Made available in DSpace on 2016-06-02T19:39:42Z (GMT). No. of bitstreams: 1 5901.pdf: 1721183 bytes, checksum: 1c9362361164cb13dc9bf1967e91b0c6 (MD5) Previous issue date: 2014-02-17 / Financiadora de Estudos e Projetos / O objetivo desta pesquisa foi analisar se e de que maneira o Programa de Mentoria online, oferecido pela Universidade Federal de São Carlos (2004-2007) contribuiu para a formação de professores iniciantes, participantes da iniciativa, a partir da análise atual desses docentes sobre sua participação no programa. Ele foi desenvolvido com o propósito de auxiliar professores com menos de cinco anos de carreira a superarem as dificuldades típicas dos anos iniciais da docência, por meio do seu acompanhamento, via correspondências eletrônicas, por professoras experientes as mentoras. O referencial teórico pautou-se na literatura sobre professores iniciantes, aprendizagem e desenvolvimento profissional da docência, base de conhecimento para o ensino. Os dados foram coletados por meio de um questionário online preenchido por dez professoras ex-participantes do Programa e por entrevistas semiestruturadas, realizadas via Skype com duas delas. Além disso, as análises envolveram os dados obtidos durante a realização do Programa, considerados aqui como narrativas. Os resultados apontam o início da carreira como um momento caracterizado por angústias, inseguranças e desespero, como também por falta de apoio na inserção do professor no contexto de trabalho. Apontar também que a participação no Programa de Mentoria promoveu aprendizagens, mediante interações entre com as mentoras, que ajudaram no enfrentamento das dificuldades vivenciadas nos primeiros anos da carreira, assim como após cinco anos de exercício profissional. / O objetivo desta pesquisa foi analisar se e de que maneira o Programa de Mentoria online, oferecido pela Universidade Federal de São Carlos (2004-2007) contribuiu para a formação de professores iniciantes, participantes da iniciativa, a partir da análise atual desses docentes sobre sua participação no programa. Ele foi desenvolvido com o propósito de auxiliar professores com menos de cinco anos de carreira a superarem as dificuldades típicas dos anos iniciais da docência, por meio do seu acompanhamento, via correspondências eletrônicas, por professoras experientes as mentoras. O referencial teórico pautou-se na literatura sobre professores iniciantes, aprendizagem e desenvolvimento profissional da docência, base de conhecimento para o ensino. Os dados foram coletados por meio de um questionário online preenchido por dez professoras ex-participantes do Programa e por entrevistas semiestruturadas, realizadas via Skype com duas delas. Além disso, as análises envolveram os dados obtidos durante a realização do Programa, considerados aqui como narrativas. Os resultados apontam o início da carreira como um momento caracterizado por angústias, inseguranças e desespero, como também por falta de apoio na inserção do professor no contexto de trabalho. Apontar também que a participação no Programa de Mentoria promoveu aprendizagens, mediante interações entre com as mentoras, que ajudaram no enfrentamento das dificuldades vivenciadas nos primeiros anos da carreira, assim como após cinco anos de exercício profissional.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-12T14:42:22Z No. of bitstreams: 1 arquivototal.pdf: 5029721 bytes, checksum: b53aa0560a14846d606dfe9d3a578711 (MD5) / Made available in DSpace on 2016-01-12T14:42:22Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5029721 bytes, checksum: b53aa0560a14846d606dfe9d3a578711 (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The main goal of this research is to investigate the role that tools play in the professional genre that is typical of the activity of beginning teachers as represented during the discursive activity fostered by the Instruction to the Double. This discussion aims at understanding the development of these teachers regarding the representations about the tools which are specific to teaching work. This study finds its theoretical support in the Sociodiscursive Interactionism proposals (BRONCKART, 1999; 2008a) – area that assigns to language a fundamental role in the constitution and the functioning of human psychic functions – and the Work Sciences, particularly the Clinic of Activity (CLOT, 2007; 2010) – which contributes to the understanding of teaching activity as work. The notion of development is built based on the works of Vygotsky (1997c; 2007; 2009), as complemented by Bronckart (2008c; 2013). Likewise, the definition of teaching tools goes through the analysis of Rabardel’s (1995) proposal concerning the Instrumental Theory and it proposes a functional perspective that considers action as the founder element. The data generation process of this interpretative and participant research was carried out through the device called Instruction to the Double, conducted with three beginning teachers – Taylor, Lina