adolescents it has been increasing the occurrence of DST's, of AIDS and of not planned pregnancy. Due to that situation, it became a consensus between parents and educators that, the school is a space that can offer formation regarding the sexuality theme. Seeking to know if the school is occupying that space and how this institution is making it, this research looked for through interviews structured with eight teachers of state public school of fundamental and medium level, located in outlying neighborhood in the municipal district of Bauru/SP, to know: the teacher's conceptions about sexuality; if they approach the subject indeed and how they are making it, in their classes; if the use of the Traverse Theme of Sexual Orientation happens and how they make it; Investigate if with the publication of the Parameters National Curriculares (PCN) and Traverse Theme in Sexual Orientation, the teacher's work in classroom changed, and to evidence the teachers' main difficulties in the approach of sexual themes. The results that we obtained, in synthesis, were that: as for the conception about sexuality, most of the teachers have difficulties in talking about the theme and the little that they speak is loaded of shame and moralism.
Mestre
Reis, Joana Angélica Bernardo de Oliveira. "Atividade na pré-escola : concepções teóricas e prática docente /." Presidente Prudente : [s.n.], 2008. http://hdl.handle.net/11449/92272.
Full textBanca: Leny Rodrigues Martins Teixeira
Banca: Elizabeth da Silva Gelli
Resumo: A Educação Infantil, no Brasil, recebeu influência de teóricos que apontaram a importância da ação como instrumento essencial para aprender, idéia sistematizada e comprovada cientificamente por Piaget e que fundamenta concepções, práticas pedagógicas e cursos de formação de professores. Assim, o presente trabalho, vinculado a linha de pesquisa Práticas Educativas e Formação de Professores do programa de pós-graduação em Educação da UNESP/Presidente Prudente, visa a descrever e analisar os tipos de atividades presentes nas práticas pedagógicas desenvolvidas com crianças de 4 a 6 anos e suas implicações para repensar o trabalho e a formação docente. Para isso, foram aplicados questionários com as exalunas do curso de Habilitação para o Magistério em Educação Infantil, formadas entre 2001 e 2005; também foram realizadas entrevistas e observações nos agrupamentos sob a responsabilidade de três delas, atuantes como efetivas no município de Presidente Prudente. As análises sobre os tipos de atividades constantes na prática pedagógica foram feitas a partir da distinção atividade funcional, auto-estruturante, efetuação e escuta, utilizadas por Coll (1994), em seu trabalho baseado nas idéias de Piaget e Claparède. Para análise da formação inicial, empregamos as Diretrizes Curriculares Nacionais para Educação Infantil (DCNEI), os Referenciais Curriculares para Educação Infantil (RCNEI) e a Proposta Curricular do Curso de Pedagogia e Habilitação para Educação Infantil da UNESP de Presidente Prudente. Os resultados obtidos demonstram, com relação ao tipo de atividade, que duas ex-alunas privilegiam, em suas práticas, atividades de efetuação, embora em alguns momentos potencializem a ação e a estruturação das ações pelas crianças. Apenas uma prioriza a ação como instrumento essencial para aprender... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The brazilian child's education received influence from theorics that showed the importance of the action as an essential instrument to learn an idea that justify conceptions, pedagogical practices and courses of teacher formation, that was scientifically proven by Piaget. Based in their ideas, this project has the intention to describe and examine the types of pedagogical practices developed in children from 4 to 6 years old, giving the implications to rethink the project and the teaching formation. To do that, related with Educated Practices search and Teachers from Pos-Graduation Program in Education in UNESP/Presidente Prudente, a survey was made from a Specific Licensing Course for teaching and child's education, in those who graduated between 2001 and 2005. Also they had meetings and interviews where observations were made under the supervision of three of city officials in Presidente Prudente. The examination about the types of activities inserted in this pedagogical practice was made based in the following distinction: functional activity, self-structuring, effectuation and listening, used by Coll (1994) in his project based in the Piaget and Claparede's ideas. To review the initial formation that was used in the National Curricular Guidelines for Child Education (DCNEI), the Curricular Reference for Child Education (RCNEI) and the Curricular Proposal from Pedagogy and Liscense course for Child Education from UNESP, Presidente Prudente. The obtained results show, in relation to the type of activity, that two grad-students have in their practices, effectuation's activity, however in some moments they emphasize the action and the structuring of the actions by children. Only one of those emphasize the action as an essential instrument to learn, because the pratice aims to attract the interest and the necessity of the children... (Complete absract click electronic access below)
Mestre
Carneiro, Magali Gomes da Silva. "As possíveis influências das experiências da prática na cultura docente dos futuros professores de matemática /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/91086.
