Academic literature on the topic 'Permanent teaching'
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Journal articles on the topic "Permanent teaching"
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Durfey, Shayla N. M., Paul George, and Eli Y. Adashi. "Permanent GME Funding for Teaching Health Centers." JAMA 317, no. 22 (June 13, 2017): 2277. http://dx.doi.org/10.1001/jama.2017.5298.
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&NA;. "TEACHING THE PATIENT ABOUT A PERMANENT PACEMAKER." Nursing 15, no. 3 (March 1985): 28–31. http://dx.doi.org/10.1097/00152193-198503000-00006.
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Santos, Vanessa Schweitzer dos, Gabriel Grabowski, and Jairo Lizandro Schmitt. "FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DO COLETIVO EDUCADOR AMBIENTAL DE NOVO HAMBURGO/RS E SUA PERCEPÇÃO SOBRE AS PRÁTICAS EDUCATIVAS AMBIENTAIS REALIZADAS." Revista Conhecimento Online 3 (September 29, 2020): 50. http://dx.doi.org/10.25112/rco.v3i0.1869.
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RESUMOAs práticas de Educação Ambiental (EA) devem ser inseridas permanentemente e de maneira interdisciplinar nos currículos escolares, promovendo boas práticas ambientais aos estudantes. Quando estes educandos vivenciam práticas ambientais adequadas, podem adquirir competências e criticidade para agirem adequadamente, no plano ambiental. Compreende-se que os docentes envolvidos nestes processos são fundamentais para o sucesso das atividades. Torna-se importante verificar a maneira como a EA acontece, fundamentalmente no ensino público. O presente trabalho verificou a formação docente dos profissionais envolvidos com EA realizada na Rede Municipal de Ensino de Novo Hamburgo/RS, com questionários. Nesta rede pública há um grupo docente em formação permanente em EA, denominado Coletivo Educador Ambiental, do qual fazem parte os professores participantes da pesquisa. Foi verificada também a percepção destes docentes referente às práticas educativas ambientais realizadas, no âmbito do Coletivo Educador. O grupo entrevistado percebe as ações de EA desenvolvidas positivamente, em sua maioria, considerando que as mesmas fazem diferença nas comunidades envolvidas. Verifica-se a demanda por ações mais práticas e contínuas e a necessidade de condições favoráveis à realização da EA. Concluiu-se que desenvolver a EA por meio de um grupo docente em formação permanente, promovendo estas ações enquanto rede de ensino, é uma boa alternativa de inserção da EA na rede pública. Esta formatação atende duas orientações presentes tanto na Política Nacional de EA quanto nas Diretrizes Curriculares Nacionais para a EA: formação permanente dos recursos humanos envolvidos e o desenvolvimento de atividades permanentes e interdisciplinares, sem uma disciplina específica para esta finalidade.Palavras-chave: Coletivo educador. Educação ambiental. Ensino público. Formação docente. Práticas educativas ambientais.ABSTRACTEnvironmental Education (EE) practices should be inserted permanently and interdisciplinarily in school curricula, promoting good environmental practices for students. When these learners experience appropriate environmental practices, they can acquire the skills and criticality to act appropriately, in the environmental field. It is understood that the teachers involved in these processes are fundamental to the success of the activities. It becomes important to check how EA happens, fundamentally in public education. The present study verified the teacher training of the professionals involved with EE carried out in the Teaching Network of Novo Hamburgo/RS, with questionnaires. In this public network there is a teaching group in permanent formation in EE, called Collective Environmental Educator, which includes the participating teachers of the research. It was also verified the perception of these teachers regarding the environmental educational practices carried out, within the scope of the Educative Collective. The interviewed group perceives the actions of EE developed positively, in the majority, considering that they make a difference in the communities involved. There is a demand for more practical and continuous actions and the need for favorable conditions for EE. It was concluded that the development of EE through a teaching group in permanent formation, promoting these actions as a teaching network, is a good alternative for the insertion of EE into the public network. This format meets two guidelines in both the National EE Policy and the National Curricular Guidelines for EE: permanent training of the human resources involved and the development of permanent and interdisciplinary activities, without a specific discipline for this purpose.Keywords: Collective educator. Environmental education. Public education. Teacher training. Environmental education practices.
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Delgado, Darwin Gustavo Lucas, Freddy Eduardo Anchundia Delgado, and Pamela Mariana Zambrano Quiroz. "Permanent application of diagnostic assessment on learning teaching process." International journal of linguistics, literature and culture 5, no. 4 (July 31, 2019): 34–45. http://dx.doi.org/10.21744/ijllc.v5n4.699.
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This article is an analysis of the application of diagnostic assessment in teaching processes – learning by teachers at the School of Basic Education "May 24" in the canton of Portoviejo, for this purpose, exploratory research was used, to do so, to use exploratory research, to determine quantitative and qualitative criteria and achieve learning directed to the development of the evaluated body, as well as the application of the survey as a technique for collecting relevant data from the object of the study, this study shows that evaluation as a diagnostic process will allow the identification of previous learnings that will mark the starting point and decision-making for new learning, where the teachers apply it only at the beginning of the school year, limiting an educational practice of quality and warmth through modifications that respond to needs regarding the level of student performance, however different authors determine that this type of evaluation it should be used at the beginning of a topic or an academic period, becoming a permanent practice and accompanied by feedback processes.
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McCrostie, James. "The right stuff: hiring trends for tenured university positions in Japan." Language Teacher 34, no. 5 (September 1, 2010): 31. http://dx.doi.org/10.37546/jalttlt34.5-2.
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Despite the demographic crisis facing Japanese universities it remains possible, though increasingly difficult, to obtain a permanent teaching position. This article analyses three years worth of job ads to determine the qualifications necessary to increase one’s chances of securing a permanent, full-time position teaching English at a Japanese university.
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Costa, Alda. "Mozambique: making museums a permanent source of teaching and learning." Museum International 41, no. 1 (March 1989): 32–34. http://dx.doi.org/10.1111/j.1468-0033.1989.tb00753.x.
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Rossi, Fabian, Nina Tsakadze, Elisa M. Rossi, and Michael Hoffmann. "Teaching NeuroImages: Melkersson-Rosenthal syndrome with permanent bilateral facial weakness." Neurology 92, no. 1 (December 24, 2018): e81-e81. http://dx.doi.org/10.1212/wnl.0000000000006683.
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Baldwin, Roger G., and Matthew R. Wawrzynski. "Contingent Faculty as Teachers." American Behavioral Scientist 55, no. 11 (May 26, 2011): 1485–509. http://dx.doi.org/10.1177/0002764211409194.
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Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenured and tenure-eligible) faculty differ in their use of subject-centered and learning-centered teaching strategies. Holland’s academic environments model was also used to examine the subject-centered and learning-centered teaching practices of permanent and contingent faculty within broad academic areas. Findings indicate that the teaching practices of part-time contingent faculty differ in important ways from their other faculty colleagues. In contrast, the teaching practices of full-time contingent faculty more closely parallel those of their tenured and tenure-eligible colleagues. Based on these findings, implications for policy, practice, and additional research on this growing segment of the U.S. professoriate are included.
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Silva, Cristiane, Marlene Terra, Sadja Mostardeiro, Danilo Ribeiro, Cláudia Lavich, and Mariane Xavier. "NUCLEUS OF PERMANENT EDUCATION IN NURSING: PERSPECTIVES IN A TEACHING HOSPITAL." Revista de Pesquisa: Cuidado é Fundamental Online 5, no. 3 (July 1, 2013): 114–21. http://dx.doi.org/10.9789/2175-5361.2013v5n3p114.
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Trivisiol Silva, Cristiane, Marlene Gomes Terra, Sadja Cristina Tassinari de Souza Mostardeiro, Danilo Ribeiro Bertasso, Cláudia Rosane Perico Lavich, and Mariane Da Silva Xavier. "NUCLEUS OF PERMANENT EDUCATION IN NURSING: PERSPECTIVES IN A TEACHING HOSPITAL." Revista de Pesquisa Cuidado é Fundamental Online 5, no. 3 (April 11, 2013): 114–21. http://dx.doi.org/10.9789/2175-5361.2013.v5i3.114-121.
