Search

The aim of this article is to consider the use of MOOC Camps for teacher development. Massive open online courses (MOOCs) have great potential for providing autonomous, high-quality professional teacher development at a low cost for their participants. However, MOOCs in general have some drawbacks. In many cases, they are no more than simple adaptations of traditional courses. Also, they have failed to meet their basic objective, which is to democratize access to higher education, as their main public is still from more developed countries. Other outstanding issues are assessment and recognition, validation, and accreditation. However, maybe the most serious problem faced by MOOC developers is the low rate course completion. One way these problems can be mitigated is to integrate MOOCs with more traditional classroom learning. MOOC Camps seem to be a good alternative, offering a blended solution, combining in-person, facilitated discussions with the free online courses. This participatory action research focuses on the effectiveness of a MOOC Camp project, a partnership between the American Embassy in Brazil and an extension and research project (CEALD) from a state university in Rio de Janeiro (UERJ). The text begins with an overview of the CEALD project and brief discussion about the use of MOOC Camps, followed by the description of the research methodology and analysis of the participants’ answers to the feedback questionnaire. The first results of this research show that these (future) teachers recognized that the facilitated sessions helped maintain their interest in the online courses and supported their language and methodology development. [ABSTRACT FROM AUTHOR]

Objectives. This study aimed to determine the association between working conditions and chronic musculoskeletal pain (CMP) in regions of the body in teachers. Methods. A cross-sectional study was performed with 958 teachers from Brazil. Outcomes were chronic pain in the upper limbs, lower back and lower limbs. Independent variables were characteristics and perceptions about the work. Poisson regression models were adjusted by socio-demographic, lifestyle and co-morbidity variables. Results. After adjustments, strong associations were observed between a negative perception regarding writing on the board and pain in the upper limbs (prevalence ratio [PR] = 4.65; 95% confidence interval [CI] [2.02, 10.70]) and lower back pain (PR = 2.10; 95% CI [1.06, 4.15]) and between a negative perception of standing duration and pain in the lower limbs (PR = 3.98; 95% CI [1.54, 10.26]). Additionally, the number of workplaces, number of students and conditions for carrying teaching material were associated with pain in the upper limbs. Time in the profession and a negative perception of work–life balance were associated with pain in the lower limbs. Conclusions. Different work conditions were associated with CMP in different body regions. Policies to improve teachers' working conditions, such as providing furniture that meets teachers' ergonomic needs, are needed to reduce CMP. [ABSTRACT FROM AUTHOR]

Copyright of Revista Praxis & Saber is the property of Universidad Pedagogica y Tecnologica de Colombia 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.)

Currently, the word democracy is masked through depoliticized meanings faced by market demands and the contemporary geopolitical conjuncture, involving actions of social coercion being operationalized through mechanisms by which state disciplinary power is exercised. Thus, it is necessary to inquire about how it acts in the sense of building "truths", "myths", correlating them to the problem of knowledge construction. In this sense, it is evident that Freire's thought becomes current, in view of his cry for a fair, conscious and democratic society. In view of this, following political and socioeconomic transformations arising from a globalized productive paradigm, Brazilian educators find it difficult to understand the relationship between education and economy. In this environment, questions about the school's attributions and the functions performed by the teacher come into force. Furthermore, it can be said that in Brazil, teacher representations are constructed from voices and discourses that do not emanate from educators, but come from other professionals, such as journalists, economists and politicians. This means that society is immersed in a process of globalization that tends to adopt an educational policy by the parameters of neoliberal capitalist ideology, which makes Paulo Freire's thought essential, in his legacy for a democratic education and in his dialogic pedagogy, reiterating its importance due to the attacks it has suffered in the face of the policy of intolerance that has devastated the country, and which intensified after the 2018 elections. [ABSTRACT FROM AUTHOR]

Copyright of Roteiro is the property of Roteiro 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.)

