Initial Teacher Training Courses Research Articles

A IMPORTÂNCIA DA PESQUISA ACADÊMICA NA FORMAÇÃO DE PROFESSORES

This article explores an ongoing study that investigates the integration of research as curricular content in teacher training courses for basic education in Brazil, with a particular focus on pedagogy courses. Thus, the study is situated within the context of government policies and educational reforms that began in the 1990s. However, the work examines the socioeconomic and cultural characteristics of students aspiring to become elementary school teachers and analyzes the introduction of research into the curricula of these courses, contrasting the approaches presented in official documents with the concepts defended by the main authors in the field. The text is based on qualitative data collected through focus group discussions with students who are about to complete the pedagogy course. Thus, the article ends with reflections on the need to consider both the subjective aspects and the sociocultural characteristics of students when assessing the relevance of research in initial teacher training courses. To this end, this analysis seeks to understand more comprehensively the impact of research on teacher training, recognizing the complexity of the dimensions involved in educational practice and in the preparation of future teachers.

Using a functional multilingualism framework and online learning to develop professional repertoires and racial literacy for trainee mathematics teachers in London, England

ABSTRACT This article is a narrative case study of language provision for trainee mathematics teachers on a one-year initial teacher training course: a Postgraduate Certificate in Education in London, England. It draws on Heugh’s (2018) (Conclusion: Multilingualism, Diversity and Equitable Learning: Towards crossing the ‘Abyss’. in The Multilingual Edge of Education 2018 (pp 341-367) Palgrave MacMillan) description of Functional Multilingualism; Muscovitch’s (2015) Academic Literacy in Mathematics for English learners in The Journal of Mathematical Behaviour, 40, 43-62) to intertwine the development of professional language repertoires with the praxis of school mathematics pedagogy; and digital multimodal literacies to promote writing, professional language repertoires and critical language awareness. It models practices and tasks designed to improve outcomes in the Postgraduate Certificate in Education course and address the lack of confidence felt by trainee teachers when teaching multilingual classes. These develop safe spaces that allow for sharing of school practicum experiences and is a context for discussion of race literacy and other aspects of diversity and inclusion referred to in the Equalities Act (2010). Drawing on innovation over a four-year period (2017–2021) the case study provides a variety of starting points to develop consistency within the many initial teacher training routes leading to Qualified Teacher Status and for collaboration between schools and Higher Education Institutes during further two years of school-based training required in England before final recognition as a fully qualified teacher.

Opening Up Opportunities: Trainee Teachers Experiences of Teaching Pupils with Visual Impairment

AbstractPostgraduate Certificate in Education (PGCE) secondary art and design trainees facilitated an art education project for pupils at a specialist school for visual impairment (VI) in the Northwest of England. This paper focuses on the ways in which the art education project was designed to better prepare PGCE trainees for working with pupils with VI. There is an exploration of a series of reflections at the end of the art education project and again upon completion of the PGCE course. Feedback provided by PGCE trainees indicated the ways they were able to transfer the skills learnt regarding teaching pupils with VI into practice, as they embark upon their careers. Existing literature highlights variation across initial teacher training (ITT) in relation to what is taught regarding special educational needs, this is generally due to time constraints on one year ITT courses. The findings indicate these experiences have implications for practice. through following their journey, initially PGCE trainees were apprehensive about working with pupils with VI. However, facilitating the art education project enabled PGCE trainees to become more confident working with pupils. PGCE trainees were able to develop as teachers.

Reconsidering models-based practice in primary physical education

ABSTRACT Models-based practice (MBP) has been offered as a possible alternative to traditional approaches to teaching Physical Education (PE) in schools. Internationally, researchers and teachers in the field of PE have debated ways in which we can improve the teaching of the subject. This paper adds to the existing debate around MBP in PE but offers discussion within the primary school context. Possible barriers to applying MBP in primary education are explored, with discussion focusing on reluctance to move away from traditional approaches, teacher confidence and the preparedness of primary teachers in initial teacher training (ITT) courses.

