Social Sciences › Education

Educational Practices and Policies

Works Count: 74907

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Description

This cluster of papers covers a wide range of topics related to education, social pedagogy, organizational behavior, and societal challenges in Europe. It includes discussions on teaching practices, professional identity, equal opportunity, school management, inclusive education, and youth development. The papers also address the impact of societal changes on education and the role of educators in addressing these challenges.

Keywords

Education; Social Pedagogy; Professional Identity; Organizational Behavior; Equal Opportunity; Teaching Practices; School Management; Inclusive Education; Youth Development; Societal Challenges

PROFESSORES: IMAGENS DO FUTURO PRESENTE

2014-06-30

Maitê Alves Bezerra

<p>Ao observar a comunidade portuguesa que busca compreender a historicidade das formas e dos processos de escolarização por meio do estabelecimento de intenso diálogo com outras comunidades, é impossível não … <p>Ao observar a comunidade portuguesa que busca compreender a historicidade das formas e dos processos de escolarização por meio do estabelecimento de intenso diálogo com outras comunidades, é impossível não dar destaque à figura de António Manuel Seixas Nóvoa. Nascido em Lisboa no ano de 1954, aos 18 anos inicia o curso de Ciências da Educação na Universidade de Lisboa. Após lecionar em importantes universidades tais como Paris V, Oxford e Columbia University, atualmente acumula as posições de reitor da Universidade de Lisboa e professor catedrático da Faculdade de Psicologia e de Ciências da Educação na Instituição. Nóvoa tem se destacado à frente de debates internacionais a respeito da história da educação e educação comparada.</p>

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TARDIF, M. Saberes docentes e formação profissional. Petrópolis, R.J.: Editora Vozes, 2002.

2008-01-01

Cláudio Pellini Vargas

Quais sao os saberes que servem de base ao oficio de professor? Qual a natureza desses saberes? Sao tecnicos, de acao, de habilidades adquiridas? Sao apenas cognitivos? Sao de natureza … Quais sao os saberes que servem de base ao oficio de professor? Qual a natureza desses saberes? Sao tecnicos, de acao, de habilidades adquiridas? Sao apenas cognitivos? Sao de natureza social? E quanto a subjetividade existente na relacao professor/aluno? Como considera-la e analisa-la? Enfim, essas sao algumas das muitas questoes que o sociologo e filosofo canadense Maurice Tardif, da Universidade de Montreal, tenta responder ao longo de sua obra intitulada Saberes Docentes e Formacao Profissional.

A Sociology of Special Education

2014-05-09

Sally Tomlinson

Introduces sociological perspectives and considers the structural relationships produced both within the system of special education and in the wider society when part of a mass education system develops separately … Introduces sociological perspectives and considers the structural relationships produced both within the system of special education and in the wider society when part of a mass education system develops separately as 'special education'.

Los saberes del docente y su desarrollo profesional

2004-01-01

Isabel Cantón Mayo

Handbook of Theory and Research for the Sociology of Education.

1987-07-01

David O'Shea , John G. Richardson

The first of its kind, this handbook synthesizes major advances in the sociology of education over the past several decades. It incorporates both a systematic review of significant theoretical and … The first of its kind, this handbook synthesizes major advances in the sociology of education over the past several decades. It incorporates both a systematic review of significant theoretical and empirical work and challenging original contributions by distinguished American, English, and French sociologists. In his introduction, John G. Richardson traces the development of the sociology of education and reviews the important classical European works in which this discipline is grounded. Each chapter, devoted to a major topic in the field, provides both a review of the literature and an exposition of an original thesis. The inclusion of subjects outside traditional sociological concern--such as the historical foundations of education and the sociology of special education--gives an interdisciplinary scope that enhances the volume's usefulness.

A practical guide for teaching self-determination

1998-01-01

Sharon Field

International Handbook of Self-Study of Teaching and Teacher Education Practices

2004-01-01

John Loughran

Dictionnaire des concepts fondamentaux des didactiques

2013-01-01

Yves Reuter , Cora Cohen-Azria , Bertrand Daunay +2 more

Cet ouvrage présente les concepts fondamentaux des didactiques en précisant leur définition, les questions auxquelles ils répondent, leurs intérêts ainsi que les problèmes qu’ils soulèvent ou les débats qu’ils suscitent. Cet ouvrage présente les concepts fondamentaux des didactiques en précisant leur définition, les questions auxquelles ils répondent, leurs intérêts ainsi que les problèmes qu’ils soulèvent ou les débats qu’ils suscitent.

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Pedagogia da autonomia

1999-01-01

Xabier Mendiguren , Sabin Oregi Zarautz , Arantxa Ugartetxea Arrieta

Pedagogia da Autonomia geure hizkuntzan irakurri ondoren, gureganatze prozesu honetan, bakoitzari dagokigun profesionaltasun bidean, pedagogia honek: argitu, hunkitu, poztu eta arduraz gehiago jabetzera geure eginbeharretan eraman gaitu. Jende bezala ikutuak … Pedagogia da Autonomia geure hizkuntzan irakurri ondoren, gureganatze prozesu honetan, bakoitzari dagokigun profesionaltasun bidean, pedagogia honek: argitu, hunkitu, poztu eta arduraz gehiago jabetzera geure eginbeharretan eraman gaitu. Jende bezala ikutuak sentitu gara eta elakrrekin konpartitzeko zenbait gogoeta pedagogikoaren beharra nabaria izan da. Pedagogiari buruzko tertulia atsegingarriaren oroitzapen idatzi honetan, Paulo Freireren hitz idatzien euskal irakurketa bat dago geure desiran.

