Made available in DSpace on 2014-07-29T16:10:36Z (GMT). No. of bitstreams: 1 Dissertacao Maria Aparecida A.pdf: 1388039 bytes, checksum: 526e3bccc39c55a063c99c491230fd9f (MD5) Previous issue date: 2008-10-19 / This work has the goal to search the Training and Professional Teacher. The objective of research is to know the knowledge that they relate to the teachers understand and cope with situations of physical violence inflicted by their students, from the environment intrafamily. To achieve this purpose, it is important to identify where these knowledges were built. To understand the phenomenon of physical violence against children in family education and school was used as the theoretical framework developed by the research scholars of historiography theme. Some educational proposals are highlighted in the discussion, considering that they launch concepts and methods which contribute to overcoming the use of violent practices in the education of children. The discussion made on the training of teachers has focused specifically on the teachers. To understand how it is the knowledge teachers, trying to support the theories that address the needs. The empirical research done into two schools of basic education in the city of Goiania. It was used as instruments to collect data for the development focus groups, the application of questionnaires and conducting semi-structured. Through the data found, we find that the teachers surveyed recognize and know diagnose the physical violence suffered by their students, but only when it took a severe expression, immoderate. Regarding the referral given to cases of violence, two trends dominate: trying to solve or minimize the effects or the occurrence of physical violence suffered by its students, seeking rapprochement of the family and official complaint in the Regional Education and the Guardianship Councils when the violence afflicting the student is kind of sexual. According to the testimonies of teachers, the academic training hasn t contribute ,theoretically and practically, so that teachers understand and deal in the classroom with the phenomenon of physical violence suffered by their students. To address this situation in the classroom, teachers use the knowledge from their family history and socio-cultural. / Este trabalho tem como linha de pesquisa a Formação e Profissionalização Docente. O objetivo da investigação é conhecer a quais saberes os professores e as professoras se reportam para compreender e lidar com as situações de violência física sofridas por seus alunos, oriundas do ambiente intrafamiliar. Para concretizar tal propósito, considerou-se importante identificar em que espaço formativo esses saberes docentes foram construídos. Para a compreensão do fenômeno da violência física contra a criança na educação familiar e escolar, utilizou-se como referencial teórico as pesquisas historiográficas desenvolvidas por estudiosos do tema. Algumas propostas educativas são destacadas na discussão por considerar que elas inauguram conceitos e métodos que contribuem para a superação do uso de práticas violentas na educação das crianças. A discussão feita sobre a formação de professores concentrou-se especificamente nos saberes docentes. Para a compreensão de como se constituem os saberes docentes, buscou-se o suporte das teorias que tratam dessa temática. A pesquisa empírica aconteceu em duas escolas da educação básica na cidade de Goiânia. Utilizou-se como instrumentos de coleta de dados o desenvolvimento de grupos focais, a aplicação de questionário e a realização de entrevistas semi-estruturadas. Por meio dos dados encontrados, percebe-se que os professores e as professoras pesquisadas reconhecem e sabem diagnosticar a violência física sofrida por seus alunos, mas apenas quando ela assume uma expressão severa, imoderada. Em relação ao encaminhamento dado aos casos de violência, duas tendências predominam: tentar resolver ou minimizar os efeitos ou as ocorrências da violência física sofrida por seus alunos se aproximando da família e oficializar a denúncia na Regional da Educação e no Conselho Tutelar quando a violência que atinge o aluno é do tipo sexual. De acordo com os depoimentos dos professores, a formação acadêmica não tem contribuído, teórica e praticamente, para que os professores compreendam e lidem na sala de aula com o fenômeno da violência física intrafamiliar sofrida por seus alunos. Para enfrentar essa situação na sala de aula, os professores recorrem aos saberes oriundos de sua história familiar e sócio-cultural.

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.

