Esta pesquisa se insere na temática de conhecimento de professores. Trata-se de um estudo de caso e a coleta e o tratamento dos dados se inserem na perspectiva da pesquisa qualitativa. Nosso intuito foi o de investigar o conhecimento pedagógico de conteúdo (CPC) de uma professora de química quando esta desenvolveu o tópico \"soluções\" nas suas turmas de Ensino Médio. Objetivou-se ainda contribuir com evidências sobre o papel do conhecimento de conteúdo no CPC. Nossos dados estão baseados em questionários, planos de aula, planejamentos, CoRes, registros audiovisuais de aulas e entrevistas. Os dados foram todos transcritos e a análise dos mesmos foi baseada na categorização das manifestações do conhecimento de professores e interpretados com relação aos correspondentes domínios dos conhecimentos de professores, conforme proposto por Rollnick et al. (2008). As interações discursivas presentes nas aulas da professora foram analisados segundo a ferramenta proposta por Mortimer e Scott (2002). A triangulação desses dados permitiu inferir sobre o conhecimento pedagógico do conteúdo dessa professora e revelaram que ela possui um CPC pouco desenvolvido com relação ao conteúdo investigado, enfatizando a memorização e cálculos em detrimento de conteúdos conceituais. Nesse estudo de caso o conhecimento do conteúdo se revelou importante e afetou outros domínios de conhecimento dessa professora, gerando reflexos no desenvolvimento do seu CPC. Concluímos pela centralidade do papel desempenhado pelo conhecimento do conteúdo no desenvolvimento do CPC e consideramos o conhecimento do conteúdo como um dos componentes essenciais do CPC. / This work has a qualitative research perspective and it is a case study related to teacher knowledge. Our focus was the pedagogical content knowledge (PCK) of a chemistry teacher during the developing of the subject matter \"solution\" at high school context. The aim of this research was also provide some evidences about the role of the subject matter knowledge (SMK) in the PCK construct. Our data are based in questionnaires, classes plans, planning, CoRes, classes video recordings and interviews. Data were all transcribed and categorized by using categories related to the manifestations of teacher knowledge and interpreted in relation to the corresponding domains of teacher knowledge, as proposed by Rollnick et al. (2008). The discursive interactions observed in classroom were analyzed by using the tool proposed by Mortimer e Scott (2002). Data triangulation allowed us conclude that the PCK of this teacher is not very well developed in relation to the subject matter investigated. The teacher emphasizes procedural approaches at the expense of conceptual understanding. During this case study the role of SMK was highlighted and it influenced others domains of this teacher knowledge, reflecting in her PCK development. We concluded by the central role performed by SMK in the PCK development and we consider SMK as one of the PCK essential components.

Made available in DSpace on 2016-08-17T13:54:25Z (GMT). No. of bitstreams: 1 DISSERTACAO DE JONILSON COSTA.pdf: 3429064 bytes, checksum: 7b90401bce2f8b973c573cae495e25a4 (MD5) Previous issue date: 2011-10-10 / It analyses the knowledge that guide the training of teachers who work in the Hospitality Course from immersion theory on the various determinants of this phenomenon, as well as listening to the subjects involved in the research. It walks through the history of higher education in Brazil, focusing on the training of teachers for this level of education, setting the course of Hospitality from its creation and evolution in Brazil and particularly at Federal University of Maranhão. About the view of higher education and hospitality education and teacher training have shaped us Anastasiou (2002), Ansarah (2002), Cunha (1989), Guiraldelli (1994), Masetto (1996) among others. To analyze data about the teachers knowledge we had the theoretical contributions of Saviani (1987), Pepper (1999), Tardif (2002) and Paulo Freire (1996) and Vazquez (1986) that allowed us to understand that the constitution of knowledge has different origins , giving a number of ways and through the influence of many aspects. In the construction of this study, we have chosen a qualitative approach using semi-structured data collection as instrument which enabled us to ensure a favorable climate, so that the subject felt free to express themselves. We conclude that the teacher during the teaching practice of seeking references in his former teachers and his experience as a student, the teacher is never formed alone, the construction of knowledge also occurs in daily to the teacher, the pleasure of the teaching profession was perceived as motivation in the lives of teachers, the teachers knowledge are constantly modified and improved, so the teacher is constantly training in their professional lives. / Este