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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 case study explored three Taiwanese elementary school English teachers' pedagogical and collaborative practice of glocalization in content and language integrated learning (CLIL) lessons. Based on the framework on English teachers' designs and implementing glocalized CLIL lessons, the thematic analysis of the documents, observations of classroom practices and post-observation conferences, and interviews reached the following conclusion. Firstly, food was the major glocalized CLIL topic. Secondly, these three English teachers had positive attitudes towards their multimodal presentations of glocalized CLIL lessons. Thirdly, these three teachers possessed different levels of English language skills in their collaborative lesson planning. Fourthly, these teachers faced challenges in providing their learners with authentic tasks for pushed output (learners' production of the language of learning and content knowledge for contextualized and meaningful use) and using English as the medium of instruction. [ABSTRACT FROM AUTHOR]

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]

Researchshows that Professional Learning Communities (PLCs) foster teachers'professional learning. However, there is little knowledge about theirimplementation among early childhood (EC) teachers in Chilean andLatin American contexts. This article seeks to characterize two PLCscomposed of EC teachers and to analyse, from the participants'perspectives, the experience as a professional learning process. Froma qualitative perspective, a multiple case study was developed. 27 ECteachers participated, 12 from PLC 1 and 15 from PLC 2. Datacollection included nonparticipant observations, interviews and focusgroups. Data were analysed by an open coding process based ongrounded theory. The results show that each PLC highlighted differentaspects related to pedagogical practice, self-care practice, trustand close relationships, and institutional validation. From theteachers' perspective, PLCs contribute to professional learning, interms of fostering complex and critical reflective practice, andcollaborative conceptual learning that promotes not only knowledgeacquisition and construction but is also empowering for teachers.Practical and investigative implications are discussed. [ABSTRACT FROM AUTHOR]

This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.

The objective of this study was to diagnose the Technological Pedagogical Content Knowledge (TPACK) in computer science teachers in training (5 units of analysis) during their participation in Lesson Study (LS). A qualitative-interpretative methodology with case study design was used, employing questionnaires, interviews, observations, focus groups, documentary review and audiovisual record to analyze and understand TPACK. The results indicate that Pedagogical Content Knowledge (PCK) is used more frequently in the planning and during the development of the class, while Pedagogical Knowledge (PK) is highlighted in the moment of reflection. It is concluded that the combination of TPACK with LS constitutes an important alternative to develop the basic knowledge of TPACK (pedagogical, content, technological) through a collective and reflexive process based on curricular and didactic experimentation of real situations faced by teachers in training. [ABSTRACT FROM AUTHOR]

This exploratory study taps into an approach to equity focused on the development of pedagogical frameworks and procedures from the double perspective of active education and the satisfaction of the basic psychological needs of students. This approach has been based on the information provided by a group of teachers from early childhood and primary education centers with high equitable expectations in the Region of Murcia. The main objective is to know and make visible some of these pedagogical frameworks and procedures that the centers are developing to guarantee inclusive and fair educational policies, especially through active education and the satisfaction of students' needs. Among its main pedagogical proposals are paedocentrism and the promotion of an understanding of education that, in order to materialize as such, must be active and respectful of the needs and interests of the recipients. The information was collected through individual semi-structured interviews. The informants come from four educational centers, two public and two private, with a sample of 12 teachers. The main conclusions drawn include: a heightened understanding of the ultimate meaning of education; the strengthening of teaching functions focused on emotional accompaniment; teaching and evaluation focused on observation, monitoring, guidance, orientation, facilitation of learning; and the organization and collaborative planning of suitable learning environments. [ABSTRACT FROM AUTHOR]

This article presents the results of a research study on the impact of a transdisciplinary course, Practicum II, on self-recognition and the appraisal of the teaching profession. The course integrates science, body, technology, and art. Thirteen second-semester students from the Bachelor's in Natural Sciences program participated with informed consent. After the course, students showed improvements in most aspects related to self-recognition and the valuation of the teaching profession. They developed new expectations for teaching work, such as personal development and research drive, and increased their awareness of their strengths and weaknesses in aspects such as self-image, social performance, and the pleasure or difficulty of teaching work. [ABSTRACT FROM AUTHOR]

Work practices respond to a substantial component in the development of skills of future professionals, entailing important development milestones in its processes in order to ensure that students acquire skills that link theory and practice for future job placement. The present research focused on analyzing and systematizing the main theoretical and legal foundations and key actions that support labor practice in educational contexts at the universities of Ecuador. For this purpose, a documentary-type investigation was used, which favored the review and reflection of different bibliographic sources obtained from high-impact search engines through content analysis. After the analysis, it was concluded that the development of work/professional practices in the training and professional development processes of teachers allow knowledge management in universities from research to act in their own field of action. Furthermore, this pedagogical training is based on learning to serve, as knowledge is acquired and integrated. These favors providing the community with a quality social service, addressing priority needs in relation to the educational field. [ABSTRACT FROM AUTHOR]