BACKGROUND: Traditionally, school evaluation has been characterized by the classification, inclusion and exclusion of students from the educational system. Progressive educators have suggested rethinking assessment as an ongoing practice of collecting information about the teaching and learning process that aims to contribute to the education of the student. In terms of Physical Education, a discipline historically marked by the paradigm of physical fitness and sports training, evaluation has received new ideas, in order to expand the analysis of learning, beyond the motor dimension. However, research indicates few changes in the evaluation scenario of Physical Education at school. OBJECTIVE: Identify concepts and evaluation practices of Physical Education teachers who teach in schools in the State of Goiás, Brazil. METHODS: A qualitative research was carried out. For data collection, a questionnaire elaborated on an electronic platform was used. The instrument was sent to 54 Physical Education teachers and was answered by 22 teachers who are part of the authors’ personal contact network. Of this total, 22 teachers answered the questionnaire. The data obtained were analyzed following the content analysis methodology. RESULTS: It was possible to observe that there is a greater concern of teachers in evaluating cognitive learning, as well as the student’s integral development at the expense of the physical dimension, which demonstrates a certain approach to the new theories of assessment. At the same time, it was found that almost all teachers assess participation, demonstrating that this practice remains frequent. CONCLUSION: It is concluded that there are advances in the conceptions and practices of teachers aiming at formative assessment. However, breaking with the tradition of evaluating the participation and summation policy of schools still represents a challenge. [ABSTRACT FROM AUTHOR]

Objective: The current study aimed to analyse the prospective association between perceived work demand and changes in eating behaviours in schoolteachers.Design: This was a prospective cohort study with self-reported information obtained on the Demand Control Support Questionnaire and eating behaviours at baseline and after a 2-year follow-up. The analyses were performed using mixed-effects models adjusted for the main confounders.Setting: The setting consisted of elementary and secondary schools located in a large city in southern Brazil.Participants: The participants were 502 schoolteachers (65·9 % females, median age of 42·7 years [interquartile range 34·2, 49·4]).Results: A total of 39·2 % of the schoolteachers were classified at baseline with job strain, 28·9 % with passive job, 12·2 % with active job and 19·7 % with low-strain job. In the fully adjusted models, compared with teachers who reported low-strain job, those with higher levels of job strain were more likely to reduce (coefficient = 0·064; 95 % CI 0·018, 0·109) and less likely to increase (coefficient = -0·066; 95 % CI -0·115, -0·016) their frequency of fruit consumption regardless of sociodemographic, lifestyle, health conditions and social support at work.Conclusion: Job strain plays a relevant role in the frequency of fruit consumption over time in schoolteachers. The balance between demand and control at work must be considered in strategies for promoting healthy eating despite perceived social support. [ABSTRACT FROM AUTHOR]

This paper seeks to explore the processes involved in becoming a teacher in this particular historical moment of global pandemic in Brazil. What are the challenges, limitations, possibilities and opportunities that the pandemic presents to the process of teaching work and teacher formation? A review of the literature that included contributions from Caponi (2020), Kohan (2007, 2008, 2010, 2011, 2017), Larrosa (2018), Neuscharank (2020), Vaz (2012), Arroyo (2012) and Abramowicz (2017) suggests a dialogue between pedagogic theory, philosophy of education and the contemporary experience of political and social events in the pandemic period The discussions reviewed explore the profound extent to which Covid-19 has affected our way of living, working and relating to others, and the psychological effects of social isolation. The situation demands from the Brazilian teacher an attitude of openness to change, specifically in the use of new technologies, and the extent to which they are or are not able to replace face-to-face interactions. The situation also challenges us to reconstruct, beyond the logic of neoliberalism, our notions of the type of school we have and type of school we want, the type of teachers we are and the type of teacher we want to be. We conclude that this process of thinking school again depends, if it is to escape neoliberal logic, on the capacity of understanding the vocation of the teacher to be one of "becoming-child" in the sense of experiencing an openness to and a desire for the new. As such, the "becoming-teacher" is one who allows herself to be addressed by another logic, another more sensitive and more aesthetic temporality, and who finds, in encounter with others, with art, with childhood, with becoming itself, the capacity to think, to resist, to fight for the realization of that logic. [ABSTRACT FROM AUTHOR]

Copyright of Revista Opinião Jurídica is the property of Revista Opiniao Juridica 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.)

Objectives: Given the transformations in teaching modalities as a result of the COVID-19 pandemic, this study aimed to evaluate the factors associated with vocal self-perception during the pandemic and to investigate the ability of selected variables to predict changes in vocal self-perception in teachers with professional vocal demands during the investigated period., Study Design: Cross-sectional survey., Method: A total of 1,126 teachers of both genders (ages 19-78 years, average 43.23 years) who were participating in remote teaching activities using their voice answered the online questionnaire. To characterize vocal changes (improvement, worsening or no change), the teachers' self-assessment of their voice quality was considered; the association between the variables reported in the questionnaire and vocal changes was analyzed, as was the capacity of these variables for predicting voice changes., Results: Most of the teachers worked at a public school, reported having no previous voice changes or difficulties with their voice during online classes and indicated that they began to use their voice less often and with reduced intensity during the pandemic. Vocal demands were divided between teaching synchronous online classes, recording video lessons and participating in online meetings. Several variables were associated with voice improvement and worsening, and some had the capacity to predict voice changes: improvement in voice quality was associated with working in a public school or as an autonomous teacher, reduced voice use and, to a lesser extent, participating in online meetings, certain vocal habits and a reduction in vocal symptoms; worsening voice quality was associated with working in a private school, increased voice use, using the voice at a higher intensity, difficulty with the voice in online classes, vocal habits and vocal symptoms., Conclusion: The context of remote education has changed the way teachers communicate during classes, and monitoring is necessary to ensure that necessary adaptations are made to preserve the voice and ensure effective communication., Competing Interests: CONFLICT OF INTEREST None., (Copyright © 2021 The Voice Foundation. Published by Elsevier Inc. All rights reserved.)