The Teacher educator's handbook: building a knowledge base for the preparation of teachers

1996-05-01

Frank B. Murray , David G. Imig

Teacher Education Around the World

2013-06-19

Linda Darling‐Hammond , Ann Lieberman

1. Becoming a Teacher in Finland: Traditions, Reforms and Policies Pasi Sahlberg, University of Helsinki, Finland 2. Quality Teachers Singaporean Style Lin Goodwin, Teachers College, Columbia University, US 3. Examining … 1. Becoming a Teacher in Finland: Traditions, Reforms and Policies Pasi Sahlberg, University of Helsinki, Finland 2. Quality Teachers Singaporean Style Lin Goodwin, Teachers College, Columbia University, US 3. Examining Teaching in the Netherlands: The 'Realistic Approach' to Preparation Karen Hammerness, Stanford University, US 4. Teacher Training, Education or Learning by Doing in the UK? John MacBeath, University of Cambridge, UK 5. Hong Kong: Professional Preparation and Development in a Market Economy Janet Draper, Hong Kong Baptist University, Hong Kong 6. Building Capacity for Sustained School Improvement Ben Levin, OISE, Canada 7. Rethinking Teacher Education in Australia: The Teacher Quality Initiative Ray Pecheone, Performance Assessment for California Teachers, US 8. Teacher Education in the United States: Policies and Practices Ann Lieberman and Linda Darling-Hammond 9. What Can We Learn about the Different Practices and Policies in Teacher Education Ann Lieberman and Linda Darling-Hammond

Teachers as Cultural Workers.Letters to Those Who Dare to Teach

1998-08-01

Tom Nolan

A formação reflexiva de professores : ideias e práticas

1993-01-01

Kenneth M. Zeichner

Effects of School Restructuring on the Achievement and Engagement of Middle-grade Students

1993-07-01

Valerie E. Lee , Julia B. Smith

This study examined the impact of attending restructured schools on the achievement and engagement of young adolescents.The restructuring movement is placed within the conceptual framework that favors the development of … This study examined the impact of attending restructured schools on the achievement and engagement of young adolescents.The restructuring movement is placed within the conceptual framework that favors the development of more communally organized schools, as opposed to the largely bureaucratic model of most American schools.Using a subsample of data from the base year of the National Longitudinal Study of 1988 (NELS:88), including 8,845 eighth graders in 377 public, Catholic, and independent middle-grade schools, the effects of school restructuring on student achievement, engagement with academic work, and the extent of at-risk behaviors are examined.The construct of restructuring is captured as less departmentalization, more heterogeneous grouping, rlre team teaching, and a composite index of restructuring.The study makes use of multilevel analytic models and includes statistical controls for characteristics of students and schools.Findings indicate that restructuring has modest but positive effects on both achievement and engagement and contributes to a more equitable distribution of these outcomes among students from different social backgrounds.Students attending schools with fewer eighth-grade peers also demonstrate more academic engagement and a more equitable distribution of achievement.Eight tables and 18 technical notes are included.Appendices include tables of hierarchical linear models.(98 references) (LMI)

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Constructing a European Policy Space in Educational Governance: The Role of Transnational Policy Actors

2002-06-01

Martin Lawn , Bob Lingard

Educational policy is no longer, if it ever was, the product of the nation state alone. In Europe, significant policy actors in education are working today face to face and … Educational policy is no longer, if it ever was, the product of the nation state alone. In Europe, significant policy actors in education are working today face to face and virtually in joint governmental projects and networking translating, mediating and constructing educational policies. The existence of this new social sphere of work, in which the construction of Europe is paramount, served by the regular communications and intimate work relations of a new European class of educational system actors, is deserving of further research. They appeared to constitute a form of policy elite in education, which has not surfaced into view in the study of education, either in studies of the national state or of Brussels: in the latter's case, it may be because education does not have the same regulatory or legal framework as key aspects of governance in European law. The power this group wields by acting as shapers of the emerging discourse of educational policy, expressed in reports, key committees, funding streams and programmes has to be examined and recognized within studies of educational policy.

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Teacher Vulnerability: understanding its moral and political roots

1996-11-01

Geert Kelchtermans

ABSTRACT Many teachers experience a seme of vulnerability in their work. Analysing primary school teachers' professional biographies, the author reconstructed the main sources of this vulnerability: administrative or policy measures; … ABSTRACT Many teachers experience a seme of vulnerability in their work. Analysing primary school teachers' professional biographies, the author reconstructed the main sources of this vulnerability: administrative or policy measures; professional relationships in the school; limits to teachers' efficacy. Further analysis of the meaning this vulnerability has for teachers revealed its moral and political roots. Vulnerability implies the feeling that one's professional identity and moral integrity are questioned. Coping with it therefore implies political action in order to (re)gain the social recognition of one's professional self and restore the necessary workplace conditions for good job performance. Finally, autobiographical reflection and story telling are suggested as effective strategies to deal successfully with the sense of vulnerability

Professional Knowledge and Professional Practice

1996-03-01

David Bradshaw , Eric Hoyle , Peter John

The idea of a profession collusion and conflict - teacher-state relations, 1850-1993 the issue of professional knowledge the issue of autonomy the issue of responsibility the implications for teacher formation. The idea of a profession collusion and conflict - teacher-state relations, 1850-1993 the issue of professional knowledge the issue of autonomy the issue of responsibility the implications for teacher formation.

Integrating professional knowledge: The theory of practice and the practice of theory

1995-01-01

Gaea Leinhardt , Kathleen McCarthy Young , Jennifer Merriman

Teachers’ professional development: a biographical perspective

1994-01-01

Geert Kelchtermans , Roland Vandenberghe

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsGeert Kelchtermans Geert Kelchtermans is a Research Assistant in the Centre for Educational Policy and Innovation, University of … Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsGeert Kelchtermans Geert Kelchtermans is a Research Assistant in the Centre for Educational Policy and Innovation, University of Leuven, Vesaliusstraat 2, B‐3000 Leuven, Belgium. He is preparing a doctoral dissertation on the professional biographies of primary school teachers. Roland Vandenberghe Roland Vandenberghe is a Professor in the Department of Educational Sciences at the University of Leuven. He is chair of the Center for Educational Policy and Innovation. His research interests include the process of change and improvement in educational settings. He is currently involved in the evaluation of large‐scale improvement projects in primary education.

Leading instruction: The distribution of leadership for instruction

2003-09-01

James P. Spillane , John B. Diamond , Loyiso C. Jita

Dans le cadre de l'implementation de nouvelles reformes, quels sont les facteurs necessaires a la reussite d'un tel projet, notamment au niveau local, dans la prise en compte de la … Dans le cadre de l'implementation de nouvelles reformes, quels sont les facteurs necessaires a la reussite d'un tel projet, notamment au niveau local, dans la prise en compte de la dimension hierarchique de l'institution scolaire. Quels sont les roles des differents acteurs de la vie pedagogique d'un etablissement ? L'article insiste sur l'importance d'une interaction et d'une intercomprehension entre enseignants et le personnel administratif, charge de veiller a l'implementation des reformes...