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OBJETIVO: Descrever como os enfermeiros percebem o Núcleo de Educação Permanente em Enfermagem. MÉTODO: Pesquisa de natureza descritiva com abordagem qualitativa realizada em um hospital de ensino do sul do país, com 17 enfermeiros locados nas unidades de internação e de apoio. O projeto de pesquisa foi aprovado pelo Comitê de Ética da Universidade Federal de Santa Maria, Rio grande do Sul, sob protocolo CAAE: 0111.0.243.000-09. RESULTADOS: Emergiram dois núcleos temáticos: O NEPE como dispositivo da implementação da Educação Permanente em Saúde e o NEPE como dificuldades sentida pelos enfermeiros para efetivação da Educação Permanente em Saúde. CONCLUSÃO: Há possibilidades de transformação do NEPE em Política Institucional no HUSM, sustentado pela Política Nacional de Educação Permanente, como referência nas ações educativas voltadas a reflexão das práticas cotidianas, contribuindo para o desenvolvimento profissional, na melhoria da qualidade da assistência de enfermagem e na satisfação dos usuários.
Dissertations / Theses on the topic "Permanent teaching"
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Cleeland, Lara, and laracleeland@bigpond com. "Attitudes, perceptions, and experiences of casual relief teachers and permanent teachers in Victorian schools." RMIT University. Health Sciences, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080220.151230.
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Four hundred and eight casual relief teachers (CRTs) and 670 permanent teachers from government, independent, and Catholic primary schools and secondary schools in and around metropolitan Melbourne were surveyed using the researcher-developed Issues in Teaching Questionnaire (ITQ) in order to assess their attitudes, perceptions, and experiences in relation to 10 areas of concern including: job security, provisions and facilities, information and communication, lesson management, status, relationships with the school community, relationships with students, student management, job satisfaction, and job stress. These 10 areas of concern were derived from the literature regarding casual relief teaching, which comprised of various anecdotal, published, and unpublished sources. Classical test theory methods (e.g., Cronbach¡¦s Ñ and exploratory factor analysis) were used to determine the psychometric properties of the survey instrument, which indicated that the ITQ pos sessed excellent internal reliability and construct validity, and confirmed the existence of an ¡§in-class¡¨ factor and an ¡§out-of-class¡¨ factor. Using descriptive and multivariate inferential statistics, the responses of the CRTs and the permanent teachers were analysed. By comparison with the other group characteristics, employment status (i.e., CRT or permanent teacher) was the best predictor of scores on the ITQ. The CRTs reported significantly more positive attitudes, perceptions, and experiences regarding job stress (i.e., less job stress) compared with the permanent teachers, whereas the permanent teachers reported significantly more positive attitudes, perceptions, and experiences across all other areas of concern compared with the CRTs. When the responses of the CRTs and the permanent teachers were compared on a scale of magnitude (i.e., effect size), much larger effects were observed for the ¡§out-of-class¡¨ concerns (e.g., Information and Communication, Provisions and Facilities, Lesson Manageme nt, Relationships with the School Community, Status, Job Security, and Job Satisfaction subscales) compared with the ¡§in-class¡¨ concerns (e.g., Relationships with Students, Student Management, and Job Stress subscales). Although many parallels were found between the CRTs and the permanent teachers in terms of their general classroom concerns, substantial differences existed between the two groups in relation to their concerns in the wider school context. Of particular importance were the considerable differences between the CRTs and the permanent teachers in terms of their employment conditions, and how they are currently being accommodated in schools and integrated into school communities. In these regards, CRTs are not receiving professional parity with their permanent counterparts. Overall, the results of this study (a) provide evidence of a psychometrically sound instrument for assessing the attitudes, perceptions, and experiences of CRTs and permanent teachers across a range of school settings, (b) hi ghlight the importance of employment status (i.e., CRT or permanent teacher) as a predictor of the ITQ subscales compared with the other group characteristics, and (c) present comprehensive and convincing evidence on the similarities and differences between the teaching experiences of CRTs and permanent teachers.
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Oliveira, Elisangela Carmo de. "O coordenador pedagógico como agente de mudanças na prática docente." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20469.
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This research aims to analyze the actions that the Pedagogical Coordinator, also known as CP, develops in their training processes, making it possible to be an agent of changes in the teaching practice. Three questions guide the study: How should CP deal with teachers' feelings about change? How can new conceptions, based on practice reflection, be mediated by this professional? And how can a CP be an agent of changes in the teaching practice? The theoretical framework addresses the role of Pedagogical Coordination and the vision of School as a transformation environment. It is based on the researches and studies of Placco, Almeida and Souza (2008, 2009, 2010, 2011), Imbernón (2010, 2011), Tardif (2010), Freire (1996), Nóvoa (1997, 2002, 2009) and Fullan and Hargreaves (2000). The methodology adopted was the qualitative approach, through methodological procedures of semi-structured interview and documentary analysis. It was interviewed four Pedagogical Coordinators and four teachers of the Municipal School System, who work in Children Education Schools in the East zone of São Paulo. The analysis of data constructed in the interviews contemplates the perspective of the Pedagogical Coordinators and the teachers, which is organized into five categories: conceptions, training, interpersonal and professional relations, knowledge of the professional identity and resistance as a working tool. As a result, the research indicates the Pedagogical Coordinator as an agent of change and the importance of the relation of his work and his actions to the pedagogical practice. In this process of change, the interpersonal relationships are fundamental for the construction of CP´s actions, having a role of facilitator or obstructer. The Pedagogical Coordinator uses the resistances, which are always present in his path, as a working tool for reflection of the teaching action. Continuous in-service training is evidenced as a permanent environment for reflection and significance in the teacher's action with the students, contributing to the integration of theoretical and practical knowledge through different training strategies and instruments. Thus, the research reveals the importance of CP´s work, in partnership with school directors and teachers, in the construction of necessary changes for the transformation of the school context based on the qualification of pedagogical practices
Esta pesquisa tem como objetivo analisar as ações que o Coordenador Pedagógico desenvolve em seus processos formativos possibilitando-o ser um agente de mudanças na prática docente. As questões norteadoras desse estudo são: como o CP deve lidar com os sentimentos dos professores em relação às mudanças? Como a implantação de novas concepções, pautadas na reflexão sobre a prática, podem ser mediadas por este profissional? E como este CP pode ser um agente de mudança na prática docente? O referencial teórico está fundamentado em autores que abordam o papel da Coordenação Pedagógica e, principalmente, a visão de Escola como espaço de transformação: Placco, Almeida e Souza (2008, 2009, 2010, 2011), Imbernón (2010, 2011), Tardif (2010), Freire (1996), Nóvoa (1997, 2002, 2009), e Fullan e Hargreaves (2000). A metodologia assumida foi a abordagem qualitativa, por meio dos procedimentos metodológicos de entrevista semiestruturada e análise documental. Os sujeitos participantes são quatro Coordenadoras Pedagógicas e quatro professoras da Rede Pública Municipal em Escolas de Educação Infantil, na zona Leste de São Paulo. A análise dos dados construídos nas entrevistas contempla a ótica das Coordenadoras Pedagógicas e das professoras e foi organizada de forma a possibilitar a construção de cinco categorias de análise: concepções, formação, relações interpessoais e profissionais, saberes da Identidade Docente e resistência como instrumento de trabalho. Como resultados, a pesquisa aponta o Coordenador Pedagógico como um agente de mudanças e a importância da relação do seu ofício e dos seus fazeres com a prática pedagógica. E nesse processo de mudanças, as relações interpessoais são fundamentais para a construção das ações do CP, tendo o papel de facilitador ou dificultador. Este profissional utiliza as resistências, que estão sempre presentes em seu caminho, como um instrumento de trabalho de reflexão da ação docente. Evidencia-se a formação continuada em serviço como um espaço permanente de reflexão e de significabilidade na ação do professor junto aos seus educandos, contribuindo para a integração de conhecimentos teóricos e práticos, por meio de diferentes estratégias e instrumentos formativos. Assim, a pesquisa revela a importância do trabalho do CP em parceria com gestores e professores na construção das mudanças necessárias para a transformação do contexto escolar a partir da qualificação das práticas pedagógicas
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Garcia, Rosana Aparecida 1964. "Parcerias entre instituições de ensino e serviços de saude do distrito sudoeste de Campinas : um olhar sobre os (des)encontros." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/312032.
