A investigação da Linha de Pesquisa: Universidade: Teoria e Prática, Ênfase em Formação de Professores, "Do professor licenciado ao docente crítico intelectual e reflexivo: uma análise a partir de cursos de licenciatura em matemática e história de universidade privada no RS", estudou as implicações da reforma educacional pós LDBEN, Resolução CNE/CP 1/2002, verificando a manifestação dessas concepções na prática pedagógica dos professores de duas licenciaturas de uma universidade privada no litoral do RS. Buscou igualmente evidenciar a lógica que permeia os documentos legais normativos para formação de professores e a concepção de professor reflexivo que aparece a partir da Resolução CNE/CP 1/2002, que institui as Diretrizes Curriculares Nacionais para Formação de Professores da Educação Básica, em nível superior, em curso de licenciatura, de graduação plena, esta antecedida pelo Parecer CNE/CP 09/2001. Neste estudo de caso que pautou-se num modo de análise ancorado na teoria crítica e, na análise de conteúdo dos dados coletados, encontrou-se como resultado que tais políticas são balizadas por estratégias econômicas, entendidas neste texto como reflexo de políticas neoliberais. Esta resolução sinaliza uma inovação na perspectiva de formação docente, que embora inovadora, é permeada pela racionalidade técnica, tratando-se então, de novas roupagens para velhos discursos. A intencionalidade da reflexão sofre interferências deste contexto, resultando num esvaziamento de seu real significado. Em contraponto a esta perspectiva, esta dissertação apresenta a concepção de professor como intelectual crítico e reflexivo (Pimenta, 2002). Concluo a investigação, constatando nos cursos analisados que estes se pautam no que apresentam as normativas legais; que os professores, principais agentes de efetivação destas propostas, muitas vezes desconhecem ou não participaram da reforma curricular dos cursos, resultando num alienamento das intenções e na superficialidade de entendimento dos conceitos abarcados. / The investigation of the Research Line: University: Theory and Practice, with emphasis on Teacher Education, "From a licentiate teacher to a critical and reflexive educator: an analysis on mathematics and history licentiate courses at a private university in RS", studied the post-LDBEN educational reform implications, CNE/CP 1/2002 Act , verifying the manifestation of such conceptions on the pedagogical practice of two licentiate courses at a private university in RS's coastal region. Also it sought to make clear the logic permeating the normative legal documents for teacher education and the conception of a reflexive teacher that comes out from the CNE/CP 1/2002 Act, which instituted the National Curriculum Guide for the Formation of Basic Education Teachers, at higher level licentiate course, full degree programs, being the latter preceded by the CNE/CP 09/2001 Act. Drawing on the critical theory analysis as well as on the collected data content analysis, this case study has shown that such policies are oriented by economic strategies, herein understood as a consequence of neoliberal policies. They point toward some innovation on teacher education; such innovative perspective, however, is permeated by technical rationality, what means, in the end, that we have new garments for old speeches. Such context interferes greatly on the initial intent for reflection, emptying its real meaning. In contrast with that perspective, this dissertation presents the conception of a teacher as a critical and reflexive intellectual (Pimenta,2002). The investigation findings show that the analysed courses draw from the legal norms while the teachers, who are the main agents for such proposals to enter into force, are either unaware of the curricular reform or have not taken part in it. Thus, the result is alienation of purposes and superficial understanding of the concepts involved.

A investigação da Linha de Pesquisa: Universidade: Teoria e Prática, Ênfase em Formação de Professores, "Do professor licenciado ao docente crítico intelectual e reflexivo: uma análise a partir de cursos de licenciatura em matemática e história de universidade privada no RS", estudou as implicações da reforma educacional pós LDBEN, Resolução CNE/CP 1/2002, verificando a manifestação dessas concepções na prática pedagógica dos professores de duas licenciaturas de uma universidade privada no litoral do RS. Buscou igualmente evidenciar a lógica que permeia os documentos legais normativos para formação de professores e a concepção de professor reflexivo que aparece a partir da Resolução CNE/CP 1/2002, que institui as Diretrizes Curriculares Nacionais para Formação de Professores da Educação Básica, em nível superior, em curso de licenciatura, de graduação plena, esta antecedida pelo Parecer CNE/CP 09/2001. Neste estudo de caso que pautou-se num modo de análise ancorado na teoria crítica e, na análise de conteúdo dos dados coletados, encontrou-se como resultado que tais políticas são balizadas por estratégias econômicas, entendidas neste texto como reflexo de políticas neoliberais. Esta resolução sinaliza uma inovação na perspectiva de formação docente, que embora inovadora, é permeada pela racionalidade técnica, tratando-se então, de novas roupagens para velhos discursos. A intencionalidade da reflexão sofre interferências deste contexto, resultando num esvaziamento de seu real significado. Em contraponto a esta perspectiva, esta dissertação apresenta a concepção de professor como intelectual crítico e reflexivo (Pimenta, 2002). Concluo a investigação, constatando nos cursos analisados que estes se pautam no que apresentam as normativas legais; que os professores, principais agentes de efetivação destas propostas, muitas vezes desconhecem ou não participaram da reforma curricular dos cursos, resultando num alienamento das intenções e na superficialidade de entendimento dos conceitos abarcados. / The investigation of the Research Line: University: Theory and Practice, with emphasis on Teacher Education, "From a licentiate teacher to a critical and reflexive educator: an analysis on mathematics and history licentiate courses at a private university in RS", studied the post-LDBEN educational reform implications, CNE/CP 1/2002 Act , verifying the manifestation of such conceptions on the pedagogical practice of two licentiate courses at a private university in RS's coastal region. Also it sought to make clear the logic permeating the normative legal documents for teacher education and the conception of a reflexive teacher that comes out from the CNE/CP 1/2002 Act, which instituted the National Curriculum Guide for the Formation of Basic Education Teachers, at higher level licentiate course, full degree programs, being the latter preceded by the CNE/CP 09/2001 Act. Drawing on the critical theory analysis as well as on the collected data content analysis, this case study has shown that such policies are oriented by economic strategies, herein understood as a consequence of neoliberal policies. They point toward some innovation on teacher education; such innovative perspective, however, is permeated by technical rationality, what means, in the end, that we have new garments for old speeches. Such context interferes greatly on the initial intent for reflection, emptying its real meaning. In contrast with that perspective, this dissertation presents the conception of a teacher as a critical and reflexive intellectual (Pimenta,2002). The investigation findings show that the analysed courses draw from the legal norms while the teachers, who are the main agents for such proposals to enter into force, are either unaware of the curricular reform or have not taken part in it. Thus, the result is alienation of purposes and superficial understanding of the concepts involved.

