El presente volumen está integrado por una recopilación de prácticas e investigaciones internacionales de formación docente centradas en la formación de profesores en la sociedad actual. Se basa en las diversas perspectivas educativas, los procedimientos de enseñanza, conocimiento y contextos sociales.
Las secciones de este libro comprenden trabajos de investigación aceptados para su exposición en las XVIII Conferencia Bienal Internacional de Estudios de Profesores y Enseñanza (ISATT) que tendrá lugar del 3 al 7 de julio en Salamanca, España. Alrededor de 300 delegados de 57 países de todo el mundo y un gran Comité Científico de 80 colegas han contribuido académica y profesionalmente en favor de este evento.
El tema principal de la conferencia es la búsqueda y la investigación. «Buscar» es la acción de mirar cuidadosamente a las personas, objetos y situaciones para encontrar algo escondido o descubrir algo más allá de lo ordinario. Esto es lo que los maestros hacen en sus clases y, sobre todo, la búsqueda representa sus esfuerzos para construir conocimiento profesional como resultado del desarrollo de la práctica cotidiana. La «investigación» es una investigación sistemática que pretende descubrir nuevos conocimientos y/o refutar teorías educativas, un proceso que suelen dar los educadores de profesores y de otros investigadores. El objetivo de esta 18ª conferencia ISATT es reunir tanto la «búsqueda» como la «investigación», conectando la práctica y la teoría (o praxis) con el propósito de ofrecer soluciones relevantes a los problemas reales de la clase.
- Cover
- Title page
- Copyright page
- Contents
- Foreword
- Preface
- Acknowledgements
- Introduction
- Part I. The development of knowledge and understanding of teaching practices
- The universe of supervision: an inclusive approach within the teacher training domain (Elsa Morgado, Mário Cardoso, João Rodrigues, and Levi Silva)
- Learning to be Practitioner Inquirers and Researchers: Lessons from a Teacher Education Program (Meher Rizvi)
- The added value of encouraging morally courageous behavior via initial teacher education- Insights from the Stories of Israeli Educators (Roni Reingold, and Lea Baratz)
- “Who can support me?”: Studying teacher leadership in a Hong Kong primary school (Yuen-Shan Tse, Sally Wai-Yan Wan, Thomas Wing-Ki Lee, Wing-Ki Tsang, Vincent Kin-Chung Cheung, Ylena Yan Wong, Kelvin Shing-Pan Chong, Zachary Hon-Fung Ng, and Ada Wing-Tung Wan)
- Partnerships and relationships to support student teacher’s self-regulated learning (Lyn McDonald)
- Manifestation the levels of teachers professional agency: toward a conceptual framework (Khalil Gholami)
- Perceived preparedness and teaching beliefs of differentiated instruction: From prospective teachers’ perspective (Sally Wai-Yan Wan)
- Undergraduate degrees and basic education early years: a necessary interlocution in teacher education (Joana Paulin Romanowski, Pura Lucia Oliver Martins, and Simone Regina Manosso Cartaxo)
- Teacher Education Needs an Epistemology of Practice (Tom Russell, and Andrea K. Martin)
- Evaluation of the tutoring process with teachers in elementary schools in Mexico (Juan Manuel Manzano-Torres, Leonardo David Glasserman-Morales, and Juanjo Mena)
- Perspectives of teachers on the reputation of their profession in society (Barbara Šteh, Jana Kalin, and Renata Čepič)
- Rethinking modeling in pre-service teacher education: implications for teacher educators (Manuel Goizueta, Helena Montenegro Maggio, Francisco Rojas Sateler, and María Paz González Vallejos)
- Pedagogical confrontations as a lens for reflective practice in teacher education (Wendy Moran, Robyn Brandenburg, and Sharon McDonough)
- What Counts as Expert Practice? A Discursive Analysis of Experienced Teachers’ Perceptions (Marc Turu)
- A Narrative Inquiry Into Taiwanese Grade School Teachers’ Practice of Chinese as a Foreign Language in the Philippines (Chih-Pu Dai)
- Studentship: Beyond normative conceptions of civic education in Québec’s ERC program (Ilham Reda, and Erin Reid)
- Acknowledging complexity: teaching practices at the core (Kathleen Feremans, Jan Elen, Ele Holvoet and Tim Christiaens)
- U.S.-educated and Taiwan-educated Taiwanese Teachers of English: Capital and Agency (Pei-Chia Liao)
- Continuous teacher education - a study based on the phases and cycles elaborated by Huberman (Alboni Marisa Dudeque Pianovski Vieira)
- Modeling Changes in Teacher Efficacy during In-Service Professional Development in Trinidad and Tobago (Sharon J. Jaggernauth)
- The reflexive diaries of mentors in an induction program (Carmen Gallego- Domínguez, Paulino Murillo Estepa, and Carlos Marcelo García)
