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This work is part of a larger investigation that aimed to know the understandings of peasant high school students about the process of learning assessment in the area of natural sciences. Within the scope of this essay, the objective was to know the historical elements present in the evaluation practices developed by teachers. To achieve this, a bibliographic research was carried out, with a qualitative approach. The results showed that, over time, the assessment of learning and its procedures have been influenced by different pedagogical tendencies, which have been accentuated in each era, demarcating ideologies of education, teaching and learning. Despite the advances that have occurred in the last three decades, nowadays, the assessment of learning is still surrounded by challenges and is strongly influenced by school exams, so that, through this research, it was possible to identify that there are distances in relation to the evaluation practices developed and the legal determinations. It is concluded that it is important to know the historical aspects that involve the evaluation of learning, recognizing the contributions of the different pedagogies to the evaluation processes developed today. [ABSTRACT FROM AUTHOR]

The objective of the study is to characterize the ways of understanding and functioning of the formative triads of pedagogical practices, based on the decisions, tensions, and challenges faced by the initial teacher training programs in times of pandemic. The research used a qualitative-phenomenological perspective, inquiring into natural situations experienced by the formative triads of the pedagogical careers of 23 Chilean universities with recognized trajectories in teacher training. The interviews were conducted when the country was in a health emergency, that is, when schools and universities were carrying out remote teaching. The results show that the pandemic transformed the collaborative links between schools and universities, some links were broken, and others were strengthened, showing that the functioning of the triads is more declarative than real. In addition, the trainers (university tutor teacher and school guide teacher) faced two disconnected scenarios (school and university) that did not provide them with clear guidelines and concrete support for the development of their roles. This research has relevance for teacher training programs because it stresses the design of action plans to give continuity to practices in emergency situations and orients the evaluation of practice models to decide if they have the conditions to implement a model based on the formative triad. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to address the formative movement triggered by a creative and innovative dynamic printed in the Mathematics Pedagogical Residency Program at the Federal University of Paraná (UFPR) in a Lesson Study context. Qualitative in nature from an analytical-systemic perspective, it involved students from the Mathematics Degree course, guiding teachers from UFPR, preceptor teachers from schools in the state education network and elementary and high school students from these same schools. The data comes from observations and notes in the researchers' logbooks. The innovative and creative practices involved the development of exploratory tasks as a didactic strategy for planning classes on the topic "financial education". The result indicates that the training dynamics developed made it possible for residents to perceive that it is possible to develop a dynamic didactic process for teaching practice concerned with mathematical meaning and conceptual learning [ABSTRACT FROM AUTHOR]

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Existing studies have explored the repercussions of school closures. The researchers were interested in exploring the virtual health and physical education program (VHPEP) by identifying existing practices, drawing a more profound understanding of teachers' experiences, identifying parents' roles played in support of their children and teachers, and finally recommending inputs for a better VHPEP. Using a criterion-based selection, twenty participants, encompassing ten teachers and ten parents, were recruited for this study. The study employed a qualitative case study design. The results found that implementing VHPEP involved various issues and challenges in class management, including limited student interaction, difficulty sustaining interest, ineffective assessment methods, and instances of student cheating. These challenges prompted teachers to shift their pedagogical practices, focusing on making adjustments and developing new strategies to ensure student participation. Additionally, the study found that teachers experienced anxieties and realized the importance of self-reflection, including the importance of implementing measures to mitigate anxieties, gaining new perspectives on teaching, and grappling with the unique difficulties and opportunities of the virtual teaching modality. This study also shed light on the diverse roles that parents played in supporting their children and collaborating with teachers. Lastly, the study identified crucial aspects for improving VHPEP. While this study gives much attention to valuable insights provided by teachers and parents as collaborative partners for a quality VHPEP, caution should be exercised because the research is based on specific contexts and individual experiences. [ABSTRACT FROM AUTHOR]

