1,720,961 research outputs found
English teaching assistants in Brazil: Conceptions of subject matter, teaching and learning to teach
No full textThis paper aims at analyzing the conceptions of subject matter, teaching and learning to teach of two English Teaching Assistants from the United States who work in Brazil at the CAPES/ Fulbright Program, named English Teaching Assistants (ETA), which supports Languages Without Borders. The theoretical bases are teacher cognition (or teacher thinking) and conceptions (PRATT, 1992, FREEMAN, 1996, BORG, 2003, LAM & KEMBER, 2006; BURNS ET AL, 2015). The data were collected through interviews and the analysis is based on Freeman (1998), whose elements are to naming, grouping, finding relationships and displaying. These elements are used to avoid what is called the "impulse to teach", since the teacher educator is also the author of the study, and intends to do an analysis without any previous interpretations. The results show the way the conceptions of the interviewed teachers are related to each other, revealing aspects of their practices and previous educational experiences.Este artigo discute as concepções de conteúdo, ensino e apren-der a ensinar de duas professoras assistentes estadunidenses de língua inglesa, que atuam no Brasil por meio do Programa da CAPES/Fulbright, denominado English Teaching Assistants(ETA), que dá suporte ao Idiomas sem Fronteiras. As bases teóricas discutem os conceitos de cognição do professor (ou pensamento do professor) e concepções (PRATT, 1992; FREE-MAN, 1996; BORG, 2003; LAM & KEMBER, 2006; BURNS ET AL. 2015). Os dados foram coletados por meio de entrevistas e a análise baseia-se em Freeman (1998), cujos elementos são no-mear, agrupar, estabelecer relações e display. Esses elementos são utilizados para evitar o que se denomina “impulso do ensi-nar”, já o formador de professores é também autor do estudo e pretende fazer uma análise sem interpretações antecipadas. Os resultados revelam a maneira pela qual a concepções das pro-fessoras entrevistadas estão relacionadas entre si, revelando aspectos das suas práticas e experiências prévias de formação.Este artículo discute las concepciones de contenido, enseñanza y aprender a enseñar de dos profesoras asistentes estadouni-denses de lengua inglesa, que actúan en Brasil a través del Pro-grama de la CAPES / Fulbright, denominado English Teaching Assistants (ETA), que da soporte a Idiomas sin Fronteras. Las bases teóricas discuten los conceptos de cognición del profe-sor (o pensamiento del profesor) y concepciones (PRATT, 1992; FREEMAN, 1996; BORG, 2003; LAM & KEMBER, 2006; BURNS ET AL. 2015). Los datos fueron recogidos por medio de entrevistas y el análisis se basa en Freeman (1998), cuyos elementos son nombrar, agrupar, establecer relaciones y display. Estos ele-mentos se utilizan para evitar lo que se denomina “impulso de la enseñanza”, ya el formador de profesores es también autor del estudio y pretende hacer un análisis sin interpretaciones anticipadas. Los resultados revelan la manera en que las con-cepciones de las profesoras entrevistadas están relacionadas entre sí, revelando aspectos de sus prácticas y experiencias previas de formació
IN-SERVICE ENGLISH TEACHER EDUCATION FOR DIGITAL ENVIRONMENTS: PERCEPTIONS ON THEORETICAL BASES
Full text linkThis paper aims at analyzing the perceptions of English teachers about the theoretical bases discussed in a teacher development course named Digital Environments: theory and practice in the classroom. The course, which focuses on promoting digital literacies, is offered by the Federal University of Sergipe (UFS) in partnership with the Undergraduate Center for Distance Education at UFS and the research group E-Lang from UNICAMP. Among the theoretical bases of this study are the authors who discuss the inclusion of digital technologies at schools and English classes as well as the notion of digital literacies (BAWDEN, 2008; BRAGA, 2013; COLL ET AL, 2010; LANKSHEAR & KNOBEL, 2008; LEMKE, 1998; SANTAELLA, 2013). For data analysis, it is taken into accountthe messages posted on the platform where the course is offered, i.e. discussion forums and reflective electronic diary. The results show how the participating teachers understand conceptions such as technology, hyperlinks and digital literacies. In addition, it is observed the relevance of discussing issues related to the official guidelines for teaching foreign languages in Brazil, which leads to the need for the teacher to be constantly involved in professional develpoment
ENGLISH TEACHING ASSISTANTS IN BRAZIL: CONCEPTIONS OF SUBJECT MATTER, TEACHING AND LEARNING TO TEACH
Full text linkThis paper aims at analyzing the conceptions of subject matter, teaching and learning to teach of two English Teaching Assistants from the United States who work in Brazil at the CAPES/ Fulbright Program, named English Teaching Assistants (ETA), which supports Languages Without Borders. The theoretical bases are teacher cognition (or teacher thinking) and conceptions (PRATT, 1992, FREEMAN, 1996, BORG, 2003, LAM & KEMBER, 2006; BURNS ET AL, 2015). The data were collected through interviews and the analysis is based on Freeman (1998), whose elements are to naming, grouping, finding relationships and displaying. These elements are used to avoid what is called the "impulse to teach", since the teacher educator is also the author of the study, and intends to do an analysis without any previous interpretations. The results show the way the conceptions of the interviewed teachers are related to each other, revealing aspects of their practices and previous educational experiences.</jats:p
