Formação e Monitorização: duas etapas no desenvolvimento profissional docente

Santos, Idalina Lourido; Carvalho, Ana Amélia Amorim

doi:10.1590/2175-623655298

Cited by 5 publications

(4 citation statements)

References 8 publications

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“…The idea to develop the Master students' readiness for teaching with the help of on-line tools was tested in a research by Moore et al [34], where the author suggests designing and developing an on-line course, aimed at training teachers. The findings of the paper are discussed in a research by Santos and Carvalho [35]. The authors thereof cover the issues of training teachers and improving their competence with the help of Moodle.…”

Section: Discussionmentioning

confidence: 98%

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

Lovianova¹,

Vlasenko²,

Sitak³

et al. 2020

ujer

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This article considers the issue of on-line training of Master students, majoring in Mathematics (Speciality code in Ukrainian educational system "014.04 Secondary Education. Mathematics") and preparing them for teaching at University. The research papers and resources, focusing on the vocational bent of on-line training of undergraduate students majoring in Mathematics have been analyzed in this paper. The present paper describes designing the structure and components for the on-line course "Methods for Teaching Mathematics to Students at Technical Universities", which is in open access on the educational platform "Higher School Mathematics Teacher". This article presents the analysis of the survey results, in which 107 students in their first and second year of studying took part, which allowed defining the content of the course. The model is presented as a polyhedron, vertices, faces and edges of which show structural elements of the model and relations between them. The paper also introduces the analysis of the internship syllabi at Ukrainian universities and aims at defining the criteria for assessing learning performance of the on-line course users. It also considers the impact of the course on the efficiency of training 112 Master students in their second year of study, when they do their assistant internship at technical universities. The qualitative and quantitative analysis of the results of the experiment proved the efficiency of introducing the course into the process of practical training of Master students. The interns who joined the course, showed a better understanding of how to motivate students when teaching Mathematics to them. They also showed better results in applying active learning tools and techniques for teaching Mathematics, as well as in managing the audience through information technologies and communication strategies.

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Section: Discussionmentioning

confidence: 98%

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

Lovianova¹,

Vlasenko²,

Sitak³

et al. 2020

ujer

View full text Add to dashboard Cite

show abstract

“…Remote education also requires evaluating the acquisition of the declared objectives or competencies by students to estimate its effectiveness [39]. In health disciplines, there is an essential need to assure that all graduated professionals have achieved the established standards.…”

Section: Assessment Strategies In Remote Education: a Call To Be Flexiblementioning

confidence: 99%

“…Summative and formative assessments are identified as a major challenge for education due to concerns about cheating and group testing in an unsupervised remote testing environment [39]. Take-home tests are not recommended to test lower taxonomy levels, instead, higher levels of taxonomy are preferred to reduce the risk of unethical behavior [41].…”

Section: Assessment Strategies In Remote Education: a Call To Be Flexiblementioning

confidence: 99%

COVID-19 pandemic accelerated virtual transformation in dental education: a multicenter review of remote teaching and teledentistry

Fernández

Sigua-Rodríguez

Vergara-Hernández

et al. 2021

RGO, Rev. Gaúch. Odontol.

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Although prior to the pandemic there was some resistance to the virtualization of dental education, the COVID-19 pandemic is providing us a unique opportunity to overcome several barriers that previously blocked the adoption of remote teaching and teledentistry. Thanks to the extended availability of telecommunications, digital technologies, and platforms, remote education and teledentistry appear to be the preferred choice to maintain dental education and patient care active under this pandemic, without contamination risks. In this paper, we review valid remote education strategies and possible alternatives useful in virtual transformation in dental education. Furthermore, the role of teledentistry and its advantages and challenges are also revised. Under the current pandemic context, as dental educators, we are called to be creative and flexible. Every dental school should adapt and use remote education as much as possible until clinical attention can be readopted. The evidence presented in this review supports our position that under this pandemic, remote education and telemedicine/teledentistry may be “the virtual convenient solution”, to adapt and improve the hitherto classic way of teaching dentistry through tele-education.

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“…Os programas de formação continuada devem trazer significado ao Research, Society and Development, v. 9, n. 7, e711974587, 2020 (CC BY 4.0) | ISSN 2525-3409 | DOI: http://dx.doi.org/10.33448/rsd-v9i7.4587 4 desenvolvimento profissional dos professores e, por conseguinte, às suas necessidades específicas e das escolas. Deste modo, o desenvolvimento profissional docente deve levar em conta as fases de desenvolvimento dos professores, os seus propósitos e as suas necessidades, de modo a contribuir para melhorar a capacidade e o empenho ativo ao longo prazo (Santos & Carvalho, 2017).…”

Section: Introductionunclassified

As tecnologias digitais na formação inicial docente: um estudo nos mestrados em ensino da Universidade de Coimbra, Portugal

Nakamoto

Carvalho

2020

RSD

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Education experiences a time when the combination of small adjustments in the cultural ways of learning and teaching are no longer sufficient to face the challenges of the new generations, who are immersed in a new technological reality. Unfortunately, this reality is not assimilated by many teachers who still have difficulties and resistance in the application of these technologies in the classroom. This article has the aim to present the results of research on the acceptance and use of digital technologies by teachers and students in initial teacher training courses at the University of Coimbra, in Portugal. The methodological proposal involved the documentary analysis of teaching programs; meeting with coordinators and application of a questionnaire to teachers and students of the course. The results point to teachers and students, future teachers, aware of the potential of the technologies, using them as preparation in the teaching activities. However, the fact that they use digital technology does not guarantee that they will make the pedagogical use of technologies with students.

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Formação e Monitorização: duas etapas no desenvolvimento profissional docente

Cited by 5 publications

References 8 publications

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

Model of the On-Line Course for Training Master Students Majoring in Mathematics for Teaching at University

COVID-19 pandemic accelerated virtual transformation in dental education: a multicenter review of remote teaching and teledentistry

As tecnologias digitais na formação inicial docente: um estudo nos mestrados em ensino da Universidade de Coimbra, Portugal

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