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Technology is advancing at a rapid pace and more digital tools find their way into theclassrooms as a means for educational purposes. The English language has also taken morespace in our everyday life and is almost a necessity in today's global society. However, canthe teachers in the Swedish educational society keep up with the rapid growth of both thesesubjects? The aim with this study is to get a better understanding about teachers’ perspectiveand knowledge about digital tools as an aid for English language development for younglearners, as well as what challenges and benefits they find with using digital tools as a meansfor English language development.This study will present a summary of theoretical and literature background regarding the topicat hand. The data for this study was collected through interviews with five K-3 teachers infour different schools located in south of Sweden. The result showed that a majority of thefive interviewed teachers, saw digital tools to be beneficial in the English classroomenvironment, and they had a positive view on English as a subject and its importance foryoung learners. However, the data collected exposed that the absence of guidelines,inadequate knowledge about how to use the tools within an educational approach,malfunctioning equipment and the lack of time to teach and plan the lessons was a substantialdilemma

The aim of this study was to investigate the role of Technology teachers’ knowledge in promoting learners’ higher order thinking skills. This aim was addressed by conducting the relevant literature survey and an empirical investigation. Four schools were selected in the Johannesburg West District. Here, twelve Grade 7 Technology teachers, three from each school, were interviewed and observations conducted. The data was analysed and findings presented ultimately. The findings reveal that Technology teachers who possess a greater depth of technological content knowledge, pedagogical knowledge and assessment knowledge are more effective in as far as promoting learners’ higher order thinking. On the other hand, Technology teachers who possess a shallow technological content knowledge, pedagogical knowledge and assessment knowledge struggle to promote learners’ higher order thinking. The main conclusions drawn from this study are that Technology teachers’ knowledge can play a role in learners’ acquisition of higher order thinking skills. Therefore, Technology teachers should acquire a sound technological knowledge in order to be able to promote learners’ acquisition of higher order thinking skills. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) / Technology -- Study and teaching (Secondary) -- South Africa -- Johannesburg -- Case studies / Critical thinking -- South Africa -- Johannesburg -- Case studies

Studiens syfte var att undersöka framgångsfaktorer för undervisning av elever med språkstörning i ämnet svenska och därför intervjuades fem klasslärare. För att en elev ska få möjlighet att lyckas i klassrummet behöver läraren ha kunskap om språkstörning, språkteori samt hur man utvecklar en läskompetens. Det är även bra att vara förberedd och ligga steget före för att skapa en positiv lärmiljö. Resultatet analyserades med utgångspunkt i det sociokulturella perspektivet och då framkom att ett framgångsrikt lärande ofta sker genom att man får härma, antingen genom att barnet visas en metod via scaffolding eller samspel med andra vuxna eller kamrater. Det är också betydelsefullt att alla elever får vara med i den gemensamma lärandeprocessen och att skolan har en inkluderande undervisning. När eleven sedan ska arbeta på egen hand kan dock uppgifterna vara individanpassade utifrån elevens proximala utvecklingszon. Ett sätt att få denna nödvändiga kunskap, som klasslärare, är genom specialläraren som då kan hjälpa till med reflektioner, men även för att stötta läraren praktiskt i klassrummet på olika sätt. / The aim of this study was to find out how education in the subject of Swedish for pupils with Specific Language Impairment could be successful. Five interviews were therefore conducted with class teachers. The result shows that it's very important that the theacher has knowledge about Specific Language Impairment, linguistics and how children develop basic reading skills. It's also important for the teacher to be prepared and stay ahead to create a positive learning environment. The results were analysed using a sociocultural perspective, which revealed that successful learning was likely to take place in situations where the child is given the chance to imitate; either in interaction with a teacher or classmates, or in situations where the teacher uses scaffolding and shows the pupil how something is done. It's wssential that most classroom activities are common to all, but when the child is to work on her/his own, one can use individualised tasks in the next zone of proximal development. Special education teacher could help the class teachers gain knowledge by using reflection and helping the teacher with insights/methods that could be useful in practice when teaching pupils with Specific Language Impairment.

