11,265 research outputs found

    Targeting Teacher Education and Professional Development for Inclusion

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    Teachers around the world are likely to encounter students with varied backgrounds and experiences, strengths and weaknesses in their classrooms. The paper reviews the literature and available data on how teachers can be agents of inclusion in education. It focuses particularly on how teacher education and professional development systems can assist in this task. It then describes the challenges present in the existing design of systems and offers recommendations for ways forward. The article is based on the research conducted for the 2020 Global Education Monitoring (GEM) Report (UNESCO, 2020). Hence, it takes a broad view of inclusion in education, not limited to any groups, but rather focused on learning for all learners. The paper emphasises the central role teachers can play in accommodating students of all abilities and backgrounds. It also highlights the importance of relevant internationally comparable data on teacher training, as part of Sustainable Development Goal 4 (SDG4) and particularly its target 4.c. Finally, the paper discusses the challenges and ways forward in supporting and strengthening teachers’ role in building inclusion in education

    Teacher education and professional development

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    Constituem objetivos deste artigo analisar e sistematizar, numa perspectiva de teoriza√ß√£o fundada em pesquisa e aprofundamento te√≥rico, a problem√°tica da forma√ß√£o de professores (inicial e continuada) e sua rela√ß√£o com o desenvolvimento profissional. Esta abordagem estrutura-se conceptualmente na estreita rela√ß√£o da forma√ß√£o de professores com (1) a constru√ß√£o e natureza do conhecimento profissional respectivo e (2) a natureza sociopr√°tica da fun√ß√£o a ser desempenhada pelo profissional de ensino a formar. Convocam-se, na metodologia desenvolvida nesta an√°lise, informa√ß√Ķes provenientes da literatura dispon√≠vel no campo e do longo percurso de pesquisa, interven√ß√£o, consultoria pol√≠tica e publica√ß√Ķes da autora nesse dom√≠nio, bem como revis√Ķes de literatura e pesquisa na √°rea, por ela coordenadas. Como eixos da an√°lise destacam-se: a ressignifica√ß√£o da dualidade forma√ß√£o inicial; forma√ß√£o continuada em termos do conceito de desenvolvimento profissional; a rela√ß√£o essencial entre a discuss√£o da forma√ß√£o de professores e o posicionamento da atividade docente frente ao estatuto de profissionalidade; e a clarifica√ß√£o do perfil do profissional docente e suas implica√ß√Ķes para as l√≥gicas da forma√ß√£o. Como considera√ß√Ķes finais, destaca-se, para o campo da forma√ß√£o de professores, a necessidade de refor√ßar os conceitos de desenvolvimento profissional e de profissionalidade docente, como referentes transformativos da qualidade e efic√°cia da forma√ß√£o.The aim of the article was to analyze and systematize, within a perspective of theorization based on research and theoretical developments, the difficulty related to teacher education (pre and in-service) concerning professional development. The analysis is conceptually structured based on the close relation of teacher education to (1) the construction and nature of knowledge of the professional educator and (2) the socio-practical nature of teaching as a complex social function to be performed by the professional teacher to be educated. The methodology developed in this analysis was based on information from the literature available in the field and from the long course of the author‚Äôs research, intervention, policy advice and publications in this field, as well as literature and research reviews conducted by the author. The main aspects of the analysis emphasize the following: ressignification of the dualism pre-service/in-service teacher education within the richer concept of professional development; the essential relation between teacher education debate and the analysis of the teaching activity regarding professionalism; and the clarification of the teachers‚Äô profile as a professional and its implications for the rationale of teacher education. The final considerations, for the field of teacher education, focus on the need to reinforce the concepts of professional development and professionalism as potential transformers of teacher education effectiveness and quality.info:eu-repo/semantics/publishedVersio

    Collaborative Partnerships : A Model for Science Teacher Education and Professional Development

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    This paper proposes a collaborative partnership between practicing and pre-service teachers as a model for implementing science teacher education and professional development. This model provides a structure within which partnerships will work collaboratively to plan, implement and reflect on a series of Science lessons in cycles of action-reflection adapted from Korthagen’s (2001) ALACT model. Issues within Science education, teacher professional development and teacher education are considered in the development of the model which attempts to deepen constructivist approaches to teachers’ professional learning. It attempts to address issues with teacher professional development in the science area and improve professional experience practice for pre-service teachers. The nexus between theory and practice is the focus of the model which hopes to inform both teacher education and professional development for science teachers in the primary sector

    Online methodologies and open resources for LSP teacher education and professional development

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    This study focuses on online teaching methodologies within the field of languages for specific purposes (LSP) and attempts to identify suitable tools that can be implemented in an online course for LSP teacher education and professional development. Firstly, it defines terms that are relevant to online teaching/learning and discusses the main types of online learning according to their delivery mode. Then, it explores the current provision of online training programmes for preservice and in-service LSP teachers within the European Higher Education Area with a view to gaining a further understanding of the learning gaps and institutional requirements that would need to be covered in a future online course. The next section poses the research questions, explains the methodology that has been applied, and describes the instruments that have been developed. The main results and findings are presented in the third section, and the conclusions that follow suggest the existence of robust online learning methodologies and activities for implementation in online courses aimed at LSP teacher education and training

    Report on argumentation and teacher education in Europe

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    This document will ultimately form part of a comprehensive package of materials for teacher education and professional development in argumentation. The initial deliverable from Kaunas University of Technology described the rhetorical basis of argumentation theory for pre‚Äź and in‚Äźservice teachers, whilst this state of the art report sets out the current and rather unsatisfactory status of argumentation in curricula, initial teacher training/education and teacher professional development, across the fifteen S‚ÄźTEAM partner countries. We believe that this is a representative sample and that the report can be taken as a reliable snapshot of the situation in Europe generally

