Education: Formação de Formadores (Teacher Training)
Level: Professional Master
Focusing on Basic Education, the course is aimed at teachers, pedagogical coordinators, principals and supervisors of public and private schools, as well as other people interested in the area. It is expected that, with the participation in the course, the professional will be able to expand his / her professional skills, make more efficient decisions and effectively contribute to the improvement of teaching in the school institution.
The Professional Master's proposal focuses on the Training of Teacher Trainers stems from the fundamental role that this professional plays in carrying out the pedagogical work in schools and, consequently, in the quality of the activities developed by teachers and students. Although extremely important, the training of trainers is not a well-known nor a fully explored territory. The teacher trainer is a professional who, in general, assumes the function of pedagogical coordination, becoming one of those responsible for implementing the political pedagogical project, for the continuous training of teachers and for the smooth running of educational activities. In some countries, such as the United States, the concern with this issue is great and has been going on for many years, but in Latin American countries, more systematic initiatives for courses and the constitution of a trainer's career began to be implemented very recently. In Brazil, the existence of postgraduate courses for the professional training of trainers is unknown, whether in universities or in other instances, except for specific actions by Education Departments, which promote their own in-service training programs. In the state of São Paulo, in turn, there is a need for training aimed at education professionals to work in educational spaces, with the task of training teachers and coordinating the pedagogical work.
Pedagogical Training and Assessment
The course focuses on training the trainer, prioritizing basic education. The trainer is understood as the professional who mediates between teachers, students and knowledge, aiming at the qualification of educational action. Its activities involve mainly the training of teachers, the planning and execution of the pedagogical political project. In this sense, educational evaluation has a fundamental role, offering subsidies for the analysis of both, their own practice and the performance of teachers and students, in order to enable the continuous improvement of educational actions. The trainer might be a key actor in the implementation of the school's political pedagogical project and in the quality of the work of teachers and students, if s/he has the knowledge, the competence and the skills to enable his / her effective practice.
Areas of research:
- • Trainer's professional development and educational practices This line of research and intervention has the professional training of teacher educators as its structuring axis, which implies reflection on the practice and appropriation of specific knowledge, skills, values, dispositions to work in education systems or schools and other educational spaces. Training actions require the mobilization of knowledge to work with kindergarten, elementary and high school teachers, in order to contribute to the achievement of a quality work that favors the development and learning of students.
- • Evaluative interventions in educational spaces The basic purpose of educational evaluation is to provide subsidies for planning and improving educational activities in the classroom, in the school institution and in the education system. The promotion of large-scale evaluation processes today brings to the school institution the obligation to reflect on its performance in a broader context, in addition to demanding a change in classroom evaluation systems. It is in this context that the trainer's action at school or in the education system has a fundamental role: understanding the diagnoses and producing more effective pedagogical proposals. The elaboration of evaluative processes of school performance and educational institutions is also included in this perspective, which enable schools to re-signify their educational practices.