Appreciation Of Teachers Research Articles

2.SABERES E EXPERIÊNCIA: FORMAÇÃO DE PROFESSORES DA REDE PÚBLICA EM ATIVIDADES EXTENSIONISTAS

O objetivo do estudo foi analisar as tematicas oferecidas no Curso de Extensao Formacao de Professores: um desafio contemporâneo como indicativo para a melhoria da formacao de professores da rede publica. A investigacao foi realizada no Centro de Pesquisa e Estudos Pedagogicos da Universidade Estadual do sudoeste da Bahia. Foram participantes 20 professores da rede publica municipal e estadual que frequentaram os tres ultimos cursos. Foi utilizado como instrumento um questionario semiestruturado contendo 12 questoes versando sobre a contribuicao do curso para a formacao dos profissionais, as aprendizagens adquiridas e as mudancas oriundas a partir das experiencias/vivencias do curso. As tematicas foram divididas em cinco areas, trabalhadas de forma interativa, numa perspectiva multidimensional, possibilitando aos participantes uma visao de conceitos basicos com base em atividades teorico-vivenciais: a) historico da formacao de professores no Brasil, b) pratica e formacao de professores, c) memorias e formacao de professores, d) pesquisa em formacao de professores, e) o professor multirreferencial. Dentre as aprendizagens adquiridas identificamos a valorizacao do conhecimento e a compreensao da relacao professor e aluno; importância da continuidade da formacao, melhoria da atuacao profissional; reflexao da pratica pedagogica; valorizacao docente e subjetividade do professor. Foi constatada, tambem, uma necessidade da aplicabilidade das tematicas na pratica pedagogica dos professores. Em relacao a contribuicao do curso para a formacao dos profissionais e as mudancas oriundas a partir das experiencias/vivencias, foram relatadas a construcao teorica e o amadurecimento profissional, a ampliacao da visao sobre ser professor; necessidade de uma formacao continuada; saber fazer docente; conhecimento sobre o cotidiano escolar. Nesse sentido, a interlocucao entre saberes tem como consequencias a producao do conhecimento resultante do confronto com a realidade, como nos oriundos de um processo dialetico teoria/pratica/reflexao/pratica.

Percurso histórico das políticas de formação continuada paranaense: características e experiências de 1999 a 2006

The present study had as objective the rescue of the historical context of educational policies for the ongoing training of education professionals in the state of Parana, in the period from 1999 to 2006. It was in this context, more specifically at the end of the year 2005, which was the Program of Educational Development – PDE/PR. Such a program refers to a process of continuing formation, whose assumptions are anchored in the appreciation and recognition of teachers; improvements both in the teaching/learning processes, as in the decision-making processes concerning the management of the school and training is integrated with the Higher Education Institutions (HEIS). Such assumptions, articulate a conception of teacher as professional and teaching not more, as a coach. In view of this, it becomes disturbing and relevant to check, what were the purposes of the programs of continuing formation, prior to the PDE/PR? Considering the methodology of the cycle of policies (MAINARDES, 2006), to understand the context of the influence of the creation of the PDE/PR., we turn to the literature review on the process of policy formulation and the characteristics and experiences of ongoing formation in the Government Jaime Lerner (1999, 2002) and in Government-Roberto Requiao (2003 to 2006). It was found that several projects and formative proposals were developed, until the creation of the PDE/PR. However, the essence of the bias of the neoliberal prevailed, because the actions of the State for the training were indicated by the State Secretary of Education, and the teachers job was only to fulfill a set of roadmaps, studies and preparing reports. The proposals prioritized the bias of awareness to develop technical activities and boost the efficiency and effectiveness of the system, increasing the productivity of teachers and diminishing their intellectual capacity and critical. The emergence of the PDE, from the claim of the representatives of the Teachers Union, it distinguishes itself from the continuous training programs of technical and functionalists which were being carried out. The text, in which, are the assumptions of the conceptual, the reasoning of the political-pedagogical, the integrated plan of continuous training and evaluation of the learning of the PDE/PR portrays a conception of continuing education, whose goal is to enhance the knowledge of teaching, the situations experienced in the scope of their practice, as well as to encourage the teaching, the research and after the intervention in the school reality.

