Biblioteca Digital de VanguardiaCompetence-based curriculum in the in-service teacher vocational education: contributions from finnish programs
This paper aims at presenting the curricular structure of the Finnish Continuing Education Program for Brazilian trainers, named “FiTT - Finnish Training the Trainers” as well as a course created on the same basis, entitled RE-MAES: Network of Trainers of Active Learning Methodologies centered on th...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara
2018
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/11429 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65895 |
| _version_ | 1782334466899836928 |
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| author | Vieira, Azenaide Abreu Soares Chediak, Sheylla |
| author_facet | Vieira, Azenaide Abreu Soares Chediak, Sheylla |
| author_sort | Vieira, Azenaide Abreu Soares |
| collection | Repositorio |
| description | This paper aims at presenting the curricular structure of the Finnish Continuing Education Program for Brazilian trainers, named “FiTT - Finnish Training the Trainers” as well as a course created on the same basis, entitled RE-MAES: Network of Trainers of Active Learning Methodologies centered on the 21st Century student. In addition to discussing the programs, the objective is to investigate how RE-MAES course, designed and developed by Brazilian educators and based on the knowledge constructed throughout FiTT course in Finland, approaches or distances from FiTT program to meet local reality. This research may contribute to the creation of the Brazilian "way" to provide teacher continuing education, which is relevant since there is a need to rethink and reconstruct teacher development courses in Brazil in order to align them with the emerging paradigm of active learning. This research is characterized as qualitative, descriptive and explanatory. Data have emerged from the pedagogical projects of the programs, materials built by the trainers and the researchers’ observations, who have been performing as active participants, certified by the FiTT program and accredited as RE-MAES trainers. The study theoretical framework considers some Finnish education cornerstones, which advocate the alignment of teaching and assessment methods with learning objectives, based on competence-based education concepts, as well as student-centered and active learning paradigms. The study shows that in the dynamics of thinking about the experience and knowledge distribution strategies, the context reality is decisive in the course design, constituting a resignified model of teacher education that responds to the participants’ peculiarity. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO65895 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2018 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO658952022-03-18T19:30:15Z Competence-based curriculum in the in-service teacher vocational education: contributions from finnish programs Currículo basado en competencias en la formación continuada de profesores de la educación profesional y tecnológica: contribuciones de programas finlandeses Currículo baseado em competências na formação continuada de professores da educação profissional e tecnológica: contribuições de programas finlandeses Vieira, Azenaide Abreu Soares Chediak, Sheylla Competence-based education In-service teacher education Curriculum Formación de profesores Educación por competencias Plan de estudios Ensino por competências Formação continuada de professores Currículo This paper aims at presenting the curricular structure of the Finnish Continuing Education Program for Brazilian trainers, named “FiTT - Finnish Training the Trainers” as well as a course created on the same basis, entitled RE-MAES: Network of Trainers of Active Learning Methodologies centered on the 21st Century student. In addition to discussing the programs, the objective is to investigate how RE-MAES course, designed and developed by Brazilian educators and based on the knowledge constructed throughout FiTT course in Finland, approaches or distances from FiTT program to meet local reality. This research may contribute to the creation of the Brazilian "way" to provide teacher continuing education, which is relevant since there is a need to rethink and reconstruct teacher development courses in Brazil in order to align them with the emerging paradigm of active learning. This research is characterized as qualitative, descriptive and explanatory. Data have emerged from the pedagogical projects of the programs, materials built by the trainers and the researchers’ observations, who have been performing as active participants, certified by the FiTT program and accredited as RE-MAES trainers. The study theoretical framework considers some Finnish education cornerstones, which advocate the alignment of teaching and assessment methods with learning objectives, based on competence-based education concepts, as well as student-centered and active learning paradigms. The study shows that in the dynamics of thinking about the experience and knowledge distribution strategies, the context reality is decisive in the course design, constituting a resignified model of teacher education that responds to the participants’ peculiarity. Este artículo tiene como objetivo presentar la estructura curricular del Programa Finlandés de Formación continuada de profesores formadores brasileños – “FiTT Finnish Training the Trainers”, bien como como