Theory, practice and research in initial teacher education in Brazil: challenges and alternatives

Marcondes, Maria Inês; Leite, Vânia Finholdt Ângelo; Ramos, Rosane Karl

doi:10.1080/02619768.2017.1320389

Cited by 18 publications

(17 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Then, after the social distancing period is over, the internship would move onto its practical component. There is a risk of aggravating the lack of contextualisation of teacher education in schools (Marcondes, Leite, and Ramos 2017) and the difficulties still faced in Brazil and other countries, in uniting practice and theory in teacher education. (Gatti et al 2014;Fontoura 2018;Craig and Orland-Barak 2015;Flores 2017;Loureiro, Cavalcanti, and Zukowsky-Tavares 2019;Veiga 2010).…”

Section: Internships and The Theory And Practice Relationship In Initmentioning

confidence: 99%

Social distancing effects on the teaching systems and teacher education programmes in Brazil: reinventing without distorting teaching

Prata-Linhares

Cardoso

Lopes-Jr.

et al. 2020

Journal of Education for Teaching

View full text Add to dashboard Cite

Brazil is a country with marked social asymmetries, which have an impact on the impoverishment of basic educational proficiencies. We present a snapshot in a cross-sectional documentary study that registered the risk of distorting educational processes even more intensely, due to the easing of political and pedagogical decisionmaking. Planning and thinking about how to keep our teachers and students learning during the isolation and the post-pandemic period, implies the redesigning of education scenarios, searching for balance in teaching and in the use of technologies and resources. Until now, we have noticed an enlarged reproduction of preexisting educational asymmetries. People who live in a situation of social vulnerability and digital exclusion are facing many more difficulties in the isolation period, as well as in managing to keep learning, than those in better financial conditions and with broadband internet access. It is a time that requires collective reinvention, bringing together policies and practices in a resolutive and equitable way.

show abstract

Section: Internships and The Theory And Practice Relationship In Initmentioning

confidence: 99%

Social distancing effects on the teaching systems and teacher education programmes in Brazil: reinventing without distorting teaching

Prata-Linhares

Cardoso

Lopes-Jr.

et al. 2020

Journal of Education for Teaching

View full text Add to dashboard Cite

show abstract

“…Regional disparities also apply to teacher training: Many teachers in rural areas and poorer regions have inadequate levels of education and training (Oakland & Wechsler, 1990). In many schools in the North and Northeast, teachers do not hold a college degree or do not have any training in education (Marcondes, Leite, & Ramos, 2017). In some cases, teachers did not complete their own public education (Marcondes, 1999).…”

Section: Context Of Brazilian Schoolsmentioning

confidence: 99%

“…In addition to regional inequalities, many educators teach courses in disciplines they did not study. According to national surveys, only 54% of Portuguese teachers were trained to teach Portuguese courses, and only 38.6% of mathematics teachers were trained in the respective discipline (Gatti, 2014;Marcondes et al, 2017). Teacher education programs also do not adequately prepare future teachers for the challenges and realities encountered in schools and classrooms including poor behavior (Marcondes et al, 2017).…”

Section: Context Of Brazilian Schoolsmentioning

confidence: 99%

“…According to national surveys, only 54% of Portuguese teachers were trained to teach Portuguese courses, and only 38.6% of mathematics teachers were trained in the respective discipline (Gatti, 2014;Marcondes et al, 2017). Teacher education programs also do not adequately prepare future teachers for the challenges and realities encountered in schools and classrooms including poor behavior (Marcondes et al, 2017). Online teacher education courses have become more popular, but the coursework does not sufficiently prepare future teachers to be impactful and successful (Gatti, 2014;Marcondes et al, 2017).…”

Section: Context Of Brazilian Schoolsmentioning

confidence: 99%

“…Teacher education programs also do not adequately prepare future teachers for the challenges and realities encountered in schools and classrooms including poor behavior (Marcondes et al, 2017). Online teacher education courses have become more popular, but the coursework does not sufficiently prepare future teachers to be impactful and successful (Gatti, 2014;Marcondes et al, 2017).…”

Section: Context Of Brazilian Schoolsmentioning

confidence: 99%

See 2 more Smart Citations

Challenges for Behavioral Assessment in Brazilian Schools

Benson

Wechsler

Parker

2019

Estud. psicol. (Campinas)

View full text Add to dashboard Cite

In this article we begin by providing an overview of the need to increase the frequency with which behavioral assessment is used in Brazilian schools. We then describe various methods of behavioral assessment. Next, we discuss various purposes for assessing behavior in school settings. We then discuss general challenges that impact the assessment of behavior. Finally, we conclude by discussing the importance of identifying psychological and social concerns early in childhood and call for the development of additional evidence-based assessment tools that are appropriate for use in Brazilian schools.

show abstract

What do we know so far about the research‐teaching nexus in Initial Teacher Training? Findings from a systematic review

Yu-qian

Newton

Moger

et al. 2023

Review of Education

View full text Add to dashboard Cite

Initial Teacher Education (ITE) Programmes comprise campus‐based teaching sessions and school practice. This article carries out a systematic review from the context of Initial Teacher Education programmes in Higher Education, using the term ‘nexus’ to summarise the various ways research is integrated into campus‐based teaching, and the various forms of research‐informed teaching in school placement within ITE programmes. The review focused on empirical studies, written in either English or Spanish between 2015 to 2022, that report on this nexus—17 articles written in English met all the inclusion criteria, but none written in Spanish. The nexus is manifested on three levels: the intended level (related to courses), the implemented level (concerning campus‐based teaching), and the impact level (among pre‐service teachers). The nexus appears on the intended level through how courses and associated focal points for pedagogical practice are engineered and systematically designed to integrate research and teaching. On the implemented level, the nexus emerges in teacher educators' emphasis on epistemic connections between research and current school practice, and this highlights the identities of teacher educators and their professional development needs. On the impact level, the nexus means achieving harmony between, on the one hand, what pre‐service teachers have learnt from researching and, on the other, real social contexts—cognitively, affectively and self‐efficaciously. Discussion of these results provides a working definition of the research‐teaching nexus: for both teacher educators and pre‐service teachers to use the products and processes of research to enhance the effectiveness of teaching, either in campus‐teaching or school placement practice.

show abstract

Theory, practice and research in initial teacher education in Brazil: challenges and alternatives

Cited by 18 publications

References 14 publications

Social distancing effects on the teaching systems and teacher education programmes in Brazil: reinventing without distorting teaching

Social distancing effects on the teaching systems and teacher education programmes in Brazil: reinventing without distorting teaching

Challenges for Behavioral Assessment in Brazilian Schools

What do we know so far about the research‐teaching nexus in Initial Teacher Training? Findings from a systematic review

Contact Info

Product

Resources

About