Nos últimos anos, vem se tornando evidente a necessidade de reforma curricular, principalmente devido às pressões que a escola tem sofrido. Pressões essas que decorrem, entre os diversos motivos, da insatisfação com o ensino, especialmente relacionado à Ciência, que pouco tem contribuído para a formação do indivíduo, condizente com sua época. Surge, assim, a necessidade de mudança do currículo, principalmente o de Ciências. No entanto, nesse processo, depara-se com algumas dificuldades, principalmente relacionadas à formação de professores, pois, muitas vezes, as crenças e concepções desses profissionais não são consideradas importantes por aqueles que desenvolvem uma inovação, o que pode levar ao fracasso da nova proposta. Nesse sentido, este estudo investigou a temática da inovação curricular na perspectiva da inserção da Física Moderna e Contemporânea na Educação Básica, a partir da prática de seis professores de física da rede pública do Estado de São Paulo que, desde 2007, participam de um grupo de pesquisa, desenvolvendo, implementando, avaliando e reestruturando propostas de sequências didáticas com esses tópicos. O objetivo principal foi levantar os obstáculos que estes professores tiveram durante as implementações em sala de aula e, como são considerados casos de sucesso, relacionar os saberes desenvolvidos por eles na superação desses obstáculos. Para isso, utilizou-se de entrevistas semi-estruturadas, vídeos das aulas ministradas em um curso de formação continuada e relatos pós-aula de cada professor. Assim, partindo das ideias de Bachelard e Astolfi sobre obstáculos epistemológicos e didáticos e de saberes docentes de Tardif para orientar a análise foi possível separar os obstáculos em cinco categorias, que são: conteúdo, metodologia, avaliação, organização das atividades e currículo. Esses obstáculos fazem parte de uma estrutura ainda maior, denominada tradição do ensino de física, que é fruto de uma concepção de ensino-aprendizagem de física simplista. Assim, percebeu-se que esses professores são casos de sucesso, porque i) tiveram uma vontade deliberada em inovar, aceitando correr riscos em sala de aula; ii) tiveram apoio de um grupo de especialistas e também de seus pares, o que contribuiu para que permanecessem mais tempo no processo de inovação, aumentando a possibilidade de sucesso; iii) foram considerados elementos essenciais no processo de inovação, participando ativamente de todo o processo. Além disso, o percurso dos professores dentro do grupo se mostrou promissor, à medida que contribuiu de forma significativa para o desenvolvimento profissional. / Recently, it has been evident the need for curriculum reform, mainly because of the pressures that the school has faced. These pressures that arise among various reasons, the dissatisfaction with the teaching, specially related to science, which has contributed little to individuals, suitable to his time. Thus, arises the need to change the curriculum, mainly the curriculum of Science. However, in this process, we face some difficulties, especially related to the teacher education, because, many times, these professionals beliefs and conceptions are not considered important by those who develop an innovation, which can lead to the failure of the new proposal. In this sense this study investigated the topic of curricular innovation in the perspective of the Modern and Contemporary Physics insertion in the Basic Education, by the practice of six teachers of Physics from Public Schools in São Paulo state, who, since 2007, have been participating in a research group, developing, implementing, evaluating and restructuring proposals of didactic sequences with these topics. The main objective was not only to identify the obstacles that these teachers had during the implementation in classrooms, but also how the successful cases are considered, relate the knowledge developed by them in overcoming these obstacles. In order to do that, it was used semi-structured interviews, lectures taught in a continued teacher education course and post-lesson report from each teacher. So, according to Bachelard and Astolfis assumption about epistemological and didactic obstacles and teachers knowledge by Tardif to guide the analysis, it was possible to separate the constraints in five categories, which are: Content, Methodology, Assessment, Organization of activities and Curriculum. These obstacles are part of a bigger structure, called tradition of physics teaching, which is called Physics Teaching Tradition, that comes from a teaching-learning simple physics conception of Teaching-Learning of physics. Then, it was noticed that theses teachers are success cases, because; i) They felt a deliberate desire to innovate, accepting the risks in the classrooms; ii) They had the support of a group of specialists and also of their peers, which contributed to keep them in the process of innovation longer, increasing the possibilities of success. iii) It has been considered essentials elements in the process of innovation, participating during the whole process. In addition, the route of teachers inside the group proved promising, as it has contributed significantly to professional development.