Estado da arte da formação docente em Ciências e altas habilidades ou superdotação no Brasil

Cognitive science has been advancing in a range of areas that are very helpful for teachers, such as spaced learning, interleaving, retrieval practice, managing cognitive load, working with schemas, multimedia learning, and embodied learning. The Education Endowment Foundation funded a review of ‘Cognitive Science in the Classroom’, which identified high quality research and translated it for teachers. In a series of policy documents, the Department for Education has integrated the findings of this report into its initial teacher education curriculum. Construction of a curriculum is not a valueneutral, scientific activity. In this article, I raise issues regarding the kinds of teaching that will be produced in this approach. There are epistemological, axiological, ontological, and pedagogical issues underlying the decisions that have been taken. Use of cognitive science in teacher education in an instrumental way could damage confidence in educational psychology if it undermines the quality of teacher education and teaching in England.

The objective is to analyze the scientific production published by the Educação & Formação Journal between 2016-2018, identifying the main educational thematic categories discussed in this triennium. State of art research was used, methodologically supported by categorical analysis of the disseminated articles, considering their title, keywords and abstracts. 101 products were identified, which culminated in five main thematic categories: “Teacher Training”, “History of Education”, “Educational Policy”, “Inclusive Education” and “Technology and Digital Culture”. These were mostly discussed through qualitative research, such as literature review and case study, using literature review, interviews and document analysis. The discussions pointed out that the literature published by Educação & Formação focuses on the subfield teacher training, as proposed by the focus and scope of the journal, making it a reference in this field. The published literature highlights the qualification of teachers of basic education and the gaps regarding the qualification of higher education teachers.

مستخلص : هدفت الدراسة الحالية إلى الإجابة عن أربعة أسئلة تتعلق بالقضايا الفريدة ذات الصلة بتدريس التربية الخاصة، وتحديد الأمور الواجب القيام بها، وتلک المفروض تجنبها خلال عملية التدريس، والتعريف بخصائص کل من طرائق التدريس واستراتيجياتها الملائمة لطلبة هذا المجال. ولتحقيق هذا الهدف، استخدم الباحث المنهج البحثي الوصفي التحليلي، الذي يعتمد بالدرجة الأولى على دراسة الواقع کما هو، والعمل على وصفه وصفا دقيقا، ثم التعبير عنه بعد ذلک بشکل کمي أو کيفي، ومن ثم الوصول إلى استنتاجات تسهم في وصف الواقع الحالي من أجل تطويره نحو الأفضل. کما اطلع الباحث على الکثير من المراجع والدراسات الأجنبية بالذات، والتي ترتبط بهذا الموضوع، وذلک لندرة ما تمت الکتابة عنه باللغة العربية حتى الآن، وتوصل أخيرا إلى أنه من حيث القضايا الفريد من نوعها المرتبطة بتدريس التربية الخاصة تظهر في الاختلاف من حيث نوعية الطلبة، وأدوار المعلمين، وتنظيم المراحل التعليمية. أما عن الأشياء الواجب مراعاتها خلال عملية التدريس فتتمثل في تحديد متطلبات النجاح، وتزويد المعلم بالإجراءات والوسائل والمبررات ذات الصلة بها، وإلمام الطلبة بأسباب تقديم الخدمات الخاصة لهم، ووضع رؤيا واضحة لبرنامج التربية الخاصة، وملاحظة التغيرات الدائمة في سلوک الطلبة. أما عن الأشياء الواجب تجنبها خلال عملية التدريس فتتمثل في عدم استخدام طريقة تدريس واحدة، وتجنب استخدام غرفة المصادر کقاعة دراسية، وتجنب اعتماد الطلبة کليا على المعلم. أما عن النتائج ذات الصلة بتحديد خصائص طرائق التدريس الملائمة لطلبة التربية الخاصة فتمثلت في بيان صفات ثماني من طرائق التدريس المختلفة، وست استراتيجيات تدريس متنوعة، مع قيام الباحث بطرح بعض التوصيات ذات الصلة والتي يتمثل أهمها في ضرورة إلمام المعلمين جيدا بطرائق التدريس واستراتيجياته المتعددة التي تم تحديدها في الدراسة الحالية، مع العمل الجاد على تطبيقها لصالح الطلبة داخل الحجرة الدراسية. Abstract This study aimed at answering four questions related to the unique issues about teaching special education, and about things that teachers should do and other things that they should avoid during the teaching situations. Moreover, the characteristics of special education teaching methods and strategies should be defined for special education students. To answer these questions, the researcher used an analytical descriptive method of research that depends on studying the real situation as it is and describe it with some details, in order to achieve some conclusions related to defining special education unique issues and knowing the characteristics of teaching methods and strategies. The researcher also reviewed many English resources such as valuable books and research papers that highly related to this topic. He finally concluded that the special education unique issues represented the differences between types of students, teacher’s roles and the school cycles system. Things that should take care of during teaching operation include defining the requirements of success, supporting teachers with rationales, procedures, means and clear vision for effective teaching. In the same time teachers should avoid using one teaching method, or using the resource room as teaching classroom, or giving students an opportunity to depend upon their teachers. The results also showed that there were eight teaching methods and six teaching strategies that were more appropriate for the special education students. Finally, the researcher recommended that teachers should know very well these methods and strategies in order to apply them inside the classroom.

