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Resumen Este artículo presenta la caracterización de la trayectoria formativa de los docentes de música de una institución educativa privada escolar limeña con bachillerato internacional, realizada en el año 2019. En ella, mediante formatos de hoja de vida y entrevistas semiestructuradas aplicadas a diez docentes del departamento de música a tiempo completo se analizó la categoría propuesta formación inicial y permanente. Los hallazgos muestran que las trayectorias formativas transitan entre lo musical y lo pedagógico. La formación inicial fue mayoritariamente en música y la formación permanente en pedagogía debido a razones de carácter laboral. Con esta información se proponen tipos de trayectoria formativa. Además, emergieron categorías sobre formación musical y formación en el desarrollo de la ocupación que develan formación permanente en espacios no formales y en el ámbito laboral. Abstract This article presents the characterization of the training trajectory of music teachers from a private educational institution in Lima with the International Baccalaureate program, conducted in 2019. Using curriculum vitae formats and semi-structured interviews applied to ten full-time music department teachers, the proposed categories of initial and ongoing training were analyzed. The findings show that the training trajectories range between musical and pedagogical aspects. Initial training was mostly in music, while ongoing training was in pedagogy due to work-related reasons. Based on this information, different types of training trajectories are proposed. In addition, categories emerged about musical training and training in the development of the occupation that reveal ongoing training in non-formal spaces and in the workplace. Resumo Este artigo apresenta a caracterização da trajetória formativa de professores de música de uma instituição educacional privada em Lima, com Bacharelado Internacional realizado em 2019. Usando formatos de currículo e entrevistas semiestruturadas aplicadas aos dez professores de tempo integral do departamento de música, foram analisadas as categorias de formação inicial e contínua propostas. Os resultados mostram que as trajetórias formativas variam entre aspectos musicais e pedagógicos. A formação inicial foi principalmente em música e a formação contínua em pedagogia, devido a motivos de trabalho. Com base nessas informações, diferentes tipos de trajetórias formativas são propostas. Além disso, surgiram categorias sobre formação musical e formação no desenvolvimento da ocupação que revelam formação contínua em espaços não formais e no local de trabalho.

La Competencia Digital Docente (CDD) es una necesidad real y pronto una exigencia legal para el profesorado, planteándose como un reto profesional y formativo al que cabe dar la mejor respuesta. La presente contribución analiza el portafolio en general y en formato digital como un instrumento formativo para adquirir la CDD, delimitando su sentido, contenido y aplicación, al mismo tiempo que se comentan los aspectos problemáticos que plantea su utilización. El portafolio digital, también identificado como carpeta de aprendizaje, puede ser un buen instrumento para organizar y reforzar los aprendizajes durante la formación de los docentes, coherente con las demandas de la sociedad del conocimiento, con las nuevas funciones de los profesores y con las exigencias propias de una metodología que defienda el aprender haciendo. Puede también ser el inicio del portafolio profesional, como herramienta que acompañe a los docentes en su desarrollo y progreso profesional, siempre y cuando la mejora de la práctica se vincule a una práctica evaluativa continua y a un proceso reflexivo basado en el análisis de evidencias que la misma aporta. info:eu-repo/semantics/publishedVersion

RESUMO Procura-se compreender como a formação de professores em proficiência digital pode levar, simultaneamente, à promoção das competências digitais dos alunos. Adotando uma matriz de investigação qualitativa, recorreu-se à explicitação da prática formativa e à análise das narrativas dos professores-formandos para analisar uma experiência de formação enquadrada no Plano de Capacitação Digital de Docentes do sistema educativo português. Os resultados destacam o diagnóstico inicial e a experimentação ativa como estratégias potencialmente relevantes para a promoção da competência digital dos alunos. ABSTRACT This paper seeks to understand and describe how teacher training in digital proficiency can lead, simultaneously, to the enhancement of students’ digital competences. Rooted in a qualitative research matrix, we used the description of the training course and the analysis of the narratives of the teachers-trainees to analyze a teacher training experience that was brought about by the Portuguese Digital Teacher Training Plan. The results highlight the initial diagnosis and active experimentation as potentially relevant strategies for the enhancement of students’ digital competence.

As escolhas e decisões na escrita académica incluem o próprio título. As escolhas podem envolver estruturas linguísticas, marcas de pontuação, estratégias comunicativas, aspetos gráficos. Elas refletem-se na adequação aos objetivos sociocomunicativos do género e na projeção alcançada na comunidade académica. O presente estudo incide sobre os títulos dos relatórios de mestrado em quatro instituições de ensino superior portuguesas de formação de educadores de infância e professores. O objetivo do estudo é observar se as características dos títulos diferenciam as instituições, apontando para a existência de comunidades próprias de implementação destes mestrados e de escrita académica. Para a realização do estudo, reuniu-se um corpusde 800 relatórios de mestrado e efetuou-se a análise comparativa dos títulos quanto ao número de elementos, estrutura, estratégias comunicativas,presença no título das dimensões de prática profissional e de investigação e outros indicadores facultados pela Linguística de Corpus, como frequência de palavras e palavras-chave. Os resultados revelam diferenças entre as instituições quanto à predominância das escolhas em relação aos títulos, designadamente quanto ao número de elementos, estruturas sintático-semânticas, estratégias,palavras-chavee saliência dada às dimensões pedagógica e investigativa. Estes resultados indicam que as instituições se constituem como comunidades locais, nas quais predominam determinadas escolhas. As diferenças remetem para o seu funcionamento enquanto comunidade científica de formação, comunidade discursiva e também comunidade de escrita académica. Nesta última dimensão, o desafio é que a comunidade de cada instituição, sem anular a sua identidade, potencie as funções que quer atribuir aos títulos., Choices and decisions made when writing academic genres involve several aspects, including those concerning the title, such as linguistic structures, punctuation marks, communicative strategies, length. These aspects impact the achievement of the socio-communicative objectives of the genre and the projection the text may attain among the academic community. This study focuses on the titles of master reports produced by students of pre-service teacher training master programmes in four Portuguese Higher Education institutions. In addition to characterizing the titles and identifying their predominant features, it aims at verifying whether such features can be considered as identity and distinctive marks of each institution, viewed as an academic writing community. The study, based on a corpus of 800 master reports, consisted of a comparative analysis of the titles, considering the following aspects: number of elements; structure; communicative strategies; length;the reference topedagogical and/orresearch dimensions; other indicators provided by Corpus Linguistics, such as word frequency, and keywords. According to the results, there are differences between the HE institutions regarding some aspects of the titles: number of elements, syntactic-semantic structures, strategies,keywordsand the salience of pedagogical and research dimensions. The predominance of certain choices, according to the HE institution, may suggest that each institution constitutes itself as a local academic writing community with its identity characteristics. The differences point to their functioning as scientific communities, discursive communities and also academic writing communities. Concerning this last dimension, by being aware of these characteristics, each communitymay enhancethe functions assignedtothe titles., (undefined)

Die Internationalisierung der Lehrkräftebildung ist mit verschiedenen Herausforderungen verbunden. In dem Beitrag wird darüber nachgedacht, inwiefern die Sustainable Development Goals (SDGs) als zentrale Orientierungslinie begriffen werden können, um dieses Anliegen umzusetzen. Anhand pandemiebedingter Erfahrungen im Modellprojekt „Internationalisierung der Lehrkräftebildung“ werden Möglichkeiten und Grenzen einschließlich der Digitalisierung beschrieben. (DIPF/Orig.) The internationalisation of teacher education is associated with various challenges. The article reflects on the extent to which the Sustainable Development Goals (SDGs) can be understood as a central guideline for implementing this concern. Using pandemic-related experiences in the model project „Internationalisation of Teacher Education“, possibilities and limits are described, including digitalisation. (DIPF/Orig.)

Bu araştırmada katılımcı öğretmen adaylarının sınıf yönetimi dersinde ters yüz öğrenmeye göre geliştirilen ve uygulanan eylem planları aracılığıyla pedagojik yeterliklerinin geliştirilmesi amaçlanmıştır. 43 öğretmen adayı, araştırmacı ve geçerlik komitesi araştırmanın katılımcılarını oluşturmuştur. Ters yüz öğrenme modeline (TÖM) dayalı sınıf yönetimi dersinde anlama ve hatırlama seviyesindeki öğrenme çıktılarına yönelik ders anlatım videoları ders öncesinde öğrencilerin kullanımına sunulmuş, yüz yüze ders süresinin tamamında uygulama seviyesi ve üstündeki öğrenme çıktılarına yönelik etkinliklere yer verilmiştir. Yüz yüze etkinliklerde pedagojik yeterliklerin gelişimini amaçlayan; derslik planı tasarlama, örnek sınıf olayı inceleme, sınıf ortamı anısını sınıf yönetimi açısından değerlendirme, sınıfta zamanı ve öğretimi yönetebilme açısından uygun bir ders planı hazırlama ve sınıfta problem çözme yaklaşımlarına uygun örnek olay kurgulama çalışmalarına yer verilmiştir. TÖM uygulamaları boyunca öğretmen adaylarının öğrenme çıktıları aracılığıyla pedagojik yeterlik ve alt boyutlarında gelişim gösterdikleri gözlemlenmiştir., In this study, it was aimed to improve the pedagogical competencies of the participant teacher candidates through the action plans developed and implemented according to flipped learning in the classroom management course. 43 pre-service teachers, researcher and the validity committee constituted the participants of the research. Since the lecture videos for the learning outcomes at the comprehension and recall level in the classroom management lesson based on flipped learning were offered to the students before the lesson, activities for learning outcomes at the application level and above could be included throughout the face-to-face lesson period. Aiming at the development of pedagogical competencies in face-to-face activities; Classroom plan design, case study, evaluation of the memory of the classroom environment in terms of classroom management, preparation of a lesson plan suitable for managing time and teaching in the classroom, and case studies in accordance with problem solving approaches in the classroom are included. It was observed that pre-service teachers showed improvement in their pedagogical competence and sub-dimensions through learning outcomes throughout the practices.