Action in teacher education

1980-03-01

Robert T. Elsmere

The micropolitics of teacher induction. A narrative-biographical study on teacher socialisation

2002-01-01

Geert Kelchtermans , Katrijn Ballet

Four Ages of Professionalism and Professional Learning

2000-06-01

Andy Hargreaves

This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the … This paper conceptualizes the development of teacher professionalism as passing through four historical phases in many countries: the pre-professional age, the age of the autonomous professional, the age of the collegial professional and the fourth age-post-professional or postmodern. Current experiences and perceptions of teacher professionalism and professionalization, it is argued, draw on all these ages. Conclusions are drawn regarding new directions in teacher professionalism, and the linking of professional projects to wider social movements for public education and its transformation.

National Association of Secondary-School Principals

1942-03-01

Francis L. Bacon

Handbook of Research on Teacher Education

2008-02-19

Este manual se inicio para fermentar el cambio en la educacion sobre la base de pruebas solidas. La publicacion de la primera edicion fue un acontecimiento destacado en 1990. Si … Este manual se inicio para fermentar el cambio en la educacion sobre la base de pruebas solidas. La publicacion de la primera edicion fue un acontecimiento destacado en 1990. Si bien la preparacion de los educadores era entonces, y sigue siendo, un tema de discusion sustancial, no existia una codificacion de lo mejor que se conocia en ese momento sobre la formacion de maestros. .Reflejando las necesidades de los educadores de hoy, la Tercera Edicion adopta un nuevo enfoque para lograr el mismo proposito. Mas alla de simplemente conceptualizar el amplio panorama de la formacion del profesorado y proporcionar revisiones integrales de las ultimas investigaciones para los principales dominios de la practica, esta edicion: Estimula una amplia conversacion sobre temas fundamentales - Aporta multiples perspectivas para asumir - Proporciona nueva especificidad a temas que no han sido diferenciados en el pasado - Incluye diversas voces en la conversacion.

Nebraska Symposium on Motivation, 1972

1974-09-01

James G. Scott , James K. Cole , Donald D. Jensen

How Schools Do Policy. Policy Enactments in Secondary Schools. Stephen J. Ball, Meg Maguire y Annette Braun. (Routledge, London, 2012)

2014-01-01

Javier Rujas Martínez-Novillo

Life and action: elementary structures of practice and practical thought

2009-01-01

Understanding everyday racism: an interdisciplinary theory

1992-04-01

PART ONE: TOWARDS AN INTEGRATION OF MACRO AND MICRO DIMENSIONS OF RACISM Racism Today The Social-political Context The Netherlands Some Notes on Contemporary Racism in the US Women and Racism … PART ONE: TOWARDS AN INTEGRATION OF MACRO AND MICRO DIMENSIONS OF RACISM Racism Today The Social-political Context The Netherlands Some Notes on Contemporary Racism in the US Women and Racism Black Women with Higher Education Conceptualizing Racism as a Process Racism A Working Definition The Notion of Everyday Racism PART TWO: METHODOLOGICAL QUESTIONS Introduction Methodology within Methodology Accounts The Interviewees Interviewing Method of Analysis PART THREE: KNOWLEDGE AND COMPREHENSION OF EVERYDAY RACISM Introduction General Knowledge and Scenarios of Racism Comprehending Racism Subjective and Objective Assessments of the Comprehension of Racist Events A Procedure for the Assessment of Racist Events Assessing Real-life Explanations of 'Unfair Treatment' Relating Cognitive to Social Processes of Understanding The Acquisition of Knowledge of Racism Reconstructing Black Women's General Knowledge of Racism PART FOUR: ANALYZING ACCOUNTS OF RACISM Introduction Analyzing Accounts of Racism Knowledge About Racism as an Evaluative Category in Verbal Accounts Heuristics, Interpretations and Evaluations in Reconstructions of Racist Events Racist Complications in Job Applications What happened? Examples of Real-life Accounts Conclusions PART FIVE: THE INTEGRATION OF RACISM IN EVERYDAY LIFE: THE STORY OF ROSA N. Introduction Rosa N. A Fragmentary Representation of Everyday Racism The Process of Everyday Racism in the Experience of Rosa N. The Macro Context of Experiences of Racism Conclusions Rosa N. and the Shared Experience of Racism PART SIX: THE STRUCTURE OF EVERYDAY RACISM Racism as Conflict Maintaining Process Hidden Agendas The Dominations of Euro-American Values The Basic Agenda Perpetuation of Exclusion and Subordination The Agenda of the Agenda Problematizing those who Problematize Racism The Structure of Everyday Racism CONCLUSIONS APPENDICES Appendix 1. Interview Guide Appendix 2. General Statements about Racism Appendix 3. 'Rosa N. File'

Desenvolvimento Profissional Docente: Passado e futuro

2009-01-01

Carlos Marcelo García

The professional development of teachers is regarded as an individual and collective process that should be accomplished in the workplace of the teacher, i.e. the school. Furthermore, it is looked … The professional development of teachers is regarded as an individual and collective process that should be accomplished in the workplace of the teacher, i.e. the school. Furthermore, it is looked upon as a contribution to the development of the teacher’s professional skills, by means of a variety of both formal and informal experiences. The concept of professional development has changed over the last decade, as a result of increasing understanding of how the teaching to learn processes are created. Indeed, professional development has recently come to be viewed as a long term process, covering different types of opportunities and experiences that are systematically planned to stimulate the development and evolution of the teacher. The professional development of teachers should be conceived in close connection with a search for professional identity by how they define themselves and others. It is a construction of the professional I, which evolves throughout their career and may be influenced by the school, political reforms and settings, is based on personal commitment, the availability to learn to teach, beliefs, values, knowledge on the subjects they teach and how they teach them, past experiences as well as professional vulnerability. Professional identities are a complex web of histories, knowledge, processes and rituals.

