Continuing Teacher Education Research Articles

Becoming an English language teacher: linguistic knowledge, anxieties and the shifting sense of identity

English language is a fast-growing and popular subject at A level, but the majority of qualified secondary teachers in the UK have subject expertise and backgrounds in literature. This paper reports on interviews with seven secondary English teachers who discuss the strategies they used when taking on the responsibility of A-level English language teaching for the first time. It highlights the shifting sense of identity that these teachers felt they went through, and as such, explores some emerging issues related to identity from a narrative/personal history perspective. The study reveals that despite feelings of anxiety and low self-confidence, teachers felt that the experience had been a positive one in terms of their own developing identity as an English teacher and had impacted on other aspects of their teaching. The paper raises questions about the value of language-based work for English teachers and has implications for UK initial and continuing teacher education in English.

GIS Teacher Training: Empirically-Based Indicators of Effectiveness

In spite of various actions, the implementation of GIS (geographic information systems) in German schools is still very low. In the presented research, teaching experts as well as teaching novices were presented with empirically based constraints for implementation stemming from an earlier survey. In the process of various group discussions, the participants developed ideas for overcoming the constraints in the field of continuing teacher education among others. These ideas were used to create empirically based strategies for the future design of training activities in continuing education of teachers while taking these constraints into account. These strategies were later validated externally by comparing them to empirical findings on effects of training activities in continuing teacher education in general and empirical findings on GIS implementation from other studies.

Discourse Changes in Brazilian Teacher Education

Over the last two decades, Brazil has promoted almost one hundred percent access of the population in school age to mainstream schools. At the first stage, the epistemological basis of this change was the relation among the subjects across the curriculum. However, it was imposed through top-down processes of continuing teacher education, disconnected of the real conditions of schools, which resulted in demotivating teachers. In fact, it was a process of transcontextual techniques used as strategies in a variety of contexts, characterized mainly by disembedding practices. It was associated with salary devaluation of basic education teachers, and cut down the impact of this new curriculum; it also caused teachers to be confused and hopeless. But nowadays the adoption of the full-day in school model has allowed for changes in school activities. The need to stay at school during the whole day not only developed teachers´ awareness about their real working conditions, but also caused education policies to adapt to local practices. We carried out observation of this process in 10 schools of the state of Goiás, in the Midwest region of Brazil. In addition to the change that we have mentioned, we can note that these schools are observed by an educational institute of the third sector in teacher education. Our research can be characterized as ethnographic, with field notes of our class observation, long interviews with teachers, and archive data; it is also collaborative. Our analysis indicates that teachers are exhausted by their daily work demands. However, they have become aware of the ways in which they have gained control over their practices.

Formação Continuada e suas implicações: entre a lei e o trabalho docente

Este artigo discute questões relativas à formação de professores, com ênfase na formação continuada, a partir da análise das Metas 15 e 16 do Plano Nacional de Educação - PNE 2014-2024, anexo à Lei 13005/14, evidenciando a influência da LDB 9.394/96, das Diretrizes Curriculares Nacionais para a Formação de Professores da Educação Básica, em nível superior, curso de licenciatura, de graduação plena e da Rede Nacional de Formação Continuada de Professores. Nossa análise está ancorada no pressuposto de que a formação continuada é condição necessária no processo de formação ao longo da carreira, mas não suficiente para o pleno exercício da docência garantida pela formação inicial de qualidade. Defendemos que o trabalho docente afiance ao professor autonomia em suas práticas pedagógicas, voltadas para o desenvolvimento intelectual, cultural e científico, de caráter emancipatório, buscando superar a concepção dualista e economicista da educação.

Historical Experiments and Science Education - From Conceptual Planning of Exhibitions to Continuing Education for Teachers

At the Deutsches Museum in Munchen, we established in the department of education during more than 35 years a series of historical experiments and constructed apparatus for pedagogic purposes. We use these reproductions mainly for continuing teacher education within our department. At the exhibitions of the Deutsches Museum there exist many historical originals and reproductions but we seldom show historical experiments. However, in the new 1,000 square meter exhibition of astronomy, which was opened in 1992 we tried to implement some interactive historical devices.

