1. The program for this course consists of study and analysis activities carried out in the normal school classroom, and field visits to different schools. These activities are organized as follows:
a) The reading and discussion of the texts included in the literature and thinking about the previous school experience student teachers themselves, allow them to improve their knowledge of the school and at the same time, is expected to draw your attention to issues or events that otherwise might go unnoticed, that is, provide elements to see more openness and attention the school and its components: the spaces, people who work there, students, visitors and casual relationships established between these elements.
b) Another very important part of the course was developed through visits to schools located in different social contexts (urban, marginal urban, rural, etc.) and various modalities (general, technical secondary schools). The days of observation in secondary schools allow the comparison of what is stated in the texts about them with fingerprints, data and judgments that students acquire or form from what they receive during their stay at school sites, with the students will receive evidence base to enrich, and even to question the data and ideas in the texts studied earlier.
c) The systematic and, above all, the analysis of the experience gained during the stay in school, are very important to give meaning to the observation training, since they will synthesize learning and raise new doubts, questions or challenges to the knowledge of the schools. Taking into account that during this course, students will make their first approach to the school reality, it is important to remember that the main purpose of observation and analysis not qualify or criticize-in haste and with little foundation, what happens in the classroom and in school, nor seek to imitate models of teaching, but students are initiated in the recognition of the relationship between the school and the social context in which it is located and the complexity of high school and identify some of the challenges facing teachers and students, and the actions they take to overcome them.
2. The program of this course includes the time needed to prepare, develop and analyze each of the visits. To make the most appropriate to carefully prepare and develop an observation guide consideration of agenda items and questions or concerns raised by the reading of texts or topics studied in other subjects of the semester. With the aim of contributing to the activities of observation and analysis of school life are actually training the program includes a set of guidelines to organize, develop and systematize the observations in high school.
3. The program is organized in thematic and practical reasons. The study of the first issues will students entering school knowledge to have more input for observation during their first visits. However, the study of topics not be exhausted at the end of the activities of a block, but it is expected that during the course, students will gradually enrich their knowledge about all aspects of school life: in each room will have an opportunity observe the development of the whole school life, so the arrangement of topics in the blocks of the program should not be assumed as a rigid sequence. It is essential that from the beginning of the course, both teachers and students to identify all issues of this program to any time to incorporate them as part of the observation, study or reflections made during the semester.
a) The reading and discussion of the texts included in the literature and thinking about the previous school experience student teachers themselves, allow them to improve their knowledge of the school and at the same time, is expected to draw your attention to issues or events that otherwise might go unnoticed, that is, provide elements to see more openness and attention the school and its components: the spaces, people who work there, students, visitors and casual relationships established between these elements.
b) Another very important part of the course was developed through visits to schools located in different social contexts (urban, marginal urban, rural, etc.) and various modalities (general, technical secondary schools). The days of observation in secondary schools allow the comparison of what is stated in the texts about them with fingerprints, data and judgments that students acquire or form from what they receive during their stay at school sites, with the students will receive evidence base to enrich, and even to question the data and ideas in the texts studied earlier.
c) The systematic and, above all, the analysis of the experience gained during the stay in school, are very important to give meaning to the observation training, since they will synthesize learning and raise new doubts, questions or challenges to the knowledge of the schools. Taking into account that during this course, students will make their first approach to the school reality, it is important to remember that the main purpose of observation and analysis not qualify or criticize-in haste and with little foundation, what happens in the classroom and in school, nor seek to imitate models of teaching, but students are initiated in the recognition of the relationship between the school and the social context in which it is located and the complexity of high school and identify some of the challenges facing teachers and students, and the actions they take to overcome them.
2. The program of this course includes the time needed to prepare, develop and analyze each of the visits. To make the most appropriate to carefully prepare and develop an observation guide consideration of agenda items and questions or concerns raised by the reading of texts or topics studied in other subjects of the semester. With the aim of contributing to the activities of observation and analysis of school life are actually training the program includes a set of guidelines to organize, develop and systematize the observations in high school.
3. The program is organized in thematic and practical reasons. The study of the first issues will students entering school knowledge to have more input for observation during their first visits. However, the study of topics not be exhausted at the end of the activities of a block, but it is expected that during the course, students will gradually enrich their knowledge about all aspects of school life: in each room will have an opportunity observe the development of the whole school life, so the arrangement of topics in the blocks of the program should not be assumed as a rigid sequence. It is essential that from the beginning of the course, both teachers and students to identify all issues of this program to any time to incorporate them as part of the observation, study or reflections made during the semester.
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