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Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 104-119 (2022) (2022)
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TEACHERS’ PERCEPTIONS AND PRACTICES OF CRITICAL THINKING INSTRUCTION IN INDONESIAN SENIOR HIGH SCHOOLS: A CASE STUDY
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 1-26 (2022) (2022)
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Investigating students’ and teachers’ perceptions towards CLIL instruction in primary schools: A comparison between Greece and Spain ...
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An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers
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In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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Washback Effects of Diagnostic Assessment in Greek as an SL: Primary School Teachers’ Perceptions in Cyprus
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In: Languages; Volume 6; Issue 4; Pages: 195 (2021)
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Local Renewable Energy Development: School Teachers’ Perceptions, Attitudes and Teaching Intentions
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In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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L1 in the EFL Classroom : Teachers' and Students' Perspectives
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Espaços e atividades extraescolares segundo professores de ciências: contradições e possibilidades ; Out of school spaces and activities according to Science teachers: contradictions and possibilities
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Bezzon, Rodolfo Zampieri. - : Biblioteca Digital de Teses e Dissertações da USP, 2021. : Universidade de São Paulo, 2021. : Faculdade de Educação, 2021
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Abstract:
O debate a respeito da importância de diferentes espaços educativos para a formação do sujeito ao longo da vida é de longa data. É possível perceber que em muitos momentos a história da educação formal esteve atrelada à da educação não formal, e vice-versa, e há também estudos que apontam que os espaços e atividades extraescolares podem enriquecer o processo de ensino- aprendizagem. Tendo isso em vista, este trabalho objetivou compreender como os professores de ciências da rede estadual, atuantes na Região Metropolitana de São Paulo, percebem suas relações com os espaços extraescolares, bem como os utilizam em seu trabalho, empregando como referencial teórico-metodológico o materialismo histórico-dialético e um ferramental rigidamente estruturado para a coleta e análise dos dados (questionário online e testes estatísticos). Nossa amostra constituiu-se de 243 participantes, em sua maioria mulheres entre 35 e 45 anos, formadas em instituições privadas e com pós-graduação em Educação/Ensino em Ciências. A maioria dos indivíduos reconhece as potencialidades dos espaços e atividades extraescolares no ensino-aprendizagem dos alunos, mas encontram grandes dificuldades para sair da escola, já que o apoio da Secretaria da Educação é escasso, há falta de professores substitutos e a rigidez do currículo por vezes impossibilita as saídas. Contudo, os docentes sentem-se preparados para elaborar e conduzir as atividades, ou seja, ressaltam que o preparo de sua formação (tanto inicial quanto continuada) foi satisfatório. Os fatores que mais influenciam as saídas da escola são a idade, o tempo de trabalho, o preparo dado pela formação inicial e a falta de verba/custeio por parte da Secretaria, que são condizentes com o referencial materialista histórico-dialético adotado pela pesquisa, isto é, as condições materiais mais importantes (capital, apropriação de saberes do gênero humano e as condições biológicas do indivíduo) são as que mais determinam o trabalho docente. Por fim, também constatamos que os equipamentos culturais científicos mais estruturados continuam permanecendo fora do alcance da escola pública e, consequentemente, constituem-se em fator de exclusão e manutenção da desigualdade social sistêmica, em suas múltiplas dimensões, como classe, raça/etnia e gênero. ; The debate about the importance of different educational spaces for the formation of the individual throughout life is quite old. It is possible to notice that in many moments the history of formal education has been attached to non formal educations, and vice-versa, and there are also studies that show that out of school spaces and activities can improve the teaching-learning process. With that in mind, this work aimed to comprehend how Science teachers from state network, working in São Paulo and its metropolitan region, perceive their relations with out of school spaces, as well as how they use them in their job, employing the historical-dialectic materialism as our theoretical-methodological reference and a rigidly structured instrument for data gathering and analysis (online questionnaire and statistical analyses). Our sample was made of 243 participants, mostly composed by women ranging from 35 to 45 years old, formed in private institutions and with a post-graduation in Education/Science Teaching. The majority of the individuals recognize the pros of the out of school spaces and activities in the teaching- learning of the students, but they come upon great challenges to leave school, because the support offered by the Secretary of Education is scarce, there is a lack of substitute teachers and the curriculum stiffness sometimes prevents these actions. Nevertheless, the teachers feel prepared to elaborate and conduct the activities, that is, they highlight that the training offered by their education background (both initial and continued) was satisfactory. The factors that most influenced out of school activities were age, working time, the training offered by the initial formation and the lack of funds on the part of the Secretary of Education, which are consistent to the historical-dialectical materialistic reference adopted by this research, this is, the most important material conditions (capital, human knowledge appropriation and the biological conditions of the individual) are the ones that most determine the teaching work. Lastly, we also found that the better structured cultural equipments continue to remain out of public school reach and, consequently, constitute a factor of exclusion and maintenance of systemic social inequality, in its multiple dimensions, such as class, race/ethnicity and gender.
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Keyword:
Educação não formal; Excursões didáticas; Historical-dialectic materialism; Materialismo histórico-dialético; Museus de ciências; Non formal education; Out of school activities; Percepção de professores; Science museums; Teachers' perceptions
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URL: https://doi.org/10.11606/D.48.2021.tde-28062021-201323
https://www.teses.usp.br/teses/disponiveis/48/48136/tde-28062021-201323/
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| 10 |
Teachers’ Perceptions of Students’ Postsecondary Education Aspiration Capabilities
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The Implementation of Higher Order Thinking Skills (HOTS) in English Language Teaching: The Case of Indonesian Senior High School EFL Teachers
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 255-268 (2021) (2021)
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EFL Teachers’ Perceptions Towards the Implementation of Online Formative Assessment Amidst the Covid-19 Pandemic
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In: ELT Worldwide: Journal of English Language Teaching, Vol 8, Iss 2, Pp 269-277 (2021) (2021)
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Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 25-41 (2021)
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PROMOTING PROFESSIONAL IDENTITY AMONG PRE-SERVICE ENGLISH TEACHERS THROUGH TEACHER CAMPS
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 214-242 (2021) (2021)
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TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 295-315 (2021) (2021)
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| 16 |
Creating Meaningful Classroom Environments: How Do Teachers’ Pedagogical Beliefs Affect the Implementation of Their Visual Displays in Elementary Classrooms?
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Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan
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In: Sustainability ; Volume 12 ; Issue 7 (2020)
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| 18 |
A Survey of Indonesian Science Teachers’ Experience and Perceptions toward Socio-Scientific Issues-Based Science Education
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In: Education Sciences ; Volume 10 ; Issue 2 (2020)
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| 19 |
L’enseignant de langue étrangère et rapport à la langue : comment l’enseignant indien du FLE négocie l’ambivalence « sécurité-insécurité linguistique »
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| 20 |
Percepción de los agentes educativos sobre la enseñanza en contextos bilingües
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