The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Roteiro (Joaçaba. Online) |
Texto Completo: | https://periodicos.unoesc.edu.br/roteiro/article/view/23736 |
Resumo: | Teachers who teach mathematics in the early years have the challenge of teaching content to students who do not, in most cases, have sufficient previous knowledge or domain to understand a certain subject, for example, the object of study measures. In addition, conventional teacher training processes have not met this demand. On the one hand, because they do not meet the needs of teachers, and on the other, because there is no active and reflective participation in the construction / reconstruction of school knowledge. This article aims to defend the potential and limits of the Classroom Study, as a possibility of continuing education, taking as a reference, in a specific way, its collaborators, the studies developed in Portugal and a literature review on the subject, Study of Class. In other words, a process of continuing education, which teachers plan an object of study to be developed and present to others, and then reflect on the development of the class and what they have learned, so that there are contributions to their education, professional practice and knowledge production / reframing. The analysis material was composed, as instruments of data construction, the field diary with the observations of classes, the collective production (recordings and writings) and semi-structured interview. Finally, based on the results obtained, it allowed us to observe the need that exists among teachers to improve their knowledge in the content of length measures and were able to share, through continuing education, difficulties and understanding of the content worked in the formative process - length measurements in the Early Years. The Study was based on the case study using the Classroom Study, with the participation of teachers from the Early years. |
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The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years La importancia de la participación em el estudio de aula em la formación continua de profesores que enseñan medidas em los años inicialesA importância da participação no estudo de aula na formação continuada de professores que ensinam medidas nos anos iniciaisEstudo de aulaMedidasAnos IniciaisSaberes docentesFormação ContinuadaEstudio en el aulaMedidasPrimeros añosEnseñanza del conocimientoEducación continuaClassroom studyMeasuresEarly yearsTeaching knowledgeContinuing educationTeachers who teach mathematics in the early years have the challenge of teaching content to students who do not, in most cases, have sufficient previous knowledge or domain to understand a certain subject, for example, the object of study measures. In addition, conventional teacher training processes have not met this demand. On the one hand, because they do not meet the needs of teachers, and on the other, because there is no active and reflective participation in the construction / reconstruction of school knowledge. This article aims to defend the potential and limits of the Classroom Study, as a possibility of continuing education, taking as a reference, in a specific way, its collaborators, the studies developed in Portugal and a literature review on the subject, Study of Class. In other words, a process of continuing education, which teachers plan an object of study to be developed and present to others, and then reflect on the development of the class and what they have learned, so that there are contributions to their education, professional practice and knowledge production / reframing. The analysis material was composed, as instruments of data construction, the field diary with the observations of classes, the collective production (recordings and writings) and semi-structured interview. Finally, based on the results obtained, it allowed us to observe the need that exists among teachers to improve their knowledge in the content of length measures and were able to share, through continuing education, difficulties and understanding of the content worked in the formative process - length measurements in the Early Years. The Study was based on the case study using the Classroom Study, with the participation of teachers from the Early years.Los docentes que imparten matemáticas en los primeros años tienen el reto de enseñar contenidos a alumnos que, en la mayoría de los casos, no cuentan con conocimientos previos o dominio suficiente para comprender una determinada materia, por ejemplo, las medidas objeto de estudio. Además, los procesos de formación docente convencionales no han satisfecho esta demanda. Por un lado, porque no satisfacen las necesidades de los docentes, y por otro, porque no hay una participación activa y reflexiva en la construcción / reconstrucción del conocimiento escolar. Este artículo tiene como objetivo defender el potencial y los límites del Estudio de Aula, como posibilidad de formación continua, tomando como