estudo se propõe a analisar os saberes constitutivos da formação dos professores do Curso de Hotelaria da Universidade Federal do Maranhão a partir da imersão teórica sobre os diversos determinantes desse fenômeno, bem como da escuta dos sujeitos envolvidos na pesquisa. Percorre-se pela história do ensino superior no Brasil, focando a formação de professores para esse nível de ensino, situando o curso de Hotelaria, sua evolução no Brasil e particularmente no Maranhão. Sobre o panorama do ensino superior, o ensino de hotelaria, bem como sobre a formação de professores nos embasaram Anastasiou (2002), Ansarah (2002), Cunha (1999), Guiraldelli (1994), Massetto (1996) entre outros. Para a análise dos dados sobre os saberes dos professores, contamos com as contribuições dos teóricos Paulo Freire (1996), Demerval Saviani (1987), Pimenta (1999; 2009), Alarcão (2010), Tardif (2002) e Vázquez (1986) que nos permitiram compreender que a constituição dos saberes possui origens distintas, dando-se por diversas influências de muitos aspectos. Na construção do presente estudo optamos pela abordagem qualitativa utilizando a entrevista semiestruturada como instrumento de coleta de dados, o que possibilitou garantir um clima favorável, a fim de que os sujeitos se sentissem à vontade para se expressarem. Os sujeitos envolvidos no estudo foram os docentes e discentes do Curso de Hotelaria da UFMA atendendo, aos seguintes critérios: professores das disciplinas de formação geral e das disciplinas específicas, alunos do oitavo e nono período do curso e ainda a coordenadora do curso entre os anos de 1989 e 1992. Concluímos que: o professor durante o exercício da docência busca referências em seus antigos docentes e na sua experiência como aluno; o professor jamais forma-se sozinho, pois a construção do conhecimento também ocorre no fazer diário do professor e o prazer da profissão docente foi percebido como motivação na vida dos professores; os saberes docentes são constantemente modificados e aperfeiçoados, sendo assim, o professor está em constante formação em sua vida profissional.

Este estudo se enquadra na área de formação de professores e mostra como um professor de Ensino Médio inserido em contextos escolares distintos realiza o ensino de química, tendo em vista os diferentes personagens envolvidos em um ambiente de mediação pedagógica - professor, estudantes e instituição escolar - e como isso modifica a sua forma de ensinar. Para compreender como o seu conhecimento base é utilizado ao ensinar um determinado tópico de química em instituições escolares distintas, utilizou-se como referencial teórico o conhecimento pedagógico do conteúdo (PCK), que possibilita entender como o conteúdo específico pode ser pedagogicamente modificado de modo a torná-lo um conhecimento acessível ao estudante, levando em conta os condicionantes do contexto educativo. Nossos dados compreendem registro em áudio e vídeo de aulas do professor investigado em duas escolas distintas, referentes ao mesmo conteúdo químico, entrevistas semiestruturadas, reflexões vídeo-estimuladas e observação participante. O acesso ao PCK foi realizado por meio do instrumento CoRe (Representação do Conteúdo) e da ferramenta de análise das interações discursivas. Esta última possibilitou entender os significados que surgem em um ambiente de mediação pedagógica, por meio do uso da linguagem e outras formas de comunicação, sempre levando em conta o contexto social. A análise dos dados foi baseada no modelo de Raciocínio Pedagógico e Ação, proposto por Shulman, que abarca os conhecimentos que o professor possui sobre o conteúdo e as abordagens metodológicas que desenvolve sobre um determinado assunto, permitindo entender as modificações que aconteceram em cada contexto escolar. Para o conceito PCK adotamos o modelo de Grossman que o coloca numa posição central em relação aos demais conhecimentos de professores - conteúdo específico, pedagógico geral e contexto - e que exerce influencia e é influenciado por todos eles. Dessa forma foi possível compreender, no caso das aulas analisadas - nomenclatura de compostos orgânicos e reações de polimerização - a forma como o contexto interferiu no processo de ensino do professor sujeito dessa pesquisa e, como este mobilizou o seu PCK de forma a transformar um determinado conteúdo para melhor atender seus estudantes. / This study fits in the area of teacher education and shows how a teacher High School working in different school contexts proceeds the teaching of chemistry, in view of the different characters involved in an environment of pedagogical mediation - teachers, students and the school - and how it modifies the way they teach. To understand how your knowledge base is used to teach a particular topic of chemistry in different educational institutions, we used as the theoretical background the Pedagogical Content Knowledge (PCK), which allows