Search results for: Brazil
Page 1/1 8 items
Learning with their Peers: Using A Virtual Learning Community to Improve an In-service Biology Teacher Education Program in Brazil
The purpose of this study was to explore whether the use of virtual learning community (VLC) associated with an online teachers' professional development program enable Biology teachers to share knowledge with their peers. The findings reveal that teachers that joined the this community intensely shared knowledge both on Biological contents and didactic experiences. They seldom used the VLC-Bio for social purposes. The authors also found that the effective participation in the collective construction of knowledge on how to teach Biology topics occurred mainly through interaction of teachers with their peers.
Updated: Oct. 18, 2018
Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning
The purpose of this article is to analyse how teachers' specific professional development is built in four cases in South American countries. Furthermore, the study examines the main features of this training. The authors used communicative methodology of research. The authors note that the importance of this exploratory study lies in identifying key components that may enable the transfer of the project to other schools and contexts. This professional development provides teachers, families and their communities with research-based knowledge and tools to improve students’ learning, social and emotional development.
Updated: Feb. 13, 2018
Construction of Professional Knowledge of Teaching: Collaboration between Experienced Primary School Teachers and University Teachers through an Online Mentoring Programme
This article presents a research and intervention methodology developed in an online continuing teacher education programme. In particular, this article analyses the mentors' professional development processes and the contributions to professional development of their participation in the research group responsible for Online Mentoring Programme (OMP). This programme collaborative research involved an articulated dialogue between researchers and teachers aimed at constructing new knowledge and searching for solutions to concrete practical everyday problems of the OMP. The data revealed that the mentors, in collaboration with the researchers, have been able to critically examine their work with the novice teachers, to develop, implement and evaluate interventions. This collaboration allow the mentors to promote both their own and the novice teachers’ teacher development and construction of new knowledge.
Updated: Aug. 30, 2017
In this study, the authors report the results of a two-year ethnography study of a teaching practicum in Brazil based on the coteaching | cogenerative dialoguing model. This study shows that the practicum does not have to be a mere induction experience, but that it also may be the transformative locus for (a) the practicum participants (new teachers, school teachers, teacher educator, and students) and (b) school and university/school relationships, and (c) of the practicum activity itself.
Updated: Jul. 05, 2015
This study examined the perspectives of preK-12 teachers from five nations. These teachers share their attitudes regarding the concepts of culture and citizenship and the intersections of those concepts. The authors gathered data on the perspectives expressed in online discussions among 125 in-service teachers enrolled in master's degree programs in Brazil, Colombia, Ecuador, Paraguay, and the United States.
Updated: Jan. 10, 2012
Educational Collaboration across Borders: The Preparation of the Transforming Teacher Education. Redefined Professionals for 21st Century Schools Report
This article provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21st century schools. This paper traces the rationale for the International Alliance of Leading Education Institutes (IA), identification of institutional members, and the intended goals and objectives of the IA. The article also identifies the challenges of consolidating the vast amount of information across different contexts, languages and cultures, Finally, the key assertions in the IA report, including implications for coverage of initial teacher education, induction and professional development, and successful school, university and community partnerships, are highlighted.
Updated: Jun. 13, 2011
This article has two primary aims. The first is to clarify the differing rationales for affirmative action that have emerged in five nations—France, India, South Africa, the United States and Brazil. The second is to make the case for the most compelling rationales, whether instrumentally or morally based. The author offers philosophical analysis of the justifications for affirmative action in each country and synthesizes federal and state legislation, court decisions, news media sources, and research-based scholarship.
Updated: Oct. 19, 2010
This paper represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective?
Updated: Oct. 12, 2010