Qualidade com Equidade Escolar: Obstáculos e Desafios na Educação Brasileira

This paper investigates quality with equity in Brazilian schools, an important current challenge for the role of education in an unequal society. The comparison between results of the three cycles of basic education (5th, 9th and 12th grades) revealed a systematic decrease in equity throughout schooling. Multilevel modeling was conducted for the ninth year of 11,810 public schools in six Brazilian states, three of high per capita income (Rio Grande do Sul, Santa Catarina and São Paulo) and three of low per capita income (Alagoas, Ceará and Maranhão). The school indicators of effectiveness and equity showed a negative correlation (r = -0.58). We found 41% of schools with effectiveness above the median in both Saeb assessments and 6% also showed equity above the median in both tests. The results suggest that quality with equity is indeed a challenge. In order to achieve this objective, the following are especially important: salary appreciation of teachers and principals; principals experience; creative teaching; availability of teaching resources for the teacher; safe school environment with common areas. Regarding public policies, the results suggest the need for material and immaterial valuation of education professionals, especially in contexts of great inequality and recent expansion of the public education system.

O vencimento dos profissionais do magistério em duas décadas (1996-2015): limites e alcances da valorização

O artigo apresenta os resultados de uma pesquisa a respeito da trajetória do vencimento dos professores na rede estadual de ensino do estado do Paraná e na rede municipal de Curitiba/PR, no período de 1996 a 2015. Esta trajetória de vinte anos comporta pelo menos cinco mudanças nos governos municipais e estaduais e a implementação da lei do Piso Salarial Profissional Nacional (PSPN). Esta pesquisa buscou identificar os alcances da promessa de valorização do magistério no ingresso na profissão.

Relación entre los comportamientos asociados con el trastorno por déficit de atención e hiperactividad y los estilos de crianza desde la apreciación de los adultos

The present study proposes to characterize the relationship between upbringing styles and ADHD related behaviors. This involved the participation of 46 parents of children belonging to the elementary school Juan A. Mateos, who were asked to respond to the Adaptation of the Parenting Questionnaire, and the survey of diagnostic criteria for Attention deficit disorder and hyperactivity. We performed an X2 test of the data obtained for the variables of upbringing style and suspected ADHD referred by adults (parents and teachers), suggesting a relationship between authoritarian parenting style and non-suspected ADHD by parents, also showing according to the appreciation of teachers a relationship between permissive parenting style and suspected ADHD.

Valorização do magistério da educação básica: entre o legal e o real

Os interesses do capital interferem nas propostas educacionais, o que se traduz nas políticas de formação e de valorização do pessoal docente. Nesse contexto, a desvalorização do magistério intensifica--se, conforme a conjuntura e a posição política de cada momento histórico brasileiro. Recentemente, no entanto, a aprovação do FUNDEF, a promulgação da LDB/1996, a aprovação do FUNDEB e da Lei do Piso Nacional de Salários, entre outros, deram prioridade à formação, carreira e condições de trabalho para os profissionais do magistério. Mais recentemente, o PNE/2014/2024 destaca planos de carreira e piso nacional de salário. Partindo dessas considerações, este texto trata da profissionalização do magistério, valendo-se de pesquisa qualitativa do tipo documental, no sentido de evidenciar as condições de formação e de valorização do trabalho docente posta pela legislação. Apesar de estar assegurada pela legislação, a valorização profissional não tem se realizado na prática. Nesse processo, a luta continua na perspectiva de que a legislação seja cumprida pelos poderes públicos.

Who Taught You to Write? Reflections on a Writing Education in Kansas

This article is an essay reflecting on foundational writing instruction in secondary education. It discusses how those fundamental writing skills transfer to legal writing, and offers appreciation for the teachers who cover fundamental writing skills from an early age.