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No. of bitstreams: 1 geizatorresgoncalvesdearaujo.pdf: 393107 bytes, checksum: e9ccbfdde18f2362e076fb76d2aaa74e (MD5) Previous issue date: 2010 / Esta investigação tem por objetivo central analisar a relação entre teoria e prática presente no Estágio Supervisionado do curso de Pedagogia e o significado atribuído a esse componente curricular desenvolvido no curso de formação inicial, pelos discentes e pedagogos que hoje atuam no ensino fundamental em algumas escolas públicas e particulares da cidade de Juiz de Fora. Buscam-se possíveis relações entre as experiências vividas no estágio e a prática pedagógica atual desses profissionais. O estágio supervisionado nesta pesquisa caracteriza-se enquanto campo de conhecimento e também valiosa oportunidade de imersão no campo profissional favorecendo a construção de uma praxis educativa. A praxis educativa é entendida, na perspectiva de Vásquez, como prática intencional, interpretativa e criadora sendo neste sentido transformadora. Além desse autor, esta pesquisa toma como base as principais contribuições teóricas de diversos pesquisadores como: Libâneo, Pimenta, Franco, Tardif, Bourdieu, Giddens entre outros. Para atingir os objetivos propostos e realizar análises mais sistematizadas que permitam uma nova visão sobre os processos de formação do pedagogo, principalmente o relacionado ao estágio supervisionado, optou-se por implementar três tipos de procedimentos de coleta e análise de dados. O primeiro refere-se a uma análise documental, através da qual se focaliza a base legal que sustenta as concepções sobre o pedagogo e a sua formação. O segundo conjunto de informações utilizadas e analisadas refere-se a dados secundários, cuja fonte é uma pesquisa interinstitucional intitulada “A Formação, o Trabalho dos Docentes que atuam no Ensino Fundamental e a Avaliação Sistêmica das Escolas Mineiras: um estudo comparado”, coordenada por Calderano (2009) dentro da qual foi desenvolvido um survey contendo, entre outros aspectos, questões relativas ao estágio. Decorrente dos estudos documentais e temáticos e da análise da pesquisa interinstitucional definiu-se o terceiro tipo de procedimento de coleta e análise de dados realizado através de entrevistas com professores da escola básica e com estudantes de Pedagogia de uma Faculdade particular da cidade de Juiz de Fora. Foram escolhidos dois subconjuntos de professores com os quais se realizou, separadamente, uma entrevista semiestruturada. Também as discentes do sétimo período do curso de Pedagogia da Faculdade Metodista Granbery (FMG) que já concluíram o estágio curricular constituíram parte do universo dessa investigação e participaram, em outro momento, de entrevista semiestruturada. Além dos dados coletados a partir destas entrevistas procedeu-se a análise dos documentos específicos de estágio: Plano de Atividade de Estágio e Relatório de Estágio das discentes, sujeitos desta pesquisa. Tal levantamento permitiu a sistematização de pistas sobre os significados construídos a partir da vivência dessa atividade no campo profissional. Esta pesquisa pauta-se na ideia de que o estágio pode representar um momento privilegiado de síntese teórico-prática, embora não se constitua o único espaço para tal aproximação. Apesar dessa ideia pautar toda a discussão neste trabalho, a análise dos dados aponta ainda um distanciamento entre espaço de formação profissional e campo profissional dificultando a construção de saberes pedagógicos necessários à construção de identidade numa perspectiva em que a articulação teoria, prática e reflexão seja orientadora da atuação profissional do pedagogo. / This investigation is aimed to analyze the relation between theory and practice present in the Pedagogy course’s supervised internship and the meaning assigned to that part of the curriculum developed in the initial training course, by students and pedagogues who now work in primary education in some public and private schools of the city of Juiz de Fora. It seeks possible connections between the lived experiences on the internship and the current pedagogical practice of these professionals. The supervised internship, in this research, is characterized as a field of knowledge and also valuable opportunity for immersion in the professional field favoring the construction of an educational praxis. The educational praxis is understood, in view of Vásquez, as intentional practice, interpretive, creative and transformative in this sense. Besides this author, this research builds on the major theoretical contributions of various researchers such as: Libâneo, Pimenta, Franco, Tardif, Bourdieu, Giddens and others. To achieve the proposed goals and achieve more systematic observations and analysis that enable a new insight into the processes of pedagogue training, mainly related to the supervised internship, was chosen to implement three types of procedures for collecting and analyzing data. The first refers to a documentary analysis through which focuses on the legal basis that maintains the conceptions about the pedagogue and their training. The second set of information used and analyzed refers to