The use of active methodologies in the school environment is a teaching strategy that aims at more autonomous and participatory learning. Considering this reality, the objective of this study is to analyze how the use of active methodologies through online playful and technological tools, such as Kahoot and Xmind, can contribute to the learning process of the Fungi Kingdom content in biology classes in a 2nd year class of the Integrated Electrical Engineering course at the Fluminense Federal Institute of Education, Science and Technology. For this purpose, a bibliographic and field research was carried out with qualitative-quantitative procedures. The results of the research showed that the use of online technological tools provided satisfactory application of the content, in which it was possible to note the learning and active participation of the students, in addition to being a way to investigate possible difficulties related to the theme worked on.

Objetivo: Avaliar a utilização das metodologias ativas como estratégia de ensino nos cursos de graduação em Nutrição de Belém-PA. Método: O estudo é descritivo transversal, quantitativo com aplicação de um questionário aos 32 docentes de três cursos de graduação em Nutrição de Instituições públicas e privadas de Belém-PA. Foi utilizado o software BioEstat versão 5.3, e aplicados os teste G e Qui-quadrado para verificar o grau de dependência entre as variáveis, com nível de significância de 0,05. Resultados: Participaram 32 docentes, de ambos os sexos, com predominância do sexo feminino, com mais de 5 anos de atuação docente e titulação de mestre. 90,7% dos docentes adotaram como estratégia de ensino o método tradicional de aulas expositivas com parcialidade do uso de metodologia ativa; apesar de afirmarem gostar de utilizar metodologias ativas 68,8% afirmaram adotar a forma metodológica mista considerando ser inovadora (60%) e permitir a vivência pratica do conteúdo (96,9%). 93,7% dos docentes afirmaram ter conhecimento dos métodos ativos de ensino e serem motivados para diversificar a forma metodológica utilizada. Porém, sentem-se parcialmente preparados (78,1%) para aplicar a metodologia ativa como método único de ensino. Conclusão: É necessário maior capacitação dos docentes para aplicação dos métodos ativos de ensino, através da busca do próprio profissional, também do alicerce das Instituições de Ensino Superior - IES.

Active Methodologies allow an active process in teaching and learning contents, promote responsible student involvement and bring satisfaction and enrichment to educational practices and active learning. Generally, students have learning difficulties in Computer Science courses, as they need to develop computational skills and thinking. The goals of this article is to characterize and analyze the types of Active Methodologies that are being applied in teaching and learning activities in Computer Science. Thus, this investigation was carried out through a Systematic Mapping Study, focusing on the use of the types of methodologies in view of the results achieved. It presents students’ perceptions, benefits, and difficulties in adopting these methodologies in the classroom. The results show 6 types of different Active Methodologies used in 35 publications selected, different types of techniques or studies that were used, the publications trend per year, the courses that were worked in analyzed publications, and some benefits and difficulty related to the adoption of Active Methodologies. Regarding to students’ perception, we identified different type feelings. Thus, the contributions of this study consist in a research focused on the use of Active Methodologies in a very broad sense, including the perceptions of teachers and students regarding the use of different teaching and learning methodologies. In addition, it shows the specific benefits and possible difficulties experienced in the use of Active Methodologies as teaching strategies. Consequently, some findings from this study may have the potential to support or direct choices of these methodologies in different Computer Science courses.

This article aims to presente the contribution of active methodologies in the teaching-learning process for students of Accounting Sciences. The descriptive and qualitative methodology was used, with the use of bibliograph icresearch, with a view to expanding the constant discussion in the literature, addressing the new accountant educacional background, in view of the internationalization of accounting and the ICTs as a central tool in the application of this methodological artifact. The study revealed active methodologies as a methodological tool in the teaching-learning process and pointed out that the student plays an active role in the construction of knowledge with the guidance of his teacher, in addition to the necessary support from the education institutions. As a result, it was found that the final product, that is, the accountant professional delivered to the market, comes out more critical, holistic and with more value judgment, characteristics that will be used in decision-making processes. This study contributes to the pursuit of excellence in education, with the use of active methodologies as a teaching strategy. It is known that the actors involved, namely, teacher, student and universities, need to engage in this purpose in order to be successful in their endeavor. The market and society applaud the use of active methodologies in the education of accounting students, since the professional will be better prepared to face professional challenges in a context of business complexity.