Resumen: Las prácticas letradas están en constante transformación en la era digital. Por lo tanto, los docentes requieren de constante actualización para responder a nuevos retos y escenarios al enseñar y convivir con una competencia básica y transversal como es la lectoescritura. Este trabajo presenta una revisión sistemática que analiza el estado de investigación en los últimos once años (2010-2021) en Iberoamérica y Norteamérica en cuestión a la formación docente en lectoescritura en el nivel de Educación Media Superior (EMS). Se siguió el protocolo PRISMA y se establecieron criterios de inclusión y exclusión, así como se hizo una búsqueda en bases de datos tanto cerradas como abiertas tales como ERIC, Academic Search, Dialnet, entre otras. Los resultados demuestran que entre las necesidades de formación de los docentes de EMS se encuentra un énfasis en el desarrollo de competencias docentes genéricas como lo es la habilidad comunicativa y el uso de las Tecnologías de la Información y Comunicación (TIC). En los cursos de formación, sobresale el uso de la promoción de la lectura personal como un acto de autorreflexión y construcción de identidades lectoras; con igual importancia se detectaron los espacios de diálogo para promover trabajo colaborativo entre docentes que supere una visión individualista en la docencia. Se concluye que es importante considerar en el área de formación las plataformas emergentes y los nuevos formatos de las prácticas de lectura y escritura propias del siglo XXI para integrarlas dentro del ámbito de la escuela y motivar el desarrollo de esta competencia en el nivel de EMS. Abstract:Literacy practices are constantly changing in the digital era. This paper presents a systematic review that analyzes the state of research in the last eleven years (2010-2021) in Latin America and North America regarding teacher training in literacy at a Higher Secondary Education (HSE) level. The PRISMA protocol was followed, and inclusion and exclusion criteria were established, along with research in both closed and open databases such as ERIC, Academic Search, Dialnet, among others. Results show that among the training needs of HSE teachers, there should be an emphasis on developing generic teaching skills such as communication skills and the use of Information and Communication Technologies (ICT). In training courses, promoting personal reading stands out as an act of self-reflection and for building reading identities; with equal importance, spaces for dialogue were detected to promote collaborative work between teachers that overcomes an individualistic vision in teaching. It is concluded that it is essential to consider in the area of training the emerging platforms and the new formats of the reading and writing practices of the 21st century to integrate them within the scope of the school and motivate the development of this competence at the HSE level. Resumo: As práticas de alfabetização estão em constante transformação na era digital. Portanto, os professores exigem constante atualização a fim de responder a novos desafios e cenários ao ensinar e viver com uma competência básica e transversal, como é a alfabetização. Este documento apresenta uma revisão sistemática que analisa o estado da pesquisa nos últimos onze anos (2010-2021) na Ibero-América e América do Norte sobre a formação de professores em alfabetização no nível do Educação Média Superior (EMS). O protocolo PRISMA foi seguido e critérios de inclusão e exclusão foram estabelecidos, assim como uma busca em bancos de dados fechados e abertos, tais como ERIC, Academic Search, Dialnet, entre outros. Os resultados mostram que entre as necessidades de formação dos professores de EMS, há uma ênfase no desenvolvimento de competências pedagógicas genéricas, tais como habilidades de comunicação e o uso de Tecnologias de Informação e Comunicação (TIC). Nos cursos de formação, se destaca o uso da promoção da leitura pessoal como um ato de autorreflexão e construção de identidades de leitura; igualmente importantes são os espaços de diálogo para promover o trabalho colaborativo entre professores para superar uma visão individualista do ensino. Conclui-se que é importante considerar na área de formação as plataformas emergentes e novos formatos de práticas de leitura e escrita típicas do século XXI, a fim de integrá-las ao ambiente escolar e motivar o desenvolvimento desta competência no nível do SEM.

Beiträge zur Lehrerinnen- und Lehrerbildung 32 (2014) 1, S. 60-72, Der vorliegende Beitrag stellt die theoretische Grundlage und die praktische Anwendung eines Lehr- und Lernmodells für den Erwerb professioneller Handlungsweisen von Lehrpersonen vor. Professionelles pädagogisches Handeln zeichnet sich durch die Einheit von Berufsethos und Professionswissen aus. In der Ausbildung herrscht ein Primat des Professionswissens oder epistemischer Ziele. Es stellt sich die Frage, ob eine Verbindung zwischen moralischen und epistemischen Zielen möglich ist. Als Antwort darauf schlägt der Autor ein Lehr- und Lernmodell für die Ausbildung von Lehrpersonen vor, das durch die Auseinandersetzung mit inhaltsbezogenen moralischen Fallgeschichten sowohl die moralische Urteilsfähigkeit als auch die Aneignung von professionellem Handlungswissen fördert. (DIPF/Orig.), Professional practice in teaching is based on the combination of professional morality and knowledge. Evidence suggests that professional morality is currently a neglected topic in teacher education. The author proposes an approach to combine the moral and epistemic purposes of teacher education that employs a case analysis framework which fosters moral judgment competence as well as the construction of professional knowledge. (DIPF/Orig.)

Existe una tradición en el uso de videos digitales en la formación del profesorado donde las anotaciones de vídeo son una tecnología emergente que ofrece un uso más activo a los vídeos disponibles en internet y los creados en las prácticas de aula. Sus posibilidades técnicas consisten en crear anotaciones en los vídeos de forma individual para el portafolios o compartida en grupos de clases y redes profesionales. Como tecnología en evolución ofrece nuevas posibilidades para la formación docente mediante etiquetado social e hipervínculos que pueden ser analizados. El presente estudio es una revisión de la literatura reciente desde 2018 a 2022 sobre el uso de las anotaciones multimedia en la formación docente mediante el protocolo PRISMA, seleccionando desde bases de datos (WOS, Scopus y ERIC) 244 referencias que tras aplicar los criterios de exclusión e inclusión se obtuvieron 25 referencias que aplican sólo en el tópico de la formación de docentes. Se ofrece una lista de las plataformas más empleadas, los métodos de investigación utilizados, el perfil de los participantes y los tópicos de aplicación. Es compartida la utilidad de las anotaciones de video en la formación de docentes especialmente para el análisis y reflexión sobre las prácticas. There is a tradition in the use of digital video in teacher training where video annotations are an emerging technology that offers a more active use of videos available on the Internet and those created in classroom practices. Its technical possibilities are to create annotations on videos individually for the portfolio or shared in class groups and professional networks. As an evolving technology it offers new possibilities for teacher training through social tagging and hyperlinks that can be analyzed. The present study is a review of recent literature from 2018 to 2022 on the use of multimedia annotations in teacher education using protocol PRISMA, selecting from databases (WOS, Scopus y ERIC) 244 references that after applying exclusion and inclusion criteria we selected the 25 references that apply only in the topic of teacher education. A list of the most used platforms, the research methods used, the profile of the participants and the topics of application is provided. The usefulness of video annotations in teacher training is shared, especially for analysis and reflection on practices.

The study aimed to examine mathematics teachers’ materials usage in instructional design and was carried out via qualitative paradigm of action research with eight teachers working at the Ministry of National Education. Eleven sessions were held in total and data were gathered through semi-structured interviews, written documents, video recordings and focus group interviews. The data were analyzed via content analysis and constant comparative analysis. The results revealed while manipulatives in pre-education could be only observed by students; in post-education they were experienced by students, with teacher acting as a guide., Araştırmanın amacı; matematik öğretmenlerinin öğretim tasarımı sürecinde materyal kullanımlarının incelenmesidir. Eylem araştırmasının nitel paradigmasıyla gerçekleştirilen araştırma, Milli Eğitim Bakanlığı bünyesinde görev yapmakta olan sekiz öğretmenin katıldığı bir eğitim sürecinde gerçekleştirilmiştir. Katılımcılar ile birlikte toplam onbir oturum gerçekleştirilmiş olup veriler yarı-yapılandırılmış görüşmeler, yazılı dokümanlar, video kayıtları ve odak grup görüşmeleri ile toplanmıştır. Veriler içerik analizi ve sürekli karşılaştırmalı analiz yoluyla analiz edilmiştir. Araştırmanın sonucunda; katılımcıların eğitim öncesi öğretim tasarımlarında yer verdikleri materyallerin öğretmen kullanımına açık, öğrencinin yalnızca izleyebildiği yapıda olduğu görülürken; eğitim sonrasında öğrencinin yaparak-yaşayarak deneyimleyebileceği, öğretmenin sadece rehber olduğu materyallere yer verdikleri görülmektedir.

The aim of this research is to determine the professional development of social studies teachers in accordance with their views on the in-service education program. The research was carried out with the case study design, one of the qualitative research methods. The study group of the research was composed of 30 social studies teachers working in the Bergama district of Izmir province, who were selected by purposeful sampling method. The opinions of the teachers were collected through structured interview forms. When the findings were examined, the educational titles were shaped in the field of social studies and pedagogy. Gaining professional experience, deciphering new teaching methods, being aware of current developments, searching for solve to problems in teaching, increasing general culture, seeing ways to communicate with students and getting acquainted with issues such as university education. The field-specific expectations are; learning field-specific methods, seeing ways to popularize the course, recognizing new approaches to field courses, evaluating textbooks, attaching importance to values education, proposing concrete and feasible solutions to problems, being applicable, and being aware of new developments. As a result, it was found that the teacher education workshop largely meets the expectations of teachers, and teachers are willing to apply what they have learned from these trainings in their classrooms. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Bu araştırmanın amacı sosyal bilgiler öğretmenlerinin mesleki gelişimlerini hizmet-içi eğitim programına ilişkin görüşleri doğrultusunda belirlemektir. Araştırma, nitel araştırma yöntemlerinden durum çalışması deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubunu amaçlı örneklem yöntemiyle seçilen İzmir ili Bergama ilçesinde görev yapmakta olan 30 sosyal bilgiler öğretmeni oluşturmuştur. Öğretmenlerin görüşleri, yapılandırılmış görüşme formları aracılığıyla toplanmıştır. Bulgular incelendiğinde, eğitim başlıkları alan eğitimi ve pedagoji alanında şekillenmiştir. Mesleki deneyim kazanma, yeni öğretim yöntemlerini tanıma, güncel gelişmelerden haberdar olma, öğretimdeki sorunlarına çözüm yolları arama, genel kültür artışı, öğrencilerle iletişim kurma yollarını görme ve üniversite eğitimi gibi konularda bilgilenme olarak dikkat çekmektedir. Alana özgü beklentileri ise; alana özgü yöntemleri öğrenme, dersi sevdirme yollarını görme, alan derslerine yönelik yeni yaklaşımları tanıma, ders kitaplarını değerlendirme, değerler eğitimine önem verme, sorunlara somut ve uygulanabilir çözüm önerileri getirme, uygulanabilir olma ve yeni gelişmelerden haberdar olma bakımından ifade edilmiştir. Sonuç olarak, öğretmen eğitimi atölyesinin, büyük ölçüde öğretmenlerin beklentilerini karşıladığı ve öğretmenlerin bu eğitimlerden öğrendiklerini kendi sınıflarında uygulamakta istekli olduğu saptanmıştır.

This article investigates the challenges teachers experience while learning to teach English through drama in an action research project. Through closely examining the fundamental causes, it discerns the knowledge constituents crucial for successful learning and implementation of drama for English teaching. Difficulties are identified from three aspects: text selection and interpretation, translation into drama activities, and classroom implementation. Referring to Shulman’s teacher knowledge construct (1986, 1987), the author argues that drama pedagogy for English teaching demands a changed perspective on language regarding its form and meaning and also on drama as both subject and pedagogy. Only then can teachers effectively link language and drama and create a meaningful learning experience.

In this piece we offer a reflexive account of our recent experiences of teaching with drama in two different online settings. Eva will recount her practice teaching trainee teachers in Switzerland and Nicky will recall her practice working with postgraduate applied theatre students in a drama school in the UK. Over and over again, we have encountered the mind-set that teaching drama online is “not possible”, or at the very least, that it is but a pale reflection of face-to-face teaching. Although we were out of our comfort zone at first, we now feel that teaching with drama online has its place in our fast-paced and increasingly technological world. Teaching and learning in digital contexts will likely remain a reality from now on, thus it is the purpose of this article to make the case for the creative potential of and indeed urgent need for online teaching that includes drama.