El presente ensayo busca realizar una reflexióncrítica sobre la actualidad de los conflictos que inciden en la educación nacional. Parte considerable de esos conflictos está relacionada al hecho de que ciertas ideologías conservadoras avanzan de forma sistemática sobre las políticas educativas desarrolladas en Brasil. Consideradas en conjunto, esas ideologías conservadoras se caracterizan por defender una oposición a los cambios que se derivan tanto del desarrollo de teorías y prácticas derivadas del campo académico y de las luchas sociales incorporadas a la realidad de la enseñanza básica y superior, haciendo de la escuela y de la educación un importante el locus del embate de clases estructurante de nuestra sociedad. [ABSTRACT FROM AUTHOR]

The research proposed to analyze whether self-efficacy influences choice planning for the teaching career in the accounting area and how much such planning affects teacher's professional fulfillment. For that, the Sociocognitive Career Theory (TSCC), the career planning, and the professional achievement scale were used as theoretical support. The data collection instrument was adapted from Teixeira (2010) and Oliveira-Silva (2015). The sample of the study was composed by 542 teachers of the Accounting Sciences course of public higher education institutions in Brazil. For the data analysis we used the confirmatory factorial analysis and the structural equations modeling. When analyzing the relationship between the constructs of self-efficacy, career planning (career exploration) in professional fulfillment, results presented evidence that this relationship explains the model in 61%. Hypothesis tests showed that there is a positive relationship between the constructs studied. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyze the impacts of recent changes in Brazilian higher education policies on the working conditions of university teachers. First, we present a brief study of legislation and the influence of neoliberalism, globalization, and market-oriented ideals, which all lead to the so-called academic proletarianisation. Then, we focus our attention on Reuni (a program that intended to expand the public federal higher education system.) Finally, we present the results of our research, conducted at a federal university in Brazil. We interviewed 14 professors, 2 from each evening course (6 teacher licensures and 1 bachelor in Social Work). Interviews revealed that the latest educational policies have greatly contributed to the democratization of university degrees; however, working conditions did not accompany this expansion. According to the data collected, academics do not have adequate conditions for performing their duties; the number of professionals is insufficient for the crescent demands, and labor, legal, and social support are not sufficient for their needs. This situation leads to several consequences, such as overwork, excessive extra working hours, mental and physical illness, and low quality of tasks realized, especially in the case of education offered to students. We also indicate that this is not an isolated problem in Brazil, but rather one that affects academics all around the world. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Instruction is the property of International Journal of Instruction 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 article discusses several factors to measure the quality of teacher methodology in Brazil which include organization, practical development of the teaching method and reduction of school dropouts. It examines the teaching method of public school teachers in the classrooms with 7th and 8th grade students. It also features several focus subjects in teaching including Mathematics, English and History.

Copyright of Revista Ciência & Saúde Coletiva is the property of Associacao Brasileira de Pos-Graduacao em Saude Coletiva 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 sensation of pain is frequent in teachers and its relationship with the practice of free-time physical activity still needs more scientific evidence. This study analyzed the association between free-time physical activity and pain symptoms experienced by teachers during the day and at bedtime. In this cross-sectional study, data were obtained through individual interviews and the fulfillment of an activity diary by teachers from a city located in southern Brazil. Statistical analysis was performed using logistic regression adjusted for sociodemographic, lifestyle and health variables. Among the 141 teachers included, pain perception was reported during the day by 66.7% and at bedtime by 66.0%. Analyses adjusted for sex, age, body mass index and time spent watching television indicated that practicing more than 240 minutes/week of free-time physical activity was associated with a lower likelihood of reported pain during the day (odds ratio, OR=0.18; 95% confidence interval, CI: 0.06-0.54) and at bedtime (OR=0.28; 95% CI: 0.10-0.79) compared to practicing ≤60 minutes/week of free-time physical activity. These associations lost statistical significance after the additional adjustment for depressive symptoms. In summary, this study showed that teachers who practiced more than 240 minutes/week of physical activity in free-time were less likely to report pain during the day and at bedtime. Depressive symptoms had an important confounding effect on this association. A multidisciplinary approach can optimize preventive strategies for pain prevention and management through health education programs in the workplace., (Copyright © 2022. Published by Elsevier Inc.)

