THE LEARNINGS OF THE BASIC EDUCATION TEACHER

Joana Paulin Romanowski
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Abstract

The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
基础教育教师的学问
本研究以基础教育教师的学习为研究对象,旨在识别基础教育教师在其专业表现中的学习对其教师教育的贡献。这项调查是通过在谷歌表格平台上使用利克特量表进行的问卷调查。来自巴西各地区的370名教师参与了这项研究。研究参考文献基于Zeichner (2008), Martins(2009, 2016)。在对答案进行分析时,考虑了量表的最高指数来表示百分比。没有一个答案得到100%的最高指数。回答最多的回答被分为以下几类:教师在(i)集体教学实践和学校空间管理中学习;(二)在自己的教学实践中;(三)对其实践的反思;(iv)在课程、讲座和(v)进行个人研究。指数最低的回答是关于学习的:在非正式场合、在互联网上以及与学生家长的交流。最有价值的回应是学习:分享问题;关于教育的想法和意见;与学校教师合作规划课程;与同一班级的其他老师一起教学;新教学方法的插入和创新;他们参加学校协调委员会,讨论新的可能性,在许多情况下,他们阅读,咨询;他们在学校准备和发展讲习班,以支持学校和其他学校的教师。教师通过回顾经验,强调对教学实践的反思和探究具有很强的可能性:教学理念与教学实践之间的矛盾;当老师向别人描述他的实践时。通过审视自己的实践经验,观察自己的优势和劣势,反思自己对教学的信念和观念,教师有机会改变自己的实践。结论表明,教师的实践有助于他的教育。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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