secondary data, whose source is a research among various institutions entitled “The Formation, the Work of Teachers who work in Elementary Education and the Systemic Assessment of Schools from Minas Gerais: a comparative study”, coordinated by Calderano (2009) within which a survey was developed containing, among other aspects, issues relating to internship. Resulting from documentary studies and thematic analysis of institutional research was defined the third type of collection procedure and data analysis, conducted through interviews with primary school teachers and students of Pedagogy of a particular Faculty of Juiz of Fora. Two subsets of teachers were selected with whom held separately in a semi-structured interview. Also, the students of the seventh period of the Pedagogy Course of the Faculdade Metodista Granbery (FMG) who have completed the curricular internship, constituted part of the universe of this research and participated in another moment of semi-structured interview. Besides the data collected from these interviews the study proceeded with the analysis of specific documents of internship: Plan Activity of Internship and Internship Report – from the students, subjects of this research. This research allowed the systematization of clues about the meaning built from the experience of this activity in the professional field. This research is based on the idea that the internship may represent a privileged moment of theoretical and practical synthesis although it does not constitute the only space for such an approach. While this idea guided the whole discussion, in this paper the analysis of the data also shows a gap between space of professional training and professional field hindering the construction of pedagogical knowledge required for the construction of identity within a perspective in which the integration of theory, practice and reflection is the guiding professional role of the pedagogue.

Orientador: Roxane Helena Rodrigues Rojo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-20T21:20:26Z (GMT). No. of bitstreams: 1 Vieira-Silva_Claudiomiro_D.pdf: 2889897 bytes, checksum: a211852f1d5a064dcdb58404c76fc595 (MD5) Previous issue date: 2012 / Resumo: A presente pesquisa tem por objetivo refletir sobre as contribuições da produção de material didático (MD) para a formação continuada e a valorização dos professores de Língua Portuguesa, uma das ações do Programa de Desenvolvimento Educacional (PDE) da Secretaria de Educação do Estado do Paraná. Nossas reflexões partiram da ideia de que a formação continuada dos professores seria mais significativa se houvesse a possibilidade de colocá-los como agentes - por meio do estudo, pesquisa e produção de MD - de sua própria formação. Os professores estariam, neste caso, não só recepcionando conhecimentos produzidos por instâncias acadêmicas e governamentais, mas também produzindo conhecimentos à medida que relacionassem seus saberes da experiência com os saberes teóricos sobre ensino e aprendizagem e os saberes específicos de sua disciplina, além de estarem exercitando aspectos didáticos para a implementação das teorias na prática escolar (ROJO, 2001a). A partir de tal problematização, procuramos discutir os conceitos de transposição didática, didatização e modelização didática para entendermos como o professor, ao produzir MD, poderia (re)organizar e (re)significar seus saberes: os para ensinar e os a ensinar (HOFSTETTER e SCHNEUWLY, 2009) e, assim, fortalecer, discursivamente, seus instrumentos de trabalho. Com base nessa fundamentação e situados na perspectiva transdisciplinar da Linguística Aplicada, também lançamos mão dos conceitos bakhtinianos de "apreciação valorativa", "vozes", "ideologia", "gênero" para analisarmos, discursivamente, nosso corpus de pesquisa, a fim de conhecermos a contribuição da atividade de produção de material didático para a formação e valorização dos professores-produtores. O corpus analisado, gerado na abordagem qualitivo-interpretativista, é composto pelo discurso (entrevistas, relatos de experiência e material didático) de seis professores que moram e atuam profissionalmente em diferentes regiões do Estado e que participaram, cada um em sua região, dos cursos oferecidos por seis diferentes Instituições Públicas de Ensino Superior (IPES) no âmbito do PDE 2007/2008. Por um lado, as análises nos permitiram compreender que o material produzido está repleto de intercalações de vozes: das teorias estudadas nos cursos oferecidos e das orientações recebidas dos professores das IPES, dos documentos parametrizadores do estado para o ensino de Língua Portuguesa e para o curso PDE e, principalmente, da experiência profissional dos professores. Por outro, as variações na escolha e na organização dos temas/conteúdos presentes nos MD parecem indicar que, mesmo a produção de MD sendo um relevante instrumento de formação continuada e valorização dos professores, a apropriação da teoria, com destaque para a específica de língua/linguagem, no processo formativo é lenta e complexa. Esta constatação é um dado a ser considerado pela mantenedora do próprio programa e também pelas políticas públicas responsáveis pela promoção