Made available in DSpace on 2016-04-28T18:22:23Z (GMT). No. of bitstreams: 1 Dissertacao CRISTINA GAGLIANONE.pdf: 669352 bytes, checksum: e026d4d49fe702daa968d791054de99b (MD5) Previous issue date: 2005-10-17 / This research aims at investigating what are the representations about teacher education during the classes of the module Repensando a Fonologia do Inglês: da conscientização à ação, part of the course Reflexão sobre a Ação. The research was carried out in a course for professional development for English teachers from the Public Schools of the State of São Paulo during the first semester of 2004. The theoretical framework on which this research was based was the concept of representation Barcelos (2001) and social representation Moscivici (1984) and Lessa & Freire (2003) looking at language theory (Bakhtin 1929/1995); theories of learning and teaching (Vygotsky, 1934/2000); the concept of teacher education Dewey, 1959; Schon, 1987/1992 and Celani 2003, 2004 until the theories of critical reflection (Freire, 1970; Kemmis 1987, Smyth,1989,1992; Zeichner,1992; and Brookfield, 1995) and the role of phonology (Lieff, 2003). The data were collected during two classes of the module Repensando a Fonologia do Inglês: da Conscientização à Ação. For the analysis and interpretation of the data, I used Spradley s (1980) cultural domains, based on the participants lexical choices. The categories analysed were the representations about language, teaching and learning, critical reflection and the role of phonology in the module under study. The results of the analysis indicate that there is a clash between the teacher s representations and that of the students, which hinders the achievement of the module s objectives / Esta pesquisa tem por objetivo verificar quais as representações dos envolvidos sobre formação de professores durante as aulas do módulo Repensando a Fonologia do Inglês: da conscientização à ação, parte do curso Reflexão sobre a Ação. A investigação foi desenvolvida em um curso de aprimoramento profissional para professores de inglês da rede oficial de ensino do Estado de São Paulo durante o primeiro semestre de 2004. Os pressupostos teóricos que fundamentaram a investigação foram: o conceito de representação Barcelos (2001), e de representação social Moscivici (1984) e Lessa e Freire (2003) ao olhar a concepção de linguagem (Bakhtin 1929/1995); teorias de ensino-aprendizagem (Vygotsky, 1934/2000); o conceito de formação contínua na formação de professores de Dewey, 1959; Schon, 1987/1992 e Celani 2003, 2004 até chegar ao conceito de reflexão crítica de (Freire, 1970; Kemmis 1987, Smyth,1989, 1992; Zeichner,1992; e Brookfield, 1995 e o papel da fonologia (Lieff, 2003). Os dados foram coletados em duas aulas do módulo Repensando a Fonologia do Inglês: da Conscientização à Ação. Para a análise e interpretação dos dados, foram utilizados os domínios culturais de Spradley (1980), com base nas escolhas lexicais dos participantes: a professora-formadora e os professores-alunos. As categorias analisadas foram as representações sobre a linguagem, o ensino-aprendizagem, a reflexão crítica e o papel da fonologia no módulo em estudo. Os resultados indicam que há um embate entre as representações da professora formadora e as dos professores-alunos, o que dificulta que os objetivos propostos pelo módulo sejam atingidos

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Attrition among students in online courses worldwide is well-documented at the undergraduate, graduate, and post-graduate levels. However, little is yet known about the reason for attrition among in-service teachers in online training. Online education aims to provide access to education for the masses, but with higher attrition rates, it may be viewed as less effective than traditional education. This study explored factors that influenced attrition and persistence among teachers of English as a Foreign Language (EFL) in an online teacher training environment. Tinto's Community of Inquiry framework and Short, Williams, and Christie's Social Presence Model provided the conceptual framework for this qualitative case study to address the research question. Six participants in Latin America from 4 online courses, selected through criterion and convenience sampling, participated in the study. Data sources included online questionnaires, personal narratives, and a focus group interview. Each data set was analyzed using open coding to identify emerging themes, selective coding for purposes of analysis, and finally axial coding to confirm overarching themes. Findings indicate that social, teacher, and cognitive presence are key to engagement in online learning and persistence, while lack of such presences can demotivate and lead to attrition. Thus, it is important to design online training that fosters all 3 types of presence. Results also included recommendations for designing more engaging online teacher training curricula. This study contributes to positive social change by providing online course designers with a deeper understanding of factors which influence attrition and persistence.

