Professional Growth among Preservice and Beginning Teachers

Kagan, Dona M.

doi:10.2307/1170578

Cited by 435 publications

(734 citation statements)

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“…Il n'en demeure pas moins vrai que ces deux champs se croisent difficilement. Ainsi, des enseignants débutants qui n'ont pas d'expérience et donc peu de patrons d'actions (Kagan, 1992) ont des difficultés à enseigner. qu'en est-il pour l'enseignement de la lecture au CP ?…”

Section: Résultats Et Discussionunclassified

“…Les préoccupations ne deviennent centrées sur l'activité de l'apprenant que lorsque les premières sont partiellement, voire totalement réglées (Kagan, 1992).…”

Section: Développement Professionnel Des Enseignantsunclassified

“…Le stade de l'idéalisation du métier (où la préparation du contenu des leçons l'emporte) et le stade de survie (durant lequel ils remettent en cause leur efficacité en tant qu'enseignants) forment les deux stades successifs développés par Kagan (1992) à propos des enseignants novices. Ces deux étapes semblent caractérisées par une évolution dans la gestion de leur classe.…”

Section: Développement Professionnel Des Enseignantsunclassified

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Enseignement de la lecture au cp et développement professionnel de maîtres débutants

Briquet-Duhazé¹

2010

rechercheformation

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Section: Résultats Et Discussionunclassified

“…Les préoccupations ne deviennent centrées sur l'activité de l'apprenant que lorsque les premières sont partiellement, voire totalement réglées (Kagan, 1992).…”

Section: Développement Professionnel Des Enseignantsunclassified

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Enseignement de la lecture au cp et développement professionnel de maîtres débutants

Briquet-Duhazé¹

2010

rechercheformation

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“…2014 contestadas e, refletem as memórias dos indivíduos sobre situações significativas da sua vida (DEWEY, 1978). Algumas crenças assumem características centrais e estáveis em um sistema de crenças pessoais (ROKEACH, 1981), funcionando como filtros particulares que interferem no modo como os professores percebem e interpretam o processo de ensino a que são submetidos, influenciando inclusive, na seleção das experiências e conhecimentos que julgam serem importantes para sua formação profissional (BORKO;PUTNAM, 1996;KAGAN, 1992;MANSOUR, 2009).…”

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“…Primordialmente, é necessário que se realize um levantamento e apreciação destas próprias crenças, em seguida lançar desafios que promovam oportunidades para examiná-las criticamente e assim integrar novos conhecimentos formais aos sistemas de crenças pessoais já existentes (KAGAN, 1992;O'SULLIVAN, 2005).…”

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As crenças sobre o ensino dos esportes na formação inicial em Educação Física

Ramos

Souza²,

Brasil³

et al. 2014

R. Educ. Fís. UEM

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RESUMOO objetivo principal é analisar as crenças ou conhecimentos prévios de alunos de Graduação em Educação Física a respeito do ensino dos esportes, quando ingressam na universidade. Foram adotados procedimentos metodológicos de pesquisa qualitativa de caráter descritivo interpretativo de estudos de casos múltiplos. Cinco estudantes de graduação em Educação Física de uma universidade pública foram investigados. Os instrumentos utilizados foram roteiro de entrevista semiestruturada; observação sistemática; procedimentos de estimulação de memória. A técnica de análise de conteúdo foi utilizada e as classes de análise foram determinadas a priori. Verificou-se que os sujeitos investigados acreditam que os conteúdos motores ou habilidades básicas do esporte devem ser enfatizados no processo de iniciação esportiva. A experiência de prática pessoal e a observação foram as fontes para a estruturação de suas aulas. Os sujeitos possuem um conhecimento pedagógico sobre o ensino dos esportes, obtidos a partir de um processo de modelação.

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Concerns and perceptions of beginning secondary science and mathematics teachers

Adams

Krockover

1997

Sci. Ed.

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This study is an exploratory research project to: (1) identify the concerns that beginning science and mathematics teachers have about being a new teacher; and (2) identify the perceptions that these teachers have about the effectiveness of their preservice program in relation to their concerns. Program, in this context, is defined as pedagogy coursework, content coursework, and undergraduate experiences relevant to teaching. The participants for this study consisted of 11 beginning (less than 2 years experience) secondary and middle school science (n = 8) and mathematics (n = 4; dual assignment) teachers who were involved in the Salish Project at Purdue University during the 1993–1994 school year. The national Salish Project, in which Purdue University is a participant, is a research project designed to study secondary science and mathematics preservice programs across the nation. The primary data sources for the study were telephone interviews using an interview guide. The interview guide consisted of four questions that asked about the school community, what was learned by the participants during their first year of teaching, advice that the participants would like to give to new teachers, and how well the preservice program prepared them for their first year of teaching. The interview transcripts were analyzed using a cross‐case inductive analysis based from a phenomenological perspective. The new teacher concerns that emerged were: class assignments, curriculum development, time management, classroom management, and presentation of the content. Curriculum development, class assignments, and presentation of content have significant implications for the secondary science and mathematics preservice program. The perceptions that emerged about the preservice program were: content course work is too specific; some of the pedagogical coursework has limited usefulness; there is a need for more field experiences; and being an undergraduate teaching assistant eases the transition in becoming a teacher. All four of these perceptions have implications for the improvement of a secondary science preservice program. © 1997 John Wiley & Sons, Inc. Sci Ed 81:29–50, 1997.

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Professional Growth among Preservice and Beginning Teachers

Cited by 435 publications

References 0 publications

Enseignement de la lecture au cp et développement professionnel de maîtres débutants

Enseignement de la lecture au cp et développement professionnel de maîtres débutants

As crenças sobre o ensino dos esportes na formação inicial em Educação Física

Concerns and perceptions of beginning secondary science and mathematics teachers

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