de cursos de formação continuada de professores / Abstract: The main purpose of this research is to reflect on the contributions of textbooks production to teachers' continuing education and to the Portuguese teachers' professional valorization. The textbook production is one of the actions under the Educational Development Program (PDE) of the Secretary of Education of Parana State (Brazil). The reflections departed from the idea that teachers continuing education would be more meaningful if there was the possibility of positioning themselves as agents - through study, research and production of textbooks - for their own professional education. In this case, teachers would not only be receiving knowledge produced by academic and government instances, but also they would be producing knowledge as they make the relationship between their experience knowledge with theoretical knowledge about teaching-learning processes and the specific disciplinary content. Moreover, they would be exercising didactic aspects for the implementation of the theories in school practice (ROJO, 2001a). From this questioning, we discuss the concepts of didactic transposition, didactization and didactic modeling to understand how teachers could (re)organized and (re)signify their knowledge by producing textbooks - both the knowledge necessary for the activity of teaching and the knowledge to teach students (HOFSTETTER e SCHNEUWLY, 2009) - and thus strengthen their work instruments discursively. Situated at the transdisciplinary perspective of Applied Linguistics, we also refer to bakhtinian concepts of "evaluative appreciation", "voices", "ideology", "genre" to analyze discursively our research corpus in order to know the contributions of the textbook production activity to the professional education and the valorization of producers-teachers. The analyzed corpus, generated in qualitative-interpretative approach, consists of the discourse (interviews, experience reports, and textbooks) of six teachers which live and work in different areas of the state. The six teachers participated in the courses offered by six different Public Institutions of Higher Education (IPES) under the PDE 2007/2008. On the one hand, the analyses show that the textbooks produced are filled with intercalation of voices: the theories studied during the courses and orientation received from professors of the IPES, the state documents which regulate the teaching of Portuguese and the PDE courses, and, especially teachers' professional experience. On the other hand, the variations in the choice and organization of topics/contents in the textbooks seems to show that, even the production on textbooks being a relevant instrument of teachers' continuing education, the theory appropriation, especially the one that refers to language, is a slow and complex process. The findings are interesting to be considered by the sponsor of the program itself and also by public policies responsible for the promotion of continuing education courses for teachers / Doutorado / Lingua Materna / Doutor em Linguística Aplicada

Made available in DSpace on 2014-08-20T13:49:18Z (GMT). No. of bitstreams: 1 DanielleAndrade .pdf: 702405 bytes, checksum: 5497672131b43e2c423740d23b9e9dd6 (MD5) Previous issue date: 2011-03-25 / Although the current context of education depicts a scenario of disdain, disbelief and devaluation of the teaching profession, are in schools motivated and committed professionals, professionals who use resources, seek alternatives and engage with the same. These professionals often go unnoticed and appear to non exist in the public schools. To contribute to greater reflection on teacher motivation, a topic widely discussed in education, this study aims to trace the characterization of physical education teachers who work with extracurricular sports in College Hall Pelotense, the from their motivations, their careers, their knowledge and identities. Characterized as a qualitative and descriptive study,like a study case. For the data collection instrument were used a semi-structured interviews which were transcribed later to be analyzed and discussed. The subjects in this study were six teachers involved in extracurricular sports activities at the school. The study results point to a scenario where teachers, mostly men and ex athletes, trained in ESEF / UFPel, are at different stages of professional development, with different expectations about the future. They are motivated to work, though not fully satisfied. The feelings of satisfaction concerning the development of students, since the dissatisfaction is related to work conditions and low wages. The knowledge used in their practices are related to their trajectories, particularly, their experiences with the sport. They point out that professional development is hampered by the lack of professional training policies. The training materials are from the personal commitment of teachers. Recognize themselves and are recognized by the wider community as competent professionals. Such recognition promotes increased self-esteem and influence in the motivation of teachers / Ainda que o contexto atual da educação retrate um