The purpose of this study was to explore undergraduate and graduate students’ beliefs about dyslexia at the Department of English Language and Literature of the University of Sarajevo in Bosnia and Herzegovina and subsequent implications for initial foreign language teacher education. The study follows a convergent parallel mixed methods design. A questionnaire was used to gather quantitative data on students’ beliefs about dyslexia and to consider potential variances at different levels of study. A group interview was used to gather qualitative findings for further consideration in initial teacher education on dyslexia and other specific learning difficulties. The findings have shown that both undergraduate and graduate students have an almost equal number of misconceptions about dyslexia, with the majority (96.03%) affirming that they need more training in teaching students with dyslexia or other specific learning difficulties. Furthermore, the study follows an emergent framework with reference to three main themes: (1) teacher beliefs and attitudes, (2) teaching practices, and (3) teacher preparation, which also reflect the main areas of undergraduate and graduate students’ concerns in teaching students with dyslexia and other specific learning difficulties.

Formar professores de física em formação inicial para a metacognição é um exercício ainda pouco explorado. Foram planejadas e executadas atividades baseadas na epistemologia da física, caracterizando seu pensamento metacognitivo. A coleta de dados foi no curso "Epistemologia da Física para o Ensino" de uma universidade pública de Bogotá. A análise dos dados ocorreu na metodologia de pesquisa qualitativa, especificamente por meio da análise do discurso, a partir de áudios e vídeos das atividades realizadas. A sequência temática do curso tratou de aspectos como observabilidade da natureza, perfis epistemológicos de conceitos científicos, entraves epistemológicos nos discursos de quem fala sobre física e visões sobre a Natureza da ciência. Os resultados indicam que os professores em formação desenvolveram habilidades de autoavaliação, reconhecendo seu processo de aprendizagem e projetando seus discursos para a docência. Apresentaram também autorregulação para enriquecer sua linguagem, modificando suas formas de dar sentido à construção do conhecimento em física e, no ensino de física, bem como um processo de conscientização da importância de assumir a metacognição como critério norteador de sua aprendizagem em vários aspectos., Educating physics teachers in initial training for metacognition is an exercise still little explored. Activities based on the epistemology of physics were planned and executed, characterizing their metacognitive thinking. Data collection was in the "Epistemology of Physics for Teaching" course at a public university in Bogotá. Data analysis occurred on qualitative research methodology, specifically through discourse analysis, from audio and videos of the activities carried out. The thematic sequence of the course dealt with aspects such as observability of nature, epistemological profiles of scientific concepts, epistemological obstacles in the discourses of those who speak about physics, and views of the Nature of science. Results indicate that teachers in training developed skills for self-assessment, recognizing their learning process, and projecting their speeches for teaching. They also showed self-regulation to enrich their language by modifying their ways of making sense of knowledge construction in physics and, in physics teaching, as well as a process to become aware of the importance of assuming metacognition as a guiding criterion for their learning in various aspects., Educar a los profesores de Física en formación inicial para la metacognición es un ejercicio aún poco explorado. Este trabajo se desarrolló mediante el diseño y ejecución de actividades basadas en la epistemología de la Física buscando caracterizar la ocurrencia del pensamiento metacognitivo del profesor. La toma de datos se realizó en un curso llamado “Epistemología de la Física para la Enseñanza” en una universidad pública de Bogotá. El análisis se basó en la investigación cualitativa, desde el análisis de discurso a partir de audios y videos. La secuencia temática del curso trató: la observabilidad de la naturaleza, los perfiles epistemológicos de conceptos científicos, los obstáculos epistemológicos en los discursos de quienes hablan de la Física, y las visiones de la Naturaleza de la ciencia. Los resultados indican que los profesores en formación desarrollaron habilidades para la autoevaluación, donde reconocían su proceso de aprendizaje y proyectaban sus discursos para la Enseñanza, también mostraron autorregulación para enriquecer su lenguaje evidenciando modificaciones en sus formas de darle sentido a la construcción de conocimiento en Física y en Enseñanza de la Física, así como ocurrió toma de consciencia sobre la importancia de asumir la metacognición como un criterio orientador para su propio aprendizaje.

This research aimed to investigate the teaching of Didactics in the universities of the states of Paraíba, Ceará and Rio Grande do Norte through the Pedagogical Projects of the Pedagogy Course of the researched units. The questions that supported the construction of this article were: what do the Degrees in Pedagogy of the public universities propose to students, in the official curriculum, about Didactics? How is the discipline of Didactics situated in these degrees in Pedagogy? And is the approach that universities bring to the discipline of Didactics consistent with their training role in undergraduate degrees? In methodological terms, it is a qualitative research, being designated as exploratory, and the data collection technique used was document analysis. A theoretical basis was sought in the studies of Alarcão (2020), Franco (2014), Pimenta (2019), among other authors. The results found allow us to say that universities should pay more attention to this subject, in view of its relevance to teacher training. It is necessary, therefore, to teach the discipline of Didactics showing it as a science, because one of its objectives should be to change the teaching perspective aimed only at methods and lead it to the bias of (trans)formation., Esta pesquisa objetivou investigar o ensino de Didática nas universidades dos estados da Paraíba, Ceará e Rio Grande do Norte por meio dos Projetos Pedagógicos do Curso de Pedagogia das unidades pesquisadas. Os questionamentos que embasaram a construção deste artigo foram: o que as Licenciaturas em Pedagogia das universidades públicas da Paraíba, Ceará e do Rio Grande do Norte propõem aos estudantes, no currículo oficial, sobre a Didática? Como a disciplina de Didática é situada nessas licenciaturas em Pedagogia? E a abordagem que as universidades trazem acerca da disciplina de Didática condiz com o seu papel formador nas licenciaturas? Em termos metodológicos, é uma pesquisa qualitativa, sendo designada como exploratória, e a técnica de coleta de dados utilizada foi a análise documental. Buscou-se embasamento teórico nos estudos de Alarcão (2020), Franco (2014), Pimenta (2019), entre outros autores. Os resultados encontrados nos permitem dizer que as universidades devem dar mais atenção à referida disciplina, tendo em vista a sua relevância para a formação de professores. É necessário, portanto, ministrar a disciplina de Didática mostrando-a como ciência, pois um dos seus objetivos deve ser mudar a perspectiva de ensino visado somente em métodos e levá-lo ao viés de (trans)formação.

The Pedagogical Residency program was established in 2018, as part of the National Teacher Training Policy (PNFP, acronym in portuguese), which aims to articulate theory and practice in initial teacher training. With this present work, we aim to report the activities developed within the scope of the Pedagogical Residency in Physics at UFSM, in the years 2020-2022, and also to point out the contributions and possibilities of the program for the initial training of physics teachers in the context of UFSM. The Pedagogical Residency in Physics at UFSM was structured in three axes, namely: i) training activities, ii) observation activities and iii) conducting activities. The set of three axes contributed to: a) the improvement of the initial training of teachers, through the articulation of theory and practice and the enhancement of activities that were carried out only in the mandatory supervised internships; b) strengthening of the University-School relationship and c) permanent training of preceptors. In this way, the program provided residents with a more significant initial training, given that the undergraduate course in full degree in physics, with its outdated curriculum, would not cover all the fundamental aspects of teacher training., O programa Residência Pedagógica foi instituído em 2018, sendo uma ação da Política Nacional de Formação de Professores (PNFP), em que tem como objetivo articular a teoria e prática na formação inicial de professores. Com este presente trabalho, almejamos relatar as atividades desenvolvidas no âmbito do núcleo Residência Pedagógica em Física da UFSM, nos anos de 2020-2022, e, ainda, pontuar as contribuições e as possibilidades do programa para a formação inicial de professores de física no contexto da UFSM. A Residência Pedagógica em Física da UFSM foi estruturada em três eixos, sendo eles: i) atividades formativas; ii) atividades de observação; e, iii) atividades de regência. O conjunto dos três eixos contribuíram para: a) o aperfeiçoamento da formação inicial de professores, por intermédio da articulação teoria-prática e potencialização das atividades que eram realizadas apenas nos estágios supervisionados obrigatórios; b) fortalecimento da relação Universidade-Escola; e, c) formação permanente dos preceptores. Desta forma, o programa possibilitou aos residentes uma formação inicial mais significativa, haja vista que o curso de graduação em licenciatura plena em física, com o seu currículo desatualizado, não abarcaria todos os aspectos fundamentais para a formação docente.

Este artigo apresenta os resultados obtidos através de uma pesquisa feita na literatura realizada nas bases de dados Google Acadêmico e SciELO. A busca foi realizada através dos termos: “supervised internship” or “initial training” or “teacher” and “teaching of chemistry” and “teacher training” and “teaching”. A partir da análise dos achados, se realizou uma revisão narrativa de literatura, para abranger estudos relevantes sobre a temática e compreender quais desafios podem interferir na formação adequada de professores de Química, bem como quais abordagens podem ser utilizadas para melhoria do processo de formação pedagógica. Além disso, foi possível observar que muitas das inseguranças dos discentes da licenciatura em Química, estão voltadas para o ensino de ciências no Ensino Fundamental, já que não é uma área de domínio deles. Também pode-se destacar, o modo como os Estágios Supervisionados são conduzidos, baseados na observação e com pouca prática , o que pode dificultar a formação. Dessa forma, o estudo contribui para provocar novas reflexões e diálogos de como os Estágios em Química podem ser conduzidos, provocando uma formação inicial adequada, através da prática docente significativa, fazendo dos estudantes protagonista do processo de aprendizagem e formando profissionais para atuar no ensino de Química., This article presents the results obtained through a literature search carried out in the Google Scholar and SciELO. The search was carried out using the terms: “supervised internship” or “initial training” or “teacher” and “teaching of chemistry” and “teacher training” and “teaching”. For the analysis, a narrative review of the literature was carried out, to cover relevant studies on the subject and to understand which challenges can interfere in the adequate training of Chemistry teachers, as well as which approaches can be used to improve the pedagogical training process . In addition, it was possible to observe that many of the insecurities of the students of the degree in Chemistry are related to the teaching of science in school, since it is not an area of their domain. It can also be highlighted the way in which the Supervised Internships are conducted, based on observation and with little practice , which can make training difficult. In this way, the study contributes to provoking new reflections and dialogues on how Internships in Chemistry can be conducted, provoking adequate initial training, through significant teaching practice, making students protagonists of the learning process and training professionals to work in teaching chemistry.

La riqueza del patrimonio musical español, tanto en su vertiente histórica como tradicional, integra transversalmente los contenidos y las competencias que se desarrollan en los Planes de Estudio, a través de diversas asignaturas de los Grados de Magisterio. En este capítulo se revisa la presencia de estas cuestiones en las universidades públicas, con el propósito de conocer el estado de la cuestión. Por otra parte, se enuncian categorías dentro del amplio campo del patrimonio musical, y se proponen líneas de actuación para contribuir a la mejora en la formación de docentes en este ámbito., The richness of the Spanish musical heritage, both in its historical and traditional aspects, integrates transversally the contents and competences that are developed in the Curricula, through various subjects of the Degrees of Teaching. This chapter reviews the presence of these issues in public universities, in order to know the state of the subject in question. On the other hand, categories are enunciated within the broad field of musical heritage. The main contributions of research on them are reviewed, and lines of action (conceptual and methodological) are proposed to contribute to the improvement in the training of teachers in this area.