to understand how the specific content can be pedagogically modified to make it accessible to the student, taking into account the constraints of the educational context. Our data included audio and video recording of classes of the investigated teacher in two different schools, concerning the same chemical content. Also it included semi-structured interviews, video-stimulated reflections, and participant observation. Access to PCK was performed using the instrument CoRe (Content Representation) and the discoursive interactions analysis\' tool. The latter made it possible to understand the meanings that arise in an environment of pedagogical mediation, through the use of language and other forms of communication, always taking into account the social context. Data analysis was based on the Model of Pedagogical Reasoning and Action proposed by Shulman, embracing the knowledge that the teacher has on the subject matter and methodological approaches that develops on a particular subject, allowing to understand the changes that happened in each school context. We adopted the model of Pedagogical Content Knowledge from Grossman that puts PCK in a central position in relation to other teacher\' knowledge - specific content, pedagogical and context - and that has influence and is influenced by them all. In the case of the analyzed classes - nomenclature of organic compounds and polymerization reactions - it was possible to understand how the context affected the teaching process of those contents and how the investigated teacher mobilized its PCK in order to transform a given content to better fit its students.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-04T11:26:24Z No. of bitstreams: 1 denielepereirabatista.pdf: 2219732 bytes, checksum: a6aaa5cf9ccd52a898ebe09d7dbfa73b (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-04T14:58:16Z (GMT) No. of bitstreams: 1 denielepereirabatista.pdf: 2219732 bytes, checksum: a6aaa5cf9ccd52a898ebe09d7dbfa73b (MD5) / Made available in DSpace on 2018-04-04T14:58:16Z (GMT). No. of bitstreams: 1 denielepereirabatista.pdf: 2219732 bytes, checksum: a6aaa5cf9ccd52a898ebe09d7dbfa73b (MD5) Previous issue date: 2017-08-15 / PROQUALI (UFJF) / Este estudo focaliza o processo de formação docente de professoras dos anos iniciais do ensino fundamental. Volta-se, mais especificamente, para experiências que tenham contribuído para a construção de seus saberes docentes e de suas profissionalidades, vividas em contextos de prática pedagógica. Buscou-se levantar experiências com significância, isto é, experiências que tenham influenciado o trabalho dessas professoras, ocorridas na formação inicial e ao longo da carreira docente. Esquadrinhou-se ainda condições objetivas e subjetivas implicadas no processo de aprendizagem sobre a docência, a fim de interpretar possibilidades e impossibilidades relacionadas à experiência. Princípios da entrevista compreensiva subsidiaram os procedimentos de coleta, análise e interpretação de dados. Fazem parte da pesquisa treze professoras, escolhidas intencionalmente com critérios e perfis predefinidos, de modo a assegurar a composição de um grupo representativo de profissionais, reconhecidas pelo compromisso com a aprendizagem dos alunos e exitosas em suas práticas docentes. Da análise dos dados emergiram aspectos relacionados às singularidades com as quais as professoras tornam-se docentes dos anos iniciais, dentre os quais sobressaem: (a) os saberes docentes que ajudam as professoras a dar “conta do recado” do trabalho com crianças não foram construídos, com primazia, no contexto da formação inicial, representado pelo curso de Magistério e pelo curso de Pedagogia, nem nos cursos de formação continuada, mas na prática do “chão da escola”; (b) a escola e a sala de aula da educação básica são reconhecidas como espaços privilegiados de aprendizagens docentes, sobretudo por ensejarem experiências com significância, ainda que careçam de mecanismos para o compartilhamento destas com os pares profissionais, por meio de processos de mediações e reflexões; (c) o sistema educacional, por meio das políticas que têm exercido controle sobre as escolas, representa forte entrave ao trabalho e à formação dessas professoras, uma vez que sua competência e autonomia são postas em xeque; (d) as situações conflituosas do cotidiano escolar funcionam para as professoras, sobretudo para as que possuem mais tempo de magistério, como um “nicho” para a produção de experiências capazes de revestir de sentido suas ações, embora tais situações não deixem de acenar para a presença constante de um cenário marcado pela sobrevivência do trabalho docente; (e) por meio da deliberação reflexiva e da coragem de agir, as professoras elaboram suas experiências buscando coerência interna entre suas convicções pedagógicas e aquilo que o ambiente lhes oferece, confirmando que a experiência não depende apenas das