Full textBanca: Laurizete Ferragut Passos
Banca: Regina Célia Grando
O cd-rom contém Anexo A
Resumo: A formação de professores é um processo complexo e multifacetado que exige de nós, pesquisadores em Educação Matemática, reflexões sobre os aspectos que constituem a cultura docente dos professores. Nessa perspectiva, nas literaturas brasileira e internacional, encontramos aportes teóricometodológicos distintos que enfatizam aspectos relacionados à cultura do professor de Matemática. Desse modo, a questão a ser investigada na presente pesquisa pode ser descrita como: Como as experiências compartilhadas da prática docente se manifestam e como podem influenciar a cultura docente dos futuros professores de Matemática? O objetivo da presente pesquisa é compreender e evidenciar as experiências compartilhadas da prática e a sua influência na cultura docente dos futuros professores de Matemática . Para tanto, realizamos uma Pesquisa Qualitativa com duas alunas regulares da disciplina de Prática de Ensino sob a forma de Estágio Supervisionado, do ano de 2007 e com professores de professores de distintas universidades públicas, do estado de São Paulo, objetivando observar a influência das experiências da prática no discurso das futuras professoras e na ação docente destas e, ainda, vislumbrar por meio dos discursos dos professores de professores o quanto a disciplina de Prática de Ensino sob a forma de Estágio Supervisionado contribui para a passagem de aluno a professor e, nessa passagem ressaltar por meio dos olhares dos professores as subjacências presentes, além de abordarmos aspectos relacionados ao atual quadro de formação de professores no estado de São Paulo, bem como a relação entre as experiências da prática e a cultura docente dos futuros professores de Matemática. Os procedimentos metodológicos que se fizeram presente foram: gravação e análise de entrevistas com os professores e com as duas futuras professoras e filmagem e análise de Oficinas... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The formation of teachers is a multifaceted process that requires of us, Education Researchers reflecting on aspects that constitute the teaching body. In this perspective, in the international and Brazilian literature, we find distinct methodologicaltheoretical support that emphasizes aspects related to the mathematics teacher culture. Thus the matter to be investigated in the current research can be described as: How are shared experiences of teaching practices manifested and how can they influence the teaching culture of future teachers of Mathematics? The aim of this present research is to understand and make evidence experiences shared of practice and its influence in the teaching culture of future teachers of Mathematics. For that, we conducted a Qualitative Research with two regular female students of Practice of Teaching discipline during a Supervised Internship in 2007 with professor of teachers of distinguished Public Universities of São Paulo with an aim to observing the influence of experience of practice in the discourse of the future teachers and in their teaching action, and still, glimpse through the discourse of professors of teachers how much the discipline of Practice of Teaching taking form in an Internship under Supervision contributes to the changing from student to teacher and in this transition to emphasize through the vision of teacher what's underlying besides approaching related aspects to the professors of teachers in the state of São Paulo as well as the relation between experiences and practice and the teaching culture of future teachers of mathematics. The methodological procedures used were: recordings and analyses of interviews with teachers and two future female teachers, filming and workshop analyses. The triangulation of data of research semistructured interviews with professors of teachers as well as with future teachers and filming workshops... (Complete abstract click electronic access below)
Mestre
Silva, Emerson Correia da. "A configuração do habitus professoral para o aluno-mestre : a escola normal secundária de São Carlos (1911-1929) /." Marilia : [s.n.], 2009. http://hdl.handle.net/11449/96323.