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La presente investigación tuvo como objetivo general analizar la evaluación de las estrategias de enseñanza de la asignatura de Sociología por estudiantes de Medicina de la Universidad de Antofagasta durante el II semestre de 2020, en consideración del contexto de virtualidad. La metodología consistió en una investigación cuantitativa y el diseño en un estudio descriptivo, en donde participaron 36 estudiantes de un total de 53 que cursaron la asignatura de Sociología durante el II semestre del año 2020. El instrumento de recolección de información consistió en un cuestionario y los datos fueron analizados mediante la distribución de porcentajes y calificaciones obtenidas. Los resultados indican una evaluación positiva por parte del grupo estudiantes sobre las estrategias de enseñanza utilizadas en la asignatura en contexto de educación virtual, el cumplimiento del aprendizaje centrado en el estudiantado, el rol facilitador de la persona docente y el aproximamiento al futuro rol profesional mediante la didáctica utilizada al enfocar el aporte de las humanidades médicas. Como limitación del estudio el alumnado percibe que el desarrollo de actividades asincrónicas en la asignatura implicó una mayor carga académica, por lo que se recomienda mejorar este aspecto. Por otra parte, el estudio aporta información relevante para el despliegue de los procesos que aseguren la calidad educativa en la carrera de Medicina de la Universidad de Antofagasta y el desarrollo de capacitaciones en habilidades pedagógicas que incorporen el tópico de entornos virtuales de aprendizaje.

Analyzing the digital gap of teachers implies making an analysis of intrinsic and extrinsic factors that allow a broader understanding of how and why this phenomenon occurs. The objective of this study is to identify the main analytical and methodological fields under which the digital divide in teachers and the factors related to it have been studied. The research was developed following the PRISMA statement, searching the Scopus, Web of Science and ERIC databases, using digital divide teacher and digital gap teacher as key descriptors. From this investigation, 31 records met the selection criteria established under the PICO methodology. The results suggest that it is important to diversify research methodologies of the digital divide as a multi-causal phenomenon; the need to delve deeper into the personal and sociocultural contexts and elements of teachers is also identified. Likewise, elements such as beliefs, attitudes and motivations that can constitute possible barriers around the implementation of technological resources in pedagogical practices. Finally, studies should not focus only on the implementation of technological resources, but should be directed towards the construction of the teacher's cultural capital. [ABSTRACT FROM AUTHOR]

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The aim of this article is to discuss a notion of literacy as the appropriation of written culture. The discussion is grounded in anthropological references of literacy, drawing from the contributions of the field of New Literacy Studies (NLS) and the formulations of Paulo Freire regarding literacy and written culture. Empirical foundation is anchored in the productions carried out within the scope of the Research Group on Literacy, Language, and Coloniality (GPEALE). It problematizes the established dichotomy between early literacy and literacy practices in both the theoretical field and pedagogical practices, a result of decades of circulation of these concepts within established frameworks in the country. The article presents three examples of "literacy events," ethnographically analyzed, and concludes that these events, observed in classes of different teachers, constitute possibilities for breaking the dichotomy, as the proposed writing situations simultaneously involve social uses and knowledge of the alphabetic writing system. [ABSTRACT FROM AUTHOR]

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Copyright of Noria Investigación Educativa is the property of NORIA, Investigacion educativa de la Universidad Distrital Francisco Jose de Caldas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Feedback on teaching practices is an essential part of teachers' professional development. The objective of this paper is to evaluate the impact of the use of rubrics to improve the quality of feedback on teachers' performance in the classroom. The study sample comprised 32 participants randomly assigned to an experimental or a control group. The experimental group worked together to design their rubric to support and give feedback on teacher performance in the classroom, while the control group was assigned a standardized rubric. The results point to significant differences in the quality of feedback in favor of the experimental group, whose feedback was more formative and offered greater guidance. The research concludes that rubrics, providing direction for reflection on teaching practice and promoting teachers' professional development and a transformation of the teaching-learning process. [ABSTRACT FROM AUTHOR]