The present article deals with learning difficulties presented by Basic Education students and how this fact has become increasingly challenging for the teaching career. This study is qualitative also involving literature review. Questionnaires were applied to Portuguese teachers who work in the Basic Education Elementary and High School in public State schools in the city of São Gabriel, Rio Grande do Sul State. The aim of the article was to identify the causes and the consequences that the "learning difficulties" bring to both teachers and students in relation to their performance in the teaching-learning process. It also brings about the interdisciplinary discussion in schools, teacher training and the teaching methods used by them during their educational practices. In addition, it consistently describes and analyzes the data obtained in the investigation. [ABSTRACT FROM AUTHOR]

Environmental Education is taking action on behalf of the environment for practitioners to reflect their social and environmental conservation of the environment for future generations. This study focused on the design of environmental education for teachers of municipal schools of Indiaroba (SE). There has been applying a questionnaire with open questions that addressed the understanding of environmental education. The results showed that some of these teachers (25.58%) had the perception about the environment preservation. A significant number of them had (32,56%) conceptualization toward a more critical conception of the relationship between man and environment and toward a sustainable relationship between man and nature-based awareness of the human. [ABSTRACT FROM AUTHOR]

This study aimed to investigate, discuss and reflect on the introduction of computers in education and more specifically to investigate the use of the computer lab in a public school in the state of Minas Gerais. Knowing that this issue has been widely discussed, also propose to seek in real use, subsidies, discusses the introduction of computers in education. To this end, we decided to conduct a case study in a state school in the metropolitan region of Belo Horizonte. Was also used, semi-structured questionnaires that were answered by teachers and educators cited the school as well as informal interviews with teachers in order to detect the disconnect between teachers and new technologies in education - specifically information technology. Thus, it is intended, a true profile of teachers, students and computer labs that are assigned to schools participating in the Proinfo. [ABSTRACT FROM AUTHOR]

Copyright of Educação, Sociedade & Culturas is the property of Centro de Investigacao e Intervencao Educativa (CIIE) 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.)

Brazilian society does not have high-quality public education because it is not a priority of the public power. On the other hand, the State does not prioritize education because it has not been a demand of society. To legitimate any debate on education, it is necessary to involve the real protagonists, the teachers. A qualitative research was conducted with teachers from a municipal elementary school in São Paulo, Brazil. The aim was to identify, through semistructured interviews, their social representations on the present role of the public school and the public power's initiatives that have been trying to integrate areas like health and environment into the school these days. On the topic analyzed here, "public power and public school", it has been found that paternalism, inefficacy of public policies and governors' lack of knowledge on school practices are evidences of the State's lack of interest in the development of quality schools, which ends up determining that the school is not able to play its social role. The teacher has been feeling more and more impotent, unvalued and uninterested in public education. Therefore, it is now time for society to undertake its responsibility towards public education. The public power, in turn, must not only know, but also experience the school, establishing a true dialog with the teacher. Through education, it must search for a sustainable social transformation based on new human values concerning ethics and justice. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to implement and evaluate the effectiveness of the Teacher's Vocal Health Program in the Municipal Education Network in Campo Grande, MS, in the 2016 school year so as to reduce or extinguish the high prevalence of vocal symptoms among teachers., Methods: This is an experimental research with convenience sampling of 48 teachers presenting with vocal symptoms. The Vocal Symptoms Scale was used to collect data, which according to the criteria of the Scientific Advisory Committee of the Medical Outcomes Trust, present proved psychometric properties and is specific to evaluate individuals with vocal alterations. The proposed Vocal Program is considered as a brief intervention one (3 months) and consists of qualification or instruction, as well as application of 5 daily vocal techniques and is controlled through individual monitoring spreadsheets., Results: The total score average had statistically significant reduction in the experimental group when compared with the control group, which represents a positive effect concerning the program adhesion. The fact that there was no nullity in the subscales (limitations, physical, emotional) means that even submitted to the intervention, the teachers still present with vocal symptoms., Conclusion: Teacher's Vocal Health Program represents an effective Vocal Health Program model for the teachers., (Copyright © 2018 The Voice Foundation. Published by Elsevier Inc. All rights reserved.)