Qualificação e formação docente: a interdisciplinaridade nas reuniões por área na politecnia

Este artigo tem por intuito apresentar, por meio de uma pesquisa etnográfica de cunho qualitativo via uso da observação e de diário de bordo, como as reuniões por área de conhecimento na politecnia podem favorecer a interdisciplinaridade, a qualificação e a valorização docente, a fim de maximizar o processo ensino-aprendizagem e minimizar os índices de repetência e evasão na educação básica do estado gaúcho. Averiguou-se que que a ideia da interdisciplinaridade não pode ficar restrita a um processo interno às respectivas áreas, mas entre os componentes curriculares de outras ciências, tratando-se de um processo que instiga a investigação crítica e coletiva; um modo de reelaborar a metodologia para que o educando possa entender as diferentes ramificações do conhecimento como pressupostos aos eixos da politecnia.

Um olhar sobre a evolução da legislação acerca da valorização docente no Brasil

Este trabalho visa analisar a evolução da legislação brasileira acerca da valorização docente. Com base na análise da legislação educacional, podemos observar que, apesar da valorização docente ser uma discussão constante há muito tempo no ordenamento legal do país, com a presença de temas como remuneração condigna, condições de trabalho adequadas, entre outros fatores, ainda é cedo para afirmar que os profissionais da educação serão valorizados como deveriam, uma vez que o que está estabelecido na lei ainda está distante da realidade, apesar de diversas conquistas alcançadas nos últimos tempos. Assim, podemos afirmar que não bastam mudanças legais para se garantir a valorização docente no Brasil, sendo imprescindível muita luta e mobilização social.

Remuneração docente: quatro olhares convergentes

Este artigo apresenta a análise de quatro produções acadêmicas de pesquisadores do grupo “Remuneração de Professores de Escolas Públicas da Educação Básica no Contexto do FUNDEB e do PSPN”. O objetivo principal deste estudo foi verificar a complexidade do conceito de remuneração docente nessas produções e qual foi o ponto de partida dos autores para trabalhar esse conceito. Com a metodologia fundamentada na Análise Crítica do Discurso pretende-se verificar nos discursos dos autores selecionados como se dão as relações entre o trabalho docente, as condições orientadas pelos fundos (FUNDEF, FUNDEB) e o impacto da implementação do Piso Salarial Profissional Nacional (PSPN) na remuneração docente. Palavras-chave: Remuneração docente. Política educacional. FUNDEF. FUNDEB. Piso Salarial Profissional Nacional (PSPN).

Student voice and teacher accountability: possibilities and problematics

The focus in this paper is on a student voice initiative at an English secondary school designed to improve the quality of teaching and learning. The initiative invites Year 8 students to train and work as ‘lesson observers’ who provide feedback to teachers about their practice. The possibilities of this initiative to reflect a rich and intelligent form of teacher accountability are explored in relation to its capacity to (1) enhance students’ understanding and appreciation of teachers, teaching and the learning process; (2) support students to work in partnership with teachers to improve pedagogy and relationships; and (3) develop students’ positive self-image as learners. In its exploration of this initiative the paper also considers matters of authenticity, inclusion and power and highlights ways in which student voice initiatives can be undermined when these matters are not adequately engaged with. Such engagement, it is argued, is imperative in guarding against a misappropriation or undermining of student voice to align with traditional teacher–student power relations or to fit with the dictates of school improvement as framed by narrow and reductive measures.

Um ensaio sobre o IV SEB: algumas leituras possíveis

O objetivo deste ensaio sobre o Seminário foi o de discutir a desigualdade em duas partes: a valorização do professor e o financiamento da educação. A análise enfatizou a tensão entre a visão da política neoliberal e a cultura política democrática. Há uma reafirmação dos direitos básicos dos docentes e a indicação de novos desafios políticos para a categoria enfrentar. A avaliação do financiamento da educação enfrenta várias dificuldades para avançar, como a reforma tributária e a questão dos indicadores sociais. Grande parte das análises está marcada pela crítica a traços tecnicistas e mercantis nas políticas públicas. Porém, existem caminhos significativos para avanços democráticos rumo à valorização do professor e ao financiamento da educação.