Full textBanca: Maria Rita de Almeida Toledo
Banca: Dagoberto Buim Arena
Resumo: Com a presente dissertação de mestrado, objetivamos compreender os aspectos da constituição do campo educacional paulista entre os anos de 1911 e 1923, com especial atenção para a cidade de São Carlos/SP e a escola normal lá instalada. Delimitando este em objetivos específicos, a proposta é de desvelar como se deu a configuração do habitus professoral para o aluno-mestre e ompreender a importância da criação e manutenção das revistas Excelsior! e Revista da Escola Normal de São Carlos para o campo educacional. Considerando que a criação e a manutenção de revistas pedagógicas manifestam-se como uma forma específica do processo de organização do campo educacional, buscamos desvelar como se deu a configuração do habitus professoral para o aluno-mestre, tendo como eixo metodológico as contribuições de Pierre Bourdieu, principalmente nos conceitos de habitus e campo e Roger Chartier no que diz respeito aos aspectos historiográficos e materiais dos periódicos em estudo. Como resultado observamos a constituição de um habitus professoral específico, centrado na difusão de uma imagem do professor republicano, progressista e liberal.
Abstract: With this master's dissertation, we objectified to comprehend the aspects of the constitution of the educational field in the state of São Paulo between the years of 1911 and 1923, with special attention to the city of São Carlos/SP and the normal school installed there. Limiting this to specific objectives, the proposal is to reveal how the configuration of the teaching habitus to the master-student was created and understand the importance of the creation and maintenance of the periodics Excelsior! and Revista da Escola Normal de São Carlos for the educational field. Considering that the creation and maintenance of pedagogical periodics manifest themselves as a specific form of the organizational process of the educational field, we seek to reveal how the configuration of the teaching habitus to the master-student was created, having as a methodological axle the contributions of Pierre Bourdieu, specially on the concepts of habitus and field, and Roger Chartier when it comes to the historigraphical and material aspects of the periodicals that are being studied. As a result, we observe the constitution of a specific teaching habitus, centered on the diffusion of an image of a liberal, progressive and republican teacher.
Mestre
Mariano, Carla Regina. "Indícios da cultura docente revelados em um contexto online no processo da formação de professores de matemática /." Rio Claro : [s.n.], 2008. http://hdl.handle.net/11449/91087.
Full textBanca: Miriam Godoy Penteado
Banca: Dario Fiorentini
Resumo: A Formação do Professor no Brasil tem sido algo necessário para que o docente possa enfrentar todos os desafios que a sociedade tecnológica vem impondo. O rápido desenvolvimento da Internet, dos computadores e de outras tecnologias faz com que os conhecimentos, adquiridos durante a graduação, se tornem obsoletos tão logo o professor inicia sua carreira. No entanto, estando o professor em sala de aula, a precarização do trabalho docente pode causar, dentre outros elementos, a sobrecarga de trabalho que exige do professor muitas horas de trabalho por semana não lhe sobrando tempo, muitas vezes, para preparar aulas que possam despertar o interesse dos alunos. Além do pouco tempo para o planejamento de uma aula, a participação em cursos, palestras para a Formação Continuada se torna restrita para aqueles professores que se encontram distantes de centros de formação, e não têm como se deslocar. Nesse cenário de sobrecarga de trabalho e de isolamento dos professores em seus ambientes escolares surgem cursos para a Formação Continuada utilizando-se da tecnologia em ambientes online como uma opção para o enfrentamento dessa situação. Um curso online para a Formação Continuada foi o cenário no qual esta pesquisa se desenvolveu e abordou aspectos da inserção das TICs na sala de aula de Matemática. Assim, esta pesquisa busca evidenciar indícios da cultura docente, presentes na interação em um curso online, com o olhar voltado à prática docente no processo de formação de professores de Matemática. No decorrer deste trabalho, buscam-se teorias que versam sobre as possibilidades e os desafios da criação de cursos online e teóricos que tratam dos aspectos da cultura docente do professor de Matemática.
