Search

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although the effect of teacher expectations on students' academic performance has been verified, few studies have focused on establishing which factors affect the formation of these expectations, especially ones that consider previous student performance and the professional experience of the teacher as explanatory factors. The aim of this study was to examine the effect of these factors on the formation of teacher expectations. The sample comprised 21 teachers from 11 schools, with low, medium, and high experience levels, as well as 363 firstyear primary-school students from Chile (ages 6-7), whose academic performance was measured at the start of the school year. Teacher expectations were measured part-way through the school year. A mixed ANOVA analysis made it possible to assess whether teacher expectation varies depending on previous performance and teacher experience. The results indicated that previous performance and teacher experience both have a significant effect on how expectations form. However, the effect of experience varies depending on the different dimensions of the expectations. [ABSTRACT FROM AUTHOR]

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La competencia digital docente se ha vuelto crucial para transformar a los profesores en diseñadores eficaces de procesos instruccionales adaptados a las necesidades de su alumnado. Sin embargo, esta competencia no es uniforme entre el profesorado, con las variables género, edad y años de experiencia como aspectos a considerar. Al respecto, el objetivo de este estudio fue examinar el nivel de competencia digital de profesores de enseñanza básica, según las variables género, edad y sus años de experiencia. Asimismo, se buscó analizar el nivel competencial percibido de los docentes y su contraste una vez reflexionado sobre las diferentes dimensiones que componen la competencia digital. Para ello, se administró el cuestionario DigCompEdu Check-in a 750 profesores de enseñanza básica. Los resultados apuntaron a que los hombres tienden a puntuar más alto en las dimensiones que componen la competencia digital docente. De acuerdo a la edad, los profesores destacaban en diferentes dimensiones en cada uno de los rangos establecidos y la percepción sobre su competencia digital fue superior en el pretest. Las implicaciones prácticas derivadas del estudio apuntan a la importancia de profesionalizar a los docentes a través del fomento de su competencia digital.

The Educação de Jovens e Adultos (EJA) is a modality aimed at an audience that has often experienced school failure, partly as a result of evaluation processes. The objective of this work is to reflect on the challenges of evaluation in EJA, based on the results obtained in a case study and the systematization of experiences as a teacher in EJA classes at secondary level. The documentary research pointed to the use of assessments equivalent to the regular teaching model, marked by the grade-concept transposition that seems to reflect in the low achievement rates verified by the investigation carried out. Systematization, in turn, demonstrated the difficulties of breaking with an evaluation logic more focused on verification and attribution of concepts for approval and disapproval, while observing the attempt to overcome this logic. The results indicate the challenges that evaluation in EJA still presents in the sense of working towards repairing and not reproducing school failure. [ABSTRACT FROM AUTHOR]

This article describes the stages of fable creation by future FFL teachers in Colombia, based on the observation of school situations during the development of their pedagogical practices. The methodology used to analyze a corpus of twenty-two created texts is included, which made it possible to identify the most recurrent problems in the classroom and their direct relationship with the writing process, taking into account the characteristics of the literary genre fable. This article describes the stages of fable creation by future FFL teachers in Colombia, based on the observation of school situations during the development of their pedagogical practices. The methodology used to analyze a corpus of twenty-two created texts is included, which made it possible to identify the most recurrent problems in the classroom and their direct relationship with the writing process, taking into account the characteristics of the literary genre fable. [ABSTRACT FROM AUTHOR]

Copyright of Revista EntreLínguas is the property of Revista EntreLinguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de la Facultad de Derecho y Ciencias Políticas is the property of Revista Faculdad de Derecho y Ciencias Politicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

