From the 1990s, teachers have been provided with a considerable number of materials produced and distributed by different governments to develop a mathematics curriculum to perform as curriculum implementers and promote the mathematical reform of different teaching systems. These resources have been researching tools. However, the types of use that teachers make of them are still little explored. In this article, we present the results of a study that aimed to understand the relationship between teacher-curriculum materials in the area of mathematics education, which takes discussions about teaching competencies of curriculum design as theoretical contributions. The research analysed a research report, and meta-analysis was the methodology adopted. The results indicate that affordances and constraints qualify the materials and potentiate the agency and its displacement, both for teachers and for materials, thus imparting different interactions between these two agents of curriculum development in mathematics.
The process of teaching assessment is traditionally the sole task of teachers; the introduction of innovative methods makes it possible to overcome summative assessment by giving space to the democratic participation of students, the use of new processes, such as self-evaluation and shared assessment, referring to formative assessment. The aim of this work is to propose a reflection on the role of evaluation in university training and, specifically, in the initial training of Physical Education teachers. ; Il processo di valutazione dell'insegnamento è tradizionalmente compito esclusivo degli insegnanti; l'introduzione di metodi innovativi consentono di superare la valutazione sommativa dando spazio alla partecipazione democratica degli studenti, all'uso di nuovi processi, come l'autovalutazione e la valutazione condivisa, facendo riferimento ad una valutazione formativa. Scopo del presente lavoro è di avviare una riflessione sul ruolo della valutazione nella formazione universitaria e, in particolare, nella formazione iniziale degli insegnanti di Educazione Fisica.
Este documento discute el impacto que el estatus como hablantes no-nativos del idioma inglés (NNESs, siglas en inglés) ha tenido en seis connacionales Mexicanos como maestros del idioma extranjero. La idea del hablante nativo como el maestro ideal del inglés es explorada desde las perspectivas y experiencias de los maestros no-nativos del inglés (NNESTs, siglas en inglés) basadas en la manera en que son percibidos por sus alumnos. A través de entrevistas en forma de narrativas personales, las historias de vida de los maestros no-nativos del inglés fueron recabadas con la finalidad de analizar las experiencias y retos a los que se confrontan en la profesión con relación a su estatus como hablantes no-nativos. La información muestra que los NNESTs se confrontan con situaciones de credibilidad y aceptación por parte de sus alumnos en base a factores como el de ser nativos y de etnicidad. Esto por supuesto tiene un impacto en la vida profesional y personal de los maestros de inglés.
Background: The curricula of the undergraduate programmes for pre-service mathematics teachers' education have been debated (and disputed) in Brazilian academic communities over the past decades. Objectives: To investigate actions and disputes among mathematicians and mathematics educators which took place during the curricular changes and creation of the night undergraduate programme for pre-service mathematics teachers' education at UFRJ. Design: Fictional dialogues were built to present and analyse data from individual interviews. Setting and Participants: Interviews were conducted with seven lecturers, five retired and two in office, who have played central roles in the institution or in designing curricula for the programme. Data collection and analysis: Data analysis and production were conducted through the re-storying methodology. Results: The dialogues indicate that the modification in the priorities of the group of Mathematics Education teachers at the IM-UFRJ moved the faculty away from the discussions that culminated in the curricular changes of 2001 and 2008, either from the understanding of what the laws and resolutions said, or in internal spaces for debate, such as the Fundão Project. Conclusions: Our analysis indicates that disputes take place in a landscape that transcends teachers' education and reaches more complex political and epistemic terrains, partially related to tensions between mathematics and mathematics education, but that cannot be reduced to this binarism.