Pesquisas em educação e redes colaborativas
No full textPesquisa em Educação e Redes Colaborativas apresenta-nos resultados de estudos em espaços de ensino e pesquisa, visando ao desenvolvimento de ações na perspectiva de contextos híbridos e multimodais de aprendizagens no campo da educação. Esta coletânea evidencia a (re)construção de conhecimento e saberes de todos/as os/as implicados/as, com vistas ao fortalecimento de intercâmbios entre pesquisadores/as de diferentes instituições e à melhoria da qualidade dos programas de pósgraduação. A leitura desta obra permite reflexões e compreensões sobre o campo da educação e das tecnologias digitais, sendo uma tessitura em movimentos pautados em processos inacabados que envolvem o ser, o fazer e o conhecer
Integrating augmented reality and problem-based learning into English language teaching through instructional design
No full textThis article aims at discussing how ADDIE, a systematic instructional design approach, can be used to integrate augmented reality technology and Problem-Based Learning pedagogy into English language classrooms. We present a brief retrospective view of the Brazilian English language teaching scenarios to which our proposal is addressed. Afterwards, we provide definitions to ADDIE approach, Problem-Based Learning and augmented reality into the context of English language teaching with technologies. We also propose the integration of the foregoing approaches through practical examples. Our discussion envisions possible impacts of appropriating augmented reality in language teaching classrooms, especially considering the particularities of a continental-scale country as Brazil during the paradoxical times we live in.Este artigo tem como objetivo discutir como ADDIE, uma abordagem sistemática de design instrucional, pode ser usada para integrar a tecnologia de realidade aumentada e a pedagogia da aprendizagem baseada em problemas em salas de aula de língua inglesa. Apresentamos uma breve retrospectiva dos cenários de ensino da Língua Inglesa no Brasil aos quais se dirige nossa proposta. Posteriormente, fornecemos definições para a abordagem ADDIE, Aprendizagem Baseada em Problemas e realidade aumentada no contexto do ensino de inglês com tecnologias. Também propomos a integração das referidas abordagens por meio de exemplos práticos. Nossa discussão vislumbra os possíveis impactos da apropriação da realidade aumentada nas salas de aula do ensino de línguas, especialmente considerando as particularidades de um país de escala continental, como o Brasil, nos tempos paradoxais em que vivemos.Este artículo tiene como objetivo discutir cómo ADDIE, un enfoque sistemático para el diseño instruccional se puede utilizar para integrar la tecnología de realidad aumentada y la pedagogía del aprendizaje basado en problemas en las aulas de inglés. Presentamos una breve retrospectiva de los escenarios de enseñanza del inglés en Brasil a los que se dirige nuestra propuesta. Posteriormente, proporcionamos definiciones para el enfoque ADDIE, el aprendizaje basado en problemas y la realidad aumentada en el contexto de la enseñanza del inglés con tecnologías. También proponemos la integración de estos enfoques a través de ejemplos prácticos. Nuestra discusión vislumbra los posibles impactos de la apropiación de la realidad aumentada en las aulas de enseñanza de idiomas, especialmente considerando las particularidades de un país de escala continental como Brasil en los tiempos paradójicos en los que vivimos
Situando a realidade aumentada no Manifesto de 1996
Full text linkO objetivo deste ensaio é situar a realidade aumentada no âmbito do Manifesto de 1996, especialmente no que se refere à pedagogia dos multiletramentos. Inserida no conceito de Internet das Coisas, a realidade aumentada tem se mostrado forte componente da interação humano-computador. Nessa discussão, abordo as possibilidades de práticas multiletradas para dar conta da multiplicidade de comunicações, canais e mídias sem abrir mão do engajamento crítico. Discuto, ainda, os papéis a serem desempenhados por professores e alunos como designers ativos de futuros sociais. Em aulas de línguas adicionais, a ideia de realizar visitas virtuais a atrações culturais, em outros países, pode favorecer o exercício de práticas sociais de linguagem ao mesmo tempo em que provoca reflexões e conhecimento, dentre tantos aspectos, do acesso aos bens culturais da humanidade e da ocupação de todos os espaços na sociedade. Nesse sentido, o movimento de ida a (não tão) novos mundos – como a tecnologia imersiva da realidade aumentada – pode nos ajudar a redesenhar as práticas cotidianas de trabalho, comunicação, compras, relacionamentos, saúde, dentre outros, que irão convergir no campo educacional
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
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