Quantifying Stakeholder Values of VET Provision in the Netherlands

It is well-known that the quality of vocational education and training (VET) depends on how well a given programme aligns with the values and interests of its stakeholders, but it is less well-known what these values and interests are and to what extent they are shared across different groups of stakeholders. We use vignettes to quantify the values that four groups of stakeholders assign to nine attributes relating to VET quality. The four stakeholders are students, teachers, workplace training supervisors, and policymakers. The nine attributes are employers’ appreciation of students, graduation rate, obtained language skills of students, mentoring hours in workplace learning, challenge, structure, students’ appreciation of teachers, schooling hours, and attention to civic education. Five hundred thirty-one Dutch respondents were repeatedly asked to rank a set of four hypothetical programmes, each with a specific value on the nine quality indicators. Through conjoint analysis we obtain the values that the stakeholders assigned to the nine attributes when evaluating the quality of VET programmes. The values assigned to the attributes ‘a challenging curriculum’ and ‘employers’ satisfaction’ were similar across the four groups of stakeholders, yet the values assigned to the remaining attributes differed substantially across stakeholders. This illustrates the diversity in values and interests of different stakeholders, and points to a need to quantify these values, for use by both the Dutch government and VET colleges, to improve the overall quality of education and the match between vocational programmes and their stakeholders.

A educação piauiense em tempos de Fundef: entre as promessas e as inovações

The text discusses the history of education in Piaui between the years 1995 and 2000 to be very important for understanding the contemporary Brazilian education and its relation to public policy in our state, and was a period marked by the development and deployment of FUNDEF. The text examines the history of education piauiense during the 1990s, particularly in relation to the situation in the care of the state public education and appreciation of teachers (pay and working conditions), focusing on how FUNDEF interfere in the ways of school education piauiense since. Therefore, it was used as a methodology, in addition to literature review on the topic, analysis of official documentary sources (laws and accounts to the Court of Auditors and the State official enrollment rates) and compared to what was reported in period, the local circulation periodicals. The main theoretical text interlocutors are Eneida Shiroma and Silker Weber, with respect to public policy, and Francis R. and Boakari Rocha, in relation to school attendance in Piaui.

Simulación robótica con herramientas 2.0 para el desarrollo de competencias básicas en ESO. Un estudio de casos

El artículo presenta una investigación contextualizada en un centro de enseñanza secundaria de la provincia de Toledo en el que se analiza el diseño de una actividad de simulación robótica para el desarrollo de competencias básicas de forma transversal e interdisciplinar entre las materias de Tecnología, Lengua española, Lengua inglesa y Educación Plástica y Visual. El diseño de la actividad consistió en el desarrollo de un proyecto interdisciplinar para la construcción de un robot gusano con un dispositivo electrónico que lo convierte en un robot para medir longitudes. Para su diseño y desarrollo se utilizaron cuatro herramientas 2.0 gratuitas que sirvieron de soporte al desarrollo de competencias básicas: Google Sketchup, Prezi, Glosgter y Windows Movie Maker. Se analizaron las apreciaciones de docentes y alumnos sobre la viabilidad de la simulación robótica a través del trabajo por proyectos como estrategia didáctica y especialmente la mejora de indicadores de las siguientes competencias básicas: lingüística, aprender a aprender, tratamiento de la información y competencia digital y conocimiento y la interacción con el mundo físico. Los resultados obtenidos muestran una alta apreciación de alumnado y profesorado sobre el proyecto y su funcionalidad en el desarrollo transversal e interdisciplinar de las competencias básicas.

Mathematics Anxiety among Sixth and Seventh Grade Turkish Elementary School Students

The purpose of the study is to investigate relationship between math anxiety and gender, grade, perceived enjoyment of mathematics, perceived appreciation of mathematics teacher, type of school, parent's education, number of siblings, and mathematics achievement. Participants were sixth (n = 120) and seventh (n = 124) grade students selected using convenience sampling from two different schools in Fethiye. Significant differences were found between mathematics anxiety and perceived enjoyment of mathematics, perceived appreciation of mathematics teacher, and mathematics achievement. Female students obtained lower anxiety scores than male students. Students who like their mathematics teachers had significantly lower mathematics anxiety.