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Orientadores: Sergio Resende Carvalho, Heleno Correa Rodrigues FilhoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas
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Resumo: O percurso empreendido por Campinas (SP) para a interface entre a rede de serviços de saúde de Campinas (SP) e a formação na área, motivou-me a escrever este trabalho. Por ser uma grande metrópole, Campinas possui diferenças regionais significativas, que facilitam ou dificultam na realização de parcerias com escolas. Estando implicada na gestão local de um serviço de saúde localizado no Distrito Sudoeste de Campinas, motivei-me a cartografar a partir deste espaço, os (des)encontros relacionados às parcerias com Instituições de Ensino Superior. O potencial pedagógico deste Distrito é reconhecido pelos parceiros da Instituição de Ensino, apesar das adversidades em seu território (distância, a violência e a exclusão social) dificultarem estes processos. Até o ano de 2002 eram poucas as parcerias existentes neste Distrito, e estavam ligadas a iniciativas pontuais dos gestores da região. Este estudo se propõe a realizar a cartografia dos (des)encontros entre os sujeitos envolvidos nas Instituições de Ensino Superior e nos Serviços de Saúde do Distrito de Saúde Sudoeste no período compreendido entre 2001 a 2008. O movimento cartográfico é metaforizado através de um convite a entrar em um "barquinho", que navega através de mares, remetendo à novas formas de produção que valorizam as diferenças entre os parceiros envolvidos, e (re) inventa condições para que o diferente seja diferente. Para ajudar a empreender novos rumos ao "barquinho", convidei Clarice Lispector, Carlos Drummond de Andrade, Fernando Pessoa, Vinícius de Moraes, Chico Buarque, Milton Nascimento, Ronaldo Bôscoli, Salvador Dali, Cecília Meireles, Rubem Alves, dentre outros. A linguagem poética foi escolhida, em alguns momentos, para expressar idéias não possíveis de serem registradas através da linguagem escrita. A interlocução com a Análise Institucional (Lourau) e com a Filosofia da Diferença (Deleuze e Guattari) possibilitou que este trabalho analisasse os conflitos e dissensos entre as instituições como parte da heterogeneidade dos sujeitos, e não como relações dicotômicas. O espaço de co-gestão destas parcerias é defendido como local onde os diferentes sujeitos se encontram para um diálogo entre as partes, e que deve ser potencializado processualmente.
Abstract: The journey undertaken by Campinas (SP) to the interface between the network of health services of Campinas and the formation in this area, motivated me to write this research. As Campinas is a metropolis, it has meaningful regional differences that help or bring difficulties in the realization of partnerships with schools. As I was involved directly in a health service localized in Southwest district in Campinas, I decided to map starting from this space, the (un)meets related to partnerships with Higher Education Institutions. The pedagogic potential of that District is recognized by partner from the Education Institution, although the adversities into its territory (distance, violence and social exclusion) have been difficulties on this procedure. Until 2002, there were not so much the partnerships existed in the District mentioned and they were linked to punctual initiatives from the regional managers. This research proposes the mapping of the (un)meets between the people involved in the Education Institution and the Health Services from the Southwest District starting from 2001, until 2008. The map movement is worked with a metaphor throw an invitation to came into a baby boat which browses all over seas, referring to new productions ways, which value the differences between the partners involved and (re)invent conditions for what's different can be different. To help the baby boat browse new rums, I invited Clarice Lispector, Carlos Drummond de Andrade, Fernando Pessoa, Vinícius de Moraes, Chico Buarque, Milton Nascimento, Ronaldo Bôscoli, Salvador Dali, Cecilia Meirelles, Rubem Alves, and other ones. The poetic language was chosen, in some moments, to express non-possible ideas to be introduced throw just wrote language. The interlocution with the Institutional Analyze (Lourau) and with the Differences Philosophy enabled that this research analyzed the conflicts and dissents between the institutions as part of the heterogeneity of the subjects, not as dichotomous relationships. The space of co-management is defended as where the different subjects meet each other to a dialogue, and that needs to be aggravated procedurally.
Mestrado
Saude Coletiva
Mestre em Saude Coletiva
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Gebara, Maria José Fontana 1959. "A formação continuada de professores de Ciencias : contribuições de um curso de curta duração com tema geologico para uma pratica de ensino interdisciplinar." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/287714.
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Orientador: Yara KulaifTese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociencias
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Resumo: Nesta tese analisamos questões ligadas à formação de professores de Ciências e, nessa perspectiva, o trabalho desenvolvido parte da premissa de que a melhoria do ensino de Ciências implica múltiplos fatores. Contudo, dentre todos os desafios, para nós é central a figura dos professores, pois estes como quaisquer outros profissionais, precisam contar com cursos de atualização profissional para acompanhar as inovações de sua área, mantendo-se atualizados e criticamente atuantes nas escolas onde trabalham, por isso mesmo nos preocupam os critérios de planejamento desses cursos. A investigação estruturou-se na tese segundo a qual a natureza interdisciplinar do conhecimento geocientífico pode contribuir para formação de professores de Ciências e Matemática do ensino fundamental, preparando-os para trabalhar segundo as orientações dos Parâmetros Curriculares Nacionais (PCN). Os resultados obtidos apontaram algumas dessas contribuições, bem como seus limites. Neste trabalho avaliamos o alcance de práticas de ensino-aprendizagem interdisciplinares, tendo como fio condutor conhecimentos de Geociências/Geologia, partindo do princípio que esses conhecimentos podem, apesar de complexos e abstratos, serem interessantes e estimulantes, além de serem fundamentais para a formação do pensamento científico dos estudantes. No estudo, em que a pesquisadora atuou também como professora, investigamos temas gerais de Geociências/Geologia, com atenção especial ao "Tempo Geológico" e "Modelo do Interior da Terra", que se revelaram foco de inúmeras concepções alternativas, identificadas como um dos limites à utilização pedagógica destes conhecimentos. Tendo como pano de fundo as questões acima os dados empíricos foram colhidos por ocasião das aulasoficina, ministradas no Projeto de Formação Continuada Teia do Saber-2007 da Secretaria de Educação do Estado de São Paulo. Os resultados da investigação, bem como o alicerce teórico presente na análise, foram desenvolvidos ao longo de cinco capítulos, sempre com a perspectiva de subsidiar reformulações em programas de formação continuada. Os resultados obtidos evidenciaram a importância da rediscussão dos cursos de formação de professores de Ciências, bem como a necessidade de adequar estes cursos às especificidades de grupos de professores e disciplinas. A pesquisa revelou também que a utilização de conhecimentos Geocientíficos contribui para o ensino e a formação do pensamento e da atitude científica de alunos e professores.
Abstract: In this thesis we analyze issues related to the training of science teachers from a perspective that contemplates the improvement of science teaching as a result of several factors. Nevertheless, among several challenges, we consider the figure of the teacher as central. Inasmuch as these, as any other professionals, must be exposed to professional development in their field in order to remain constantly up to date and operating in the schools where they work. Therefore, our main concern is the criteria in which these professional development courses are planned. This investigation was based on the thesis that the interdisciplinary nature of the geoscientific knowledge can contribute to the training of middle school teachers of Life Sciences and Mathematics, preparing them to work according to the guidance of the Parâmetros Curriculares Nacionais (PCN). The results indicate some of these contributions, as well as its limits. We assess the possibilities of interdisciplinary teaching and learning experiences, having as main background Geo Sciences/Geology, baring in mind that these areas of knowledge can, despite being complex and abstract, be interesting and stimulating, and also basic in the formation of the students scientific way of thinking. In this study, where the researcher also performed as teacher, we investigate general subjects of Geosciences/Geology. Special attention is given to the "Geological Time" and "Model of the Interior of the Earth", as they became focus of several alternative conceptions, identified as one of the barriers to the pedagogical use of this knowledge. Having as framework the questions above the empirical data were recorded in the lesson-workshop, given in the Project of Continued Formation "Teia do Saber-2007" of the Secretariat of Education of the State of São Paulo. The results of this investigation, as well as the present theoretical foundation in the analysis, is developed throughout five chapters, always with the perspective to supply information in order to reorganize the programs of continued professional development for teacher training. Results have shown the importance of the discussion of the Science teacher training programs, as well as the necessity to adjust these courses to the particularities of the groups of professors and areas of study. The research has also shed light on the fact that the use of geoscientific knowledge contributes to the education and formation of learners (students) and teachers.