condições externas e objetivas, mas é determinada pelo desejo, atitude e propósito de cada um. / This study focuses on the teacher training process of teachers from the initial years of elementary school. It aims, more specifically, to examine experiences that have contributed to the construction of their teaching knowledge and their professionalities, lived in contexts of pedagogical practice. It has sought to collect experiences with significance, that is, experiences that have influenced the work of these teachers, occurred in the initial training and throughout the teaching career. It has also scrutinized for objective and subjective conditions involved in the process of learning about teaching, so as to interpret possibilities and impossibilities related to experience. Comprehensive interview principles subsidized procedures of data collection, analysis, and interpretation. Thirteen teachers take part in the research. They were intentionally chosen with pre-defined criteria and profiles, in order to ensure the composition of a representative group of professionals, recognized by their commitment to student learning and successful in their teaching practices. From the analysis of the data emerged aspects related to the singularities with which the teachers become teachers of the initial years, among which stand out: (a) the teachers' knowledge that help them to “deliver the goods” of working with children were not built with primacy neither in the context of initial training, represented by the teaching and pedagogical courses, nor in the continuing education courses, but in the practice within the school; (b) the school and the basic education classroom are recognized as privileged spaces for teaching learning, mainly because they provide meaningful experiences, although they lack mechanisms to share these with professional peers, through mediation and reflections processes; (c) the educational system, through the policies that have exerted control over the schools, represents a strong obstacle to the work and the formation of these teachers, since their competence and autonomy are put in a hard spot; (d) the conflicting situations of everyday school work for teachers, especially for those who have more teaching time, as a "niche" for the production of experiences capable of making sense of their actions, although such situations do not fail to indicate the constant presence of a scenario marked by the survival of teaching work; (e) through reflective deliberation and courage to act, the teachers elaborate their experiences seeking internal coherence among their pedagogical convictions and what the environment offers them, confirming that the experience does not depend only on external and objective conditions, but is also determined by the desire, attitude and purpose of each one.

In response to a growing teacher shortage, increasing numbers of secondary teachers are prepared through streamlined certification programs. For this reason, assessing candidates' content area knowledge gained from institutions of higher education across the United States is an important program admission factor as candidates must demonstrate content area knowledge by passing a Texas content area certification test (TExES). This study examines content knowledge for candidates enrolled in an online post­-baccalaureate program from September 1, 2002 through April 30, 2005. Academic transcript analysis and grades 8-­12 subject tests of the TExES were used as a proxy for subject matter knowledge for a sample of individuals seeking initial teacher certification in a post­-baccalaureate teacher certification at the University of North Texas. Descriptive data,linear regression, and logistic regression analyses were used to draw conclusions about the content area knowledge of the individuals in the sample. Scores on the TExES were used to determine the relationships between the content area knowledge of initial certification students and the number of content area courses completed, the grade point averages, and time elapsed between the completion of the last content area course and the student's initial attempt on the TExES. Results differed by the content area of the candidates. Analysis of variance results indicate significant differences between the five test groups with regard to number of courses taken F(4,139) = 9.334, p < .001 grade point average F(4,139) = 5.733, p < .001 and time between the last course taken F(4,139) = 6.135, p < .001. The three­-predictor model was statistically significant F(3,32) = 3.753, p = .02 for the History test group. The variable, upper-­level grade point average accounted for approximately 12% variance among scores within the History test group, and the variable months of time elapsed between last content area course work and the initial state content examination accounted for approximately 13% of variance among scores.