With the purpose of investigating the relationship between teachers’ practices and teacher models, the present article takes as its main thread the work of Anísio Teixeira at the Teachers School of the Institute of Education, in Rio de Janeiro, between 1932 and 1935. In doing that, it resorts to oral and written sources and dares to outline a research methodology. The narrative is organized into four parts and an introduction. The first part offers a general description of the place where Teixeira’s professional work is developed. Only those aspects of the history of the creation of the Institute of Education deemed as necessary to the study are described. The second part explores the broad features of that teacher practice, interweaving written and oral documentation. In the third part, the focus is on the issue of the sources. As final comments, the importance of historical investigations on teachers’ practice and models is addressed., Cet article étudie la relation entre les pratiques des enseignants et les modèles d’enseignement en prenant comme fil conducteur le travail d’Anísio Teixeira à l’Escola de Professores (l’École des enseignants) de l’Institut de l’éducation à Rio de Janeiro entre 1932 et 1935. Nous aurons recourt à des sources orales et écrites afin de tenter d’esquisser une méthodologie de recherche. Seuls les aspects concernant l’histoire de la création de l’Institut seront décrits. Notre article est divisé en quatre parties. La première offre une description générale de l’endroit où Teixeira développa son travail professionnel, la seconde examine les grandes lignes de cette pratique pédagogique par l’entremise de documentation à la fois écrite et orale, la troisième se concentre sur la question des sources, et comme dernier commentaire, nous considérons l’importance des enquêtes historiques sur la pratique pédagogique et les modèles d’enseignement., Con el propósito de investigar la relación entre las prácticas docentes y los modelos docentes, el presente artículo toma como hilo conductor el trabajo de Anísio Teixeira en la Escuela de Profesores del Instituto de Educación, en Río de Janeiro, entre 1932 y 1935. Con el fin de desarrollar esta cuestión, se recurre a fuentes orales y escritas y se esboza una metodología de investigación. La narración está organizada en cuatro partes y una introducción. La primera parte ofrece una descripción general del lugar donde se desarrolló el trabajo profesional de Teixeira. Sólo se describen aquellos aspectos de la historia de la creación del Instituto de Educación que se consideran necesarios para el estudio. En la segunda parte, exploramos los rasgos generales de esa práctica docente, entrelazando documentación escrita y oral. En la tercera parte, nos centramos en el tema de las fuentes. Como comentarios finales, consideramos la importancia de las investigaciones históricas sobre la práctica y los modelos docentes.

Este artículo recoge el proceso y resultados de un proyecto educativo, artístico y expositivo realizado por más de un centenar de estudiantes del Grado en Magisterio de Educación Infantil de la Universidad de Alcalá al amparo de la Cátedra de Investigación Isabel Muñoz Caravaca. «Mujeres artistas españolas. Marionetas de papel» es el tema y título que identifica la muestra de 32 grandes marionetas inspiradas en artistas plásticas españolas femeninas, desde la Edad Media, hasta los años 70 del siglo XX. Los objetivos del proyecto se centran en promover el interés, la sensibilización y la reflexión acerca de las artistas españolas fomentando su conocimiento e investigación, el uso de técnicas y disciplinas artísticas y la difusión de los trabajos generados a través de exposiciones, publicaciones e internet. Los resultados obtenidos de las creaciones plásticas y la gran participación y transmisión de la propuesta indican que es posible y beneficioso utilizar la educación artística desde un enfoque cualitativo para abordar temas que afectan a reivindicaciones de tipo social y cultural, como es la visibilización y recuperación identitaria de artistas del Estado español., This article presents the process and results of an educational, artistic and exhibition project done by students of the Degree in Early Childhood Education at the University of Alcalá. "Spanish female artists. Paper puppets" is the theme and title that identifies a sample of 32 great puppets inspired by Spanish female artists, from the Middle Ages to the 70s of the 20th century, made up by more than a hundred students under the Isabel Muñoz Caravaca Research Chair. The exhibition aims to foster awareness, interest and reflection on Spanish female plastic artists by promoting their knowledge and research, the use of arts-based techniques and disciplines and the dissemination of work created through exhibitions, publications and the internet. The results obtained from the artwork along with the considerable participation and transmission of the proposal indicate that it is possible and beneficial to use art education from a qualitative approach to address issues that affect demands of a social and cultural nature, such as the visibility and identity recovery of Spanish State artists.

Cardiorespiratory arrest (CA) is one of the leading causes of death in industrialized countries. Performing cardiopulmonary resuscitation (CPR) by witnesses increases survival, however CPR training is not included in education in Spain. In this paper we analyze the implementation of a training program for Secondary Education teachers by healthcare professionals and subsequently the acquisition of skills by students, comparing according to the trainer who instructs them (teacher or healthcare provider), at Secondary Education centre in Granada (Spain), aiming at an adequate acquisition of global skills, being better when the trainer is a teacher., La parada cardiorrespiratoria (PCR) es una de las principales causas de muerte en los países industrializados. La reanimación cardiopulmonar (RCP) por testigos aumenta la supervivencia pero no hay formación en RCP en España en el sistema educativo. Este trabajo analiza la implementación de un programa de formación para profesores de Educación Secundaria por parte de sanitarios y, posteriormente, la adquisición de competencias por parte del alumnado comparando según el docente que los ha formado (profesor/a o sanitario), en un instituto de Granada (España), objetivando una adquisición de competencias adecuada a todos los niveles y mejor cuando el docente es profesor/a.

The special needs teacher is a highly qualified professional whose role is to work in collaboration with all class teachers to activate an inclusive approach for the benefit of all students and to enable individual potentialities. Technology can be of paramount importance in designing learning activities according to the principles of Universal Design for Learning in an interdisciplinary approach and with a holistic perspective of all involved actors in the teaching/learning process. In Italy, the prospective special needs teacher has the opportunity to be fully trained thanks to a comprehensive specialization course where the areas of competence of digital literacy are addressed in a specific course. The study reports a cross analysis of three editions of an Information and Communication Technology course, with a focus on the results of the last edition, whose online format was discussed starting from strengths identified in the first two face-to-face editions of the same course.

Der Beitrag greift das erste Ziel «Professionen im Bildungsbereich» der Strategie 2021–2024 der Kammer Pädagogische Hochschulen von swissuniversities auf. Nach einer Ausleuchtung der eng damit verbundenen Begriffe Profession, Professionalisierung und Professionalität folgen Ergebnisse einer Analyse der Themenhefte der BzL über die vierzig Jahre ihres Bestehens nach den vier herausgearbeiteten Themenfeldern Lehrpersonenbildnerinnen und Lehrpersonenbildner als Profession, strukturelle Aspekte der Lehrpersonenbildung zur Professionalisierung von Lehrpersonen, Lehre zum Aufbau von Professionalität sowie Bezüge zwischen den Pädagogischen Hochschulen und den Professionen im Schulfeld. Der Beitrag schliesst mit weiterführenden Impulsen. English Version Teaching profession and/or professions in the field of education – A 40-year discourse The article focuses on the first goal «Professions in the education sector» as defined in the strategy 2021–2024 of the Chamber of Universities of Teacher Education of swissuniversities. After explanations of the closely linked terms profession, professionalization and professionalism, results of an analysis of the volumes of the journal BzL over the 40 years of its existence are presented according to the four themes teacher educators as a profession, structure of teacher education for professionalization, teaching for the development of professionalism, and connections between universities of teacher education and the professions in the school field. The article closes with impulses for additional areas., +repphzhbib2022A

In diesem Beitrag wird die Entwicklung der Fachdidaktik als wissenschaftliche Disziplin in der Schweiz anhand ausgewählter Artikel aus der Zeitschrift «Beiträge zur Lehrerinnen- und Lehrerbildung» nachgezeichnet. Im ersten Teil erfolgt ein Rückblick auf die Debatten der letzten vierzig Jahre, wobei die Wandlung von einer Vermittlungsdisziplin zu einer eigenständigen Wissenschaft sichtbar wird. Besonders bedeutsam war dabei die kognitive Wende, bei der sich die Forschung in vielen Fachdidaktiken stärker der Lehr- und Lernforschung zuwandte. Im zweiten Teil wird der gegenwärtige Zustand der Fachdidaktik in der Schweiz beleuchtet, woraus einige Empfehlungen für die zukünftige Positionierung dieser Disziplin abgeleitet werden. English Version From teaching practice to academic discipline: The development of subject-specific education in Switzerland This article traces the development of subject-specific education from a practical «art of teaching» to a genuine scientific discipline in Switzerland by referring to discussions in the journal «Beiträge zur Lehrerinnen- und Lehrerbildung». The first part looks back on the development of this discipline in the last forty years, showing how the «cognitive turn» was instrumental in moving subject-specific education closer to empirical teaching and learning studies. The second part describes the current state of the discipline, from which a few recommendations for its future development are derived., +repphzhbib2022F

This study aims to examine the developments of 50 pre-service teachers' NOSI views during a 14-week implementation in the online outdoor learning environment. This is an experimental study that examines each participant's views and changes about NOSI using an open-ended questionnaire (VASI), and follow-up interviews. The data were analyzed by using content analysis. Almost all participants positively improved their views through the explicit/reflective approach and teachers' own experiences by practicing. In this study, the views of pre-service teachers developed more clearly after preparing lesson plans and their teaching practices. This is an indication that NOSI teaching, which does not provide the experience of conveying their learning outcomes to their practices to the participants is limited on its own and that the importance of “learning through teaching” in teachers' in-service and pre-service training on this subject should not be overlooked. Online teacher education in outdoor learning environments might be used in the development of NOSI views of pre-service teachers. We think that it is important to investigate the effect of this training on teacher education. These types of training might create a more economical and sustainable alternative for the development of NOSI views of wider groups of pre-service and in-service teachers.

