ABSTRACT
Imbuído pelos impactos da covid-19 na trajetória docente define-se como objetivo analisar as principais aprendizagens na Educação Física escolar na perspectiva de um professor do Ensino Médio Integrado do Instituto Federal Ceará, Campus Baturité, no período pandêmico entre 2020 e 2021. Para tanto, foram organizadas três categorias analíticas, a primeiro foi, "o que compreendia e não tematizava nas aulas de Educação Física", o ensino remoto exigiu mudanças e algumas poderiam ser implementadas antes, um fato foram as redes de colaboração. A segundo foi "o que não consigo compreender para o trabalho docente", tratou da criminalização docente que partia de vários âmbitos e pouco se observou de reconhecimento aos docentes. O terceiro foi "o que começo a saber sobre a prática pedagógica em Educação Física" que organizou elementos que surgiram na pandemia e podem ser incorporados na Educação Física. O principal contributo foi a Unidade Temática do Corpo Consciente.
Imbued by the impacts of covid-19 the objective defined by the teacher's trajectory is to analyse the main ways of learning at the academical Physical Education in the perspective of a teacher at a Integrated High School of the Instituto Federal Ceará, Campus Baturité, in the pandemic period between 2020 and 2021. Therefore, have been organized three analytic categories, first, "what comprehended and didn't thematized in the Physical Education classes", the distance learning demanded changes and some of them could have been implemented before, one of these facts were the collaboration networks. The second, "what I cannot compreend for the teacher's work", whereupon treated about the teacher's criminalization that departed from various ambits and little have been observed about the reconnaissance to the teachers. The third, "what I start to know about the pedagogical practice in Physical Education" which organized elements that emerged in the pandemics and can be incorpored in the Physical Education. The main contributor was the Thematic Unity of Concious Body.
Los impactos genereados por el Covid-19 en la trayectoria docente, exige una búsqueda por analizar algunos puntos entre los principales aprendizajes en Educación Física escolar. Lo haremos desde la perspectiva de un docente integrado de secundaria del Instituto Federal Ceará, Campus Baturité, en el período entre 2020 y 2021. Para ello, se organizaron tres categorías analíticas, la primera fue, "lo que entendía y no tematizaba en las clases de educación física", la enseñanza remota requería cambios y algunos podían implementarse antes, un hecho eran las redes de colaboración. El segundo fue "lo que no puedo entender por el trabajo docente", versó sobre la criminalización docente que partió de diversas áreas y poco se observó de reconocimiento a los docentes. El tercero fue "lo que empiezo a saber sobre la práctica pedagógica en Educación Física" que organizó elementos que surgieron en la pandemia y pueden ser incorporados a la Educación Física. La principal contribución fue la Unidad Temática del Cuerpo Consciente.
ABSTRACT
Objective:To explore the experience of teachers from Guangdong and Macao in nursing teaching cooperation, the existing problems in current teaching cooperation and suggestions for improvement.Methods:From January to April 2021, using descriptive qualitative method to conduct in-depth among eight clinical tutors from The Third Affiliated Hospital of Guangzhou Medical University who teach Macao nursing students, and four teachers from Kiang Wu Nursing College of Macao using the purposive sampling method. And adopted content analysis for data analysis.Results:A total of 4 themes and 2 sub-themes were analyzed: the positive impact of cross-border teaching cooperation projects including developed the nursing business of the two places and deepened the cooperative relationship between the two places; limiting the depth and breadth of knowledge transfer because of the short cross-border learning time; the imbalance between students′ abilities and teachers′ expectations; expectations for homogeneous internships for heterogeneous groups.Conclusions:Cross-border nursing teaching cooperation is an important promoter for the development of nursing education between Guangdong and Macao, but there are still deficiencies in cooperation, and it is necessary for the two places to strengthen the construction of a sharing platform for teaching resources to promote the development of nursing education in the Guangdong-Hong Kong-Macao Greater Bay Area.
ABSTRACT
Abstract It is well-known that teacher expectations tend to be biased by factors such as student socio-economic status (SES) and gender. However, much less research has been devoted to understanding how teacher characteristics may impact their own expectations of the students. The present study investigated teacher expectations for 343 Chilean teachers (240 in-service and 103 pre-service). We first designed and validated an instrument to measure expectations; then we assessed the effect of teacher gender and experience, and student gender and school-SES in the formation of teacher expectations. The data were analysed using hypothesis and data-driven analyses. The results showed that SES had an effect on teacher expectations (η2= .03 to .12); there was a higher probability that teachers from high-SES schools would have positive expectations of their students. However, negative expectations were equally distributed across teachers working in high and low-SES schools. There was also no evidence of the effect of teacher or student gender on teacher expectations. With respect to teacher experience, the findings were clear cut; both pre-service and in-service teachers shared identical expectations of their students. These findings have important implications regarding teacher training programmes since the expectation bias is observed very early during training.
Resumen Es bien sabido que las expectativas docentes tienden a estar sesgadas por factores como el nivel socioeconómico de los estudiantes (NSE) y el género. Sin embargo, se ha investigado menos cómo las características de los docentes pueden afectar sus propias expectativas de los estudiantes. El presente estudio investigó las expectativas de 343 docentes chilenos (240 en servicio y 103 alumnos en prácticas). Primero se diseñó y validó un instrumento para medir expectativas; luego se evaluó el efecto del género y experiencia del profesor, y el género del estudiante y NSE de la escuela en la formación de las expectativas del profesor. Los datos fueron analizados mediante técnicas dirigidas por hipótesis y por datos. Los resultados mostraron un efecto del NSE de la escuela en las expectativas docentes (η2 = .03 a .12), con una mayor probabilidad de que los profesores de escuelas con alto NSE tengan expectativas positivas de sus estudiantes. Sin embargo, las expectativas negativas fueron distribuidas equitativamente entre los profesores que trabajaban en escuelas con bajo y alto NSE. Tampoco hubo evidencia del efecto de género de los profesores o estudiantes en las expectativas del profesor. Respecto a la experiencia del profesor, los hallazgos son claros; tanto los estudiantes en práctica profesional como los profesores en servicio mostraron idénticas expectativas hacia sus estudiantes. Estos hallazgos tienen implicaciones importantes respecto a los programas de formación docente ya que el sesgo de las expectativas se observa tempranamente desde la formación.