Autism spectrum disorder (ASD) is a complex neurodevelopmental disability that is frequently associated with food refusal, limited food repertoire and high-frequency single food intake mainly among children with ASD. Provision of nutrition can be very challenging due to the fact of these behavioural problems, either for the parents or special educators. Healthy nutrition is associated with providing and consuming nutritious food with results being in a good state of health. Semi-structured focus group discussions (FGDs) were conducted among 20 participants at a National Autism Centre to explore their understanding towards healthy nutrition. They were parents and special educators who were actively involved with children with ASD. A series of discussions were transcribed verbatim, and four researchers examined each transcript. Inductive analysis linking codes into main thematic categories was conducted using the constant comparison approach across the full data set. The outcome suggested that participants had limited knowledge relating to the proper dietary and nutritional needs of the children. The key messages from the discussion provide a foundation on the development of a nutrition education module which involves primary caretakers of children with ASD.

This study assessed the effectiveness of one science teacher education program designed to be a model program. The study provided evidence that preservice science teacher education can have a very positive effect on the development of preservice science teachers into effective practicing teachers. Thirty program graduates completed a pilot version of the 1985 National Survey of Science and Mathematics Education providing information on course objectives, teaching strategies, equipment use, time allocation, and textbook use. The responses of program graduates were compared to the responses of a select national sample of teachers. All teachers in the comparison group were from programs in the Search for Excellence in Science Education, Presidential Award winners, recognized as outstanding state science teachers, employed as department chairs, or actively involved in the development of science curriculum. Analysis of the responses indicated that both program graduates and comparison group teachers had similar course objectives and teaching strategies, used materials and equipment a similar amount of time, and allocated class time in similar ways. In another component of the study, students of 37 program graduates completed a questionnaire that assessed their attitudes toward science teachers, science classes, and the study of science. Analysis of attitudinal data from their 2871 students indicated that students of program graduates generally had positive attitudes. For instance, 89% of the students perceived their science teacher as asking questions and 80% perceived their science teacher as letting them ask questions. In general, the data are in stark contrast to the images obtained from National Assessment efforts.

The article presents the results of a study of rhetorical speech culture of special education teachers in inclusive and special education institutions. Modern special school is set the task of increasing the efficiency of educational process. Inclusive and special education institutions organize the language environment to make its development potential effective and optimal for each age group. That means the creation of an artificial language environment that encourages a child to provide communication. The speech culture of special education teachers is considered not just a communicative action, but a model for children to follow, a means of interaction with parents, and, finally, an indicator of professional, pedagogical, and human culture. The specificity of speech culture of modern special education professional lies in its multifaceted nature and the ability to use linguistic and non-linguistic means to achieve maximum effect in professional activities. In current conditions of our education system, a special education teacher must meet the requirements of the art of interaction with children, colleagues, parents, predict difficulties and results, quickly and creatively find optimal pedagogical solutions in unusual situations. The rhetoric mastership of special education teachers suggests the ability to speak convincingly, interestingly, beautifully, clearly, at the highest level of speech culture and also obtaining a set of requirements for general and speech culture, communication at the highest level what indicates speech culture of a special education teacher in special and inclusive education. Speech culture of special education professionals in the system of special and inclusive education makes up a system of spiritual forms of human life where the selection and use of language tools lets obtain the greatest effect from the communicative tasks. Therefore, there are certain requirements for special education teachers in the system of special and inclusive education: their speech must be absolutely literary; the culture of speech and its ethics are of special attention; the structure of speech should be correlated with the age of children; the content of speech expressions must clearly correspond to the level of a child’s development, his ideas and interests; accuracy, clarity, simplicity of speech; speech rate regulation; voice control; speech should be emotional, figurative, express interest, attention, love for the child; possess the techniques necessary to influence a child's speech.

This academic essay aims to analyze the use of active methodologies and assistive technologies in special education, and the challenges for the practice of inclusion, but particularly in basic education. It is a bibliographic research based on literature, theses and dissertations of national and international authorship. Through the reading of the analyzed collections, it is clear that active methodologies can be used in the pedagogical practice of teachers because, mediated by assistive technologies, they promote the inclusion of students with disabilities; facilitate their participation in the teaching-learning process, awaken the need for didactic planning with active methods and curricular updating, and inhibit traditional pedagogical practices.