Saberes docentes e Formação Profissional

2014-01-01

T. B. PASTORIZA

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Autonomia de professores

2017-12-01

Marcelo Valério

Durante as quase trezentas paginas de “ La autonomia del professorado” , o espanhol Jose Contreras Domingo, da Universitat de Barcelona , nos apresenta uma definicao de autonomia docente como … Durante as quase trezentas paginas de “ La autonomia del professorado” , o espanhol Jose Contreras Domingo, da Universitat de Barcelona , nos apresenta uma definicao de autonomia docente como qualidade do fenomeno educativo, nao apenas como qualidade profissional. O autor teoriza que a autonomia consiste na consciencia sobre a docencia, sobre o fazer e sobre o ser professor, mas ainda, sobre o sentido do ensino e da educacao na sociedade. Esclarece que a producao dos saberes pertinentes a docencia nao permite segregar “elaboracao e aplicacao”, “teoria e pratica”, mas obriga reuni-las e revela-las diretamente no contexto humano e social onde o fenomeno educativo acontece.

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Capital cultural, escuela y espacio social

1999-01-01

Miguel Ángel Vite Pérez , Pierre Bourdieu , Isabel Jiménez Becerra

A identidade docente: constantes e desafios

2009-05-01

Carlos Marcelo García

Teacher collaboration: 30 years of research on its nature, forms, limitations and effects

2019-07-04

Andy Hargreaves

This article reprises and reflects on 30 years of the author's work on teacher collaboration. The distinctive nature of this work has not been in making a case for teacher … This article reprises and reflects on 30 years of the author's work on teacher collaboration. The distinctive nature of this work has not been in making a case for teacher collaboration in terms of its benefits for students, teachers, or educational change. These arguments are widely available elsewhere. Rather it has examined ways of collaborating that are available to teachers, how formal or informal collaboration should be, how collaborative efforts can be misused or misdirected, and what factors must be considered when deliberately designing teacher collaboration so it will have the most beneficial effects. The article discusses the explanatory and strategic power of three concepts in particular—contrived collegiality, professional capital, and collaborative professionalism. Conclusions are drawn about next steps for educational research in terms of establishing clear typologies of teacher collaboration in relation to their impact and appropriateness in different circumstances.

The educational researcher

2021-12-14

Herner Sæverot

Educational measurement.

2011-10-12

J. B. Stroud

Educational measurement.

2015-12-22

O. B. Douglas , B. F. Holland

A AUTONOMIA DE PROFESSORES

2005-01-01

Nilza Consuelo Alves Pinheiro

Jose Contreras Domingo formou-se em Ciencias da Educacao na Universidade Complutense de Madri e tornou-se Doutor em Ciencias da Educacao pela Universidade de Malaga, onde foi professor de 1983 a … Jose Contreras Domingo formou-se em Ciencias da Educacao na Universidade Complutense de Madri e tornou-se Doutor em Ciencias da Educacao pela Universidade de Malaga, onde foi professor de 1983 a 1992. Desde 1992, atua na Universidade de Barcelona, no Departamento de Didatica e Organizacao Educacional. Escreveu as seguintes obras: Ensenanza, Curriculum y Profesorado. Introduccion Critica a la Didactica. (Madri, 1990; 2a ed. 1994), Models d’investigacio a l’aula ( em co-autoria com Angel Perez Gomez y Felix Ângulo Rasco). (Barcelona, Universitat Oberta de Catalunya, 1996) e La Autonomia Del Profesorado (Madri, 1997; 2a ed. 1999). Contreras e membro dos Conselhos de Redacao das revistas Investigacion em la Escuela (Universidade de Sevilha), Temps d’Educacio (Universidade de Barcelona), da revista eletronica Heuresis (Universidade de Cadiz) e da secao em lingua espanhola da revista eletronica Education Policy Analysis Archives (Arizona State University).

Developing intercultural competence and transformation : theory, research, and application in international education

2008-01-01

Victor Savicki

Introduction Designing Transformation in International Education - Robert Selby PART I: THEORY OF INTERCULTURAL GROWTH AND TRANSFORMATION: On Educating Global Souls: The Role of International Educators - Janet Bennett Intercultural … Introduction Designing Transformation in International Education - Robert Selby PART I: THEORY OF INTERCULTURAL GROWTH AND TRANSFORMATION: On Educating Global Souls: The Role of International Educators - Janet Bennett Intercultural Competence: A Definition, Model, and Implications for Education Abroad - Darla Deardorff Growth and Transformation Outcomes in International Education - Joseph G. Hoff Experiential and Affective Education for International Educators - Victor Savicki Transformational Learning and International Education - Amy Hunter PART II: RESEARCH ON THE PROCESSES OF INTERCULTURAL GROWTH AND TRANSFORMATION: Contrasts, and Changes in Potential and Actual Psychological Intercultural Adjustment - Victor Savicki, Frauke Binder, and Lynne Heller Tuscan Dreams: Study Abroad Student Expectation and Experience in Siena - Keith Chambers and Anne Chambers Intercultural Development: Topics and Sequences - Victor Savicki, Ingrid Adams, and Frauke Binder Acculturative Stress, Appraisal, Coping and Intercultural Adjustment - Victor Savicki, Eric Cooley, and Rosemary Donnelly PART III: APPLICATIONS TO ENHANCE INTERCULTURAL GROWTH AND TRANSFORMATION: Action Methods for Integration of Experience and Understanding - Frauke Binder Italy: Everyday Another Soulful Experience to Bring Back Home - Silvia Minucci The Eye of the Beholder: Study Abroad in Spain Viewed Through Multi-Cultural Lenses - Carmen Arrue Case Studies for Integration of Experience and Understanding While Studying in Vienna - Frauke Binder International Service Learning: Volunteering within a Twist - Margaret D. Pusch and Martha Merrill Dynamics of Cultural Contexts: Meta-perspectives on the Study Abroad Experience - Kris Lou and Gabriele Bosley Narratives of Intercultural Transformation: Student Perspective Transition - Ingrid Adams Synthesis and Conclusions - Robert Selby and Victor Savicki.