Fostering Collective Ethical Capacity within the Teaching Profession

A depth of ethical knowledge and understanding are essential for the enactment of ethical decisions and actions. Ethics is the foundational core for democratic teaching, learning and educational leadership. It is imperative that the development of ethical insight and the formation of an ethical stance become fundamental elements of both initial and continuing teacher education. Educators must be adept at cultivating ethical cultures within schools and districts. They need to know how to effectively foster the collective ethical capacity of all those with whom they are called to serve. To ensure the highest level of ethical professional practice and action, the collective ethical knowledge, sensitivity, awareness, and efficacy of the teaching profession must continue to evolve. The ongoing ethical formation of the teaching profession is essential for the public’s continued trust and confidence in the ethical actions and practices of the educational community. Educative processes designed to enhance the collective ethical capacity of the teaching profession are explored in this inquiry. Critical reflection and various dialogic processes focusing on the lived ethical experiences encountered within teaching were used for fostering the ethical leadership and decision making of educators.

Políticas públicas para as Altas Habilidades/Superdotação: incluir ainda é preciso

http://dx.doi.org/10.5902/1984686X14274O presente artigo analisa as políticas públicas brasileiras para alunos com Altas Habilidades/Superdotação (AH/SD), considerando a legislação vigente à data, verificando como causas da carência e precariedade o atrelamento da oferta do atendimento educacional especializado a uma demanda que ainda não é aferida; a deficiente compreensão das realidades educacionais regionais, a circunscrição dos dispositivos exclusivamente ao âmbito educacional; o pouco conhecimento (ou mesmo desconhecimento) das leis, normas e documentos norteadores e das reais dificuldades e necessidades destes estudantes e o preconceito ideológico. Conclui que a real inclusão dos alunos com AH/SD requer a correta identificação e registro desses estudantes nos censos escolares; a promoção de um conhecimento mais aprofundado da legislação, normas e documentos norteadores e de sua fiscalização pelos poderes públicos; a necessária formação inicial e continuada de professores, profissionais e gestores sobre as AH/SD e suas necessidades; o apoio técnico e financeiro e a fiscalização do trabalho desenvolvido pelos Núcleos de Atividades de Altas Habilidades/Superdotação. Requer, também, mecanismos legais que garantam o acesso ao atendimento educacional especializado da grande maioria de estudantes com AH/SD brasileiros, filhos de famílias de classes desfavorecidas, que não possuem recursos financeiros e/ou culturais para garantir esse direito, assim como a eliminação das barreiras econômicas, culturais e atitudinais como objetivo dos dispositivos que garantem a acessibilidade das pessoas com necessidades educacionais especiais; a indispensável inclusão de módulos de formação específica para o atendimento educacional especializado nos cursos de capacitação e especialização oferecidos pelos órgãos públicos e, finalmente, a eliminação do infundamentado preconceito ideológico.

Snapshots of student-teachers' experiences of DVDs in a learner support programme in a developing ODL context

The School of Continuing Teacher Education (SCTE) in South Africa delivers an Advanced Certificate in Education (ACE) Learner Support Programme to Open Distance Learning (ODL) students in Namibia, a developing sub-Saharan African country. This paper examines the experiences of student-teachers using DVDs included in the tutorial package. Fifteen participants from rural and remote areas of Namibia took part in a semi-structured focus group and individual interviews. A first phase analysis identified a set of codes and categories that guided the researchers to two themes to using DVDs: frustration and attitude. Student-teachers' frustration and attitude towards DVDs are linked to sufficient appropriate information, also available as a paper-based tutorial package. Although electronic learning material can assist in achieving curriculum goals and enrich students' learning experiences, students' expectations are paramount in the design and development of instructional DVDs.

Continuous Teacher Education: Quality Assurance

The modern context of social development lies in the concept of continuing education as a fundamental imperative of education strategy globally and nationally. Continuing education must be seen as a crucial principle of constructing a new model of education with integrity as a factor, regulating the activities of various educational institutions: main and complementary; basic and optional; state and public; formal and informal. In putting forward the idea of continuous education, most teachers agreed that the initial teacher training should be seen as a first stage in the professional teacher education. There is no mistaking that constant updating and development of general professional and pedagogical knowledge, adopting new challenges in education, are likely to disclose future teacher professional skills and efficiency to the full.