Previous research has shown that substantial learning gains are possible when formative assessment and support for students’ development of self-regulated learning skills are implemented in classroom practice. Such implementation is not straightforward and there is a need for both further understanding of the knowledge and skills teachers require to practice formative assessment, and further insights into how different characteristics of ordinary teaching practices support students’ in becoming proficient self-regulated learners. This doctoral thesis includes a licentiate thesis and two articles. In the licentiate thesis, classroom observations are used to investigate the knowledge and skills used by a teacher engaged in a comprehensive formative classroom practice. The results show that the teacher's practice is complex and requires advanced knowledge and skills that are often used simultaneously and under time pressure. For example, the teacher, sometimes in a matter of seconds, handles new (to her) mathematics, makes inferences from students’ responses to their understanding, and based on these inferences makes decisions about her teaching. The first article is a literature review focusing on the effects of formative assessment on student achievement in mathematics since there is a lack of knowledge of the effects of formative assessment on student achievement, in particular for subject areas such as mathematics. In the review, a systematic literature search is made for articles studying the effects of both teacher-centered approaches and approaches emphasizing student involvement in the formative assessment processes. The latter type of approaches includes teacher practices that support students’ development of aspects of self-regulated learning competence. The results show that all approaches included in the review have significant positive effects on student achievement in mathematics. The second article examines in what ways learning situations in authentic classroom practices provide opportunities for the students to develop self-regulated learning skills, and how students experience these opportunities. The analysis is based on data from classroom observations of three teachers’ mathematics lessons, and on interviews with their students. The results show that instruction in self-regulated learning skills mostly occurred implicitly, and the opportunities to develop the skills were mainly provided and experienced at the observational level.

This dissertation attempts to deepen our understanding of teachers’ work and professionality, which involves not only their reasoning about what to teach and how to teach it, but also of what it is that makes education possible. This is accomplished by exploring a highly influential, if underestimated and under-researched, dimension of teacher practice and professionality: the relational dimension, involving the establishment and maintenance of educational relationships with and among students. In the imperatives and challenges of the 21st century the importance of highlighting the relational dimension seems to be a concern of increasing importance. Through interviews and observation that have generated the empirical material, the relational practices of eleven teachers are analyzed in accordance with a particular methodological scheme. Apart from providing a descriptive mapping of these practices, this study presents the practical arguments given by informants to substantiate their use. The numerous examples of relational practices and practical arguments that are herein provided serve to empirically confirm the pervasive relational character of a teacher’s work. What emerges is an understanding of an educational relationship, established and maintained by practices that seek genuine human contact with students, and that views relational attributes such as trust, social justice, benevolence, empathy and openness to the other as being of vital importance to the entirety of the educational process. In addition, the practices involving enacting educational communities among students, are shown to have significance for the educational process. What emerges as well is a conception of relational professionality as something that can be learned, meaning that teachers are made, not born. Moreover, “being professional” is here conceived, in pedagogical rather than sociological terms, as something that involves the quality of a teacher’s actions rather than the fact that s/he belongs to a particular profession. The findings of this study strongly suggest that relationships in schools often require conscious attention, rigorous work and delicate negotiations on the part of teachers in order to be (or become) educational. The process of education is sustained by an array of subtle relational conditions. The attempt of the teacher to deal with these conditions requires specific professional experience, understandings and practices.

