Preservice Teachers Learning about Students and the Teaching-Learning Process

Woods, Marianne L.; Karp, Grace Goc; Escamilla, Elizabeth

doi:10.1123/jtpe.20.1.15

Cited by 13 publications

(7 citation statements)

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“…Portanto, seja de maneira direta, seja de maneira indireta, de modo formal ou informal, o objetivo da etapa de avaliação no processo de raciocínio e ação pedagógica, como afirmam vários autores, é oferecer ao estudante-professor um feedback da sua atuação docente e da sua capacidade de transformar seus próprios conhecimentos (relacionados ao conteúdo) em conhecimentos que sejam compreendidos, assimilados e aprendidos pelos alunos (GROSSMAN et al, 1989;PARK;OLIVER, 2008;SHULMAN, 1987;VALLI;RENNERT-ARIEV, 2002;WOODS et al, 2000); 5. Reflexão: tem como meta analisar a maneira como se desenvolveu a prática pedagógica, visando a reconstruí-la e a revivê-la, para, assim, recapitular como os eventos ocorreram, quais emoções surgiram e como os aprendizados se deram.…”

Section: Processo De Raciocínio E Ação Pedagógicaunclassified

“…Nóvoa (1995), Pérez-Gómez (1995) e Schön (1995) ensinam que essas reflexões têm como objetivo principal fazer uma revisão da prática pedagógica, comparando os objetivos iniciais com aqueles efetivamente obtidos, extraindo dessa análise elementos que orientem futuras situações de ensino e aprendizagem; 6. Nova compreensão: de acordo com Ennis (1994), Shulman (1987) e Woods et al (2000), esse é o momento em que o estudante-professor se dá conta de que, a partir de uma desestabilização inicial gerada por dilemas ou situações-problema, conseguiu reestruturar sua base de conhecimentos, seja reconstruindo os que a integravam, seja construindo novos a partir daqueles. Esse processo de autoesclarecimento pode se desenvolver não somente com conhecimentos novos ou reestruturados, mas também com os antigos.…”

Section: Processo De Raciocínio E Ação Pedagógicaunclassified

“…Percebe-se, dessa forma, tal como sugerem as fontes, que tanto a diversidade quanto a qualidade das práticas pedagógicas desenvolverão cada uma das etapas do processo de raciocínio e ação pedagógica, ao mesmo tempo que potencializarão, por intermédio do conhecimento pedagógico do conteúdo, a interação dos diferentes conhecimentos que integram a base de conhecimentos (BARBOSA-RINALDI, 2008;BEHETS;VERGAUWEN, 2006;PÉREZ-GÓMEZ, 1995;SCHÖN, 1995;SEBREN, 1995;WHIPPLE, 2002;WOODS et al, 2000;WRIGHT, 1999).…”

Section: Reflexões Depois Da Prática Pedagógicaunclassified

“…A prática pedagógica, assim interpretada, pode ser considerada o cerne da formação inicial de professores, pois, como ensinam diversos autores, viabiliza a participação e o desenvolvimento do conhecimento pedagógico do conteúdo, e é para ela que convergem as demais estratégias pedagógicas dos programas de formação (BARBOSA-RINALDI, 2008;BEHETS;VERGAUWEN, 2006;GIMENO SACRISTÁN, 1995;TAR-DIF;RAYMOND, 2000;VALLI;RENNERT-ARIEV, 2002;WHIPPLE, 2002;WRIGHT, 1999).…”

Section: Reflexões Depois Da Prática Pedagógicaunclassified

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Busca de paralelismo entre conhecimento pedagógico do conteúdo e processo de raciocínio e ação pedagógica

2011

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RESUMO: Ao apresentar as propostas do conhecimento pedagógico do conteúdo e do processo de raciocínio e da ação pedagógica, Shulman não explicitou, em sua teoria, as possíveis relações entre elas. Visando a analisar tais relações, este ensaio colocou lado a lado esses dois temas nucleares nos estudos de Shulman e, respaldado por outras investigações que abordam esses temas, buscou descobrir como podem se inter-relacionar na formação inicial de professores. As informações analisadas permitem inferir que ambas as propostas mantêm estreita, recíproca e quase interdependente relação entre si, de modo que se permeiam, se complementam e somam esforços no sentido comum de transformar os conhecimentos do conteúdo dos futuros professores em conhecimentos ensináveis aos alunos. A consideração dessas questões pelos programas de formação e sua implementação, por meio de práticas pedagógicas e suas reflexões, têm potencial para integrar esses elementos e qualificar a formação inicial dos futuros professores. Palavras-chave: Formação Inicial de Professores; Conhecimentos Docentes; Práticas Pedagógicas; Reflexões. THE SEARCH OF PARALLELISM BETWEEN PEDAGOGICAL KNOWLEDGE OF THE CONTENTS AND THE PROCESS OF REASONING AND PEDAGOGICAL ACTION ABSTRACT:While presenting the proposals of the pedagogical knowledge of the contents and the pedagogical action, Shulman did not set out in his theory the possible relations between them. Willing to analyze such relations, this essay put these two core themes in Shulman studies side by side and supported by other investigations that address these themes, tried to find out how they may inter-relate in the initial teacher training. The analyzed information allow to infer that both proposals keep a strict, reciprocal and almost interdependent relation between them, so that they permeate themselves, and complete and make efforts to each other in the common sense to transform the contents knowledge of the future teachers into teachable knowledge to pupils. The consideration of these questions by the training programs and its implementation through pedagogical practices and their reflections can potentially integrate these elements and qualify the initial training of future teachers.