Este artículo reporta un análisis del estado del arte sobre las actitudes de los profesores hacia la educación inclusiva de niños con discapacidad. Este artículo analiza una variedad de investigaciones con el propósito de explorar los factores y las razones que pueden incidir en las actitudes de los profesores sobre la enseñanza a niños discapacitados. El análisis fue llevado a cabo para mostrar evidencia de las perspectivas positivas y negativas de los profesores hacía la inclusión. Durante todo el análisis, las actitudes de los profesores resultaron ser influenciadas por su filosofía general de inclusión y la percepción de como debería ser implementado este proceso. Después de discutir los resultados de los estudios analizados, se encontró que las actitudes positivas o negativas dependía de una variedad de factores como el conocimiento de educación inclusiva, tiempo, recursos y desarrollo profesional.Palabras Claves: Inclusión, Politicas, y ActitudesAbstractThis paper reports a review of literature concerning the attitudes of teachers toward inclusive education of children with disabilities. This paper reviews a large body of research-based literature, in order to explore the factors and reasons that might impact teachers' attitudes concerning the teaching of disabled children. The analysis was carried out to show evidence of positive and negative views of teachers towards inclusion. Throughout the analysis, teachers' attitudes were found to be influenced by their general philosophy of inclusion and the way they perceived that inclusion should be implemented. After analyzing the results of various research studies, it was found that teachers' positive or negative attitudes depended on many factors such as knowledge toward inclusive education, time, resources and professional development. Key words: Inclusion, policies and teachers' attitudes
This paper aims to analyze teachers' discourses on young lesbians in the Portuguese schools. To that end, we carried out semi-structured interviews with 24 Portuguese teachers of middle and secondary schools. After having analyzed the retrieved data from the interviews, we identified four main themes: gender polarization; lesbian invisibility; homophobia; and measures against homophobia. Based on their discourses, we concluded that these interviewees have a small amount of knowledge about lesbian women's sexuality. Despite the legislative progress concerning the Lesbian, Gay, Bisexual and Transgender People's rights in Portugal, teachers are not prepared to deal with this issue both inside and outside the school environment. Furthermore, this research includes some recommendations to deal with homophobia in the Portuguese school context. This study will hopefully contribute to a better understanding of the discourses and practices towards young lesbians in the school panorama, highlighting the importance of promoting non-discriminatory attitudes in the Portuguese schools.
Many European governments, including Norway, have ambitious educational policies regarding digitalisation. Many businesses and policymakers pay great attention to the use of digital technologies in education in order to meet the future demands for a competent and qualified workforce. Among researchers and policymakers, there is a general consensus that the professional teacher is a key figure for the successful implementation of digital technologies in schools. Many expectations have been placed upon professional teachers regarding the implementation and use of digital technologies. The professional teacher is, to a certain degree, supposed to independently decide how digital technologies should be used in the classroom. This paper discusses what the concept of a 'professional digitally competent teacher' may mean in the context of schools. It also argues the need for a greater understanding of professional digital competence, one which takes into consideration various social and cultural aspects with regard to technology, schools and the teaching profession. In unpacking the social and cultural conditions for implementing technology in a professional teaching context, I will draw on concepts from the constructivist understanding of technology, namely, the 'domestication of technology'.
El comienzo y los primeros años de trabajo de un docente se pueden visualizar de diversos modos. Por ejemplo, mediante la imagen de un triángulo con la persona del docente en uno de sus vértices. Como persona, el docente novel cuenta con una visión particular de su trabajo y un sentido de misión o tarea. Se siente más capacitado en unas áreas que en otras, y con una confianza variable respecto a su preparación inicial (aunque esta percepción puede cambiar con las primeras experiencias). Desde los otros vértices del triángulo confluyen hacia este nuevo profesional mensajes que provienen del contexto de trabajo y mensajes del contexto social y político referidos a la enseñanza, a la calidad o no de su preparación inicial y a lo que deben o no deben hacer los docentes. En su lugar de trabajo, en forma concreta, enfrenta demandas o conflictos, recibe apoyos, y formula preguntas que no siempre tienen respuesta. El docente novel acoge, rechaza, interpreta y reinterpreta estas experiencias como en una suerte de reconfiguración de la identidad profesional que tal vez pensó que había adquirido en su formación inicial. En esto, no difiere de otros profesionales enfrentados a sus primeras experiencias de trabajo, pero las vive