O presente texto tem como objetivo refletir acerca dos relatos de experiência de professores da Educação Infantil apresentados no V Simpósio Nacional e II Simpósio Internacional da Infância, Educação e Teoria Crítica da UEL. A partir das experiências vividas por adultos e crianças em contexto educativo infantil, sejam elas simples ou complexas, carregam significados e saberes que são constitutivos para a elevação do patamar simbólico, afetivo, social e cognitivo de crianças de meses até 5 anos de idade. Assim, a metodologia é um estudo bibliográfico com análise crítica das narrativas docentes em forma de relatos de experiência apresentados no respectivo evento. Para tanto, foi possível constatar a valoriasidade que as experiências vivenciadas no cotidiano da Educação Infantil possuem e que são proporcionadas pelos docentes com o intuito de favorecer o desenvolvimento das crianças por meio de momentos repletos de significados, tais como os relatados que compõem essa proposta, portanto, concluímos que o fato de compartilhar as experiências vivenciadas nas salas de aula na etapa da Educação Infantil favorecem o entendimento e ampliam as possibilidades de atuação docente visando um único objetivo: promover o processo de ensino e aprendizagem das crianças, garantindo o direito dessas a uma educação de qualidade conforme previsto nos documentos legais, tais como a Constituição Federal de 1988.

El acceso a ChatGPT supone un avance en el desarrollo de tareas diversas y complejas, pero su potencial no está exento de amenazas para distintos ámbitos, entre ellos el educativo. Con este estudio presentamos una experiencia docente de integración de ChatGPT en asignaturas del grado de Ingeniería Informática con el objetivo de mostrar su utilización eficaz y ética como recurso formativo por parte de docentes y estudiantes (hombres y mujeres) y su grado de aceptación por parte del estudiantado y del profesorado. Los resultados muestran que la mayoría de los estudiantes (92,50 %) considera que ChatGPT es una herramienta de utilidad y fácil de usar para el desempeño académico. En cambio, el profesorado sostiene este argumento en menor proporción (80 %). Además, el estudiantado señala como desventajas la dificultad de comprobar la veracidad del resultado y que este es muy genérico si no se afina con las preguntas. La mayoría del alumnado afirma tener bastante experiencia en el uso de ChatGPT para la búsqueda de información y, si bien no lo considera apto para generar trabajos completos, le resulta beneficioso para su proceso de aprendizaje cuando se utiliza de forma complementaria y equilibrada.

La experiencia docente tiene como base fundamental lograr la excelencia académica en el proceso de enseñanza aprendizaje, es el desarrollo de lineamientos que el docente adquiere para ponerlos a disposición de la comunidad educativa. Se debe considerar los elementos importantes que intervienen en este proceso, como son: el docente y su metodología; la estructura de los conocimientos definidos en las mallas curriculares, y el contexto en que se desarrolla el estudiante. El presente trabajo describe qué caracteriza a una experiencia docente exitosa en la enseñanza de la Física, tomando en consideración de manera específica el primer año Bachillerato General Unificado del bloque curricular 1: Movimiento y Fuerza. Se presenta una investigación cualitativa y de diseño documental con técnicas de investigación como el fichaje bibliográfico. La presente investigación establece la importancia de que los docentes cuenten con procesos educativos que satisfagan las necesidades de aprendizaje de los estudiantes, siendo una asignatura que requiere que la teoría y la práctica estén íntimamente relacionadas para poder desarrollar mecanismos de experimentación, recalcando que, la experiencia que pueda obtener el profesional en docencia depende también de la capacitación continua.

This article examines the challenges and opportunities that new faculty members encounter in Kuwaiti universities. It focuses on the role of teaching experience, organizational environment, and expectation alignment in faculty integration. The study finds that teaching experience, organizational environment, and expectations are important factors in successful faculty integration. The article stresses the need to align teaching experience with organizational expectations and environments to promote effective integration. It provides valuable insights into the onboarding processes of universities and offers a unique perspective on integration challenges and opportunities in a specific cultural and academic context. [Extracted from the article]

Copyright of Revista Conexxión is the property of Red Univercom, S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research study designs and implements a pedagogical gamification proposal for the development of learning linked to basic mathematical operations. The focus is on the experience of elementary school teachers. The study first addresses topics, from the literature and from the teacher’s perspective, related to the main difficulties that arise in learning the four basic operations. Secondly, an educational innovation strategy is developed based on the design and implementation of the Calesca Mat game, with the aim of strengthening the development of mathematical learning from a gamification activity. The results show that it is possible to develop a didactic resource aligned with the curricular elements defined by the Chilean educational framework, so that teachers can use it in their classes. In conclusion, there is a significant increase on the motivation and interest of students in the use of gamification for learning development. [ABSTRACT FROM AUTHOR]