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-02-25T18:02:02Z No. of bitstreams: 2 Dissertação - Lucineide Mendes Pires e Silva - 2013.pdf: 1313053 bytes, checksum: 4c82d06c798e151bb399e63c0f2b6452 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-02-25T18:02:15Z (GMT) No. of bitstreams: 2 Dissertação - Lucineide Mendes Pires e Silva - 2013.pdf: 1313053 bytes, checksum: 4c82d06c798e151bb399e63c0f2b6452 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-02-25T18:02:15Z (GMT). No. of bitstreams: 2 Dissertação - Lucineide Mendes Pires e Silva - 2013.pdf: 1313053 bytes, checksum: 4c82d06c798e151bb399e63c0f2b6452 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2009-06-16 / This research had the objective to analyze the pedagogical practice of Junior High School Geography teachers (6th to 9th grade), of the Public School System in the city of Morrinhos - Goiás. As specific objectives it intended to: verify if the pedagogical practice of the Geography teachers has suffered the influence of the changes occurred in the present society; know the pedagogical practice of the teachers who teach Geography and the practical problems faced in their daily lives; verify if the experience acquired throughout the professional life of the teachers has influenced their knowledge and practice; verify if the Geography teachers search for development. The underlying problem of this research is consisted of knowing the reason why in the teaching practice, differently from the academic practice, teachers do not consider a strict theoretical and methodological posture. Despite the great changes that occurred during the last decades because of political, economic and social relationships, a model of Geography teaching was established and it is reproduced since its origin up to the present. The fact that this process has been constructed historically contributed to the traditional method as a pedagogical practice being more frequent than we can imagine. In this perspective, some questions were brought up: Why did this happen? What makes a teacher change or not his/her pedagogical practice? The pedagogical practice of the Geography teacher needs transformation? In order to attend to these objectives a qualitative case study research was carried out because it was the best way to answer the initial questions and because it enabled a natural contact with the subjects of the research, as it considers their understanding of the studied phenomenon. Thus, some data collecting instruments were used such as: questionnaires, direct observation, semi-structured interview. This research revealed that the pedagogical practice of the investigated teachers oscillate between routine and improvisation which demonstrates not lack of preparation but a practice resulted from the reflection of a given context. In general, the practice of the teachers is concerned with the dealing of challenges and confrontations in the daily life of the teaching profession. In this sense, the teachers make use of a repertoire of knowledge acquired in various formal and informal educational contexts (knowledge of the professional education, discipline knowledge, curriculum knowledge, experiential or practical knowledge), that were constructed and reconstructed throughout their professional career. This knowledge had the purpose to confront, solve and accomplish various daily activities, either in the classroom or in the school. This research did not have the presumption to show only critiques and to judge the fragmented parts responsible for the mistakes encountered in the teaching of Geography, but it is hoped that it can contribute significantly to the process of discussion and redefinition aiming at the developing of the pedagogical practice of the Junior High Geography teacher. This practice should be concerned with the changes occurred in the present society as well as to promote discussions about the problems dealt in the teaching of Geography. / Esta pesquisa teve como objetivo analisar a prática pedagógica dos professores de Geografia do Ensino Fundamental (de 6º ao 