Doutorado
Doutor em Ensino e História de Ciências da Terra
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Cunha, Renata Cristina Oliveira Barrichelo. "Pelas telas, pelas janelas : a coordenação pedagogica e a formação de professores nas escolas." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252907.
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Orientador: Guilherme do Val Toledo PradoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho discute a formação de professores que acontece nos momentos de trabalho docente coletivo a partir da mediação da coordenadora pedagógica, buscando compreender se essas coordenadoras se reconhecem como formadoras de professores e suas possibilidades e dificuldades na organização das dinâmicas formativas. Os referenciais partem do pressuposto de que a coordenação pedagógica seja um canal privilegiado de interlocução e formação de/com/entre os professores (ALMEIDA, CHRISTOV, PLACCO) e que a formação centrada na escola (CANÁRIO) representa uma possibilidade de professores e coordenadoras aprenderem com a própria experiência, interrogando o vivido, confrontando posições, refletindo sobre as práticas na escola e articulando saberes de ação e saberes teóricos. A metodologia da pesquisa foi baseada no diálogo com três grupos de coordenadoras pedagógicas de escolas de Educação Infantil que se reuniram quinzenalmente, durante um semestre, para um trabalho de formação e, posteriormente, com um grupo de coordenadoras que aceitou o convite para discutir as principais questões da pesquisa. Foi possível identificar no conjunto de dados analisados (registros de áudio/escrita dos encontros, além de avaliações finais escritas das participantes da pesquisa) que as coordenadoras compreendem sua ação de formadoras na perspectiva de interlocutoras e mediadoras da organização do trabalho docente coletivo, reivindicando uma formação horizontal traduzida em co-produção da formação. Enquanto a produção teórica valoriza a ação da coordenadora como formadora numa perspectiva mais vertical, as coordenadoras dessa pesquisa constróem uma outra proposta de formação, ajustada às suas possibilidades e condições de trabalho, que considera os professores como co-responsáveis pela formação na escola. A proposta de colaboração entre pares e de encontros que oportunizam uma formação mútua, em círculo (PACHECO), aponta para um novo cenário a ser desenhado nas escolas. A relevância dessa investigação é apontar para os formadores de professores e formadores de formadores as potencialidades e os limites dessa formação que acontece nos momentos de trabalho docente coletivo quando da proposição de práticas de formação de professores e formadores nas escolas
Abstract: This paper discusses the teachers¿ education that occurs in the teachers group work time with the intervention of the pedagogical coordinator, trying to understand if these coordinators recognize themselves as teachers educators and their possibilities and difficulties in organizing the educational activities. The parameters assume that the pedagogical coordination is a privileged channel for dialogue and education of/with/among teachers (ALMEIDA, CHRISTOV, PLACCO) and that the education developed in the school (CANÁRIO) represents a possibility for teachers and coordinators to learn with their own experience, questioning what was experienced, comparing positions, thinking about the practices in the school and exposing action knowledge and theoretical knowledge. The research methodology was based on the dialogues of three groups of pedagogical coordinators from Children Schools who met fortnightly, during one semester, for an educational work and then with a group of coordinators who accepted the invitation to discuss the research¿s main questions. It was possible to identify in the data analyzed (audio/writing records of the meetings, besides the final evaluations written by the people participating in the research) that the coordinators recognize their action of educators in the perspective of interlocutors and mediators in the organization of the teachers group work, claiming for a horizontal education as a co-production of the education. While the theoretical production appreciates the action of the coordinator as an educator in a more vertical perspective, this research coordinators develop another proposal for education, fitted to their possibilities and work conditions, which considers the teachers as co-responsible for the education in the school. The proposal for cooperation between pairs and for meetings that allow a mutual education, in circle (PACHECO), indicates a new scenery to be scheduled in the schools. The importance of this investigation is to point to the teachers¿ educators and the educators¿ educators the capacities and the limits of this education that occurs in the teachers group work time in the proposition of teachers¿ education practices and educators¿ practices in the schools
Doutorado
Ensino, Avaliação e Formação de Professores
Doutor em Educação
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Pedotti, Cleusa Fernandes Cassetti [UNIFESP]. "Educação Permanente e Gestão Acadêmica no Ensino Superior em Saúde." Universidade Federal de São Paulo (UNIFESP), 2012. http://repositorio.unifesp.br/handle/11600/9347.
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Publico-13208.pdf: 1122489 bytes, checksum: c2174aeb9118a2856636c5237e2554ac (MD5)Esta pesquisa teve como objetivos investigar a Educação Permanente no âmbito da gestão acadêmica em um campus de ensino superior em saúde, procurando insumos para seu aperfeiçoamento, levantar as concepções de gestores sobre a Educação Permanente em suas áreas de atuação, identificar as atividades desenvolvidas em Educação Permanente nesse campus e os nós-críticos que dificultam ou impossibilitam a sua implantação e conhecer as sugestões para o aprimoramento dos processos de gestão através desse tipo de educação. Utilizou-se a abordagem quali-quantitativa; numa primeira etapa, foi aplicado um questionário em formato Likert a 60 docentes do campus investigado. Em uma segunda etapa, com objetivo de aprofundamento e melhor compreensão dos dados, foi realizada entrevista semiestruturada com os docentes ocupantes de cargos de gestão do referido campus. Os docentes envolvidos no projeto reconhecem a importância e relevância da Educação Permanente para seu aprimoramento pessoal e profissional, mas sentem a necessidade de iniciativas mais efetivas de aperfeiçoamento de suas práticas, bem como de maior conhecimento das concepções de Educação Permanente, muitas vezes confundidas com Educação Continuada. Os professores de uma forma geral como os que estão no exercício da gestão não têm clareza da relação entre a Educação Permanente e a Gestão Acadêmica. Com as exposições das dificuldades encontradas pelos docentes em cargos de gestão e a falta de prévio conhecimento técnico sobre as questões da área, os professores sugerem que o tema “Gestão Acadêmica” entre na pauta da Comissão de Desenvolvimento Docente, de forma institucionalizada, preparando-os para enfrentar as dificuldades do dia-a-dia e que estas experiências sejam o instrumento de suas aprendizagens e transformação de suas práticas.
The aim of this study was to investigate Permanent Education in the academic management practices of a campus of higher education in health, looking for its improvement, raising the managers´ conceptions on their acting field, to identify the activities developed on that campus regarding Permanent Education and to detect critical nodes in regard to its implementation and their suggestions for improvement of management processes. This study used a qualitative and quantitative approach; at the first moment, a Likert scale questionnaire was submitted to 60 professors of the investigated campus. In a second moment, aiming to better understand and to analyze the data collected, a semi-structured interview was performed with teachers in charge of the campus management. The faculty staff involved in the project recognized the importance and relevance of Permanent Education for their personal and professional development, and emphasized the need of more effective actions to improve their practices as well as greater knowledge on the Permanent Education concepts, many times misled with continuing education. Usually, teachers as well as those into the management process do not have comprehensibility regarding the relationship between Permanent Education and academic management. According to the difficulties found by the professors occupying management positions and the lack of prior knowledge about the technical issues in this area, it was suggested that the topic “Academic Management” must be included in the agenda of the Committee on Teaching Development, as an institutional way, preparing them to face daily difficulties and that these experiences must be the instrument of their learning and transformation of their practices.
TEDE
BV UNIFESP: Teses e dissertações
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Traldi, Virginia de Moraes. "Formação contínua na escola e a aproximação de professores de diferentes segmentos." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20449.