Abstract: The teacher's formation in Brazil has been necessary to assist the teachers with all the challenges imposed by the technological society. The rapidly development of the internet, computers and other technologies quick jeopardize the knowledge acquired during the graduation, as soon as the teachers initiate their careers their knowledge is already outdated. Nonetheless, once the teachers are working in the classroom the unsteadiness of their work can cause, among other things, work overload that demands the teacher to work long hours every week, not allowing them free time to prepare interesting classes. Besides the lack of time to prepare the classes, the participation in courses and lectures to a continued formation becomes limited to those teachers that are far from the formation's centers. In such scenario of work overloading and isolation of the teachers in their school environments, appear courses to the continued formation based on the online technology as an option to deal with such situation. One of these online courses to continued formation was the scenario in which this research was developed, and it approached aspects of the TICs in the Mathematics classroom. The research seeks to highlight evidences of the teaching culture present in the interaction of an online course, with a view focused on the teaching practice in the Mathematics teacher's formation. Along this work theories are searched to ponder the possibilities and the challenges to the creation of online courses and theorists that deal with the teaching culture aspect of the Mathematics teacher. The methodology used consists of a Qualitative research based on the Evidence Paradigm that is the investigation of the context through clues, evidences, mark, signals, that are not always immediately visible/noticeable.
Mestre
Malavasi, Abigail. "A dimensão estetica na constituição do trabalho coletivo no intersticio da escola constituida." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252496.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho discute a constituição do trabalho coletivo no cotidiano da escola instituída a partir de uma dimensão estética que opera na contramão dos discursos e das práticas da educação oficial. Para tanto, a metodologia privilegiada é a da novela de formação, que me permite narrar a partir de episódios vividos por mim na escola como professora e depois como diretora e com o auxílio de outras vozes participantes de um momento deste processo, como a de alguns alunos, professores e membros do Conselho de Escola, a dura luta para a constituição do trabalho coletivo na escola apesar dos impedimentos produzidos pelas políticas públicas que promovem a descontinuidade dos processos e projetos, a in-visibilidade das práticas docentes e um mal-estar docente e discente. Nossa intenção é trazer à luz os sentidos que são construídos no trabalho coletivo da escola a partir das relações compartilhadas em que a dimensão estética constituidora da ética permite aos sujeitos participantes do grupo ressignificarem sua própria ação e seu estar no mundo a despeito do papel obstaculizador que tem marcado as políticas públicas no Brasil. Nesse sentido, para além do discurso dúbio das políticas educacionais, advogamos a idéia de haver sempre interstícios constituidores do humano que possibilitam o surgimento de uma nova perspectiva, um excedente de visão, que fornecem ao sujeito, num flash abdutivo, uma re-visão, um re-significado de suas ações e de sua vida, que possibilitam um resistir e transpor as limitações e coerções características do cotidiano escolar instituído
Abstract: This work discusses the constitution of the collective work in the day by day of the instituted school starting from an aesthetic dimension that operates against the discourse and practices of the official education. The privileged methodology for this is the one of the formation novel, that allows me to narrate starting from episodes lived by me in the school as teacher and later as principal and with the aid of other participant voices of a moment of this process, like the ones of some students, teachers and members of the Council of School, the hard fight for the constitution of the collective work in the school in spite of the impediments produced by the public politics that promote the discontinuity of the processes and projects, the in-visibility of the educational practices and an educational discontent among teachers and students. Our intention is to bring to the light the meanings that are built in the collective work of the school starting from the relationships shared in which the aesthetic dimension which constitutes the ethics allows to the participant subjects of the group resignify his/her own action and his/her to be in the world in spite of the obstructing role that has been played by the public politics in Brazil. In that sense, beyond the dubious discourse of the education politics, we pled the idea of there being always the human's constituting interstices that make possible the appearance of a new perspective, a vision surplus, that furnish to the subject, in a abductive flash, a re-vision, a new meaning of his/her actions and of his/her life, what makes possible to resist and to transpose the limitations and coercions which characterizes the everyday instituted school
Doutorado
Educação, Sociedade, Politica e Cultura
Doutor em Educação
Souza, Nilva Pessoa de. "O ensino das disciplinas esportivas coletivas nos cursos de Licenciatura em Goias : um estudo descritivo." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/275182.