9º ano), da Rede Estadual de Ensino do Município de Morrinhos - GO. Teve como objetivos específicos: verificar se a prática pedagógica do professor de Geografia tem sofrido influência das mudanças ocorridas na sociedade atual; conhecer a prática pedagógica dos professores que ensinam Geografia e os dilemas práticos expressos no cotidiano do docente; verificar se as experiências acumuladas ao longo da trajetória profissional do professor tem influenciado no saber e fazer docente; verificar se há a busca de aperfeiçoamento por parte do professor de Geografia. O problema subjacente a esta pesquisa consistiu em saber especificamente: por que, na prática docente, diferentemente da acadêmica, a rigidez de uma postura teórico-metodológica não é considerada pelos professores? Apesar das profundas mudanças ocorridas na sociedade ao longo destes das últimas décadas, determinadas pelas relações políticas, econômicas e sociais, consagrou-se um determinado modelo de Geografia escolar que vem sendo reproduzido desde as suas origens até os dias atuais. O fato de esse processo ter se construído historicamente contribuiu para que o método tradicional como modelo de prática pedagógica seja mais frequente que imaginamos. Nessa perspectiva, surgem algumas questões: Por que isso ocorreu? O que leva um professor a mudar ou não sua prática pedagógica? A prática pedagógica do professor de Geografia necessita de transformações? Visando atender os objetivos, foi realizada uma pesquisa qualitativa do tipo estudo de caso, pelo fato de ela oferecer melhores condições para responder às indagações formuladas inicialmente, bem como possibilitar o contato natural e particular com os sujeitos da pesquisa, ao procurar apreender os significados por eles atribuídos aos fenômenos estudados. Dessa forma, utilizou-se alguns métodos de coletas de dados como: questionários, observação direta, entrevista individual semiestruturada. Essa pesquisa revelou que a prática pedagógica dos professores pesquisados oscila entre a rotina e a improvisação, entendendo não como despreparo, mas como resultado de uma prática fruto de uma reflexão em um determinado contexto. No geral, a prática dos professores está voltada para o atendimento dos desafios e enfrentamentos do trabalho docente no cotidiano escolar. Nesse sentido, os professores servemse do repertório de saberes adquiridos em várias instâncias educacionais formais e informais (saberes da formação profissional, saberes disciplinares, saberes curriculares, saberes experienciais ou práticos), que foram construídos e reconstruídos ao longo da carreira profissional. Tais saberes visavam enfrentar, solucionar e concretizar as diversas tarefas cotidianas, tanto na sala de aula quanto na escola. Cabe aqui dizer que esta pesquisa não teve a presunção de apresentar somente críticas e responsabilizar partes fragmentadas pelos descaminhos pelo qual passa o ensino de Geografia, mas, espera-se que ela possa contribuir significativamente no processo de discussão e redefinição, visando o melhoramento da prática pedagógica do professor de Geografia do Ensino Fundamental. Esta deve ser voltada para o comprometimento com as transformações ocorridas na sociedade contemporânea, bem como fomentar discussões sobre os problemas presentes no ensino de Geografia.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-10-17T21:20:06Z No. of bitstreams: 1 KarlaJeaneBezerra.pdf: 1706410 bytes, checksum: bb85d6d4fb101184d3441ff98f6681a6 (MD5) / Made available in DSpace on 2017-10-17T21:20:06Z (GMT). No. of bitstreams: 1 KarlaJeaneBezerra.pdf: 1706410 bytes, checksum: bb85d6d4fb101184d3441ff98f6681a6 (MD5) Previous issue date: 2017-08-31 / Fundação de Amparo à Pesquisa e ao Desenvolvimento Científico e Tecnológico do Maranhão / The main objective of this research is to investigate and understand the possible relationships between the teachers' knowledge built and mobilized by future teachers and the Epistemic movements elaborated by them in Biology classes. It is a qualitative research, in which the subjects of this research were teachers in formation members of PIBID subproject Biology of the Universidade Federal do Maranhão (UFMA), São Luis/MA. As collection instruments, they use activity planning, an application and an evaluation of the teaching experience. The data were analyzed in light of the theoretical-methodological referents of the discursive interactions, with emphasis on the interactions patterns and Epistemic movements, and the teachers' knowledge. We have identified that in teacher practice, teachers' knowledge and the movements they carry out in their classes are in constant dialogue and this intimacy begins from the planning until the moment in which the teacher reflects in his action and his action. In this sense, it was possible to visualize three relations that go from a wider sphere to a more specific sphere: 1) Teachers' knowledge and Epistemic movements can be constructed, mobilized and re-evaluated against interactional contexts; 2) Knowledge and movements are related through the management of the subject and the management of the interaction. 