Pesquisa Colaborativa: a (per) feição de uma nova pesquisa na Educação de Jovens e Adultos e a implicação dos sujeitos

Este artigo, recorte de uma pesquisa longitudinal em andamento (2012-2015), tem por objetivo refletir sobre os procedimentos da pesquisa colaborativa que, ao favorecer espaços de aprendizagens entre escola e universidade, põe em relevo os movimentos de alteridade entre os sujeitos envolvidos na atividade investigativa. Empenhadas na ideia de realizar uma pesquisa com os docentes de Educação de Jovens e Adultos (EJA) da rede pública de ensino e não sobre eles, elegeu-se esse tipo de abordagem para colocar em foco o ensino da leitura. Como apoio teórico e metodológico a determinadas categorias que compõem a discussão deste artigo, buscou-se interlocução com Bakhtin (2003), Freire (2006, 1981, 1979), Ibiapina (2008) entre outros que contribuem com o tema em tela. As sessões de reflexão realizadas, a exemplo do episódio analisado neste trabalho, têm revelado que os fundamentos epistemológicos e encaminhamentos metodológicos da pesquisa colaborativa, além de subverterem o modelo positivista de ciência, vêm contribuindo com a formação continuada desses professores de EJA, com o contexto escolar, bem como com os próprios pesquisadores da universidade.

El PCK, un espacio de diversidad teórica: Conceptos y experiencias unificadoras en relación con la didáctica de los contenidos en química

This article attempts to show that international literature on PCK research shows a great theoretical diversity that far from generating unanimity, seems to be generating tensions, and in some cases lack of clarity that leads to unsuccessful research results. From a brief analysis of this situation, an alternative conceptual basis articulator on Pedagogical Content Knowledge (PCK) is proposed, and its operation is shown with concrete examples of content teaching for chemistry. These examples reinforce some basic agreements in which the PCK can produce a general framework for curriculum design, development of teaching materials, initial training and continuing teacher education.

Formación continua y competencia digital docente: El caso de la comunidad de Madrid

En los últimos años, asistimos a la implementación de políticas de formación continua del profesorado vinculadas a las tecnologías de la información y la comunicación (tic). Entre los estudiosos del tema existe una preocupación en que los docentes desarrollen su competencia digital como medio para la mejora de su práctica profesional, así como para generar experiencias didácticas orientadas a impulsar las competencias básicas del alumnado. En este artículo se contextualizan las políticas de formación continua del profesorado en tic, desde un enfoque descriptivo y analítico, realizando una aproximación a la influencia y traducción de las políticas europeas a las españolas. Tras ello, se toma el caso de la Comunidad de Madrid, España, para analizar las implicaciones reales de las políticas de formación continua del profesorado en tic, cuyos resultados permiten concluir que es preciso un mejor ajuste entre políticas y programas de formación continua, como así también potenciar una formación basada en el uso innovador y real de las tic en la docencia.

Development of Critical Thinking Skill Programme for the Student Teachers of Diploma in Teacher Education colleges

The importance of education and its role should be to open up minds and ensure that it thinks reasons and analyzes. The National Curriculum Framework 2005 places demands and expectations on the teacher, which need to be addressed by both initial and continuing teacher education. To enhance the knowledge, values and skill among student it is necessary to enhance these in teacher first. Critical thinking is a type of reasonable, reflective thinking that is aimed at deciding what to believe or what to do. This paper examines the critical thinking skill of three D.T.Ed, college student teachers’ in the Kolhapur city and develop a programme to check the effectiveness of It. Findings are discussed most of the student teachers are poor in acquiring expanding question skill aspect, evaluating question skill aspect and analyzing question skill aspect of critical thinking skill. The treatment given to experimental group has produced significant difference in score of critical thinking skill and it can be said that the programme on development of critical thinking skill significantly enhances the critical thinking skill.