cenário de desprezo, descrédito e desvalorização da profissão de educador, nas escolas encontram-se profissionais empenhados e motivados, profissionais que mobilizam recursos, buscam alternativas e envolvem-se com a mesma. Estes profissionais por vezes passam despercebidos e parecem inexistir nas escolas públicas. A fim de contribuir para uma maior reflexão acerca da motivação docente, tema amplamente discutido no campo da educação, este estudo tem como objetivo caracterizar os professores de Educação Física que trabalham com o esporte extraclasse no Colégio Municipal Pelotense, a partir de suas motivações, suas trajetórias, seus saberes e identidades. Caracteriza-se como um estudo qualitativo, descritivo, tipo estudo de caso. Para a coleta dos dados o instrumento utilizado foi a entrevista semi-estruturada, as quais foram transcritas para posteriormente serem analisadas e discutidas. Os sujeitos deste estudo foram seis professores envolvidos com as atividades esportivas extraclasse na referida escola. Os resultados do estudo apontam para um cenário onde os professores, na sua maioria homens e ex-atletas, formados na ESEF/UFPel, encontram-se em diferentes fases de desenvolvimento profissional, apresentando diferentes expectativas com relação ao futuro. Estão motivados para o trabalho, embora não plenamente satisfeitos. Os sentimentos de satisfação dizem respeito ao desenvolvimento dos alunos, já os de insatisfação relacionam-se com as condições de trabalho e os baixos salários. Os saberes empregados nas suas práticas estão relacionados às suas trajetórias, em especial, as suas experiências com o esporte. Salientam que a atualização profissional é comprometida pela falta de políticas de capacitação profissional. Os materiais para treinamento são oriundos do empenho pessoal dos professores. Reconhecem-se e são reconhecidos pela comunidade em geral como profissionais competentes. Tal reconhecimento favorece o aumento da auto-estima, bem como influencia na motivação dos professores

The diploma thesis will deal with the professional vision of teachers as one of the actual concepts of didactics, given to art education. It is based on the knowledge that professional's thinking does not take place only in terms but also through images. It will deal with vocational vision in connection with professional knowledge and action in close relation to the teaching reflection. In the research part the student will participate in the analysis of concrete art lesson recorded by video study method. She will study and compare the comments of student teachers at the observational concepts and sub-processes. In the practical part student will create and carry out own art project that will respond to selected categories of the observed video study. She will apply it to the skills of primary school pupils. She will reflects in detail implemented project in relation to the analyzed concepts. Keywords reflection, art education, didactics of art education, discourse, teacher, student, teacher learning, Professional development, professional vision, teacher knowledge, video cases, analysis, concept

Research demonstrates those who fail to learn to read well face unfair and lifelong societal disadvantage (Allington, 2011; Castles et al., 2018; Frontier, College, 2018). The number of children who fail to learn to read proficiently remains unacceptable and persists even as research suggests practices to help struggling readers (Allington, 2011; Castles et al., 2018). Building upon dismal findings from literacy networks and evidence from empirical research this study addresses this problem by exploring how contextual factors influence teachers’ learning and practice and student early reading achievement through two research questions: 1) How do contextual variables at the school, board and provincial level influence the planning, delivery and uptake of early reading professional learning opportunities? 2) How do teachers perceive the relationships between (a) their professional learning experiences, (b) their classroom early reading practices, and (c) student reading outcomes? This complexivist multiple instrumental case study explores the role of context upon teachers’ (N = 6) perspectives in three diverse schools (rural, urban and suburban) in one school board with the voices of principals (N = 3) and board-level reading experts (N = 3) providing additional layers of context. Within-case findings demonstrate the importance of meeting local teacher and student needs. Contextual networks represent pathways leading to learning, teaching and student reading development. Cross-case findings reveal the universal needs of the participants for meeting students’ core social and academic needs. Finally, a conceptual framework depicts the interaction of contextual factors within the teaching, learning and student achievement process. Theoretical, empirical and practical implications anchor a discussion proposing a research agenda situating teacher early reading learning into a professional learning collective compassionate to the learning needs of teachers who in turn can be more responsive to the local and universal needs of their students.

