Teachers' professional development has the power to improve teaching quality and student learning, and depends highly in teachers' self-motivation. This qualitative study aim to analyze the professional development processes of excellent teachers and the manifestation of their excellence in work. The paper describes the excellent teachers' professional development processes along four phases in their career: preservice training, teacher induction, ongoing professional development, and future development. Within each phase of teacher's career, different external and internal factors found to facilitate the development of their excellence. Their professional excellence manifests in four hierarchical levels of influence: the students, the school, the district, and the community. Understanding the professional development processes of excellent teachers can assist to broaden understanding of the factors that facilitate teacher excellence, to promote teacher's growth and teaching quality. It can help decision-makers in identifying teachers who show promise towards excellence and adjust the incentives to promote their excellence.
O trabalho tem por objetivo analisar as decisões de uma professora de matemática no processo de elaboração e aplicação de uma sequência didática que visava à aprendizagem do conceito de polígono. O trabalho foi desenvolvido junto ao Mestrado Profissional em Ensino de Ciências e Matemática/ XXX e direcionado a alunos do sexto ano do ensino fundamental. Foram elencadas quatro tomadas de decisão relativas a: (a) elaboração do material de aprendizagem (livro didático ou material próprio); (b) estratégia de ensino (recepção verbal ou descobrimento); (c) promoção dos diálogos (definições formais ou informais) e (d) condução da postura de aprendizagem (significativa ou mecânica). As análises evidenciaram a opção por construir um material potencialmente significativo; por encaminhar a aprendizagem por recepção verbal; por promover diálogos que resgatavam as palavras dos próprios estudantes, mas com incentivo às definições formais, e por conduzir a aula de modo a incentivar a postura de responsabilidade para aprendizagem significativa.
The aim of this research was to verify whether the pedagogy courses and the special formation programs for teachers in Brazil have incorporated into their curriculum matrices disciplines that deal with issues related to people with disabilities, and identify the academic publications on the subject researched. Thus, 1,076 curricular matrices of courses were analyzed, distributed nationwide. The results of this stage of the research allow us to infer that the offer of subjects that refer to issues of people with disabilities in a large number of Brazilian institutions is due to changes related to the legislation, specifically the law of guidelines and education bases in 1996. As a result, the special education has obtained significant progress, if drawn a parallel between its establishment in the 70s and the current day, and that the integration of people with disabilities has been the target of school inclusion policies, the first step in advancing the quality of care for these people has been given, then those educational institutions are already implementing considerably subjects related to the theme in their curricula.
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