Navegando por Palavras-chave "teacher education"
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- ItemAcesso aberto (Open Access)Autonomy development and the classroom: reviewing a course syllabus(Pontifícia Universidade Católica de São Paulo - PUC-SP, 2008-01-01) Sprenger, Terezinha Maria [UNIFESP]; Wadt, Maria Paula Salvador; Universidade Federal de São Paulo (UNIFESP); Pontifícia Universidade Católica de São PauloIn this paper we describe the process of updating a course syllabus designed to foster the development of language teacher autonomy for course planning and materials preparation. Three main factors were taken into account: participants' reactions and evaluations concerning the first version of the course, the new context, and the developments in the literature related to learner and teacher autonomy. We draw on literature concerning learner and teacher autonomy (Little 2000; Lamb 2000; Benson 1997a, 1997b, 2001; Dam 1995; Aoki 2002), on Critical Pedagogy (Freire 1970, 1973, 1980, 1996) and on studies that deal with learner and teacher narratives (Benson et al. 2003; Benson 2005; Murphey et al. 2005; Karlsson & Kjisik 2007; Liberalli et al. 2003; Telles 2002, 2004). We conclude by raising some questions concerning the theoretical and practical decisions made in the second version of the course and their implications.
- ItemAcesso aberto (Open Access)Construções identitárias: ser leitor e alfabetizador de jovens e adultos(Universidade do Sul de Santa Catarina, 2008-12-01) Vóvio, Claudia Lemos [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)This article focuses on the relations between language and the construction of reading identities by non-formally trained teachers of adults and young adults in basic literacy programs. Results from a PhD research focusing on the study of these agents´ literacy process are presented. We asked the subjects what type of readers they were, in order to learn the meanings they attributed to reading, with the purpose of contributing to programs geared to their professionalizing and community needs. The data analysis, from a linguistic-enunciative and discursive perspective, revealed differences from previous research results involving professionally trained literacy teachers, i.e., the assertive and positive ways in which the subjects produced their self-images as readers and, consequently, as literacy teachers. We observed a self-legitimation movement through discursive operations which focus on the exaltation of personal characteristics, on the reference to cultural objects taken as legitimate, and on the familiarity with new cultural practices.
- ItemAcesso aberto (Open Access)Contribuições de um curso de formação continuada sobre vacinas para professores da educação básica visando o combate a fake news(Universidade Federal de São Paulo, 2022-11-18) Gomes, Tamires Oliveira [UNIFESP]; Azzalis, Ligia Ajaime [UNIFESP]; http://lattes.cnpq.br/7255872247150001; http://lattes.cnpq.br/5895602899610824O tema vacinas costuma ser abordado superficialmente na educação básica. Nesse contexto, informações falsas (conhecidas como Fake News) podem persuadir estudantes a formarem opiniões incorretas sobre vacinação. O presente trabalho procurou desenvolver um curso, em formato EaD, para capacitar docentes a discutirem o papel da vacinação na qualidade de vida e como fake news podem ser prejudiciais à saúde. Foram convidados 5 docentes para participarem do curso como validadores dessa formação. Para desenvolver o curso foi utilizada a plataforma Moodle® a fim de garantir os melhores recursos tecnológicos necessários à formação. O curso é composto por três módulos, nos quais os docentes são convidados a refletirem sobre histórico das vacinas, calendário vacinal, impacto das fake news, como reconhecer fake news e formas de propor a discussão de vacinas em sala de aula. A pesquisa é caracterizada como qualitativa e para a coleta dos dados foram utilizados questionários, atividades utilizadas no curso e elaboração de plano de aula pelos professores cursistas. Com essa pesquisa foi possível verificar que após a realização do curso, os professores incluíram em seus planos de aula a discussão sobre fake news na abordagem de vacinas. Os docentes também afirmaram que o curso apresenta bons materiais e boa navegação. Em relação a esse trabalho, espera-se que esse curso possa ser ampliado para mais docentes participarem e que fomente discussões sobre fake news relacionadas à saúde em sala de aula.
- ItemAcesso aberto (Open Access)Interface entre processos de formação continuada e identidade profissional docente(Universidade Federal de São Paulo (UNIFESP), 2016-08-29) Araujo, Giodesia Conceicao Gomes de [UNIFESP]; Silvestre, Magali Aparecida [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The teacher?s professional identity as a process and an inter-relationship established among hi your subjectivity, the context reality and the working world is known as a transitory process that occurs throughout the teacher?s career, since the initial settings of the profession?s meanings and roles, later on, broadened while entering the work context, as well as upon building his/ her career. In this sense, this research aims at investigating whether ongoing education, besides favouring knowledge development inherent in the pedagogical activity, also favours contributions to development and resetting of the teacher?s identity. This way, we established, as specific objectives, identifying which elements of ongoing education contribute to the facilitation of the process of resetting the teacher?s identity and how that contribution takes place. We understand that the subjective process establishes an intimate relationship with the objectivity in psychic articulation (emotional resources) to solve internal conflicts that may arise of the interlocution of the desires and expectations connected to the teacher?s professional role while facing reality. Thus, for such understanding, we have adopted, as theoretical-methodological referential, authors with identity studies, such as Dubar (1997, 2009) and Imbernón (2009, 2011), as well as authors who deal with ongoing education concepts. The methodological ground is based on André & Lüdke (2014) and Creswell (2014). The study adopts a qualitative approach and was carried out from empiric research by means of interviews for better comprehension of the subjective dynamics of participants and its unfolding in the setting up of the professional identity. A semi-structured script was elaborated and aimed at guiding the interviews. The researched participants were teachers from the São Paulo municipal school system teaching primary grades. The results, based on the analysed data, suggested that ongoing education indicates the possibility of contributing to the resetting of the teaching identity. However, in order to reach that perspective, the educational process of the teacher requires specific elements in its systematization, like co-participation of the teacher through interlocution with peers and tutor, cognitive mobilization made possible by theoretical articulation, planning and organization of activities or discussions on the subject matter, as well as theoretical and practical association provided by reflexions between the theme in question and practice
- ItemAcesso aberto (Open Access)TDIC e formação docente: ampliação da sala de aula, consciência crítica e autonomia(Univ Sao Paulo, Fac Filosofia, 2017) Menezes, Andreia dos Santos; de Nobrega e Sousa, Greice [UNIFESP]; de Oliveira, Rosangela A. Dantas [UNIFESP]This paper presents some reflections about the experiences of using Digital Information and Communication Technologies (DICT) in the Bachelor's Degree in Portuguese and Spanish Language and Literature (Escola de Filosofia, Letras e Ciencias Humanas, from the Universidade Federal de Sao Paulo). These reflections arose from actions performed by some professors who aimed at providing undergraduate students with practical experiences and theoretical reflections that can offer them a more consistent preparation to deal with the contemporary society's demands (M. Freire, 2009). The authors believe that teacher education must include the development of reflective and critical capacity (Freire, 1979