Concepciones hacia las ciencias de los futuros docentes del doble grado en educación infantil y primaria

2025-06-24

Florencia Natalia Praderio Gaias | Cuadernos de Educación y Desarrollo

El artículo examina las concepciones sobre las ciencias y la autoeficacia de futuras docentes del Doble Grado en Educación Infantil y Primaria en una universidad privada de la Región de … El artículo examina las concepciones sobre las ciencias y la autoeficacia de futuras docentes del Doble Grado en Educación Infantil y Primaria en una universidad privada de la Región de Murcia, España. Se destaca la importancia de estas concepciones para mejorar la enseñanza de las ciencias desde las primeras etapas educativas, ya que influyen directamente en la metodología docente y en la capacidad de transmitir conceptos científicos de manera efectiva. Mediante un enfoque cuantitativo descriptivo, se administró un cuestionario estructurado a 21 alumnas para evaluar sus concepciones científicas y autoeficacia. Los resultados indican que la mayoría de las participantes poseen una visión positiva hacia la enseñanza de las ciencias y un alto nivel de autoeficacia. No obstante, persisten concepciones tradicionales que podrían limitar la adopción de metodologías innovadoras. Se concluye que es esencial fomentar la reflexión crítica sobre las concepciones científicas y fortalecer la autoeficacia de las futuras docentes para implementar prácticas pedagógicas efectivas en la enseñanza de las ciencias.

Percepciones de futuros docentes de Educación Física acerca de la formación y la profesión: un estudio en Chile y en Portugal

2025-06-24

C. Villalobos , Paula Batista , Eugenio Merellano-Navarro +1 more | Retos

Introducción: La identidad profesional como objeto de estudio ha permitido identificar elementos que potencian la construcción de un sello identitario en el desarrollo de los futuros profesores, en concordancia con … Introducción: La identidad profesional como objeto de estudio ha permitido identificar elementos que potencian la construcción de un sello identitario en el desarrollo de los futuros profesores, en concordancia con los sistemas educativos en un contexto político-económico-social de cambios. Objetivo: conocer la percepción de los futuros profesores de Educación Física en Chile y Portugal centrándose en su experiencia durante la práctica profesional al interior del proceso de formación inicial docente. Metodología: Se realizó un estudio cuantitativo, con una muestra de tipo no probabilística y por conveniencia, con un diseño descriptivo. Incluyo a 269 estudiantes de ambos países que se encontraban en su última etapa formativa. Se utilizó un cuestionario adaptado y validado compuesto por seis dimensiones: características de los participantes del estudio, agentes de formación, formación del profesor, funciones del profesorado, motivación para la enseñanza y concepciones sobre el proceso de enseñanza aprendizaje. Discusión: Se evidencia las tensiones entre las propuestas que surgen de las propias universidades y la obligación que instala la política pública a través de procesos de acreditación que constituyen políticas de rendición de cuentas con altas consecuencias Resultados: En Chile como en Portugal, los profesores juegan un papel clave en la formación de los estudiantes, aunque con enfoques distintos. Se destaca la importancia del trabajo en equipo y las experiencias prácticas basadas en valores universales. La motivación intrínseca para enseñar es mayor que la extrínseca en ambos países, y los enfoques constructivistas superan a los tradicionales, sin embargo, el contexto nacional influye en la motivación para enseñar, mostrando diferencias entre Chile y Portugal.

Exploring the construction of a professionalized teaching workforce

2025-06-24

Xinyuan Zhang | World Journal of Advanced Research and Reviews

To realize an education-powered nation, enhancing teachers’ professional competence is imperative. This study proposed a framework for teacher professionalization centered on three dimensions: Strengthening professional ethics and conduct, Advancing pedagogical … To realize an education-powered nation, enhancing teachers’ professional competence is imperative. This study proposed a framework for teacher professionalization centered on three dimensions: Strengthening professional ethics and conduct, Advancing pedagogical expertise , and Improving social status and welfare safeguards. Furthermore, we introduce a closed-loop management mechanism (CLMM) for teacher competency development, comprising five interconnected systems: selection-training-monitoring-assessment-feedback. This integrated approach aims to systematically cultivate a highly professionalized teaching workforce. Teachers, as the primary practitioners of education and the cornerstone of pedagogical work, constitute the fundamental determinant of educational quality. Only with high-caliber educators can high-quality education be realized. The Outline for Building a Strong Education Nation (2024-2035) has prioritized the "enhancement of teachers professional competencies"as a crucial mandate, thereby establishing new missions, tasks, and requirements for teacher workforce development. Guided by practical needs and existing challenges in teacher development, this initiative aims to cultivate a highly qualified and professional teaching force, thereby providing substantial support for the construction of an education-powered nation. (The author considers this section to be background information and recommends its deletion.)

Más allá del aula: percepción estudiantil sobre redes sociales y actividad física extracurricular

2025-06-23

Angello Adasme , Isabel del Arco Bravo , Pere Mercadé‐Melé | Retos

Introducción: El sedentarismo en niños y adolescentes es una problemática creciente, especialmente en contextos escolares vulnerables, que afecta negativamente su salud y bienestar. En este escenario, las redes sociales (RRSS) … Introducción: El sedentarismo en niños y adolescentes es una problemática creciente, especialmente en contextos escolares vulnerables, que afecta negativamente su salud y bienestar. En este escenario, las redes sociales (RRSS) han emergido como herramientas con potencial educativo para fomentar la actividad física (AF) fuera del aula. Objetivo: El objetivo de este estudio fue Analizar la percepción de estudiantes de educación básica de una escuela pública de Arica, Chile, sobre la efectividad de las RRSS como herramienta didáctica para fomentar la AF, así como su influencia en la motivación y participación en actividades extracurriculares. Metodología: Se utilizó un diseño explicativo secuencial con enfoque mixto. Participaron 50 estudiantes en una encuesta de satisfacción y 11 en un grupo focal. Los datos cuantitativos fueron analizados mediante estadística descriptiva e inferencial (pruebas U de Mann-Whitney y chi-cuadrado), mientras que los datos cualitativos se procesaron mediante análisis temático con el software Atlas.ti. Resultados: Se evidenciaron diferencias significativas entre los grupos, destacando mayores niveles de satisfacción, adherencia y percepción de logro en quienes asistieron a clases sincrónicas. Los estudiantes valoraron el acompañamiento docente, el cuaderno de registro y el uso de YouTube. Cualitativamente, resaltaron la autonomía adquirida y el uso continuo de recursos digitales. Se identificó como limitación la ausencia de un componente nutricional. Discusión y conclusión: Las clases sincrónicas, los recursos digitales y el acompañamiento docente promovieron la adherencia a la AF. Se sugiere que futuras intervenciones sean longitudinales e incluyan componentes de salud integral como la nutrición.