3) In the third relation found knowledge and movements are related through experiential knowledge. We consider that relationships promote effects on each other at the same time that each of them is influenced by the whole, that is, from a holistic perspective. Identifying and proposing relationships in this way allows us to oppose the fragmented view of teaching practice which does not consider it to be dynamic and interactive. In this sense, the study of aspects related to the teaching profession from experiences of their practice, needs to be part of initial training as a formative parameter, since both knowledge as for movements may be revised skills and competencies to provide chances for a training that experiences, evaluates, reflects and learns, creating conditions of teacher knowledge to be built and integrated in real situations of interaction. / Esta pesquisa tem como objetivo principal investigar e compreender as possíveis relações entre os saberes docentes construídos e mobilizados por futuros professores e os movimentos epistêmicos elaborados por estes em aulas de Biologia. Trata-se de uma pesquisa de cunho qualitativo, na qual os sujeitos desta pesquisa foram licenciandos participantes do PIBID subprojeto Biologia da Universidade Federal do Maranhão (UFMA), São Luís/MA. Como instrumentos de coleta utilizamos o planejamento das atividades, a aplicação e a avaliação da experiência docente. Os dados foram analisados à luz dos referenciais teórico-metodológicos das interações discursivas, com ênfase nos padrões de interações e movimentos epistêmicos, e os saberes docentes. Identificamos que, na prática docente, os saberes dos professores e os movimentos que estes realizam em suas aulas estão em constante diálogo e essa íntima relação começa desde o planejamento até o momento em que o professor reflete na sua ação e sobre sua ação. Foi possível identificar três relações que partem de uma esfera mais ampla para uma mais específica: 1) os saberes docentes e os movimentos epistêmicos podem ser construídos, mobilizados e reavaliados frente a contextos interacionais; 2) os saberes e movimentos se relacionam por meio da gestão da matéria e da gestão da interação; 3) os saberes e movimentos se relacionam por meio dos saberes experienciais. Consideramos que as relações promovem efeitos umas nas outras ao mesmo tempo em que cada uma delas é influenciada pelo todo, em outras palavras, partem de uma perspectiva holística. Identificar e propor as relações dessa maneira nos permite contrapor à visão fragmentada da prática docente a qual não considera que esta é dinâmica e interativa. O estudo de aspectos inerentes à profissão docente a partir de vivências da sua prática, precisa fazer parte da formação inicial como parâmetro formativo, uma vez que, tanto para saberes como para movimentos poderão ser revistas habilidades e competências ao proporcionar chances para uma formação que experimenta, avalia, reflete e aprende, criando condições dos saberes docentes serem construídos e integrados em situações reais de interação.

Syftet med avhandlingen är att granska hur lärarkunskap formuleras och bedöms i verksamhetsförlagd utbildning (VFU) inom svensk lärarutbildning. Utgångspunkten tas i det faktum att lärares yrkeskunskaper under lång tid varit uppdelade och beskrivna som teoretiska och praktiska, till exempel uttryckta som lärares tänkande respektive lärares handlande, eller vad lärare vet och vad lärare kan utföra. Det senaste policydokumentet för svensk lärarutbildning speglar denna uppdelning och poängterar vikten av en integrering av det teoretiska och praktiska under såväl högskoleförlagd utbildning (HFU) som VFU. Därmed finns det policyintentioner kring en mer forskningsgrundad VFU samtidigt som HFU anmodas ta sin utgångspunkt i erfarenhetsgrundad kunskap. Som analysverktyg används ett kunskapsteoretiskt ramverk där lärarkunskap förstås som påståendekunskap eller procedurkunskap och kunskap-för-praktiken (forskningsgrundad) eller kunskap-i-praktiken (erfarenhetsgrundad). I Studie I granskas kunskapsmål, riktade mot VFU, vid sjutton lärarprogram i Sverige. I Studie II och Studie III granskas bedömningssamtal i två olika