El presente volumen está integrado por una recopilación de prácticas e investigaciones internacionales de formación docente centradas en la formación de profesores en la sociedad actual. Se basa en las diversas perspectivas educativas, los procedimientos de enseñanza, conocimiento y contextos sociales.
Las secciones de este libro comprenden trabajos de investigación aceptados para su exposición en las XVIII Conferencia Bienal Internacional de Estudios de Profesores y Enseñanza (ISATT) que tendrá lugar del 3 al 7 de julio en Salamanca, España. Alrededor de 300 delegados de 57 países de todo el mundo y un gran Comité Científico de 80 colegas han contribuido académica y profesionalmente en favor de este evento.
El tema principal de la conferencia es la búsqueda y la investigación. «Buscar» es la acción de mirar cuidadosamente a las personas, objetos y situaciones para encontrar algo escondido o descubrir algo más allá de lo ordinario. Esto es lo que los maestros hacen en sus clases y, sobre todo, la búsqueda representa sus esfuerzos para construir conocimiento profesional como resultado del desarrollo de la práctica cotidiana. La «investigación» es una investigación sistemática que pretende descubrir nuevos conocimientos y/o refutar teorías educativas, un proceso que suelen dar los educadores de profesores y de otros investigadores. El objetivo de esta 18ª conferencia ISATT es reunir tanto la «búsqueda» como la «investigación», conectando la práctica y la teoría (o praxis) con el propósito de ofrecer soluciones relevantes a los problemas reales de la clase.
La intención central de esta obra es contribuir a fomentar el debate académico e informar sobre futuras trayectorias de enseñanza, fortalecer las líneas de investigación en la formación del profesorado y demostrar las oportunidades y limitaciones en nuestro ámbito. Su valor es el de destacar el lugar común en la investigación internacional que sirve para describir cómo el campo de la formación de maestros avanza en una sociedad cada vez más global.
En general, los maestros, los educadores de educadores y los investigadores aprendan mediante procesos de comunicación eficaces, ya sea en interacciones personales/profesionales o en el uso de tecnologías digitales. Las interacciones conducen a la construcción de comunidades fuertes de estudiantes, que a su vez, conduce a la producción de conocimientos valiosos y mejores sobre el aprendizaje y la enseñanza.
Con la próxima conmemoración de su 800 aniversario en el año 2018, la Universidad de Salamanca, como la decana de las españolas, se enorgullece en acoger la XVIII Conferencia Bienal de ISATT y apoyar el trabajo excepcional de muchos investigadores en el campo del Profesor Educación Investigador, editando la obra.
Además, el Comité Organizador Local y el Comité Ejecutivo de ISATT esperan que experimente una lectura gratificante como resultado de sus contribuciones y conocimientos, tanto académicos como profesionales. Muchas gracias por brindarnos esta emocionante oportunidad de trabajar con usted. ¡Les damos la bienvenida a Salamanca un contexto verdaderamente histórico y a su vez contemporáneo!
