Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue}
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Acta Scientiarum. Education (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/44870 |
Resumo: | This article aims at discussing development in an experience of engaging teachers and students in the design of the curriculum at a public school. It is grounded on a socio-historical perspective of learning and in (coteaching | cogenerative dialogue) as a theorethical-methodological approach. Data was gathered in a two-year project through interactions meetings at schools and analyzed through critical discourse analysis (transitivity) and conversational analysis. The results of the study point out that having had the opportunity to interact in co-plannings and redesigning the curriculum, new attitudes emerged. Furthermore, participating in more democratic spaces and being able to redesign their own curricula during teaching practicum had effects on how the participants perceive the participation of high school students. It is concluded that developing teachers' pedagogical capacity for curriculum design may influence the degree to which teachers engage in a principled, reform-oriented analysis when creating learning opportunities for students. |
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Acta Scientiarum. Education (Online) |
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Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue}Aprendizaje de profesores en la escuela: desarrollando la capacidad pedagógica para el diseño del currículo escolar por el (co-ensino| diálogo cogerativo)pedagogical capacity; learning; schools; teacher education.capacidad pedagógica; aprendizaje; escuelas; formación de profesoresThis article aims at discussing development in an experience of engaging teachers and students in the design of the curriculum at a public school. It is grounded on a socio-historical perspective of learning and in (coteaching | cogenerative dialogue) as a theorethical-methodological approach. Data was gathered in a two-year project through interactions meetings at schools and analyzed through critical discourse analysis (transitivity) and conversational analysis. The results of the study point out that having had the opportunity to interact in co-plannings and redesigning the curriculum, new attitudes emerged. Furthermore, participating in more democratic spaces and being able to redesign their own curricula during teaching practicum had effects on how the participants perceive the participation of high school students. It is concluded that developing teachers' pedagogical capacity for curriculum design may influence the degree to which teachers engage in a principled, reform-oriented analysis when creating learning opportunities for students.Este artículo objetiva discutir el desarrollo de una experiencia en que profesores y alumnos se comprometen en el diseño del currículo escolar en una escuela pública. Está basado en el referencial teórico de la perspectiva sociocultural-cultural. Los datos fueron colectados en un proyecto durante dos años por medio de la grabación de las interacciones de los participantes y escritura de diarios y analizados por medio del análisis crítico del discurso (transitividad) y análisis de la conversación. Los resultados de este estudio demuestran que en el proceso de tener la oportunidad de interactuar en encuentros de co-planificación en la construcción del currículo nuevas actitudes fueron creadas. Además, demuestra que participar en espacios más democráticos y ser capaces de contribuir a desarrollar el currículo durante su práctica de enseñanza tiene efectos en el modo como participantes perciben a los alunos. Se concluye que el desarrollo de la capacidad pedagógica de los alumnos para el currículo influye en el grado en que los profesores se comprometen en la transformación de la escuela para crear oportunidades para sus alumnos.Universidade Estadual de Maringá2020-04-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/4487010.4025/actascieduc.v42i1.44870Acta Scientiarum. Education; Vol 42 (2020): Publicação contínua; e44870Acta Scientiarum. Education; v. 42 (2020): Publicação contínua; e448702178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMenghttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/44870/751375149883Copyright (c) 2020 Acta Scientiarum. Educationhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessEl Kadri, Michele Salles2020-05-08T12:53:02Zoai:periodicos.uem.br/ojs:article/44870Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2020-05-08T12:53:02Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false |
dc.title.none.fl_str_mv |
Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} Aprendizaje de profesores en la escuela: desarrollando la capacidad pedagógica para el diseño del currículo escolar por el (co-ensino| diálogo cogerativo) |
title |
Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} |
spellingShingle |
Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} El Kadri, Michele Salles pedagogical capacity; learning; schools; teacher education. capacidad pedagógica; aprendizaje; escuelas; formación de profesores |
title_short |
Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} |
title_full |
Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} |
title_fullStr |
Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} |
title_full_unstemmed |
Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} |
title_sort |
Teachers’ learning at schools: developing pedagogical capacity for curriculum design trhough {co-teaching | cogenerative dialogue} |
author |
El Kadri, Michele Salles |
author_facet |
El Kadri, Michele Salles |
author_role |
author |
dc.contributor.author.fl_str_mv |
El Kadri, Michele Salles |
dc.subject.por.fl_str_mv |
pedagogical capacity; learning; schools; teacher education. capacidad pedagógica; aprendizaje; escuelas; formación de profesores |
topic |
pedagogical capacity; learning; schools; teacher education. capacidad pedagógica; aprendizaje; escuelas; formación de profesores |
description |
This article aims at discussing development in an experience of engaging teachers and students in the design of the curriculum at a public school. It is grounded on a socio-historical perspective of learning and in (coteaching | cogenerative dialogue) as a theorethical-methodological approach. Data was gathered in a two-year project through interactions meetings at schools and analyzed through critical discourse analysis (transitivity) and conversational analysis. The results of the study point out that having had the opportunity to interact in co-plannings and redesigning the curriculum, new attitudes emerged. Furthermore, participating in more democratic spaces and being able to redesign their own curricula during teaching practicum had effects on how the participants perceive the participation of high school students. It is concluded that developing teachers' pedagogical capacity for curriculum design may influence the degree to which teachers engage in a principled, reform-oriented analysis when creating learning opportunities for students. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-04-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/44870 10.4025/actascieduc.v42i1.44870 |
url |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/44870 |
identifier_str_mv |
10.4025/actascieduc.v42i1.44870 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/44870/751375149883 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Acta Scientiarum. Education https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Acta Scientiarum. Education https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Acta Scientiarum. Education; Vol 42 (2020): Publicação contínua; e44870 Acta Scientiarum. Education; v. 42 (2020): Publicação contínua; e44870 2178-5201 2178-5198 reponame:Acta Scientiarum. Education (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Acta Scientiarum. Education (Online) |
collection |
Acta Scientiarum. Education (Online) |
repository.name.fl_str_mv |
Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
actaeduc@uem.br|| |
_version_ |
1754842069941092352 |