el curso RE-MAES: Red de Formadores en Metodologías de Aprendizaje Activo centradas en el estudiante del Siglo XXI, guiado por los mismos principios. Además de discurrir sobre los dos programas, se pretende investigar de qué forma el RE-MAES, diseñado y desarrollado por educadores brasileños a la luz del aprendizaje construido junto a los educadores finlandeses, se aproxima o se aleja del FiTT para atender la realidad local. La investigación puede contribuir a la construcción del "estilo" brasileño de formar profesores y es relevante porque va al encuentro de la necesidad de repensar y reconstruir cursos de formación continuada de profesores en Brasil para alinearlos al paradigma emergente del aprendizaje activo. Se trata de una investigación cualitativa, descriptiva y explicativa. Los datos surgieron de los proyectos pedagógicos de los programas, materiales construidos por los formadores y notas de campos de las investigadoras, participantes activas del FiTT, formadas por él y formadoras del RE-MAES. El estudio trae como base teórica los principios de la educación finlandesa que preconiza el estrechamiento de métodos de enseñanza y evaluación a los objetivos de aprendizaje, orientados por los principios de la educación basada en competencias y por el paradigma del aprendizaje activo centrado en el estudiante. El estudio revela que en la dinámica de pensar sobre la experiencia vivida y en las formas de multiplicación, la realidad del contexto es decisiva en el diseño del curso, constituyendo un modelo resignificado de formación continuada de profesores que atienda la peculiaridad de los participantes. Esse artigo visa apresentar a estrutura curricular do Programa Finlandês de Formação continuada de professores formadores brasileiros - FiTT Finnish Training the Trainers, bem como o curso RE-MAES: Rede de Formadores em Metodologias de Aprendizagem Ativa centradas no estudante do século XXI, guiado pelos mesmos princípios. Além de discorrer sobre os dois programas, objetiva-se investigar de que forma o RE-MAES, desenhado e desenvolvido por educadores brasileiros à luz da aprendizagem construída junto aos educadores finlandeses, aproxima-se ou distancia-se do FiTT para atender a realidade local. A pesquisa pode contribuir para a construção do “jeito” brasileiro de formar professores e é relevante por ir ao encontro da necessidade em se repensar e reconstruir cursos de formação continuada de professores no Brasil de forma a alinhá-los ao paradigma emergente da aprendizagem ativa. Trata de uma pesquisa qualitativa, descritiva e explicativa. Os dados emergiram dos projetos pedagógicos dos programas, materiais construídos pelos formadores e notas de campos das pesquisadoras, participantes ativas como formadas pelo FiTT e formadoras do RE-MAES. O estudo traz como base teórica os princípios da educação finlandesa que preconiza o alinhamento de métodos de ensino e avaliação aos objetivos de aprendizagem, norteados pelos princípios da educação baseada em competências e pelo paradigma da aprendizagem ativa, centrada no estudante. O estudo revela que na dinâmica de pensar sobre a experiência vivida e nas formas de multiplicação, a realidade do contexto é decisiva no desenho do curso, constituindo um modelo ressignificado de formação continuada de professores que atenda peculiaridade dos participantes. 2018-05-02 2022-03-18T19:30:15Z 2022-03-18T19:30:15Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa qualitativa em Educação https://periodicos.fclar.unesp.br/rpge/article/view/11429 10.22633/rpge.v22.n2.maio/ago.2018.11429 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65895 por https://periodicos.fclar.unesp.br/rpge/article/view/11429/7618 https://periodicos.fclar.unesp.br/rpge/article/view/11429/7712 Copyright (c) 2018 Revista on line de Política e Gestão Educacional application/pdf application/xml Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 22, n. 2, maio/ago. (2018); 554-571 1519-9029 10.22633/rpge.v22.n2.maio/ago.2018 |
| spellingShingle | Competence-based education In-service teacher education Curriculum Formación de profesores Educación por competencias Plan de estudios Ensino por competências Formação continuada de professores Currículo Vieira, Azenaide Abreu Soares Chediak, Sheylla Competence-based curriculum in the in-service teacher vocational education: contributions from finnish programs |
| title | Competence-based curriculum in the in-service teacher vocational education: contributions from finnish programs |
| title_full | Competence-based curriculum in the in-service teacher vocational education: contributions from finnish programs |
| title_fullStr | Competence-based curriculum in the in-service teacher vocational education: contributions from finnish programs |
| title_full_unstemmed | Competence-based curriculum in the in-service teacher vocational education: contributions from finnish programs |
| title_short | Competence-based curriculum in the in-service teacher vocational education: contributions from finnish programs |
| title_sort | competence-based curriculum in the in-service teacher vocational education: contributions from finnish programs |
| topic | Competence-based education In-service teacher education Curriculum Formación de profesores Educación por competencias Plan de estudios Ensino por competências Formação continuada de professores Currículo |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/11429 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/65895 |