The purpose of the study was to evaluate the teaching of evolution in selected grade 10 classrooms in Namibia. Some teachers from Oshikoto region in Onyaanya circuit have indicated the difficulties they have encountered when teaching the topic in Life Science of Namibian curriculum. Moreover, the teaching of evolution has a great practical value for student directly or indirectly, evolutionary biology has made many contributions to society. An understanding of evolution is essential in finding and using natural resources and it will be indispensable to establish sustainable relationship with the natural environment. Specifically, this study examined a set of variables including teachers’ understanding of evolution. The data were collected from Life Science teachers through administration of evolution content knowledge. Qualitative case study approach was employed. The population comprised of three Life Science grade 10 teachers from three schools. Three teachers were selected by using a purposive sampling technique. The sampling technique was chosen because is relevant to the conceptual framework and the research questions addressed by the research. The qualitative research was executed by applying the phenomenological method. Mason (2012) claims that: “qualitative research is used when the research wishes to understand meanings, beliefs and values”. The study was drawn from the theory of social constructivism theory by Vygotsky, 1978. According to Vygotsky, (1978) “much important learning by the child occurs through social interaction with a skilful tutor”. The researcher collected qualitative data by means of classroom observations and semi-structured I with three Life Science teachers from three different schools. The following research questions were attempt to be answered: What is the nature of teacher’s content knowledge on evolution teaching in grade 10? What is the nature of teachers’ instructional strategies during evolution teaching? How does the teachers’ content knowledge and instructional strategies shape the teacher’s interactions and discourse? The collected data was analysed using Classroom Practice Diagnostic Framework (CPDF). Participants used their teaching experiences to teach evolution. This study indicated a lack of content knowledge among teachers and teaching and learning resources at schools. It is recommended that the Ministry of Education allocate enough textbook funds to regions to cater for every learner’s textbook. Life Science education officer should collaborate with biology education officer to organise a workshop for Life Science teacher in their region. The workshop will equip teachers with more information on evolution and will help in the improvement of learners’ performances. / Science and Technology Education / M. Ed. (Natural Science Education)

What knowledge do teachers need for integrating appropriate digital technologies in teaching mathematics? An overarching construct called TPACK is proposed as the interconnection and intersection of knowledge among technology, pedagogy, and content and is referred to as the total knowledge package for teaching mathematics with technology. Five stages in the process of developing TPACK - recognizing, accepting, adapting, exploring, and adapting – describe the process of teachers’ learning to integrate technology. Teachers learn to teach mathematics from their own learning – K-12 mathematics - collegiate mathematics coursework, teacher preparation program, field experiences and professional development as they teach mathematics. The challenge is to identify appropriate experiences to guide this integration of technology in teaching mathematics in ways that develop TPACK. A framework for these experiences directs attention to emergent social and psychological perspectives.

In today's classrooms, many teachers meet students' reading needs by providing guided reading. However, little is known about how teachers combine student data and pedagogical content knowledge to plan guided readings lessons. This study focused on understanding how elementary teachers use guided reading pedagogical content knowledge and student data when planning a guided reading lesson. The conceptual framework was based on Fountas and Pinnell's guided reading framework, and Clay's theory of data collection with respect to literacy processing. The research questions concerned how teachers' use, guide, and reflect on guided reading pedagogical content knowledge and students data when planning a guided reading lesson. A qualitative study using both phenomenological and case study aspects was utilized to capture insights of elementary teachers from a successful Title 1 school. This study included a single elementary school. Participants included 10 elementary teachers from grades K-5. Data sources included introductory and follow-up teacher interviews as well as teacher lesson plans. Data were analyzed using coding for identification of patterns. The findings revealed that teachers believe their success lies in searching for the right books use to differentiate their guided reading instruction based on each student's individual data. They also believe their success comes from providing background knowledge to students when teaching guided reading lessons to pique their students interest and help them better understand what they are reading. This study can contribute to positive social change by providing administration insights to how to prepare high quality professional development to help teachers plan guided reading lessons.