Copyright of Educación y Humanismo is the property of Universidad Simon Bolivar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo principal de este ensayo es abordar los procesos de enseñanza- aprendizaje de escritura en la universidad desde el enfoque de la literacidad académica crítica (Cassany y Castellà, 2010; Cassany, 2015; y Barton y Hamilton, 2004). Esta cuestión se aborda, en particular, a partir de la experiencia propia como docente con profesoras y profesores de educación básica que estudian en la Universidad Pedagógica Nacional (UPN), en la Licenciatura en Educación Preescolar y la Maestría en Educación Básica. Se plantea que el problema estriba en que, en la institución universitaria, no se fomentan prácticas de escritura porque no se pondera su carácter y potencial epistémico; es decir, no se considera que en los procesos de escritura también se construyen y se transforman los conocimientos. Actualmente, la enseñanza de la escritura en las instituciones educativas no parte de un enfoque que se ocupe de generar una identidad de autoría en sus estudiantes, que les permita posicionarse, desde sus discursos, frente a su realidad, que considere la escritura como un medio para generar conocimiento y también para transformarlo. Si bien la implementación de acciones a título individual, desde las prácticas de las personas docentes, son importantes, lo son más las institucionales; por ejemplo, reestructurar los programas educativos para que desde lo curricular se enfatice en los procesos de literacidad académica crítica. Algunas preguntas que guían el escrito son: ¿cuáles problemas respecto a la literacidad académica enfrentan las profesoras y los profesores de educación básica que estudian licenciatura y posgrado en la Universidad Pedagógica Nacional?, ¿cómo se han afrontado esas dificultades desde la trayectoria profesional como docente de educación superior? y ¿qué sugerencias se pueden formular para mejorar los procesos de escritura del estudiantado universitario?

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

RESUMEN Este artículo recupera las narrativas de profesorado de educación preescolar y primaria de Chiapas, a través de las cuales describe y analiza cómo se están desarrollando procesos educativos con infancias de comunidades rurales e indígenas a partir de la pandemia. Los(as) profesores(as) narran su experiencia personal y docente como compleja, impregnada de emociones negativas, las interacciones tensas con padres y madres en la negociación de la práctica educativa formal para desarrollarse en casa, y denuncian la desigualdad social y su repercusión en la atención educativa de niñas y niños.

Copyright of TECHNO Review is the property of Eurasia Academic Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TECHNO Review is the property of Eurasia Academic Publishing Group and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El maltrato hacia el docente es un fenómeno incipientemente reconocido internacionalmente, se hace relevante iniciar abordajes investigativos sobre este en Colombia. Se presentan resultados de la investigación Experiencias docentes ante maltrato de los estudiantes en Bogotá , realizada en el contexto de la pandemia, los hallazgos corresponden a situaciones ocurridas durante el periodo de aislamiento. Se realizaron entrevistas semiestructuradas a 20 docentes, el análisis del contenido permitió identificar formas de maltrato y su incidencia respecto al vínculo social, procesos de integración a la cultura escolar, la obstaculización en el desarrollo de estrategias pedagógicas y manifestaciones de malestar. Se reconocen varios posicionamientos subjetivos de los docentes participantes, desde posturas evasivas, hasta actitudes proactivas frente al maltrato experimentado. La construcción de experiencia docente da un sentido a las contradicciones de la práctica para relanzar el proceso pedagógico en una relación educativa basada en el respeto y la transmisión de un interés por aprender en el estudiante.

Este artigo busca compreender como o método de ensino influencia na prática docente, embasadas em depoimentos de 13 professores de Ciências e Matemática, ingressantes em um Programa de Pós-Graduação nessa área de uma Universidade Comunitária do Rio Grande do Sul. Trata-se de uma pesquisa qualitativa, realizada durante o primeiro semestre de 2022, cujas respostas a duas perguntas foram tratadas por meio da Análise Textual Discursiva - ATD, resultando em três categorias finais: Repensando a prática docente e ao protagonismo do estudante; Estratégias de ensino com foco na contextualização de conteúdos; Experiência na docência e os métodos de ensino.

