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"Research education" : a concept wider than postgraduate supervision?Lategan, L.O.K. January 2014 (has links)
Published Article / This paper promotes the argument that although conventional postgraduate supervision is useful to address the research skills and competences of postgraduate students, a wider perspective is nonetheless required to educate and train any researcher (including postgraduate students upon their entrée into the world of research) to comprehend the demands made by research and how best these demands can be addressed. It is in this context that a more comprehensive concept of research education is promoted. The argument is based on the perspective that methodological understanding alone is not sufficient to assist a researcher in meeting the expectations of a research project. Research education refers to the training of researchers to be responsive to the research value chain. This includes aspects such as the formal research process, the importance of research ethics and integrity regarding the research project, the imperative to promote scholarship in research and the application of research results through technology transfer, innovation and incubation. Research education sensitizes the researcher to look beyond the scope of the academic research project and to extend the research to activities such as technology transfer, innovation, commercialization and partnerships. The aim of research education is to promote the wide range of aspects contributing to the understanding of what counts as research and its application.
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PDE: possibilidades e limites da formação teórico-metodológica dos professores de matemática do NRE/FB (2007-2013) / PDE: possibilities and limits of theoretical and methodological training of mathematics teachers of NRE/FB (2007-2013)Nesi, Elisângela Rovaris 24 November 2015 (has links)
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Previous issue date: 2015-11-24 / Inserted in the research line of Society, Knowledge and Education of the Master degree in Education of UNIOESTE - Francisco Beltrão, the research has as its object the training of mathematics teachers in Paraná Educational Development Program - PDE, from 2007 to 2013, linked to Regional Education Center of Francisco Beltrão - PR. In the face of hegemonic tendency of teacher training that emphasizes the formal and practical aspects rather than on theoretical training of teachers, the research seeks to answer the following issues: to what extent has the PDE provided a theoretical and methodological training? If so, in which perspective? The goal is to analyze in which level the PDE has enabled a theoretical and methodological training to the math teacher from the perspective of mathematics education established in the Curriculum Guidelines of Paraná. It aimed, specifically, through research: a) identify the actions taken by the PDE program related to the changes in the continuing training of teachers; b) understand the educational guidelines and routing of PDE / PR as a public policy of continuing training and the changes pointed by mathematics teachers; c) analyze the materials produced by PDE teachers: intervention projects, proposal of the pedagogical implementation and the scientific article, considering the proposal of the Curriculum Guidelines and mathematics education. The methodology used in this research is literature with content analysis, prescribing guidelines from Gil (2002) and Bardin (1977). The research is organized into three parts: the first part presents a discussion of the different educational movements of teacher training: the financial capital project that meets the dominant interests and the critical movements which implies the fight of education professionals for quality training that values the individuals and their interactions with the environment. The second part presents the proposal of a theoretical and methodological training of teachers in mathematics and its relations with scientific knowledge, the theoretical and didactic concepts covered in the Curriculum Guidelines focused on mathematics education and the relationships established throughout the Continued Training Program - PDE. An online questionnaire was used. It had open and closed questions which were sent to teachers by Google docs. The third part is made up of the analysis of the scientific production of PDE teachers and of research issue. The results show that the PDE enables conditions of changes in the theoretical and methodological training of participating teachers concerning the available time to study outside the classroom, return to university space with a guiding teacher of the IES for scientific production, the possibility of contact with