and Celestin – during their first year of activity as Foreign Language teachers. These teachers participated, during one academic year, in 19 sessions performed between the researcher/double and the beginning teacher/instructor, all of them complemented by comments written by the teachers as a response to the face to face interaction. Data analysis took into consideration the notion of textual architecture, as stated by Bronckart (2008c), focusing on the identification of Action Figures (BULEA, 2010) and tools functions in the activity represented by teachers. Main results point to the identification of tools that are typical to the work of these beginning teachers and to the (re)significations attributed to them during the process of activity analysis promoted by the Instruction to the Double. These outcomes lead to the perception of linguistic and textual aspects that may be identified as evidence of development. Thereby, experience building is characterized, following these discussions, as a movement that may be identified in the texts and that is based on singular experiences permeated by conflicts originated from subjective and collective aspects. / Esta pesquisa tem como principal objetivo investigar o papel das ferramentas no gênero profissional característico da atividade docente de professores iniciantes a partir das representações que eles constroem durante a atividade linguageira gerada pela Instrução ao Sósia. A proposição desta discussão visa compreender o desenvolvimento desses professores a partir das representações sobre as ferramentas típicas do trabalho docente. Este estudo encontra seu embasamento teórico nas propostas do Interacionismo Sociodiscursivo (BRONCKART, 1999; 2008a) – área que atribui à linguagem papel fundamental na constituição e no funcionamento posterior das funções psíquicas humanas – e das Ciências do Trabalho, particularmente da Clínica da Atividade (CLOT, 2007; 2010) – que contribui para a compreensão da atividade docente como trabalho. A noção de desenvolvimento é construída a partir dos trabalhos de Vygotsky (1997c; 2007; 2009), complementados por Bronckart (2008c; 2013). Da mesma maneira, a definição do conceito de ferramentas docentes passa pela análise da proposta de Rabardel (1995) a respeito da Teoria Instrumental e propõe uma perspectiva funcional que adote a ação como elemento fundador. A geração dos dados desta pesquisa interpretativa e participante foi realizada por meio do dispositivo de Instrução ao Sósia, conduzido com três professores iniciantes – Taylor, Lina e Celestin – durante seu primeiro ano de atuação profissional como docentes de Línguas Estrangeiras. Esses professores participaram, durante um ano letivo, de um total de 19 sessões realizadas entre a pesquisadora/sósia e o professor iniciante/instrutor, todas seguidas de comentários escritos pelos professores como resposta à interação face a face. A análise dos dados foi conduzida a partir da noção de arquitetura textual formulada por Bronckart (2008c), privilegiando a identificação das Figuras de Ação (BULEA, 2010) e da função das ferramentas na atividade representada pelos professores. Os principais resultados apontam para a identificação das ferramentas características do trabalho desses professores iniciantes e as (res)significações que são a elas atribuídas durante o processo de análise da atividade promovido pela Instrução ao Sósia. Essas evidências conduzem à percepção de aspectos linguístico-textuais dos textos desses professores que podem ser identificados como indícios de desenvolvimento. Desse modo, a construção da experiência é caracterizada, a partir da discussão desses resultados, como um movimento que pode ser textualmente identificado e que é formado a partir de vivências singulares permeadas por conflitos de ordem subjetiva e coletiva.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-02-19T19:44:58Z No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-20T11:04:44Z (GMT) No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T11:04:44Z (GMT). No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-12-13 / Even considering the strong influence of the school as a regulatory framework in the pedagogical discourse of the beginning teacher of Geography, initial formation is a constitutive dimension in the processes of recontextualization of pedagogical practice. For this thesis, a research was developed directly focused on the formation and teaching performance carried out by the beginner teachers of Geography of the Metropolitan Region of Goiânia and of Anápolis. The objectives of this research are: 1) to understand how the pedagogical practice of beginning teachers of Geography occurs, having as reference their initial formation and the processes of recontextualization in the classroom; 2) to analyze the insertion of the Geography teacher in the professional activity; how the beginning teacher of Geography takes its first steps in the teaching profession; 3) from the