VFU-kurser vid ett (1) lärarprogram i Sverige. Resultaten från Studie I visar att kunskapsmålen kan förstås som ett mischmasch av lärares påstående- och procedurkunskaper, där procedurkunskaperna dominerar, och kunskapsmålens kunskapsgrunder kan svårligen spåras. I Studie II och Studie III arrangerar lärarutbildarna sina skolbesök och bedömningssamtal på olika sätt vilket påverkar vilka av, och hur, lärarstudenternas kunskaper bedöms. I Studie II besöker lärarutbildarna lärarstudenterna vid deras skolplaceringar men gör inga lektionsobservationer innan bedömningssamtalen. I Studie III görs lektionsobservationer. Resultaten från de båda studierna visar att bedömningssamtalen explicit kännetecknas av en formativ bedömning där lärarstudenternas procedurkunskaper och kunskap-i-praktiken fokuseras. En bedömning av påståendekunskaper och kunskaper-för-praktiken kan svårligen spåras. I Studie III analyseras bedömningen av lärarstudenternas procedurala kunskaper-i-praktiken även med hjälp av ett ramverk av modeller för bedömning av yrkeskunskap. Resultatet visar att bedömningen av lärarstudenternas procedurkunskaper karaktäriseras av en holistisk modell där lärarutbildarna refererar till flera olika omständigheter som påverkar lärarstudenternas handlingar, med koppling till deras egna erfarenhetsgrundade och tysta yrkeskunskaper, snarare än till kursernas formella kunskapsmål. En diskussion förs om frånvaron av kunskap-för-praktiken i VFU i relation till teorier om yrkeskunskap och yrkeslärande. Vidare diskuteras den tydliga närvaron av kunskap-i-praktiken i VFU i relation till teorier om de tysta dimensionerna av yrkeskunskap. / The purpose of the dissertation is to examine how teacher knowledge is formulated and assessed in the school-based education (SBE) in Swedish teacher education. The basis is that teachers’ vocational knowledge has been divided and described as theoretical and practical, i.e., expressed as teachers’ thinking versus their actions, or what teachers know in relation to what they can do. The recent policy document for Swedish teacher education reflects this division and stresses the importance of integrating practice and theory within both university-based education as well as SBE. Thus, the intention of the policy is directed towards a more research-based SBE at the same time the university-based education is proposed to take its starting point in experience-based knowledge. An epistemological analytical tool is used where teacher knowledge is understood as being propositional or procedural, and knowledge-for-practice (research-based) or knowledge-in-practice (experience-based). In Study I the learning objectives directed to SBE in seventeen Swedish teacher education programs are analyzed. In Study II and Study III student-teaching conferences in two different school-based courses at one (1) Swedish teacher education program are studied. The results from Study I show that the learning objectives can be understood as a mishmash of propositional and procedural teacher knowledge, though procedural knowledge dominates, and the learning objectives’ basis of knowledge can hardly be traced. In Study II and Study III the teacher educators’ school visits and the studentteaching conferences are arranged in different ways, and affect what and how student teachers’ knowledge is assessed. In Study II teacher educators visit the student teachers at their school placements without having done any lesson observations prior the student-teaching conferences. In Study III observations are done. The results from these two studies show that the student-teaching conferences are explicitly characterized by formative assessments where student teachers’ procedural knowledge and knowledge-in-practice is emphasized. An assessment of propositional knowledge and knowledge-for-practice can hardly be traced. In Study III the assessment of student teachers’ procedural knowledge-in-practice is also analyzed within a framework of models for assessment of vocational knowledge. The results show that a holistic model characterizes the assessment of student teachers’ procedural knowledge where teacher educators refer to several circumstances that affect student teachers’ vocational actions, according to their experience-based and tacit teacher knowledge, rather than the course’s formal learning objectives. A discussion is held about the absence of knowledge-for-practice in SBE, in relation to theories of vocational knowledge and vocational learning. Furthermore, the clear presence of knowledge-in-practice in SBE is discussed in accordance with theories of the tacit dimensions of vocational knowledge.

