The initiation to the professional practice of the future teacher
Articulation space between theory and reflective-investigative observation
Keywords:
Initiation to professional practice, pedagogical practice, teacher training, Investigation action, ObservationAbstract
Articulating theory and critical-reflective observation of pedagogical practice, seeking to bring students closer to the research-action methodology, constitutes a central axis of the training of future teachers and the subject of Initiation to Professional Practice (IPP) assumes that dimension. This study aims to identify it in IPP reports. The analysis data is from 2017-2021 and contemplates the observation of the non-formal context in primary education. Discursive textual analysis was the methodology used to analyze the selected reports. The results indicate problems in the appropriation of reflexive questioning and the construction of argumentation.
References
Abbott, C. & Winterburn, K. (2022). Action learning facilitation: practitioner insights. Action Learning: Research and Practice. DOI: 10.1080/14767333.2022.2082814
Alarcão, I. (2013). Formação reflexiva de professores – Estratégias de supervisão. Porto Editora.
Alves, F. R. V. (2020). A Didática Profissional (DP): implicações para a formação do professor e o ensino de disciplinas específicas no Brasil. Revista Iberoamericana de Estudos em Educação, 15, 4, 1ñ22.
Ainsworth, H. L. & Eaton, S. E. (2010). Formal, non-formal and informal learning in the sciences. Calgary: Onate Press.
Anderson, G., Herr, K. & Nihlen, A. S. (2007). Studying your own school: An educator‘s guide to qualitative practitioner research. Corwin Press.
Anderson, L.W. (2004). Accroître l’efficacité des enseignants. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000137629_fre
Basheer, A., Hugaret, M., Kortam, N, & Hofstein, A. (2017). The Effectiveness of Teachers‘ Use of Demonstrations for Enhancing Students‘ Understanding of and Attitudes to Learning the Oxidation-Reduction Concept. EURASIA Journal of Mathematics Science and Technology Education. 13(3):555-570. DOI 10.12973/
Bell, J. (2005). Cómo hacer tu primer trabajo de investigación. (Roc Filella Escolá, trad.). Gedisa.
Blaxter, L; Hughes, C. & Tight, M. (2001). How to Research. Open University Press.
Botella Nocolás, A.M; Hurtado Soler, A. & Ramos Ahijado, S. (2018). Innovación educativa a través de la realidad virtual y el paisaje sonoro. Creativity and Educational Innovation Review Nº 2. DOI 10.7203/CREATIVITY.1.13628
Boudersa, N. (2016). The Importance of Teachers‘ Training Programs and Professional Development in the Algerian Educational Context: Toward Informed and Effective Teaching Practices. Expériences pédagogiques, 10 (1).
Bourn, D. (2016). Teachers as agents of social change. International Journal of Development Education and Global Learning 7 (3). https://files.eric.ed.gov/fulltext/EJ1167813.pdf
Bravo-Cobeña, G.T. & Vigueras-Moreno, J.A. (2021). Metodologías Activas en el proceso de enseñanza – aprendizaje del idioma inglés en Bachillerat. Polo del Concimiento. (Edición núm. 54) Vol. 6, No 2, pp. 464-482. DOI: 10.23857/pc.v6i2.2272
Cochran-Smith, M. & Lytle, S.L. (2009). Inquiry as stance: Practitioner research for the Next generation. Teachers College Press.
Comissão Europeia (2001). Livro branco da comissão europeia. Um novo impulso à juventude europeia. Bruxelas. https://eur-lex.europa.eu/PT/legal-content/summary/white-paper-on-youth.html
Cruz, M. (2020). Formación continúa del docente como factor de la calidad educativa universitaria. Universidad de San Carlos de Guatemala 3(1) 73-79. DOI: https:// doi.org/10.46734/revcientifica.v3i1.21
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of teacher education, 57(3), 300–314.