In the context of the tribute to the teacher and writer Kostas Christakis, this paper discusses issues related to programs and teaching strategies in the light of neuroeducation and neuropedagogy. The following text is inspired by his books "Special difficulties and needs in primary school" and "Teaching programs and strategies for people with special educational needs and severe learning difficulties". Through the neuropedagogy, teachers understand the brain function to tailor instruction to the individual differences and special educational needs [SENs] and Disabilities of students. Their combination with the above programs creates a global framework for improving learning and the integration for them into the educational system. The perspective of neuroeducation and neuropedagogy reflect the importance of targeted special education and training [SET] under the pedagogical consideration principle of individuality. The teaching programs and strategies are formulated to meet the special educational [SENs] needs of each student, thus enhancing their success and autonomy in the educational environment (Christakis, 2023, 2011, 2006, 2000).<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0760/a.php" alt="Hit counter" /></p>

Despite recent recommendations urging stronger connections between teacher education programs and their communities, few studies have examined the potential of community service learning (CSL) within science teacher education. The paper aims to: understand how CSL is conceptualized in preservice science teacher education contexts; identify the various ways that CSL is integrated within courses; examine stated outcomes for preservice science teachers, and; explore how research on CSL has been carried out in science teacher education. To better inform science teacher education, the authors embarked upon a research synthesis of relevant articles within preservice science teacher education. Six main findings emerged from the synthesis: 1) different science teacher education programs define CSL similarly, 2) preservice science teachers’ engagement with CSL is primarily reported as being beneficial, 3) mixed outcomes are reported in preservice teachers’ self-efficacy, confidence, and attitudes toward teaching science, 4) challenges, if reported, tend to be from the perspective of preservice teachers, 5) several common teaching strategies are employed to support the CSL experience, and 6) case study is the most typical research methodology for studying CSL, where the researchers are the instructors of their own CSL courses. These findings are significant for the ongoing development of science teacher knowledge and programmatic directions for the integration of community in science teacher education.

This study analyzes the contradictions and possibilities of active methodologies in light of critical pedagogies within Professional and Technological Education (EPT). The investigated problem refers to the tensions between the growing use of active methodologies and the theoretical-critical foundations that guide integrated education. The general objective was to examine the representations of pedagogical practices in the teaching plans of technical courses integrated into upper secondary education across three campuses of the Federal Institute of Paraná (IFPR) regarding the use of active methodologies, identifying the contradictions and possibilities that emerge in light of critical pedagogies. A total of 438 documents referring to 13 courses were analyzed. The qualitative research was conducted in two stages: a literature review, including authors from EPT, critical pedagogies, and active learning methodologies; and a documentary analysis of the Teaching and Faculty Work Plans (PTD) obtained from the Teaching and Work Plan Platform (PLANIF). The data were organized in an analytical matrix with categories defined a priori: Critical Pedagogies (CP), Non-Critical Pedagogies (NCP), and Active Methodologies (AM), and examined through Content Analysis (Bardin, 2016). The results indicate that although there is significant use of active methodologies, 77.6% of the plans align with non-critical approaches, revealing a certain contradiction between institutional discourse and declared practices. The findings reveal challenges related to teacher training and the persistence of an education oriented toward the market, while also indicating a movement toward breaking with the banking model of education.

Background Recent curricular reforms have aimed to make the Finnish education system more inclusive which requires the implementation of differentiated and individualized teaching practices within schools. In Finland, as it is internationally, efforts have been made to increase adaptive teaching strategies and collaborative practices between different professionals in the physical education (PE) context. So far, current research has revealed significant findings on how pupils with special educational needs and disabilities (SEND) can be successfully included in integrated/mainstream PE settings, focusing mainly on the perspectives of PE teachers. In comparison, little attention has been paid to the instructional strategies of different pedagogues involved in the PE classroom. Besides, little is known about how inclusive learning environments with an all-embracing approach that goes beyond the inclusion of pupils with SEND can be created in practice. Paying greater attention to these issues holds strong potential to enrich the existing knowledge regarding instructional strategies in PE and could help other teachers justify their educational choices. Methodology Drawing on the data from a multiple case study in a Finnish context, we explore how four PE teachers and four special education teachers attempted to work inclusively within PE. Document analysis of the current Finnish national curriculum and semi-structured interviews with special and physical education teachers were used to extend the current understanding of pedagogical practices for dealing with diversity in PE. The interviews have been content-analysed adopting deductive-inductive approach utilizing the TREE model and the Inclusion Spectrum. Findings The results of the present study illuminate how PE and special educators often showed willingness to modify the physical activities to meet the individual needs of all learners in PE which included the rules, equipment, and environmental modifications. The findings highlight the variety of instructional strategies used among participants in the PE context. Both teacher professions take individual responsibility for the teaching activities, but their traditional role as independent and autonomous professionals may also be an obstacle for collaboration. This research also identified the important role of collaborative structures and cultures which requires critical reflections of the individual aims and a shared vision of inclusive teaching. Conclusion Overall, this paper contributes to a growing body of pedagogical research portraying the perspectives of PE and special educators involved in the PE classroom. Future research should further examine the perspectives of different professionals as it may contribute to a more comprehensive perspective on diversity and inclusive teaching strategies.