Formazione & insegnamento
ISSN: 2279-7505 | Published: 2016-12-31
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Title: Professional vision and videos of teaching actions: a review on construct and formative approaches
Abstract: The article proposes a comprehensive review of studies about the use of videotaping in teacher education.It deepens two issues: a) the construct of professional vision and its sub-processes that teachers activate during the observation of video; b) the formative approaches designed to develop the teachers' competence in viewing a set of teaching actions. Regarding the first topic, it analyses three conceptualizations. The first model explores two processes that feature the professional vision: noticing noteworthy events and making sense of them. The second one investigates the relationship between general pedagogical knowledge and professional reasoning. The third one underlines how teachers activate a set of interpretative frames with the aim of focusing attention and makingsense of particular elements contained in videos. The second topic is the examination of two main formative approaches associated to the use of video in teacher education. A first approach addresses the development of interpretative abilities to act consequently during teaching in the classroom.This method is recommended for in-service teacher training. A second way addresses both the knowledge of educational principles and the development of decision-making abilities. The studies reviewed suggest to use this second way with pre-service teachers.
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Title: Visione professionale e video-riprese di azioni d'insegnamento: una rassegna sul costrutto e sugli approcci formativi
Abstract: A partire dalla constatazione del diffuso utilizzo di video-riprese nei percorsi formativi con insegnanti, il contributo discute un'ampia rassegna di studi con l'obiettivo di mettere a fuoco due ambiti tematici. Il primo riguarda la visione professionale dei docenti e i processi che vengono sollecitati dalla visione di azioni didattiche video-riprese. Vengono qui esaminati tre modelli interpretativi. Il primo modello esplora due processi che possono caratterizzare una visione professionale: evidenziare eventi degni di nota e riflettere su di essi per attribuire loro un senso. Il secondo esplora il rapporto tra conoscenza pedagogica generale e ragionamento professionale. Il terzo evidenzia come idocenti, nell'orientare l'attenzione e attribuire significato a elementi specifici contenuti nelle videoriprese, attivino una serie di schemi interpretativi. Nel secondo nucleo tematico si esplorano gli approcci formativi associati all'uso delle video-riprese. Una prima modalità, documentata in letteratura,mira allo sviluppo delle capacità di interpretare le pratiche di classe e di agire di conseguenza. Essa si rivela utile soprattutto in percorsi di formazione in servizio dei docenti. Una seconda modalità è finalizzata alla conoscenza di principi e strategie didattiche e allo sviluppo della capacità di prendere decisioni. Essa si adatta principalmente a percorsi di formazione iniziale.
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Title: Vision professionnelle et vidéo des actions pédagogiques: une revue sur les approches de construction et de formation
Abstract: À partir de l'observation de l'utilisation généralisée de la vente vidéo dans les cours de formation avec les enseignants, la contribution discute d'un large examen des études dans le but de concentrer deux domaines thématiques.La première concerne la vision professionnelle des enseignants et les processus qui sont exhortés par la vision des actions didactiques de la vie vidéo.Trois modèles interprétatifs sont examinés ici.Le premier modèle explore deux processus qui peuvent caractériser une vision professionnelle: mettre en évidence des événements remarquables et y réfléchir pour leur donner un sens.Le second explore la relation entre les connaissances pédagogiques générales et le raisonnement professionnel.Le troisième met en évidence comment les idocents, dans l'orientation de l'attention et l'attribution de sens à des éléments spécifiques contenus dans les projets vidéo, activent une série de modèles d'interprétation.Dans le deuxième noyau thématique, les approches d'entraînement associées à l'utilisation de retraités vidéo sont explorées.Un premier mode, documenté dans la littérature, vise au développement de la capacité d'interpréter les pratiques de classe et d'acteur en conséquence.Il se révèle être utile avant tout dans les cours de formation au service des enseignants.Une deuxième façon vise la connaissance des principes et stratégies éducatifs et du développement de la capacité de prendre des décisions.Il est principalement adapté aux cours de formation initiaux. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Visión profesional y de video de acciones de enseñanza: una revisión sobre enfoques de construcción y capacitación
Abstract: A partir de la observación del uso generalizado de la venta de videos en los cursos de capacitación con maestros, la contribución analiza una amplia revisión de los estudios con el objetivo de enfocar dos áreas temáticas.El primero se refiere a la visión profesional de los maestros y los procesos que instan a la visión de las acciones didácticas de video-vida.Aquí se examinan tres modelos interpretativos.El primer modelo explora dos procesos que pueden caracterizar una visión profesional: resaltar eventos notables y reflexionar sobre ellos para darles un sentido.El segundo explora la relación entre el conocimiento pedagógico general y el razonamiento profesional.El tercero resalta cómo los idocentes, al orientar la atención y atribuir el significado a elementos específicos contenidos en los proyectos de video, activan una serie de patrones interpretativos.En el segundo núcleo temático, se exploran los enfoques de entrenamiento asociados con el uso de videos-retiros.Un primer modo, documentado en la literatura, apunta al desarrollo de la capacidad de interpretar las prácticas de clase y actuación en consecuencia.Resulta ser útil sobre todo en cursos de capacitación al servicio de los maestros.Una segunda forma está dirigida al conocimiento de los principios y estrategias educativas y al desarrollo de la capacidad de tomar decisiones.Se adapta principalmente a los cursos de capacitación inicial. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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Title: Visão profissional e em vídeo das ações de ensino: uma revisão sobre abordagens de construção e treinamento
Abstract: A partir da observação do uso generalizado da venda de vídeos em cursos de treinamento com professores, a contribuição discute uma ampla revisão de estudos com o objetivo de focar duas áreas temáticas.O primeiro diz respeito à visão profissional dos professores e aos processos que são instados pela visão das ações didáticas da vida em vídeo.Três modelos interpretativos são examinados aqui.O primeiro modelo explora dois processos que podem caracterizar uma visão profissional: destacar eventos notáveis e refletir sobre eles para dar a eles um sentido.O segundo explora a relação entre conhecimento pedagógico geral e raciocínio profissional.O terceiro destaca como o Idocents, na orientação de atenção e atribuindo significado a elementos específicos contidos nos projetos de vídeo, ativam uma série de padrões interpretativos.No segundo núcleo temático, as abordagens de treinamento associadas ao uso de retiradas de vídeo são exploradas.Um primeiro modo, documentado na literatura, visa o desenvolvimento da capacidade de interpretar as práticas de classe e atuação de acordo.Acaba sendo útil acima de tudo nos cursos de treinamento a serviço dos professores.Uma segunda maneira é destinada ao conhecimento dos princípios e estratégias educacionais e ao desenvolvimento da capacidade de tomar decisões.É adaptado principalmente aos cursos de treinamento inicial. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
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