Resumen (Introducción) El desarrollo sostenible sigue siendo un concepto difícil de articular en la práctica pedagógica del profesorado. (Objetivo) Integrar el concepto de desarrollo sostenible en el currículo de la Escuela Normal Superior Santa Ana por parte del colectivo docente de ciencias naturales y educación ambiental mediante la estrategia espacio-contexto. (Metodología) Se asumió el paradigma critico-reflexivo con enfoque metodológico cualitativo, y la investigación acción como diseño metodológico, donde los productos del trabajo docente fueron insumos para la evaluación de la intervención. Las técnicas de recolección de la información fueron las entrevistas, la revisión documental específicamente del Proyecto Educativo Institucional, el Proyecto Ambiental Escolar y la propuesta curricular del área de ciencias y como instrumento un cuestionario validado por 5 personas expertas. La interpretación y análisis de los datos se realizaron a través de un cuadro de triple entrada a la luz de los referentes y las teorías. (Resultados) Se fortaleció el concepto de desarrollo sostenible en el colectivo docente, posteriormente, se elaboró una propuesta orientada a realizar ajustes al plan del área de ciencias naturales y educación ambiental e incorporar en las mallas curriculares el enfoque Place Base Education, las competencias y los objetivos del desarrollo sostenible. (Conclusiones) La propuesta de intervención logró concienciar al colectivo docente para rediseñar el currículo a fin de articular asertivamente el concepto de desarrollo sostenible. Abstract (Introduction) Sustainable development is still a difficult concept to articulate in the pedagogical practice of teachers. (Objective) Integrate the concept of sustainable development in the curriculum at the Escuela Normal Superior Santa Ana by the teaching group of natural sciences and environmental education through the space-context strategy. (Methodology) The critical-reflexive paradigm was assumed with a qualitative methodological approach, and action research as a methodological design, where the products of the teaching work were inputs for the evaluation of the intervention. The data collection techniques were the interviews, the documentary review, specifically of the Institutional Educational Project, the School Environmental Project, and the curricular proposal of the science area; and as an instrument, a questionnaire validated by 5 experts. The interpretation and analysis of the data were carried out through a triple entry table in the light of the referents and the theories. (Results) The concept of sustainable development was strengthened in the teaching group, subsequently, a proposal was developed aimed at making adjustments to the plan of the area of natural sciences and environmental education and incorporating into the curricula the Place Base Education approach and the competences and goals of sustainable development. (Conclusions) The intervention proposal managed to raise awareness among the teaching staff of redesigning the curriculum to assertively articulate the concept of sustainable development.

The aim of this research is to evaluate the gifted education teacher trainingpolicies in our country in the light of international and national policydocuments. The study was designed as a qualitative research and nationalpolicy documents were used as data collection tool. Data were collected bydocument analysis method. The documents were analysed in the context ofeducation policy, gifted education, gifted teacher training, their selection andprofessional development of these teachers. It is striking that the education ofgifted people has been given more place in the policy documents in recentyears. It is seen that most of the decisions taken have not been implemented. Itis understood that the teachers haven’t received adequate training on giftededucation before the service, the trainings on the gifted were mostly forBİLSEM teachers, the training needs of the teachers in formal educationinstitutions were ignored, the in-service training was insufficient, and theteachers had a training need in this area. Although positive steps have beentaken in the policies of teacher training, selection and professional developmentin the field of gifted education in our country, it is understood that a stablepolicy has not yet been established., Bu araştırmanın amacı, uluslararası ve ulusal politika belgelerinin ışığındaülkemizdeki üstün/özel yetenekliler eğitiminde öğretmen yetiştirme politikalarınıdeğerlendirmektir. Çalışma, nitel araştırma olarak biçimlendirilmiş olup veritoplama aracı olarak ulusal politika belgeleri kullanılmıştır. Veriler dokümananalizi yöntemiyle toplanmıştır. Eğitim politikası, üstün/özel yeteneklilereğitimi, üstün/özel yetenekliler öğretmen yetiştirme, seçimleri ve buöğretmenlerin mesleki gelişimleri bağlamında belgeler analiz edilmiştir. Genelolarak politika belgelerinde son dönemlerde üstün/özel yetenekliler eğitiminedaha fazla yer verildiği göze çarpmaktadır. Alınan kararların çoğununuygulamaya geçirilemediği görülmektedir. Öğretmenlerin hizmet öncesindeüstün/özel yetenekliler eğitimiyle ilgili yeterli eğitimi almadıkları, üstün/özelyeteneklilerle ilgili eğitimlerin çoğunlukla BİLSEM öğretmenlerine yönelikolduğu ve örgün eğitim kurumlarındaki öğretmenlerin eğitim ihtiyaçlarının gözardı edildiği, hizmet içi eğitimlerin yetersiz olduğu, öğretmenlerin bu alandaeğitim ihtiyaçlarının olduğu anlaşılmaktadır. Ülkemizde üstün/özel yeteneklilereğitimi alanındaki öğretmen yetiştirme, seçme ve mesleki gelişimlerine yönelikpolitikalarda olumlu adımlar atılsa da henüz istikrarlı bir politikanınoluşturulamadığı anlaşılmaktadır. Çalışmada elde edilen bulgular ve sonuçlaragöre çeşitli önerilerde bulunulmuştur.

This study investigated pre-service ELT and Turkish EFL teachers’ actual oral corrective (hereafter, OCF) practices in the classroom during their practicum. The participants of the study were twenty final-year students, who were selected randomly, with ten senior students from the English Language Teaching (hereafter, ELT) department of the Faculty of Education and ten senior students from the English Language and Literature Department (hereafter, ELL), who were taking both their courses at the Department of the Faculty of Letters during weekdays and teacher training courses at the ELT Department at Faculty of Education at the weekends, state university. Classroom observational data have been gathered through video recordings of twenty lessons. The study revealed three important results. First, both ELT and non-ELT pre-service teachers tended to employ excessive use of OCF strategies regardless of the nature of students’ erroneous utterances. In other words, they did not take into consideration whether the errors impeded the communication or not. Second, the participants targeted, for the most part, grammar (98%) and vocabulary (82.8%) errors. Finally, the participants preferred the explicit correction method (92.9%) which is a way of input-providing, not output-providing that, Bu çalışma son sınıf İngilizce öğretmen adaylarının öğretmenlik uygulamaları esnasında sınıf ortamında sözlü geri bildirim uygulamalarını araştırmıştır. Bu çalışmanın katılımcıları bir devlet üniversitesinin, İngilizce Öğretmenliği programında eğitim gören son sınıf 10 öğrencisi ile aynı üniversitenin Edebiyat Fakültesi, İngiliz Dili ve Edebiyatı öğrencilerinden Eğitim Fakültesinde hafta sonları öğretmenlik sertifikası programına devam eden 10 öğrenci olmak üzere kurayla seçilen toplam 20 öğretmen adayıdır. Sınıf gözlem metoduyla toplanan veriler, yirmi dersin video kayıtlarından oluşmaktadır. Çalışma üç önemli sonuç ortaya çıkarmıştır. Birincisi, hem eğitim fakültesi hem de edebiyat fakültesi öğrencileri yapılan İngilizce sözel dil hataların mahiyetine dikkate almadan oldukça fazla sözlü geri bildirim uygulamalarına başvurmaktadır. Bir diğer deyişle, katılımcılar, öğrenci hatalarının anlamı bozup bozmadığına bakmadan her türlü hataları düzeltmeye çalıştıkları görülmüştür. İkinci olarak, katılımcılar dilbilgisi (%98) ve kelime (%82,8) ile ilgili hatalar üzerine odaklanmışlardır. Son olarak, öğretmen adaylarının sözlü geri bildirim teknikleri ile ilgili tercihlerine gelince, öğretmen ve öğrenci, ve öğrenci ile öğrenci arasında bir etkileşim kurmaya imkan sağlamayan doğrudan düzeltme (%92,9) en çok tercih ettikleri teknik olmuştur.

The world, society and education are constantly evolving, and to respond to these changes, the main governmental institutions have been proposing different global strategies to focus efforts in the same direction. Currently, the United Nations and its 17 Sustainable Development Goals (SDG) have presented a series of indicators that could help to minimise the environmental, economic and social instability we are experiencing. In this sense, Education for Sustainable Development (ESD) has been described as a fundamental factor. Specifically, in previous work, we argued that physical education (PE) could be a good tool to contribute to SDGs. Based on this, no research analysing the voices of Physical Education Teachers (PET) on how this contribution could be made has been identified in previous literature. Therefore, the objectives of this research are: (1) to analyse the voices and opinions of active PETs in terms of the knowledge they have about Sustainable Development (SD); (2) to determine their opinions about the contribution that PE could make to SDGs; and finally, (3) to identify the challenges and limitations of pedagogical action of SD in PE. For this purpose, a qualitative analysis through a semi-structured interview with 41 active PETs was carried out. The main findings will be presented and discussed around four themes: (a) agreement on the concept of sustainability; (b) PE can contribute to the achievement of SDGs; (c) ambiguity in applying SDGs to PE lessons; and (d) teachers’ constraints on how to implement SDGs in PE. It seems to indicate that PETs do not have a multidimensional vision of sustainable development. While they recognise the potential of PE to contribute to SDGs through awareness raising and student learning, they point to its pedagogical and formative constraints as the main barriers to being able to contribute. They pointed to a lack of knowledge on how to do so, guidelines on how to integrate ESD, lack of involvement, shortage of time or resources in school physical education.

En nuestros centros educativos la formación en sexualidad sigue siendo una asignatura pendiente. Sobre todo, si consideramos que esta debe tener entre sus objetivos el desarrollo de una sexualidad responsable, libre de prejuicios y respetuosa con las diferencias y no solo centrada en el modelo preventivo. Una parte esencial de sus contenidos debe ser el análisis del sexismo existente en nuestra sociedad y sus consecuencias en la vida cotidiana, entre otros. Este trabajo analiza los conocimientos y actitudes de 668 estudiantes de la Universidad de Huelva sobre sexismo, doble moral y la dimensión erotofilia/erotofobia, conductas que favorecen la aparición de comportamientos indeseables como la discriminación por razón de sexo. Para ello, contestaron a un inventario sociodemográfico y tres cuestionarios específicos (escala EROS, escala de Doble Moral y cuestionario de Sexismo Ambivalente). Los resultados son coincidentes con otros estudios en los que los varones heterosexuales alcanzan puntuaciones significativamente más elevadas en casi todas las variables estudiadas, destacando la escala de sexismo hostil, sobre todo en aquellos alumnos que desarrollan su formación en el ámbito de la educación física y el deporte y se declaran heterosexuales y de derechas en su orientación política. Por su parte, la variable erotofilia se identifica como predictora de alcanzar menores puntuaciones en doble moral y en sexismo lo que nos permite concluir que una actitud positiva hacia la sexualidad que anime a incrementar los conocimientos sobre ésta nos hace menos prejuiciosos y menos discriminativos. Se aportan así nuevas evidencias de la importancia de formar en sexualidad a los futuros formadores si queremos trasladar a las aulas actitudes tolerantes e igualitarias., In our schools, sex education is a matter that still needs to be addressed. Above all, if we consider that its objectives should include the development of a responsible sexuality, free from prejudice and respectful of differences and not only focused on the preventive model. An essential part of this content should be the analysis of sexism present in our society and its consequences in daily life, among other things. This work analyses the knowledge and attitudes of 668 students at the University of Huelva regarding sexism, double standards and the erotophilia/erotophobia dimension, conducts that favour the appearance of undesirable behaviours such as discrimination on the basis of sex. To this end, they filled in a sociodemographic inventory and three specific questionnaires (EROS scale, Double Standard scale and Ambivalent Sexism questionnaire). The results are consistent with those of other studies in which heterosexual males scored significantly higher on all the studied variables, notably the hostile sexism scale, especially in students carrying out their training in the area of physical education and sport who declared their heterosexuality and right-leaning political orientation. In turn, the erotophilia variable is identified as a predictor of achieving lower scores in double standards and in sexism, allowing us to conclude that a positive attitude towards sexuality that encourages increasing knowledge of the same makes us less prejudicial and less discriminatory. They thus provide new evidence of the importance of training in sexuality for future educators if the aim is to transfer tolerant and egalitarian attitudes to the classroom.