THE ROLE OF NON-FORMAL COURSES IN THE TRAINING OF TOURISM SPECIALISTS / ՈՉ ՖՈՐՄԱԼ ԴԱՍԸՆԹԱՑՆԵՐԻ ԴԵՐԸ ԶԲՈՍԱՇՐՋՈՒԹՅԱՆ ՄԱՍՆԱԳԵՏՆԵՐԻ ՊԱՏՐԱՍՏՄԱՆ ԳՈՐԾՈՒՄ

2025-06-20

Narine Simonyan , M.R. Vardanyan | Deleted Journal

The pace of tourism development requires specialists in the field to respond to cultural, economic, technological and a number of other changes. In this process, the proficiency level of specialists … The pace of tourism development requires specialists in the field to respond to cultural, economic, technological and a number of other changes. In this process, the proficiency level of specialists and the continuous improvement of their professional skills are important. In addition to academic education, non-formal courses also play an important role in the process of training and retraining specialists. They seem to fill the gap in academic education, forming the necessary practical skills. The article discusses the non-formal courses offered by tourism organizations of the Republic of Armenia, their content and organizational features. The importance of non-formal courses in the training and retraining of tourism specialists is justified. Along with the dynamic development of the tourism sector, non-formal education is becoming an important tool for the formation and expansion of the knowledge and skills of specialists in the sector. In the research non-formal courses are considered as not only a means of training specialists, but also a means of their retraining and improvement of professional skills.

Reflexão quanto à prática docente e a perspectiva de educação intercultural como forma de atender a diversidade dentro da sala de aula

2025-06-17

Andrea de Lima Siqueira , Joseane Elizabeth Soares Assunção , Leticia Silva de Oliveira +2 more | DELOS Desarrollo Local Sostenible

Devido a crise migratória de venezuelanos que vem ocorrendo desde 2015 no estado de Roraima, as escolas da rede de ensino municipal de Boa Vista apresentaram um aumento significativo de … Devido a crise migratória de venezuelanos que vem ocorrendo desde 2015 no estado de Roraima, as escolas da rede de ensino municipal de Boa Vista apresentaram um aumento significativo de matrículas dos alunos imigrantes. Esse novo contexto educacional exigiu dos professores uma urgência pedagógica a fim de garantir o processo de aprendizagem a todos os alunos envolvidos nesse processo, os venezuelanos (indígenas ou não) e os brasileiros, que também possuem sua diversidade cultural. O objetivo deste trabalho é refletir sobre a prática docente, suas limitações e as possibilidades no atendimento aos alunos frente a diversidade cultural existente em sala de aula. Este artigo é um relato de experiência, da prática docente no ensino fundamental, com abordagem qualitativa e análise descritiva, fundamentado com a pesquisa bibliográfica. Ao final, percebeu-se que a educação intercultural é a melhor estratégia de ensino que o professor pode utilizar em um espaço tão diverso, uma vez que ela possibilita aprendizagens que valorizam as dimensões intelectual, física, social, emocional e cultural dos estudantes promovendo o desenvolvimento de competências e habilidades, atitudes e valores voltada para a educação integral.

EDUCAÇÃO E EMPODERAMENTO: A ESCOLA FORMAL E NÃO FORMAL NA CONSTRUÇÃO DA AUTONOMIA FEMININA

2025-06-16

Eva Correa Da Costa , R Sousa , Orlando Nobre Bezerra De Souza +2 more | Aracê.

This article investigates the contribution of formal and non-formal education to female empowerment, emphasizing its role in promoting autonomy and the pursuit of gender equality. Analyzing these teaching methods can … This article investigates the contribution of formal and non-formal education to female empowerment, emphasizing its role in promoting autonomy and the pursuit of gender equality. Analyzing these teaching methods can help deconstruct stereotypes and strengthen the female presence in different spheres. Through a literature review and case study analysis, we assessed the positive impact of education on women's self-esteem and leadership skills, in addition to identifying and discussing the obstacles faced in accessing and remaining in educational institutions. The results reveal that although education is an effective path to women's empowerment, there are still significant barriers to overcome before they can realize their full potential. This reinforces the urgency of public policies and social initiatives that promote inclusive and equitable education. In this way, education is an essential element for empowerment, expanding opportunities and strengthening women's ability to challenge and transform sociocultural patterns that restrict their integral development.

Pedagogical governance: the Moroccan experience as a model

2025-06-16

Anass Bousselam | خزائن للعلوم الاقتصادية والإدارية.

We begin the research by outlining the process of educational reform in Morocco in relation to pedagogical governance. We then clarify the components and foundations of current pedagogical innovation based … We begin the research by outlining the process of educational reform in Morocco in relation to pedagogical governance. We then clarify the components and foundations of current pedagogical innovation based on the strategic vision and Framework Law 51.17 on the education, training, and scientific research system. We conclude the research with a critical reading of the current Moroccan curriculum, supplemented by recommendations and proposals.

Tendencias en los estudios de organización temporal en el ámbito educativo

2025-06-13

Carlos Manuel Osorio García , Zaily Leticia Velázquez Martínez | Educación y Ciencia

The study of temporal organization is a topic of interest to specialists in pedagogy, educational psychology and other professions at different levels of education due to its relationship, although not … The study of temporal organization is a topic of interest to specialists in pedagogy, educational psychology and other professions at different levels of education due to its relationship, although not linear, with performance, academic achievement and psychological development. In the systematic study, the authors of this paper identify that there is no prolific research that makes a critical assessment of the ability in the formative space. In this sense, the present article set out to analyze the trends in studies of temporal organization in the educational field. In order to fulfill the general objective, theoretical methods such as: analysis-synthesis, historical-logical, induction-deduction and empirical methods such as: documentary review, content analysis and triangulation were used. The main result of this research is that it allows visualizing the need to assume an approach in the study of temporal organization that overcomes fragmentation, simplification, instrumentalism, mechanicism, the absence of a notion of interfunctionality of development and personality in development, which, as a tendency, show the research and theories reviewed; as well as to continue the research in the category from a theoretical, methodological, diagnostic and interventive perspective.

