The global society in which we are immersed is facing the challenges set out in 2030 Agenda: Sustainable Development Goals (SDGs). This study focuses on whether mathematics teachers teach SDGs alongside with their subject in schools located in rural areas of Castilla and León (Spain). Specifically, this research aims to find out how teachers of mathematics with generalist training who teach in Primary Education (6-12) and teachers with more specific training who teach in Secondary Education and Baccalaureate (12-18) work with these aspects. The methodology used was quantitative, as an online questionnaire was used to collect the 150 responses that make up the sample for this study. The results show that teachers of mathematics at both educational levels should pay greater attention to the content linked to the SDGs within their subject.
ResumoEm Portugal, os mestrados profissionalizantes incluem a prática de ensino supervisionada, correspondente ao estágio de natureza profissional e objeto de relatório final, a defender em provas públicas. Na nossa instituição, este relatório deve apresentar e refletir sobre experiências de ensino e aprendizagem realizadas nos ciclos de ensino e nas disciplinas de docência. Este texto apresenta aspetos de um estudo de identificação, análise e sistematização das vertentes -conteúdo e profundidade -das reflexões escritas apresentadas na área da Matemática por doze futuros professores, no âmbito do Mestrado em ensino do 1.º e do 2.º ciclo do ensino básico. Palavras-chave: reflexão escrita, conteúdo da reflexão, profundidade da reflexão, aprendizagens realizadas, matemática. AbstractIn Portugal, master's degrees conducive to a professional qualification include supervised teaching practice, corresponding to in-service training, subject to a final report to be sustained in public examination. In our institution, this report must present and reflect upon teaching-learning experiences undertaken in the teaching cycles and subjects. This text presents some aspects of an identification, analysis and systematization study of the strands -content and depth -of the written reflections presented in the area of Mathematics by twelve future teachers, within the Masters for teaching in the 1 st and 2 nd cycles of basic education. Keywords: written reflection, content of reflection, depth of reflection, learning undergone, mathematics.Apresentação e método do estudo Este artigo centra-se e dá continuidade ao estudo de identificação, análise e sistematização das vertentesconteúdo e profundidade -das reflexões escritas apresentadas por futuros professores nos seus relatórios finais de estágio, no âmbito do Mestrado em ensino do 1.º e do 2.º ciclo do ensino básico lecionado na nossa instituição, Escola Superior de Educação do Instituto Politécnico de Bragança, Portugal, e especificamente nas experiências de ensino e aprendizagem (EEA) desenvolvidas na área da Matemática.Para a análise do conteúdo da reflexão seguimos três categorias: Planificação da EEA, Desenvolvimento da EEA e Aprendizagens Efetuadas na EEA. Na categoria Planificação da EEA, foram consideradas duas subcategorias, cada uma com três indicadores: (i) Caminho percorrido: etapas seguidas na planificação, em que se baseou a planificação e seleção de objetivos, conteúdos, tarefas, recursos, gestão da sala de aula, gestão do trabalho dos alunos em sala de aula (individualmente, em pares, em grupo); e (ii) Avaliação global: importância da planificação realizada, dificuldades sentidas ao planificar e cumprimento ou não da planificação. Em Desenvolvimento da EEA, foram seguidas seis subcategorias, com os respetivos indicadores: (i) Estrutura e organização da EEA: referência às etapas da aula e sequência da aula; (ii) Organização e gestão da sala de aula: contexto da turma, organização do tempo, organização do espaço e organização do trabalho em sala de aula (individual, em...
Knowing and analyzing teachers' beliefs contributes to understanding and improving their educational processes. Based on this assumption we propose, in this paper, to present the beliefs of leaderships and teachers about school. This analysis is based on a broader work in which beliefs regarding various aspects were analyzed, as well as teachers' knowledge and practices. This study followed an essentially qualitative methodology in nature, although it also used quantitative analysis. The instruments used to collect data were interviews with the leaders and questionnaires for teachers from 11 schools in the district of Bragança, Portugal, and integrated in the Intermunicipal Community of Terras de Trás os Montes. From the categories and subcategories used, the category School includes subcategories: school functions, school organization, relevance of school, school-family relationship and school-community relationship. The analysis of the interviews with the leaders (group directors, departmental coordinators and class directors) highlights the multiplicity of their views about the school. Emphasis is, among others, given to the school-family relationship, particularly the change in the relationship of parents to the school as the student progresses through the levels of education and, although a positive school-family relationship is identified, a distancing is also felt. The voices of the leaders also emphasize: (i) the relevance of promoting effective communication between school and family; (ii) the existence of positive expectations towards the community (in both directions); (iii) the school as a bureaucratic organization, with resonances in the daily teaching; (iv) the identification of complementary connotations of the functions of the school, on the one hand the schooling of students and, on the other, the socio-affective and evaluative dimensions of students. Regarding the beliefs of the teachers who answered the questionnaire, the focus on "training" stood out within the functions of the school, referring to it not only as "a place for exchanging knowledge", "for learning", but also for "transmitting knowledge", "values and attitudes". School is also perceived as a "place of socialization", "personal growth" and socio-affective.
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