Autonomy and responsibility: trajectories in the process of becoming a teacher

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10433758" target="_blank" >RIV/00216208:11410/21:10433758 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=f.3ue0xVPz" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=f.3ue0xVPz</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15448/1987-2582.2021.2.33183" target="_blank" >10.15448/1987-2582.2021.2.33183</a>

Jazyk výsledku

portugalština

Název v původním jazyce

Autonomia e responsabilidade: trajetórias no processo de tornar-se professora

Popis výsledku v původním jazyce

A partir das reflexões de duas formandas de Pedagogia acerca de uma experiência de prática pedagógica vivenciada em uma disciplina no primeiro semestre do curso, discute-se acerca da construção da autonomia e da responsabilidade no meio acadêmico. Entendendo que se fazia necessário despertar em estudantes o interesse pelo aprendizado, a docente pautou-se em Carl Rogers para elaborar a disciplina de modo a promover um ambiente onde estudantes fossem conscientes e ativos no processo de construção de conhecimentos. Especificamente no tocante a formação de professores, entende-se que é ainda mais vital que exista e se amplie esse tipo de experiência ao longo da graduação, tanto com vistas a uma formação de mais envolvimento e qualidade quanto no fomento de novas práticas pedagógicas na educação básica por meio da atuação de estudantes que se tornam docentes

Název v anglickém jazyce

Autonomy and responsibility: trajectories in the process of becoming a teacher

Popis výsledku anglicky

From the reflections of two education students on their senior year about an experience of pedagogical practice in a discipline in the first semester of the course, it is discussed about the construction of autonomy and responsibility in the academic environment. Understanding that it was necessary to arouse in students the interest for learning, the teacher was based on Carl Rogers to elaborate the discipline in order to promote an environment where students were conscious and active in the process of knowledge construction. Specifically, with regard to teacher training, it is understood that it is even more vital that this type of experience exists and be broadened during teacher education, both to provide greater involvement and quality education as well as the promotion of new pedagogical practices in education by students who become teachers

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Educacao [online]

ISSN

0101-465X

e-ISSN

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Svazek periodika

44

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

BR - Brazilská federativní republika

Počet stran výsledku

8

Strana od-do

1-8

Kód UT WoS článku

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EID výsledku v databázi Scopus

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