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This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ anticipations. During observations, the researcher recorded observed pivotal teaching moments, corresponding teacher responses to these moments, and instructional changes between the two observed lessons. Interviews allowed the researcher to identify in-the-moment teacher thinking and teachers’ motivations for their responses. Teacher reflection journals provided insights related to teachers’ classroom actions and learning. The results confirmed and built upon existing classifications of pivotal teaching moments and teachers’ responses, while also identifying seven themes related to teacher motivations for their responses. Teachers’ perceptions of changes in their own knowledge base occurred for their content knowledge as well as their pedagogical content knowledge. Future research should explore how pivotal teaching moments are created, how teacher-student interactions shape teacher knowledge development, and examine the role of teachers’ reflections about their practice in their knowledge development

Orientador: Jackson Gois / Resumo: Formar professores para lidar com as exigências da sociedade é um desafio que buscamos superar constantemente. Parte relevante da preparação dos alunos de licenciatura, e um possível foco da formação docente, é a articulação entre a teoria e a prática, através da inserção desses alunos na prática docente. Outro ponto importante para entender o conjunto de saberes que forma um professor são os saberes docentes, caracterizados por Maurice Tardif. Nos últimos anos, além do aperfeiçoamento dos estágios supervisionados, surgiram programas como o Programa Institucional de Bolsas de Iniciação à Docência (PIBID), que procura proporcionar um ambiente de pesquisa e aproximação dos licenciandos com as escolas básicas, desenvolvendo seus saberes docentes frente a esse processo. O presente trabalho tem como objetivo entender como um conjunto específico dos saberes docentes, os chamados saberes experienciais, influenciam a internalização de conteúdos relevantes para alunos de licenciatura em Química, participantes de um subprojeto PIBID/Química. Para compreender essa internalização, trazemos elementos da teoria da ação mediada, baseados em James Wertsch, principalmente porque ela possibilita entender a aprendizagem como domínio e a apropriação de ferramentas culturais, e utilizamos a Análise Textual Discursiva na análise dos dados. Procuramos elucidar, dentro de nossos resultados, que os alunos de licenciatura se mostram tensionados entre identidade docente e discente, à medida que apresen... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Training teachers to deal with the demands of society is a challenge that we constantly seek to overcome. A relevant part of the preparation of undergraduate students, and a possible focus of teacher education, is the articulation between theory and practice, through the insertion of these students in teaching practice. Another important point to understand the set of knowledge that forms a teacher is the teaching knowledge, characterized by Maurice Tardif. In recent years, in addition to the improvement of supervised internships, programs such as the Institutional Teaching Initiation Scholarship Program (PIBID) have emerged, which seeks to provide an environment for research and approximation of undergraduates with elementary schools, developing their teaching knowledge in face of this. process. This paper aims to understand how a specific set of teaching knowledge, the socalled experiential knowledge, influences the internalization of relevant content for undergraduate chemistry students, participants of a PIBID / Chemistry subproject. To understand this internalization, we bring elements of James Wertsch's theory of mediated action, mainly because it makes it possible to understand learning as mastery and the appropriation of cultural tools. We use Textual Discursive Analysis to analyze our data. We seek to elucidate, within our results, that undergraduate students are tense between teacher and student identity, as they present ideas for valuing the specific contents of th... (Complete abstract click electronic access below) / Mestre

[pt] Ler com vista a alcançar a compreensão ainda é uma dificuldade a ser superada por muitos alunos. A compreensão leitora e, mais especificamente, as inferências precisam se tornar objeto de ensino, cujo propósito seja formar leitores capazes de produzir sentido para o que leem. Assim, se as inferências demandam um ensino sistematizado, nosso objetivo com esta pesquisa foi analisar e descrever o conhecimento dos professores de quarto e quinto ano do ensino fundamental sobre o ensino de inferências. Participaram do presente estudo 67 professores que atuam ou já atuaram no quarto e/ou quinto ano em escolas do Rio de Janeiro. Esses professores responderam um formulário eletrônico contendo os instrumentos: 1) questionário sobre tipos de perguntas inferenciais e não inferenciais; 2) Escala de Estratégias para Ensino de Inferências (EEEI); 3) questionário de perfil dos docentes. Os achados receberam um tratamento quantitativo, e se estruturou a análise dos dados em duas etapas: análise fatorial exploratória e análise das frequências de respostas. Os resultados foram discutidos à luz da teoria cognitiva da leitura. De uma maneira geral, os resultados referentes às perguntas inferenciais e não inferenciais, bem como às estratégias de compreensão leitora apontaram que os professores conhecem tanto perguntas adequáveis ao ensino de inferências quanto estratégias de compreensão que possuem relevância em tal ensino. À vista desse conhecimento dos professores, uma perspectiva de ensino de compreensão que entende a leitura como uma atividade de produção de sentido se