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Este artículo surge de la investigación Habilidades socioemocionales asociadas a la formación y la experiencia docente, cuyo objetivo fue conocer la opinión de estudiantes del programa Licenciatura en Educación Infantil de la Universidad Pedagógica y Tecnológica de Colombia en relación a la importancia, necesidad y presencia de las habilidades socioemocionales en el proyecto curricular de su carrera. Usamos la Escala EINFEM para estudiar el desempeño, necesidad y presencia de habilidades socioemocionales percibidas por un grupo de estudiantes. En el análisis se involucraron aspectos como: la vinculación de habilidades socioemocionales en el proyecto curricular; las áreas del ámbito socioemocional en las cuales se podría contar con una mejor formación, según los participantes; y la necesidad de integrar aspectos determinantes, relacionados con las habilidades socioemocionales, en el programa profesional. Se destaca la necesidad de incorporar estrategias para desarrollar habilidades socioemocionales en los maestros en formación y suscitar el enriquecimiento de aprendizajes para la vida, con el fin de ofrecer al futuro maestro destrezas que le ayuden a afrontar las situaciones de la cotidianidad profesional y personal.

Resumo: Esta é uma pesquisa qualitativa, na modalidade narrativa, na qual discutimos o processo de reflexão sobre a docência de uma professora formadora de um curso de Licenciatura em Ciências Biológicas em uma universidade pública brasileira. Nossa intencionalidade investigativa pode ser expressa pela pergunta: em que termos uma professora de curso superior reflete em sua ação docente como formadora de professores de Biologia, olhando para si e seus alunos? Problematizamos experiências que, por meio da reflexão, foram analisadas, objetivando conhecer para compreender movimentos formativos realizados no sentido da formação de professores, ao mesmo tempo em que investigamos o processo de formação contínua. Utilizamos a Análise Textual Discursiva como metodologia de análise. Inferimos que a reflexão sobre a prática impele a um desenvolvimento profissional contínuo; a professora formadora realiza movimentos formativos, a partir do que sabe, conhece e se permite conhecer, no sentido da formação inicial de professores.

Imbuído pelos impactos da covid-19 na trajetória docente define-se como objetivo analisar as principais aprendizagens na Educação Física escolar na perspectiva de um professor do Ensino Médio Integrado do Instituto Federal Ceará, Campus Baturité, no período pandêmico entre 2020 e 2021. Para tanto, foram organizadas três categorias analíticas, a primeiro foi, “o que compreendia e não tematizava nas aulas de Educação Física”, o ensino remoto exigiu mudanças e algumas poderiam ser implementadas antes, um fato foram as redes de colaboração. A segundo foi “o que não consigo compreender para o trabalho docente”, tratou da criminalização docente que partia de vários âmbitos e pouco se observou de reconhecimento aos docentes. O terceiro foi “o que começo a saber sobre a prática pedagógica em Educação Física” que organizou elementos que surgiram na pandemia e podem ser incorporados na Educação Física. O principal contributo foi a Unidade Temática do Corpo Consciente.

Las nuevas líneas y usos que propulsa la Historia Pública son un excelente acicate para que los historiadores/as, así como los docentes de esta disciplina, apuesten no solo por renovar sus investigaciones sino también por realizar cambios en las aulas que saquen la Historia a la calle y llegar así a un público no especializado, pero cada vez más demandante de conocimientos históricos. En esta línea, el binomio Historia-Turismo tiene mucho que aportar, como demuestra la presencia cada vez mayor del Turismo Histórico y que aumenten los visitantes que eligen rutas culturales e históricas. Todavía es mucho lo que se puede avanzar, máxime cuando se trata de revalorizar un patrimonio que suele pasar desapercibido, incluso para los gestores culturales: el Patrimonio Escrito. Nuestras ciudades están llenas de escritura: grafitis, carteles publicitarios, bandos informativos, avisos, anuncios por palabras, estelas, placas, etc. Nuestro propósito en este artículo es acercarnos a los itinerarios turísticos como medio para divulgar la Historia a través del Patrimonio Escrito y analizar sus múltiples posibilidades. Para ello, reflexionaremos en torno a un estudio de caso a partir de nuestra experiencia docente en la asignatura transversal Patrimonio histórico y cultura escrita: nuevos itinerarios turísticos que impartimos en la Universidad de Alcalá, que supone un ejercicio práctico que pretende aunar la Historia Pública, los itinerarios turísticos y el Patrimonio Escrito.