År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna. / In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.

The purpose of this study was to determine perceptions of students, teachers and parents concerning English-medium instruction and their perceptions of English as a foreign language. The research design of the study comprised a nation-wide questionnaire survey and individual interviews. The sample for the survey consisted of 982 students, 383 teachers and 988 parents in 42 Anatolian high schools across 32 provinces in Turkey selected using statified and criterion sampling. The participants of the interviews were six students, four teachers and four parents. Two distinct instruments were used for data collection / a survey questionnaire containing five-point Likert scales and open-ended questions / and a semi-structured interview schedule. To analyze quantitative data, descriptive statistics, one-way ANOVA and bivariate correlations were conducted. The qualitative data of the interviews and open-ended questions were analyzed via content analysis. Results indicated that students, teachers and parents do not favor English-medium instruction at secondary education. Regardless of their position on English-medium instruction, participants underscored problems of implementation of English-medium instruction at Anatolian high schools. A positive correleation was found between perceptions of English and perceptions of English-medium instruction for each group. Results also showed that all groups perceive English positively as a foreign language, and support the teaching and learning of English. According to students&amp / #8217 / and teachers&amp / #8217 / perceptions, English-medium instruction influences the instructional process in math and science in Anatolian high schools, and poses problems particularly in the learning of the subject matter.

The purpose of this study is to outline students’ attitudes towards ICT in the learning of English. The research was carried out as action research at a vocational high school in Sweden. The study aims at giving answers to the questions what the students’ attitudes towards ICT are, to what extent they think that ICT affects their learning and if ICT use changes their attitudes towards English. The students had little or no previous experience of ICT. For a period of two months, they used ICT in their English studies. This work was organized according to Svensson’s (2008) definitions ICT as a tutor, ICT as a tool and ICT as an arena, which are connected to behavioristic, cognitive/constructive and social constructivist/socio-cultural learning perspectives, respectively. For example, the students read and listened to texts online, wrote their own dialogues for a movie and maintained their own blogs. After each module, they evaluated the method and at the end of the project they were interviewed. The study shows that most of the students were positive towards ICT in learning English. They were most positive towards ICT as a tutor, which was interesting given that behavioristic ways of learning are often criticized by today’s scholars. Furthermore, the students claimed that ICT gives them new opportunities to learn. Not surprisingly, to learn in a way that suits the individual learner was seen as positive. They stated that it was difficult to comment on the impact that ICT might have had on their performance after such a limited period of time, but they indicated that they thought that they had improved at least a little. During the interviews, a few students claimed to have changed their attitudes towards English a little, in a positive way, but it was difficult to confirm this after such short time.

<p>The purpose of this study is to outline students’ attitudes towards ICT in the learning of English. The research was carried out as action research at a vocational high school in Sweden. The study aims at giving answers to the questions what the students’ attitudes towards ICT are, to what extent they think that ICT affects their learning and if ICT use changes their attitudes towards English. The students had little or no previous experience of ICT. For a period of two months, they used ICT in their English studies. This work was organized according to Svensson’s (2008) definitions <em>ICT as a tutor</em>,<em> ICT as a tool </em>and<em> ICT as an arena</em>, which are connected to behavioristic, cognitive/constructive and social constructivist/socio-cultural learning perspectives, respectively. For example, the students read and listened to texts online, wrote their own dialogues for a movie and maintained their own blogs. After each module, they evaluated the method and at the end of the project they were interviewed. The study shows that most of the students were positive towards ICT in learning English. They were most positive towards ICT as a tutor, which was interesting given that behavioristic ways of learning are often criticized by today’s scholars. Furthermore, the students claimed that ICT gives them new opportunities to learn. Not surprisingly, to learn in a way that suits the individual learner was seen as positive. They stated that it was difficult to comment on the impact that ICT might have had on their performance after such a limited period of time, but they indicated that they thought that they had improved at least a little. During the interviews, a few students claimed to have changed their attitudes towards English a little, in a positive way, but it was difficult to confirm this after such short time.</p>