Appreciation and implementation of the Krachtvoer healthy diet promotion programme for 12- to 14- year-old students of prevocational schools

BackgroundKrachtvoer is a school-based healthy diet programme, developed in 2001 and revised in 2007 to meet the needs of particular segments of the target population as well as a wider target group. The main aims of the present process evaluation of the revised programme were to examine student and teacher appreciation of the programme, completeness of and adherence to its implementation, and relations between appreciation and completeness of implementation.MethodsData were collected among 22 teachers and 1117 students of 13 schools, using student evaluation forms, teacher logbooks, telephone interviews, and classroom observations.ResultsResults indicate favourable levels of teacher and student appreciation for the programme in general and the revised elements. Girls, first-year students and students with more favourable dietary intakes particularly appreciated individual programme elements. Levels of completeness of implementation were high, but several teachers did not adhere to the intended implementation period. Some moderately strong relations were found between teacher appreciation and completeness of implementation scores.ConclusionWe conclude that the revisions have resulted in a programme that was appreciated well, also by the extended target group, and was implemented with a high degree of completeness. Teacher appreciation proved potentially important for completeness of implementation. We identified several aspects requiring improvement, indicating the importance of continued programme updates and repeated evaluation.

Definition and Analysis of a System for the Automated Comparison of Curriculum Sequencing Algorithms in Adaptive Distance Learning

LS-Lab provides automatic support to comparison/evaluation of the Learning Object Sequences produced by different Curriculum Sequencing Algorithms. Through this framework a teacher can verify the correspondence between the behaviour of different sequencing algorithms and her pedagogical preferences. In fact the teacher can compare algorithms outcomes over sample individual cases, represented by input student models. Such comparison can be accomplished through subjective observation of the sequences, and by evaluating the metrics computed and presented by the system. LS-Lab architecture allows extending the framework with both additional algorithms and metrics. According to the different algorithms needs, suitably varied data structures for the student models are managed. We show also the result of an experimental analysis, conducted to unveil LS-Lab usefulness, as perceived by teachers. Teacher's appreciation, acceptance of the system, and expected advantages, were analyzed through an experimental application involving 30 teachers, with 3 student models, and 3 different sequencing algorithms.

Celebrate Great Teachers

TWO GREAT chemistry teachers were in the news recently, both honored for their success in the classroom. On May 2, Michelle Shearer, a high school chemistry teacher in Maryland’s Frederick County Public Schools system, was named the 61st National Teacher of the Year by the Council of Chief State School Officers (CCSSO). The next day, National Teacher Appreciation Day, President Barack Obama hosted Shearer and the other State Teachers of the Year at a reception in the White House Rose Garden. “Michelle’s specialty,” President Obama said during the reception, “is taking students who are normally underrepresented in science—minorities, women, students with disabilities, even students who say equations and formulas are just not their thing—and helping them discover the scientist within.” In April, Brian Coppola, a University of Michigan chemistry professor, was named one of the three finalists for the 2012 Robert Foster Cherry Award for Great Teaching. Conferred biennially by Baylor University, the award is ...

Tutoring Opened My Eyes: Tutor Experiences in the America Reads Challenge

The America Reads Challenge offers colleges and universities an opportunity to make a contribution to the community while enhancing the education of their students, employing tutoring as a service learning experience. At the same time, their efforts will help the institution develop and sustain community partnerships. This paper reports an analysis of America Reads tutors’ reactions to their experiences working with struggling readers. Tutors’ comments were collected from reaction papers written during a course associated with the program and from other sources. Tutors reported numerous benefits, including new knowledge about children and schools, new appreciation for teachers, new awareness of teaching as a potential profession, and preparation for important aspects of parenthood. Some tutors elected to change their major as a result of their experience, and others reported a greater commitment to community service and mentoring. The potential for America Reads is yet untapped.