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This research has the aim to comprehend the practices carried out during continuous formation meetings inside the School which contributed to strengthen the constitution of the participant teachers and their professional development. The research assumes that when teachers from different levels bring close to each other in order to better understand the classroom practices, they find support from other experiences and knowledge which contribute to their formation. The subjects of the research were teachers in continuous training from a Primary Municipal School of the city of São Paulo. The study had a qualitative approach and the theoretical background was based on the works of Almeida (2016), André (2010; 2016), Canário (1997; 1998), Garcia (2005), Imbernón (2010; 2011), Marcelo (2009), Nóvoa (2002; 2013), Passos (2001; 2016) and Placco and Souza (2008) whom reflect upon the educational practice and emphasise the continuous training relevance inside the school as an way of Professional Teacher Development and of the entire school organization. These researchers consider that the school context, the pedagogical coordinator, and the teachers may represent the change and transformation of the educational practice. Souza (2001), Pérez Gómez (2001) and Liberali (2012; 2015) discuss the established relationships in the formative context as a way of the school culture transformation. The Municipal Secretary of Education presumptions and policies subsidized the understanding of the conception and the principles of the collective study hours adopted by the School Unity. To achieve the research goals, interviews were made with four teachers members of a group of the JEIF and some episodes were selected which depicted the movements – shared – which contribute to the teacher’s development and to the strengthening of the group it self. The results of the research indicate that once the continuous training considers the school context, it may approximate theory and practice and also promotes the teacher’s participation in the proposed studies. Furthermore, it proposes the comprehension of the organization and the curricular proposition of all Learning Cycles, and thus, collaborating with the entire school organization development
A presente pesquisa tem como objetivo compreender as práticas ocorridas nos encontros de formação contínua no interior da Escola, que contribuíram para fortalecer a constituição do grupo de professores participantes e para o seu desenvolvimento profissional. O pressuposto, a partir desta pesquisa, é que os professores de diferentes níveis, ao se aproximarem para compreender melhor as problemáticas das práticas da sala de aula, encontram o apoio de outras experiências e saberes que podem contribuir com a sua formação profissional. A pesquisa foi realizada com um grupo de professores, em formação contínua, de uma Escola de Ensino Fundamental da Prefeitura Municipal de São Paulo. O estudo de abordagem teórica- metodológica qualitativa fundamenta-se nos escritos de Almeida (2016), André (2010; 2016), Canário (1997; 1998), Garcia (2005), Imbernón (2010;2011), Marcelo (2009), Nóvoa (2002;2013), Passos (2001;2016) e Placco e Souza (2008), sendo que estes refletem sobre a prática educativa e destacam a relevância da formação contínua no interior da Escola como um meio de Desenvolvimento Profissional Docente e de toda a organização escolar. Para estes pesquisadores, o contexto escolar, a prática formativa, o coordenador pedagógico e os professores podem significar a mudança e a transformação da prática escolar. Souza (2001), Pérez Gómez (2001) e Liberali (2012;2015) abordam as relações estabelecidas no contexto formativo como meio de transformação da cultura escolar. Os pressupostos e as diretrizes da Secretaria Municipal de Educação subsidiaram a compreensão da concepção e dos preceitos do horário de estudo coletivo instituído na Unidade Escolar. Para alcançar os objetivos de pesquisa foram realizadas entrevistas com quatro professores participantes de um grupo de JEIF e selecionados episódios que retrataram os movimentos – compartilhados – que contribuíram para o desenvolvimento do professor e para o fortalecimento do próprio grupo. Os resultados da pesquisa indicam que quando a formação contínua considera o contexto escolar, pode aproximar teoria e prática e promover a participação dos professores nos estudos propostos. Além disso, propõe a compreensão da organização e da proposta curricular de todos os ciclos de Aprendizagem, colaborando, assim, com o desenvolvimento de toda a organização escolar
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Bernardes, Vania Aparecida Martins. "Historia e memoria da alfabetizadoras : desenvolvimento profissional." [s.n.], 2005. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252470.
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Orientador: Luis Enrique AguilarTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A presente investigação tem como objeto de estudo a constituição da história da formação de alfabetizadoras. Tem-se como propósito reconstituir e analisar a trajetória de seis profissionais nesta área, sendo reconhecidas como boas alfabetizadoras pelas comunidades em que atuam, na rede pública municipal, estadual e federal da cidade de Uberlândia- MG, a partir de 1980. Tal delimitação teve como base da pesquisa as narrativas de fatos relevantes desses sujeitos em que a atuação docente apontou situações vivenciadas que possibilitaram sua constituição e o seu próprio desenvolvimento profissional. Dentro dessa perspectiva, tornou-se possível estabelecer as formas como as mesmas incorporaram na prática a alfabetização como processo de formação. De modo que, para se obter um quadro amplo e significativo a respeito do problema abordado, optou-se por uma metodologia qualitativa de pesquisa, baseada na análise da história oral de vida de seis alfabetizadoras que foram escolhidos para fazerem parte deste estudo. Assim sendo, o que marca a relevância científica desta pesquisa, é a contribuição de investigar e recuperar aspectos históricos, políticos e educacionais da trajetória de formação de alfabetizadoras na cidade de Uberlândia- MG. Portanto, as questões que se colocam são: Quem são as alfabetizadoras consideradas como boas profissionais pela comunidade? O que aconteceu a partir do momento do magistério? O que aconteceu na vida desses sujeitos que hoje são reconhecidos como bons profissionais? Como foram suas trajetórias de formação e atuação? Quais e como os fatos relevantes ocorridos na educação interferiram em suas trajetórias de vida e na constituição dessas profissionais ao longo das duas últimas décadas? Como se deu o processo de constituição dessas alfabetizadoras neste últimos vinte anos? Em outras palavras, extraiu-se das narrativas indícios que permitiram identificar as interações mediadas por outras pessoas em um determinado contexto político-econômico-cultural, sobretudo das influências determinantes de instituições sociais na formação dessas alfabetizadoras. E, ainda, como são construídas as matrizes do seu sistema de conhecimento, suas interpretações diante do papel da prática exercida enquanto alfabetizadoras que, ainda hoje, ocupam importante papel no cenário educacional da cidade de Uberlândia, ora incorporando, ora refutando as doutrinas teóricas e/ou símbolos que são socialmente elaborados. Pressupõe-se uma construção pessoal das alfabetizadoras a respeito das experiências vividas nas interações sociais que mediam a relação delas com a formação docente passando a orientar, transformar e intervir na prática. Neste sentido, pode-se dizer que o desenvolvimento desses sujeitos, reconhecidas como ¿boas alfabetizadoras,¿ aconteceu do plano social para o individual, plano este em que as alfabetizadoras apresentam uma versão singular e personalizada, cultural, social e histórica em que estão inseridas
Abstract: The present investigation deals with study of the historiacal background of Teaching to read-teachers. The purpose of the study is therefore to analyze the lives of 6 professionals in this area, known as good read and writing teachers that work in the city, state and federal public system of the city of Uberlândia-MG since 1980. This particular group was analyzes considering the most important facts that accured during this period that favored their professional growth, within the study, the different ways and reasons that led these teachers to dedicate to the act of teaching to read wee presented. To obtain a broader vision, the research was done using quality methodology to analyze the six teachers that orally told their stories. The stories included historical,political and educational aspects of their lives. Some of the questions to be answered were: Who are the best professionals in the act of teaching to read in our community? What did they do right after graduating from teachers'college? What happened in the following years? What facts best contributed in the formation of these professionals in the last 20 years? By listening to the narrations of these teachers, the survey was able to extract the influences of different people within the political, economical, cultural and social context. Also the schooling background that these teachers receied and the important roll they played was considered as these teachers were held as being the best in the cities educational system. How these teachers related to their teachers influence in the practical aspects of these professional, was studied. Therefore, the survey showed how these good teachers in the art of teaching to read lived, their individuality and their envolvement with the cultural, social and historiacal enviroment in their city
Doutorado
Educação, Conhecimento, Linguagem e Arte
Doutor em Educação
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Nitsche, Jéssica Regina. "A educação permanente no combate à resistência antimicrobiana: elaboração de quizzes." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21188.
