Mindsets, educational content production and teaching in pandemic times
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Docência do Ensino Superior (Online) |
Texto Completo: | https://periodicos.ufmg.br/index.php/rdes/article/view/24510 |
Resumo: | This essay aims to reflect on the relationship between mindsets and phases of action and pedagogical reasoning of teachers for teaching during the pandemic by the new coronavirus. It is based on the concepts of action phases and pedagogical reasoning, dimensions of quality for the production of educational content, fixed and growth mindset, translated as fixed and growth mind configuration. By reasoning and acting pedagogically, phase by phase, the configuration of the fixed or growth mind identified in the beliefs about potential, effort, performance and learning of teachers can influence the quality of the educational content produced and the perception about the teaching experience during the pandemic. The recognition of the influence of the configuration of the mind on action and pedagogical reasoning can contribute to the development of teaching practice and learning, making the educational experience, in the pandemic, a wisdom acquired through practice. |
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Mindsets, educational content production and teaching in pandemic timesMindsets, producción de contenido educativo y enseñanza en tiempos de pandemiaMindsets, produção de conteúdo educacional e ensino em tempos de pandemiaProfessoresMindsetEnsinoPandemiaProfesoresMindsetEnseñanzaPandemiaTeachersMindsetTeachingPandemicThis essay aims to reflect on the relationship between mindsets and phases of action and pedagogical reasoning of teachers for teaching during the pandemic by the new coronavirus. It is based on the concepts of action phases and pedagogical reasoning, dimensions of quality for the production of educational content, fixed and growth mindset, translated as fixed and growth mind configuration. By reasoning and acting pedagogically, phase by phase, the configuration of the fixed or growth mind identified in the beliefs about potential, effort, performance and learning of teachers can influence the quality of the educational content produced and the perception about the teaching experience during the pandemic. The recognition of the influence of the configuration of the mind on action and pedagogical reasoning can contribute to the development of teaching practice and learning, making the educational experience, in the pandemic, a wisdom acquired through practice.Este ensayo objetiva reflexionar sobre la relación entre mindsets y fases de acción y razonamiento pedagógico de los docentes para enseñar durante la pandemia del nuevo coronavirus. Es basado en los conceptos de fases de la acción y razonamiento pedagógico, dimensiones de calidad para la producción de contenido educativo, mindset fijo y de crecimiento, en este artículo traducidos como configuración de la mente fija y configuración de la mente de crecimiento. Al razonar y actuar pedagógicamente, fase a fase, la configuración de la mente fija o de crecimiento identificada en las creencias sobre potencial, esfuerzo, desempeño y aprendizaje de los docentes puede influir en la calidad del contenido educativo producido y la percepción sobre la experiencia docente durante pandemia. El reconocimiento de la influencia de la configuración de la mente en la acción y el razonamiento pedagógico puede contribuir al desarrollo de la práctica docente y la enseñanza, convertindo la experiencia en la pandemia, sabiduría adquirida con la práctica.Este ensaio objetiva refletir sobre a relação entre mindsets e fases da ação e raciocínio pedagógico de professores para o ensino durante a pandemia pelo novo coronavírus. Sustenta-se nos conceitos de fases da ação e raciocínio pedagógico, dimensões de qualidade para produção de conteúdo educacional, mindset fixo e de crescimento, traduzidos como configuração da mente fixa e configuração da mente de crescimento. Ao raciocinar e agir pedagogicamente, fase a fase, a configuração da mente fixa ou de crescimento identificada nas crenças sobre potencial, esforço, desempenho e aprendizagem dos professores pode influenciar a qualidade do conteúdo educacional produzido e a percepção sobre a experiência de ensino durante a pandemia. O reconhecimento da influência da configuração da mente na ação e raciocínio pedagógico pode contribuir com o desenvolvimento da prática docente e com o ensino, tornando a experiência, na pandemia, sabedoria adquirida com a prática docente.Universidade Federal de Minas Gerais2020-12-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/2451010.35699/2237-5864.2020.24510Revista Docência do Ensino Superior; Vol. 10 (2020); 1-15Revista Docência do Ensino Superior; Vol. 10 (2020); 1-15Revista Docência do Ensino Superior; v. 10 (2020); 1-152237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/24510/20378Copyright (c) 2020 Jouhanna Menegazhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMenegaz, Jouhanna do Carmo2023-02-07T01:58:53Zoai:periodicos.ufmg.br:article/24510Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-02-07T01:58:53Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Mindsets, educational content production and teaching in pandemic times Mindsets, producción de contenido educativo y enseñanza en tiempos de pandemia Mindsets, produção de conteúdo educacional e ensino em tempos de pandemia |
title |
Mindsets, educational content production and teaching in pandemic times |
spellingShingle |
Mindsets, educational content production and teaching in pandemic times Menegaz, Jouhanna do Carmo Professores Mindset Ensino Pandemia Profesores Mindset Enseñanza Pandemia Teachers Mindset Teaching Pandemic |
title_short |
Mindsets, educational content production and teaching in pandemic times |
title_full |
Mindsets, educational content production and teaching in pandemic times |
title_fullStr |
Mindsets, educational content production and teaching in pandemic times |
title_full_unstemmed |
Mindsets, educational content production and teaching in pandemic times |
title_sort |
Mindsets, educational content production and teaching in pandemic times |
author |
Menegaz, Jouhanna do Carmo |
author_facet |
Menegaz, Jouhanna do Carmo |
author_role |
author |
dc.contributor.author.fl_str_mv |
Menegaz, Jouhanna do Carmo |
dc.subject.por.fl_str_mv |
Professores Mindset Ensino Pandemia Profesores Mindset Enseñanza Pandemia Teachers Mindset Teaching Pandemic |
topic |
Professores Mindset Ensino Pandemia Profesores Mindset Enseñanza Pandemia Teachers Mindset Teaching Pandemic |
description |
This essay aims to reflect on the relationship between mindsets and phases of action and pedagogical reasoning of teachers for teaching during the pandemic by the new coronavirus. It is based on the concepts of action phases and pedagogical reasoning, dimensions of quality for the production of educational content, fixed and growth mindset, translated as fixed and growth mind configuration. By reasoning and acting pedagogically, phase by phase, the configuration of the fixed or growth mind identified in the beliefs about potential, effort, performance and learning of teachers can influence the quality of the educational content produced and the perception about the teaching experience during the pandemic. The recognition of the influence of the configuration of the mind on action and pedagogical reasoning can contribute to the development of teaching practice and learning, making the educational experience, in the pandemic, a wisdom acquired through practice. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-12-13 |
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.ufmg.br/index.php/rdes/article/view/24510 10.35699/2237-5864.2020.24510 |
url |
https://periodicos.ufmg.br/index.php/rdes/article/view/24510 |
identifier_str_mv |
10.35699/2237-5864.2020.24510 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/rdes/article/view/24510/20378 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Jouhanna Menegaz http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Jouhanna Menegaz http://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 Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Revista Docência do Ensino Superior; Vol. 10 (2020); 1-15 Revista Docência do Ensino Superior; Vol. 10 (2020); 1-15 Revista Docência do Ensino Superior; v. 10 (2020); 1-15 2237-5864 2358-6338 reponame:Revista Docência do Ensino Superior (Online) instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Revista Docência do Ensino Superior (Online) |
collection |
Revista Docência do Ensino Superior (Online) |
repository.name.fl_str_mv |
Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistadocenciaensinosuperior@ufmg.br|| |
_version_ |
1797174635947622400 |