Este estudo situa-se no campo de formação de professores e utiliza o conceito de Conhecimento Pedagógico do Conteúdo (PCK) como referencial teórico. O PCK versa sobre um conhecimento específico do professor, que fundamenta suas decisões didáticas diante dos processos de ensino e aprendizagem no contexto de sala de aula. Neste trabalho, investigamos o PCK sobre conceitos pertinentes ao tema \"Natureza da Matéria\", de licenciandos em Química, manifesto no processo de elaboração de um planejamento de ensino proposto em uma disciplina integradora (entre conteúdo químico e pedagógico) de final de curso, oferecida no IQ-USP. Os planejamentos elaborados pelos licenciandos, assim como as transcrições de gravações dos debates gerados nessa disciplina, foram submetidos à análise de conteúdo agrupando-se as ideias centrais em categorias construídas a partir do modelo de PCK de Rollnick et al.. Os resultados indicam que as discussões para elaboração do CoRe promoveu, ainda na graduação, a ampliação do repertório profissional. Na elaboração do planejamento de ensino, os licenciandos também puderam refletir sobre os conhecimentos necessários para a docência e evidenciaram as manifestações e o domínio dos conhecimentos necessários ao professor. Pelas falas e textos, os licenciandos mobilizam diferentes conhecimentos advindos de sua formação prévia, a saber, os conhecimentos: do conteúdo, dos alunos, pedagógico e do contexto de forma integrada e também acabam transformando tais conhecimentos como resultado da discussão em grupo promovida durante a disciplina. Essa transformação pôde ser acessada por exemplo, quando o conhecimento do conteúdo vai sendo ampliado e ganha especificidade quando esses licenciandos necessitam discutir e negociar aspectos desse conteúdo sob o ponto de vista do ensino. Assim, o acesso ao PCK desses licenciandos se dá pelo dinamismo observado da ampliação dos repertórios de experiência profissional e pedagógica acoplados a um conteúdo específico. Os distintos conhecimentos vão sendo mobilizados à medida que esses licenciandos discutem situações de planejamento de ensino. Os resultados indicam que os licenciandos, ainda na graduação, passam pelas etapas de apropriação dos conhecimentos necessários para a prática docente, desenvolvem a compreensão, do conhecimento do conteúdo nas disciplinas específicas de química, dos propósitos com base nas propostas oficiais e na seleção de temas estruturadores nas disciplinas integradoras que, juntamente com os domínio do conhecimento pedagógico, direcionam as transformações sobre o conhecimento. Foi possível observar assim, durante o processo da pesquisa flashes das disciplinas da formação inicial no repertório profissional dos licenciandos investigados. / This study is situated in the field of teacher training and uses the concept of pedagogical content knowledge (PCK) as the theoretical base. The PCK is about a teacher\'s specific knowledge, which bases its decisions on the educational processes of teaching and learning in the classroom. In this paper, we investigate the PCK on concepts relevant to the theme \"Nature of Matter\" by undergraduates in chemistry, manifest in the process of developing a plan of education proposed in an integrative discipline (between chemical content and pedagogical) final course offered at IQ-USP. The plans prepared by undergraduates as well as transcripts of recordings of the discussions generated in this discipline, were subjected to content analysis by grouping the main ideas in categories from the model of PCK Rollnick et al.. The results indicate that the discussions for the preparation of CoRe promoted, still an undergraduate, expanding professional repertoire. When planning teaching, undergraduates could also reflect on the knowledge needed for teaching and showed manifestations and develop the knowledge necessary to the teacher. Through speeches and texts, undergraduates mobilized different knowledge from their previous training, namely, knowledge, content, students, teaching and the context of an integrated and also end up turning this knowledge as a result of group discussion promoted during discipline. This transformation could be accessed for example, when knowledge of the content will be expanded and gain specificity when these undergraduates need to discuss and negotiate aspects of the content from the point of view of education. Thus, access to these undergraduates PCK is given by the dynamism of the observed expansion of the repertoire of teaching experience and coupled to a specific content. The different skills are being deployed as we discuss these undergraduates planning teaching situations. The results indicate that undergraduates still in grad school, go through the steps of appropriation of knowledge needed for teaching practice, develop understanding of content knowledge in specific disciplines of chemistry, based on the purposes of official proposals and selection of themes structuring proposed by the integrative disciplines which, together with the domain of pedagogical knowledge, direct knowledge about the changes. It was thus possible to observe during the research process flashes of the disciplines of professional training in the repertoire of the undergraduates surveyed.

