The closing thesis deals with the issue of undergraduate training of students at the Faculty of Education of the University of South Bohemia and their following introduction into the school practice. The thesis verifies whether students' presumptions for choosing to study at the Faculty of Education, University of South Bohemia, changed their idea about the readiness to enter the school practice including possessing individual pedagogical skills. This thesis brings many findings for the school management. These findings can be applied in new employees' adaptation. Among the benefits of this thesis belongs renewal of the discussion about teaching profession and clarification of basic terms and their semantic content in the theoretical literature. Questionnaire survey showed that there has been happening a change with the students who choose faculty of education, i.e. they choose it purposely with the vision of teaching profession. School management should reflect this change.

Magistro darbo santrauka Magistro darbe atlikta teorinė pedagogų pasirengimo ugdyti mokinius, turinčius specialiųjų ugdymo poreikių, analizė. Iškelta hipotezė, kad bendrojo lavinimo mokyklų pedagogai nuvertina savo kompetencijas tenkinti aukštesniųjų klasių mokinių specialiuosius ugdymosi poreikius ir tai didele dalimi lemia nepakankamas pastangas ugdyti šiuos mokinius. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas – ištirti pedagogų poţiūrį į kompetencijas tenkinti aukštesniųjų klasių mokinių poreikius. Atlikta statistinė (aprašomoji daţnių, procentų) duomenų analizė. Tyrime dalyvavo 180 bendrojo lavinimo mokyklų aukštesniųjų klasių pedagogų, ugdančių aukštesniųjų klasių mokinius, turinčius specialiųjų ugdymosi poreikių. Empirinėje dalyje nagrinėjama: pedagogų pasirengimas ugdyti mokinius, turinčius specialiųjų ugdymosi poreikių; pedagogų nuomonės apie mokinių, turinčių specialiųjų ugdymosi poreikių, mokymą; jų suvokiamus šių mokinių ugdymo tikslus ir patiriamas problemas; pedagogų profesinių kompetencijų įsivertinimas; pedagogų profesinės saviugdos poreikiai. Svarbiausios empirinio tyrimo išvados: 1. Mokinius, turinčius specialiųjų poreikių, mokytojai laiko lygiaverčiais mokyklos bendruomenės nariais, o mokinių individualių ugdymosi poreikių tenkinimą – svarbiausiu jų mokymo bruoţu. Tačiau mokymo(si) pasiekimai, mokytojų nuomone, labiausiai priklauso nuo šeimos ir paties vaiko. 2. Dauguma pedagogų, ugdydami specialiųjų poreikių mokinius, siekia formuoti... [toliau žr. visą tekstą] / Summary The paper deals with the theoretical analysis of the teachers’ preparedness to educate the pupils with special educational needs. It was brought up the hypothesis that general education school teachers devalue their competences to satisfy the special educational needs for the senior pupils and that is the basic influence to bear on incomplete efforts to educate these pupils. The research was fulfilled using the results of the inquest. It’s goal – to survey teachers’ attitude towards the competence to meet the requirements for senior pupils with special educational needs. The analysis of the statistic (descriptive rate, percentage) data was done. 180 general education school teachers, working with the senior pupils with special educational needs, participated in this research. In empirical part are analyzed: teachers’ preparedness to work with the pupils with special educational needs; teachers’ opinion about the education of the pupils with special educational needs; their comprehensible educational goals and accident – prone problems teaching these pupils; the self – evaluation of teachers pedagogical professional competences; teachers’ professional self – education needs. The most important empirical conclusions that were drawn are: 1. Teachers consider the pupils with special educational needs as the equal members of school community; the satisfaction of pupils’ individual educational needs is hold as the main feature of their teaching. But the achievements of... [to full text]

[pt] O desempenho dos alunos brasileiros em matemática é uma questão que aflige há muito a sociedade e a comunidade científica. As políticas públicas têm tentado desenvolver ações que respondam à demanda de melhorar a aprendizagem dos estudantes. Neste contexto, a formação de professores é uma variável importante a ser considerada. A presente pesquisa tem por objetivo apresentar uma análise comparativa das competências desenvolvidas/aprimoradas pelos professores participantes de dois modelos de formação continuada para o ensino da matemática: a especialização oferecida pela Universidade Federal Fluminense (UFF), que representa o modelo dominante universitário, e a Residência Docente do Colégio Pedro II, representante de uma nova política pública de formação de professores. Os dados foram coletados em duas etapas: na primeira etapa, de natureza quantitativa, os professores responderam a um questionário fechado que identificou dados sócio-históricos e as percepções iniciais de suas competências docentes; e na segunda etapa, de natureza qualitativa, foram realizadas entrevistas com os docentes para possibilitar uma compreensão mais significativa acerca de suas competências docentes relacionadas ao planejamento e gestão do processo ensino-aprendizagem, às competências ético-crítico-reflexivas e ao estabelecimento e manutenção das relações no ambiente escolar. Os resultados diferenças e aproximações entre os dois modelos e destacaram a importância e o desafio de estabelecer uma relação teoria e prática satisfatória durante a formação dos professores; a relevância de um contexto social que possibilite a escolha da profissão por desejo e não pela demanda de profissionalização precoce; a ausência de intervenção dos professores em situações de preconceito entre os alunos; a predominância da demonstração como forma de ensinar os conteúdos da disciplina, entre outros aspectos que demonstram que há uma necessidade urgente de transcender o modelo de formação baseado apenas no ensino dos conteúdos da matemática e no uso de metodologias ativas para que os alunos os aprendam, considerando a importância de desenvolver competências que integrem as relações pessoais e sociais nas aulas de matemática. / [en] The performance of Brazilian students in mathematics is a question that deeply troubles both society and the academic community and public policies have tried to develop actions that respond to a demand for better learning. In this context, teacher education is an important variable to consider. The objective of this research is to present a comparative analysis of the competences developed or improved on by participating teachers in two models of teacher education for mathematics teaching: the postgraduate specialization course offered by the Universidade Federal Fluminense (UFF), which represents the dominant university model, and the teacher residence programme at Colégio Pedro II, representative of a new public policy for continuous teacher education. The data were collected in two stages: in the first stage, teachers responded to a closed questionnaire that identifies socio-historical data and their initial perceptions of their competences; in the second stage, interviews were realized with the teachers in order to develop a greater understanding of the teachers competences in relation to the planning and management of the teaching-learning process, ethicalcritical- reflexive competences, and the establishment and mantenance of relationships in the school environment. The different results and approximations between the two models are analysed, emphasizing the importance and challenge of establishing a satisfactory relationship between theory and practice during teacher education; the relevance of a social context that facilitates the choice of a profession by desire and not by the demand of precocious professionalization; the absence of the intervention of teachers in situations of prejudice between students; the predominance of demonstration as a method for teaching mathematical concepts, amongst other aspects that demonstrate the urgent necessity to transcend the model of teacher education based only on the teaching of mathematical content and to promote active methods in order for the students to learn, considering the importance of developing teacher competences that integrate personal and social relations in mathematics classes.

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