other educators and their realities, by specific courses on this school subject and the ones related to the education field and financial aid for spending on training. Analysis of the material produced by the PDE's teachers shows that there are difficulties in articulating the proposed curriculum in mathematics education with the mathematical knowledge and pedagogical knowledge. Only two of the professionals in this research have achieved the theoretical and methodological development in mathematics, relating the DCE's with the teaching of mathematics through the PDE. / Inserida na linha de pesquisa Sociedade, Conhecimento e Educação, do Mestrado em Educação da UNIOESTE, Francisco Beltrão, a pesquisa tem como objeto a formação dos professores de Matemática no Programa de Desenvolvimento Educacional do Paraná PDE, no período de 2007 a 2013, vinculados ao Núcleo Regional de Educação de Francisco Beltrão - PR. Diante da tendência hegemônica de formação de professores que enfatiza os aspectos formais e práticos, em detrimento da formação teórica do professor, a pesquisa busca responder à seguinte problemática: em que medida o PDE tem propiciado uma formação teórico-metodológica? Caso afirmativo, em que perspectiva? O objetivo é analisar em que medida o PDE possibilitou uma formação teórico-metodológica ao professor de Matemática na perspectiva da Educação Matemática, estabelecida nas Diretrizes Curriculares do Paraná. Objetivou-se, especificamente, por meio da pesquisa: a) identificar as ações desenvolvidas pelo programa PDE, relativas às mudanças na formação continuada de professores; b) compreender as diretrizes educativas e encaminhamento do PDE/PR, como política pública de formação continuada e as mudanças apontadas pelos professores de Matemática; c) analisar os materiais produzidos pelos professores PDE: Projetos de Intervenção, Proposta de Implementação Pedagógica e o Artigo Científico, considerando a proposta das Diretrizes Curriculares e a Educação Matemática. A metodologia aplicada nesta investigação é bibliográfica com análise de conteúdo, prescrevendo orientações de Gil (2002) e Bardin (1977). A pesquisa está organizada em três partes: na primeira parte se apresenta uma discussão sobre os diferentes movimentos educacionais de formação de professores: o projeto do capital que atende aos interesses dominantes e o dos movimentos críticos que implicam na luta dos profissionais da educação por uma formação de qualidade que valoriza o sujeito e suas interações com o meio. Na segunda parte apresenta-se a proposta de uma formação teórico-metodológica do professor em Matemática e suas relações com os conhecimentos científicos, os conceitos teóricos e didáticos abordados nas Diretrizes Curriculares, com foco na Educação Matemática e as relações estabelecidas ao longo do Programa de Formação Continuada PDE. Utiliza-se também um questionário on-line, com questões abertas e fechadas, enviadas aos professores pelo Google docs. A terceira parte constitui-se das análises da produção científica dos professores PDE e do problema de pesquisa. Os resultados apontaram que o PDE possibilita condições de mudança na formação teórico-metodológica dos professores participantes pela disponibilidade de tempo para estudos com o afastamento da sala de aula, pelo retorno ao espaço universitário, com um professor orientador da IES para a produção científica, pela possibilidade de contato com outros educadores e suas realidades, pelos cursos específicos da disciplina e os relacionados à área educacional e o auxílio financeiro para gastos com a formação. A análise do material produzido pelos professores PDE s demonstrou que há dificuldades em articular a proposta curricular em Educação Matemática com os conhecimentos matemáticos e o saber pedagógico. Apenas dois dos profissionais da pesquisa conseguiram atingir o desenvolvimento teórico-metodológico em Matemática, relacionando as DCE s com o ensino da Matemática, por meio do PDE.
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Das Forschungstagebuch als prozessorientierte Lern- und Prüfungsform in der qualitativen MethodenausbildungFrank, Anja 10 November 2020 (has links)
Im Beitrag werden die Erfahrungen mit dem Forschungstagebuch
als Prüfungsleistung im Rahmen
eines kultursoziologischen Seminars dargestellt. Es
wird gezeigt, wie und warum sich diese Lern- und
Prüfungsform für die Vermittlung von qualitativen
Methoden in der Sozialforschung besonders eignet
und welche Potenziale sich damit verbinden. Zudem
wird ein Vorschlag für die Gestaltung eines Forschungstagebuches
gemacht. Schließlich wird darauf
eingegangen, wie das Forschungstagebuch als
„dramaturgische Klammer“ den Seminarablauf mitgestaltet
und wie es das gemeinsame Arbeiten mit den
Studierenden beeinflusst.
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