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M. da C. C. Rodrigues 1 , A. M. de M. R. Reali 2

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  1. THE PROFESSIONAL TEACHER DEVELOPMENT OF THREE EXPERIENCED TEACHERS THROUGH CONTINUOUS ON-LINE TRAINING M. da C. C. Rodrigues1, A. M. de M. R. Reali2 1Federal University of São Carlos (BRAZIL) 2Federal University of São Carlos (BRAZIL ),

  2. objective The objective is to analyze the contributions made by a continuous on-line training project for teachers of the first grade of primary school, for the teachers’ database.

  3. methodology The methodology adopted is based on a constructive/collaborative model of teacher-researcher interaction focusing on the construction of intervention/investigation strategies and the promotion of professional development processes. The training strategies used were carried out by distance learning mode using the Moodle platform of the Teachers Portal of the university (UFSCar) as a tool to access the virtual learning environment.

  4. The intervention The intervention consists of an extension course for teachers that work in the initial school years of Fundamental Education with the aim of:Contributing to teachers’ professional development enabling reflection on teaching and learning experiences in their work contexts, using as references the indicators for the construction of a student knowledge base articulated on the basis of teaching practice. The course provided 120 hours of training and was held between September 2010 and May 2011.

  5. Researchcollaborators The teachers collaborating in the research and subjects of this investigation are three teachers from the state of São Paulo. They are considered to be experienced teachers according to the literature on teacher training. • Teacher P1 is 53 years old, has 27 year of experience, 23 of which are in the São Paulo municipal school network and has worked for 10 years at the same school where he/she worked in 2010 and for 6 months in the first year. Initial training is in pedagogy specialized in School management. • Teacher P2 is 45 years of age, has 24 years of experience and has always worked in the São Paulo municipal school network and worked for 2 years in the school where she was when the data was collected in 2010 and has worked with the 1st year for one year. In the year the data were collected, the teacher worked full time with the same class. Initial training was in Pedagogy and later in School Management. • Lastly, teacher P13 is 38 years old, has worked for 12 years as a teacher, 10 of which are in the São Paulo municipal network, 8 years at the school where she worked in 2010 and has 9 year of experience working with the first years of Fundamental Education. And in the year the data were collected the teacher worked full time with the same class but with different students (1st year and Infant Education). She is qualified in teaching and history with a specialization in Psycho-pedagogy.

  6. Results In relation to the results of the investigation, we point out some aspects found by the teachers as elements highlighted by the contributors to the teacher professional development process: • training content set in the teaching context of the initial learning years; • feedback during the training/devolution process; • sharing experiences on literacy teaching with teachers from different Brazilian states as a possible way of rethinking the unique way of teaching that each teaching professional has; • revisiting the inherent exercise of teaching in the first year of Fundamental Education within the process of permanent study and discussion of the knowledge that composes the teaching base and needs of teachers.

  7. Results However, the adoption of a guide to define syllabus actions in schools means that the teacher knowledge base has many elements provided by the references established by the Read and Write Project, but this does not soften the will to learn shown by the teachers because this base is permeated by the teacher and not just by the content necessary to be a teacher. Also, as experienced teachers, who already have a consolidated knowledge base, they ended up adopting the material in benefit of the children’s learning.

  8. Results We understand, also, that the professional development process is unique to each teacher and the degree of influence depends on the knowledge base that has already been consolidated and career length amongst other things. Therefore, we can see the syllabus as a teacher training instrument that can widen or reduce teachers’ autonomy in their work.

  9. Results The limits found refer to the difficulties of effective participation by all the participants during the course as a whole and to the challenges related to the organization of dynamic and flexible Virtual Learning Environments that mobilized the group to participate through to the end of the training course and to build up a support network where the training relationship was one of trust and openness in their communication.

  10. REFERENCES Bouvier-Mollo, S. (2005). The transformation of ways of socializing children: a sociological approach. Education, society, Campinas, 91(26), pp. 391-403, May/Aug. Available at htttp// Accessed on 12th August 2012 Brasil (2007) MEC. Nine year Fundamental Education. Guidance for the inclusion of children of six years of age. Brasília, 2007 Available at Accessed on 20th October 2012. Brasil, ( 2006). Lei n. 11.274. Text alteration of articles 29, 30, 32 and 87 of Law no 9.394, of 20th December 1996, which establishes the directives and basis of national education, in relation to a duration of 9 (nine) years for fundamental education, with compulsory enrolment from 6 (six) years of age. Brasil,( 2006). Law no. 9394. Establishes the directives and basis of Brazilian education. Clandinin, D. J.; Connelly F. M. (2011). Narrative research: experiences and stories of qualitative research. Translation of the Teacher Narrative and Education group ILEEL/UFU. Uberlândia: EDUFU, 2011. Clark C. et al. (1996) Collaboration as dialogue: Teacher and researchers engaged in conversation and professional development. American Educational Research Journal, 33(1).