en condiciones más complejas por el entretejido de relaciones que le demandan la responsabilidad con alumnos, padres, colegas, autoridades y su propio entorno social de amistades; y por la diversidad posible de las expectativas respecto a su trabajo, tanto personales como de otros. ; The beginning and the first years of teaching can be viewed in various ways. For example, the image of a triangle with the person's teaching in one of its vertices. As a person, the novice teacher has a particular vision of his work and a sense of mission or task. The beginning teacher feels more capable in some areas than others and with a confidence variable with respect to its initial preparation (although this perception may change with the first experiments). From the other sides of the triangle together towards this new professional messages that come from the context of work and messages of social and political context relating to education, quality or otherwise of their initial preparation and what they should or should not make teachers. In their place of work, in concrete form, is facing demands or conflicts, receives support, and asks questions that do not always have the answer. The beginning teacher welcomes, rejected, interpreted and reinterpreted these experiences as a sort of re-shaping the professional identity that maybe he thought he had acquired in their initial training. In this, no different from other professionals faced with his first work experiences, but those living in more complex by the interweaving of relationships that will demand accountability with students, parents, peers, authorities and his own social environment of friends, and possible by the diversity of expectations regarding their work, both personal and from others. ; Grupo FORCE (Formación Centrada en la Escuela) Universidad de Granada
This article focuses on the development of a small-scale research project implemented in a public school in Bogotá, Colombia with a group of fourth graders who study English as a foreign language. The main goal of this research is to determine the criteria my fourth graders use when assessing the worksheets I provided them with in the English class. The data collection techniques that support the proposal are questionnaires, semi-open interviews, and the teacher's journal. This study prompted a more collaborative environment among teacher and students regarding a basic activity of the curriculum as the materials used in class. Finally, this paper emphasizes the importance of creating classrooms that are more democratic to enrich the educational process. Key words: Materials assessment, evaluation, assessment, democratic classrooms, English innovation, foreign language innovation, curriculum Este artículo se centra en el desarrollo de un proyecto de investigación a pequeña escala implementado en un colegio público en Bogotá, Colombia con un grupo de cuarto de primaria que estudia inglés como lengua extranjera. El principal fin de esta investigación es determinar el criterio usado por mis estudiantes de cuarto de primaria cuando evalúan los talleres que yo diseño para la clase de inglés. Las técnicas de recolección de datos que soportan esta propuesta son cuestionarios, entrevistas semiabiertas, y el diario del profesor como fuente secundaria. Este estudio promovió un ambiente de mayor diálogo entre profesor y estudiantes, teniendo en cuenta una actividad básica del currículo como son los materiales usados en clase. Finalmente, este trabajo enfatiza en la importancia de crear salones más democráticos para enriquecer el proceso educativo. Palabras claves: Evaluación de materiales, evaluación, seguimiento, salones democráticos, innovación-inglés, innovación-lengua extranjera, currículo
According to the UN (2020) the changes generated by the pandemic have affected the educational system in all its strata, but it is the teachers and governments that play the essential role in allowing diligent and adequate responses to the crisis to be managed, developing educational solutions at a distance, thanks to the rapid response of teachers and governments around the world supporting the continuity of education. In order to recognize specifically what teachers, do to face the pandemic, this mixed exploratory research was carried out with the participation of 30 teachers from the Agricultural Technical Educational Institution (INETA- Puerto Lopez -Meta), an institution with three sites in which they serve students from elementary to high school, whose population belongs mostly to the strata 1 and 2. ; Según la ONU (2020) los cambios generados por la pandemia han afectado el sistema educativo en todos sus estamentos, pero son los docentes y los gobiernos los que desempeñan la función esencial de permitir que se gestionen respuestas diligentes y adecuadas ante la crisis, desarrollando soluciones educativas a distancia, gracias a la rápida respuesta de docentes y gobiernos en todo el mundo apoyando la continuidad de la educación. Para reconocer específicamente lo que los docentes realizan para afrontar la pandemia, se realizó esta investigación de tipo exploratorio mixto con la participación de 30 docentes de la Institución Educativa Técnico agropecuario (INETA- Puerto López -Meta), institución que cuenta con tres sedes en las cuales atienden estudiantes desde la básica hasta la media, cuya población pertenece en su mayoría a los estratos 1 y 2. El trabajo docente, por su parte, se limita al uso de celulares y del WhatsApp.