The article deals with the problem of unity and interconnectedness of theory and practice, analyzed from a historical perspective, namely using the insights obtained from J. Dewey’s pragmatic theory, W. Kilpatrick’s Project Method, H. Parkhurst’s Dalton Plan, the laboratory-brigade learning method, and the connection of general education with polytechnic and labor training. It is emphasized that the unity of theoretical and practical components of pedagogical process excludes the question about one of them dominating over the other, or them existing independently. What is, however, of extreme importance in this context, is a strong connection, balance and optimal ratio of both components. The principle of cohesive, fundamental and continuous learning serves as a basis for ensuring unity of pedagogical theory and practice.It is noted that unity of theory and practice is one of the guiding principles in terms of organizing the educational process within the New Ukrainian School. To this end, the methods, systems and technologies which prioritize student selfrealization (such as the flipped classroom, the project method, the case method, the vignette plan, the Dalton Plan etc) have become increasingly more important. In this context, the article underlines the value of high-quality teacher training courses, namely by offering recommendations for increasing their effectiveness: in terms of increasing teacher professionalism, general culture and pedagogical skills within higher educational establishments; in terms of developing new and revising the existing educational and professional programs of Bachelor and Master studies; in terms of updating and perfecting the mechanisms of providing quality educational services., Здійснено аналіз проблеми єдності і співвіднесення педагогічної теорії та практики в історичній ретроспективі, зокрема – в руслі прагматичної концепції Дж. Дьюї, методу проєктів В. Кілпатріка, Дальтон-плану Г. Паркхерст, бригадно-лабораторного методу організації навчання, зв’язку загальної освіти з політехнічною і трудовою підготовкою. Підкреслено, що єдність теоретичних і практичних компонентів педагогічного процесу виключає питання домінування теорії чи практики або їх незалежного співіснування. У цьому контексті важливим є – міцний зв›язок, баланс і оптимальне співвіднесення. Підґрунтям забезпечення єдності педагогічної теорії та практики виступає принцип цілісності, фундаментальності і безперервності навчання.Зазначено, що в умовах Нової української школи принцип зв’язку теорії і практики є одним із провідних в організації освітнього процесу. У цьому зв’язку все більшої актуальності набувають методи / системи / технології самореалізації учнів, такі як: перевернутий клас, метод проєктів, кейс-метод, віннетка-план, дальтон-план та ін. У цьому контексті увагу акцентовано на важливості якісної підготовки майбутніх учителів, зокрема запропоновано рекомендації щодо посилення ефективності цієї роботи: у площині підвищення професійного і загальнокультурного рівня та педагогічної майстерності викладача закладу вищої освіти; у площині розроблення нових та перегляду / оновлення діючих освітньо-професійних програм підготовки бакалаврів і магістрів; у площині удосконалення механізмів забезпечення надання якісних освітніх послуг.

This article discusses education in clay and embroidery and reflects on exercises used for these activities in the Teacher Training Programme in Design, Art, and Crafts at Oslo Metropolitan University, Norway. In the study, the students participated in a practice-based qualitative research project, during which they collaborated in material-based activities. Collaboration and productivity were important for the students’ learning outcomes. They worked with personal and unique artistic expressions. By using co-activity methods, their learning outcomes became enriched. This article includes the students’ reflections on the education and their experiences with co-activity in the practical work. In general, personal qualities, such as participant patience, manual skills, creativity, and artistic abilities, were stimulated through practical teaching and guidance. Furthermore, the discussion between the students, and with the lecturer, became significant for the results of the assignment. Adapting practical teaching is a challenge in academia. Limited time for training and large student groups influence and limit the academic level of learning attained. As lecturers, we experience these challenges. To uncover the lecturers’ distinct roles in progression and interaction in an education context, we use the a/r/tography methodology; artist, researcher, teacher, not only to reflect on and examine the three separate roles but also to understand the connection between these roles and the benefits of combining them.

Este artigo apresenta resultados de pesquisa de campo acerca do Estágio Curricular Supervisionado em uma Instituição de Ensino Superior privada no estado do Pará e objetiva analisar os limites e possibilidades na vivência da disciplina “Estágio Curricular Supervisionado em Educação Física”. Apoiou-se teoricamente em Sherer (2008), Bisconsini e Oliveira (2016) e Rodrigues (2007), analisou a Lei de Estágio (Lei n. 11.788/08), o Regimento de Estágio da IES, o Projeto Pedagógico de Curso e realizou entrevistas com dois Membros Gestores. Os resultados obtidos apontam limites de diversas ordens para o desenvolvimento da referida disciplina os quais distanciam a prática efetivada na Instituição dos dispositivos jurídicos pertinente à realização do estágio, bem como dos próprios instrumentos normativos da IES. Evidenciou ainda que tais limites são de conhecimento dos Membros Gestores, apontando uma busca permanente de alinhamento junto às normativas referentes ao Estágio Curricular Supervisionado

Teacher quality in general and the Management of Teacher training, in particular, have been becoming interested much more than ever by researchers all over the world because these issues are always regarded as the keys to any quality education system. A review method is used in this paper in order to find out what has been researched in the management of teacher training. The findings show that there are three main focuses of the research assessment and evaluation, forms of training or training delivery and this sector has been researched in some countries. There are further studies on the issue and its relevant characteristics should be carried out that can make futuristic contributions to the management of teacher training.

Digitalization has many implications for the development of equality in societies and is also reflected in education. In a digitalized world, literacy is an essential skill for both individual and societal development. This study explores Finnish student teachers' perceptions of the connection between literacy, equality, and digitalization. The research material consists of professional opinion pieces written by student teachers (N=37). The qualitative study examined student teachers' perceptions of literacy, equality, and digitalization. Student teachers' perceptions concerned pupils' polarizing backgrounds for learning, literacy instruction and the challenge of differentiating classes, deterioration of literacy and other learning, and positive aspects of literacy learning. The results show that student teachers recognize the connection between literacy and digitalization and their broad impact on societal development and equity. As future teachers, they perceived the impact of the development of inequalities on everyday school life and on opportunities to learn key skills as a challenge. The results show that the polarizing starting points for pupils is a worrying trend and challenges the future teacher in a digitalizing world. The results of the study underline that teacher training and teachers are important societal actors and reformers.

Beiträge zur Lehrerinnen- und Lehrerbildung 40 (2022) 2, S. 268-285, Der vorliegende Beitrag befasst sich mit praktikums- und lehrberufsbezogenen Orientierungen von Studierenden und deren Wandlungen über den Studienverlauf. Die SNF-geförderte Interview-Längsschnittstudie untersucht den Umgang von Primarschulstudierenden mit Anforderungen, die sich in den verschiedenen Praxisphasen und mit den beteiligten Akteurinnen und Akteuren konstituieren. Mit der Dokumentarischen Methode wurde je Erhebungswelle eine Querschnittstypologie zum Studieneintritt, nach dem einjährigen Partnerschuljahr und kurz vor dem Berufseinstieg rekonstruiert. Die Ergebnisse zeigen, dass Anforderungen nicht nur typen-, sondern auch phasenspezifisch unterschiedlich wahrgenommen und gerahmt werden. Sind zum Studieneintritt schulbiografische Erfahrungen und Passungsfragen noch relevant, wird im Studienverlauf zunehmend die Fähigkeit der Bewältigung beruflicher Anforderungen zentral. Die ermittelten Phasenspezifika deuten auf die Notwendigkeit einer adaptiven und zugleich entwicklungsphasenadäquaten Lehrpersonenausbildung hin, die auch biografische Hintergründe berücksichtigt. (DIPF/Orig.), This article deals with internship- and teaching-related orientations of student teachers and their changes over the course of their studies. The SNF-funded longitudinal interview study examines how primary-school student teachers deal with requirements that arise in the various practical phases and with the persons involved. By using the documentary method, a cross-sectional typology was reconstructed for each survey wave at the beginning of the study, after the partner-school year, and shortly before career entry. The results show that requirements are perceived and framed differently, not just type- but also phase-specifically. While schoolbiographical experience and questions of fit are still relevant at the start of the study, the ability to cope with professional requirements becomes increasingly central in the course of the study. The reconstructed phase specifics indicate the need for an adaptive and at the same time phaseappropriate teacher education that also takes biographical backgrounds into account.

The formalization of educational methods represents humanity's attempt to make the sharing of knowledge common in the various practices of learning. With regard to knowledge sharing, there are no totally right or wrong models, and it is up to students and educators to adjust the model considered viable for the context and time in which the learning process is inserted. In addition, different models can complement each other, maximizing the potential of each one or mitigating weaknesses that may exist. In this sense, the need for physical distancing and social isolation imposed by the covid-19 pandemic accelerated the popularization of education in various institutions throughout the planet. Thus, it is necessary to evaluate the various aspects that make up the use of these tools as educational adjustments during the pandemic period. In this sense, the objective of this work was to carry out a diagnosis through the report of the experience of the academics of the Degree in Chemistry EaD at the Federal University of Tocantins during the Covid-19 pandemic in the triennium 2020, 2021 and 2022. a basic descriptive research with a quantitative approach, with the collection of data from the application of an online questionnaire to the students of the Degree in Chemistry, in the form of Distance Education. Benefits of the Distance Education modality were found superior to the face-to-face modality courses during the pandemic period, due to the availability of the use of platforms and technologies already established throughout the course of distance education., A formalização de métodos educacionais representa a tentativa da humanidade de tornar comum o compartilhamento de saberes nas diversas práticas do aprender. No que diz respeito ao compartilhamento de saberes não existem modelos totalmente certos ou errados, cabendo a educandos e educadores o ajuste no modelo considerado viável para o contexto e o tempo em que o processo de aprendizagem está inserido. Além disso, diversos modelos podem complementarem-se maximizando o potencial de cada um ou mitigando fragilidades que possam existir. Nesse sentido, a necessidade de distanciamento físico e isolamento social impostas pela pandemia de covid-19 aceleraram a popularização da educação em diversas instituições ao longo de todo o planeta. Desse modo, faz-se necessário avaliar os diversos aspectos que compõe o uso dessas ferramentas como ajustes educacionais durante o período pandêmico. Nesse sentido, o objetivo deste trabalho foi realizar um diagnóstico através do relato da experiência dos acadêmicos do curso de Licenciatura em Química EaD da Universidade Federal do Tocantins durante a pandemia do Covid-19 no triênio 2020, 2021 e 2022. Para tanto desenvolveu-se uma pesquisa básica descritiva de abordagem quantitativa, com a coleta de dados a partir da aplicação um questionário on-line aos alunos do Curso de Licenciatura em Química, na modalidade de Educação a Distância. Foram constatados benefícios da modalidade de Educação a Distância superiores aos cursos de modalidade presenciais durante o período pandêmico, devido a disponibilidade do uso de plataformas e tecnologias já estabelecidas ao longo de todo o percurso da EaD.