Formação de professores e saberes docentes: trajetória e preocupações de uma pesquisadora da docência - uma entrevista com Ruth Mercado

A entrevista concedida pela pesquisadora mexicana Ruth Mercado Maldonado em outubro de 2013 traz importantes contribuições para o campo educacional ao tratar de temas contemporâneos a partir da experiência profissional de uma investigadora de renome internacional. Docente e pesquisadora do Departamiento de Investigaciones Educativas del Centro de Investigación y de Estudios Avanzados del Instituto Politécnico Nacional (DIE-CINVESTAV), a Dra. Ruth Mercado mantém contato com pesquisadores brasileiros desde a década de 1980, debatendo temas envolvendo a etnografia e a formação de professores. A abordagem etnográfica, calcada na articulação entre trabalho empírico e conceitual, possibilita que a autora, a partir do pensamento de Agnes Heller, Mikhail Bakhtin e Lev Vigotsky, dentre outros, produza uma construção teórica própria acerca dos saberes docentes. Sua trajetória revela as concepções de uma pesquisadora que busca compreender a perspectiva do outro, distanciando-se dos olhares avaliativos e prescritivos comuns ao campo pedagógico. Na entrevista, a autora aborda, de modo instigante, questões atuais e relativas ao campo da formação inicial e continuada de professores: o processo de universitarização e suas implicações, o papel dos formadores, as relações entre cultura universitária e cultura escolar. Suas reflexões sobre a história da profissão docente no México e da criação de programas de mestrado profissional em diferentes países oferecem contribuições importantes para a comunidade educacional da América Latina. A leitura da entrevista envolve, assim, um convite à reflexão sobre os desafios que a universidade e seus profissionais enfrentam na construção de propostas de formação docente adequadas às necessidades, demandas e características próprias daqueles que atuam na educação básica.

Professional development of teachers: using multimodality and reflective peer review approaches to analyse digitally recorded teaching practices

Recording technologies have been used in teaching practices. The emphasis on the quality of teachers and teaching in a recent White Paper in England and the need to optimise teaching resources due to the current global recession have prompted a re-assessment of recording technologies in pedagogic practices. In this article, the application of digital technology to analyse teaching practices may be classified into four approaches using: pedagogic theories of learning, a reflective approach, ‘technical’ aspects of the digital technology, and a multimodality framework. This article offers a socio-cultural framework of multimodality and reflective peer review to analyse teaching practices of and by qualified teachers. The findings of this article include: a structured approach to analysing the multi-modes of pedagogic practices, and a collaborative and supportive peer review of post-teaching sessions. These findings have implications for teachers’ continuous professional development, teacher education, teaching institutions and policy-makers.

WebQuests, oficinas e guia de orientação: uma proposta integrada para a formação continuada de professores de matemática

Este texto apresenta uma proposta integrada para a formação continuada de professores de matemática, que associou a criação de um site para a construção de WebQuests, oficinas interativas e um Guia de apoio para o uso das tecnologias da informação e comunicação em aulas de matemática. Descreve como a articulação de produtos, na forma de uma proposta integrada, procurou responder à dinâmica e à complexidade da pesquisa-ensino, apoiando o desenvolvimento da investigação sobre as tecnologias no ensino da matemática. O referencial teórico baseia-se nos estudos sobre formação continuada de professores, interatividade e educação, os quais exploram a emergência de um modelo comunicacional que supera o paradigma da transmissão e repetição da pedagogia bancária. Resultados indicam que a formação continuada de professores beneficia-se de abordagens plurais e interativas, as quais promovam, no âmbito de pequenas comunidades de prática, aprendizagem concomitante sobre a matemática e sua didática.

Estrategias para la mejora de la práctica docente. Una investigación-acción colaborativa para el uso innovador de las TIC.

This article is the result of a collaborative research project aimed at promoting an innovative use of the ICTs in Pre-school and Primary Education over the course of four years. The results obtained show the changes on three levels: a curricular level, an organizational level, and a continuing teacher education level. We conclude that there is a need to continue research regarding the introduction of not only technical but mainly pedagogical use of ICT, channelling the teachers´ initiatives into collaborative environments in order to optimize the reflection of strategies that enable the sustainability of these changes.

