Navegando por Assunto "Teacher learning"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
Aprender a ensinar com/por pesquisa: um caso sobre as mudanças subjetivas de Diego
(Universidade Federal do Pará, 2021-09-27) LIMA, Murilo Henrique dos Santos; NASCIMENTO, Maridalva Costa; http://lattes.cnpq.br/1704518461436826; https://orcid.org/ 0000-0002-3347-1277; PARENTE, Andrela Garibaldi Loureiro; http://lattes.cnpq.br/0934892702963831; https://orcid.org/0000-0003-3396-700X
This study had the general objective of investigating and understanding how subjective change processes are constituted in the formation of a graduating in chemistry, as they experience processes of learning to teach with/per research. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. Thus, we sought to understand the constitution of individual subjectivity and processes of subjective changes of the research participant. In the literature review, in the area of teacher training, it is noted that many authors have invested in research to promote changes in the initial training of chemistry teachers, articulating discursive consensus and training devices, that value them as historical individuals and producers of knowledge. There are tendencies towards reflection on the interaction between theory and practice, on the formation of the researcher teacher and on the creation of learning communities, among others. The theoretical foundation of this study is based on the understanding of teacher training models and on González Rey's Theory of Subjectivity in conjunction with Qualitative Epistemology and Constructive-Interpretative Methodology by the same author. The emergence of theoretical categories allowed for discussions about the subjective changes of the research participant, whose invitation to participate in the study took place in the course “Learning about feeding by models and with research”. Participants in this were from undergraduate courses in chemistry, integrated graduation in science, mathematics and languages, and recent graduates. Diego had previous experiences in the teaching profession at CCIUFPA and was waiting for the completion of the undergraduate course in chemistry, while participating in the course. The social scenario of the research included the involvement of the participant in the course and research activities, with the help of instruments: conversational dynamics, informal moments, sentence completion and moments of synchronous course activities. The interpretations carried out signaled that subjective senses related to responsibility, commitment to activities and to others, and interest in learning constitute Diego's subjectivity. This is closely linked to his experiences at CCIUFPA and which emerged in the current trajectory of the course's activities. Learning to teach science with/per research involved procedural movements of your subjectivity, subjective productions that relate the experienced history and current action, the emergence of subjective resources and the necessary subjective changes that happened in ways that challenged and strained it, under the conditions of culture, modifying beliefs, representations and conceptions about teaching and learning chemistry. These are aspects that are part of the preparation process for the profession of chemistry teacher.
Acesso aberto (Open Access)
Aprendizagens docentes no cciufpa: sentidos e significados das práticas antecipadas assistidas e em parceria na formação inicial de professores de ciências
(Universidade Federal do Pará, 2016-06-08) NUNES, João Batista Mendes; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513; https://orcid.org/0000-0001-8285-3274
This is a research that deals with teachers learning in initial training of future teachers of Science and Mathematics, built through real situations of early practice of assisted form of teaching and in partnership. Investigate senses and meanings that future teachers attribute to teaching experiences in the context of such practices. This is a qualitative research, narrative mode, which is research-action-training, contributing to the professional development of individuals. The locus of this research is the Federal University of Pará Science Club, an initial and continuing training opportunities for teachers that over 36 years, develops work with teacher training and the Children and Youth scientific research in the State of Pará. This research came from the fact that when he was in initial formation process, had a spell at CCIUFPA and to participate in teaching in advance, brought me perception of professional development, however, at that time, I could not explain what had happened to me. Motivated by the formative experience I had, I seek to investigate: i) that senses and meanings trainee teachers working in the UFPA Science Club, attribute to teaching experiences in the context of assisted early practices and in partnership? and ii) learning teachers are built by licensees during the academic activities of early practices assisted in partnership carried out in CCIUFPA? These questions I provided during the survey seek as objective to understand senses and meanings that trainee teachers working in UFPA Science Club attribute to teaching experiences in the context of assisted early practices and in partnership, and identify learning built by licensees during activities academic assisted early practices and in partnership carried out in CCIUFPA. Stay in the field UFPA Science Club should last for one year, and during that year, I accompanied the team in forty planning meetings and sixteen classes on Saturday mornings; this team initially participated in eight subjects, four of which were by the end of the research. These guys helped me build data that has been converted into a document handled by Text Analysis Discourse, which is located, epistemologically, between the analysis of discourse and content analysis. Immersion in the field of texts, built four large emerging categories. These categories were organized in the dissertation into four sections and each was guided by one of the four lenses in my view include the work of CCIUFPA, they are: the group work, the research practice in teaching (used for scientific research work infant juvenile), the organizational structure of teams (the dynamics of working with classes on Saturday, followed by planning meetings (debates, discussions, socialization, reflections and buildings provided by the interactions among peers) and the early practice of teaching (experience to plan and teach classes, before training as a teacher). However, I stress that even analyzing under different lens, they converge and complement each other in early practice, assisted and partnership. in these sections, the subjects speak for themselves, and to publish the senses and meanings attributed to the experience and learning teachers developed throughout the year through assisted early practice and partnership.