The will to collaboration – shaping leaders for schools of the future

2025-06-12

Felicia Daudi | Scandinavian Journal of Educational Research

Learning from Indigenous families and communities in international contexts: educational policies and possibilities

2025-06-12

Catherine Compton‐Lilly , Ching-Ting Hsin , A. O’MEARA HOWARD +1 more | Edward Elgar Publishing eBooks

Enfoque STEAM. Experiencia desde la formación docente

2025-06-11

María Nieves Vásquez Fraijo , Orlando Andrés Martínez Jiménez , Laura García Jocobi +1 more | Revista Relep - Educación y Pedagogía en Latinoamérica

La presente investigación muestra las percepciones del estudiantado en formación docente sobre su experiencia al interactuar con el enfoque steam en la enseñanza de las ciencias en educación primaria. Este … La presente investigación muestra las percepciones del estudiantado en formación docente sobre su experiencia al interactuar con el enfoque steam en la enseñanza de las ciencias en educación primaria. Este estudio se llevó a cabo por medio del método cualitativo con un alcance descriptivo y un diseño etnográfico, con la participación de 30 estudiantes del 7.o semestre de la Benemérita y Centenaria Escuela Normal del Estado de Sonora, quienes respondieron una entrevista con cuestionamientos asociados a sus experiencias, identificando que, en su formación, tienen una percepción positiva que les permite un mayor aprendizaje y motivación en los niños de educación básica.

Narrativas de professores/as iniciantes

2025-06-10

Ivonete de Souza Susmickat Aguiar | Debates em educação

Este artigo busca analisar narrativas de professores/as iniciantes, egressos/as das licenciaturas interdisciplinares da Universidade Federal do Sul da Bahia (UFSB), Campus Paulo Freire, objetivando (re)conhecer experiências, sentidos e enfrentamentos da … Este artigo busca analisar narrativas de professores/as iniciantes, egressos/as das licenciaturas interdisciplinares da Universidade Federal do Sul da Bahia (UFSB), Campus Paulo Freire, objetivando (re)conhecer experiências, sentidos e enfrentamentos da docência vivenciada por esses sujeitos, em múltiplos contextos da Educação Básica, no extremo sul baiano. A pesquisa, de abordagem qualitativa, considera que os primeiros anos de experiência docente, em diálogo com estudos de Huberman (1992), Marcelo García (1999), Imbérnon (1998) e Derisso (2020), representam um período importante no processo de tornar-se professor(a), sendo fundamentais na construção da identidade profissional e para a continuidade ou a descontinuidade do fazer docente. A análise das entrevistas narrativas dos/as oito professores/as participantes evidenciou que as experiências vividas foram, sobretudo, atravessadas pela existência ou inexistência de rede de apoio nas instituições de ensino, pela adaptabilidade, pela precarização do trabalho e por emoções como medo, insegurança, desgosto, satisfação, felicidade e realização. Os resultados sinalizam para a importância do acolhimento dos/as professores iniciantes e para a necessidade de acompanhamento formativo desses sujeitos.

The pedagogical and inclusive leadership of school management teams. The views of generalist and special education specialist teachers in Spain

2025-06-10

María José León Guerrero , María del Carmen López López , Rafael López Fuentes | European Journal of Special Needs Education

Utilizing Activity Theory to Analyze how Tensions were Negotiated in a Teacher Video Club

2025-06-10

Tara Barnhart , Elizabeth A. van Es | Proceedings.

Cartas reflexivas de professores iniciantes

2025-06-10

Alexandre Saul , Thais Morgado dos Santos Carvalho | Debates em educação

Este texto resulta de uma dissertação que objetivou analisar reflexões de professores iniciantes de Língua Portuguesa acerca dos principais desafios vivenciados por eles ao ingressarem na profissão. A investigação justificou-se … Este texto resulta de uma dissertação que objetivou analisar reflexões de professores iniciantes de Língua Portuguesa acerca dos principais desafios vivenciados por eles ao ingressarem na profissão. A investigação justificou-se pela necessidade de gerar novos conhecimentos sobre as vinculações entre o exercício da docência e a formação inicial de professores, tendo como ponto de partida o olhar dos licenciados sobre essa relação. A pesquisa, de abordagem qualitativa, foi realizada com professores recém-formados atuantes em escolas localizadas na Baixada Santista, no estado de São Paulo. O referencial teórico-metodológico pautou-se no pensamento de Paulo Freire e autores como Zeichener (2010), André (2018) e Nóvoa (2019). Cartas foram utilizadas como caminho para dialogar com os participantes e como meio de produção de dados capaz de acrescentar camadas de sentido e sentimento às reflexões que foram objeto de análise. A questão que norteou a pesquisa foi a seguinte: Quais são as percepções de professores iniciantes de Língua Portuguesa sobre os sentidos e significados de sua formação inicial, em relação aos principais desafios da prática docente, em uma direção emancipatória? Os resultados obtidos indicam: não obstante os avanços teórico-práticos e político-pedagógicos na formação inicial de professores, a discussão e análise crítica sobre a concretude das práticas e das rotinas escolares ainda são insuficientemente realizadas ao longo da graduação; é preciso ressignificar os estágios, desburocratizando-os e articulando-os à lógica da pesquisa; e a formação na e para a autonomia dos professores implica recusar métodos e bases curriculares que reduzem a formação à lógica instrumental.