processes of recontextualization, to identify that Geography is constructed and (re) produced in the school practice of the beginning teachers in the first years of teaching career; 4) to reflect on the main theoretical bases of Geography that present themselves in the context of the pedagogical practice of teachers at the beginning of their careers; 5) to know the didactic-pedagogical foundations of School Geography that are manifested in the context of the pedagogical practice and the pedagogical discourse of the beginning teachers, and, finally, 6) to analyze the conflicts of the teaching profession, highlighting the difficulties, the wishes and the possible overcomes facing the demands of being a professor of Geography. This research has a qualitative nature and is based on dialectics as a basic principle for the analysis and interpretation of the results. Data collection was done through the use of three research instruments: online questionnaire, open interview and observation of classes. The online questionnaire was requested from Geography teachers who work in the educational networks of the RMG and of Anápolis as an exploratory dimension of the research research. The open interview and the observation of classes were carried out specifically with teachers qualified in Geography who are practicing the profession of Geography teacher in Basic Education, with a minimum of one year and maximum of seven years of teaching. As a theoretical and methodological reference, the contributions of national and international authors in the area of Education and in particular of Geography, which base the discussions on teacher training and performance, teaching Geography and School Geography, are on the one hand. On the other hand, Bernstein's theoretical support especially his productions about the pedagogical discourse model, which articulates concepts such as recontextualization, vertical discourses and horizontal discourses. The data revealed that even considering the intervention and / or influence of different regulatory frameworks (teaching system, curriculum, school context, textbook) in the pedagogical practice of beginning teachers, the initial training is dimension to teach Geography. When teachers consider the students' previous knowledge as a result of their daily practices, the student is an active subject in the teachinglearning process, working with the geographic contents in the promotion of meaningful learning, working with the geographic concepts, the subjects dealt with on a local / global geographic scale, among others. And to those who deny the initial formation, it is believed that there are dimensions of geographic science even if unconsciously in the pedagogical practice of the beginning teacher of Geography, for example, when they problematize and seek to contextualize with the immediate reality of the students. However, there are challenging dimensions to being a teacher early in your career. / Mesmo considerando a forte influência da escola como marco regulatório no discurso pedagógico do professor iniciante de Geografia, a formação inicial é dimensão constitutiva nos processos de recontextualização da prática pedagógica. Para esta tese, desenvolveu-se uma pesquisa diretamente centrada na formação e atuação docente realizada pelos professores iniciantes de Geografia da Região Metropolitana de Goiânia e de Anápolis. Os objetivos desta pesquisa são: 1) compreender como ocorre a prática pedagógica dos professores iniciantes de Geografia, tendo por referência sua formação inicial e os processos de recontextualização na sala de aula; 2) analisar a inserção do professor de Geografia na atividade profissional; como o professor iniciante de Geografia dá seus primeiros passos na profissão docente; 3) a partir dos processos de recontextualização, identificar que Geografia se constrói e se (re) produz na prática escolar dos professores iniciantes nos primeiros anos de carreira docente; 4) refletir sobre as principais bases teóricas da Geografia que se apresentam no contexto da prática pedagógica dos professores em início de carreira; 5) conhecer os fundamentos didático-pedagógicos da Geografia Escolar que se manifestam no contexto da prática pedagógica e do discurso pedagógico dos professores iniciantes e, por fim, 6) analisar os conflitos da profissão docente, destacando as dificuldades, os anseios e as possíveis superações frente às demandas de ser professor de Geografia. Esta pesquisa tem natureza qualitativa e se sustenta na dialética como princípio básico para a análise e a interpretação dos resultados. A coleta dos dados foi feita mediante a utilização de três instrumentos de pesquisa: questionário on-line, entrevista aberta e observação de aulas. O questionário on-line foi solicitado a professores de Geografia que atuam nas redes de ensino da RMG e de Anápolis como dimensão exploratória da pesquisa investigativa. A entrevista aberta e a observação de aulas foram realizadas especificamente