The universe of supervision: an inclusive approach within the teacher training domain
Elsa Morgado, Mário Cardoso, João Bartolomeu Rodrigues, Levi Leonido Fernandes da Silva
págs. 7-15
Learning to be Practitioner Inquirers and Researchers: lessons from a Teacher Education Program
Meher Rizvi
págs. 17-25
The added value of encouraging morally courageous behavior via initial teacher education: insights from the Stories of Israeli Educators
Roni Reingold, Lea Baratz
págs. 27-35
Who can support me?: studying teacher leadership in a Hong Kong primary school
Yuen-Shan Tse, Sally Wai-Yan Wan, Thomas Wing-Ki Lee, Wing-Ki Tsang, Vincent Kin-Chung Cheung, Ylena Yan Wong, Kelvin Shing-Pan Chong, Zachary Hon-Fung Ng, Ada Wing-Tung Wan
págs. 37-53
Partnerships and relationships to support student teacher's self-regulated learning
Lyn G. McDonald
págs. 55-62
Manifestation the levels of teachers professional agency: toward a conceptual framework
Khalil Gholami
págs. 63-71
Perceived preparedness and teaching beliefs of differentiated instruction: from prospective teachers' perspective
Sally Wai-Yan Wan
págs. 73-100
Undergratuate degrees and basic education early years: a necessary interlocution in teacher education
Joana Paulin Romanowski, Pura Lucia Oliver Martins, Simone Manosso Cartaxo
págs. 101-110
págs. 111-118
Evaluation of the tutoring process with teachers in elementary schools in Mexico
Juan Manuel Manzano Torres, Leonardo David Glasserman Morales, Juan José Mena Marcos
págs. 119-127
Perspectives of teachers on the reputation of their profession in society
Barbara Šteh, Jana Kalin, Renata Čepić
págs. 129-137
Rethinking modeling in pre-service teacher education: implications for teacher educators
Manuel Goizueta, Helena Montenegro, Francisco Rojas, María Paz González Vallejos
págs. 139-147
Pedagogical confrontations as a lens for reflective practice in teacher education
Wendy Moran, Robyn Brandenburg, Sharon McDonough
págs. 149-158
What Counts as Expert Practice?: a Discursive Analysis of Experienced Teachers' Perceptions
Marc Turu
págs. 159-167
A narrative Inquiry Into Taiwanese Grade School Teachers' Practice of Chinese as a Foreign Language in the Philippines
Chih-Pu Dai
págs. 169-178
Studentship: beyond normative conceptions of civic education in Québec's ERC program
Ilham Reda, Erin Reid
págs. 179-187
Acknowledging complexity: teaching practices at the core
Kathleen Feremans, Jan Elen, Ele Holvoet, Tim Christiaens
págs. 189-197
U.S.-educated and Taiwan-educated Taiwanese Teachers of English: Capital and Agency
Pei-Chia Liao
págs. 199-208
Continuous teacher education: a study based on the phases and cycles elaborated by Huberman
Alboni Marisa Dudeque Pianovski Vieira
págs. 209-216
Modeling Changes in Teacher Efficacy during In-Service Professional Development in Trinidad and Tobago
Sharon J. Jaggernauth
págs. 217-225
The reflexive diaries of mentors in an induction program
Carmen Gallego Domínguez, Paulino Murillo-Estepa, Carlos Marcelo García
págs. 227-235
Building teacher professional identity strategies: discourse analysis of Teacher Training Course student's textual narratives (São Paulo/Brazil)
Luciana Maria Viviani, Verónica Marcela Guridi, Elen Cristina Faht
págs. 237-245
págs. 247-258
págs. 259-267
Teachers' professional development in the context of a nation-wide project on reading literacy
Bara Olga Marentič Požarnik, Fani Nolimal
págs. 269-277
Teacher Learning with Assessment in Singapore: Classroom Assessment as Searching and Researching into Teaching
Heng Jiang
págs. 279-287
Mediation Learning in Classroom: a study with teachers and trainees
Tatiane Lebre Dias, Sonia Regina Fiorim Enumo, Kelly Ambrosio Silveira
págs. 289-298
págs. 299-307
Investigating EFL Elementary Student Teachers' Development in a Professional Learning Practicum
Chiou-hui Chou
págs. 309-318
Utility of the professional diary to perfect teaching practice
págs. 319-327
págs. 329-336
Influence of learning attitudes and task-based interactive approach on ESL-student satisfaction and perceived learning outcomes in a research methodology course