Full textTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica
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Resumo: Esta tese é resultado de um trabalho de investigação sobre o ensino das disciplinas esportivas coletivas, desenvolvido nos cursos de licenciatura para a formação de professores da educação básica, na área de Educação Física. O objetivo principal foi identificar e analisa'r o enfoque didático-metodológico aplicado pelos professores no ensino dessas disciplinas. O projeto inicial dessa pesquisa foi submetido ao Conselho de Ética da Universidade Federal de Goiás, o qual foi analisado e aprovado. O universo definido para este trabalho foram cinco cursos de licenciatura em Educação Física do Estado de Goiás, os quais possibilitaram a realização da pesquisa, permitiram as entrevistas com os docentes e observações de aulas. A metodologia utilizada foi a pesquisa qualitativa do tipo exploratória descritiva, em que se realizou uma análise documental, referente ao projeto pedagógico do curso, currículo, ementas das disciplinas e planos de ensino das disciplinas esportivas coletivas. Essa análise foi complementada pelas entrevistas cQm os docentes responsáveis pelo ensino dessas disciplinas e observações de aulas nelas desenvolvidas. O estudo contou ainda com uma revisão teórica sobre a temática, para a qual foram utilizadas as obras de autores que abordam e discutem a questão da formação de professores, legislação, escola, Educação Física e esportes. A revisão teórica dessa tese possibilitou o diálogo com a pesquisa, oportunizando o estabelecimento de análises e apontamentos de fatos relevantes, destacados nas considerações finais, tais como o papel dos professores e gestores em relação ao desconhecimento no que se refere aos aspectos políticos (legalidade) que envolvem tanto a Educação, quanto a Educação Física e o Esporte; ao desconhecimento ou incapacidade de colocar em prática os estudos, as pesquisas e os conhecimentos pedagógicos das áreas em questão; e ao estranhamento acerca dos novos paradigmas e epístemologia que sustentam o ensino superior de uma forma geral
Abstract: This thesis is the result 0f an investigative research about the teaching of collective sport subjects developed in the major courses targeted at elementary school teachers, in the physical education area. The main objective was to identify and to analyze the didactic-methodological approach applied by teachers in the teaching of these subjects. The initial project of this research was submitted to the Ethic Council of Universidade Federal de Goiás, which was analyzed and approved. The defined scope for this work were five major courses in Physical Education in the State of Goiás which made possible the research, allowed professor interviews and classroom observations. The methodology used was an investigative and descriptive qualitative research, where a documented analysis was done, referring to the course pedagogical project, curriculum, subject syllabi and teaching plan of the collective sport subjects. The methodology was also complemented by professor interviews and classroom observations related to these subjects. Furthermore, the thesis includes a discussion validated by the literature revision about the thematic, for which were quoted authors, who educate and train physical education professionals, and also approach legislation, school, Physical Education and sports. The theoric revision of this thesis made possible the dialogue with the research, giving the opportunity of analysis establishment and to point out relevant aspects highlighted in the final considerations, such as the managers and teachers roles in relation to the lack of knowledge in reference to the political (Iegality) aspects concerning the Education as well as Physical Education and Sport; and the lack of knowledge about the new paradigms and epistemology that sustain undergraduate education in a general way
Doutorado
Ciencias do Esporte
Doutor em Educação Física
Pereira, Jany Elizabeth. "A importância do lúdico na formação de educadores: uma pesquisa na ação do Museu da Educação e do Brinquedo - MEB da Faculdade de Educação da USP." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-14112007-144030/.