Special education in pedagogical projects of the undergraduate courses at the Federal University of Maranhão/UFMA

This study investigates the initial training of Basic Education teachers – Kindergarten, Elementary and High School –, through the analysis of the Pedagogical Curricular Projects of the undergraduate courses offered at the Federal University of Maranhão-UFMA, Campus Dom Delgado, to work with target audience of Special Education students in regular education classrooms. Fourteen projects were analyzed through descriptive, bibliographical and documentary studies. The results showed that Special/Inclusive Education was superficially identified in the Curriculum Pedagogical Projects of the undergraduate courses at the UFMA in most of the analyzed material, indicating the invisibility of this area in the initial teacher training courses; and the relevance that needs to be given to the theoretical-practical aspect in teacher training for school inclusion.

Looking for the Brain Inside the Initial Teacher Training and Outreach Books in Portugal.

The fascination with brain research is widespread, and school teachers are no exception. This growing interest, usually noticed by the increased supply of short-term training or books on how to turn the brain more efficient, leads us to think about their basic training and outreach resources available. Little is known about what the official Initial Teacher Training (ITT) offers concerning the brain literature and if it meets scientific standards. Also, what are the science communication materials that teachers can access to learn about the developing brain remain undiscussed. First, we examined the ITT courses taught in Portuguese Higher Education, both in public and private institutions, to identify the syllabus with updated neuroscientific knowledge. Second, we searched for the neuroscience-related books published in the last 6 years through the National Library of Portugal database. Thirty ITT courses and 35 outreach publications were reviewed through a rapid review methodology. Our results showed an absence of curricular units indicating in their programs that brain research, and its relationship with learning, would be taught in a representative and updated way. In contrast, the number of brain-related books for educators increased in Portugal, corroborating the demand for this field of study by these professionals. Based on the literature that shows how misunderstandings about the brain have increased in school contexts, our discussion recognizes that science outreach could be a way to increase the scientific literacy of school teachers with the research community working more in this direction, but, since a previous problem seems to be unsolved, there is an urgent need for specialized attention to the development of training curricula for future kindergarten and elementary school teachers.

Relações de gênero, renda e trabalho em microdados sobre formação inicial de professores/as no Brasil: uma análise multivariada

O presente artigo apresenta dados relativos as relações e desigualdade de gênero em cursos de formação inicial de professores no Brasil buscando verificar em uma perspectiva multivariada as nuances desta desigualdade. Neste sentido, buscou-se, a partir do emprego de técnicas de análise multivariada de dados, verificar o impacto da questão de gênero em diferentes indicadores socioeconômicos de 197.625 estudantes de licenciatura no Brasil, compreendendo 78.088 alunos de instituições públicas e 119.537 de privadas, partindo-se da diferenciação teórica dos conceitos de sexo e gênero, partindo-se da premissa de que feminino e masculino dividem a amostra trabalhada pelo caractere do sexo biológico ao mesmo tempo em que o conceito de gênero é aqui compreendido como um instrumento de sedimentação da dominação do masculino sobre o feminino. Metodologicamente, o estudo caracteriza-se como um estudo quali/quantitativo e emprega a técnica estatística multivariada de Análise de Correspondência (AC). Conclusivamente, discute-se que desigualdade de gênero nos cursos de formação de professores no Brasil vai além da desigualdade direta, isto é, o desequilíbrio no número de matriculados por sexo, refletindo também em desigualdade de renda, trabalho e condições para estudo.

Construction of Mathematical and Financial Concepts based on Realistic Mathematics Education