Beiträge zur Lehrerinnen- und Lehrerbildung 40 (2022) 2, S. 192-199, Die Ansprüche und Erwartungen, die an Klassenlehrpersonen gestellt werden, sind hoch, weshalb der Berufseinstieg, auf der Primarstufe sehr oft in der Rolle als Klassenlehrperson, belastend sein kann. Dem entgegenwirkend ermöglicht der Studiengang «Studienbegleitender Berufseinstieg» (SBBE) an der Pädagogischen Hochschule Bern einen vorgezogenen, institutionell begleiteten Übergang in die Berufstätigkeit. (DIPF/Orig.), The requirements and expectations that are placed on class teachers are high, which is why entering the profession, especially at primary-school level often in the role of a class teacher, can be stressful. In order to counteract this, the preparation programme «Accompanied Career Entry during Studies» (ACES) at the Bern University of Teacher Education allows an early, institutionally supported transition into the profession.

Beiträge zur Lehrerinnen- und Lehrerbildung 40 (2022) 2, S. 200-212, Der vorliegende Beitrag thematisiert ausgewählte Merkmale, welche charakteristisch für die besondere Ausgangslage von Klassenlehrpersonen an Gymnasien sind. Dabei wird die Bedeutung der sich daraus ergebenden Implikationen für die Praxis als gymnasiale Klassenlehrperson skizziert, wonach vor diesem Hintergrund die Studieninhalte und die Studienschwerpunkte des schweizweit einzigartigen Weiterbildungsstudiengangs «CAS Klassenlehrer/- in an Gymnasien» vorgestellt werden. Ziel ist es, den noch kaum vorhandenen Diskurs über Klassenlehrpersonen an Gymnasien, ihre Aufgaben, Herausforderungen und die dafür notwendigen Kompetenzen anzuregen und gymnasialen Lehrpersonen eine berufliche Weiterentwicklungsmöglichkeit vorzustellen. (DIPF/Orig.), This article discusses characteristic features of the special school setting in which class teachers at Swiss high schools find themselves. It first outlines the resulting implications and their relevance to the practice as a high-school class teacher. Afterwards, the article sets forth in which way a professional-development programme that leads to the certificate of advanced studies «Class Teacher at High Schools» takes these characteristics and implications into account in its curriculum. The aim is to stimulate the still hardly existing discourse about high-school class teachers, their tasks, challenges, and requisite skills and to introduce high-school teachers to a unique opportunity for professional development.

Beiträge zur Lehrerinnen- und Lehrerbildung 40 (2022) 2, S. 171-176, Die Vorbereitung angehender Oberstufenlehrpersonen auf die Aufgaben einer Klassenlehrperson spielt im Studium an der Pädagogischen Hochschule St. Gallen eine wichtige Rolle. Ein zentraler Bereich ist die Kommunikation zwischen Lehrpersonen und allen Personengruppen, mit denen zusammengearbeitet wird, das heißt die Kommunikation mit den Schülerinnen und Schülern, den Eltern, dem Team und anderen Personengruppen (Behörden sowie Fachpersonen aus Therapie, Schulsozialarbeit, Schulischer Heilpädagogik etc.). Daneben werden die Studierenden auch für organisatorische und administrative Aufgaben ausgebildet. (DIPF/Orig.), The preparation of preservice secondary-school teachers for the function of a class teacher plays an important role at the St. Gallen University of Teacher Education. Communication between teachers and all other groups involved such as pupils, parents, the team, and other cooperating partners (authorities, therapists, school-based social workers, etc.) is a central domain. In addition, the student teachers are trained in organizational and administrative tasks.

Beiträge zur Lehrerinnen- und Lehrerbildung 40 (2022) 2, S. 213-229, Die Perspektive der Klassenlehrperson auf die Zusammenarbeit mit den verschiedenen Lehrpersonen, die ebenfalls ihre Primarklasse unterrichten (Klassenteam), steht im Fokus dieser Fragebogenstudie. Die befragten 181 Klassenlehrpersonen arbeiten mit bis zu zehn weiteren Beteiligten zusammen (Median = 5). Struktur- und Prozessqualität der Kooperation hängen mit wahrgenommenen Wirkungen (Arbeits- und Sozialverhalten der Schülerinnen und Schüler, Wohlbefinden der Lehrperson) zusammen. Eine Clusteranalyse zeigt Unterschiede in der Prozessqualität der Kooperation mit den verschiedenen Klassenteambeteiligten. Es wird diskutiert, wie Kooperation in Klassenteams in der Lehrerinnen- und Lehrerbildung thematisiert werden kann. (DIPF/Orig.), The perspective of primary-school class teachers on the quality of cooperation in class teams – understood as comprising all teachers who teach the same class – is at the centre of this questionnaire study. The 181 participating class teachers reported that they work together with up to ten other persons (median = 5). Input and process quality of cooperation correlate with the perceived outcomes (student participation, teacher well-being). A cluster analysis reveals differences regarding cooperation with different members of the class team. In closing, the article discusses how teacher education could address cooperation in class teams.

El análisis de la formación del profesorado permite aproximarse a las fortalezas y debilidades de los docentes en ejercicio y diseñar acciones para la mejora de sus competencias desde el rol pedagógico. Bajo esta perspectiva, el presente estudio se aproxima a la percepción de los futuros pedagogos sobre la importancia que tienen las diferentes competencias clave para el aprendizaje permanente en la formación inicial y continua del profesorado. La muestra está compuesta por 109 estudiantes del Grado en Pedagogía de la Universitat de València que, mediante una escala Likert valoran la importancia de las ocho competencias clave. Mediante un análisis cuantitativo, se ha analizado estadísticamente la relevancia otorgada a cada competencia, indagándose igualmente sobre posibles diferencias en función del sexo. De forma complementaria, se ha abordado la reflexión sobre la competencia digital mediante un análisis de contenido, que ha permitido conocer las motivaciones por las que se le concede una importancia mayor o menor. Los resultados arrojan que los participantes otorgan una importancia superior a la competencia personal, social y de aprender a aprender, así como a la competencia ciudadana, habiendo diferencias significativas en función del género en la mayor parte de ellas. Asimismo, los estudiantes que priorizan la competencia digital aluden al contexto digital en que nos desenvolvemos y los que no la priorizan postulan por una relevancia superior de otras competencias o a un aprendizaje diario que no requiere accione formativas definidas., The analysis of teacher training allows us to approach the strengths and weaknesses of practising teachers and to design actions for the improvement of their competences from the pedagogical role. From this perspective, the present study focusses on the perception of future pedagogues on the importance of the different key competences for lifelong learning in initial and continuous teacher training. The sample is composed by 109 students of the Pedagogy’s Degree at the University of Valencia who, through a Likert scale, have assessed the importance of each key competence. Through a quantitative analysis, the relevance given to each competence was statistically analysed, and possible differences according to gender were also investigated. In a complementary way, reflection on digital competence has been approached through a content analysis, which has allowed us to find out the motivations for attaching greater or lesser importance to it. The results show that participants attach greater importance to personal, social and learning to learn competences, as well as to citizenship competences, with significant differences according to gender in most of them. Likewise, the motivations for the participants who prioritise digital competence are linked to the digital context in which we live and those who do not prioritise it postulate a higher relevance of other competences or a daily learning that does not require defined training actions.

The quality of teachers and their teaching is an important factor in accounting for the student's learning outcomes at the end of their engineering training. This article presents the results of a case study on the implementation of a tutoring plan for new teachers at Escuela Colombiana de Ingeniería Julio Garavito. The objective of this research was to design and execute a tutoring plan as a teacher training strategy for novice teachers, which would allow them to experience what it means to learn to teach and to develop relevant strategies and methodologies to achieve the expected learning results in the subjects they teach. The results obtained were a preliminary adjusted version of the tutoring plan with a set of recommendations for its implementation. Resumen La calidad de los profesores y de su enseñanza es un factor importante para dar cuenta de los resultados de aprendizaje del estudiante al finalizar su formación ingenieril. Este artículo presenta los resultados de un estudio de caso sobre la implementación de un plan tutor para profesores noveles de la Escuela Colombiana de Ingeniería Julio Garavito. El objetivo de esta investigación fue diseñar y ejecutar un plan tutor como estrategia de formación docente para profesores noveles, que les permitiera experimentar lo qué significa aprender a enseñar, y desarrollar estrategias y metodologías pertinentes para lograr los resultados de aprendizaje esperados en las asignaturas que imparten. Los resultados obtenidos fueron una versión preliminar ajustada del plan tutor con un conjunto de recomendaciones para su implementación.

Resumen Introducción. La educación para la ciudadanía debe desarrollarse desde la primera infancia, considerando los conocimientos, actitudes y valores que se requieren para la participación. Uno de los aspectos que aporta en este sentido es la alfabetización científica, a través de la indagación, para lo cual se requieren docentes que puedan integrarlo en los diseños didácticos, de modo que permita el acceso a democratizar el conocimiento científico y favorecer el protagonismo y participación de los niños y niñas en la enseñanza básica. Objetivo. Aportar al desarrollo de la indagación científica en la formación de los futuros profesorados de enseñanza básica. Discusión. En esta perspectiva, la filosofía de Reggio Emilia puede aportar desde sus principios a la formación inicial de profesorado básico, para esto se recogen tres aspectos que son relevantes de incorporar como: el ambiente como tercer ente educador, los proyectos de aula y el personal docente como sujeto investigador plasmado en la documentación pedagógica. Con esto se busca integrar la indagación como un enfoque metodológico que puede ser abordado en la formación de docentes, para propiciar un aprendizaje desde la experiencia. Conclusiones. En este sentido, concluimos que la filosofía de Reggio Emilia, desde los tres elementos revisados, se presenta como una oportunidad de mejora de las habilidades de indagación y su incorporación en las futuras prácticas del profesorado de enseñanza básica. Abstract Introduction. Education for citizenship should be developed from early childhood, considering the knowledge, attitudes, and values required for participation. One of the aspects contributing to this is scientific literacy through inquiry, for which there must be teachers who can integrate this aspect into didactic designs to allow democratizing scientific knowledge and favor the centrality and participation of children in basic education. Objective. To contribute to developing scientific inquiry in the training of future elementary school teachers. Discussion. In this perspective, the Reggio Emilia philosophy can contribute from its principles to the initial training of basic education teachers. For this purpose, three relevant aspects to incorporate are the environment as a third educator, classroom projects, and the teaching staff as a researcher reflected in the pedagogical documentation. With this, it is sought that inquiry is integrated as a methodological approach to be addressed in the training of teachers, promoting learning from experience. Conclusions. In this sense, from the three elements reviewed, we conclude that the Reggio Emilia philosophy is presented as an opportunity to improve inquiry skills and their incorporation into the future practices of elementary school teachers. Resumo Introdução. A educação da cidadania deve ser desenvolvida desde a primeira infância, levando em conta os conhecimentos, atitudes e valores necessários para a participação. Um dos aspectos que contribui neste sentido é a alfabetização científica, através da investigação, para a qual são necessários docentes que possam integrá-la em projetos didáticos, de modo a permitir o acesso à democratização do conhecimento científico e favorecer o protagonismo e a participação das crianças na educação básica. Objetivo. Contribuir para o desenvolvimento da investigação científica no treinamento de futuros docentes de educação básica. Discussão. Nesta perspectiva, a filosofia Reggio Emilia pode contribuir a partir de seus princípios para a formação inicial docente no nível básico. Três aspectos relevantes a incorporar são: o ambiente como terceiro educador, os projetos de sala de aula e o corpo docente como pesquisadores refletidos na documentação pedagógica. Com isto se busca que a consulta seja integrada como uma abordagem metodológica que possa ser abordada na formação docente, promovendo o aprendizado a partir da experiência. Conclusões. Neste sentido, concluímos que a filosofia de Reggio Emilia, a partir dos três elementos revisados, é apresentada como uma oportunidade para melhorar as habilidades de indagação e sua incorporação nas práticas futuras dos docentes de educação básica.