Submitted by Eunice Novais (enovais@uepg.br) on 2017-09-06T19:43:11Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Elizabete Volkman.pdf: 2846836 bytes, checksum: a01f096b6f7b6b8734a1c781bbdb4f7c (MD5) / Made available in DSpace on 2017-09-06T19:43:11Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Elizabete Volkman.pdf: 2846836 bytes, checksum: a01f096b6f7b6b8734a1c781bbdb4f7c (MD5) Previous issue date: 2017-07-27 / A aprendizagem da docência e o desenvolvimento profissional são processos que ocorrem durante toda a vida do professor. A formação inicial em cursos de licenciatura constitui a base de um processo formal e sistematizado de aprendizagem do ensinar e da profissão docente, sendo ainda um período importante de (re) construção e consolidação de práticas e concepções em torno do ser professor. Desse modo, a presente pesquisa tem como objeto de estudo as concepções discentes sobre a docência e sobre a preparação para a docência na licenciatura. O estudo teve como objetivo principal analisar as concepções dos acadêmicos da Licenciatura em Matemática sobre a docência e sobre a sua preparação para a docência. Procuramos discutir os conceitos e princípios da formação de professores, da docência e as contribuições dos estudos sobre os saberes docentes para a formação inicial. Para fundamentar as análises sobre as relações de poder e as hierarquias entre as disciplinas dentro do campo universitário nos apoiamos nos conceitos de habitus, campo e capital cultural de Pierre Bourdieu. A pesquisa se insere na abordagem qualitativa e os dados foram coletados por meio de questionários (N=39) e entrevistas semiestruturadas (N=8) com licenciandos do quarto ano do curso de Licenciatura em Matemática pertencentes a duas universidades públicas estaduais do Paraná. Como procedimento metodológico realizamos também a análise documental do Projeto Pedagógico do Curso de Matemática das universidades investigadas. Para organização e análise dos dados adotamos a Análise de Conteúdo (BARDIN, 2011) e Análise de clusters. Nossos resultados apontam que a escolha profissional pelos licenciandos em Matemática envolvem questões subjetivas como afinidade pela área, vontade de ser professor e a docência como segunda opção e que o processo formativo vivenciado na licenciatura influencia nesse processo de escolha profissional. Os licenciandos investigados também enfatizaram a falta de conteúdos voltados para a docência na Licenciatura em Matemática. / Teaching and professional development are processes that occur throughout the life of the teacher. The initial training in undergraduate courses forms the basis of a formal and systematized process of teaching and the teaching profession, and is an important period of (re) construction and consolidation of practices and conceptions around being a teacher.In this way, the present research has as object of study the conceptions of the math graduates on teaching and on their preparation for teaching. The main objective of this study was to analyze the conceptions of the undergraduate students in Mathematics about teaching and their preparation for teaching.We seek to discuss the concepts and principles of teacher education, teaching and the contributions of studies on teacher knowledge for initial training. In order to base analyzes on power relations and hierarchies between disciplines within the university field, we rely on Pierre Bourdieu's concepts of habitus, field and cultural capital.The research is part of the qualitative approach and the data were collected through questionnaires (N = 39) and semi-structured interviews (N = 8) with graduates of the fourth year of the degree course in Mathematics belonging to two state public universities of Paraná. As a methodological procedure we also performed the documentary analysis of the Pedagogical Project of the Mathematics Course of the researched universities. For data organization and analysis we adopted Content Analysis (BARDIN, 2011) and Cluster Analysis. Our results point out that the professional choice by the Mathematics graduates involve subjective questions such as affinity for the area, willingness to be a teacher and teaching as a second option and that the training process experienced in the degree affects this process of professional choice. The licensees investigated also emphasized the lack of specific contents for the teaching in the Degree in Mathematics.