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Fundação São Paulo - FUNDASP
Introduction: The discovery of antimicrobials had a great impact on the treatment of infections; however, their widespread use for several decades has generated the problem of antimicrobial resistance. The education of health professionals is one of the strategies of the action plans implemented by the World Health Organization to oppose it. Since education must be interdependent and transdisciplinary, the use of technologies in the teaching-learning process is enriching. Therefore, the use of online quizzes is an excellent tool for interactive, stimulating and autonomous learning. Objective: The main objective of this project was to develop, apply and evaluate a set of quizzes, interactively approaching antimicrobial resistance to contribute to the continuing education of health professionals. Methodology: The set of quizzes was developed in the Socrative® program, which provides the interaction and allows its online sharing via smartphone or computer. Their evaluation was made through pre and post-test and instrument of perception, applied to health professionals, students of the professional master's degree "Education in the Professions of Health". Results: The set of quizzes was successful by health professionals (n = 20), however, the pre and post-tests did not reach the values of significance for knowledge of cognitive gain. Discussion/Conclusion: According to the results, we can conclude that the set of quizzes is of educational interest and an important tool for the continuing education of health professionals
Introdução: A descoberta dos antimicrobianos teve grande impacto no tratamento de infecções, porém, seu uso generalizado durante varias décadas gerou a problemática da resistência antimicrobiana. A educação de profissionais da saúde é uma das estratégias dos planos de ação implementadas pela Organização Mundial da Saúde para combatê-la. Visto que a educação deve ser interdependente e transdisciplinar, o uso de tecnologias no processo de ensino-aprendizagem é enriquecedor. Sendo assim, o uso de quizzes online é uma excelente ferramenta para uma aprendizagem interativa, estimulante e autônoma. Objetivo: O objetivo principal desse projeto foi desenvolver, aplicar e avaliar um conjunto de quizzes, abordando de forma interativa a resistência antimicrobiana para contribuir com a educação permanente de profissionais da saúde. Metodologia: O conjunto de quizzes foi elaborado no programa Socrative®, que fornece a interação e permite seu compartilhamento online via smartphone ou computador. Sua avaliação foi feita através de pré e pós-teste e instrumento de percepção, aplicados para profissionais da saúde, alunos do mestrado profissional “Educação nas Profissões da Saúde”. Resultados: O conjunto de quizzes foi bem avaliado pelos profissionais da saúde (n=20), porém, o pré e pós-testes não atingiram os valores de significância estatística para verificar o ganho cognitivo. Discussão/Conclusão: De acordo com os resultados, podemos concluir que o conjunto de quizzes é de interesse educacional e uma importante ferramenta para a educação permanente de profissionais da saúde
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Martins, Fabio Junior. "Estilos de aprendizagem na educação a distância: elaboração de material instrucional para o ensino sobre tuberculose." Universidade Estadual do Oeste do Paraná, 2018. http://tede.unioeste.br/handle/tede/3542.
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Tuberculosis (TB) is a global public health problem. The control of this disease requires actions and measures that help in the process of qualification of the professionals that integrate the health teams for teaching about TB. Distance education (EAD) is a strategy in this sense, as it offers resources for the qualification of health professionals. In the case of ED, a highly relevant aspect consists of the learning styles (EA), which indicate the preferences of the subject in relation to the teaching strategies. When students' AEs are not aligned with pedagogical strategies, students can become bored and unmotivated, increasing the chances of low achievement and school dropout. In this context, the objective of the study is to elaborate an instructional material based on AE for distance learning about TB. It is a research of the applied type of descriptive technological production that was divided into two stages: integrative literature review and instructional design. In the first stage, we identified the technological trends in Virtual Environment of Teaching and Learning (AVEA) and theoretical models in AS used in research published between 2011 and 2016. The results of this stage were based on the decision on which EAD platform and theoretical model of EA to be used in the research. The results of this Phase indicated that Moodle and the theoretical model of EE proposed by Felder and Silverman (1988) were the most used in the selected studies. In the second stage, an instructional material was developed for TB education based on the EE preferences proposed by Felder and Silverman (1988). This step was conducted according to the phases of the ADDIE, a guide to the design and management of educational projects, model and structured in the Moodle environment. Experienced Instructional and Instructional (DI) experts and TB specialists contributed to the planning of instructional material. It is concluded that the methodology adopted in the elaboration of the instructional material was adequate to reach the proposed objective. As a future goal, we intend to evaluate the course and verify the possibility of its use in health services, contributing to the permanent education in health. Descriptors:
La tuberculosis (TB) es un problema de salud pública mundial. El control de esta enfermedad requiere acciones y medidas que ayuden en el proceso de calificación de los profesionales que integran los equipos de salud para la enseñanza sobre TB. La educación a distancia (EAD) constituye una estrategia en este sentido, pues ofrece recursos para la calificación de los profesionales del área de la salud. En cuanto a EAD, un aspecto de gran relevancia consiste en los estilos de aprendizaje (EA), que indican las preferencias del sujeto en relación a las estrategias de enseñanza. Cuando los EA de los estudiantes no se alinean con las estrategias pedagógicas, los alumnos pueden aburrerse y desmotivarse, aumentando las posibilidades de un bajo rendimiento y la evasión escolar. En este contexto, el objetivo del estudio consiste en elaborar un material instruccional basado en EA para la enseñanza a distancia sobre TB. Se trata de una investigación del tipo aplicado de producción tecnológica descriptiva que fue dividida en dos etapas: revisión integrativa de la literatura y diseño instruccional. En la primera etapa se identificaron las tendencias tecnológicas en Ambiente Virtual de Enseñanza y Aprendizaje (AVEA) y modelos teóricos en EA utilizados en encuestas publicadas entre 2011 y 2016. Los resultados de esta Etapa basaron la decisión sobre qué plataforma EAD y modelo teórico de EA a se utilizará en la investigación. Los resultados de esta etapa apuntaron que Moodle y el modelo teórico de EA propuesto por Felder y Silverman (1988) fueron los más utilizados en los estudios seleccionados. En la segunda etapa, se elaboró un material instruccional para la enseñanza sobre TB basado en las preferencias de los EA propuesto por Felder y Silverman (1988). Esta etapa se llevó a cabo de acuerdo con las fases del modelo ADDIE, una guía para el diseño y la gestión de proyectos educativos, y estructurada en el entorno Moodle. Participaron de esta etapa, especialistas con experiencia en Diseño Instruccional (DI) y especialista en TB que contribuyeron a la planificación del material instruccional. Se concluye que la metodología adoptada en la elaboración del material instruccional fue adecuada para el alcance del objetivo propuesto. Como meta futura, se pretende evaluar el curso y verificar la posibilidad de su uso en los servicios de salud, contribuyendo con la educación permanente en salud.
A Tuberculose (TB) é um problema de saúde pública mundial. O controle dessa doença requer ações e medidas que auxiliem no processo de qualificação dos profissionais que integram as equipes de saúde para o ensino sobre TB. A educação a distância (EAD) constitui uma estratégia nesse sentido, pois oferece recursos para a qualificação dos profissionais da área da saúde. Em se tratando de EAD, um aspecto de grande relevância consiste nos estilos de aprendizagem (EA), que indicam as preferências do sujeito em relação às estratégias de ensino. Quando os EA dos estudantes não são alinhados com as estratégias pedagógicas, os alunos podem ficar entediados e desmotivados, aumentando as chances de um baixo rendimento e evasão escolar. Nesse contexto, o objetivo do estudo consiste em elaborar um material instrucional baseado em EA para o ensino a distância sobre TB. Trata-se de uma pesquisa do tipo aplicada de produção tecnológica descritiva que foi dividida em duas Etapas: revisão integrativa da literatura e design instrucional. Na primeira Etapa, foram identificadas as tendências tecnológicas em Ambiente Virtual de Ensino e Aprendizagem (AVEA) e modelos teóricos em EA utilizadas em pesquisas publicadas entre 2011 e 2016. Os resultados dessa Etapa embasaram a decisão sobre qual plataforma EAD e modelo teórico de EA a ser utilizada na pesquisa. Os resultados dessa Etapa apontaram que o Moodle e o modelo teórico de EA proposto por Felder e Silverman (1988) foram os mais utilizados nos estudos selecionados. Na segunda Etapa, foi elaborado um material instrucional para o ensino sobre TB baseado nas preferências dos EA proposto por Felder e Silverman (1988). Essa Etapa foi conduzida de acordo com as fases do modelo ADDIE, um guia para o design e a gestão de projetos educacionais, e estruturada no ambiente Moodle. Participaram dessa Etapa, especialistas com experiência em Design Instrucional (DI) e especialista em TB que contribuíram para o planejamento do material instrucional. Conclui-se que a metodologia adotada na elaboração do material instrucional foi adequada para o alcance do objetivo proposto. Como meta futura, pretende-se avaliar o curso e verificar a possibilidade do seu uso nos serviços de saúde, contribuindo com a educação permanente em saúde.
