Teacher training and knowledge about high-ability students

Detalhes bibliográficos
Autor(a) principal: Rondini, Carina Alexandra
Data de Publicação: 2022
Outros Autores: Pereira, Nielsen
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da FAEEBA (Online)
Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/9163
Resumo: Reflection on the (in)formative process and praxis of educational agents of two schools in two small cities in Tippecanoe County, state of Indiana, United States, about gifted and talented/high-ability students. Data from interviews carried out with 15 educators related to these schools and cities were analyzed through Bardin’s Content Analysis, using the IRAMUTEQ Software, which analyzed seven corpora, related to the research block - Teacher training and knowledge about high-ability students. The participants revealed themselves to be distant from the general profile of Brazilian educational agents, who place themselves as dependent on legal interventions, are passive in their (in)training process and alienated to the instructional and curricular differentiation praxis, which disregards the different levels and student profiles. In contrast, the praxis of the participants is based on basic training that considers the full development of their students and levels of excellence essential.
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spelling Teacher training and knowledge about high-ability studentsFormación de profesores y conocimientos sobre estudiantes de alta capacidad(In) Formação de professores americanos sobre estudantes com altas habilidades/superdotaçãoGiftedness/high abilitiesteacher trainingpraxisHabilidades altas/dotaciónformación de profesorespraxisAltas habilidades/superdotaçãoformação docentepráxisReflection on the (in)formative process and praxis of educational agents of two schools in two small cities in Tippecanoe County, state of Indiana, United States, about gifted and talented/high-ability students. Data from interviews carried out with 15 educators related to these schools and cities were analyzed through Bardin’s Content Analysis, using the IRAMUTEQ Software, which analyzed seven corpora, related to the research block - Teacher training and knowledge about high-ability students. The participants revealed themselves to be distant from the general profile of Brazilian educational agents, who place themselves as dependent on legal interventions, are passive in their (in)training process and alienated to the instructional and curricular differentiation praxis, which disregards the different levels and student profiles. In contrast, the praxis of the participants is based on basic training that considers the full development of their students and levels of excellence essential.Se presenta una reflexión sobre el proceso (in)formativo y la praxis de los agentes educativos de dos escuelas en dos ciudades pequeñas en el condado de Tippecanoe, estado de Indiana, Estados Unidos, con respecto a los estudiantes superdotados. Los datos de las entrevistas realizadas a 15 agentes educativos relacionados con estas escuelas y ciudades fueron analizados mediante el Análisis de Contenido de Bardin, con el apoyo del Software IRAMUTEQ, que analizó siete corpus, relacionados con el bloque temático - Teacher training and conocimiento sobre los estudiantes de alta capacidad. Los participantes se revelaron distantes del perfil general de los agentes educativos brasileños, quienes se colocan como dependientes de las intervenciones legales, son pasivos en su proceso (in)formativo de capacitación y están alienados de la práctica de la diferenciación instructiva y curricular, que ignora los diferentes niveles y perfiles de estudiantes. Por el contrario, la praxis de los participantes se basa en una formación básica que considera esencial el pleno desarrollo de sus alumnosy sus niveles de excelencia.Apresenta-se reflexão acerca do processo (in)formativo e práxis de agentes educacionais (n = 15) de duas escolas de duas cidades de pequeno porte no Condado de Tippecanoe, no estado de Indiana, Estados Unidos, no tocante aos estudantes com Altas Habilidades/Superdotação. Os dados foram analisados por meio da Análise de Conteúdo, com o apoio do Software IRAMUTEQ. Os participantes revelaram-se distantes do perfil geral dos agentes educacionais brasileiros, os quais se colocam como dependentes das intervenções legais, são passivos no seu processo de (in)formação e alienados para a práxis de diferenciação instrucional e curricular, que desconsidera os diferentes níveis e perfis dos estudantes. Diversamente, a práxis dos participantes assenta-se na formação básica que considera imprescindível o desenvolvimento pleno de seus estudantes e em níveis de