Teacher education in the student perspective:
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Poíesis Pedagógica |
Texto Completo: | https://www.revistas.ufg.br/poiesis/article/view/62187 |
Resumo: | Experience is an essential element for meaningful learning, although teacher formation does not always pay due attention to the elements that underlie this human aspect. The study presented in this text analyzes the discourses of the 20 students of the Degree in Biological Sciences who completed the discipline Fundamentals of Philosophy of Sciences at the State University of Ceará, UECE, Iguatu campus, in the year 2019. These texts were written in the discipline completion report format and outline the outline of what was experienced, some salient features, and considerations about how the discipline was delivered. Considering that teacher education takes into account objective knowledge, classroom practice implies mediating educational actions so that students learn, so that only technical knowledge is not sufficient for this endeavor. In other words, the practice requires knowledge that is intuited along the paths to make the didactic transpositions correctly. The appreciation of student experience and its influence on teacher education is the focus of this study based on the teaching knowledge of Tardif (2014) and experience as a formative element of Bondía (2002). |
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Teacher education in the student perspective:La formación del profesorado en la perspectiva del alumno:FORMAÇÃO DE PROFESSORES NA PERSPECTIVA DISCENTE: uma narrativa da experiênciaExperience is an essential element for meaningful learning, although teacher formation does not always pay due attention to the elements that underlie this human aspect. The study presented in this text analyzes the discourses of the 20 students of the Degree in Biological Sciences who completed the discipline Fundamentals of Philosophy of Sciences at the State University of Ceará, UECE, Iguatu campus, in the year 2019. These texts were written in the discipline completion report format and outline the outline of what was experienced, some salient features, and considerations about how the discipline was delivered. Considering that teacher education takes into account objective knowledge, classroom practice implies mediating educational actions so that students learn, so that only technical knowledge is not sufficient for this endeavor. In other words, the practice requires knowledge that is intuited along the paths to make the didactic transpositions correctly. The appreciation of student experience and its influence on teacher education is the focus of this study based on the teaching knowledge of Tardif (2014) and experience as a formative element of Bondía (2002).La experiencia es un elemento esencial para el aprendizaje significativo, aunque, en la formación del profesorado, no siempre se presta la debida atención a los elementos que subyacen a este aspecto humano. Este estudio analiza los discursos de los 20 estudiantes del Grado en Ciencias Biológicas que completaron el curso Fundamentos de Filosofía de las Ciencias en la Universidad Estatal de Ceará, UECE, campus de Iguatu, en el año 2019. Escritos en el formato del informe de finalización de la disciplina, presentan, en líneas generales, un punto culminante de lo que se experimentó, características notables y consideraciones sobre la forma en que se enseñó la disciplina. Teniendo en cuenta que la formación de los docentes tiene en cuenta el conocimiento objetivo, la práctica del aula implica mediar las acciones educativas para que los estudiantes aprendan, por lo tanto, solo el conocimiento técnico no es suficiente para este esfuerzo, lo que requiere un conocimiento intuido por el a lo largo de los caminos para que las transposiciones didácticas se realicen correctamenteA experiência é elemento essencial para a aprendizagem significativa, embora, na formação docente nem sempre se dê a devida atenção aos elementos que subjazem esse aspecto humano. Esse estudo analisa os discursos de 20 alunos da Licenciatura em Ciências Biológicas que concluíram a disciplina Fundamentos de Filosofia das Ciências na Universidade Estadual do Ceará, UECE, campus de Iguatu, no ano de 2019. Escritos no formato de relatório de conclusão de disciplina, apresentam em linhas gerais um destaque do que foi vivido, características marcantes, e considerações acerca da forma como a disciplina foi ministrada. Considerando que a formação de professores leva em conta saberes objetivos, a prática de sala de aula implica em mediar as ações educativas a fim de que os alunos aprendam, daí que apenas conhecimentos técnicos não sejam suficientes para essa empreitada, requerendo saberes que são intuídos ao longo dos percursos para que sejam feitas corretamente as transposições didáticas.Universidade Federal de Goiás - Regional Catalão2020-07-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.ufg.br/poiesis/article/view/6218710.5216/rppoi.v18.62187Poíesis Pedagógica; v. 18 (2020): Poíesis Pedagógica; 66-762178-44421679-2319reponame:Poíesis Pedagógicainstname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://www.revistas.ufg.br/poiesis/article/view/62187/35121Copyright (c) 2020 Poíesis Pedagógicainfo:eu-repo/semantics/openAccessVasconcelos, Sandro Olímpio SilvaMarinho, Márcia MachadoMarinho, Emmanuel SilvaMedeiros, Normândia de Farias Mesquita2020-11-10T12:04:59ZRevistahttps://www.revistas.ufg.br/poiesisPUB |
dc.title.none.fl_str_mv |
Teacher education in the student perspective: La formación del profesorado en la perspectiva del alumno: FORMAÇÃO DE PROFESSORES NA PERSPECTIVA DISCENTE: uma narrativa da experiência |
title |
Teacher education in the student perspective: |
spellingShingle |
Teacher education in the student perspective: Vasconcelos, Sandro Olímpio Silva |
title_short |
Teacher education in the student perspective: |
title_full |
Teacher education in the student perspective: |
title_fullStr |
Teacher education in the student perspective: |
title_full_unstemmed |
Teacher education in the student perspective: |
title_sort |
Teacher education in the student perspective: |
author |
Vasconcelos, Sandro Olímpio Silva |
author_facet |
Vasconcelos, Sandro Olímpio Silva Marinho, Márcia Machado Marinho, Emmanuel Silva Medeiros, Normândia de Farias Mesquita |
author_role |
author |
author2 |
Marinho, Márcia Machado Marinho, Emmanuel Silva Medeiros, Normândia de Farias Mesquita |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Vasconcelos, Sandro Olímpio Silva Marinho, Márcia Machado Marinho, Emmanuel Silva Medeiros, Normândia de Farias Mesquita |
description |
Experience is an essential element for meaningful learning, although teacher formation does not always pay due attention to the elements that underlie this human aspect. The study presented in this text analyzes the discourses of the 20 students of the Degree in Biological Sciences who completed the discipline Fundamentals of Philosophy of Sciences at the State University of Ceará, UECE, Iguatu campus, in the year 2019. These texts were written in the discipline completion report format and outline the outline of what was experienced, some salient features, and considerations about how the discipline was delivered. Considering that teacher education takes into account objective knowledge, classroom practice implies mediating educational actions so that students learn, so that only technical knowledge is not sufficient for this endeavor. In other words, the practice requires knowledge that is intuited along the paths to make the didactic transpositions correctly. The appreciation of student experience and its influence on teacher education is the focus of this study based on the teaching knowledge of Tardif (2014) and experience as a formative element of Bondía (2002). |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-24 |
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://www.revistas.ufg.br/poiesis/article/view/62187 10.5216/rppoi.v18.62187 |
url |
https://www.revistas.ufg.br/poiesis/article/view/62187 |
identifier_str_mv |
10.5216/rppoi.v18.62187 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.ufg.br/poiesis/article/view/62187/35121 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Poíesis Pedagógica info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Poíesis Pedagógica |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás - Regional Catalão |
publisher.none.fl_str_mv |
Universidade Federal de Goiás - Regional Catalão |
dc.source.none.fl_str_mv |
Poíesis Pedagógica; v. 18 (2020): Poíesis Pedagógica; 66-76 2178-4442 1679-2319 reponame:Poíesis Pedagógica instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Poíesis Pedagógica |
collection |
Poíesis Pedagógica |
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1733086330005487616 |