Preparando professores no sistema de desenvolvimento profissional para participação no desenvolvimento de livros didáticos nos EUA
DOI:
https://doi.org/10.20952/revtee.v14i33.16911Palavras-chave:
Desenvolvimento de livro didático, Envolvimento do professor, Desenvolvimento profissional, PeculiaridadesResumo
O artigo se dedica ao problema da preparação de professores para a participação no desenvolvimento de livros didáticos no sistema de desenvolvimento profissional dos Estados Unidos. Os autores analisam trabalhos científicos, que discutem o papel do professor nesta atividade, destacam os desafios que os professores enfrentam e fundamentam a importância da sua formação adequada. A análise revelou as peculiaridades da organização, formas e métodos de formação de professores, que adaptam o sistema de desenvolvimento profissional dos EUA para preparar professores para participação no desenvolvimento de livros didáticos.
Downloads
Não há dados estatísticos.
Referências
Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107. Available: https://files.eric.ed.gov/fulltext/EJ1095725.pdf
Athans, K. (2018). National writing project fellows’ perceptions of themselves as writers and as teachers of writing. Doctoral dissertation. Sam Houston State University, Huntsville, 246 p.
Boggs, B. (2019, April 2). Why don’t more writers become public school teachers? Literary Hub. Available: https://lithub.com/why-dont-more-writers-become-public-school-teachers/
Daisy, A. L. (2003). Novice teachers’ experiences with telementoring as learner-centered professional development. Doctoral dissertation. University of Texas at Austin, Austin.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey Bass.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto: Learning Policy Institute, p. 64.
Eaton, M. (2014, April 25). The 7 core competencies vital to writing success. Available: https://www.helpingwritersbecomeauthors.com/writing-success/
Ershler, A. R. (2001). The narrative as an experience text: Writing themselves back. In: Lieberman, A., Miller, L. (Eds.). Teachers caught in action: professional development that matter. New York: Teacher College Press, pp. 159-173.
Even, R., & Olsher, S. (2014). Teachers as participants in textbook development: The integrated mathematics wiki-book project. In: Li, Y., & Lappan, G. (Eds.). Mathematics curriculum in school education. New York: Springer, pp. 333-350.
Ferrer Ariza, E., & Poole, P. M. (2018). Creating a teacher development program linked to curriculum renewal. Profile: Issues in Teachers’ Professional Development, 20(2), 249-266. https://doi.org/10.15446/profile.v20n2.67937
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2013). Basic guide to supervision and instructional leadership (3rd ed.). Boston: Pearson, 384 p.
Golombek, P. R., & Johnson, K. E. (2017). Re-conceptualizing teachers’ narrative inquiry as professional development. PROFILE Issues in Teachers' Professional Development, 19(2), 15-28. http://dx.doi.org/10.15446/profile.v19n2.65692
Handler, B. (2010). Teacher as curriculum leader: A consideration of the appropriateness of that role assignment to classroom-based practitioners. International Journal of Teacher Leadership, 3, 32-42.
Harris, J. (2010). Facilitated telementoring for K-12 students and teachers. In: Berg, G. A. (Ed.). Cases on online tutoring, mentoring and educational services: Practices and applications. Hershey: IGI Global, pp. 1-11.
Heller, R., Heller, Y., Gorfine, M. (2012). A consistent multivariate test of association based on ranks of distances. Biometrika, 100(2), 503–510. https://doi.org/10.1093/biomet/ass070
Justesen, I. (2019, January 9). 10 Skills every great content writer needs. Available: https://www.constant-content.com/content-writing-service/2019/01/skills-content-writer/
Kennedy, M. M. (1991). Teaching academic subjects to diverse learners. New York: Teachers College Press, 298 p.
Kinsey, M. (2021). Adapting the cascade approach to teacher professional development. Cambridge Education. Available: https://www.camb-ed.com/article/481/adapting-the-cascade-approach-to-teacher-professional-development
Martin, A., Tarnanen, M., & Tynjälä, P. (2018). Exploring teachers’ stories of writing: a narrative perspective. Teachers and Teaching, 24(6), 690-705. http://dx.doi.org/10.1080/13540602.2018.1462790
Marzano, R. J. (2007). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria: Association for Supervision and Curriculum Development, 233 p.
Pears, D. (1988). A guide to planning and administrating government school projects. With special emphasis on costreduction factors. Paris: UNESCO, 95 p.
Pecaski McLennan, D. M. (2013). Educators as authors: Teaching beyond the classroom. Early Childhood Education Journal, 41, 1–4. https://doi.org/10.1007/s10643-012-0558-1
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. Cambridge: Cambridge University Press.
Spring, J. (2002). American education (10th ed.). Boston: McGraw-Hill Higher Education, 305 p.
Starratt, R. J. (1997). Supervision of instruction. The history of supervision, roles and responsibilities of supervisors, issues trends and controversies. Education Encyclopedia. StateUniversity.com. Available: https://education.stateuniversity.com/pages/2472/Supervision-Instruction.html
Tewel, K. J. (1995). New schools for a new century: a leader`s guide to high school reform. Delray Beach: St. Lucie Press, 231 p.
Trotter, Y. D. (2006). Adult learning theories: Impacting professional development programs. Delta Kappa Gamma Bulletin, 72(2), 8-13.
Venezky, R. L. (1992). Textbooks in school and society. In: Jackson, P. (Ed.). Handbook of research on curriculum: A project of the American Educational Research Association. New York: Macmillan Pub. Co, pp. 436-443.
Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. Paris: UNESCO International Institute for Educational Planning.
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas: National Staff Development Council.
Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613-621. http://dx.doi.org/10.1016/S0742-051X(01)00017-8
Athans, K. (2018). National writing project fellows’ perceptions of themselves as writers and as teachers of writing. Doctoral dissertation. Sam Houston State University, Huntsville, 246 p.
Boggs, B. (2019, April 2). Why don’t more writers become public school teachers? Literary Hub. Available: https://lithub.com/why-dont-more-writers-become-public-school-teachers/
Daisy, A. L. (2003). Novice teachers’ experiences with telementoring as learner-centered professional development. Doctoral dissertation. University of Texas at Austin, Austin.
Darling-Hammond, L. (1997). The right to learn: A blueprint for creating schools that work. San Francisco: Jossey Bass.
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto: Learning Policy Institute, p. 64.
Eaton, M. (2014, April 25). The 7 core competencies vital to writing success. Available: https://www.helpingwritersbecomeauthors.com/writing-success/
Ershler, A. R. (2001). The narrative as an experience text: Writing themselves back. In: Lieberman, A., Miller, L. (Eds.). Teachers caught in action: professional development that matter. New York: Teacher College Press, pp. 159-173.
Even, R., & Olsher, S. (2014). Teachers as participants in textbook development: The integrated mathematics wiki-book project. In: Li, Y., & Lappan, G. (Eds.). Mathematics curriculum in school education. New York: Springer, pp. 333-350.
Ferrer Ariza, E., & Poole, P. M. (2018). Creating a teacher development program linked to curriculum renewal. Profile: Issues in Teachers’ Professional Development, 20(2), 249-266. https://doi.org/10.15446/profile.v20n2.67937
Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2013). Basic guide to supervision and instructional leadership (3rd ed.). Boston: Pearson, 384 p.
Golombek, P. R., & Johnson, K. E. (2017). Re-conceptualizing teachers’ narrative inquiry as professional development. PROFILE Issues in Teachers' Professional Development, 19(2), 15-28. http://dx.doi.org/10.15446/profile.v19n2.65692
Handler, B. (2010). Teacher as curriculum leader: A consideration of the appropriateness of that role assignment to classroom-based practitioners. International Journal of Teacher Leadership, 3, 32-42.
Harris, J. (2010). Facilitated telementoring for K-12 students and teachers. In: Berg, G. A. (Ed.). Cases on online tutoring, mentoring and educational services: Practices and applications. Hershey: IGI Global, pp. 1-11.
Heller, R., Heller, Y., Gorfine, M. (2012). A consistent multivariate test of association based on ranks of distances. Biometrika, 100(2), 503–510. https://doi.org/10.1093/biomet/ass070
Justesen, I. (2019, January 9). 10 Skills every great content writer needs. Available: https://www.constant-content.com/content-writing-service/2019/01/skills-content-writer/
Kennedy, M. M. (1991). Teaching academic subjects to diverse learners. New York: Teachers College Press, 298 p.
Kinsey, M. (2021). Adapting the cascade approach to teacher professional development. Cambridge Education. Available: https://www.camb-ed.com/article/481/adapting-the-cascade-approach-to-teacher-professional-development
Martin, A., Tarnanen, M., & Tynjälä, P. (2018). Exploring teachers’ stories of writing: a narrative perspective. Teachers and Teaching, 24(6), 690-705. http://dx.doi.org/10.1080/13540602.2018.1462790
Marzano, R. J. (2007). The art and science of teaching: a comprehensive framework for effective instruction. Alexandria: Association for Supervision and Curriculum Development, 233 p.
Pears, D. (1988). A guide to planning and administrating government school projects. With special emphasis on costreduction factors. Paris: UNESCO, 95 p.
Pecaski McLennan, D. M. (2013). Educators as authors: Teaching beyond the classroom. Early Childhood Education Journal, 41, 1–4. https://doi.org/10.1007/s10643-012-0558-1
Richards, J. C., & Farrell, T. S. C. (2005). Professional development for language teachers: strategies for teacher learning. Cambridge: Cambridge University Press.
Spring, J. (2002). American education (10th ed.). Boston: McGraw-Hill Higher Education, 305 p.
Starratt, R. J. (1997). Supervision of instruction. The history of supervision, roles and responsibilities of supervisors, issues trends and controversies. Education Encyclopedia. StateUniversity.com. Available: https://education.stateuniversity.com/pages/2472/Supervision-Instruction.html
Tewel, K. J. (1995). New schools for a new century: a leader`s guide to high school reform. Delray Beach: St. Lucie Press, 231 p.
Trotter, Y. D. (2006). Adult learning theories: Impacting professional development programs. Delta Kappa Gamma Bulletin, 72(2), 8-13.
Venezky, R. L. (1992). Textbooks in school and society. In: Jackson, P. (Ed.). Handbook of research on curriculum: A project of the American Educational Research Association. New York: Macmillan Pub. Co, pp. 436-443.
Villegas-Reimers, E. (2003). Teacher professional development: An international review of the literature. Paris: UNESCO International Institute for Educational Planning.
Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas: National Staff Development Council.
Zeichner, K., & Wray, S. (2001). The teaching portfolio in US teacher education programs: What we know and what we need to know. Teaching and Teacher Education, 17(5), 613-621. http://dx.doi.org/10.1016/S0742-051X(01)00017-8
Downloads
Publicado
2021-12-21
Como Citar
Elbrekht, O. M., Bakhov, I., Vukolova, K., & Kostenko, L. D. (2021). Preparando professores no sistema de desenvolvimento profissional para participação no desenvolvimento de livros didáticos nos EUA. Revista Tempos E Espaços Em Educação, 14(33), e16911. https://doi.org/10.20952/revtee.v14i33.16911
Edição
Seção
Publicação Contínua
Licença
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