The fundamental objective of this article is to diagnose the educational quality that the university professor of the Education degree demonstrates in his praxis, at the Israel Technological University (UISRAEL), located in the city of Quito. He relied on the theoretical references of Kant (1985), Aristotle (1985), Touriñan (2019), Freire (1985) (1971) (1997) and Valleys (2021), among others. It is a mixed or complementary study; from the quantitative point of view, it is descriptive and projective. It presents a transectional-field design, the survey was used as a technique and the questionnaire as an instrument, analyzing the indicators: clarity, dynamics of the subject, perception of learning, professional and technological training and research. From the qualitative perspective, observation was used as a technique and the Observation Guide as an instrument. The population consisted of 126 students of the Education career, which were taken entirely. It was possible to detect, from the quantitative perspective, that the quality of the teacher of the Education career is within an "acceptable" level of quality. From the qualitative point of view, although the majority demonstrate a high level of quality, there is a minority of teachers who demonstrate insufficiencies in their educational praxis, such as: communication with their students, content updating regarding the graduate profile, expository strategies without intentionality to encourage critical thinking in students and lack of motivation to their students. A teacher update program is recommended. [ABSTRACT FROM AUTHOR]

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This study examines the relevance of secondary school pedagogical responses to the skills demand of the world of work. Employers of secondary school graduates, secondary school principals, teachers and students in Oromia, Ethiopia, were the target population of the study. Results revealed that school leaders and teachers perceived preparation for national examination and higher education as the major intent of secondary education. They had no adequate understanding of the role of secondary education in preparing students for the world of work. The study identified that communication skills, teamwork, time management, independent work, ability and readiness to learn, and selfmanagement are the competencies employers require from employees who graduated from secondary school. However, a teacher-centered instructional approach that has an insignificant contribution to acquiring the required work skills was the dominant pedagogical strategy employed in the schools. Thus, it is concluded that the space provided to prepare students for work in secondary school instruction was not relevant enough to equip students with the competencies required in the world of work. [ABSTRACT FROM AUTHOR]

In the article, in the development of cognitive competence of future teachers, importance is given to continuity, which is an expression of the interdependence of events and processes, historical connection, cause and effect, as well as the reflection of value in the human mind, the laws, levels and possibilities of understanding value in accordance with reality, in the development of cognitive competence of future teachers. its norms and criteria are analyzed. [ABSTRACT FROM AUTHOR]

The objective of this article focuses on determining the degree of appropriation of digital and technological tools in the pedagogical practice within the university environment, based on a quantitative research under a descriptive approach of transversal non-experimental cut, studying the usability of the resources of information and communication technologies (ICT) by 49 teachers, applying as an instrument of information collection the questionnaire designed under the Likert scale and analyzing the information through the statistical software SPSS. In this sense, the results of the study allowed concluding that teachers understand the importance of the implementation of ICT in the classroom, which is why they use them constantly and strive to incorporate the use of digital tools in their classes; however, it was evidenced that a significant percentage of teachers do not incorporate the use of technological tools specific to the work of accountants in the classroom. It was also possible to demonstrate how teachers promote research activities in students, from the use of ICT inside and outside the classroom, while they perceive that the mechanisms of communication and digital information provided by the institution respond to the training needs, enriching the teaching-learning process. [ABSTRACT FROM AUTHOR]

The present work is a theoretical and reflective research about the indispensability of the pedagogue in the hospital environment and its contribution in the process of humanization of subjects of this environment, from the vision of the humanized pedagogy within the context of the hospital. The objective of this work was to highlight the indispensability of the pedagogue in the hospital environment, as well as the laws that support this practice, and the challenges for its consolidation. The study was carried out through a bibliographic review, based on Brandão (2007), Ceccim (1999), Libâneo (2002), Matos and Mugiatti (2009), Oliveira (2001), among others, through a documentary research (LDB-9394/96), (Federal Constitution of 1988) etc. As a result, we noticed theoretical evidence that pointed to the importance of the pedagogue's contribution in the hospital environment, focused on a humanizing perspective of action. [ABSTRACT FROM AUTHOR]