Books on the topic "Permanent teaching"
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Organisation, Irish National Teachers'. Information booklet for teachers in non-permanent teaching posts. Dublin: INTO, 1992.
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Effective classroom turnaround: Practice makes permanent. Lanham, Md: Rowman & Littlefield Education, 2012.
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Jensen, John. Teaching students to work harder and enjoy it: Practice makes permanent. Lanham, Md: Rowman & Littlefield Education, 2012.
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Changing attitudes and behavior: Practice makes permanent. Lanham, Maryland: Rowman & Littlefield Education, 2012.
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Learning as a way of being: Strategies for survival in a world of permanent white water. San Francisco: Jossey-Bass, 1996.
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Educating for peace in a time of permanent war: Are schools part of the solution or the problem? New York, NY: Routledge, 2012.
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Legislation, United States Congress House Permanent Select Committee on Intelligence Subcommittee on. Foreign language proficiency pay: Hearing before the Subcommittee on Legislation of the Permanent Select Committee on Intelligence, House of Representatives, One Hundred Third Congress, first session, May 26, 1993. Washington: U.S. G.P.O., 1994.
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Rolim, Liz Cintra. Educação e lazer: A aprendizagem permanente. São Paulo: Editora Atica, 1989.
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Pérez, Jorge A. Fernández. La educación superior: Proceso en permanente construcción. Puebla, Pue., México: Benemérita Universidad Autónoma de Puebla, Facultad de Filosofía y Letras, Centro de Estudios Universitarios, Cuerpo Académico de Educación Superior, 2011.
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Chomsky, Noam. Permanence et mutations de l'université. Québec, Québec: Presses de l'Université du Québec, 2011.
Find full textBook chapters on the topic "Permanent teaching"
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Williams, Todd O. "The Teacher as (Whole, Useful, and Permanent) Object." In A Therapeutic Approach to Teaching Poetry, 37–53. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137102034_3.
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Basrani, Bettina, and Marco A. Versiani. "Contemporary Strategies for Teaching Internal Anatomy of Teeth." In The Root Canal Anatomy in Permanent Dentition, 375–89. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73444-6_14.
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Zhou, Qi-xun, Mian-hua Wang, Yong Zhou, and Yu-feng Zhang. "A Method for Permanent Magnet Synchronous Motor Control Based on Single-Loop SVPWM." In Advanced Technology in Teaching, 333–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_49.
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Louwerse, Max, Marie Postma, Maarten Horden, and Anton Sluijtman. "Rethinking Education in a Crisis: How New Is a New Common Really?" In The New Common, 137–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65355-2_20.
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AbstractThe COVID-19 pandemic has disrupted the status quo in many areas of society, including education. At all educational levels, on-site lecturing had to switch instantaneously to an online mode of instruction. This transition was so straightforward, that the argument could be made for online education to become a permanent fixture, particularly if it is more efficient, cheaper, and more effective than traditional education. Extensive meta-analyses, however, show that most online teaching practices do not lead to better educational outcomes than the on-site alternatives. Worse yet, the traditional face-to-face mode of lecturing is ineffective in the absence of personalized interactions. The proposed solutions are offered by artificial intelligence research, including virtual reality, intelligent tutoring systems, and serious games—solutions that have so far not been extensively implemented in practice. The current health crisis provides our educational professionals with an opportunity to rethink their teaching practices and focus on applying these promising new alternatives.
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Lach, Karin. "Die Universitätsbibliothek als Informationskompetenzzentrum der Universität. Permanente Arbeitsgruppe Teaching Library." In Menschen im Aufbruch, 79–84. Göttingen: V&R unipress, 2020. http://dx.doi.org/10.14220/9783737010986.79.
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Skenteridou, Kyriaki, and Theodosios Tsiakis. "Using Infographics for Teaching." In Advances in Early Childhood and K-12 Education, 105–26. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5770-9.ch006.
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Outstanding advances in educational technology are significantly influencing new learning environments, where it is necessary for teachers to respond and for learners to be able to adapt to the modern age of knowledge and information dissemination. The development of ICT has catalyzed the ability of all types of data to be reproduced visually (visualization). The term visualization refers to the use of various visual aids, which makes a subject more eloquent. This is especially useful for teaching a variety of special courses (environmental education), geography (maps, atlases), history (historical maps, atlases). Geography is a comprehensive and one of the most demanding subjects, as its study deals with a variety of different topics. This course can be made more effective and produce more permanent results through the use of innovative tools. One of these tools is information. In the context of the present study, the use of infographics, a pioneering visual tool transformed into a reliable teaching tool-guide in the classroom, is presented.
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"7 Permanent Demonstrations: The Science Teaching Museum at the University of Chicago." In Scientific Instruments on Display, 132–47. BRILL, 2014. http://dx.doi.org/10.1163/9789004264403_008.
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"Moving From a Curriculum of Compliance to a Curriculum of Possibility: Militarization of Schools, State Curricular Standards, and Creating Democratic Spaces for Teaching Military Confl ict." In Educating for Peace in a Time of Permanent War, 159–73. Routledge, 2012. http://dx.doi.org/10.4324/9780203112328-17.
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Heider, Abeer. "Sudden shift to online learning during the COVID-19 pandemic: the case of Arabic at Qatar University." In The world universities’ response to COVID-19: remote online language teaching, 155–66. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.52.1270.
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The present chapter focuses on the immediate impact of the COVID-19 pandemic on the higher education sector, presenting the case of the Arabic for Non-Native Speakers Center (ANNS) at Qatar University. It evaluates what actions the center has undertaken to pledge its integrity to the cause of higher education throughout the pandemic and considers a sample of students’ responses to a survey about the approaches and strategies adopted when learning shifted online. In order to speak to the book project rationale, the questions herein addressed concentrate on what has changed in language teaching practices as a result of COVID-19; on which changes might become permanent changes and which are expected to return to their pre-pandemic conditions; on reconsidered language pedagogy and new educational purposes and on informational progress for remote teaching. The chapter also aims to identify a number of techniques to be researched further.
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Quintana, María Graciela Badilla, and Matilde Susana Basso Aránguiz. "Use of ICT to Innovate in Teaching and Learning Processes in Higher Education." In Enhancing Knowledge Discovery and Innovation in the Digital Era, 36–55. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4191-2.ch003.
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In this chapter are shared experiences in educative innovation by using Information Communication and Technologies in higher education. The objective of this contribution is to provide a view related to the curricular integration of ICT, highlighting by practical examples of implementation, which include their impact in cognitive processes and in the development of personal and interpersonal abilities in students. In the distribution, it is incorporated a description in planning activities and their application in the classroom, methodological aspects and assessing strategies selected for each experience are detailed. In addition, it is delivered a reflexive view related to the teacher role in the educative act. Finally, it is discussed the relevance of an active role in higher education institutions, referring to improve permanent training programs in educative innovation and to generate communicational spaces between teachers as well as different formation areas in the sense of strengthening the educative process and improve the quality of education.
Conference papers on the topic "Permanent teaching"
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Ponce, Pedro, Carlos Varas, Fernando Sanchez, Julio Luna, Arturo Molina, and Edgar Lopez-Caudana. "A Basic Permanent Magnets Array Interaction Project for Teaching Artificial Intelligence as a Complementary Model." In 2019 International Conference on Innovative Trends and Advances in Engineering and Technology (ICITAET). IEEE, 2019. http://dx.doi.org/10.1109/icitaet47105.2019.9170214.