Context: This article presents the excerpt of a qualitative Doctorate in Science and Mathematics Teaching research. Objectives: To describe the results of a study carried out with students from an initial teacher training course. Design: From the development of a didactic sequence, a connection was sought between the ideas of Financial Education anchored by Realistic Mathematics Education (RME). Environment and participants: The study was conducted with 11 students from a Pedagogy course at a Brazilian university. Data collection and analysis: The data were collected through written records of the activities performed by the students, the observations of the classes, and the audio and video recordings. The methodology of analysis was defined considering the procedures of Content Analysis, using the modality of thematic analysis that occurs in three phases: pre-analysis, exploration of the material and treatment of the results. Results: The discussions of the problem situations developed according to the principles of RME, aroused in the students interest, curiosity, autonomy, cooperation and reflection on financial situations, showing that this approach contributed in a significant way, with the development of the didactic sequence. Conclusions: This study shows that by teaching mathematics from everyday contexts, several benefits can be achieved, such as motivation and interest to learn mathematics, and by understanding mathematical concepts, students will be able to use them for the organization of their financial life, and in a conscious, responsible and autonomous way, improve their quality of life.

Reflexões sobre os cursos de Formação de Professores no Peru e no Brasil

O presente artigo traz uma análise comparativa entre os Projetos Pedagógicos dos cursos de formação de professores primários da Faculdade de Educação da Universidade Nacional Maior de San Marcos – UNMSM no Peru e da Universidade Federal do Rio Grande – FURG no Brasil. A pesquisa desenvolvida foi qualitativa, realizada por meio da análise documental. Foram analisados documentos das duas universidades participantes da investigação, procurando verificar aspectos como: objetivos para a formação de professores, foco da formação, o perfil profissional, a duração dos cursos, disciplinas desenvolvidas e realização de estágios. É possível perceber após a análise que ambos projetos pedagógicos procuram a formação de um profissional comprometido com a aprendizagem, que seja um líder em educação com iniciativa, criatividade, com uma visão integral do setor educativo e uma sólida formação teórico – prática.

Ensino, aprendizagem e avaliação no contexto da pandemia

A pandemia da COVID-19 obrigou a que se passasse do ensino presencial para o ensino a distância, nomeadamente na formação inicial de professores. Foi criada uma outra forma de ensino, de aprendizagem e de avaliação dos estudantes, com o recurso a ferramentas tecnológicas. Neste contexto, questionámos as percepções de professores dos cursos de formação inicial de professores da Universidade de Trás-os-Montes e Alto Douro (UTAD) sobre o ensino, a aprendizagem e avaliação dos estudantes no contexto do ensino a distância. Para respondermos a esta questão, administrámos um questionário, com questões fechadas, aos referidos professores. Dos dados recolhidos e analisados, pudemos verificar que, para os professores, o ensino era realizado através de aulas síncronas e de momentos de interação assíncronos nas redes sociais, no qual o trabalho e aprendizagem autónomos dos estudantes assumiam um papel relevante. Ainda para os professores, a avaliação formativa mais estruturada era estimulada com o ensino a distância.

As tecnologias digitais na formação inicial docente: um estudo nos mestrados em ensino da Universidade de Coimbra, Portugal

A educação vivencia um momento em que a combinação de pequenos ajustes nas formas culturais de aprender e ensinar não são mais suficientes para enfrentar os desafios das novas gerações, que se encontram imersas em uma nova realidade tecnológica. Infelizmente, essa realidade não é assimilada por muitos docentes que ainda possuem dificuldades e resistência na aplicação dessas tecnologias em sala de aula. Este artigo tem o objetivo de apresentar os resultados da investigação sobre a aceitação e o uso das tecnologias digitais pelos docentes e alunos de cursos de formação inicial de professores na Universidade de Coimbra, em Portugal. A proposta metodológica envolveu a análise documental de programas de ensino; reunião com coordenadores e aplicação de questionário aos docentes e alunos do curso. Os resultados apontam para docentes e alunos, futuros professores, conscientes da potencialidade das tecnologias, usando-as como preparação nas atividades letivas. Contudo o fato deles utilizarem a tecnologia digital, não garante que eles farão o uso pedagógico das tecnologias com os alunos.