com docentes habilitados em Geografia que estão exercendo a profissão de professor de Geografia na Educação Básica, com mínimo de um ano e máximo de sete anos de docência. Como referencial teórico-metodológico tem-se, por um lado, as contribuições de autores nacionais e internacionais da área da Educação e em especial, da Geografia, que embasam as discussões sobre formação e atuação de professores, ensino de Geografia e Geografia Escolar. Por outro lado, o suporte teórico de Bernstein especialmente suas produções acerca do modelo do discurso pedagógico, o qual articula conceitos como o de recontextualização, discursos verticais e discursos horizontais. Os dados revelaram mesmo considerando a intervenção e/ou influência de diferentes marcos regulatórios (sistema de ensino, currículo, contexto escolar, livro didático) na prática pedagógica dos professores iniciantes, a formação inicial é dimensão para ensinar Geografia. Com destaque, quando os professores consideram os conhecimentos prévios dos alunos decorrentes de suas práticas cotidianas, o aluno como sujeito ativo no processo de ensino-aprendizagem, o trabalho com os conteúdos geográficos na promoção de aprendizagens significativas, o trabalho com os conceitos geográficos, os assuntos tratados numa escala geográfica local/global, dentre outros. E aos que negam a formação inicial, acredita-se que há dimensões da ciência geográfica mesmo que de forma inconsciente na prática pedagógica do professor iniciante de Geografia, a exemplo, quando problematizam e buscam contextualizar com a realidade imediata dos alunos. No entanto, há dimensões desafiadoras a ser professor no início de carreira.

Abstract This research examines stories told by beginning teachers’ and asks what kinds of tensions characterise their work? In earlier research tensions have been seen as personal, but here the emphasis is on how they are embedded and born in the interaction between the teachers and the relational and micropolitical environments of their schools. Tensions refer to situations, where teachers do not know how to act correctly, when two or more values or views conflict and several possible justifiable courses for action exist. Tensions are not emotions, but they are often accompanied by a strong emotional experiences. Tensions are often seen just as problems, but they can also contribute to professional growth. The empirical part is based on the basic view in narrative research, where telling stories is understood as a means through which people make sense of themselves and the world around them. The main research material are stories produced in interviews with sixteen (16) Japanese beginning teachers. For one sub-study, interviews with seven (7) senior teachers and field notes in one junior high school were also produced. In the analysis, holistic reading of individual stories, multi-voiced analysis of one narrative environment and a more traditional thematic analysis were utilised. The results show how the tensions in beginning teachers’ work are connected to their ideals on being a good teacher conflicting with expectations in the micropolitical environment of the schools. As a junior, the beginning teacher is expected to assume an obedient position with their seniors. The results also show how the views on being a good teacher emphasize putting common interests and responsibilities over personal matters. By acting against the expectations, the beginning teacher may risk harming the very important collegial relationships and therefore often decides to give up his or her ideals. The tensions are therefore born from the teacher having to give up his or her ideals and assuming opposing views. Learning how to deal and live with these relational and micropolitical tensions is connected to teacher well-being and attrition. Therefore, it is recommendable that tensions are paid sufficient attention to in both teacher education and in the schools. / Tiivistelmä Tutkimukseni tarkastelee aloittelevien opettajien tarinoita ja vastaa kysymykseen: millaiset jännitteet luonnehtivat heidän työtään? Aiemmassa tutkimuksessa jännitteitä on pidetty henkilökohtaisina, mutta tässä tutkimuksessa painotetaan sitä, kuinka ne kietoutuvat ja syntyvät opettajien ja heidän koulujensa sosiaalisen ja mikropoliittisen ympäristön välisessä vuorovaikutuksessa. Jännitteet viittaavat tilanteisiin, joissa opettajat eivät tiedä miten toimia, kun erilaiset arvot ja näkemykset ovat ristiriidassa ja perusteltuja toimintatapoja on useita. Jännitteet eivät ole tunteita, mutta niihin liittyy usein voimakkaita tunnekokemuksia. Usein niitä pidetään vain ongelmina, mutta ne voivat myös olla lähtökohtana ammatilliselle kasvulle. Tutkimuksen empiirinen osa rakentuu kerronnallisen tutkimuksen perusajatukselle tarinoiden kerronnasta kertojan tapana rakentaa ymmärrystä itsestä ja ympäröivästä maailmasta. Pääaineistona ovat kuudentoista (16) japanilaisen aloittelevan opettajan kanssa haastatteluissa tuotetut tarinat. Yhtä