Looking out and looking in: Exploring a case of faculty perceptions during e-learning staff development

<p>This explorative study captured the perceptions of faculty members new to technology enhanced learning and the longitudinal observations of the e-learning manager during dedicated professional development in order to compile a socially transformative emergent learning technology integration framework for open and distance learning at the School of Continuing Teacher Education at North-West University, South Africa. A pragmatic approach guided the bounded case study. The study followed a fully mixed sequential equal status design of mixing sequential qualitative and quantitative findings. Data collection strategies concern a custom-made questionnaire, interviews with faculty members, and longitudinal observations by the e-learning manager. The first phase uncovered 34 qualitative codes. After quantitating of the data, a <em>t</em>-test indicated significant differences for 17 variables between faculty perceptions and observations of the e-learning manager. Ward’s method of Euclidean distances grouped the variables into five clusters according to the researchers’ paradigm of <em>looking in</em> and<em> looking out</em> from the development context. The clusters formed the basis of a model for faculty development towards socially transformative learning technology integration for open distance learning. The five aspects of the model comprise (i) the environment in which faculty members should gain support from the institution; (ii) the environment in which faculty have to address the realities of adopting TEL; (iii) human factors relating to the adoption of TEL; (iv) concerns and reservations about the use of TEL; and (v) continuing professional development needs, expectations, and motivators. The sustainable integration of ICT into higher education institutions remains a major challenge for the adoption of TEL.</p>

Can We Innovate Teacher Education Using Business Reflective Learning Methods?

Globalisation as a social, economic and cultural process is also affecting school as an organisation and its stakeholders. Adapting to ongoing change in a fast developing society becomes an impetuous. Teachers as major players in a school organisation are not making exception as they need to respond to challenges posed by the society in which they live, work or develop professionally.Therefore developing such abilities in people in general, and in teachers in particular, becomes highly relevant on long term for their education.This paper discusses the importance of teaching the capacity to be reflective at earlier points of the professional development, so that individuals can be more receptive to change throughout their career. The process of adapting to change requires not only adjusting to new situations, but also understanding, accepting and implementing into practice of new ideas, concepts or approaches. In the case of TE, it is argued that in order to embrace the pedagogical practices that they need to learn in order to become competent teachers, trainees have to bring their beliefs about teaching to a conscious level and accommodate them with new knowledge acquired during the training. The study has a qualitative approach. It presents the case study of 14 teacher trainees, whose use of reflective processes in relation to their understanding of professional identity and growth was investigated by means of a systematic enquiry method. This method was developed from an extensive research study in the business field, whose findings lead to the conclusion that successful change in opinion was made by asking smart questions in a particular sequence.This study showed that, when adapted and applied to TE, this systematic approach to enquiry can facilitate in-depth reflection and lead to autonomous learners that can make sense of the way old beliefs interfere with new theories and who are able to make the right decisions for changing professional practice. This research developed a versatile method from an approach used previously in the business field and adapted it to teacher education. If developed appropriately to complement any kind of training course, it could become a relevant learning method for continuous teacher education.

ODL Students' Perceived Computer Literacy Competencies, Expectations of Support Intention to Use and Perseverance.

This paper reports on disadvantaged South African practising teachers’ perceptions on computer literacy competencies while studying to improve their teaching qualifications. During the process of developing a learning technology integration framework for the School of Continuing Teacher Education at North-West University, South Africa, an initial exploratory survey identified issues and themes for systemic inquiry, in order to provide substance to the integration framework. The purposive sample related to a criterion-based selection of N=338 teacher-students attending supplementary computer literacy training sessions. Queues from the Technology Acceptance Model supplemented the questions intended to investigate enablers and barriers to learning technology adoption. The pragmatic approach was towards discovering which possible interventions could be introduced to enable adoption of technology in interaction and learning. Descriptive statistics and structural equation modelling produce a suggested parsimonious model relating to self-confidence, trust and perseverance in acquiring computer literacy.