excelência.UNEB2022-04-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionDouble-blinded peer reviewedAvaliado pelos paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/916310.21879/faeeba2358-0194.2022.v31.n65.p355-377Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 65 (2022): Revista da FAEEBA - Educação e Contemponeidade; 355-3772358-01940104-704310.21879/faeeba2358-0194.v31.n65reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/9163/9648Copyright (c) 2022 Carina Alexandra Rondini, Nielsen Pereirainfo:eu-repo/semantics/openAccessRondini, Carina AlexandraPereira, Nielsen2022-04-28T18:34:39Zoai:ojs.revistas.uneb.br:article/9163Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2022-04-28T18:34:39Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false
dc.title.none.fl_str_mv Teacher training and knowledge about high-ability students
Formación de profesores y conocimientos sobre estudiantes de alta capacidad
(In) Formação de professores americanos sobre estudantes com altas habilidades/superdotação
title Teacher training and knowledge about high-ability students
spellingShingle Teacher training and knowledge about high-ability students
Rondini, Carina Alexandra
Giftedness/high abilities
teacher training
praxis
Habilidades altas/dotación
formación de profesores
praxis
Altas habilidades/superdotação
formação docente
práxis
title_short Teacher training and knowledge about high-ability students
title_full Teacher training and knowledge about high-ability students
title_fullStr Teacher training and knowledge about high-ability students
title_full_unstemmed Teacher training and knowledge about high-ability students
title_sort Teacher training and knowledge about high-ability students
author Rondini, Carina Alexandra
author_facet Rondini, Carina Alexandra
Pereira, Nielsen
author_role author
author2 Pereira, Nielsen
author2_role author
dc.contributor.author.fl_str_mv Rondini, Carina Alexandra
Pereira, Nielsen
dc.subject.por.fl_str_mv Giftedness/high abilities
teacher training
praxis
Habilidades altas/dotación
formación de profesores
praxis
Altas habilidades/superdotação
formação docente
práxis
topic Giftedness/high abilities
teacher training
praxis
Habilidades altas/dotación
formación de profesores
praxis
Altas habilidades/superdotação
formação docente
práxis
description Reflection on the (in)formative process and praxis of educational agents of two schools in two small cities in Tippecanoe County, state of Indiana, United States, about gifted and talented/high-ability students. Data from interviews carried out with 15 educators related to these schools and cities were analyzed through Bardin’s Content Analysis, using the IRAMUTEQ Software, which analyzed seven corpora, related to the research block - Teacher training and knowledge about high-ability students. The participants revealed themselves to be distant from the general profile of Brazilian educational agents, who place themselves as dependent on legal interventions, are passive in their (in)training process and alienated to the instructional and curricular differentiation praxis, which disregards the different levels and student profiles. In contrast, the praxis of the participants is based on basic training that considers the full development of their students and levels of excellence essential.
publishDate 2022
dc.date.none.fl_str_mv 2022-04-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Double-blinded peer reviewed
Avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/9163
10.21879/faeeba2358-0194.2022.v31.n65.p355-377
url https://www.revistas.uneb.br/index.php/faeeba/article/view/9163
identifier_str_mv 10.21879/faeeba2358-0194.2022.v31.n65.p355-377
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/9163/9648
dc.rights.driver.fl_str_mv Copyright (c) 2022 Carina Alexandra Rondini, Nielsen Pereira
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Carina Alexandra Rondini, Nielsen Pereira
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNEB
publisher.none.fl_str_mv UNEB
dc.source.none.fl_str_mv Revista da FAEEBA - Educação e Contemporaneidade; v. 31 n. 65 (2022): Revista da FAEEBA - Educação e Contemponeidade; 355-377
2358-0194
0104-7043
10.21879/faeeba2358-0194.v31.n65
reponame:Revista da FAEEBA (Online)
instname:Universidade do Estado da Bahia (UNEB)
instacron:UNEB
instname_str Universidade do Estado da Bahia (UNEB)
instacron_str UNEB
institution UNEB
reponame_str Revista da FAEEBA (Online)
collection Revista da FAEEBA (Online)
repository.name.fl_str_mv Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)
repository.mail.fl_str_mv revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br
_version_ 1800210957270515712

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