<p>År 2003 utnämnde UNESCO årtiondet 2005-2014 till decenniet för utbildning i hållbar utveckling och även andra internationella och nationella beslut togs för att föra in utbildning för hållbar utveckling (Education for Sustainable Development) i skolans alla ämnen. ESD syftar till att eleven ska utveckla sin förmåga att kritiskt granska olika såväl ekologiska, sociala och ekonomiska perspektiv samt kunna ta ställning till dessa genom ett aktivt deltagande i olika demokratiska processer för att stödja hållbar utveckling. Forskning på området har dock visat att integreringen i skolans alla ämnen inte har fungerat på det sätt det har varit avsett. Denna uppsats syftar till att ta reda på om ESD förekommer inom engelskaundervisningen på gymnasienivå (inom Skaraborgs län). Den försöker också att identifiera vilka hinder och möjligheter det kan finnas för att arbeta med ESD i engelska A/B. Detta har gjorts utifrån en teoretisk litteraturstudie och en semistrukturerad enkätundersökning. Frågeformulär skickades ut till alla engelskalärare på tre gymnasieskolor i länet. De viktigaste resultaten som framkom var att ett av de största hindren för att arbeta med ESD i engelska var bristande kännedom om både skolans uppdrag gällande ESD, men också om vad begreppet innebär innehållsmässigt och didaktiskt. Även litteraturen speglar fortfarande uppfattningen att ESD till största del handlar om miljöfrågor och det finns mycket få praktiska råd vad gäller ESD i språkundervisningen. Det framkom dock framförallt att det verkar finnas stora möjligheter för att föra in ESD i engelskaämnet, eftersom det finns både intresse och motivation för detta bland majoriteten av de tillfrågade lärarna.</p> / <p>In 2003 UNESCO proclaimed the years 2005-2014 as a global decade of Education for Sustainable Development (ESD). Likewise other resolutions stated that ESD should be integrated in all school subjects. ESD focuses on developing the students’ ability to critically examine different ecological, social and economical perspectives and to participate actively in democratic processes in order to support sustainable development. Nevertheless, research has shown that the integration of ESD into all subjects has not been accomplished successfully. This degree project aims at examining if ESD occurs in English language lessons at three Swedish upper secondary schools. It also attempts to identify which impediments and possibilities there might exist for working with ESD in English lessons. This has been done by a literary review and a semi-structured questionnaire. An inquiry form was sent to all English teachers at the schools mentioned above. The most important results derived from this study were: Firstly, one of the biggest obstacles for working with ESD in English lessons was insufficient knowledge about UNESCO’s and the Swedish Education System’s commission as well as insufficient knowledge about what the concept ESD implies, both on a content level and on a didactical level. Secondly, literature reflected the common misconception that ESD is primarily concerned with environmental issues and modern research did not provide much information about how to teach ESD within language lessons. Above all, though, the results showed that one very important condition for integrating ESD into English lessons is fulfilled, since the majority of the teachers involved in this study seemed to be motivated to do so.</p>