Objective: This article aims at identifying the main contributions, gaps, and trends around inclusive practices in higher education. Methodology: A search in Scopus and the Tree of Science (ToS) algorithm was conducted to identify articles in the root, trunk, and branches. Results: The results revealed three subfields within the review of scientific production related to inclusive higher education: 1) aspects that influence the consolidation of more inclusive education; 2) inclusion of students with disabilities between barriers and opportunities; and 3) implications for consolidating more inclusive higher education practices. Conclusions: It is concluded that there is a need to generate more space for training and formation on the understanding of inclusive education and practices. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca 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.)

Globally, there is a trend in academic development to centralize the importance of decolonizing curriculum and pedagogical practice in higher education (HE). In Norway, despite internationalization, diversity and inclusion being highly regarded values in HE policy documents, efforts towards decolonial change and transformation of curriculum and pedagogical practice in HE seem to be largely ignored. Understanding university teacher education as a driver of institutional educational transformation, this article contributes to the effort of decolonizing HE in Norway. Utilizing critical collaborative autoethnographic methodology, we reflect on our own roles in our early attempts to decolonize a course on decolonization and pedagogical practice offered to teaching staff at a Norwegian university college. Taking our point of departure in decolonial theory and the concept of modernity/coloniality, we critically discuss and question the potency of our own roles—as two middle-aged white cis-men and one middle-aged cis-woman, all lecturers with expertise mainly in decolonial theories, decolonial learning and teaching practices, and critical whiteness and critical discourse analysis perspectives—in transforming the ways that Western epistemology prevail in our pedagogical practices. We also address the implications for university pedagogy courses with respect to future decolonizing efforts in HE in Norway [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]

How effectively higher education institutes are in preparing future Social Workers for practice has been questioned by literature. This action research study focuses on one university in England and was inspired by previous Social Work students' law module feedback. It considers interventions that could assist in enhancing student satisfaction, confidence and readiness to practice with a focus on court skills. The study explores the impact of simulated court skills days on students' confidence in comparison to students who did not receive the intervention. Students completing the postgraduate social work course participated in the intervention alongside their law module teaching whilst undergraduate students received the intervention later in the academic year. Nineteen students completed questionnaires which were conducted before and after the law module. Results indicate that students who participated in three court skills days felt more confident in a range of court tasks and felt more ready for practice in comparison to those who had not received the intervention. The research highlights how combining traditional didactic lectures alongside more creative pedagogical approaches can lead to students' feeling more prepared, confident and ready for front line practice. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes 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.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

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.)

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana 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.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza 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.)

This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and culturally diverse students, participated in twelve workshops that focused on both theoretical and pedagogical aspects of language learning and multilingualism. Drawing on questionnaire and classroom observation data collected during two phases of the project (before and after PD), the findings suggest that the teachers displayed individual trajectories in the development of teacher cognition and practices. While one of the teachers showed considerable change over time, the other one remained more stable, suggesting that individual differences, such as language and family background, education, and teaching experience mediate the impact of PD. Implications for local PD at the site of data collection and broader implications for PD in multilingual contexts are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linguagens, Educação e Sociedade (LES) is the property of Revista Linguagens, Educacao e Sociedade (LES) 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 paper addresses Dadaism as an educational perspective in dialogue with literature, considering it as a potentiating mechanism for the development of creative writing and authorship of teachers and students. In this context, the objective is to relate the basic theoretical assumptions of the Dadaist literary movement with the pedagogical practice of authorship in the classroom. Therefore, under a qualitative methodological bias, in dialogue with the avant-garde movement, we analyzed a didactic planning carried out, in the second semester of 2023, with master's and doctoral students of a Post-Graduate ProgramGraduation in Education from a Brazilian public university. The proposal aimed to present a playful approach to the avant-garde that carried a deconstructive character of what until then was characterized by literature. Through creative writing, enhanced by the disruptive orientation of the Dadaist movement, we tread paths of authorship reverberating, in the findings and agglutinated letters, words, sounds, phrases, meanings produced about the daily life of each student and their different views on the world. Thus, we infer that Dadaist activities, in pedagogical practice, enhance the plurality of knowledge and doing in the field of language, literature and education, contributing to the critical and reflective training of students through authorship in the movement of creative writing. [ABSTRACT FROM AUTHOR]