Leah Li Echiverri, Keith Lane
págs. 337-346
Peer enhancement of learning and teaching for teacher educators
Jenene Burke, Margaret Plunkett, Boli Li
págs. 347-356
Responsive teachers in inclusive practices
Hafdís Guðjónsdóttir, Edda Óskarsdóttir, Jóhanna Karlsdóttir
págs. 357-365
An attempt to study different forms of supportive roles in school based professional development: significant elements and similarities
George Bagakis
págs. 367-374
Thai Rural Science Teachers' Self-Perceptions about Efficacy, Confidence and Attitude toward STEM Education
Siroj Srisarakorn, Chatree Faikhamta
págs. 375-384
Knowing the pre-service teachers' beliefs in order to promote equity, inclusion and quality: validation of a scale on teachers' motivations (MTS)
Andrea Ciani, Ira Vannini
págs. 385-395
Emancipatory teaching practices in the understandings of Social Sciences teachers on a Diploma of Education programme
Stephen Geofroy, Benignus Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James, Antoinette Valentine Lewis
págs. 397-407
History curriculum and national identity: a search on teaching practices in Southern Italian School
Loredana Perla, Viviana Vinci
págs. 409-417
Narrative of experience from school physical education: the case of a Brazilian woman
Luciana Venâncio
págs. 419-427
págs. 429-436
From fetishism to narcissism: the ideological appeal of the policies for higher education in Brazil
Rosimê da Conceição Meguins
págs. 437-444
Secondary school teachers and their academic training: the opinion of its protagonists
págs. 445-454
Primary school teachers' professional agency in the course of an in-service training programme
Merja Kauppinen, Johanna Kainulainen, Päivi Hökkä, Katja Vähäsantanen
págs. 455-464
Teacher collaboration and professional development: findings from a case study
Maria Manuela Unas, Sandra Raquel Gonçalves Fernandes, Eusébio André Machado, Maria Assunção Flores
págs. 465-473
School leadership: results from a case study at a teacher training school in Benguela province
Marta Abelha, Justino Kayumbuka, Ana Sílvia Albuquerque, Eusébio André Machado
págs. 475-483
Plotlines in preservice teachers' relationships with second language learners
Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granados, Sarah Witt
págs. 485-493
Instructional collaborative practices: a Brazilian case study
Ana Paula Bossler, Pedro Zany Caldeira
págs. 495-504
"It is important to look into own practice": developing teacher education pedagogy in drama
Ása Helga Ragnarsdóttir, Hafdís Guðjónsdóttir
págs. 505-513
págs. 515-523
Integrating Theory and Practice in Initial Teacher Education
Maria Inês G. F. Marcondes de Souza, Vânia Finholdt Ângelo Leite, Rosane Karl Ramos
págs. 525-533
The practicum model in Teacher Education studies of the University of Girona: connecting theory and practice
Mariona Masgrau Juanola, Víctor López Ros, Josep M. Serra i Bonet, Margarida Falgàs Isern
págs. 535-543
Initial training of future teachers of Secondary Education: an assessment of the pedagogical competences acquired
págs. 547-556
Strengthening social competencies and problem solving competencies in the children: early interventions
Anjali Shokeen
págs. 557-565
Complex theorical construction about the evaluation indicators of the permanent training plan of the teacher of the IUTPC
Katty Ramirez de Velásquez
págs. 567-577
Development of professional skills on teaching practice: student teachers' and mentor teachers' views
Hana Horká, Jana Kratochvílová
págs. 579-590
The importance of resilience in beginning teachers
Gloria Gratacós, Santiago Sastre Llorente, Inmaculada Rodríguez Gómez, Monika Ciesielkiewicz
págs. 591-603
Function of teaching practices in the acquisition of professional knowledge
Raquel Gómez Sánchez, María Luisa García Rodríguez , Juan José Mena Marcos
págs. 605-614
Are researching skills taught in the practicum for the degree of early childhood education at Salamanca University?