Diane, H.R. & Cogling, D.T. (2017). Teacher training and development. ResaechGate DOI:10.13140/RG.2.2.33433.65126. https://www.researchgate.net/publication/344015030
Dumitru Tabacar, C. (2019). Impact of non-formal education on the efficacy of school learning. S t u d i a u n i v e r s i t a t i s m o l d a v i a e , nr.9(119), pp.229-233.
De Ketele, J.M. (2018). La transformation de l’éducation au fil du temps, une longue marche. Revue internationale d’éducation de Sèvres, 79, 31-42.
Egmose, J; Hauggaard-Nielsen, H. & Gaarsmand Jacobsen, S. (2022). Action research in the plural crisis of the living: understanding, envisioning, practicing, organising eco-social transformation. Educational Action Research, 1-13. https://doi.org/10.1080/09650792.2022.2084433
Ferreira, M. E., André, A. C. & Pitarma, R. (2019). Potentialities of thermography in ecocentric education of children: An experience on training of future primary teachers. Sustainability, 11(9), 2668.
Ferreira, M.E. & Pitarma, R. (2021) Enhancing Ecocentric Environmental Attitudes: An Experience of Science Teaching to Inspire Students to Value Trees. Journal of Teacher Education for Sustainability, vol.23, no.1, 2021, pp.132-149.
Freire, P. (2011). Educação e mudança (41ª. Ed). Paz e Terra.
Ghouati, A. (2019). Recherche-action et formation des enseignants par production de savoirs. Éléments pour une expérimentation. INRE Educrecherche, 08, n° 01 Décembre. https://hal.archives-ouvertes.fr/hal-02499094/document
Harres, J.B.S., Wolffenbuttel, P.P. & Delord, G.C.C. (2013) Um estudo exploratório internacional sobre o distanciamento entre a escola e a universidade no ensino de ciencias. Investigacões em Ensino de Ciências; Porto Alegre Vol. 18, Iss. 2, pp. 365-383.
Kisiel, J. (2013). Introducing Future Teachers to Science Beyond the Classroom. Journal of Science Teacher Education, 24 (1), 67-91.
Kapur, R. (2019). Understanding the Meaning and Significance of Non-Formal Education. https://www.researchgate.net/publication/335881723_Understanding_the_Meaning_and_Significance_of_Informal_Education
Keogh, J., Dole, S. & Hudson, E. (2006). Supervisor or mentor ? Questioning the quality of pre-serviceteacher practicum experience. Proceedings of the AARE.Canberra, Australia: Association for Active Educational Researchers.
Mahruf, M; Shohel, C. & Howes, A.J. (2018). The relevance of formal and nonformal primary education in relation to health, well-being and environmental awareness: Bangladeshi pupils’ perspectives in the rural contexts. International Journal of Qualitative Studies on Health and Well-being, 13:1. DOI: 10.1080/17482631.2018.1554022
Menter, I., Eliot, D., Hulme, M. & Lewin, J. (2011). A guide to practitioner research in education. Sage
Mialaret, G. (2004). Méthodes de recherche en sciences de l‘éducation. PUF.
Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Pearson.
Molina-Torres, M.P. & Ortiz-Urbano, R. (2020). Active Learning Methodologies in Teacher Training
for Cultural Sustainability. Sustainability, 12, 9043. DOI:10.3390/su12219043
Moraes, R. & Galiazzi, C. (2016). Análisis textual discursivo. Unijui.
Nadler, H. (2018). Reflections on My BEd Program: Shouldn’t teacher preparation model best teaching practices? Education Canada, 58(3), 25–2OECD. (2009). Creating Effective Teaching and Learning Environments. First Results from TALIS.
https://www.oecd.org/education/school/43023606.pdf
Oliveira, R. I. & Gastal, M. L. (2009). Educação formal fora da sala de aula: olhares sobre o ensino de ciências utilizando espaços não formais. Em Anais do VII Enpec – Encontro Nacional de Pesquisa em Educação em Ciências. Acedido em 2 fev. 2020. Disponível em http://abrapecnet.org.br/wordpress/pb/enpecs-anteriores/#VI.
