Staffroom

What drives such passion for a teaching career?

In our opinion, one small word: vocation.

There must have certainly been a teacher who made a difference in class for you when you were a student; who inspired you to follow a teaching career and who made you think: “I want to be like him/her.” Someone who called you into the profession, who inspired in you the desire to live such a life. You were called, summoned. 

Now that you are a teacher, the challenge is to bring to life the dream that made you choose this career in the school where you teach. To do this, in our opinion, a teacher must have a philosophy of life which is aligned with the Vision and Mission of the school where he or she works (to find out more about the Vision and Mission of the Mackenzie Presbyterian Institute, the administrator of the Mackenzie Teaching Systems, click here).

As education is such a personal issue in its very essence, it depends on the teacher's motivation being aligned with the school's motivation, which is set in its Education Proposal (to find out more about the Mackenzie Teaching Systems Education Proposal,  click here).

It is important that you become familiar with our pedagogical model if you are going to work with our materials.

Our pedagogical model is cognitive-interactionist. We understand that the student needs to interact with reality, but it is important that the teacher transmits knowledge while considering the student's maturity and cognitive development to understand reality.

This means that we are neither socio-interactionist nor constructivists; but rather cognitive-interactionists.

The cognitive model we have adopted provides that in order to learn we must perceive, understand and reflect on the objects of knowledge being studied. Thus, when the teacher is transmitting knowledge, he or she must guide the students through all those stages. The student, in turn, must deduce each one of them. This movement is based on the Meaningful Learning Theory.

It is important to us that the content makes sense to the student. After all, who has never wondered: “What am I studying this for?”. In our view, it is also important that, when interacting with the objects of knowledge, the student understands that everything is part of the same reality. This way, it is impossible not to have knowledge exchange between the different disciplines.

Our Teaching Systems are prepared to monitor the teacher and take care that all activities planned by the school team are aligned with the Systems’ education theory, respecting the freedom of the partner school to develop its own projects.

With this aim, we promote annual gatherings with our pedagogical team with the teams of our partner schools.  This way, we promote exchanges of experiences and valuation of each teacher's work, and we can truly develop a teaching system, creating, together, the same education proposal. In addition to these gatherings, we offer pedagogical services via email, telephone and video calls during business hours.

Furthermore, we provide teachers with textbooks, teachers’ manuals, audios, puppets (Pre-School Education), cards (Pre-School Education and the first grades of Elementary Education) and the education portal (where you are right now, with a restricted area with exclusive resources for teachers).

In addition to different resources for interactions with objects of knowledge, our portal has a Diagnostic Assessment program and Mock Exams for the Enem (National Secondary Education Exam) and Admission Exams.

There are also tips for pedagogical work and discussions on education topics in the Systems magazines, monthly bulletins sent by email and on our Facebook page.