Researchers have explored second language (L2) teachers' knowledge focusing not only on their prior language learning experience, previous L2 teacher education, and teaching practices, but also on specific curricular areas, such as teaching L2 grammar, teaching L2 reading, and teaching L2 writing. This line of research has contributed to L2 teacher education, particularly how to develop an effective knowledge base for teacher candidates. This dissertation was conducted to investigate English as a foreign language (EFL) teachers' knowledge of vocabulary instruction. Specifically, employing three qualitative techniques for data collection (i.e., interviews, classroom observations, and stimulated recall), the study examined seven Chinese EFL university teachers'knowledge of vocabulary instruction from four dimensions: their beliefs about vocabulary learning, their understandings about vocabulary teaching, the relationship between their knowledge of vocabulary instruction and vocabulary teaching practices, and the sources of their knowledge about vocabulary instruction. The findings of the study indicate that Chinese EFL teachers have well-developed content knowledge of EFL vocabulary. They also have well-established belief systems about how to learn and teach vocabulary. Moreover, their beliefs about vocabulary teaching tend to be consistent with their vocabulary teaching practices though some inconsistencies have been identified as well. It was also found that Chinese EFL teachers¡¯ knowledge of vocabulary instruction is derived from a variety of sources, of which formal EFL education and teaching practices are considered as the two most influential. EFL teachers' individual differences were also identified to impact their beliefs about vocabulary instruction. This dissertation has at least three potential contributions. As one of the first attempts to investigate teacher knowledge of vocabulary instruction in the field of L2 teacher education, this research expands studies on L2 teachers' knowledge base. It also provides information about L2 teachers' knowledge in one less studied context, i.e., Chinese EFL vocabulary teaching. Finally, the use of observations, interviews, and stimulated recall to collect data in this study serves as an impetus for enriching techniques to examine Chinese EFL teacher knowledge.

The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquo / content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo / understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusual solution methods were examined with the help of a multiple choice test. The data were collected from 43 senior pre-service mathematics teachers from a teacher education program at a large public university in Ankara. The participants were given an 83-item test to measure their content knowledge for mathematics teaching at the beginning and after the methods course. The purpose of the pre- and post-test assessment was to measure the amount of change in the participants&#039 / knowledge for mathematics teaching. The test was developed and piloted at the University of Michigan in the USA for Learning Mathematics for Teaching (LMT) Project. Quantitative data analysis techniques were used to answer the research questions. The results indicated that there was a significant effect of the mathematics teaching methods course on pre-service teachers&rsquo / content knowledge for teaching mathematics. Moreover, the findings showed that there is no significant mean difference between male and female pre-service teachers, and between the pre-service teachers who have taken at least one mathematics teaching elective course and the ones who have not taken any elective course related to mathematics teaching in terms of their CKTM. Also, the study showed that there is a significant positive relationship between pre-service teachers&rsquo / CKTM and their academic achievement on undergraduate mathematics content courses. The study is expected to make important contributions to the literature by providing information about whether the methods courses significantly contribute to pre-service teachers&rsquo / understanding of knowledge for mathematics teaching. Moreover, the findings of the study is hoped to inform teacher educators and policy makers about the needs and improvements in teacher preparation programs.

The purpose of this study was to investigate the prospective teachers&rsquo / knowledge of mistakes held by elementary students in fractions and their proposed strategies to overcome those mistakes. The data were collected from 149 prospective elementary mathematics teachers enrolled in the elementary mathematics education programs from a public university in Central Anatolian Region. Fraction Knowledge Questionnaire was used to accomplish the purpose of the study. The data collection tool included nine open ended questions, and each question had two sub-tasks. In this study, the items in the &ldquo / Fraction Knowledge Questionnaire&rdquo / were analyzed in-depth in order to reach a detailed description of prospective teachers&rsquo / knowledge about students&rsquo / mistakes on fractions. The results of this study revealed that prospective elementary mathematics teachers mostly could identify the students&rsquo / mistakes. However, although prospective teachers could notice the students&rsquo / mistakes, they could give superficial reasons for these mistakes. Furthermore, verbal explanations, using area representation, using real life model, reviewing prior knowledge, teaching standard algorithm, asking guided questions, using simple examples, using counter examples, using drill and practice, making students aware of their mistakes, and increasing students&rsquo / motivation were the suggested strategies by prospective teachers in order to overcome students&rsquo / mistakes in fractions.