osatutkimusta varten myös haastateltiin seitsemää (7) kokenutta opettajaa sekä tuotettiin kenttämuistiinpanoja eräällä yläasteella. Analyysissä käytettiin niin holistista lukutapaa, moniäänistä kerronnallisen ympäristön analyysia kuin perinteistä temaattista sisällönanalyysiäkin. Tulokset osoittavat aloittelevien opettajien työn jännitteiden liittyvän siihen, kuinka heidän ihanteensa hyvästä opettajuudesta kohtaavat koulun mikropoliittisessa ympäristössä näiden ihanteiden kanssa vastakkaisia odotuksia. Aloittelevan opettajan oletetaan ottavan juniorina alisteisen aseman suhteessa senioreihin. Tulokset osoittavat myös, että näkemyksissä hyvästä opettajasta korostuu yhteisten velvoitteiden asettaminen opettajan henkilökohtaisten näkemysten edelle. Toimimalla näitä odotuksia vastaan aloitteleva opettaja saattaisi vaarantaa työn kannalta tärkeitä kollegasuhteita ja päätyy siksi usein luopumaan ihanteistaan. Tällöin jännite syntyy siitä, että aloitteleva opettaja joutuu ihanteidensa sijaan omaksumaan niiden vastaisia näkemyksiä. Näiden jännitteiden kanssa eläminen ja käsitteleminen kietoutuvat niin opettajien hyvinvointiin kuin työssä pysymiseen. Tämän vuoksi niihin tulisi kiinnittää riittävästi huomiota sekä opettajankoulutuksessa että työelämässä.

The focus of this study is on foundation phase and early childhood teachers’ professional identity formation. This study is about six beginning teachers in their first year of teaching early mathematics, science and technology (MST) in different schools and grade levels. Early childhood settings and primary schools in South Africa have a diverse learner body that increasingly demands of beginning early childhood and foundation phase teachers to continually strive to adapt their teaching and young children’s learning to the different learning environments for effective implementation of the curriculum. A learning identity framework was used to generate and analyse data. The learning identity framework is premised on the assumption that identity and learning are closely linked and that both are influenced by factors internal and external to the individual. Specifically, the study sought to answer the research question of how beginning first year early childhood and foundation phase teachers form, sustain or change their professional teacher identity in the teaching of mathematics, science and technology (MST) in the early years and in different school settings. The study used a phenomenological approach and case study method to explain the professional teacher identity formation process and to illuminate what factors influence this process. The study researched how teacher identities can be narratively constructed on the basis of the lived experiences of the six teachers in different school contexts. Data was generated from different sources for the purpose of triangulation which included visual and written narratives, observations and interviews (open and semi-structured). The analysis and results were based on categories of descriptions of themes. The findings indicate that identity formation is an ongoing process of integration of teachers’ personal and professional histories and initial teacher education and training, alongside issues of school culture and institutional (in-school) support. Those key factors emerge as strong determinants of the kinds and the relative stability or otherwise of professional identities which the six teachers develop in the first year of MST teaching, and thus the kind of reform minded teachers they become. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

Teacher collaboration is being implemented in many schools for a number of reasons with various claimed benefits. Collaboration is being heralded by many as a fix for many of the problems affecting teachers. This study shows that teachers believe that collaboration improves their ability to teach subject content, improves teaching methods, improves teacher's ability to manage students, and provides benefits to teachers in general. The majority of participants in this survey, whether currently participating in collaboration or not, indicated that they agree that collaboration provides these benefits. This study also examines four potential indicators of teacher attrition: administrative support, teacher salaries, excitement and enthusiasm toward teaching, and intent to stay in the teaching profession. The data showed that the effect of participation in collaboration has a slight positive effect on the indicators of potential attrition but not a statistically significant influence. Low teacher salaries remain a major area of frustration for the majority of teachers and should be further examined as a contributor to teacher attrition. Teacher attrition is a problem that must be addressed if a solution to the current and future teacher shortage is to be found. Further studies need to be conducted into this critical issue to determine the causes of this problem and find solutions.