Currently, the world has imposed a dizzying pace in all areas of our lives, one of them, the labor development of the individual. Organizational processes, have undergone major changes, due to the competitiveness imposed by economic pressures of industrialization, automation, globalization and other economic, political and social phenomena that directly affect the health of workers, unable to adapt to the new rules imposed by the labor market. In this situation, it has become important, the so-called burnout syndrome or burnout, which manifests with psychological changes that are increasing in intensity from discontent and irritability to emotional outbursts, especially professionals as employees, mainly in the service delivery area (teachers, lawyers, police). This situation is exacerbated if the individual performs his duties in inappropriate conditions, with excessive shifts, insecure tenure, inadequate remuneration and lack of material and human resources necessary for proper execution of their tasks. Burnout has become the most researched psychological effects work in recent decades, demonstrating the growing number of publications that address. All this has led specialists to rule in favor of the inclusion of this syndrome as an occupational disease, with all the legal and economic consequences that entails. It is important to assess the state of the art of this phenomenon and to place in perspective the problem has reached dimension. The present study aims to analyze the presence of burnout syndrome among university teachers in Latin America and Spain, as an important element in the welfare and quality of working life of university teachers; through a systematic review of the scientific literature published in the period 2005-2015. A literature search was performed in databases (EBSCO, e-book, redalyc, scielo, Dialnet, academic google), considering Latin American countries and Spain. All articles that examined until October 30, 2015 and criteria to ensure compatibility between studies were defined. 152 articles of which 86 were empirical studies and 66 literature reviews found. Articles of empirical studies (86), were definitely 35 documents, givinga population sample of6842university teachers. Most of the authors used the MBI instrument, there is a prevalence of burnout in women than in men. ; Los procesos organizativos, han sufrido grandes cambios, debido a la competitividad impuesta por las presiones económicas derivadas de la industrialización, automatización, globalización y otros fenómenos económicos, políticos y sociales, que repercuten directamente en la salud del trabajador, al no poder adaptarse a las nuevas reglas impuestas por el mercado laboral. Ante esta situación, ha cobrado importancia, el llamado Síndrome de Burnout o de desgaste profesional, que se manifiesta con cambios psicológicos que van incrementando su intensidad desde el descontento y la irritabilidad hasta estallidos emocionales, especialmente en profesionales en relación de dependencia, fundamentalmente en el área de prestación de servicios (docentes, abogados, policías, médicos, enfermeras, etc.). Esta situación se agrava, si el individuo ejecuta sus labores en condiciones inapropiadas, con turnos excesivos, inseguridad en el cargo, remuneración insuficiente y carencia de recursos materiales o humanos indispensables para una correcta ejecución de sus tareas. El presente estudio pretende analizar la presencia del síndrome de burnout en docentes universitarios en Latinoamérica y España, como un elemento importante en el bienestar y en la calidad de vida laboral del docente universitario; a través de realizar una revisión sistemática de la literatura científica publicada en el periodo 2005 –2015. Se realizó una búsqueda bibliográfica en bases de datos (ebsco, e-book, redalyc, scielo, Dialnet, google académico), considerando países latinoamericanos y España. Se examinaron todos los artículos existentes hasta el 30 de Octubre de 2015 y se definieron los criterios que aseguran la compatibilidad entre los estudios. Se encontraron 152 artículos de los cuales 86 eran de estudios empíricos y 66 de revisiones bibliográficas. De los artículos de estudios empíricos (86), quedaron definitivamente 35 documentos, dando una muestra poblacional de 6842 docentes universitarios. La mayor parte de los autores utilizó el Maslash Burnout Inventory (MBI), como instrumento para la evaluación del síndrome de Burnout.