- Building teacher professional identity strategies: discourse analysis of Teacher Training Course student’s textual narratives (São Paulo/Brazil) (Luciana Maria Viviani, Verónica Marcela Guridi, and Elen Faht)
- Student Teachers’ Journey in Professionalism (Birsen Tütüniş, and Duygu Yalman)
- Teaching as a discursive practice: new perspectives for teacher education (Helena Montenegro)
- Teachers' professional development in the context of a nation-wide project on reading literacy (Bara Olga Marentič Požarnik, and Fani Nolimal)
- Teacher Learning with Assessment in Singapore: Classroom Assessment as Searching and Researching into Teaching (Heng Jiang)
- Mediation Learning in Classroom: A study with teachers and trainees (Tatiane Lebre Dias, Sônia Regina Fiorim Enumo, and Kelly Ambrozio Silveira)
- The mediation of Philosophy subject matter. A comparative case study (Laura Sara Agrati)
- Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum (Chiou-hui Chou)
- Utility of the professional diary to perfect teaching practice (Paula Martín Gómez, and Mª Luisa García Rodríguez)
- Confronting the problem of embodiment in education (Luiz Sanches Neto, and Alan Ovens)
- Influence of learning attitudes and task-based interactive approach on ESL-student satisfaction and perceived learning outcomes in a research methodology course (Leah Li Echiverri, and Keith Lane)
- Peer enhancement of learning and teaching for teacher educators (Jenene Burke, Margaret Plunkett, and Boli Li)
- Responsive teachers in inclusive practices (Hafdís Guðjónsdóttir, Edda Óskarsdóttir, and Jóhanna Karlsdóttir)
- An attempt to study different forms of supportive roles in school based professional development. Significant elements and similarities (George Bagakis)
- Thai Rural Science Teachers’ Self-Perceptions about Efficacy, Confidence and Attitude toward STEM Education (Siroj Srisarakorn, and Chatree Faikhamta)
- Knowing the pre-service teachers’ beliefs in order to promote equity, inclusion and quality. Validation of a scale on teachers’ motivations (MTS) (Andrea Ciani, and Ira Vannini)
- Emancipatory teaching practices in the understandings of Social Sciences teachers on a Diploma of Education programme Stephen Geofroy, Benignus Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James, and Antoinette Valentine Lewis)
- History curriculum and national identity: a search on teaching practices in Southern Italian School (Loredana Perla, and Viviana Vinci)
- Narrative of experience from school physical education: the case of a Brazilian woman (Luciana Venâncio)
- Teacher’ personal theories of knowledge development (Riaz Hussain, and Meher Rizvi)
- From fetishism to narcissism – The ideological appeal of the policies for higher education in Brazil (Rosimê da Conceição Meguins)
- Secondary school teachers and their academic training: The opinion of its protagonists (Iria Calleja- Barcia, and Margarita Pino-Juste)
- Primary school teachers’ professional agency in the course of an in-service training programme (Merja Kauppinen, Johanna Kainulainen, Päivi Hökkä, and Katja Vähäsantanen)
- Teacher collaboration and professional development: findings from a case study (Maria Manuela Unas, Sandra Raquel Gonçalves Fernandes, Eusébio André Machado, and Maria Assunção Flores)
- School leadership: results from a case study at a teacher training school in Benguela province (Marta Abelha, Justino Kayumbuka, Ana Sílvia Albuquerque, and Eusébio André Machado)
- Plotlines in preservice teachers’ relationships with second language learners (Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granados, and Sarah Witt)
- Instructional collaborative practices: a Brazilian case study (Ana Paula Bossler and Pedro Z. Caldeira)
- “It is important to look into own practice” Developing teacher education pedagogy in drama (Ása Helga Ragnarsdóttir, and Hafdís Guðjónsdóttir)
- Am I a teacher educator? Search of self identity (Manpreet Kaur)
- Integrating Theory and Practice in Initial Teacher Education (Maria Inês Marcondes, Vânia Finholdt Angelo Leite, and Rosane Karl Ramos)
- The practicum model in Teacher Education studies of the University of Girona: connecting theory and practice (Mariona Masgrau-Juanola, Víctor López-Ros, Josep Maria Serra-Bonet, and Margarida Falgàs-Isern)
- Part II. Teacher Education and competencies: social competencies, problem-solving competences, and pedagogical competencies
- Initial training of future teachers of Secondary Education: an assessment of the pedagogical competences acquired (Marcos Cabezas, and Sonia Casillas)
- Strengthening social competencies and problem solving competencies in the children: early interventions (Anjali Shokeen)
- Complex theorical construction about the evaluation indicators of the permanent training plan of the teacher of the IUTPC (Katty Ramirez de Velásquez.)