referencia, de manera específica, a sus colaboradores, los estudios desarrollados en Portugal y una revisión de la literatura sobre el tema, Estudio de Clase. . Es decir, un proceso de formación continua, en el que los docentes planifican un objeto de estudio para desarrollarlo y presentarlo a los demás, para luego reflexionar sobre el desarrollo de la clase y lo aprendido, para que haya aportes a su formación, profesional. práctica y producción / reformulación de conocimientos. El material de análisis estuvo compuesto, como instrumentos de construcción de datos, el diario de campo con las observaciones de las clases, la producción colectiva (grabaciones y escritos) y la entrevista semiestructurada. Finalmente, a partir de los resultados obtenidos, nos permitió observar la necesidad que existe entre los docentes de mejorar sus conocimientos en el contenido de las medidas de duración y fueron capaces de compartir, a través de la educación continua, las dificultades y comprensión de los contenidos trabajados en el proceso formativo. - medidas de longitud en los primeros años. El Estudio se basó en el estudio de caso utilizando el Estudio de Aula, con la participación de docentes de Infantil.Os professores que ensinam matemática nos anos iniciais têm o desafio de ensinar conteúdos para os alunos que não apresentam, na maioria das vezes, domínio ou conhecimentos prévios suficientes para compreenderem determinado assunto, por exemplo, o objeto de estudo medidas. Além disso, os processos convencionais de formações docentes não têm dado conta dessa demanda. De um lado, porque não atendem às necessidades dos(as) professores(as), e do outro, porque não há participação ativa e reflexiva na construção/reconstrução dos saberes escolares. O presente artigo tem como objetivo defender as potencialidades e limites do Estudo de Aula, como possibilidade de formação continuada, tomando como referência, de modo específico, os seus colaboradores, os estudos desenvolvidos em Portugal e uma revisão da literatura sobre o tema, Estudo de Aula. Ou seja, um processo de formação continuada, o qual os(as) professores(as) planejem um objeto de estudo a ser desenvolvido e apresentem para os demais, e em seguida reflitam sobre o desenvolvimento da aula e sobre o que aprenderam, para que haja contribuições para a sua formação, sua prática profissional e sua produção/ressignificação de saberes. Compuseram o material de análise, como instrumentos de construção dos dados, o diário de campo com as observações de aulas, a produção coletiva (gravações e escritas) e entrevista semiestruturada. Por fim, com base nos resultados obtidos, permitiu-nos observar a necessidade que existe entre os docentes de aprimorar seus conhecimentos no conteúdo de medidas de comprimento e puderam compartilhar, por meio da formação continuada, dificuldades e compreensão do conteúdo trabalhado no processo formativo – medidas de comprimento, nos Anos Iniciais. O Estudo foi baseado no estudo de caso utilizando o Estudo de Aula, com a participação de professoras dos anos Iniciais.Universidade do Oeste de Santa Catarina2021-09-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://periodicos.unoesc.edu.br/roteiro/article/view/2373610.18593/r.v46i.23736Roteiro; Vol. 46 (2021): Roteiro; e23736Roteiro; Vol. 46 (2021): Roteiro; e23736Roteiro; Vol. 46 (2021): Roteiro; e23736Roteiro; v. 46 (2021): Roteiro; e23736Roteiro; Vol. 46 (2021): Roteiro; e237362177-60590104-431110.18593/r.v46ireponame:Roteiro (Joaçaba. Online)instname:Universidade do Oeste de Santa Catarina (UNOESC)instacron:UNOESCporhttps://periodicos.unoesc.edu.br/roteiro/article/view/23736/16611https://periodicos.unoesc.edu.br/roteiro/article/view/23736/16612Copyright (c) 2021 Sandro Augusto do Vale Pereira, Gilberto Francisco Alves de Melohttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessPereira, Sandro Augusto do ValeMelo, Gilberto Francisco Alves de2022-08-16T11:55:46Zoai:ojs.periodicos.unoesc.edu.br:article/23736Revistahttps://portalperiodicos.unoesc.edu.br/roteirohttps://portalperiodicos.unoesc.edu.br/roteiro/oairoteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br2177-60590104-4311opendoar:2022-08-16T11:55:46Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC)false |
dc.title.none.fl_str_mv |
The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years La importancia de la participación em el estudio de aula em la formación continua de profesores que enseñan medidas em los años iniciales A importância da participação no estudo de aula na formação continuada de professores que ensinam medidas nos anos iniciais |
title |
The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years |
spellingShingle |
The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years Pereira, Sandro Augusto do Vale Estudo de aula Medidas Anos Iniciais Saberes docentes Formação Continuada Estudio en el aula Medidas Primeros años Enseñanza del conocimiento Educación continua Classroom study Measures Early years Teaching knowledge Continuing education |