  11. REFERENCES Cole, L.; Knowles, J.G. (1993). Teacher Development partnership research: a focus on methods and issues. American Educational Reasearch Journal, 30(3). Corsino, P. (2007). Six year olds and areas of knowledge. In: BRASIL/MEC. Nine year Fundamental Education. Guidance for the inclusion of six-year old children. Brasília, 2007 Available at Accessed on 10th October 2012. Cunha M. I. (1997). TELL ME NOW! Narratives as alternative pedagogies in research and teaching. TheEducationFaculty Magazine, 1-2(23), pp. 185-195. Available at: <>. Accessedon 20thFebruary 2009. Day, C. (2001). The professional development of teachers: the challenges of permanent learning. Translatedby Maria Assunção Flores. Porto Editora: Porto Esteban M. P. S. (2010). Qualitative research in education: fundaments and traditions. Translated by Miguel Cabrera. Porto Alegre: AMGH EditoraLtda Galvão G. (2005).Narratives in education. Science and Education,Bauru,2(11), pp. 327-345, Available at on 20th September 2009

  12. REFERENCES Giovanni, L. M. (2009). The role of teachers and researchers: a challenge on the process of collaborative research. In: Marin, A. J.; Giovanni, L. M. & Guarnieri, M. R. Research with teachers in initial schooling. Araraquara, São Paulo: Junqueira Marin, São Paulo, SP: FAPESP. Hurberman, M. (1995).The cycle of the teachers’ professional lives. In: NOVÒA, Antonio (org). Teachers’ lives. Porto: Porto Editora. Kramer, S. (2007) Infancy and its uniqueness. In: BRASIL/MEC. Nine year Fundamental Education. Guidance for the inclusion of six-year old children. Available at Accessed in October 2012. Marcelo Garcia C. (1999), Teacher training for educational change. Porto: Porto Editora. MIZUKAMI M.da G. et. al.(2002). School and teacher learning: investigation and training processes. São Carlos: EdUFSCar. MIZUKAMI, M. da G. N. (2003). Research of teacher training: alternative methods. In: Barbosa, R. L. (Org.). Educator training: challenges and perspectives.São Paulo: Editora UNESP. Mizukami, M. da G. N. (2004). Teacher learning: some contributions by L. S. Shulman. Education Magazine – Education Center, Santa Maria, 2(29), p.33-49. Available at <>. Accessed on 25th November 2009.

  13. REFERENCES Mizukami, M. G. (2005-2006). Teacher learning: teacher trainers. E-CURRICULUM magazine, São Paulo, 1 91), Dec-Jul, pp. 1-18. Available at Accessed on 15th September 2011. Nascimento, A. M. (2007). Infancy in schools and in life. A fundamental relationship. In: BRASIL/MEC. Nine year Fundamental Education. Guidance for the inclusion of six-year old children. Brasília. Available at Accessed in October 2012. Oliveira-Formozinho, J. ( 2009). Teacher Professional Development. In: FORMOZINHO, João (org.). Teacher Training: Professional learning and teacher action. Porto: Porto editora. Palma Filho J. C. (2010). The education policy of the State of São Paulo (1983-2008). Education and Language. São Paulo, The Methodist University of São Paulo, 21(13). Jan-Jun, pp. 153-174 Available at Accessed on 12th November 2012. Ponte, J. P. da; Santos, L. (2007). Continuous distance training for teachers focussed on mathematical investigations: the role of reflection and collaboration. In: COSTA, Fernando Albuquerque; ALTA, Helena; VISEU, Sofia (Orgs.). The “TIC” in education in Portugal: conceptionsandpractices. Porto Editora: Porto-Portugal.

  14. REFERENCES Reali, A. M. de M. R.; Reyes, C. R.; MartuccI, E. M.; Lima, E. F. de; Tancredi, R & Mello, R. R. de. (2004) “What knowledge base should my pupil have?”: a teaching and learning experience of the construction of education indicators. The Brazilian magazine of pedagogical studies, 209/210/211 (85), pp. 67-84, Jan/Dec. Reali, A. M. R.(1995). The development of a “constructive collaborative” model of continuous education centered on the school: a report of experiences. Cadernos Cedes, 36, pp. 65-76. Reali, A. M.; Tancredi, R. M. (2010). The teacher portal of the UFSCar; a virtual space for teacher professional development. In: Campos A.H.; Souza, M. H. A. de O. (org.). Teacher training at UFSCar: conception, implementation and pedagogical project management of teaching courses. São Carlos: EdUFSCar. RINALDI, R. P. (2009). The professional development of trainees in practice: contributions of an online program. Thesis (doctorate). The Federal Univeristyof São Carlos. São Carlos: UFSCar. Rinaldi; R; Dal-Forno, J. ; Reali, A. M. (2009). The online professional development program for trainers at the beginning of their career in basic education. Annals of the 32nd ANPED meeting. Available at Accessed on 30th November 2009. Rodrigues, M. C.C. (2009). The indicators of teacher professional development in the initial years of Fundamental education in Brazilian Public Municipal school networks. (Doctorate research project at UFSCar/PPGE). São Carlos, SP, the Federal University of de São Carlos.

  15. REFERENCES São Paulo (2011b). The Education Secretariat. Read and Write: activity collection – 1st year. São Paulo: FDE. Available at Accessed on 20th November 2011. São Paulo (2007a). Resolution SE/86. São Paulo. The Official Diary, Executive Power – section I of 21st December 2007. Available at Accessed on 20th November 2011. São Paulo (2007b). The Education Seretariat. The Read and Write Program. Introduction. São Paulo, Available at Accessed on 20th November 2011.

  16. REFERENCES São Paulo (2011a). The Education Secretariat. Read and Write: Planning guide and teaching guidance; the literacy teacher – 1st year. São Paulo: FDE. Available at Accessed on 20th November 2011. Sarmento, M. J. (2002). Imagination and culture in infancy. Available at Accessed on 15th August 2012. Shulman L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 2 (15), p.4-14. Shulman L. S. (1987) Knowledge and teaching: foundations of the new reform. Educational Review, Harvard, 1(57), p. 1-22.