Made available in DSpace on 2016-04-27T14:32:50Z (GMT). No. of bitstreams: 1 Hilda Lucia Cerminaro Sarti.pdf: 1032420 bytes, checksum: 8c7cb6608a7ad2fb2d52151aad17ce2c (MD5) Previous issue date: 2010-06-21 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work analyzes the knowledge of teachers of children aged zero to three, examining their daily practices basis, in the context of a municipal early childhood education center in the city of São Paulo. The study was a research-action: it used observation video registers of four teachers daily routines, working with three groups of children, at four moments: stories telling, feeding, playing and contact with the families. The filmed registers were then commented by them, in individual interviews and in pairs, with the aim of getting their interpretations about the scenes and their explanations about the several sources of knowledge and experiences that based the observed practices. The several types of knowledge were perceived as adaptations, transformations and associations of theory with practice, using personal filters, in accordance with the concrete situations in the work place, having as background their professional and personal trajectory. The knowledge of the teachers are built, over time, from their life stories, their childhood memories, experiences including those as mothers, readings, courses, tastes, getting along together and observation of other professionals, knowledge of the child, contact with the families, reflections on and about the practice, availability to hear and to perceive children s needs and rhythms, in addition to the academic training. Such process is crossed by the complexity and emergence of day to day situations, when such knowledges are mobilized in order to adequately work with the child. The research concludes that, to be successful and to contribute to the improvement of small children s education, all public training policy must be based on the knowledge of the teachers work place, on their thoughts, speeches, needs and expectations, acknowledging their professional value, stimulating their protagonism as social actors and looking for ways to understand how they transform their knowledge in day to day practices, with children, their peers and families / Este trabalho analisa os saberes das professoras de crianças de zero a três anos, objetivando apreender os fundamentos de sua prática cotidiana, no contexto de uma instituição municipal de educação infantil da cidade de São Paulo. O estudo, caracterizado como pesquisa-ação, utilizou registros de observação da rotina diária de quatro professoras, atuando em três grupos de crianças em quatro momentos: histórias, alimentação, brincadeiras e contato com as famílias. Os registros filmados eram então comentados por elas em entrevistas individuais e em dupla, visando captar suas interpretações sobre as cenas e suas explicações sobre as diversas fontes de conhecimentos e experiências que fundamentaram as práticas observadas. Os diversos tipos de saberes evidenciaram-se pelas adaptações, transformações e associações da teoria com a prática, a partir de um filtro pessoal, de acordo com as situações concretas do trabalho, tendo como pano de fundo sua trajetória profissional e pessoal. Os saberes das professoras são construídos, ao longo do tempo, a partir de suas histórias de vida, suas lembranças de infância, experiências inclusive como mães, leituras, cursos, gostos, convivência e observação de outros profissionais, conhecimento da criança, contato com as famílias, reflexão na e sobre a prática, disponibilidade para ouvir e perceber as necessidades e ritmo da criança, além da formação acadêmica. Tal processo é atravessado pela complexidade e emergência de situações no cotidiano, que implicam a mobilização de saberes, para atender adequadamente à criança. A pesquisa conclui que toda política pública de formação, para ter êxito e contribuir para a melhoria da educação da criança pequena, deve ser baseada no conhecimento dos espaços de trabalho das professoras, seus pensamentos, falas, necessidades e expectativas, valorizando-as profissionalmente, estimulando seu protagonismo e buscando compreender os modos como transformam seus conhecimentos na prática cotidiana, nas relações com as crianças, com seus pares e com as famílias