This qualitative descriptive study explored the experiences of three Kuwaiti pre-service teachers with guided reflection and the extent to which video technology facilitates reflection. The data sources were semi-structured and video-elicited interviews, field notes, and researcher reflective journals. The study was guided by two research questions: In what ways does video elicitation facilitate Kuwaiti pre-service teachers’ reflections? What do Kuwaiti pre-service teachers reflect about? I used Rogoff’s Sociocultural Theory (2003; 1995) as my conceptual lens for this study which stresses the importance of cultural contexts in all areas of education. I developed a concept I call “third-eye” thinking to define a multifaceted approach to education and reflection. I also developed a concept I call “cultural spheres of influence” to describe the multitude of cultural influences that shape individuals and groups in unique ways. This study also depended on guided reflection to complement the process of video elicitation. The findings of my study indicated that video elicitation provided concrete material as a basis for reflection. My findings showed that Kuwaiti early childhood preservice teachers reflected on various topics including: teaching tools and materials, strategies and techniques, everyday problems and challenges, classroom dynamics and management, and evaluators and the evaluation process. This research contributes to the existing body of literature by giving reflection a new culturally-rooted definition based on its application by Kuwaiti pre-service teachers and through a careful consideration of the cultural spheres of influences that shaped who the participants were and what they brought to the reflective process.

In the United States, approximately 26% of children will witness or experience a traumatic event before they turn 4 years old. Therefore, teachers must be prepared to meet the individual needs of children who exhibit symptoms of trauma. However, there is a gap in research regarding teachers' perspectives about how teacher preparation experiences influence teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. Using Bandura's theory of self-efficacy, the purpose of this basic qualitative study was to explore how teachers' perspectives about teacher preparation experiences influenced their teaching strategies and the creation of supportive environments for preschool children who have experienced trauma. In-depth interviews were used to collect data from 10 preschool teachers from a southern state who had varying teaching experience, degrees, and preparation experiences. The continuous data analysis process included organizing the data, reflecting on meaning, and identifying and coding key words and themes to answer the research questions. Results indicated that teacher preparation experiences influenced the participants' teaching strategies and the creation of supportive environments. However, the results also suggested a need for more content specific teacher preparation experiences. Potential social implications of this study include (a) improving teacher preparation opportunities, (b) an increase in teacher self-efficacy, (c) an increase in child development outcomes, and (d) adding to the current literature on teacher preparation and childhood trauma.

<p> This quantitative research conducted in Southern California validated Lake and Billingsley&rsquo;s (2000) Grounded Theory regarding factors causing conflicts in special education. This study found that discrepant views of a child or child&rsquo;s needs, knowledge, service delivery, constraints, valuation, reciprocal power, communication, and trust, were associated with the perception of conflicts. Generally, the bivariate correlation coefficients indicated that all the predictors were statistically significant except use of power. The regression model evidenced significant association of knowledge, services, valuation, and trust. The comparison of the models for three subgroups of 194 Participants indicated that for parents, service delivery and valuation were significant factors of conflicts. For administrators and service providers, trust was a significant factor of conflicts. There was sufficient evidence to conclude that service delivery, valuation, and trust were associated with conflicts after the partial out of the other constructs. </p>

Published Article / Mathematics teachers need an uncomplicated yet effective programme that they can use to type documents that contain mathematical symbols and notation. Many such programmes exist on the market, but are costly and in most cases, difficult to use. Microsoft Word's Equation Editor provides a solution to this problem in that it is easy to use and readily available in the Microsoft package. An investigation into how third-year education students respond to the presentation and use of this programme was made. The research was executed in the form of a case study, as only third-year mathematics students from the School of Teacher Education at the Central University of Technology, Free State, participated. It was found that these students grasped the concepts needed to use the Equation Editor quite easily, although the level of application by the academically stronger group of students was much higher than the level reached by the weaker academic group.