Full textThe aim of this research is to investigate docent practice and its relationship to initial and continuous formation of teachers. This research is based on a qualitative analysis which took place on the Museu da Educacao e do Brinquedo da Universidade de Sao Paulo, MEB-USP (Education and Toy Museum, University of Sao Paulo). Having as a starting point an essential question why teachers do not play? the scope of this research was then set up. Specifically, the importance of the ludic element during the process of educating teachers, and MEB\'s potential as a training space. The activities put in practice in this museum - which represent the educational process to be analysed - were done with groups of children visiting the museum, educators and trainees of the museum itself. The education process of trainees coming from the USP Pedagogical faculty (as well as others faculties, e.g. History, Geography, Literature in order to get a license which enables them to teach at school level) was used as the scope of this research. In order to collect the data needed, interviews with focus groups (the students participating in the formation process) were taken. The main point of interest for this research is considered to be the relationship between forming/forming, teacher/student as well as the education of teachers itself as a collective project of reflection within the ludic formation perspective. Thus this research is mainly based on key works on teacher training (Pimenta, 2002; Schon, 1992/1997; Zeichner, 1993 and 1998b); the ludic as an important dimension in teacher education (Andrade & Marques, 2003; Dias, 2003; Kishimoto, 1996/1998; Santos & Cruz, 1997 and Souza, 2001); on MEB\'s role and its relation to the public (Francoio, 2000; Grinspum, 2000); and also on MEB\'s pedagogical political project (Carrer, 1999; Fusari, 1997/2000). This research demonstrates the importance of the ludic dimension experienced by teachers at the beginning of their training. Thus, a range of key elements such as the concept of \'playing\' as a social practice and its influence in pedagogical practices will here be discussed such as adult behavior; docent practice and school context; the valorization of the ludic dimension experienced by teachers during the beginning of their training; the ludic attitude; the reflective formation and also the homology of processes as assumptions for the construction of a collective formation and finally, MEB\'s contribution towards teacher\'s formation and its relationships with a political-pedagogical proposal. When looking at these topics, modern capitalist society as well as its fundamental values and the processes that take place during its production system, will be taken into consideration.
Mariuzzo, Terezinha [UNESP]. "Formação de professores em orientação sexual: a sexualidade que está sendo ensinada nas nossas escolas." Universidade Estadual Paulista (UNESP), 2003. http://hdl.handle.net/11449/90971.
Full textA sexualidade humana é de natureza sócio-histórica como qualquer atividade humana, da qual temos um conhecimento acumulado pela humanidade ao longo da sua história. Apesar disso, ela é muitas vezes, ainda hoje, tratada apenas na sua dimensão biológica e/ou carregada de moralismo, tendo dos dogmas religiosos grande interferência. Atualmente com as mudanças que estão ocorrendo no sistema econômico capitalista, com a globalização da economia e a implantação em nível mundial da política neoliberal, os problemas ligados à sexualidade humana, têm se intensificado e com isso, vêm causando sofrimento naqueles que possuem formação inconsistente acerca do assunto. Entre os adolescentes têm aumentado a ocorrência das DST's, da AIDS e de gravidez não planejada. Diante dessa situação, tornou-se consenso entre pais e educadores que a escola é um espaço que pode e deve oferecer formação a respeito da temática. Visando saber se a escola está ocupando esse espaço e como o está fazendo, a presente pesquisa buscou através de entrevistas estruturadas com oito professores de escola pública estadual de ensino fundamental e médio, localizada em bairro periférico no município de Bauru/SP, levantar: as concepções dos professores sobre sexualidade; se abordam efetivamente o assunto e como o estão fazendo em suas aulas; se o uso do Tema Transversal de Orientação Sexual ocorre e como o fazem; com a publicação dos Parâmetros Curriculares Nacionais (PCN) e Tema Transversal em Orientação Sexual, se o trabalho dos professores em sala de aula mudou, e evidenciar as principais dificuldades dos professores na abordagem de temas sexuais. Os resultados que obtivemos, em síntese, foram que: quanto à concepção sobre sexualidade, a maioria dos professores tem dificuldades em falar sobre a temática e o pouco que falam é carregado de vergonha e moralismo, salvo exceção.