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La finalidad del presente estudio es comprender las percepciones del profesorado de Educación Infantil acerca de la corporalidad en esta etapa. Para ello, atendiendo a un enfoque cualitativo-hermenéutico, se ha realizado una investigación narrativa, cuyos datos, por cuestiones derivadas de la COVID-19, se han recogido mediante una encuesta on-line de 20 ítems. Han participado un total de 13 docentes del segundo ciclo de Educación Infantil, perteneciendo 3 al primer nivel (3 años), 5 al segundo nivel (4 años) y 5 al tercer nivel (5 años). La edad media de las y los participantes es de 36 años, con 10 años de experiencia como docentes. Todos y todas ellas ejercen en la Comunidad Valenciana. El proceso nos permite poner de manifiesto y valorar creencias o concepciones sobre la corporalidad y su relación con Educación Infantil, los cuerpos referentes en esta etapa, la influencia de la corporalidad en la conducta social, así como las necesidades percibidas del profesorado acerca de la formación en corporalidad y el reflejo en su praxis.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to analyze the relationship between teacher's experience and educational quality in Brazil. The hypothesis of teachers' experience curve (TEC) was formulated to verify whether the teacher's experience shows a quadratic relationship with the student's academics achievement in exams. A panel of schools was set up using the data from the Prova Brasil for the years 2007, 2009 and 2011, in which the average student's achievement, per school, in Mathematics and Portuguese Language, was regressed against the quadratic polynomial of the average teachers' experience as was proceeded by Grossman and Krueger (1995) to verify the hypothesis of environmental Kuznets curve and Lim and Tang (2008) testing the educational Kuznets curve. The results pointed that there is no evidence to validate the hypothesis of TEC. [ABSTRACT FROM AUTHOR]

Confinement by the SARS Cov-2 virus has prompted the teaching community to learn and adapt to new situations imposed and demanded by distance education, and, therefore, to new ways of teaching. This cross-sectional research with a descriptive scope aimed to identify the teaching practice experience of basic education teachers in virtual settings. 488 teachers who were selected in a non-probabilistic way, by opportunity, belonging to preschool, primary and secondary schools of the state of Colima, México participated. A survey was designed in Google Forms with 23 items that allowed obtaining information on the organization and planning of curricular content, strategies implemented with technological mediation and their impact on learning, estimation of the level of participation in activities and tasks of the student body, challenges, and experience of teaching practice. The results reflect pedagogical and didactic variations in the teaching staff, it is identified that the use of digital technologies has been essential for the implementation of the distance education strategy because it facilitates social distancing and enables the approach of expected learning. It is concluded that teachers require training, advice, and support to work in educational formats with a hybrid teaching modality. [ABSTRACT FROM AUTHOR]

The article comes from an investigation whose objective was to analyze how the professionalism of the teacher with more than five years of teaching experience in the early years of elementary school is remade when becoming a beginning teacher in early childhood education. Of a quantitative-qualitative nature, the instruments used were the questionnaire (Likert Scale) and the semi-structured interview. The data indicate that the participants experienced learning in their first teaching experience that contributed to the quality of the experiences in the new stage with regard to relational and disciplinary knowledge. Regarding the part of professionalism that is rebuilt, there are pedagogical knowledge - the central point of this teaching (re)construction in the different beginnings of teaching - as they keep characteristics, knowledge, skills and competences specific to the new stage of teaching. The study confirms the need for greater attention to "initiations", considering that the beginning of teaching cannot be considered a single moment in the profession. It is about defending the use of the term "beginnings" in the plural, since the time of teaching experience does not guarantee specific knowledge and knowledge to the different stages of teaching, since in each new beginning, the teacher is faced with the need to (re)construct their professionalism. [ABSTRACT FROM AUTHOR]