<p> This mixed methods study utilized a survey and semi-structured interviews to investigate upper elementary teacher knowledge for teaching reading to struggling readers to determine what a sample of third through fifth grade teachers knew and understood about the myriad factors that may have contributed to their students&rsquo; reading difficulties.</p><p> Quantitative findings revealed that the teachers possessed the strongest knowledge in the areas of comprehension, vocabulary, and reading fluency, and that their knowledge was the weakest related to foundational reading skills such as phonics and morphological awareness. Quantitative analyses also suggested that participation in certain types of professional development, most notably learning communities, may have improved the teachers' knowledge, but that in general, variables such as education, teaching experience, and professional development, had very little, if any, significant effect on the teachers' knowledge.</p><p> Qualitative findings included five themes, or five areas of teacher knowledge: knowledge about struggling readers&rsquo; foundational skills difficulties; knowledge gained from working with colleagues; knowledge gained from learning communities; knowledge about diagnosing students&rsquo; reading weaknesses; and knowledge about the effects of struggling readers&rsquo; lack of confidence. In each of these areas, teachers discussed the specific knowledge they felt they possessed or lacked, as well as the most significant sources from which they had developed this knowledge.</p><p> Comparisons of the quantitative and qualitative data suggested that experience teaching primary grades, effective work with reading specialists, and participation in learning communities may each have helped the teachers develop the knowledge needed to work with struggling readers. The quantitative and qualitative data comparison also indicated that while teachers did not always possess adequate knowledge for teaching foundational reading skills, they felt that this was an area of knowledge they needed and wanted to develop so that they could more effectively help their struggling readers.</p><p> This study concluded with a discussion of the implications of its findings, as well as recommendations for policy, practice, and future research. This study&rsquo;s findings may provide preservice and inservice teacher educators with valuable information they can use to inform their curriculum and support programs for upper elementary teachers.</p>

<p> In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members&rsquo; needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers&rsquo; perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.</p>

<p> This study investigated the relationship between attention to student thinking during lesson planning and the level of cognitive demand at which tasks are implemented for six pre-service teachers enrolled in a teacher education program that focuses on attention to student thinking during planning and instruction. Lesson plans were examined for attention to student thinking using two coding schemes, and samples of student work were examined to assess the level of cognitive demand at which tasks (associated with the enacted lesson plans) were implemented during instruction. Other planning related data sources were qualitatively drawn upon to support the extent to which pre-service teachers focused on student thinking with regard to planning. </p><p> One of the lesson planning coding schemes provides numerical scores indicating different degrees of attention to six elements of student thinking. The level of cognitive demand of task implementation for each lesson was able to be coded as high or low. In particular, the quantitative analysis suggested a trend that as overall attention to student thinking during lesson planning increases the odds of high level task implementation become greater compared to the odds of low level task implementation. Given a small sample size the quantitative results need to be considered within their limitations.</p><p> Qualitative analysis examining attention to student thinking during planning and task implementation supports the quantitative trend. In particular, the qualitative analysis suggests three findings. The first finding is that the two pre-service teachers who demonstrated the most attention to student thinking with regard to planning were the only pre-service teachers who implemented all of their tasks at a high level of cognitive demand. The second finding is that when receiving specific planning based support for a lesson as part of a university assignment, all the pre-service teachers were able to implement the task at high level of cognitive demand. The third finding is that a large majority of lessons using tasks accompanied by detailed planning support sources were implemented at high levels of cognitive demand.</p>

<p> A Case Study of Initiating Mentoring in an Urban Charter School Most states exempt public charter schools from state policy that regulates the mentorship of new teachers. Regardless, there are charter systems that develop teacher mentor programs on their own. These system-created programs can create a dichotomy between charter expectation and mentor/mentee experience. Utilizing a case study approach, this dissertation offers a unique view into this phenomenon, by examining the inaugural year of a mid-sized urban charter system&rsquo;s effort to design and implement a teacher mentoring support program. Data include interviews with 15 teachers (paired and unmatched mentors and mentees) and administrators, meeting observations, and reviews of program documents and artifacts. Findings note challenges related to support, guidance, and expectations, in addition to a cautious optimism about future charter mentor endeavors. Miller&rsquo;s (1976) Relational cultural theory was used as a theoretical lens to explore teacher experiences in mentoring. </p><p> The results of this study enhance understanding of urban public charter school teachers engaged in the mentoring process by: (a) identifying clear mentoring program expectations, administrative involvement, and professional development as influential factors in mentoring relationships; (b) recognizing mentor experience, shared subject matter of mentor and mentee, and ability to meet in person as powerful predictors of mentor relationship success; and (c) illustrating how school context can and does affect the mentoring process in an urban public charter school. </p><p> <i>Keywords</i>: mentoring, charter schools, beginning teachers, teacher development</p>