دورية أكاديمية
Rethinking Teacher Training from an Inclusive and Community Dialogical Perspective
| العنوان: | Rethinking Teacher Training from an Inclusive and Community Dialogical Perspective |
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| اللغة: | English |
| المؤلفون: | Elsa Gabriel Morgado (ORCID |
| المصدر: | Journal of Education and e-Learning Research. 2024 11(1):219-228. |
| الإتاحة: | Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Public Colleges, Bachelors Degrees, Masters Degrees, Internship Programs, Inclusion, Teacher Education, Educational Environment, Interdisciplinary Approach, Integrated Activities, Curriculum Development, Teacher Competencies, Foreign Countries |
| مصطلحات جغرافية: | Portugal |
| تدمد: | 2518-0169 2410-9991 |
| مستخلص: | This quantitative survey using a structured questionnaire with closed questions and a sample of 340 participants from 20 courses (bachelor's and master's degrees) at public higher education institutions in the Trás-os-Montes e Alto Douro region of the Portuguese university (University of Trás-os-Montes and Alto Douro) and polytechnic (Polytechnic Institute of Bragança) subsystem aims to list a group of proposals for reflection and future implementation that can fill or mitigate gaps and weaknesses identified in the disciplines of the curricula related to internships. The analysis of the data reveals indicators indicating the need for a (formal and conceptual) rethinking of inclusive intervention in the context of supervision in the field of teacher training. These indicators include problems with operating in a multifaceted educational setting, enhancing an interdisciplinary, integrated and inclusive approach, rearranging curriculum and reconsidering the functional profiles and competencies of teaching staff. Therefore, the construction of a professional culture that favors an integrative and inclusive approach through the assumption of a broad profile of professional competence capable of training the teacher in a multidimensional educational context is crucial. We evaluate the necessity of encouraging research of this type involving additional factors, populations and samples in order to enable the extrapolation of data and findings to a national level providing significance and technological foundations for decisions made within the context of public education policy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1430188 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2518-0169 2410-9991 |
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