Search
Now showing items 1-10 of 1027
Analysis of collaboration between CLIL and ESL teachers in 5th year of Primary Education: a proposal to improve teamwork
(2017-02-22)
Content and Language Integrated Learning (CLIL) programmes have been
incorporated into most European mainstream educational systems since the
learning of languages and plurilingualism have received a key role within
educational ...
O uso do blog aliado ao ensino de ciências para a formação dos professores dos anos iniciais do ensino fundamental
(Universidade Tecnológica Federal do ParanáPonta GrossaPrograma de Pós-Graduação em Ensino de Ciência e Tecnologia, 2014-10-02)
The teaching of science is incipient in the early years, and it is barely explored and worked in the school context due to the lag in teacher training directed to this area of education. A strong demand for the continued ...
As tecnologias da informação e comunicação na perspectiva de professores do ensino médio das escolas estaduais do município de Colombo - Paraná
(Universidade Tecnológica Federal do ParanáCuritibaBrasilPrograma de Pós-Graduação em Tecnologia e SociedadeUTFPR, 2018-04-25)
Currently, we live in a scenario where Information and Communication Technologies (ICT) are increasingly present in social and educational environments. ICTs can provide changes in the teaching-learning process, but the ...
Student's and teacher's perceptions about the most effective motivational teaching practices in an EFL public high school context
(Universidad del NorteMaestría en la Enseñanza del InglésInstituto de Idiomas, 2020)
Linguistic Programmes in Castilla- La Mancha: A study of students, teachers and parents’ attitudes toward bilingualism in secondary schools
Nowadays, the study of languages is a key aspect in the educational policies of the European Union and Spain. As a result of this interest in languages, different bilingual programmes have been implemented in the different ...
Uma proposta de estudo da autonomia docente de professores de ciências e de matemática em exercício
(Universidade Tecnológica Federal do ParanáCuritibaBrasilPrograma de Pós-Graduação em Formação Científica, Educacional e TecnológicaUTFPR, 2017-08-25)
The present work has the objective of analyzing the possibilities of studying the autonomy of teachers in a group of teachers of Science and Mathematics, from their experiences in an educational robotics course, from the ...
Formação de professores para a educação técnica de nível médio: análise do programa especial de formação pedagógica da UTFPR
(Universidade Tecnológica Federal do ParanáCuritibaPrograma de Pós-Graduação em Tecnologia, 2011-12-17)
Strong demand for technical professionals to meet the growth of the productive sector of the education system requires teachers trained to work at this level of education so as to adequately prepare professionals to not ...
Dificuldade de aprendizagem e a formação continuada: percepção dos professores identificada por meio do aplicativo "Roda de Conversa"
(Universidade Tecnológica Federal do ParanáLondrinaBrasilPrograma de Pós-Graduação em Ensino de Ciências Humanas, Sociais e da NaturezaUTFPR, 2020-07-10)
This work assumes that learning difficulties are present in everyday school life and that
teachers still have doubts to deal with students who present these difficulties. Thus, it
seeks to identify the possibility of ...
Um estudo sobre o uso da lousa digital interativa como ferramenta didática no ensino e aprendizagem de física
(Universidade Tecnológica Federal do ParanáLondrinaPrograma de Pós-Graduação em Ensino de Ciências Humanas, Sociais e da Natureza, 2015-04-24)
This dissertation studies the use of the interactive whiteboard in the teaching of Physics in Secondary Education, especially through a Physics teacher-training course on the State schooling network of northern Paraná. In ...
Observatório da formação docente continuada para coleta de dados sobre necessidades formativas
(Universidade Federal do Rio Grande do NorteBrasilUFRNPROGRAMA DE PÓS-GRADUAÇÃO EM INOVAÇÃO EM TECNOLOGIAS EDUCACIONAIS, 2021-04-23)
The teacher training process needs to happen permanently, but the offer of courses must reflect
the specific and contextual needs of the different realities faced by teachers. Identifying the
training demands must be a ...