Biblioteca Digital de VanguardiaMethodological innovations in the initial and permanent training of teachers
This study shows records that teachers make about their practices, experiences in light of the impact of changes in educational policy. The interest in knowing what teachers think about their practice began with a reflection aimed at a new praxis in which one of the obstacles to student learning is...
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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
2021
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| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/15313 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66209 |
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| author | Oliveira, Maria Elizete Pereira Alencar Barroso, Maria Cleide da Silva Oliveira, Ciro Mesquita de |
| author_facet | Oliveira, Maria Elizete Pereira Alencar Barroso, Maria Cleide da Silva Oliveira, Ciro Mesquita de |
| author_sort | Oliveira, Maria Elizete Pereira Alencar |
| collection | Repositorio |
| description | This study shows records that teachers make about their practices, experiences in light of the impact of changes in educational policy. The interest in knowing what teachers think about their practice began with a reflection aimed at a new praxis in which one of the obstacles to student learning is related to the teacher's precarious academic knowledge, with discrepancies between theory and practice, since theory it is important, but alone it is insufficient for the classroom. The aim of the study was to explore, through the literature, the need for alignment between theory and practice. The methodological procedures used for data collection included literature review, on-site observation and semi-structured interviews with teachers. The information collected was analyzed qualitatively, from the perspective of the authors who guided the theoretical foundation. It was concluded that it is up to the educator to perceive characteristics of the student and their interaction with the environment. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO66209 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2021 |
| publisher | Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara |
| record_format | greenstone |
| spelling | clacso-CLACSO662092022-03-18T19:31:04Z Methodological innovations in the initial and permanent training of teachers Innovaciones metodológicas en la formación inicial y permanente de docentes Inovações metodológicas na formação inicial e permanente de professores Oliveira, Maria Elizete Pereira Alencar Barroso, Maria Cleide da Silva Oliveira, Ciro Mesquita de Inovações metodológicas Prática pedagógica Teoria e prática This study shows records that teachers make about their practices, experiences in light of the impact of changes in educational policy. The interest in knowing what teachers think about their practice began with a reflection aimed at a new praxis in which one of the obstacles to student learning is related to the teacher's precarious academic knowledge, with discrepancies between theory and practice, since theory it is important, but alone it is insufficient for the classroom. The aim of the study was to explore, through the literature, the need for alignment between theory and practice. The methodological procedures used for data collection included literature review, on-site observation and semi-structured interviews with teachers. The information collected was analyzed qualitatively, from the perspective of the authors who guided the theoretical foundation. It was concluded that it is up to the educator to perceive characteristics of the student and their interaction with the environment. Este estudio muestra registros que hacen los docentes sobre sus prácticas, experiencias ante el impacto de los cambios en la política educativa. El interés por conocer lo que piensan los docentes sobre su práctica se inició con una reflexión dirigida a una nueva praxis en la que uno de los obstáculos para el aprendizaje de los estudiantes está relacionado con el precario conocimiento académico del docente, con discrepancias entre la teoría y la práctica, ya que la teoría es importante, pero por sí solo es insuficiente para el aula. El objetivo del estudio fue explorar, a través de la literatura, la necesidad de alinear la teoría y la práctica. Los procedimientos metodológicos utilizados para la recolección de datos incluyeron revisión de literatura, observación in situ y entrevistas semiestructuradas con maestros. La información recolectada fue analizada cualitativamente, desde la perspectiva de los autores que orientaron el fundamento teórico. Se concluyó que corresponde al educador percibir las características del alumno y su interacción con el entorno. O presente estudo mostra registros que os professores fazem sobre suas práticas, vivências diante do impacto das mudanças na política educacional. O interesse por refletir sobre o ideário dos docentes iniciou a partir de uma nova práxis em que um dos entraves da aprendizagem dos alunos está relacionado aos precários conhecimentos acadêmicos do professor, com discrepâncias entre teoria e prática, visto que a teoria é importante, mas sozinha é insuficiente para a sala de aula. O objetivo do estudo foi investigar, através da literatura, a necessidade de alinhamento entre teoria e prática. Os procedimentos metodológicos utilizados para a coleta de dados incluíram revisão da literatura, observação in loco e entrevistas semiestruturadas aos docentes. As informações coletadas foram analisadas qualitativamente, sob a ótica dos autores que orientaram a fundamentação teórica. Concluiu-se que compete ao educador perceber características do discente e sua interação com o ambiente. 2021-12-08 2022-03-18T19:31:04Z 2022-03-18T19:31:04Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://periodicos.fclar.unesp.br/rpge/article/view/15313 10.22633/rpge.v25i3.15313 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66209 por https://periodicos.fclar.unesp.br/rpge/article/view/15313/12017 Copyright (c) 2021 Revista on line de Política e Gestão Educacional https://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara Revista on line de Política e Gestão Educacional; v. 25, n. 3, set./dez. (2021) - Em tradução e processamento (In translation and processing); 2326-2339 1519-9029 10.22633/rpge.v25i3 |
| spellingShingle | Inovações metodológicas Prática pedagógica Teoria e prática Oliveira, Maria Elizete Pereira Alencar Barroso, Maria Cleide da Silva Oliveira, Ciro Mesquita de Methodological innovations in the initial and permanent training of teachers |
| title | Methodological innovations in the initial and permanent training of teachers |
| title_full | Methodological innovations in the initial and permanent training of teachers |
| title_fullStr | Methodological innovations in the initial and permanent training of teachers |
| title_full_unstemmed | Methodological innovations in the initial and permanent training of teachers |
| title_short | Methodological innovations in the initial and permanent training of teachers |
| title_sort | methodological innovations in the initial and permanent training of teachers |
| topic | Inovações metodológicas Prática pedagógica Teoria e prática |
| url | https://periodicos.fclar.unesp.br/rpge/article/view/15313 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/66209 |