English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

YAMASHIRO, CARLA R. C.: Training needs of teachers of “Ciclo I” of the basic teaching cycle in state schools in the city of Presidente Prudente, Sao Paulo state, Brazil. 2008. 176f. Master’s Dissertation – UNESP, Faculdade de Ciencias e Tecnologia – campus of Presidente Prudente, 2008. This work is related to the research area “Public Policies, School Organization and Teachers’ Training”. Its aim is to perform research about teachers’ continuous training projects and teachers’ training needs. Those are very important elements in the construction of a critical and thoughtful teaching. The aim of this work is to study how to incorporate the teachers training needs in the projects of teachers continuous education taking into account the important role that teaching has in the construction of a fairer and democratic society. This research intends to answer the following question. Taking into account aspects, other than the technical-pedagogic, that take part in the teachers professional development, i.e., taking into account the teachers’ social-economic situation, their professional training and work conditions as well as their expectations about teaching and continuous training, what are the training needs of the teachers of the so-called “Ciclo I” (First Stage) of teaching in state schools in the city of Presidente Prudente, Sao Paulo state, Brazil. Therefore, this work has as its general aim. Therefore, this research has as its general aim to provide some contribution to the area of teachers’ continuous training through the analysis of the teachers’ training needs. As its more specific aim, this research is directed to finding out what those teachers’ training needs are. The aims are reached through the characterization of the teachers’ social-economic situation, their work conditions and their cultural and professional experience and training, and their expectations about teaching and about teachers’ continuous training. Another aim is to analyse the teachers training needs according to a concept of teachers continuous education that included the teachers professional formation and training in the work place. Finally, we intend to offer indices to help planning future projects involving teachers’ continuous training. In order to reach the aims proposed here we have developed the research through the quantitative-qualitative point of view. The methodological procedure used were the reading of the bibliography related to the subject and the application of a questionnaire to seventy two teachers. The main theoretical works used in the preparation of this research were: Tedesco (2005) and Singer (1996) that discuss the meaning of school education nowadays; Perez Gomez (1995 a, 1995b), Tardif and Lessard (2007) and Roldao (2002) that study the specific characteristics of the teaching job; Imbernon (2000) that studies teachers’ training specifically towards their professional development; and Rodrigues and Esteves (1993) that present a theoretical point of view about the research area related to the analysis of teachers’ training needs. This work has reached the following conclusion: teachers’ training should help to clarify the meaning of teaching taking into account the artistic, thoughtful, interacting and complex (composita) characteristics of teaching. Also, the analysis of the teachers’ training needs is a resource capable of contributing to the planning of projects of continuous training of teachers’ critical and thoughtful nature. We have also concluded that in order to achieve this, any action taken towards continuous training of teachers should be adjusted to the teachers’ training needs as well as insert itself in their professional context in a way that they contribute to both their profession and training. The research has enabled the definition of indices of the interviewed teachers’ training needs.

série-estudos

Necessidades formativas dos professores do ciclo I do Ensino Fundamental de Presidente Prudente, SP: uma contribuição para o desenvolvimento profissional do professor