Avaliação do nível de alfabetização científica de acadêmicos ingressantes e concluintes de cursos de licenciatura

Apresentamos os resultados de uma pesquisa quantitativa que visou inferir e comparar o nível de Alfabetização Científica de 194 acadêmicos ingressantes e concluintes em cursos de licenciaturas de uma Universidade do interior do Rio Grande do Sul, no Brasil. A justificativa para o estudo envolve o anseio de conhecer o impacto da vivência acadêmica na formação científica de futuros professores que estão no processo de formação inicial. Para isso, utilizou-se uma versão reduzida do Teste de Alfabetização Científica Básica (TACB). De maneira específica, essa investigação buscou inferir o entendimento de licenciandos nas três dimensões da Alfabetização Científica postuladas pelo referencial teórico: entendimento dos conteúdos da ciência, da natureza da ciência e do impacto da ciência na sociedade e ambiente. Como resultados, observou-se que há diferenças na média de acertos entre ingressantes e concluintes dos cursos estudados. No entanto, essas diferenças não puderam ser consideradas significativas estatisticamente. Tais constatações vão de encontro aos resultados descritos pela literatura ao investigar sob esta perspectiva os cursos de Química e Biologia. Recomenda-se que outros estudos sejam realizados replicando a metodologia empregada, a fim de fornecer subsídios para comparar os dados e as conclusões obtidas dentre os diferentes cursos de formação inicial de professores.

A study of a karate trial teaching class in a teacher training course − based on students’ formative assessment

The purpose of this study was to examine the effectiveness of a karate trial teaching class in an initial teacher training course, through students’ formative assessment. It involved two case studies of trial teaching classes of karate and that of two other activities, taught by the students of an initial teacher training course. The results were assessed using the Students’ Formative Assessment of Physical Education (P.E.) Classes scale. Results showed significant differences between groups in “New discovery” (p<.05) and a trend toward statistical significance in “Skill growth”, “Fun Exercise” and “Learning friendly” (p<.10) based on the classes provided by karate and other teaching materials. This implies that karate might have different acute effects on students’ learning process in the context of school-level physical education.

Using activity theory and Q methodology to examine the experiences of in-service trainee teachers in the English further education sector

ABSTRACTWhere a high proportion of teachers who practice in primary and secondary schools are trained in a pre-service university setting, further education (FE) colleges train the majority of their teaching staff on an in-service, part-time basis. This paper discusses the experiences of eleven new teachers, based in two FE colleges, during their first year of an initial teacher training (ITT) course and examines the support provided by subject-specific mentors, both in terms of their expectations and actual experiences of being mentored. Q methodology was used as the main data collection tool, with the addition of post Q sort interviews. Forty eight statements, developed using focus groups with trainees and an extensive literature review, were sorted by the eleven trainee teachers. Findings indicated that all the participating trainees painted a positive picture about what a mentor could and should offer an in-service trainee in FE. However, in reality, differences in experiences were reported. In addition, there was evidence of the trainees finding support outside of the mentor-trainee dyad, in the form of communities of practice.

Análise da Engenharia Didática sobre o Modelo de Complexificação da Sequência Generalizada de Fibonacci, uma abordagem num curso de formação inicial de professores

O presente trabalho trata-se de uma resenha de uma dissertação de mestrado acadêmico em ensino de ciências e matemática do Instituto Federal de Educação, Ciência e Tecnologia do Estado do Ceara, trazendo a aplicação de duas metodologias, sendo essas: uma de pesquisa - Engenharia Didática, e outra de ensino - Teoria das Situações Didáticas. Esta resenha divide-se em 3 tópicos: Metodologia e o Modelo de Fibonacci, Campo epistêmico-matemático, e Coleta e Análise dos Dados. Contudo, o processo de complexificação da Sequência de Fibonacci, aplicado no curso de formação inicial de professores, é realizado através de uma transposição didática.

