1,720,954 research outputs found
Formação continuada de professores: epistemologias, boas práticas e foco na aprendizagem
No full textThis article analyzes continuing teacher education in Brazil from an ontological, historiographical, and epistemological approach, with an emphasis on its impact on student learning. The research is guided by the question: what kind of teacher are we currently training, and what kind of teacher should we be training? Drawing on authors such as Ellen G. White, Francisco Imbernón, and Patrícia Albiere de Almeida, the study articulates conceptual, critical, and spiritual dimensions to discuss formative rationalities—classical, technical, practical, and critica—and proposes a new architecture for teacher education. The methodological approach is based on a systematic literature review and document analysis. It was found that, although there are efforts and policies aimed at teacher training, a gap still persists between the training offered and the actual improvement in student learning. The study’s central proposal is to re-center the formative process on the student, understanding the teacher as an essential mediator whose training must be intentionally directed toward the transformation of the educational experience. Finally, it advocates for a comprehensive training model grounded in collaborative practices, critical foundations, and an ethical-pedagogical commitment.Este artigo analisa a formação continuada de professores no Brasil a partir de uma abordagem ontológica, historiográfica e epistemológica, com ênfase em seu impacto na aprendizagem dos alunos. A pesquisa parte da indagação: que tipo de professor temos formado e que tipo de professor deveríamos formar? Com base em autores como Ellen G. White, Francisco Imbernón e Patrícia Albiere de Almeida, o estudo articula dimensões conceituais, críticas e espirituais para discutir racionalidades formativas — clássica, técnica, prática e crítica —, e propõe uma nova arquitetura para a formação docente. O percurso metodológico baseia-se em revisão bibliográfica sistemática e análise documental. Constatou-se que, embora haja esforços e políticas voltadas à formação de professores, ainda persiste uma lacuna entre a formação ofertada e a melhoria efetiva da aprendizagem discente. A proposta central do estudo é recentrar o processo formativo no aluno, compreendendo o professor como mediador essencial, cuja formação deve ser intencionalmente orientada para a transformação da experiência educativa. Por fim, defende-se um modelo formativo integral, ancorado em práticas colaborativas, fundamentação crítica e compromisso ético-pedagógico.Este artículo analiza la formación continua de docentes en Brasil desde un enfoque ontológico, historiográfico y epistemológico, con énfasis en su impacto en el aprendizaje de los estudiantes. La investigación parte de la pregunta: ¿qué tipo de profesor estamos formando y qué tipo de profesor deberíamos formar? Con base en autores como Ellen G. White, Francisco Imbernón y Patrícia Albiere de Almeida, el estudio articula dimensiones conceptuales, críticas y espirituales para discutir racionalidades formativas — clásica, técnica, práctica y crítica — y propone una nueva arquitectura para la formación docente. El recorrido metodológico se basa en una revisión bibliográfica sistemática y en el análisis documental. Se constató que, aunque existen esfuerzos y políticas orientadas a la formación docente, persiste una brecha entre la formación ofrecida y la mejora efectiva del aprendizaje del alumnado. La propuesta central del estudio es recentrar el proceso formativo en el estudiante, comprendiendo al docente como mediador esencial, cuya formación debe orientarse intencionalmente hacia la transformación de la experiencia educativa. Finalmente, se defiende un modelo formativo integral, basado en prácticas colaborativas, fundamentación crítica y un compromiso ético-pedagógico
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Continuing teacher education: epistemologies, best practices, and focus on learning
Full text linkEste artigo analisa a formação continuada de professores no Brasil a partir de uma abordagem ontológica, historiográfica e epistemológica, com ênfase em seu impacto na aprendizagem dos alunos. A pesquisa parte da indagação: que tipo de professor temos formado e que tipo de professor deveríamos formar? Com base em autores como Ellen G. White, Francisco Imbernón e Patrícia Albiere de Almeida, o estudo articula dimensões conceituais, críticas e espirituais para discutir racionalidades formativas — clássica, técnica, prática e crítica —, e propõe uma nova arquitetura para a formação docente. O percurso metodológico baseia-se em revisão bibliográfica sistemática e análise documental. Constatou-se que, embora haja esforços e políticas voltadas à formação de professores, ainda persiste uma lacuna entre a formação ofertada e a melhoria efetiva da aprendizagem discente. A proposta central do estudo é recentrar o processo formativo no aluno, compreendendo o professor como mediador essencial, cuja formação deve ser intencionalmente orientada para a transformação da experiência educativa. Por fim, defende-se um modelo formativo integral, ancorado em práticas colaborativas, fundamentação crítica e compromisso ético-pedagógico.Este artículo analiza la formación continua de docentes en Brasil desde un enfoque ontológico, historiográfico y epistemológico, con énfasis en su impacto en el aprendizaje de los estudiantes. La investigación parte de la pregunta: ¿qué tipo de profesor estamos formando y qué tipo de profesor deberíamos formar? Con base en autores como Ellen G. White, Francisco Imbernón y Patrícia Albiere de Almeida, el estudio articula dimensiones conceptuales, críticas y espirituales para discutir racionalidades formativas — clásica, técnica, práctica y crítica — y propone una nueva arquitectura para la formación docente. El recorrido metodológico se basa en una revisión bibliográfica sistemática y en el análisis documental. Se constató que, aunque existen esfuerzos y políticas orientadas a la formación docente, persiste una brecha entre la formación ofrecida y la mejora efectiva del aprendizaje del alumnado. La propuesta central del estudio es recentrar el proceso formativo en el estudiante, comprendiendo al docente como mediador esencial, cuya formación debe orientarse intencionalmente hacia la transformación de la experiencia educativa. Finalmente, se defiende un modelo formativo integral, basado en prácticas colaborativas, fundamentación crítica y un compromiso ético-pedagógico.This article analyzes continuing teacher education in Brazil from an ontological, historiographical, and epistemological approach, with an emphasis on its impact on student learning. The research is guided by the question: what kind of teacher are we currently training, and what kind of teacher should we be training? Drawing on authors such as Ellen G. White, Francisco Imbernón, and Patrícia Albiere de Almeida, the study articulates conceptual, critical, and spiritual dimensions to discuss formative rationalities—classical, technical, practical, and critica—and proposes a new architecture for teacher education. The methodological approach is based on a systematic literature review and document analysis. It was found that, although there are efforts and policies aimed at teacher training, a gap still persists between the training offered and the actual improvement in student learning. The study’s central proposal is to re-center the formative process on the student, understanding the teacher as an essential mediator whose training must be intentionally directed toward the transformation of the educational experience. Finally, it advocates for a comprehensive training model grounded in collaborative practices, critical foundations, and an ethical-pedagogical commitment
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
Author-wise bibliometric analysis based on entropy.
No full textAuthor-wise bibliometric analysis based on entropy.</p
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