págs. 615-624
Pre-service teachers' perspectives on their experience in a school-based Practicum: a mixed methods approach
Ana María Pinto Llorente , Marcos Cabezas González , Sonia Casillas Martín
págs. 625-635
Integrated strategy to investigate competence-based training and teacher development in Secondary and University education
María Concepción Domínguez Garrido , Fuensanta Hernández Pina , Antonio María Medina Rivilla , Ernesto López Gómez, Vito José de Jesús Carioca, Fernando Ribeiro Gonçalves
págs. 637-646
págs. 647-657
Pedagogic training disciplines of the Program for Teaching improvement in the post-graduation of the USP campus of Ribeirão Preto: challenges and possibilities
Noeli Prestes Padilha Rivas, Glaucia Maria da Silva
págs. 659-666
Inclusive classroom: teacher-student relationships
Outi Kyrö-Ämmälä, Suvi Lakkala, Tuija Turunen
págs. 669-677
Advantages of extracurricular activities for rural environment students
págs. 679-687
Respondents to, or agents of, change?: teaching 'soft skills' in a school-university partnership project
Michelle Ludecke
págs. 689-699
Playing with LEGO-bricks as an innovative pedagogical tool at preuniversity and university levels for teaching urbanism
Inmaculada Mohíno Sanz, Eloy Solís Trapero, José María Coronado Tordesillas
págs. 701-727
Project-Based Learning: Three College Collaborative Learning Experiences
Alicia de la Peña Portero, Nuria Mendoza Domínguez, Maria Teresa Lamas Castro
págs. 729-736
Designing and Implementing Engaging Learning Environments: Kindergarten Teachers' Perceptions in three Chinese Societies
Peng Xu, Haidan Liu, Jing Li, Beibei Shi
págs. 737-746
págs. 747-754
Rube Goldberg machines and STEM education: a Brazilian case study
Pedro Zany Caldeira, Ana Paula Bossler
págs. 755-763
If two-thirds of classroom talk is still by the teacher: the kind of science teacher's talk and use of language during teaching for all learners in any science classroom
Samuel Ouma Oyoo
págs. 765-772
When attention to proficiency in, context of use and precision in use, and polysemy (nature of the science language) counts best during science teaching
Samuel Ouma Oyoo
págs. 773-780
Innovative field experiences in teacher education: an evaluation of sequential and parallel teaching by student teachers, mentors and pupils
págs. 781-790
An Excel® application for calculus in Geomatics Engineering
Carlos Enríquez Turiño, María Isabel Ramos Galán , Manuel López
págs. 791-804
págs. 805-812
"Shared vision? It's not my business!": Hong Kong prospective teachers' perceptions of professional learning communities (PLC)
Sally Wai-Yan Wan, Zachary Hon-Fung Ng, Yuen-Shan Tse, Alice Hoi-Yan Hui, Rita Hau-Kwan Lau, Ylena Yan Wong, Archie Chong-Kwai Yeung, Heidi Hoi-Ki Chan
págs. 813-821
Prospective teachers' teaching beliefs about differentiated instruction in Hong Kong and Turkey
Sally Wai-Yan Wan, Ruhan Karadag
págs. 823-835
Jottings for the modernization of professional practices in the first stages of the training of mathematics teachers: a screening by nodes of praxeological configuration
Juan Pablo Albadan Vargas
págs. 837-845
Theory becomes practice in community: applying community of practice theory to doctoral education
Özge Hacifazlioglu, Kate Olson, David Lee Carlson, Christopher Michael Clark
págs. 847-854
Professional insertion as a reflexive process
Helena Amaral da Fontoura, Filomena Maria de Arruda Monteiro
págs. 855-862
págs. 863-870
págs. 871-879
págs. 881-892
The Attention-Deficit Hyperactivity Disorder (ADHD) in the school context
Luís Oliveira, Marcelino Pereira, Teresa Medeiros, Ana María Serrano
págs. 893-902
Building a Professional Community of Teacher Educators through a Self-Study Network in Chile
Adrián Rodrigo Fuentealba Jara, Tom Russell, Carolina Hirmas
págs. 903-910
Could self-determined learning be a useful method to increase self-efficacy in mathematics and to reduce math anxiety
Marcut Ioana Gabriela
págs. 911-919
The DidaSco Project: a training program for the teachers' professional development
Loredana Perla, Viviana Vinci, L. S. Agrati
págs. 921-930
How and why classroom discourse can enhance students learning and achievement
Pedro Zany Caldeira, Ana Paula Bossler
págs. 931-939
What evaluates teachers in training and teacher in exercise of primary education about human nutrition?