- Development of professional skills on teaching practice: student teachers’ and mentor teachers’ views (Hana Horká, and Jana Kratochvílová)
- The importance of resilience in beginning teachers (Gloria Gratacós, Santiago Sastre, Inmaculada Rodriguez, and Monika Ciesielkiewicz)
- Function of teaching practices in the acquisition of professional knowledge (Raquel Gómez Sánchez, María Luisa García Rodríguez, and Juanjo Mena Marcos)
- Are researching skills taught in the practicum for the degree of early childhood education at Salamanca University? (Marisa García, and Marta Franco)
- Pre-service teachers’ perspectives on their experience in a school-based Practicum. A mixed methods approach (Ana Mª Pinto-Llorente, Marcos Cabezas-González, and Sonia Casillas-Martín)
- Integrated strategy to investigate competence-based training and teacher development in Secondary and University education (María Concepción Domínguez, Fuensanta Hernández-Pina, Antonio Medina, Ernesto López-Gómez, Vito José de Jesús Carioca, and Fernand
- Providing the Competencies for the Future in University. A Case Study (Andron Daniela Roxana)
- Pedagogic training disciplines of the Program for Teaching improvement in the post-graduation of the USP campus of Ribeirão Preto: challenges and possibilities (Noeli Prestes Padilha Rivas, and Glaucia Maria da Silva)
- Part III. Engaging learning environments for sustainability of learning and teaching practices
- Inclusive classroom: Teacher–student relationships (Outi Kyrö-Ämmälä, Suvi Lakkala, and Tuija Turunen)
- Advantages of extracurricular activities for rural environment students (Margarita Pino Juste, and Lucía Pumares Lavandeira)
- Respondents to, or agents of, change? Teaching ‘soft skills’ in a school- university partnership project (Michelle Ludecke)
- Playing with LEGO-bricks as an innovative pedagogical tool at pre- university and university levels for teaching urbanism (Inmaculada Mohino, Eloy Solís, and José María Coronado)
- Project-Based Learning: Three College Collaborative Learning Experiences (Alicia de la Peña, Nuria Mendoza, and Teresa Lamas)
- Designing and Implementing Engaging Learning Environments: Kindergarten Teachers’ Perceptions in three Chinese Societies (Peng Xu, Haidan Liu, Jing Li, and Beibei Shi)
- Transforming Schooling Through Student Advocacy (Bernie Neville)
- Rube Goldberg machines and STEM education: a Brazilian case study (Pedro Z. Caldeira, and Ana Paula Bossler)
- If two-thirds of classroom talk is still by the teacher: the kind of science teacher’s talk and use of language during teaching for all learners in any science classroom (Samuel Ouma Oyoo)
- When attention to proficiency in, context of use and precision in use, and polysemy [nature of the science language] counts best during science teaching (Samuel Ouma Oyoo)
- Innovative field experiences in teacher education: An evaluation of sequential and parallel teaching by student teachers, mentors and pupils (Mathea Simons, and Marlies Baeten)
- An Excel® application for calculus in Geomatics Engineering (Carlos Enríquez, María Isabel Ramos, and Manuel López)
- Worlds of Curriculum Making (Eliza Pinnegar)
- “Shared vision? It’s not my business!” Hong Kong prospective teachers’ perceptions of professional learning communities (PLC) (Sally Wai-Yan Wan, Zachary Hon-Fung Ng, Yuen-Shan Tse, Alice Hoi-Yan Hui, Rita Hau-Kwan Lau, Ylena Yan Wong, Archie Chong-Kwai Yeung, and Heidi Hoi-Ki Chan)
- Prospective teachers’ teaching beliefs about differentiated instruction in Hong Kong and Turkey (Sally Wai-Yan Wan, and Ruhan Karadag)
- Jottings for the modernization of professional practices in the first stages of the training of mathematics teachers. A screening by nodes of praxeological configuration (Juan Albadan)
- Theory becomes practice in community: Applying community of practice theory to doctoral education (Özge Hacifazlioglu, Kate Olson, David Lee Carlson, and Christopher Michael Clark)
- Professional insertion as a reflexive process (Helena Amaral da Fontoura, and Filomena de Arruda Monteiro)
- Students’ Perceptions of Online Cultural Exchanges (Hsiao-fang Cheng)
- Coaching in education: what are we talking about? (M. Carmen González- Valderas)
- Storytelling and living praxis in the pre-service teacher classroom (Brian Mundy)
- The Attention-Deficit Hyperactivity Disorder (ADHD) in the school context (Luís Martins Oliveira, Marcelino Arménio Pereira, Teresa Pires Medeiros, and Ana Maria Serrano)