There are a myriad of factors that influence the teaching and assessment of English as a foreign language in Israel. One such factor is the change in perception of how the mind collects and processes information. The transition from behaviorist theories of learning to constructivist and cognitivist theories has resulted in a new concept of learning that recognises the pivotal role of the learner in the learning process. Another instrumental factor is the creation of standards in education that are intended to raise the level of academic achievement and provide equitable educational opportunities for all learners. Both of these factors have impacted the study of English as a foreign language. Countries around the world have assumed monumental changes in the way they approach foreign language study. Following the examples of foreign countries Israel has recently implemented a standards-based curriculum that supports alternative assessment. Since this is a relatively new concept, the principles underlying standards and assessment are unfamiliar to many EFL teachers. Novice teachers, as well as experienced teachers, are experiencing difficulty incorporating standards and alternative assessment into their lessons. In the light of the above it was clear that a need existed to investigate how English foreign language teachers relate to assessment and to examine the extent to which they implement alternative assessment in their teaching. The aim of the study is to explore teachers' understanding of alternative assessment and find out how teachers incorporate alternative assessment in their EFL classes. Against this background, an empirical investigation was undertaken. It comprised a textual analysis of ten assessment packages and two focus group interviews. The research produced a wealth of descriptive data that illuminated the subject. The findings magnified the disparity between the theory behind alternative assessment and actual practice. It was apparent that the assessment activities which EFL teachers employed, were not in sync with the principles that were being promoted by the new curriculum for EFL teaching and assessment in Israeli schools. The study discusses the results of the investigation, suggests the implications and presents recommendations. / Educational Studies / D.Ed. (Didactics)

Ao longo das últimas décadas, foi crescente e notório o aumento de escolas de educação infantil em nosso país. Expandiu-se, em igual proporção, o número de turmas da educação infantil em escolas regulares, já que a própria LDB considera esse âmbito de ensino como parte integrante da educação básica. A fim de agregar um diferencial em sua grade curricular, aulas de língua inglesa como língua adicional são inseridas no currículo de um sem número de instituições nas mais variadas modalidades: aulas de 30 minutos ou 1 hora uma vez por semana, às vezes duas vezes por semana e, até mesmo, em propostas bilíngues, com aulas todos os dias da semana, em cargas horárias das mais diversas. Assim, este estudo propõe-se a uma análise crítica do ensino de língua inglesa como língua adicional para crianças de educação infantil. Foram selecionados como foco de pesquisa o uso da linguagem, a promoção do letramento na língua alvo e as crenças de professores, pais de alunos e coordenadores das instituições de ensino. Para a geração dos dados, duas escolas exclusivamente de educação infantil, duas escolas de educação básica e três escolas de idiomas foram visitadas. Procederam-se observações de aulas, entrevistas com os professores de língua inglesa, com pais de alunos e com as coordenadoras das escolas. Verificou-se que, independentemente da carga-horária oferecida pela escola, usar mais ou menos inglês em sala de aula era uma opção do professor, em acordo com as coordenações das escolas. Observou-se, também, que quanto mais comunicativa a abordagem de ensino, mais havia espaço para a promoção do letramento. E constatou-se que as crenças de pais, professoras e coordenadoras de escolas são pertinentes mas precisam ser ouvidas no contexto escolar de forma a produzir um ensino efetivo e prazeroso para os alunos. / Throughout the last decades, it was noticeably increasing the number of kindergarten schools in our country. It has expanded, in the same proportion, the number of kindergarten classes in regular schools, since LDB (Lei de Diretrizes e Bases) considers this scope of teaching as part of the primary education. In order to add some particularities in its curricula, classes of English as a foreign language has been inserted in hundreds of institutions, in many different approaches: thirty-minute or one hour classes once a week, sometimes twice a week and also in bilingual projects, with everyday classes, in several workloads. So, the aim of this search is to hold a critical analysis on the teaching of English as a foreign language to very young learners. The use of language, the promotion of literacy in the target language and the beliefs of teacher, students’ parents and schools coordinators were selected as the focus of this work. In order to generate the data, two kindergarten schools, two primary schools and three language schools were visited. Classes were observed and interviews with the teachers of English, with the students’ parents and with the schools coordinators were conducted. It was verified that, independently of the workload offered by the school, using less or more English in the classroom was an option made by the teacher, in accordance to the school’s coordination. It was also observed that the most communicative the approach was, the more space to literacy was given. And it was checked that parents’, teachers’, and coordinators’ beliefs are pertinent but need to be heard in the context of the school in order to offer an effective and pleasant learning environment for the pupils.