No description available.

This thesis aims to reflect the stage of professionalteachers start first grade of primary school. It deals with pedagogical activities and responsibilities of primary school teachers and professional support you as a teacher stating clearly set out to professional qualities of a teacher or profilig on a new teacher education program teacher training in it. One of them is an innovative program Reading and Writing for Critical Thinking (RWCT). The aim of my thesis is the finding of such problems facing today's beginning teachers, helps them to overcome what level of involvement in RWCT own approach to teaching, the influence of the quality of knowledge of the principles and methods of the program RWCT in conception of educationon, on job and The professionalization of teacher. Keywords: Beginning teacher, support for beginning teachers, the quality of teachers, teaching approaches, educational program RWCT, RWCT teacher, teacher professionalization.

This diploma thesis deals with the problems of beginning teachers. Its aim is to find out what the fundamental difficulties of teachers working in education for the first five years are. The thesis is divided into the theoretical and the practical part. The theoretical part first deals with professional development and teacher's competencies. It also describes professional preparation and assistance that is provided to beginning teachers. In the main chapter of the theoretical part, the problems that beginning teachers most often experience are specified. The description of the difficulties is based on an analysis of the literature and the results of the existing surveys. At the end of the theoretical part, the key surveys carried out in the given area are presented. The practical part is based on the results of a questionnaire survey. The respondents in the research group are beginning teachers of ISCED 1, 2 and 3 level. Based on the data obtained, the key issues are analyzed and the results of teachers of different ISCED levels are compared. Attention is also paid to professional training, assistance to beginning teachers and teachers' attitudes towards their profession. The practical part concludes with the comparison of the obtained data with the results of Professor Šimoník's research.

Teacher self-efficacy for teaching in diverse classrooms is an important factor in the successful implementation of inclusion. Quantitative examinations of teacher self-efficacy have found the construct to be correlated with both contextual and teacher-related factors. In-depth qualitative exploration into type, quality, and nature of experiences that shape teachers’ self-efficacy beliefs is scarce. This research aimed to qualitatively examine potential sources of teacher self-efficacy and generate an explanation for the complex growth pattern it follows during the early years of practice. Seventy-eight beginning teachers across Canada (i.e., graduating teacher candidates and new teachers who are in the first three years of their practice) participated in 139 semi-structured interviews conducted over four years to address questions regarding the factors and experiences that influence their self-efficacy or confidence to teach in diverse classrooms. Ten factors which either had a positive or negative connotation emerged from a qualitative content analysis of their interviews. The Positive-Negative Experiences Balance (PNEB) model was conceptualized to understand and represent how these ten factors interactively, simultaneously, and collectively influence the development of beginning teachers’ self-efficacy for inclusive practice in the initial years of their careers. Through a comparison of frequency counts of codes, it was noted that beginning teachers differentially relied on experiential factors to enhance their self-efficacy when they were graduating, or were in the first three years of their teaching. The results are discussed in light of the relevant extant research. Implications of these results for teacher education programs and school leadership are also shared. / Graduate