The nature of human sexuality is socio-historical as any other human activity that we have and accumulated knowledge for the humanity along the history. In spite of that, the human sexuality is still today, just treated in its biological dimension and/or loaded of moralism, tends of the dogmas great religious interference. Nowadays with the changes that are happening in the capitalist economical system, with the globalization of the economy and the implantation in all world of the neoliberal politics, the linked problems to the human sexuality, have intensified are causing suffering in those that possess inconsistent formation concerning the subject. Among the adolescents it has been increasing the occurrence of DST's, of AIDS and of not planned pregnancy. Due to that situation, it became a consensus between parents and educators that, the school is a space that can offer formation regarding the sexuality theme. Seeking to know if the school is occupying that space and how this institution is making it, this research looked for through interviews structured with eight teachers of state public school of fundamental and medium level, located in outlying neighborhood in the municipal district of Bauru/SP, to know: the teacher's conceptions about sexuality; if they approach the subject indeed and how they are making it, in their classes; if the use of the Traverse Theme of Sexual Orientation happens and how they make it; Investigate if with the publication of the Parameters National Curriculares (PCN) and Traverse Theme in Sexual Orientation, the teacher's work in classroom changed, and to evidence the teachers' main difficulties in the approach of sexual themes. The results that we obtained, in synthesis, were that: as for the conception about sexuality, most of the teachers have difficulties in talking about the theme and the little that they speak is loaded of shame and moralism.
Books on the topic "Teacher's formation"
The student teacher's handbook for physical education. Champaign, Ill: Human Kinetics Publishers, 1992.
Find full textBlair, Timothy R. New teacher's performance-based guide to culturally diverse classrooms. Boston: Allyn and Bacon, 2003.
Find full textDavydov, Viktor. Physico-chemical education projects in extracurricular activities of students. Teacher's book. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1016650.
Full textTeacher's professional development and the elementary mathematics classroom: Bringing understanding to light. Mahwah, N.J: Lawrence Erlbaum, 2004.
Find full textBeynon, Carol A. Learning-to-teach: Cases and concepts for novice teachers and teacher educators. Toronto: Prentice Hall, 2001.
Find full textVdovina, Olga, and Semen Reznik. Teachers of Russian universities: formation and development of professional competencies. ru: INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/17979.
Full textAllal, Linda K. Vers une pratique de l'évaluation formative: Matériel de formation continue des enseignants. Bruxelles: De Boeck Université, 1991.
Find full textProefriedt, William A. How teachers learn: Toward a more liberal teacher education. New York: Teachers College Press, Teachers College, Columbia University, 1994.
Find full textBook chapters on the topic "Teacher's formation"
Fontana, David. "Concept Formation and Development." In Psychology for Teachers, 43–59. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19213-7_3.
Full textFontana, David. "Concept formation and cognitive development." In Psychology for Teachers, 51–71. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24139-2_3.
Full textGellel, Adrian. "Teachers as Key Players in Values Education: Implications for Teacher Formation." In International Research Handbook on Values Education and Student Wellbeing, 163–77. Dordrecht: Springer Netherlands, 2010. http://dx.doi.org/10.1007/978-90-481-8675-4_10.
Full textVolz, Austin, Julia Higdon, and William Lidwell. "Assessment, Formative." In The Elements of Education for Teachers, 5–6. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-3.
Full textBox, Cathy. "The Professional Development of Teachers." In Formative Assessment in United States Classrooms, 105–30. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03092-6_5.
Full textBox, Cathy. "The Classroom Teacher." In Formative Assessment in United States Classrooms, 75–104. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03092-6_4.
Full textBoyce-Tillman, June. "The Complete Musician: The Formation of the Professional Musician." In Musician–Teacher Collaborations, 108–20. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315208756-10.