Storytelling contributes to the constitution of subjects, as it stimulates imagination, develops linguistic skills and promotes cultural values, empathy and understanding of the world. However, stimulating reading practices are still little explored at school. From this perspective, this qualitative and bibliographical research aims to discuss the importance of storytelling in teaching mediation and present, based on a literary work, ways for teachers to explore the moment with stories with more confidence and ease. The theoretical contribution of this study was based on discussions by Zilberman (2003, 2012), Colomer (2007) and Busatto (2003). As a result, it was found that storytelling strengthens the emotional bond between adults and children, providing moments of connection and learning, in addition to the fact that literary experiences can enhance classes and enrich pedagogical actions and be a great incentive to promote reading contributing to the human development of students. [ABSTRACT FROM AUTHOR]

This article critically assesses contemporary empirical educational research, directing attention toward overlooked facets of pedagogical practice. Here, Agnes Pfrang and Daniel Castner raise questions about predominant psychological approaches to empirical educational research, instead advocating for a holistic viewpoint that encompasses the subtleties of educational situations and experiences. They highlight the learning atmosphere and pedagogical relationships as crucial dimensions often neglected by researchers. By delving into the historical evolution of the relationship between educational research and empirical pedagogy, the article underscores the ramifications of an increasing emphasis on evidence‐based approaches. It contends that conventional control measures, focused on performance metrics and rankings, inadequately encapsulate the essence of pedagogy. Pfrang and Castner call for a paradigm shift, urging a more comprehensive and context‐sensitive framework in both educational research and practice. This article serves as a rallying cry for a nuanced understanding that embraces the multifaceted nature of educational interactions, advocating for a move away from traditional metrics and toward more inclusive perspectives. [ABSTRACT FROM AUTHOR]

Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc 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.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid 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.)

Copyright of Pedagogía Profesional is the property of Universidad de Ciencias Pedagogicas "Enrique Jose Varona" Facultad de Ciencias Tecnicas 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.)

Science concept formation has a long history in early childhood educational research. Most of the studies in the field focus on the way children form science concepts as preschoolers. However, less is known about the nature of science concept formation for children under 3 years of age. This study explores how early childhood teachers create the conditions for the formation of science concepts for infants. The research design drew on the Conceptual PlayWorld model, a collective form of practice for learning and development through imagination and play. Thirteen infants with a mean age of 1.2 years (1 year and 3 months) participated in the study. Visual methods were used for digital data collection and analysis. The analysis drew upon the cultural-historical concepts of the interrelation between everyday and scientific concepts and the concept of real and ideal forms. The analysis foregrounded four key elements for introducing science concepts in infants' everyday educational reality: 1) making meaningful interrelations between the everyday concept and the scientific concept, 2) consistently using scientific language, 3) using appropriate analogies, and 4) using early forms of a scientific method. The overall findings open new understandings about the nature of science concept formation of infants, informing pedagogical practice in this under-researched area. [ABSTRACT FROM AUTHOR]

Copyright of Opuntia Brava is the property of Universidad de Ciencias Pedagogicas de Las Tunas, Centro de Documentacion e Informacion Pedagogica 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.)

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.)

Purpose: The lesbian, gay, bisexual, transgender/transsexual, and queer/questioning students normally occupy a marginalized and at-risk position in classes and especially in physical education. In this paper, the authors explore the ways in which queer tango can contribute to counteracting heteronormativity and opening up students to new interactions and identifications through the performance of different gender performances in Physical Education and Sport Tertiary Education. Method: A queer tango session was carried out with 111 university students (91 men and 19 women aged 19–22 years). Data were obtained from interviews, video records, and open questionnaires about the practice. Results: The findings reveal that the performance of dance roles that are contrary to the heteronormative order reinforced both heteronormativity and queer embodiments in Physical Education and Sport Tertiary Education. Conclusion: An isolated activity is not enough, and more queer pedagogical practices should be introduced in order to make meaningful changes to mainstream students' ideology and behaviors. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion 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 presents the study, of a bibliographic nature, on teaching Mathematics from a creative and innovative perspective. By surveying articles on Mathematics teaching published in the Revista Ibero-Americana de Estudos em Educação, we sought to identify the role of pedagogical practices in breaking aversions to the mathematics curricular component. From the analyzes undertaken, it was possible to identify the following as practices of a creative and innovative nature: (i) student participation in proposing teaching material; (ii) use of mathematical games, interactive digital whiteboards, manipulative materials and literature books that allow students to discuss real situations in their daily lives; (iii) use of assistive technologies in a collective and collaborative way, favoring inclusive education. It was also found that all articles deal with practices in the context of teaching Mathematics in Basic Education, leaving the question of how practices occur in Higher Education, within the scope of teacher training courses. [ABSTRACT FROM AUTHOR]

