Continuing Teacher Formation
Mostrando 25-36 de 39 artigos, teses e dissertações.
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25. Continued formation of the teachers of the child education: analysis of the production of theses and dissertations in the Southeastern Region (1996 - 2004). / Formação Continuada dos Professores da Educação Infantil: Análise da Produção de Teses e Dissertações na Região Sudeste (1996 2004).
This dissertation examines the academic production found in theses and papers written, from 1996 to 2004, in public universities, which are located in the southeastern region of Brazil. It considers the ongoing formation of kindergarten teachers as the subject of investigation. The analysis is developed to surface and to discuss the themes related to the con
Publicado em: 2008
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26. A contribuição da Revista Diálogo para a formação do professor-leitor do ensino religioso / A contribuição da Revista Diálogo para a formação do professor-leitor do ensino religioso
This research considered the contribution of Revista Diálogo magazine, press media, edited and published by Grupo Paulinas, for the formation of the Religious Teaching teacher-reader, spanning the years from 1995 to 2005. These teachers used this building instrument, for the understanding of the religious phenomenon and its teaching. The aim was to identify
Publicado em: 2007
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27. Identidades e cultura afro-brasileira : a formação de professoras na escola e na universidade. / Identities and african-brazilian culture : the training of teachers in school anduniversity.
This thesis deals with the issue of identities in a teacher education course concerned with African and Afro-Brazilian History and Culture. The course offered by CEAFRO, a program of education and professionalization for racial and social equality started by CEAO Center of Afro-Oriental Studies, Federal University of Bahia, focused on the education and forma
Publicado em: 2007
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28. A formação continuada de professores em Centros e Museus de Ciencias no Brasil
Science centers and science museums in Brazil have been configured as educational places since 1960, through science divulgation, direct or indirect school partnership and continuing teacher education programs. Many studies had analyzed these experiences, but nowadays, there is no study about the process of teachers? formation in these centers, besides, it i
Publicado em: 2006
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29. PRÁTICAS FORMATIVAS E FORMAÇÃO CONTINUADA: um estudo com professores em exercício / CONTINUING EDUCATION AND PRACTICE FORMATS: a study with teachers in year
This shidy was conducted in the program of Pos-graduation in Education of the Faculty of Education of Goiás Federal University. It is releved to the lide of research named Teacher formation and profissionalization. The aim of this work was to identify and characterize the formative practices considered well succeeded on the teachers continuous formation and
Publicado em: 2006
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30. AS PERCEPÇÕES DE ACADÊMICAS FORMANDAS DO CURSO DE PEDAGOGIA SOBRE ALFABETIZAÇÃO E LETRAMENTO NOS ANOS INICIAIS / LAST YEAR STUDENTS FROM THE PEDAGOGY COURSES PERCEPTIONS ON EARLY YEARS LITERACY
This work focuses on teacher initial formation and highlights the final stage of the Pedagogy course, called Supervised Training. It is connected to the Research Line Teacher Education Qualification and Professional Development from the Post Graduation Program in Education at the Federal University of Santa Maria. Its main objective is to investigate the per
Publicado em: 2006
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31. Inservice teacher educations: one context and situations using communication and information technologies. / Formação contínua de professores: um contexto e situações de uso de tecnologias de comunicação e informação.
Esta dissertação, resultado de uma pesquisa etnográfica realizada em determinada escola municipal da cidade de São Paulo, trata de contextos e situações de formação contínua de professores com o uso de tecnologias de comunicação e informação. Para o levantamento de dados, além de observações focais foram utilizados registros oficiais feitos p
Publicado em: 2006
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32. The continuing formation of the teacher: the experience of ensino médio em rede. / A formação continuada do professor: uma experiência com o ensino médio em rede.
O presente trabalho, inserido na linha de pesquisa: Universidade, Docência e Formação de Professores, analisa as contradições da política educacional em relação às possíveis contribuições da Universidade para a formação continuada de professores da escola básica. Analisou-se o Programa de Formação continuada Ensino Médio em Rede, para Profe
Publicado em: 2006
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33. PRÁTICAS FORMATIVAS E FORMAÇÃO CONTINUADA: um estudo com professores em exercício / CONTINUING EDUCATION AND PRACTICE FORMATS: a study with teachers in year
Este trabalho foi desenvolvido no programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás; está vinculado à linha de pesquisa de Formação e Profissionalização Docente. Teve como objetivo identificar e caracterizar as práticas formativas consideradas de sucesso na formação continuada de professores e, p
Publicado em: 2006
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34. Formação continuada de professores de educação fisica em ambiente escolar inclusivo / Continuing formation of physical education teachers in an inclusive school environment
To reflect and to act upon Education in the transition between millenniums poses a challenge for us to face the heritage of a reality built during a long historical process. Besides all the knowledge accumulated, we lack propositions that may contribute to the overcoming of insistent socio-educative contradictions. Thinking about some of them, we can mention
Publicado em: 2005
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35. Saberes docentes e história : reflexões sobre ensino e formação de professores
This study adopts the concepts of teachers´knowledge (Tardif, 2002) and the categories of teachers´knowledge proposed by Shulman (1987) and investigates the knowledge deemed necessary to History teachers, according to the literature, teacher educators and practitioners.Semi-structured interviews with 15 teachers were conducted. The teachers were divided as
Publicado em: 2003
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36. Escola aprendente: desafios e possibilidades postos no contexto da sociedade do conhecimento.
The nowadays school is focused on the rationality of the writing itself. It failed when it tried to embrace the rationality of the speech, it also failed in embracing the complexity of nowadays world and in embodying the new forms of thought, new forms of organization and new forms of building knowledge that are emerging with information and communication te
Publicado em: 2002