La plusdotazione è un'interazione di fattori biologici e contestuali (Gagné, 2001). Tuttavia, fin dal passato, si tende a far rientrare in questa categoria i soggetti che dimostrano un quoziente intellettivo (Q.I.) sopra la media, privilegiando i fattori ritenuti "biologici". La normativa scolastica identifica le caratteristiche dei bambini con plusdotazione (gifted children) come bisogni educativi speciali (BES), dato confermato anche da alcune ricerche (De Angelis, 2017; Pinnelli, 2019) e sancito dalla recente nota ministeriale n. 562 del 3 aprile 2019, rimarcando così quella "specialità" propria di chi dimostra difficoltà o svantaggio (Dovigo, 2014b). Il campione di ricerca è costituito da: 37 insegnanti di scuola primaria; 15 genitori e 3 dirigenti scolastici. Gli insegnanti sono stati raggruppati in 6 focus group, mentre i genitori e i dirigenti hanno partecipato a una intervista individuale. Tutti gli incontri sono stati audio registrati e poi trascritti. I dati, poi, sono stati analizzati con il software NVivo. Le percezioni di alcuni insegnanti della scuola primaria, di alcuni dirigenti e genitori dimostrano il prevalere di un approccio medico, dove l'etichetta avrebbe la priorità nel riconoscere la plusdotazione nei bambini, per adottare, di conseguenza, delle pratiche sbilanciate sul versante cognitivo. La priorità sembra data al punteggio del QI piuttosto che al riconoscimento e alla valorizzazione dei talenti. Il considerare lo sviluppo dei talenti, attraverso un approccio bio-psico sociale (con riferimento all'ICF (OMS, 2001), ci induce a spostare il focus sulle potenzialità e sui talenti di ciascuno, e interrogarci su una possibile didattica dei talenti. Il passaggio è fondamentale se vogliamo dare maggiore importanza al ruolo dell'insegnante, che non può e non deve essere quello di un "assistente" al clinico, intento a individuare difficoltà, disturbi e bisogni "speciali", ma promotore di apprendimento, facendo leva sui talenti di tutti, verso un modello di "scuola dei talenti" (Baldacci, 2002; Margiotta, 2018). ; Giftedness is an interaction of biological and contextual factors (Gagné, 2001). However, since the past, there has been a tendency to include in this category subjects who demonstrate an intellectual quotient (IQ) above the average, favoring factors considered "biological". The school legislation identifies the characteristics of gifted children as special educational needs (BES), a figure also confirmed by some researches (De Angelis, 2017; Pinnelli, 2019) and sanctioned by the recent ministerial note n. 562 of 3 April 2019, thus underlining that "speciality" of those who demonstrate difficulties or disadvantages (Dovigo, 2014b). The research sample consists of: 37 primary school teachers; 15 parents and 3 head teachers. The teachers were grouped into 6 focus groups, while the parents and managers participated in an individual interview. All the meetings were audio recorded and then transcribed. The data was then analyzed with the NVivo software. The perceptions of some primary school teachers, some managers and parents demonstrate the prevalence of a medical approach, where the etiquette would have priority in recognizing giftedness in children, to consequently adopt unbalanced practices on the cognitive side. Priority seems to be given to the IQ score rather than the recognition and enhancement of talents. Considering the development of talents, through a bio-psycho-social approach (with reference to the ICF (WHO, 2001), leads us to shift the focus on the potential and talents of each one, and ask ourselves about a possible teaching of talents. Transition is essential if we want to give greater importance to the role of the teacher, who cannot and must not be that of an "assistant" to the clinician, intent on identifying difficulties, disorders and "special" needs, but a promoter of learning, developping talents of everyone, towards a model of "school of talents" (Baldacci, 2002; Margiotta, 2018).
This contribution aims to highlight the need to train teachers in the cultural consciousness necessary to understand their own profile and role in the current historical framework. In this sense, it will articulate the hypothesis of a reflective and critical training model, which assumes as a particular task the development of the ability to interpret the challenges of everyday life critically and pedagogically, in view of the elaboration of a new vision and operational hypotheses inspired by it. It will therefore focus on the second level reflective dimension, critically and problematically addressing the concepts implicit in action. Some directions will be developed, which are the result of the best experience of teacher training in Italy: - the integrated nature of the theoretical and practical dimensions; - the link between initial and in-service training; - the synergy between school and society, the expression and exercise of the political dimension of teaching and training. This model assigns a strategic role to general and social pedagogy. ; Il presente contributo intende evidenziare la necessità della formazione degli insegnanti alla consapevolezza culturale indispensabile ad interpretare il proprio profilo e ruolo nella cornice storica attuale. In tal senso articolerà l'ipotesi di un modello di formazione riflessivo e critico, il quale assume come compito peculiare lo sviluppo della capacità di interpretare criticamente e pedagogicamente le sfide del quotidiano, in vista dell'elaborazione di una visione nuova e di ipotesi operative ad essa ispirate. Focalizzerà, quindi, la dimensione riflessiva di secondo livello, rivolta criticamente e problematicamente alle concezioni implicite nell'agire. Ne svilupperà alcune direzioni, frutto della migliore esperienza della formazione dei docenti in Italia: il carattere integrato delle dimensioni teorica e pratica; il raccordo tra formazione iniziale e in servizio; la sinergia tra scuola e società, espressione ed esercizio della dimensione politica ...
