Inglês - Aula 2

Inglês

Aula 2

Semana 2

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Atividade da Videoaula 2

1. De acordo com a Profa. Dra. Rosinda de Castro Guerra Ramos, quando fazemos uma leitura de texto para buscar dados, o que devemos ler e anotar?
2. Leia o texto Fostering Leadership Skills in Pre-Service Teachers e faça anotações de sua estrutura textual, conforme explicação da videoaula 2. 
3. Leia o texto The Effects of Teachers’ Educational Technology Skills on Their Classroom Management Skills e faça anotações de sua estrutura textual, conforme explição da videoaula 2.

RESPOSTA - ITEM 1

• Devemos anotar autor, fonte e data.
• Devemos anotar o título, subtítulo e sub subtítulo.
• Devemos ler o texto e usar predições e as demais técnicas aprendidas para identificar o assunto principal do artigo.
• Devemos sublinhar palavras-chave, frases-chave e perguntas-chave.
• Devemos anotar padrões e repetições de palavras, pontos de vistas, etc.
• Devemos resumir partes do texto.

RESPOSTA - ITEM 2

Título do Artigo: Fostering Leadership Skills in Pre-Service Teachers
Fonte:International Journal of Teaching and Learning in Higher Education, Volume 24, Number 2, 252-256
Data: 2012
Disponível em: http://www.isetl.org/ijtlhe/
Autores: Xu, Yuejin; Patmor, George


Sub-títulos:

• Pathways to Teacher Leadership
• Leadership Training in Teacher Preparation Programs
• Strategies for Nurturing Pre-Service Teachers’ Leadership Skills
• The Leadership Preparation That Pre-Service Teachers Need
• References
• Acknowledgements

Main Idea

• Teacher leadership is about empowering teachers to take a more active role in school improvement.
• The specific strategies presented in this article can be used as examples for teacher preparation programs as they strengthen their efforts in leadership training for pre-service teachers.
• The   teacher leadership  concept  grew  out  of  the  realization that leadership is as important to teacher effectiveness as to administrator  effectiveness.  
• How  can  a teacher acquire the preceding four sets of skills to meet this  leadership  standard?  
• How  can  a  teacher  become  a teacher leader?

Pathways to Teacher Leadership

• Formal   training   is   one   important   approach   to developing  teacher  leaders.  In  Kentucky,  the  Teacher Leader Master (TLM) degree program has been created in   public   universities   to   help   in-service   teachers develop teacher leadership.
• To be admitted into a TLM degree program, one must have a bachelor  degree  and  a  teaching  certificate.  Likewise, one  must  have  a  teaching  certificate  and  be  an  active teacher  in  order  to  engage  in  teacher-led professional development.

Leadership Training in Teacher Preparation Programs

• One way to strengthen teacher leadership training in teacher preparation programs  is to add a course in teacher leadership.
• What else can teacher preparation programs implement to foster leadership in pre-service teachers?

Strategies for Nurturing Pre-Service Teachers’ Leadership Skills

• An  alternative  to  adding  a  course  is  to  integrate teacher leadership  training  into  existing  courses  in  the teacher preparation  program.
• There  is  an  urgent need  to  help  pre-service  teachers understand  not  only the  structure  in  schools  (e.g.,  chain  of command  and acceptable procedures or appropriate channels they can resort to if they happen to disagree with their principals when they  initiate  leadership  activities),  but  also  the importance of building trust among school stakeholders.

The Leadership Preparation That Pre-Service Teachers Need

• Found four characteristics that   matter in nurturing teacher leadership: beliefs, structures, trust, and rewards. In a school where teacher leadership can flourish, teachers, administrators, and students must share some common beliefs, including the belief   that   every   child   can   prepare   for   success.
• The  specific  strategies  presented here  can be  used  as examples for  teacher  preparation programs  as  they  strengthen  their efforts  in  leadership training for pre-service teachers.