Juan-Carlos Rivadulla-López, María-Jesús Fuentes-Silveira, Cristina Martínez-Losada
págs. 941-949
The Development of Beginning Chemistry Teachers' Understandings of and Ability to Translate the Nature of Science Within a PCK-Based NOS Program
Surayot Supprakob, Chatree Faikhamta, Potjanart Suwanruji
págs. 951-960
Developing STEM Teachers through both Informal and Formal Learning Experiences
Donna Stokes, Paige Evans, Cheryl Craig
págs. 961-971
Language and literacy development for English language learners: Exploring the potential of literacy events
Jason Jay, Mike Richardson, Alessandro Rosborough, Brad Wilcox
págs. 973-981
Building teacher professional identities: required knowledge according to Teacher Training Course student narratives (São Paulo/Brazil)
Celi Rodrigues Chaves Dominguez, Valéria Cazetta, Luciana Maria Viviani, Josely Cubero, Fabiana Curtopassi Pioker Hara
págs. 983-991
Changing teacher education scenario in India: issues and challenges
Balwant Singh, Manpreet Kaur
págs. 993-1002
Teachers' Digital Skills training by using the Educational Innovation based on Evidence methodology (EIBE)
Celia Paola Sarango Lapo, Juan José Mena Marcos, María Soledad Ramírez Montoya
págs. 1005-1014
Education, Cinema and Science Teacher Education Program: the right to gaze at the gaze of the camera
Valéria Cazetta, Celi Rodrigues Chaves Dominguez, Fabiana Curtopassi Pioker Hara, Josely Cubero
págs. 1015-1023
Use of Virtual Labs in Health Sciences Degrees
Juan José Serrano Pérez , Isabel García Arnandis, Nicla Flacco, Lorena González García, Ana Pellín Carcelén, Carlos Romá-Mateo, Gonzalo Pérez-López, Alida Taberner-Cortés
págs. 1025-1035
Can mobile devices help students improve their academic results?
Laura Cabeza García , Daniel Alonso Martínez, Nuria González Álvarez, José Luis Godos Díez
págs. 1037-1049
A proposal of indicators for assessing the digital competence of 12 year olds: a model adapted from DIGCOM 2.0
Sonia Casillas Martín , Ana García-Valcárcel Muñoz-Repiso , Ana María Pinto Llorente , Luis María González Rodero, Verónica Basilotta Gómez-Pablos
págs. 1051-1060
Diagnostic assessment of the conceptual knowledge of technology in future teachers of Early Childhood Education
Sonia Casillas Martín , Marcos Cabezas González , Ana María Pinto Llorente
págs. 1061-1070
Study on the personal indicators that influence the development of digital competence in primary education students
págs. 1071-1080
Video games and higher education students from the Degree in Pedagogy: attitude towards collaborative learning with video games and other related variables
Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos, Ana García-Valcárcel Muñoz-Repiso
págs. 1081-1091
Parallel Stories: Teachers and Facilitators in a Transformative Online Teacher Learning Community
Jing Li, Xiaohong Yang, Cheryl Craig
págs. 1093-1100
How to improve understanding using 3D objects in eBooks and augmented reality
Rocio Ruiz Rodarte
págs. 1101-1109
The reflective professor's training and the use of technology in education
Tiago Bacciotti-Moreira
págs. 1111-1118
What skills do I need to teach online?: Researching experienced teacher views of essential knowledge and skills in online pedagogy as a foundation for designing professional development for novice teachers
Catherine McLoughlin, Maria Northcote
págs. 1119-1129
Collaborative work with Android Applications: research and practice
María Teresa González Astudillo , Yuliet Coello, María José Cáceres García , José María Chamoso Sánchez , Myriam Codes Valcarce
págs. 1131-1139
The use of video during professional experience for initial teacher education
Michael Cavanagh
págs. 1141-1149
Knowledge pills skills as a resource of Learning in Blended Learning
David Caballero Franco, Margarita Hernández Sánchez, Judith Martín Lucas, Sara Serrate González
págs. 1151-1159
Free Flowing Content: unlocking the full potential for transitioning to e-learning at the institution scale
Andrew Knox Cass, Mariia Kravchenko
págs. 1161-1169
© 2008-2024 Fundación Dialnet · Todos los derechos reservados