The purpose of this research study was to examine the instructional strategies, rationale, understandings, and perceptions of an elementary music specialist, Michelle Roberts, regarding the integration of traditional core content areas (TCCAs) in the kindergarten music classroom. This study sought to scrutinize the characteristics and details of Michelle’s teaching through Elliot Eisner’s notions of educational connoisseurship and criticism and through his conceptualization of educational research and practice as art. A number of early childhood educators and researchers have stressed the importance and pedagogical efficacy of using interdisciplinary, holistic instructional approaches with young children. Such approaches have the potential to create space for a humanizing education in the early childhood classroom. This qualitative research study was conducted at a public elementary school in a large, urban district in Texas, between September 18, 2009 and January 26, 2010. The participant was Michelle Roberts, an elementary music specialist with nearly 25 years of teaching experience. Data sources included classroom observations, examination of instructional artifacts, and semi-structured interviews. Following analysis of the data, three conclusions concerning the music specialist’s rationale, understandings, and perceptions regarding the integration of traditional core content areas and kindergarten music instruction were drawn. First, Michelle’s rationale, understandings, and perceptions regarding the integration of the TCCAs and kindergarten music instruction were grounded in her wealth of teacher knowledge and skills and in her beliefs regarding teaching. Second, Michelle’s rationale for the integration of the TCCAs and kindergarten music instruction was that it allowed her to educate her students in the most fitting manner possible and that it made learning “solid” or “a complete picture” for the students. Third, Michelle’s perceptions and understandings regarding the integration of the TCCAs and kindergarten music instruction were grounded in three beliefs: (a) the integration of the TCCAs and music instruction is beneficial for young children; (b) it is important to maintain the integrity of the discipline of music when integrating instruction in the TCCAs and kindergarten music instruction; and (c) music cannot be taught in isolation from other content areas. / text

This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.

The inspectorial system is a legacy of the colonial era. The functions, responsibilities and strategies of the inspectorial system in PNG schools were introduced during the colonial era and since its inception there have been insignificant changes made. There are perceived problems being experienced due to the growth of the education system and the complex management of education services as a result of the centralized and decentralized organizational functions introduced some thirty years ago. The multiple, conflicting and confusing roles of the inspectorial system developed over the years and the organizational cultures of agencies responsible for the inspectorial system have further complicated the work of inspectors. Thus the question of how effectively the inspectorial system works and how it serves its functions needs to be addressed, particularly on how it enhances the teaching profession. Although the inspectorial system was introduced as a means of quality assurance, which is still being emphasized in PNG, the analysis reveals that supervision and professional development strategies are applied by inspectors as interactive strategies to pursue better education standards and quality education. These strategies supposedly ensure teacher professionalism is sustained and improved in order to impact on the quality of education provided by the schools. However a lack of clear understanding of teacher professionalism, despite changes and developments within the education system, may be also having an influence on how effective the inspectorial system is. The inspectorial system has developed into a complicated system. Therefore the need for clear demarcations of its functions, responsibilities and strategies is investigated in this study so that the inspectorial system is improved or developed into a more functional system that may produce tangible outcomes. The study explores the experiences, beliefs and perceptions of teachers, head teachers and inspectors about the inspectorial system, teacher professionalism and their relationships. It does so by answering the main question, how and to what extent does the inspectorial system enhance and hinder teacher professionalism in primary schools in PNG, as well as specifically answering the following key questions: • How does the inspectorial system operate in primary schools in PNG? • What are the dimensions of teacher professionalism that are perceived by teachers, head teachers and inspectors? • How are these dimensions of teacher professionalism linked to the interactive strategies applied by inspectors on teachers and head teachers? • What redeveloped conceptual framework grounded in the realities of teachers’, head teachers’ and inspectors’ experiences, beliefs and perceptions about the inspectorial interactive strategies can enhance teacher professionalism? In doing so, the interactive strategies of the inspectorial system (including quality assurance, professional development and professional ethics) and the dimensions of teacher professionalism (including teacher compliance, teacher knowledge, teacher leadership, teacher professional development and teacher professional ethics) are disclosed and their linkages identified. For example, professional development interactive strategies are linked directly to teacher professional development as experienced and perceived by teachers, head teachers and inspectors. This is done so that the direct impacts of each inspectorial interactive strategy on the dimensions of teacher professionalism are identified, and this leads to the creation of a conceptual framework for an inspectorial system that enhances teacher professionalism. The conceptual framework can guide supervisors, either school-based or externally based, to develop and execute an efficient supervisory system that can have a direct impact on an evolving teaching profession.