RESPOSTA - ITEM 3 

Título do Artigo: The Effects of Teachers’ Educational Technology Skills on Their Classroom Management Skills.
Fonte: Mevlana International Journal of Education (MIJE), Vol. 3(4), pp. 138-146
Data: 2013
Disponível em: http://mije.mevlana.edu.tr/
Link do Texto em PDF: http://dx.doi.org/10.13054/mije.13.60.3.4
Autores: Varank, Ilhan; Ilhan, Savas


Sub-títulos:

• Introduction
• Method

• Participants
• Instruments
• Data Analysis

• Results
• Discussion and Conclusions
• References

Main Idea

• Because  technology  integrations  require  changes  in  instructional processes it may require different approaches for classroom management.
• The  purpose  of  this  study  was  to  investigate  whether  teachers’ educational  technology  skills,  besides  their  gender  and years  of experiences, significantly explain their classroom management skills.
• Teachers with high perceptions of educational technology self-skills have high perceptions of classroom management skills. This result may be attributed to the experience in the use of educational technology.

Introduction

• Significance of using technology in classroom has been well investigated in numerous research studies.
• Classroom management has different dimensions, which may be affected by or may affect technology  integration  in  instruction,  such  as  arrangement  of  physical  environments, arrangement  of  program  activities  and  behavior management.
• The purpose of this study was to investigate whether teachers’ educational technology skills significantly explain their classroom management skills particularly in the Turkish context. More specifically, the following research question was investigated in this study: Do teachers’ gender,  years  of  experiences,  and  educational  technology  skills  significantly  explain  their classroom management skills?

Method/Participants

• The study was conducted with public school teachers in a mid-western city of Turkey.
• First, the researchers contacted school principals of 34 elementary schools, which made of all the public elementary schools in the city.

Method/Instruments

• A short questionnaire and two surveys were used to gather data for the study. The short  questionnaire  included  questions  about socio-demographic  characteristics  of  the teachers  including gender, and  years of experiences. The surveys were Application-Based Educational  Technology  and  Material Development  Skills  Survey  and  Classroom Management Skills Survey.

Method/Data Analysis

• The  analysis  began  with  describing  the  means  and standard  deviations  for  the AETMDS Survey and the surveys of the subordinate classroom management skills by gender and years of experiences.

Results

• In this study, the calculated alpha reliability coefficient of the AETMDS Survey was found to be .97.  The alpha reliability coefficients of the surveys of the subordinate skills (course management, behavior arrangement and activity management) were .87, .92 and .90, respectively.
• The  teachers  with  more  than  30  and  25-30  years  of  experiences  received  higher  average scores on all the surveys than the teachers with less experiences did. The other results for years of experiences were mixed.
• The teachers' years of experiences and AETMDS scores were significantly associated with their  activity  management  skills  scores,  behavior  arrangement  skills  scores  and  course management  skills  scores  (p < .05)  in  all  of  the  models. 

Discussion and Conclusions

• This  research study examined  whether  elementary  school  teachers'  classroom management skills were explained by their gender, years of experiences and aplication-based educational technology and material development skills.
• This study was conducted in a specific region (city) of Turkey representing a distinctive urban and  semi-rural  culture.  Although  the findings  were  partially  supported  by  the  literature, studies similar to this one should be conducted or replicated with similar variables to fine more generalizable results. Especially the role of gender in the classroom management in the context where this study was conducted needs further investigations.
• Another  limitation  of  the  study  is  that  the  data  collected  on  the  teachers'  classroom management skills and educational technology skills was perceptional. Further case studies are needed in which teachers are directly observed in the actual classroom settings to better determine their behaviors related to their classroom management and educational technology skills, and the relation ship between those skills.

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RECOMENDAÇÕES GERAIS SOBRE PORTFÓLIO

Chegou o momento de elaborar o Portfólio. Ao longo do bimestre, você deve elaborar um documento por semana que reflita sua compreensão acerca das discussões e dos conteúdos abordados nas videoaulas desta disciplina. É desejável a utilização de diferentes linguagens e gêneros textuais: resenhas, músicas, poesias, imagens, fotos, pinturas, sites, etc. O importante é que o/a leitor/a possa acessar o significado que você atribuiu aos conhecimentos veiculados, ou seja, não basta colocar uma foto. Neste caso, será necessário acrescentar também um texto explicativo.

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