title_short |
The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years |
title_full |
The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years |
title_fullStr |
The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years |
title_full_unstemmed |
The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years |
title_sort |
The importance of participation in the classroom study in continuing training of teachers who teach measures in the initial years |
author |
Pereira, Sandro Augusto do Vale |
author_facet |
Pereira, Sandro Augusto do Vale Melo, Gilberto Francisco Alves de |
author_role |
author |
author2 |
Melo, Gilberto Francisco Alves de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pereira, Sandro Augusto do Vale Melo, Gilberto Francisco Alves de |
dc.subject.por.fl_str_mv |
Estudo de aula Medidas Anos Iniciais Saberes docentes Formação Continuada Estudio en el aula Medidas Primeros años Enseñanza del conocimiento Educación continua Classroom study Measures Early years Teaching knowledge Continuing education |
topic |
Estudo de aula Medidas Anos Iniciais Saberes docentes Formação Continuada Estudio en el aula Medidas Primeros años Enseñanza del conocimiento Educación continua Classroom study Measures Early years Teaching knowledge Continuing education |
description |
Teachers who teach mathematics in the early years have the challenge of teaching content to students who do not, in most cases, have sufficient previous knowledge or domain to understand a certain subject, for example, the object of study measures. In addition, conventional teacher training processes have not met this demand. On the one hand, because they do not meet the needs of teachers, and on the other, because there is no active and reflective participation in the construction / reconstruction of school knowledge. This article aims to defend the potential and limits of the Classroom Study, as a possibility of continuing education, taking as a reference, in a specific way, its collaborators, the studies developed in Portugal and a literature review on the subject, Study of Class. In other words, a process of continuing education, which teachers plan an object of study to be developed and present to others, and then reflect on the development of the class and what they have learned, so that there are contributions to their education, professional practice and knowledge production / reframing. The analysis material was composed, as instruments of data construction, the field diary with the observations of classes, the collective production (recordings and writings) and semi-structured interview. Finally, based on the results obtained, it allowed us to observe the need that exists among teachers to improve their knowledge in the content of length measures and were able to share, through continuing education, difficulties and understanding of the content worked in the formative process - length measurements in the Early Years. The Study was based on the case study using the Classroom Study, with the participation of teachers from the Early years. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-08 |
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.unoesc.edu.br/roteiro/article/view/23736 10.18593/r.v46i.23736 |
url |
https://periodicos.unoesc.edu.br/roteiro/article/view/23736 |
identifier_str_mv |
10.18593/r.v46i.23736 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unoesc.edu.br/roteiro/article/view/23736/16611 https://periodicos.unoesc.edu.br/roteiro/article/view/23736/16612 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Sandro Augusto do Vale Pereira, Gilberto Francisco Alves de Melo https://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Sandro Augusto do Vale Pereira, Gilberto Francisco Alves de Melo https://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade do Oeste de Santa Catarina |
publisher.none.fl_str_mv |
Universidade do Oeste de Santa Catarina |
dc.source.none.fl_str_mv |
Roteiro; Vol. 46 (2021): Roteiro; e23736 Roteiro; Vol. 46 (2021): Roteiro; e23736 Roteiro; Vol. 46 (2021): Roteiro; e23736 Roteiro; v. 46 (2021): Roteiro; e23736 Roteiro; Vol. 46 (2021): Roteiro; e23736 2177-6059 0104-4311 10.18593/r.v46i reponame:Roteiro (Joaçaba. Online) instname:Universidade do Oeste de Santa Catarina (UNOESC) instacron:UNOESC |
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Universidade do Oeste de Santa Catarina (UNOESC) |
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UNOESC |
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UNOESC |
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Roteiro (Joaçaba. Online) |
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Roteiro (Joaçaba. Online) |
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Roteiro (Joaçaba. Online) - Universidade do Oeste de Santa Catarina (UNOESC) |
repository.mail.fl_str_mv |
roteiro@unoesc.edu.br||editora@unoesc.edu.br||roteiro@unoesc.edu.br|| debora.pereira@unoesc.edu.br |
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