sobressaiu. Sobre a realização de perguntas, os professores declararam conhecer perguntas de processo e de produto, não se restringindo às perguntas literais. A importância dos conhecimentos prévios do leitor para o ensino de inferências parece integrar o conhecimento dos professores. Por meio desta pesquisa, foi possível ressaltar e discutir a importância da produção de inferências para a formação de leitores proficientes e autônomos, bem como dispor estratégias de compreensão leitora e refletir sobre elas como caminhos favoráveis para ensinar os alunos a estabelecerem inferências autorizadas pelo texto. Por fim, através do que os professores declararam conhecer a respeito de ensino de inferências, conseguimos analisar como questões relacionadas à compreensão leitora e, mais especificamente, à inferência são concebidas pelos docentes. / [en] Reading with a view to achieving comprehension is still a difficulty to be overcome by many students. Reading comprehension and, more specifically, inferences need to become an object of teaching, whose purpose is to form readers capable of producing meaning for what they read. Thus, if inferences demand a systematized teaching, our objective with this research was to analyze and describe 4th and 5th grade teachers knowledge about the teaching of inferences. In this study, 67 teachers who work or have worked in the 4th and/or 5th grade in schools of Rio de Janeiro participated. These teachers answered an electronic form containing the following instruments: 1) a questionnaire about the types of inferential and non-inference questions; 2) the Inferential Teaching Strategies Scale (EEEI); 3) a questionnaire about the teachers profile. The findings received a quantitative treatment, and the data analysis was structured in two stages: exploratory factor analysis and analysis of the frequency of responses. The results were discussed in the light of the cognitive theory of reading. In general, the results concerning inferential and non-inference questions, as well as reading comprehension strategies, indicated that teachers know both questions suitable for teaching inferences and comprehension strategies that have relevance in such teaching. In view of this teachers knowledge, a comprehension teaching perspective that understands reading as a meaning-making activity stood out. Regarding questioning, the teachers stated that they were familiar with process and product questions, not restricted to literal questions. The importance of the reader s prior knowledge to teach inferences seems to be part of the teachers knowledge. Through this research, it was possible to highlight and discuss the importance of the production of inferences for the formation of proficient and autonomous readers, as well as to have reading comprehension strategies and reflect on them as favorable ways to teach students to establish inferences authorized by the text. Finally, through what the teachers declared they knew about the teaching of inferences, we were able to analyze how issues related to reading comprehension and, more specifically, to inference are conceived by the teachers.

This research study was conducted to determine if there were significant differences or relationships between teachers' perceptions of knowledge of Internet dangers to students and factors such as demographics, self-reported comfort levels with Internet use, and with knowledge of policies and laws regarding Internet safety. Three hundred seventy-two teachers from three central Florida school districts were surveyed using an adapted survey developed by authors Patchin and Hinduja (2006) and Willard (2006, 2009). The world of the Internet is constantly changing, and students will encounter harassment and dangers while pursuing their interests on line. Recent research on the types of Internet dangers involving youth (Hinduja & Patchin, 2009; Juvonen & Gross, 2008, Leichtling, 2008; Lenhart, Madden & Hitlin, 2005; Li, 2007; Willard, 2009), and evidence supporting limited adult knowledge of Internet dangers to youth (Finkelhor, Mitchell & Wolak, 2000; Hinduja & Patchin, 2009; Patchin & Hinduja, 2006; Willard, 2006,2009) provided the conceptual framework for this study. Descriptive and inferential statistics were performed to investigate each research question. These statistics included one-way ANOVA, Scheffe post-hoc analysis, chi-square tests of independence, independent T-tests, and Kruskal-Wallis tests. These findings demonstrated that the null hypotheses were rejected for each research question. Significant differences were found between teachers' knowledge of Internet dangers and age, years of experience, level of school taught, and personal comfort with the Internet. Other significant relationships were found between personal Internet comfort and knowledge of laws and policies, specifically the Jeffrey Johnston Stand Up for All Students Act, and between male teachers and knowledge of victim behaviors. Gender was the only demographic variable found to be not significantly related to a teachers' knowledge of Internet dangers to students. The implications of these results validate the importance of more teacher training to increase knowledge of Internet dangers, policies and programs, as well as increase teachers' ability to identify victims and provide them with assistance. As technology expands, Internet dangers for children online expand and are a growing concern for parents, teachers, and administrators. Since technology will continue to grow, adults play a major role in educating children concerning the dangers of being online. However, adults struggle to play catch-up to the young digital natives, and are not really present to intervene when needed. We cannot cross the digital divide and help our students if we are not seeking out the information ourselves (Willard, 2009).