- Building a Professional Community of Teacher Educators through a Self- Study Network in Chile (Rodrigo Fuentealba, Tom Russell, and Carolina Hirmas)
- Could self-determined learning be a useful method to increase self-efficacy in mathematics and to reduce math anxiety? (Marcut Ioana Gabriela)
- The DidaSco Project: a training program for the teachers’ professional development (Loredana Perla, Viviana Vinci, and Laura Sara Agrati)
- How and why classroom discourse can enhance students learning and achievement (Pedro Z. Caldeira ,and Ana Paula Bossler)
- What evaluates teachers in training and teacher in exercise of primary education about human nutrition? (Juan Carlos Rivadulla-López, María-Jesús Fuentes-Silveira, and Cristina Martínez Losada)
- The Development of Beginning Chemistry Teachers’ Understandings of and Ability to Translate the Nature of Science Within a PCK-Based NOS Program (Surayot Supprakob, Chatree Faikhamta, and Potjanart Suwanruji)
- Developing STEM Teachers through both Informal and Formal Learning Experiences (Donna Stokes, Paige Evans, and Cheryl Craig)
- Language and literacy development for English language learners: Exploring the potential of literacy events (Jason Jay, Mike Richardson, Alessandro Rosborough, and Brad Wilcox)
- Building teacher professional identities: required knowledge according to Teacher Training Course student narratives (São Paulo/Brazil) (Celi Rodrigues Chaves Dominguez, Valéria Cazetta, Luciana Maria Viviani , Josely Cubero , and Fabiana Curtopassi Pioker-Hara)
- Changing teacher education scenario in india: issues and challenges (Balwant Singh, and Manpreet Kaur)
- Part IV. Innovatives practices and ICT
- Teachers’ Digital Skills training by using the Educational Innovation based on Evidence methodology (EIBE) (Celia Paola Sarango-Lapo, Juanjo Mena, and María-Soledad Ramírez-Montoya)
- Education, Cinema and Science Teacher Education Program: the right to gaze at the gaze of the camera (Valéria Cazetta, Celi Rodrigues Chaves Dominguez, Fabiana Curtopassi Pioker-Hara, and Josely Cubero)
- Use of Virtual Labs in Health Sciences Degrees (Juan José Serrano-Pérez, Isabel García-Arnandis, Nicla Flacco, Lorena González, Ana Pellín-Carcelén, Carlos Romá-Mateo, Gonzalo Pérez-López, and Alida Taberner-Cortés)
- Can mobile devices help students improve their academic results? (Laura Cabeza García, Daniel Alonso Martínez, Nuria González Álvarez, and José Luis de Godos Díez)
- A proposal of indicators for assessing the digital competence of 12 year olds: a model adapted from DIGCOM 2.0 (Sonia Casillas Martín, Ana García-Valcárcel Muñoz-Repiso, Ana Mª Pinto Llorente, Luís González Rodero, and Verónica Basilotta Gómez-Pablos)
- Diagnostic assessment of the conceptual knowledge of technology in future teachers of Early Childhood Education (Sonia Casillas, Marcos Cabezas, and Ana María Pinto)
- Study on the personal indicators that influence the development of digital competence in primary education students (Marta Martín del Pozo, and Marcos Cabezas González)
- Video games and higher education students from the Degree in Pedagogy: Attitude towards collaborative learning with video games and other related variables (Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos, and Ana García-Valcárcel Muñoz-Repiso)
- Parallel Stories: Teachers and Facilitators in a Transformative Online Teacher Learning Community (Jing Li, Xiaohong Yang, and Cheryl J. Craig )
- How to improve understanding using 3D objects in eBooks and augmented reality (Rocio Ruiz Rodarte)
- The reflective professor's training and the use of technology in education (Tiago Bacciotti-Moreira)
- What skills do I need to teach online? Researching experienced teacher views of essential knowledge and skills in online pedagogy as a foundation for designing professional development for novice teachers (Catherine McLoughlin, and Maria Northcote)
- Collaborative work with Android Applications: research and practice (María Teresa González, Yuliet Coello, María José Cáceres, José Chamoso, and Myriam Codes)
- The use of video during professional experience for initial teacher education (Michael Cavanagh)
- Knowledge pills skills as a resource of Learning in Blended Learning (David Caballero Franco, Margarita Hernández Sánchez, Judith Martín Lucas, and Sara Serrate González)
- Free Flowing Content: Unlocking the full potential for transitioning to e- learning at the institution scale (Andrew Knox Cass, and Mariia Kravchenko)
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