Neste estudo, procuramos investigar as relações com a aprendizagem da atividade docente, que foram construídas pelos licenciandos em Física, durante a realização do estágio supervisionado. Para isso, nos fundamentamos nas perspectivas atuais sobre a formação inicial de professores, bem como nos aspectos específicos presentes nas pesquisas sobre o estágio curricular. A aprendizagem da atividade docente, propriamente dita, supõe a apropriação de saberes relacionados com a profissão, assim, compreendemos que os licenciandos, diante de um contexto real de ensino, devido às necessidades de aprendizagem da profissão, desenvolvem saberes próprios dessa atividade profissional. Nesse sentido, utilizaremos os trabalhos de Tardif (2002), assim como de Gauthier e seus colaboradores (1998), para identificarmos os saberes docentes elaborados pelos licenciandos em Física ao longo da graduação. Além desse referencial teórico, utilizamos, ainda as pesquisas de Charlot (1996, 2000, 2001, 2002, 2005, 2013) sobre as relações com o saber, posto que estes trabalhos nos possibilitam desvelar o engajamento dos licenciandos na relação direta com a atividade intelectual de aprendizagem da docência. Dessa forma, o objetivo desta pesquisa é compreender a essência dos saberes produzidos pelos licenciandos em Física concernentes às relações que foram construídas durante as práticas de ensino. Como procedimento metodológico, empregamos o estudo de caso, analisando as narrativas de dois sujeitos, os quais foram acompanhados na disciplina de Metodologia do Ensino de Física II, em uma universidade pública do estado de São Paulo. Para a coleta de dados, foram utilizados diversos instrumentos: portfólio dos licenciandos, questionários, videogravação das aulas da disciplina, observação participante, balanços do saber, bem como da supervisão de estágio. A análise de dados ocorreu em conformidade com a pesquisa qualitativa. As relações relatadas pelos licenciandos se traduziram por vínculos, enquanto sujeitos em formação inicial, com as relações vividas na universidade, com as expectativas durante o itinerário formativo, com o desejo de ser professor, com as atividades realizadas nas escolas básicas, com a satisfação em ministrar as aulas de regências. Entre os resultados encontrados apontamos que as relações construídas pelos licenciandos, durante a atividade de aprendizagem da docência, nem sempre são de identificação com seu parceiro formador, no caso, o professor-colaborador, aquele que recebe os estágios em suas, respectivas, salas de aula. Por vezes, essa desidentificação suscita novos valores e sentidos para esses sujeitos que se encontram em processos de formação inicial. / In this study, we sought to investigate the relations with the learning of the teaching activity, which were built by Physics students, during the supervised practicum. We based this research on current perspectives about the initial formation of teachers, as well as on the specific aspects present on the curricular internship. The learning of the teaching activity supposes the appropriation of knowledge related to the profession, thus, we understand that students, given a real context of teaching, due to the learning needs of the profession, develop their own knowledge of this professional activity. In this sense, we will use the works of Tardif (2002), as well as Gauthier and his collaborators (1998), to identify the teaching knowledge developed by the students throughout the graduation in Physics. In addition to this theoretical reference, we also use researches by Charlot (1996, 2000, 2001, 2002, 2005, 2011) on relations with knowledge, since these works enable us to unveil the engagement of the students in the direct relation with the intellectual activity of teaching. In this way, the objective of this research is to understand the essence of the knowledge produced by Physics students concerning the relations constructed during the practices of teaching. As a methodological procedure, we used the case study, analyzing the narratives of two subjects, who were followed in the discipline of Physics Teaching Methodology at a public university in the state of São Paulo. For the collection of data, several instruments were used: students portfolio, questionnaires, recording of the classes of the discipline, participant observation, knowledge balances, as well as supervision of internship. Data analysis occurred in accordance with qualitative research. The relations reported by the students were translated as bonds, as subjects in initial formation, with the relations lived in the university, with the expectations during the formative itinerary, with the desire to be a teacher, with the activities carried out at schools during the internship, with the satisfaction in ministering the Regency classes. Among the results found, the relations built by the students, during the teaching learning activity, are not always of identification with their formative partner, in this case, the teacher-collaborator, the one who receives the internships in their respective class. Sometimes this disidentification raises new values and meanings for those subjects who are in initial formation processes.