The objective of this article is to determine the profile of the French as a foreign language educator based on the transformations given the educational context due to the global pandemic caused by COVID-19. To this end, a mixed descriptive study was carried out, in which the characteristics and properties of the French educator profile were specified. The study was carried out from the quantitative and qualitative approach, to interpret the reality in the current educational scenario in an integral way. Therefore, the study was based on documentary analysis, literature review and consultation with teachers linked to the field of teaching French as a foreign language, inside and outside the country, to determine the competences, skills and abilities required in a comprehensive, current profile and related to national and international demands. Among the main findings, it was found that teachers of this language had challenges in the technological and pedagogical areas; in addition, changes in the educational field demanded the mastery of technological tools and resources, as well as the ability to adapt the teaching and learning process to the virtual and distance format. It is concluded that the new teaching profile needs to be comprehensive and suitable for international as well as national standards. El objetivo de este trabajo consistió en determinar el perfil de la persona docente de francés como lengua extranjera producto de las transformaciones requeridas en el contexto educativo debido a la pandemia mundial causada por la COVID-19. Para ello, se realizó un estudio mixto de tipo descriptivo, en el cual se especificaron las características y propiedades del perfil de la persona docente de francés. El análisis de estas características se llevó a cabo desde el enfoque cuantitativo y cualitativo para interpretar de forma integral la realidad en el escenario educativo actual. Por consiguiente, el estudio se sustentó en el análisis documental, la revisión bibliográfica y la consulta a personas docentes vinculadas al campo de la enseñanza del francés como lengua extranjera dentro y fuera del país, para determinar las competencias, habilidades y destrezas requeridas para establecer un perfil integral, actual y atinente a las demandas nacionales e internacionales. Entre los principales hallazgos, se encontró que los docentes de francés tuvieron desafíos en las áreas tecnológica y pedagógica; los cambios en el ámbito educativo demandaron a la persona docente dominio de herramientas y recursos tecnológicos y capacidad de adaptación del proceso de enseñanza y aprendizaje al formato virtual y a distancia. Se concluye que el nuevo perfil docente requiere ser integral y apto a los estándares internacionales, así como nacionales. Ce travail a eu par but de déterminer le profil de l’enseignant de français langue étrangère à partir des transformations dans le contexte éducatif dû à la pandémie causée par la COVID-19. Pour ce faire, on a mené une étude mixte descriptive dans laquelle les caractéristiques du profil de l’enseignant de FLE ont été spécifiées. L’étude a été effectuée sous les approches quantitative et qualitative afin d’interpréter intégralement la réalité du scénario éducatif actuel. C’est pourquoi cette recherche s’est appuyée sur l’analyse documentaire, la révision bibliographique et la consultation des enseignants liés au domaine de l’enseignement du français à l’intérieur et à l’extérieur du pays, ce qui a permis de déterminer les compétences, habiletés et connaissances requises pour un profil intégral, actualisé et pertinent aux demandes nationales et internationales. Parmi les principales découvertes, on a trouvé que les enseignants de cette langue ont rencontré des défis dans les champs rapportés à la technologie et à la pédagogie. De plus, les changements éducatifs ont demandé aux enseignants de FLE la maîtrise des outils et des ressources technologiques, ainsi que de la capacité d’adapter le processus d’enseignement-apprentissage aux modalités à distance et virtuelle. On a conclu que le nouveau profil doit être intégral et adéquat aux standards internationaux et nationaux.

[EN] Collaboration and the relationship between students play an essential role in a non-face-to-face educational environment. However, at the same time, they are complicated concepts to address and implement, and in this sense, digital tools can be a great help to achieve those goals. Moreover, when it is a question of an online university context with students who are future teachers, the development of their digital competence and their capacity to work collaboratively should not be considered as complementary aspects, but rather as essential areas which must not be ignored. In this research paper, we have worked with a sample of 115 online university students enrolled in the Degree in Primary Education Teaching and the Master s Degree for teachers of Compulsory Secondary Education and Baccalaureate, Vocational Training and Language Schools. The use of collaborative tools within an active learning proposal has been analyzed to determine their ease of use, as well as their collaborative potential and their motivational effect on students. In addition, the intention of the participants to use these tools in their own classes in the future has also been considered. The results have been highly positive regarding the tools chosen, with averages higher than three points out of four in all the sections analyzed. The well-known Google Docs stood out as the most complete tool (av. 3.63) followed very closely by Wakelet (av. 3.61), which is generally not as widely known, but which is becoming increasingly popular due to the range of possibilities it offers., [ES] En un entorno educativo no presencial, la colaboración y la relación entre el alumnado se torna un elemento clave al mismo tiempo que complicado de abordar e implementar. En este sentido las herramientas digitales pueden suponer una gran ayuda para lograr esos objetivos. Si se trata de un contexto online universitario y los estudiantes son futuros docentes, el desarrollo de su competencia digital y de su capacidad de trabajar de manera colaborativa supone, más que un complemento, una necesidad que no se debe obviar. En esta investigación, se ha contado con una muestra de 115 estudiantes del Grado en Maestro de Educación Primaria y del Máster Universitario en Formación del Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de Idiomas de una universidad online. Se ha analizado el empleo de herramientas colaborativas dentro de una propuesta de aprendizaje activo para determinar la facilidad de uso de las mismas, así como su potencial colaborativo y la motivación que han supuesto para los discentes. Además, también se ha considerado la intención de los estudiantes de trasladarlas a sus propias clases en el futuro. Los resultados han sido altamente positivos en relación a las herramientas escogidas, con unas medias superiores a los tres puntos sobre cuatro en todos los apartados analizados. La conocida herramienta Google Docs destacó como la más completa (M 3,63), seguida muy de cerca por Wakelet (M 3,61), una herramienta más desconocida pero que empieza a despuntar debido a todas las posibilidades que ofrece.

Esta investigación se ha planteado, a partir de la implementación de un programa para el desarrollo de la competencia investigadora en la Formación Inicial de Docentes (FID), dar cuenta de las percepciones que tiene el alumnado con respeto al logro y desarrollo de un aprendizaje autónomo, crítico y creativo para la labor investigadora. Este estudio se ha desarrollado desde los fundamentos teóricos y metodológicos del enfoque de investigación cualitativa-interpretativo y particularmente, con la aplicación del método de estudio de caso de nivel evaluativo. Se trabajó con una muestra de 80 estudiantes en formación docente de una universidad hondureña, a quienes se les aplicó una entrevista cualitativa semi estructurada. Para el procesamiento de códigos y la categorización de las unidades de análisis se utilizó el programa especializado para datos cualitativos AQUAD 6. Entre los resultados más relevantes se evidencia que los estudiantes han percibido su propio logro de las habilidades actitudinales para autorregular su proceso de aprendizaje con juicio crítico y responsabilidad innovadora durante la labor investigadora. Y todo esto, en el marco de un ambiente pedagógico colmado de experiencias prácticas de trabajo colaborativo entre pares y con el apoyo docente, y reforzados con información y recursos alojados en la web. This research has been proposed, from the implementation of a program for the development of research competence in Initial Teacher Training (FID), to account for the perceptions that students have, with respect to the achievement and development of learning autonomous, critical and creative for research work. This study has been developed from the theoretical and methodological foundations of the qualitative-interpretive research approach and particularly, with the application of the evaluative level case study method. We worked with a sample of 80 students in teacher training at a Honduran university, to whom a semi-structured qualitative interview was applied. For the processing of codes and the categorization of the units of analysis, the specialized program for qualitative data AQUAD 6 was used. Among the most relevant results, it is evident that the students have perceived their own achievement of attitudinal skills to self-regulate their learning process with critical judgment and innovative responsibility during the investigative work. And all this, within the framework of a pedagogical environment full of practical experiences of collaborative work between peers and with the support of teachers; and reinforced with information and resources hosted on the web.

The purpose of the article is to determine the dominant attitude toward inclusive education among primary school teachers in Poland and to explain the predictors of this attitude. Research conducted on a group of 71 teachers using the “Attitudes Toward Inclusive Education” questionnaire showed a moderately positive attitude toward inclusive education among teachers, with statistically significant differences between teachers of grades 1 to 3 and 4 to 8. The much more positive attitude among the teachers of lower grades is supported by their richer experience of working with students with special educational needs and their broader competences and qualifications in inclusive education. These results give an important perspective that should be considered when implementing the idea of inclusion in the Polish education system (mainly when preparing teachers for the profession) so as to ensure continuity in supporting the development of all students at every stage of their education – not only in grades 1 to 3.

The Teacher Digital Competence of future teachers has been researched frequently, but not in the Vocational Training setting. We present a quantitative study that aims to know the ICT skills, attitudes, frequency, and type of use as future teachers of Vocational Training in Galicia. Data were collected through a questionnaire covered by 93 students of the USC (University of Santiago de Compostela). The future teachers report scarce training. Their technical competence for the use of ICT is sufficient and their attitudes towards ICT are high, this affects the use they make, their technical competence and for learning. These results allow decisions to be made regarding the previous training received by future VET teachers, since increasing the use made by future VET teachers could facilitate the integration of ICTs in their future teaching practices. In conclusion, the greater the use of ICT, the greater the degree of competence for technical management and for its use in the learning process; as well as positive attitudes are related to the highest degree of competence. La competencia digital docente del futuro profesorado se ha investigado con frecuencia, pero no en el ámbito de la formación profesional. Presentamos un estudio cuantitativo que permite conocer la competencia digital, las actitudes, la frecuencia y tipo de usos que hacen los/as futuros docentes de la Formación Profesional en Galicia y que permite relacionar el uso de las TIC (Tecnologías de la Información y la Comunicación) durante su formación con su aplicación en futuras prácticas docentes. En el estudio participaron 93 alumnos/as de la USC (Universidad de Santiago de Compostela). Los datos fueron recogidos a través de un cuestionario. Los/as futuros docentes informan de una escasa formación en TIC. Su competencia técnica para el uso de las TIC es suficiente y sus actitudes hacia las TIC son altas, esto influye en el uso que hacen, su competencia técnica y para el aprendizaje. Estos resultados permiten tomar decisiones con respecto a la formación inicial del profesorado de formación profesional, ya que un aumento y mejora del uso que hacen de las tecnologías podría facilitar la integración de las TIC en sus futuras prácticas docentes. Se concluye que, a mayor uso de las TIC, mayor es el grado de competencia para el manejo técnico y para su uso en los procesos de aprendizaje; así como, las actitudes positivas se relacionan con el mayor grado de competencia.