Início de carreira e a formação inicial docente

2025-06-10

Luana Santos Sales , Augusta Maria Fontes Veloso , Humberto Cordeiro Araújo Maia | Debates em educação

Este artigo trata do processo formativo inicial docente e início de carreira de uma professora de Geografia, no que concerne à construção de saberes práticos e ao desenvolvimento profissional docente. … Este artigo trata do processo formativo inicial docente e início de carreira de uma professora de Geografia, no que concerne à construção de saberes práticos e ao desenvolvimento profissional docente. O começo da carreira é um momento decisivo de permanência ou desencantamento, pois a construção de saberes ocorre a partir desse início da prática docente, sendo um período caracterizado por descobertas. Posto isso, questiona-se: como está sendo o processo inicial de carreira no desenvolvimento profissional de uma professora de Geografia atuante na Educação Básica? A partir disso, como objetivo buscou-se apresentar reflexões sobre o início de carreira de uma professora de Geografia e seus reflexos no desenvolvimento profissional, com ênfase na construção de saberes experienciais. O trabalho possui abordagem qualitativa, através de levantamento bibliográfico e relato de experiência. A fundamentação teórica deste relato foi subsidiada por Tardif (2007), Huberman (1992), Imbernón (2004), Nóvoa (2009) e Freire (2015). Por meio dos relatos, notou-se que as experiências vivenciadas através da participação em programas de iniciação à docência contribuíram para o fortalecimento teórico e prático para o ingresso na carreira na etapa seguinte. O começo do exercício revelou-se como um período construtor de saberes experienciais, desafiador e angustiante. Além disso foi decisivo para a permanência na profissão e influenciou toda a trajetória profissional. Diante do relato, foi possível constatar que as experiências formativas iniciais vivenciadas na entrada na carreira são estruturadoras de saberes práticos. Esse saberes são forjados cotidianamente entre incertezas, desafios e ritos na constituição da prática docente em sala de aula.

VARIABLES DEMOGRÁFICAS Y OCUPACIONALES SOBRE LA AUTOEFICACIA DE LOS DOCENTES DE EDUCACIÓN ESPECIAL EN GRECIA

2025-06-06

Begoña Esther Sampedro Requena , Panagiota Chliara | Etic net Revista científica electrónica de Educación y Comunicación en la Sociedad del Conocimiento

La autoeficacia docente es un aspecto relevante para el éxito de las experiencias pedagógicas en la educación especial, donde los estudiantes con necesidades educativas especiales pueden beneficiarse por el perfeccionamiento … La autoeficacia docente es un aspecto relevante para el éxito de las experiencias pedagógicas en la educación especial, donde los estudiantes con necesidades educativas especiales pueden beneficiarse por el perfeccionamiento cognitivo y la reflexión interna de los docentes. Este estudio cuantitativo busca examinar los niveles autoinformados de autoeficacia de 600 docentes de educación especial en Grecia y la medida en que la misma difiere significativamente según las variables demográficas y ocupacionales. Se empleó como instrumento la Escala de Autoeficacia Docente (TSES), en su versión corta. Los resultados obtenidos reportaron que los docentes indican un alto sentido de autoeficacia, y las características demográficas y laborales provocan diferencias significativas, como se refleja en las puntuaciones de las tres subescalas: gestión del aula, implicación de los estudiantes en el proceso educativo y estrategias de enseñanza. Los hallazgos fueron congruentes con la mayoría de los estudios, lo que indica que los docentes de educación especial pueden tener características personales diferentes en comparación con los docentes de educación inclusiva.

La inclusión educativa en los centros de Educación Primaria: la voz del profesorado

2025-06-06

María Isabel Vidal Esteve | Siglo Cero

La inclusión educativa es una preocupación central del sistema educativo, que busca garantizar una enseñanza de calidad que asegure la presencia, la participación y el aprendizaje de todo el alumnado, … La inclusión educativa es una preocupación central del sistema educativo, que busca garantizar una enseñanza de calidad que asegure la presencia, la participación y el aprendizaje de todo el alumnado, incluyendo aquel con Necesidades Específicas de Apoyo Educativo (NEAE). Este estudio propone dar voz a los docentes de Educación Primaria de la Comunitat Valenciana sobre la inclusión, identificando barreras y facilitadores en su práctica diaria. Mediante un enfoque cualitativo, se desarrolla un estudio de caso múltiple en cuatro centros de primaria sociogeográficamente diversos. Se realizaron entrevistas semiestructuradas a seis docentes y observaciones directas en sus aulas, permitiendo recoger y analizar sus percepciones y experiencias. Los datos se procesaron e interpretaron utilizando el software ATLAS.ti y matrices de doble entrada. Los resultados evidencian que, aunque los docentes realizan adaptaciones curriculares y mantienen cierta colaboración con los especialistas y las familias, persisten obstáculos como la falta de formación, sobrecarga laboral o escasez de recursos humanos y materiales. Esta investigación concluye que la inclusión efectiva requiere el compromiso colectivo de toda la comunidad educativa, basado en la formación inicial y continua y en una cultura de colaboración que permita transformar las aulas en espacios verdaderamente equitativos y justos.

Teaching the Sociopolitics of Spanish

2025-06-06

Farah Ali | Routledge eBooks

Propuesta Experiencial como Alternativa a la Escuela Tradicional Para Padres

2025-06-05

Anareli Quintero Jiménez | Revista RedCA

La eficacia de las Escuelas para Padres radica en la metodología de implementación, su funcionalidad conlleva un compromiso con la necesidad de reflexión sobre la influencia de los padres hacia … La eficacia de las Escuelas para Padres radica en la metodología de implementación, su funcionalidad conlleva un compromiso con la necesidad de reflexión sobre la influencia de los padres hacia los hijos. El presente artículo tiene por objetivo proponer un método experiencial en una Escuela para Padres que genere espacios de reflexión sobre crianza saludable para favorecer la relación padres-hijos, involucrando a los padres hacia la formación de sus hijos, aportar orientación práctica, suscitar la comunicación familiar y el establecimiento de compromisos entre familia-escuela. Asimismo, apunta al desarrollo de la propuesta en un contexto real, a través de talleres activos y participativos por sesiones en una institución de educación secundaria, de tal manera que tanto la familia como la escuela actúen en conjunto en favor del desarrollo de los educandos, donde los padres compartan experiencias de su tarea como formadores primarios; implicándolos no sólo a través reuniones académicas o conferencias monótonas que en ocasiones desmotivan su participación y compromiso con la escuela. Esto con el fin de evaluar el impacto del método alternativo a través de una valoración continua y al concluir el programa. La investigación se realizó bajo una metodología cualitativa con un enfoque de estudio de casos. Los resultados indican que una Escuela para Padres implementada a través de talleres experienciales sí funciona, incentiva la participación de los padres y produce beneficios en el ambiente familiar de los padres participantes, con lo cual se ve favorecida la relación de los padres hacia los hijos y por lo tanto el desarrollo de los hijos también es favorecido.