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Prandner, Dimitri, Katrin Hasengruber, and Matthias Forstner. "Adapting your teaching during the pandemic? How social science research education adapted to the COVID-19 pandemic." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13059.
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University lecturers worldwide had to adopt to online teaching at very short notice due to restrictions related to COVID-19. This is a particular challenge for social sciences research methods education, which often requires face-to-face interactions. Data from an online survey of lecturers (n = 105; March 2020) who teach social science methods and methodology at Austrian public universities was used to discuss their adaption behavior and the corresponding determinates. Consequently, a measure for the rate of adaption of teaching materials and methods per lecturer was constructed and a linear regression model employed to discuss the determinants of this adaption. The results show the following: Understanding online teaching as a permanent solution for the future, the extent of an individual’s teaching load and a tenured employment were identified as significant influences fostering the adaption of teaching methods and materials to the online context. The predictors discovered differ from previous studies, and it has to be assumed that the adaption behavior in the wake of the pandemic had a profound impact on the ongoing digitalization of university education.
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Blazquez, Francisco, Emilio Rebollo, Carlos A. Platero, and Francisco R. Blanquez. "Design and construction of a laboratory bench system for the teaching and training of engineers on diagnostics of permanent magnet motors." In 2015 IEEE 10th International Symposium on Diagnostics for Electrical Machines, Power Electronics and Drives (SDEMPED). IEEE, 2015. http://dx.doi.org/10.1109/demped.2015.7303680.
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Sampaio, Alcinia Zita. "Introduction of BIM methodology in education: Concept and application." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7443.
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Teaching Civil Engineering and Architecture requires a permanent updating of knowledge concerning procedures and technologies used in Construction industry. In this sense, the school should seek to adapt its curriculum to include innovative issues to support a better construction. The methodology Building Information Modelling (BIM), involving the concept of information centralized in a unique geometric model and of collaboration of all participants in a project, is strongly supported in advanced technology. An important role of teaching is to organize actions to promote the insertion of new issues in school. The text presents several examples of BIM applications developed by students in the context of MSc researches. Some topics are described in detail: 4D Model for construction planning based on BIM technology; Coordination of construction project based on BIM methodology; Conflict analysis based in an architectural BIM model. The objective is to add competitive skills in the training of future architects and civil engineers.
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Han, Jae-Hung, Dong-Kyu Lee, Jun-Seong Lee, and Sang-Joon Chung. "Teaching a Micro Air Vehicle How to Fly as We Teach Babies How to Walk." In ASME 2011 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. ASMEDC, 2011. http://dx.doi.org/10.1115/smasis2011-5026.
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Micro Air Vehicles (MAVs) have become more attractive for various missions including surveillance or reconnaissance in recent years. MAVs should be capable of maintaining their attitudes through either inherent passive stability or active feedback in order to successfully perform their directives. Stability and Controllability Augmentation Systems (SCASs) are usually employed to enhance the flight performance of conventional aircrafts and Unmanned Aerial Vehicles (UAVs). However, it is no simple task to obtain an accurate numerical model for the flight dynamics of a MAV. An alternative approach for SCASs would be to incorporate reinforcement learning in order to address this numerical complexity. Such implementation has already been successful in other vehicles, such as unmanned ground vehicles (UGVs), because of their bettered stability compared to aerial vehicles. However, in order to train MAVs to learn how to fly, they must first be airborne. Similar to teaching infants how to walk, this paper presents a new method to provide an effective environment where a MAV can learn how to fly. A test setup was constructed to enable magnetic levitation of a MAV embedded with a permanent magnet. This apparatus allows for flexible experimentation: the position and the altitude of the MAV, the constraint forces, and the resulting moments are all adjustable and fixable. This ‘Pseudo Flight Environment’ was demonstrated with a fixed wing MAV model. In order for the model to maintain a constant altitude, a height hold control system was devised and implemented.
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Meier, Heidi, and Marina Lepp. "Style features in the programming process which can help indicate plagiarism." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13072.
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In the new situation, where more and more final programming assignments are performed outside the classroom, it is necessary to pay more attention to the possibilities of understanding whether a student has created the solution on their own. To do this, it is possible to use a programming environment that logs user actions. One such environment is Thonny, which also allows the programming process to be replayed. The aim of this study is to identify style features of different learners, based on solution logs of introductory programming courses, and to explore how permanent these features are and can these indicate whether learners have solved the tasks without external aids. It can be said that non-programming style features, like the order of writing brackets or quotation marks, are more permanent and can be used to detect plagiarism. However, programming style features, such as the use of variable names or increment, are very variable between courses, and students participating in introductory courses do not have an established style. They are greatly influenced by the style features of teaching materials and solutions of sample tasks. Therefore, programming style features cannot be used to automatically check if a student has solved a task on their own.
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Aravena-Gaete, Margarita, Diana Flores Noya, David Ruete, and Danilo Leal. "Evaluative methodology to develop higher skills." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.03015a.
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The objective of this research is to provide an evaluative methodology to develop higher cognitive skills. From the methodological perspective, a qualitative was required, based on primary and secondary sources of research to increase thinking. The results showed that a series of premises must be implemented for the development of lower and higher thinking, among them, purpose, explicit teaching, intentionality of the evaluation, evaluation criteria, simple and complex strategies, monitoring, formative evaluation, process feedback and homework, metacognition, among others. As part of the discussion, it seems that teachers need to apply training strategies and implement permanent monitoring in students to promote learning. On the other hand, they must recognize the lower skills that are not internalized in the learners, because these are the starting base to achieve the higher taxonomies. It is concluded that formative evaluation and feedback are effective actions to generate higher taxonomies.
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Henschel, Lisa. "Competence Assessment and Competence Reflection in Software Engineering Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9351.
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In the course of digitalization, software is becoming increasingly important and is characterized by growing complexity. Without software, the use of digital technologies would be impossible. The increasing complexity brings major challenges for teaching and learning of software engineering with it. The dynamic of change in software engineering leads to permanent learning requirements, which have to be fulfilled holistically. The fact that the development of software requires a high degree of interdisciplinary thinking and a systematic cooperation of different roles, results in the demand for the development of interdisciplinary competences and makes the continuous holistic competence development indispensable, since technical skills are absolutely necessary, but not sufficient.A central issue in the course of the holistic competence development is to be able to recognize existing competences in order to use them for the personal biography and competence development. In this context, the process of reflection plays a decisive role as it can make implicit areas of competences aware. This contribution outlines a qualitative research approach which focuses on the question of how the reflection process of students in software engineering can be stimulated and supported by the use of a learning process-oriented competence assessment system.
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Perez Gama, Jesus Alfonso, Martha Isabel Rozo Arteaga, Roger Smith Londono Buritica, Alejandro Marulanda Quinche, Andrey Ali Alvarez Gaitan, Alexis Mena Mena, Lina Maria Perilla Cubides, Juan Carlos Rincon Serrato, and Guillermo Hoyos Gomez. "Quantitative models and software architecture, facing student Desertion and Permanence." In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654509.
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Arciniegas, Andrés Mauricio, and José Alonso Oviedo Monroy. "Development of an application for mobile devices with augmented reality for the teaching of fracture characteristics." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8841.
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Introduction: this article is a product of the innovation project “Integration of augmented reality in the teaching-learning process of bone injuries”, developed during 2018 in the Trade and Services Center of the National Training Service SENA in Tolima. Problem: The Trade and Services Center, and the technological network of health services does not have an easily accessible tool that allows you to permanently develop a knowledge check against possible cases of polytraumatism and the incidence of fractures in front of the epidemiological profile making an identification of the characteristics of the same. Objective: Integrate augmented reality tools in the teaching-learning process of bone injuries. Methodology: Descriptive-propositive of qualitative nature, descriptive when skeletal lesions were characterized and propositive as soon as an application for mobile devices was generated aimed at improving the teaching-learning process of fractures. Results: a mobile application based on Augmented Reality was developed, which supports the teaching-learning process of bone injuries. Conclusions: three-dimensional models of bones and bone lesions have been recreated, allowing trainees to assimilate their characteristics and primary management effectively, thus reinforcing their learning through interactive contents. Limitations: the project only covers the learning of bone injuries.