This paper aims to investigate the double origin of the notion of contradiction - teaching experience and political incursions - which is present in the Weilian texts of the 30s of the last century, indicating the importance of this notion for the Weilian's philosophy which was elaborated in a particularly intense way in the philosopher's last years of life (between 1940 and 1943). [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo de la presente investigación es comprender cómo afectan la (re)construcción del conocimiento, la acción profesional y la (re)constitución de la identidad docente, los cambios ocurridos en las últimas décadas, las políticas educativas, la legislación, los cambios institucionales, los acuerdos y las experiencias personales y profesionales de cada profesor. Originalidad : entre las cuatro dimensiones que aborda el proyecto (capacitación, experiencia, interacciones e inserción en las organizaciones), seleccionamos la abordagen de la experiencia, focando la articulación entre el conocimiento de la práctica y la identidad profesional. Método: La investigación narrativa cuenta con investigadores de las universidades de Minho-Pt, Évora-Pt y UFR / UFMT / Br. Como estrategia optamos por constituir lo corpus de la investigación con narraciones de tres maestros de niños, uno de Brasil y dos de Portugal, con 20 a 30 años de práctica docente. La pregunta es: ¿Cuáles son los aprendizajes más significativos identificados por los maestros? ¿Cómo se constituye la experiencia como formación profesional? ¿Qué experiencias con los niños informan los maestros como las más significativas? En conclusión , la investigación demuestra que las interacciones con niños, pares profesionales y comunidades son el pilar principal para la (re) construcción de identidades profesionales.

Este trabalho promove uma análise inicial, sobre o saber docente acerca da LGBTfobia presente dentro do sistema público de ensino, realizada com base nos dados adquiridos por meio de uma pesquisa on-line realizada no segundo semestre de 2019 com professores da rede estadual de São Paulo e que teve como objetivo investigar o nível de conhecimento destes profissionais sobre o bullying de caráter LGBTfóbico na esfera educacional paulista. Os recursos metodológicos empregados no levantamento de dados foram de natureza quantitativa e a fase de elaboração do presente artigo fez uso da qualitativa e bibliográfica. Como resultado, concluiu-se que os LGBTs compõem o principal grupo alvo de discriminação na escola pública São Paulo, além do pouco conhecimento e habilidade dos docentes sobre os temas que envolvem a sexualidade e o preconceito na contemporaneidade brasileira.

In the context of the global pandemic resulting from COVID-19, teaching at the university has relied massively on new technologies to counter the capacity limitations of onsite attendance in an education environment where students had to take turns to attend class, with lockdowns for those who tested positive or had contact with someone who did and with other mobility restrictions imposed by the authorities. This article describes the process of adapting the subject entitled "Healthcare interpreting: English-Spanish" to a bimodal education model in the 2020/2021 academic year of the Master's Degree in Intercultural Communication and Public Service Interpreting and Translation of the University of Alcalá (Madrid, Spain). To this end, the authors describe the transformation of the subject's theoretical content and strategies, the implementation of practical activities and the final exam. Thus, it reflects on the advantages and disadvantages of this teaching experience to suggest improvements that may serve as a basis for good practices in future endeavors that will explore the possibilities of bimodal education in healthcare interpreting and, consequently, PSIT or community interpreting. [ABSTRACT FROM AUTHOR]

Copyright of Extensão em Foco is the property of Universidade Federal do Parana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A partir de un proyecto de innovación docente de la Universidad de Sevilla (España) se diseña una exposición itinerante sobre la contribución de las mujeres a la ciencia. Dicha exposición se presentó en distintos centros educativos de la provincia, acompañada de talleres y charlas para acercar así la investigación universitaria a las escuelas. En este trabajo se presenta una de estas experiencias llevada a cabo con niños/as de Educación Primaria, donde se realizaron debates, entrevistas abiertas, actividades experimentales, etc., con la finalidad de mejorar la percepción sobre las ciencias desde una perspectiva feminista y así promover carreras científicas entre las niñas.