La competencia en lenguas extranjeras, la conciencia global y la comunicación intercultural están cada vez más reconocidas como aspectos esenciales de la participación productiva en el ámbito económico, cívico, político y social del siglo XXI. Como consecuencia, la promoción internacional de estas competencias adquiere una importancia única en el espectro de la educación infantil, básica y secundaria en Estados Unidos. El conjunto de nuevos objetivos para estudiantes de hoy implica el desarrollo de nuevas competencias entre docentes que no han sido contempladas hasta ahora en las iniciativas de desarrollo profesional llevadas a cabo en Estados Unidos, y poco se sabe sobre la adquisición de estas competencias entre educadores. Estas competencias pueden entenderse según el modelo de competencia comunicativa intercultural de Byram (1997), cuyos principios de desarrollo se basan en señalar el aprendizaje on-line como una herramienta eficaz para la adquisición de competencias entre docentes. En este artículo se presenta el análisis de varios estudios sobre el aprendizaje intercultural; aprendizaje intercultural y tecnología; y el desarrollo profesional on-line de profesores, con el fin de plantear la posibilidad de las tres dimensiones. En suma, se nos ofrece una serie de principios sobre el diseño educativo que promueven la construcción de estas competencias interculturales en los profesores, entre los que destaca la evidencia de que las tecnologías en red aplicadas al aprendizaje on-line poseen aspectos únicos para desarrollar las competencias interculturales en todas las áreas. ; Foreign language ability, global awareness, and intercultural communication skills are increasingly recognized as essential dimensions of productive participation in the emerging economic, civic, political and social arenas of the 21st century. Consequently, these skills are being promoted more intentionally than ever across the spectrum of K16 education. This newly articulated set of objectives for today's students implies a concomitant set of competencies in educators. These competencies have not traditionally been a focus of professional development efforts in the United States, and little is known about how best to cultivate these competencies in educators. These competencies can be understood in terms of Byram's (1997) model of intercultural communicative competence (ICC). The principles of ICC development point to online learning as a potentially powerful lever in cultivating teachers' own competencies in this arena. A review of studies of intercultural learning, technologically-mediated intercultural learning and online teacher professional development is offered to suggest how these three domains might overlap. A synthesis of the findings across these literatures suggests a set of principles and educational design features to promote the building of teachers' intercultural competencies. A key finding reveals the unique affordances of networked technologies in online learning opportunities to support the development of intercultural competencies in teachers across all subject areas.
La violencia entre escolares es un problema que afecta al 20% de los alumnos de nuestras aulas. El bullying un fenómeno grupal donde la violencia entre escolares resulta ser un emergente de las malas relaciones. Este fenómeno de maltrato se encuentra favorecido por la homofobia, encontrando que gran parte de los alumnos de orientación homosexual sufren con frecuencia los hostigamientos de sus compañeros (informe asociación FEGLBT, 2012). Las creencias intolerantes hacia grupos que se perciben diferentes son especialmente significativas entre los que han sido excluidos. Este trabajo plantea una revisión teórico-práctica sobre los problemas de violencia escolar relacionados con la homofobia a través del análisis de diversos informes e investigaciones. Concluyendo que existen evidencias de relación entre bullying y homofobia. Siendo que la mayoría de los hostigamientos proceden de los compañeros pero también del propio profesorado. Es significativo que más de la mitad de las agresiones se inician entre los 12 y los 15 años. Por tanto se hace necesaria una intervención específica orientada a la formación del profesorado que facilite una convivencia plural y democrática. ; The problem of violence in schools affects up to 20 per cent of the students in our classrooms. Bullying is a group phenomenon that emerges from the bad relationships. This phenomenon of abuse is encouraged by homophobia, finding that much of homosexual orientation students often face harassment by peers (Report from the association FEGLBT, 2012). Intolerant beliefs toward groups that are perceived as different are especially significant among those who have been excluded. This paper presents a review of theoretical and practical problems of school violence related to homophobia through analysis of various reports and investigations. Concluding that, there is evidence of a relationship between bullying and homophobia. Since most of the harassment comes from peers but also from the teachers themselves. Significantly, more than half of the attacks are initiated when students are between 12 and 15 years old. Therefore a specific intervention aimed at teacher training to facilitate a pluralistic and democratic coexistence is needed. ; peerReviewed