“It’s so fluid, it’s developing all the time”: pre-service teachers’ perceptions and understanding of cyberbullying in the school environment

ABSTRACT To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers (PSTs). Thematic analytical approach revealed three themes: (a) evolving nature of bullying, (b) involvement in cyberbullying and (c) management of cyberbullying. PSTs discussed how cyberbullying was evolving and becoming socially acceptable in the modern world. Participants addressed features of victimisation and perpetration associated with cyberbullying. PSTs reflected on the responsibility to address cyberbullying, discussing effective strategies to manage the issue. Participants considered the extent to which their initial teacher training course prepared prospective teachers to manage cyberbullying. Abbreviations PSTs: Pre-service teachers; ITT: initial teacher training; ODE: online disinhibition effect

Permanence at Risk of Teaching License Courses in the Federal Institutes—Brazil: Tell Me Why You Are Thinking about Dropping Out of Your Course

This article aimed to identify elements that contribute to putting in risk the permanence of students in initial teacher training courses. The research is anchored in studies on avoidance and teaching practices in higher education, being guided by the question: what elements jeopardize the permanence of students in initial teacher training courses? As a procedure for data collection, we used narrative interviews with six students. The results pointed out the motivating actors: the evaluation practice and the teaching methods used by the teachers, the teacher and student relationship, the lack of professional expectation and the difficulty of reconciling work and studies.

Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees

ABSTRACTPrimary teaching Initial Teacher Training courses across the UK have been under pressure from central government, Ofsted and the media to recruit more male students to their courses with the aim of increasing the proportion of males in the primary teaching workforce. This is because increasing the number of male role models in primary schools has been mooted as the solution to boys’ underachievement, especially in reading and writing. There is, however, little evidence showing any correlation between boys’ educational outcomes and the number of male primary teachers in schools. The purpose of the project reported in this paper was to ascertain the beliefs of the future primary school workforce about this focus on the need for male role models in schools. A mixed-methods approach was employed: 120 male and female primary trainees were surveyed and a further 48 took part in group interviews, all of whom were based in an Initial Teacher Training department in a university in North West England. Results indicated that although aspiring teachers felt that males and females could make equally good role models for children their personal value systems perpetuated the myth that boys need male role models to achieve better educational outcomes.

How trainee physical education teachers in England write, use and evaluate lesson plans

Traditionally, all physical education initial teacher training (PEITT) courses in England, and in many other countries, require trainee teachers to complete detailed lesson plans for each lesson they teach in their school-based practicum and then to evaluate those lessons. However, there has been a limited amount of research on lesson planning in PEITT generally or in England specifically. The purpose of this study therefore was to gain an initial insight into how trainee physical education teachers write, use and evaluate lesson plans. Two-hundred-and-eighty-nine physical education trainees in England completed a questionnaire about lesson planning after finishing a block school-based practicum. Frequencies and percentages were calculated for the limited-choice questions on the questionnaires and open-ended questions were analysed using thematic analysis. Results showed mixed responses, with no one method followed by all trainees. Some trainees stated they planned and/or evaluated lessons as taught. Some stated they completed the plan and/or evaluation proforma to ‘tick a box’. The highest percentage of trainees stated it took between half an hour and one-and-a-half hours to plan each lesson. Although most trainees stated they found the plan useful in the lesson, others stated they found it too detailed to use. Some stated they did not deviate from the plan in the lesson, whereas others adapted the plan. The majority of trainees stated that evaluation enabled them to see if objectives had been achieved. Results are discussed in relation to teaching trainees how to plan lessons in PEITT in England.

Quando o instante é para sempre (ou: a experiência como oportunidade de formações matemáticas de diferentes professores)

Neste ensaio, produzo movimentos de escrita na tentativa de provocar efeitos nas discussões a respeito da formação matemática de futuros professores de matemática nos cursos de Licenciatura dessa área. No primeiro, minhas produções/travessias são em habitar espaços com as noções de experiência, estranhamento e descentramento, instituindo-as como oportunidades de diferentes formações. No segundo, minhas produções/travessias são com textualizações de entrevistas com educadores matemáticos e matemáticos que se posicionam a respeito de uma formação matemática de futuros professores de matemática. Em meio à afirmação “quando o instante é para sempre”, produzo efeitos não na direção de postular, prescrever, determinar, elencar aquilo que o professor precisa saber. Produzo, enfim, efeitos em tentativas de problematizar algumas verdades, em demarcar fronteiras fluídas que nos ofereçam outros horizontes, em fazer-me acreditar que outras formações são possíveis.