    How COVID-19 Pandemic Experiences can Inform Teacher Education and Professional Development Practices

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    Participants in this research study found themselves suddenly forced into remote instruction during the COVID-19 pandemic, unfamiliar with online teaching and with little guidance from the field of education. Survey data was used to capture the voices of 18 K-12 educators to share their lessons learned, the challenges they encountered, and the strategies they developed from their experiences as they reimagined education in an online environment. Findings are reported in an effort to inform professional development and teacher preparation programs

    Autoethnography and teacher development

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    Autoethnography has largely been deployed in formal therapeutic situations, with its potential for application in general personal and professional development only now emerging. Autoethnography presents valuable opportunities for application in situations requiring a connection between self-understanding and broader socialization processes. This paper explores the nature of autoethnographic approaches to research, including various methodological issues pertaining to Self as data-source, and describes initial outcomes of a research project aimed at illuminating procedural and epistemological issues attached to the use of autoethnography in teacher education and professional development situations. The importance of excavating Self and identity through the autoethnographic process is highlighted with the paper drawing upon examples from practice to illustrate possibilities for the deployment of agency through critical analyses of Self

    Teaching for High Standards: What Policymakers Need to Know and Be Able to Do

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    In this report, Ball and Darling-Hammond discuss the relationship between teacher knowledge and student performance; they summarize what the research suggest about what kinds of teacher education and professional development teachers need in order to learn how ot teach to high standards; and they describe what states are doing to provide these opportunities for teacher learning, and with what effects

    Formação e desenvolvimento profissional docente: Teacher education and professional development

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    Este estudo desenvolveu-se na linha de pesquisa Desenvolvimento Profissional, Trabalho Docente e Processo de Ensino ‚Äď Aprendizagem  do  Programa de P√≥s-Gradua√ß√£o em Educa√ß√£o  da Universidade de Uberaba ‚Äď UNIUBE, tendo como ponto de partida compreender as concep√ß√Ķes de forma√ß√£o de professores, na perspectiva da import√Ęncia da forma√ß√£o e desenvolvimento profissional : o constituir-se professor e o conceito de forma√ß√£o de professores, atividade proposta da disciplina Forma√ß√£o e Desenvolvimento Profissional Docente. Entende-se que o processo de forma√ß√£o √© cont√≠nuo uma vez que a Educa√ß√£o √© inacabada, vivemos o mundo das incertezas e ao longo desse per√≠odo pand√™mico o que ficou mais claro foi a necessidade da inova√ß√£o na Educa√ß√£o, do humanismo e pr√°ticas pedag√≥gicas que envolvam o aluno dentro de sala de aula, fazendo com que ele desenvolva sua autonomia, percep√ß√£o do ambiente escolar, intera√ß√£o com colegas e participa√ß√£o ativa nas atividades propostas pelo professor. Para tanto, o profissional docente √© um artista que renova suas ideias na arte do saber fazer e ensinar, constituir-se √© promover encontro de saberes, estudo, pesquisa, aulas diferenciadas, inovadoras, usar a tecnologia e claro resgatar valores sociais atrav√©s da discuss√£o e interpreta√ß√£o de temas transversais abordados nas aulas. Ponto de extrema import√Ęncia a ser referenciado neste estudo tamb√©m, diz respeito √†s compet√™ncias e habilidades necess√°rias ao professor no tratamento com os alunos, isto √©, dom√≠nio dos conte√ļdos, da did√°tica e conhecer sobre o contexto em que o aluno est√° inserido, pode facilitar o preparo das aulas e o alcance dos objetivos pretendidos na forma√ß√£o do sujeito social. Objetivou-se neste estudo, contribuir de maneira significativa para a reflex√£o sobre o processo ensino - aprendizagem, pois, atualmente na √°rea da Educa√ß√£o, depreende-se discuss√Ķes referentes aos conhecimentos espec√≠ficos, pedag√≥gicos e tecnol√≥gicos e √© exigido da atividade profissional docente exercer um of√≠cio voltado para compet√™ncias e habilidades, com atitudes, pr√°ticas, pedag√≥gicas e inovadoras. A metodologia do desenvolvimento deste estudo seguiu uma abordagem qualitativa, leitura e an√°lise da bibliografia indicada pela disciplina Forma√ß√£o e Desenvolvimento Profissional Docente, debate nas aulas s√≠ncronas, discuss√£o dos textos a partir da elabora√ß√£o de conceitos dos professores sobre as concep√ß√Ķes de forma√ß√£o de professores, analisando os processos de ensino-aprendizagem dentro de cada atividade proposta. Portanto, espera-se com este estudo propiciar a amplia√ß√£o da discuss√£o sobre as concep√ß√Ķe de forma√ß√£o de professores, no que se refere ao profissional t√©cnico, reflexivo, pesquisador, intectual cr√≠tico e por fim o profissional colaborativo e suas repectivas tend√™ncias na aprendizagem

    CONSTRUCTIVISM AND INTIGRATION OF ICT: POWERFUL BLEND OF TEACHING ‚Äď LEARNING PROCESS

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    Constructivism states that learning takes place in contexts, while technology refers to the designs and environments that engage learners. This study was based on two premises. The first concerns the implementation of the ICT-enhanced constructivist learning today in classroom. The second refers to the emerging need for the appropriate teacher education and professional development as a presupposition for the implementation of constructivist innovation in classrooms
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