Full textVermunt, Jan D., Maria Vrikki, Paul Warwick, and Neil Mercer. "Connecting Teacher Identity Formation to Patterns in Teacher Learning." In The SAGE Handbook of Research on Teacher Education, 143–59. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n8.
Full textCorby, Paschal M. "Educating for Moral Formation: The Primacy of Metaphysical Realism." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_140-1.
Full textBrookhart, Susan M. "Formative Assessment in Teacher Education." In The SAGE Handbook of Research on Teacher Education, 927–43. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n53.
Full textConference papers on the topic "Teacher's formation"
Grigoryeva, Stella G. "Formation Of Teacher's Creative Competencies For Innovative Activity." In IFTE 2019 - 5th International Forum on Teacher Education. Cognitive-Crcs, 2020. http://dx.doi.org/10.15405/epsbs.2020.01.77.
Full textOborotova, Svetlana A. "Modern Aspects Of Teacher's Professional Culture Formation: Information And Communication Component." In Joint Conferences: 20th Professional Culture of the Specialist of the Future & 12th Communicative Strategies of Information Society. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.03.51.
Full textLavina, Tatyana Aronovna. "Pedagogical occupational standard development in terms of formation teacher's informational and communicative competence." In VIII International applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111502.
Full textLukashenia, Zoya, Lidia Chepikova, and Hanna Rudneva. "Consulting Support of Technologization of Professional Practice of a Teacher." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.049.
Full textVyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.
Full textPorozovs, Juris, and Soneta Grosberga-Merca. "Students' and Teachers' Opinion on the Possibilities of Improving Students' Research Skills in Biology Lessons." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.051.
Full textValgasova, I. N., M. O. Zotova, and Zh R. Tegetaeva. "Type of the nervous system as a psychological resource of self-regulation of a student of a pedagogical profile." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.805.817.
Full textHincu, Ionela. "Musical-interpretative skills and their role in teacher music education training." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p274-277.
Full textОсипова, Ирина Сергеевна, and Наталья Ивановна Постникова. "RESILIENCE OF PHYSICAL EDUCATION TEACHERS AS AN ASPECT OF SOCIAL SECURITY." In Национальная безопасность России: актуальные аспекты: сборник избранных статей Всероссийской научно-практической конференции (Санкт-Петербург, Июль 2020). Crossref, 2020. http://dx.doi.org/10.37539/nb186.2020.57.89.004.
Full textSerdyukova, E. Y., and E. I. Kireeva. "INTEGRATIVE BASIS OF PEDAGOGICAL ACTIVITY OF TEACHER OF TECHNICAL DISCIPLINES." In STATE AND DEVELOPMENT PROSPECTS OF AGRIBUSINESS Volume 2. DSTU-Print, 2020. http://dx.doi.org/10.23947/interagro.2020.2.125-127.
Full textReports on the topic "Teacher's formation"
NIKOLOV, NIKITA. STUDY OF THE SCIENTIFIC THINKING STYLE OF TEACHERS. SIB-Expertise, May 2021. http://dx.doi.org/10.12731/er0436.18052021.
Full textBraunger, Jane. Teacher attitude toward composition instruction at the postsecondary level: identification and formation. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.828.
Full textXiang, Li. Survive or Thrive: A Mixed Method Study of Visiting Chinese Language Teachers' Identity Formation in the U.S. Classrooms. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5510.
Full textJonathan, Supovitz, Ebby Caroline, and Sirinides Philip. Teacher Analysis of Student Knowledge (TASK): A Measure of Learning Trajectory-Oriented Formative Assessment. Consortium for Policy Research in Education, June 2013. http://dx.doi.org/10.12698/cpre.2013.taskir01.
Full textTobler, Kalin. Keeley Probes as a Tool for Uncovering Student Ideas: How Do Teachers Use Formative Assessment Probes to Plan and Adapt Instruction? Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2646.
Full textFrantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
Full textDeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.
Full textStyugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, December 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.
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