Acesso aberto (Open Access)
Formação inicial de professores(as) indígenas em diálogos integradores de aprendizagem na objetivação cultural
(Universidade Federal do Pará, 2023-03-09) NERY, Cristiane do Socorro dos Santos; MENDES, Iran Abreu; http://lattes.cnpq.br/4490674057492872; https://orcid.org/0000-0001-7910-1602
The initial training of indigenous teachers can be understood as the orientation that connects matrices of different thoughts that need to be accessed to meet the educational needs of the collective. Collectivity, as a way of being in the world is one of the fundamental principles of indigenous cosmology. Collective thinking, as a sociocultural practice, can be understood as a way of life materialized in labor, festive and ritual activities, among others. The subject of study starts from the following research question: What are the potentialities of co-production of activities for teaching mathematics in the initial training of indigenous teachers, from the appreciation of the sociocultural practices of their ethnic groups? The thesis debates that the joint labor of indigenous teachers in training and the teacher trainer, in the co-production of activities that value socio-cultural practices, enhances indigenous teacher learning for teaching mathematics, the encounter with sociocultural mathematical knowing and the professional reorientation of the teacher trainer. The general objective is: to analyze the engagement of indigenous teachers in training and the teacher trainer in the process of coproduction of activities for mathematics teaching, considering the sociocultural practices of the indigenous ethnic groups of Amapá and Northern Pará. The specific objectives are: to identify the principles of initial training of indigenous teachers based on specialized literature, official documents and the curriculum of the indigenous intercultural degree; understand the relationship between the training of indigenous teachers and the Theory of Objectification; map the sociocultural and educational reality of the co-producers of the research; describe the process of producing meanings related to numerical systems. The theoretical reference is based on the Theory of Objectification. The research exercise took place in four stages: (1) bibliographical and documentary survey on the subject; (2) field research; (3) study of the specialized literature on the central and secondary concepts of the thesis; (4) systematization and analysis of information. The methodology was conducted by a qualitative approach, participant research, with interview techniques, field diary, oral and written records of activities and categorical thematic analysis. The results revealed multiethnicity, plurality, diversity, indigenous education, self-determination, intercultural, community, bilingual/multilingual and specific education as the guiding principles of the curriculum; indicated that the concepts of joint labor, teacher learning and the semiotic means of objectification when linked to the symbologies and meanings that emerge from the coproduction of activities contribute to the understanding of indigenous school education and licensed training; pointed to difficulties related to teaching methodologies, mathematical language, Portuguese language and lack of teaching materials; signaled the possibility of mutual learning and understanding of mathematical objects. It is concluded that the joint labor contributed to the initial training of the indigenous teachers, co-producers of the research, as they became aware of distinct historically and culturally constituted knowledge, and began to intend to update them of indigenous sociocultural mathematical knowing related to numbering systems in the native language.