PROVED. (2016). The Teacher Training Concept. The Frame for the Teacher Training Program in PROVED. Institut für Produktives Lernen in Europa (IPLE). https://ec.europa.eu/programmes/erasmus-plus/project-result-content/6089f807-bd80-4966-acc0 bf52912196a0/Teacher%20Training%20Concept.pdf
Ramadhan, N. & Surya. E. (2017). The Implementation of Demonstration Method to Increase Students’ Ability in Operating Multiple Numbers by using Concrete Object. International Journal of Sciences: Basic and Applied Research. Volume 34, No 2, pp 62-68.
Robinson, W. (2006). Teacher training in England and Wales: Past, present and future perspectives. Education Research and Perspectives, 33(2), 19.
Rodrigues, F & C. Ravasco. (2021). Percepciones de los estudiantes sobre la educación a distancia durante la pandemia. Investigación en el ámbito escolar: variables psicológicas y educativas, 221-234.
Ros Sala, M.M., Cutillas Victoria, B., Ramallo Asensio, S.F., Fernández Díaz, A. & Quevedo, A. (2018). El aprendizaje transversal en enseñanza secundaria desde la investigación aplicada en espacios de enseñanza superior: una propuesta de innovación docente del grupo de investigación en Arqueología de la Universidad de Murcia (iArqUM). Contenidos docentes de vanguardia. Rocío Chao Fernández, Ana Amaro Agudo, Monia Rodorigo (Coords.). Gedisa Editorial.
Rosa, I.S.C. &Landim, M.F. (2014) Modalidades Didáticas no Ensino de Biologia : uma contribuiçã o para aprendizagem e motivaçã o dos alunos. Revista Tempos e Espaços em Educaçãção, 133- 143.
Saujat, F. & Serres, G. (2015). L‘activité de l‘enseignant d‘EPS entre préoccupations et « occupations » : un point de vue développemental. eJRIEPS, 34, 4-30.
Sangster, M. & Green, M. (2012). An evaluation of an alternative placement experience for students undertaking primary initial teacher training. Journal of Education for Teaching, 38:4, 469-482, DOI: 10.1080/02607476.2012.688551
Sharma, R. (2020). Ensuring quality in teacher education. International Journal of Research Volume VIII, (Issue VI, JUNE/2019): ISSN NO:2236-6124.
Sihler, A.P., Cordeiro, B.M.P. & Bessa, S.M.S. (2019). Uma educação para um mundo em constante transformação: os desafios da formação de professores. Rev. Educ., Brasília, ano 42, n. 159, p. 12-30, jun./set.
Schön, D. (2000). Educando o Profissional Reflexivo: Um novo design para o ensino e a aprendizagem. Ar- tes Médicas Sul.
Senad, B. & Akbarov, A. (2015). Impact of social changes on teacher’s role and responsibilities in the educational system. 8. 21-35. 10.29302/jolie.2015.8.2.
Stanišić, J. & Slavic, M. (2014). Environmental Education in Serbian Primary Schools: Challenges and Changes in Curriculum, Pedagogy, and Teacher Training. Journal of Environmental Education. Vol. 45 Issue 2, p118-131.14p. 1 Chart. DOI: 10.1080/00958964.2013.829019.
Stringer, E. & Aragón, A.O. (2020). Action research. (5 Ed.). Sage Publications.
Tatto, M. T. (2015). The role of research in the policy and practice of quality teacher education: an international review. Oxford Review of Education, 41(2), 171–201.
UNESCO. (2021). Reimagining our futures together: a new social contract for education. Organisation des Nations Unies pour l’éducation, la science et la culture.
UNESCO. (2015). Repenser l’Éducation Vers un bien commun mondial? Organisation des Nations Unies pour l’éducation, la science et la culture.
UNESCO. (2006). Synergies between formal and non-formal education: an overview of good practices. Paris: UNESCO.
UNESCO. (2003). Teacher professional development: an international review of the literature. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000133010
