Vol. 19 No. 2 (2016): Formación de profesores: perspectivas de Brasil, Colombia, España y Portugal

Interuniversity Electronic Journal of Teacher Formation

Published: 26-04-2016

DOI: https://doi.org/10.6018/reifop

Editorial

Formación de profesores: perspectivas de Brasil, Colombia, España y Portugal

Pedro Reis
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Artículos

The training of Science teachers from the perspective of Human Rights Education: along the path of a cordial reason

Roberto Dalmo Varallo Lima de Oliveira, Glória Regina Pessôa Campello Queiroz

1-13
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The pedagogic discourse of the teacher-author

Júlio César David Ferreira, Odisséa Boaventura Oliveira

15-24
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Teacher training after Bologna process: challenges of a two steps process

Teresa Leite, Teresa Leite, Maria João Hortas

25-42
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Internship in teacher education in Brazil: fractured curricula

Janete Palazzo, Cándido Alberto Gomes, Gabriela Sousa Rêgo Pimentel

45-58
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The role of scientific popularisation produced by scientists in teacher training

Graciella Watanabe, María Regina Kawamura

61-73
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The challenges of integrating the discussion of controversial issues in initial teacher training

Elisabete Fernandes Linhares, Pedro Reis

75-87
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Controversial subjects in the classroom: are we ready for them? A compact study amongst science teachers

Fernanda Veneu, Marco Costa

89-100
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Contribution of the research component in internship reports to the development of didactic knowledge of mathematics

Susana Isabel Colaço, Neusa Branco

103-115
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Constitution of teacher identities in Pibid activities

Bárbara Cristina Tavares Moreira, Carmen Silvia da Silva Sá, Renata Rosa Doto Bellas, Tatiana do Amaral Varjão

117-125
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Collective construction of knowledge in the initial professional training for natural sciences

Neusa Maria John Scheid

127-137
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Does Time ensure the change in Teachers? A Case Study focused on Evaluation

Bartolomé Vázquez-Bernal, Roque Jiménez-Perez, Vicente Mellado Jiménez

139-154
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The creation of a Terena Murmaid on an Environmental lesson: a case of Teacher Professional Development

Christiane Gioppo, Sonia Regina Soares Marques, Sonia Regina Soares Marques, Cristiane Vertelino Marques

157-170
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Observation of early childhood educators’ interaction style and child experience - opportunities for training in context

Maria Gabriela Portugal, Helena Luís

173-182
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Arguing socio-scientific controversies in science education through a ludic activity

Leandro Duso, Marilisa Bialvo Hoffmann

185-193
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Reflection on the practice of secondary science teachers in a training program about the scientific competence

Teresa Lupión Cobos, Ángel Blanco López

195-206
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In-Service Education of Science Teachers: Virtual Simulators as a Resource for Experimental Work

Susana Alexandre dos Reis, Filipe Santos

209-220
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The effect of a training programme on teachers’ conceptions about the nature of science and technology

Angel Vazquez Alonso, María Antonia Manassero-Mas

223-239
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Science teaching based on Paulo Freire’s perspective

Martha Lucia Rendón Rivas, Leonardo Fabio Martínez Pérez

241-257
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The influence of an in-service programme on primary teachers conceptions about practical work

Marisa Correia, Ana María Freire

259-271
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Professional knowledge of teachers: teacher training in two clusters of schools

Joana Campos

273-287
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Teacher education: continuous education or post-graduate education? The perspective of teachers and leaders

Rita Faria, Pedro Reis, Helena Peralta

289-296
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Miscelánea

The digital divide. The future of new technologies in Primary Education from teacher training

Lorenzo Mur Sangrá

301-313
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The socio educational approach at work with the elderly. The point of view of the professionals

Silvia Martínez de Miguel López, Andrés Escarbajal de Haro, Juan Antonio Salmerón Aroca

315-328
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Teaching experience on the use of cooperative learning teaching and field work in the study of the phenomenon of social influence

María Pazos Gómez, Ángel Hernando Gómez

331-346
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Gender equity in higher education: a solved problem?

Inma López Francés, María Isabel Viana-Orta, Beatriz Sánchez-Sánchez

349-361
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Vol. 19 No. 2 (2016): Formación de profesores: perspectivas de Brasil, Colombia, España y Portugal

Interuniversity Electronic Journal of Teacher Formation

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