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Section: Processo De Raciocínio E Ação Pedagógicaunclassified

Section: Reflexões Depois Da Prática Pedagógicaunclassified

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Busca de paralelismo entre conhecimento pedagógico do conteúdo e processo de raciocínio e ação pedagógica

2011

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“…In this perspective, how pre-service teachers are restructuring belief system and attitudes in order to adopt appropriate instructional practices are key. Early educational experiences during childhood (Rovegno, 2003), early fi eld experiences as a teacher (Woods, Goc Karp, & Escamilla, 2000) are important factors to consider.…”

Section: Introductionmentioning

confidence: 99%

Examining Attitudes of Physical Education Teacher Education Program Students Toward the Teaching Profession

Yıldızer¹,

Ozboke²,

Taşçıoğlu³

et al. 2017

Monten. J. Sports Sci. Med.

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Th e purpose of this study was to investigate attitudes of pre-service teachers toward the teaching profession with respect to their gender, grade level, whether participants regularly participate in physical activities, and whether pre-service students have a teacher-parent in their family. Research was conducted on 469 pre-service physical education teachers (Mage=21.35, SDage= 2.49), 188 female (Mage=20.89, SDage= 2.30) and 281 male (Mage=21.66, SDage= 2.57) students from fi ve diff erent universities in Turkey. In this study the "Attitude Scale for the Profession of Physical Education Teaching" was used. It has two factors: "concern for profession" (CP) and "aff ection for profession" (AP). Independent sample t-test results indicated that there were no signifi cant diff erences with respect to gender or having a teacher-parent in both factors and total attitude points (p> 0.05). Pre-service physical education teachers who participate in physical activity had signifi cantly higher points in AP and the total scale in comparison to those who do not participate in physical activity (p< 0.05). ANOVA results indicated that based on grade level there were signifi cant diff erences in CP and total attitude (p< 0.05). Students' concern about employment may be associated with diff erences in attitude scores between grade levels. Th e positive eff ect of physical activity participation and their professional teaching education on stress resilience might also be an important factor for increasing positive attitudes toward the teaching profession.

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Preservice Teachers' Belief Systems Toward Curricular Outcomes for Physical Education

Kulinna

Brusseau

Ferry

et al. 2010

Research Quarterly for Exercise and Sport

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This study was grounded in the belief systems and physical activity literature and investigated preservice teachers' belief systems toward curricular outcomes for physical education programs. Preservice teachers (N = 486; men = 62%, women = 38%) from 18 U.S. colleges/universities shared their beliefs about curricular outcomes. Preservice teachers completed a previously validated belief systems instrument designed to measure the relative importance of four outcome goals for programs (physical activity/fitness, self-actualization, motor skill development, and social development). Internal consistency reliability for the instrument was .98. A confirmatory factor analysis demonstrated a good fit of the current sample to the hypothesized outcomes model. Multivariate analysis of variance results revealed a significant interaction in outcome preservice teachers' priorities for year in school by region. The teachers' views also differed on the important outcome goals for physical education. Two critical "tensions" are discussed: (a) the need to examine more fully the consistency of preservice teacher/teacher belief systems, and (b) implications for teacher education and professional development programming. It is important to heed prospective teachers' voices and address their belief systems in teacher education programs.

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Preservice Teachers Learning about Students and the Teaching-Learning Process

Cited by 13 publications

References 0 publications

Busca de paralelismo entre conhecimento pedagógico do conteúdo e processo de raciocínio e ação pedagógica

Busca de paralelismo entre conhecimento pedagógico do conteúdo e processo de raciocínio e ação pedagógica

Examining Attitudes of Physical Education Teacher Education Program Students Toward the Teaching Profession

Preservice Teachers' Belief Systems Toward Curricular Outcomes for Physical Education

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