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]

At the turn of the millennium, resulting mainly from the Bologna Process and technological (r)evolution, higher education and teachers faced various challenges, primarily related to pedagogical issues. With this situation as a reference, the article presents a study that analysed academic production in Portugal between 2012-2021, which was researched using various databases and analysed using frequency and content analysis techniques. The analysis showed that: the number of articles published in indexed journals or conference proceedings was not as expressive as the urgency of reflection on the theme deserved; the number of doctoral theses and master's dissertations focusing on pedagogical issues in higher education was relatively small; the methodology of these works, although distributed among procedures of qualitative, mixed and quantitative orientation, had less expression in the latter methodological type; many of the authors of academic works are from the educational field, although there are also authors from other scientific areas; most of the literary work focused on the pedagogical training of higher education teachers, followed by studies on pedagogical practices and the challenges posed to higher education. Alongside these conclusions, the study allowed identifying limitations that justify its deepening and recommendations for future research work on this topic. [ABSTRACT FROM AUTHOR]

A qualitative research is presented whose objective was to know the meanings about teachers and high school in a purposive sample of twenty university students belonging to the Program of Access and Accompaniment to Higher Education (in Spanish, PACE), who participated through semi-structured interviews and discussion group. As a result, a differentiation between the school -as an institution and community- and the teaching staff was appreciated, valuing their professors/teachers according to their role and practices. They are considered positive when they articulate academic demands with the recognition of trust, incentive, and student motivation. On the contrary, they are considered negative when they are associated with the institution/school as a result of its delegitimization and excessive academic consideration over personal student aspects. [ABSTRACT FROM AUTHOR]

This paper aims to study the level of social eco-literacy around sustainable development among teachers at secondary school level (ESO), and to understand how they incorporate this into their educational practice, in order to better understand the theoretical-practical state of sustainability in education in Spain. A questionnaire was created to study the level of ecosocial literacy among teachers at secondary school level (O = .89). The sample is made up of secondary school teachers (N = 826), using non-probabilistic snowball sampling, during the 2020-2021 academic year. A descriptive and inferential analysis was performed using Pearson's Chi-square (p < .05), via JAMOVI 2.2.5 and SPSS. The results showed that teachers with a higher degree of knowledge have a tendency to apply active participatory and technology-based methodologies that improve social transformation, encouraging the analysis and critical thinking necessary for students to acquire skills in sustainability. It was also shown that it is necessary to incorporate a sustainability perspective into ongoing training, given the complex, holistic and dynamic current situation, in order to provide responses to the planet's problems. [ABSTRACT FROM AUTHOR]

This study investigates the professional life cycles in relation to teaching knowledge during the first year of remote classes. The goal is to understand the relationship with teaching knowledge, based on the premise that there were few experiences, resources, and guidelines that could support the choices and teaching practices. Data were collected through an online questionnaire and analyzed using the Sphinx iQ2 and Minitab statistical software. The analyses are based on Charlot, Tardif, Huberman, Cavaco, Hargreaves, and Fullan. Changes in teaching were felt by teachers with more teaching experience who needed to relearn the know-how of teaching practice. Although the learnings and adaptations of pedagogical practices are significant, the desire to know became confused with the representation of knowledge, as they seem to be the result of urgency and external demands imposed, and not a desirable and desired possibility by the teachers. [ABSTRACT FROM AUTHOR]

This article presents a research on public schools located in rural territories and their pedagogical practices, highlighting the differences in the perspectives of Rural Education and Field Education. For this, the methodology used a qualitative approach, through instruments of the Systematization of Social Experiences and Practices in Popular Education. In this context, the investigation showed that one of the schools is committed to providing pedagogical practices with various activities, however, in a logic "focused" on the countryside, evidencing the conception of Rural Education, that comes from social practice without an intentionality assumed by the school. In another school, the advances obtained have an intentionality, clearly assumed by the school that allows it to advance in the perspective of Field Education. It appears, therefore, that overcoming the logic of Rural Education requires an intentionality assumed by the school, which develops mediations and transforms it into a public school in/from the field. [ABSTRACT FROM AUTHOR]

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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 Conhecimento Online is the property of Universidade Feevale 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.)

Copyright of Enunciación is the property of Revista Enunciacion 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.)

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.)