This article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers' perceptions regarding their training path and their training needs; (ii) to characterize the teaching practices of teachers, aimed at students of special education; and (iii) to learn the perceptions of these teachers regarding their curricular and pedagogical practices directed at students of special education—this called for an interpretative methodology. The data were collected through semi-structured interviews and subjected to content analysis. The results indicate a widespread concern with teachers' current professional development and the management of diversity. The respondents' perceptions, shown as favorable to change, are in line with personalized work, enhancing visible contributions to students' personal and social development. [ABSTRACT FROM AUTHOR]

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Copyright of Nodos y Nudos is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The professional training processes within the undergraduate programs must be mediated by qualified teachers, with a broad theoretical background and significant recognition. These statements are the basis of this research article that aims to understand the stories of tutors who accompany the pedagogical practices of teachers in training at a public university in Norte de Santander - Colombia. The methodological approach is oriented from the qualitative-interpretative paradigm using focus groups as a data collection technique. The conclusions of the study show that teachers who assume the monitoring and mediation of practices within the degree programs must be directly linked to the current context of the educational system in which they perform their work activity, given that in it they can be in constant assertive feedback regarding the teaching role, which can be observed in the practice classrooms of trainee teachers. [ABSTRACT FROM AUTHOR]

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Just as students experience productive struggle or spend time in the 'zone of confusion' when engaging with challenging tasks, teachers also experience similar difficulties and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to Coronavirus (COVID-19) during 2020, two Foundation teachers implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to do so online during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change. [ABSTRACT FROM AUTHOR]

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This article responds to a progress of the doctoral research developed in the Basic Education career, distance modality of the Plan for Teacher Professionalization of the Universidad Nacional de Educación-UNAEEcuador. It aims to identify the concerns presented by teachers in the context of virtual education through the development of the Lesson Study methodology, specifically in the problematization phase. For this purpose, from a qualitative approach and case study, said concerns expressed in individual interviews, group discussion and written texts are analyzed. Concerns can be observed regarding the dimensions of practical knowledge: knowledge, skills, emotions, values and attitudes. This leads to understanding that the teaching role currently faces new challenges and uncertain realities, concluding on the importance of ongoing training that involves the aforementioned dimensions to investigate and act on and on specific needs. [ABSTRACT FROM AUTHOR]

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The learning of students in the acceleration classes in regular education requires pedagogical changes in the teachers' practice. Therefore, it is necessary to be guided by concepts that favor social and cultural inclusion and the definition of priorities for the teaching and learning process. The article aims to identify the perception of school agents and students concerning social and cultural inclusion, considering the students' reality. The research had a qualitative approach, based on Triviños (1987), Freire (1996), Mantoan (2003), Arroyo & Silva (2012), Blanco (2003) among others, and involved observations in the pedagogical practice of teachers in the classroom, in meetings with parents, in the student evaluation board meetings and semistructured interviews with teachers and students. The research field was an acceleration class (6th and 7th Years of Elementary School) in a public school in the state of Paraná. The material for the research used as reference Physical Education, Mathematics, History, Portuguese, Geography, and Science subjects. The results showed that: adverse conceptions overlapped with favorable ones regarding the social and cultural inclusion of students, which interfered in the learning process; the pedagogical practice and monitoring of students tend to prioritize specific aspects of the pedagogical practice to the detriment of its dimension of totality. There is evidence of the belief that students do not learn because they do not dedicate themselves to their studies or that they have disabilities and disorders that prevent them from learning. There is also a lack of teachers' knowledge about the concept of flexible curriculum, curriculum adaptation and assessment, cited in the literature. It was also noticed an emphasis on learning centered on content teaching, making it difficult for students to build critical, reflective and creative thinking in the teaching and learning process. [ABSTRACT FROM AUTHOR]

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Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this experience report was to describe the pedagogical experiences of a teacher when teaching anatomical-physiological content (human body) in a complex way in Physical Education. In order to achieve this objective, this text presents an account of experience lived in a curricular component called "Studies of Body Functioning" in a degree in Physical Education. At the end of it, it is clear that the main change that occurred with the adoption of the Theory of Complexity as an epistemological axis in this degree was the pedagogical focus, since the content itself did not change, meaning that what has changed was the teaching strategy and the transdisciplinary approach of the contents. [ABSTRACT FROM AUTHOR]