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Published Article / In South Africa a high premium should be placed on the value of effective education and training to achieve an array of economic and social objectives. The development of a strong and functional education system is closely linked with the quality of teaching and learning taking place at schools. In this regard, the nagging shortage of skilled educators underscores the importance of effective training of student teachers to address the shortages and ultimately contribute to the establishment of a competitive and sustainable education system. The present article examines the effectiveness of mentoring and teaching practice experiences of student teachers at a South African university who completed their practical training at township schools. These schools are typically under-resourced, overcrowded and situated in socioeconomically disadvantaged areas. Not only are many of these schools' teachers under-qualified, but the schools also experience acute shortages of teachers in scarce subjects. An empirical study was conducted that targeted all final-year education students who had completed their teaching practice at 34 township schools. The empirical findings provide food for thought as to the success of mentoring in these schools. While 16 aspects of mentoring rendered a positive result ranging from 'positive' to 'strongly positive', seven aspects of mentoring were regarded as 'mildly adequate' and five skills were evaluated as between 'below adequate' to 'inadequate'. Even though the findings of this study cannot be generalised to mentoring at all township schools, some noteworthy trends were identified.

This qualitative study answers the call to include students’ voices in research on learning by listening to students’ perspectives about their learning experiences. Student voice inquiries into learning typically explore students’ perspectives of their learning experiences in school for enhancing teaching practice. The present study explores students’ perspectives of their learning experiences both in and out of school and elicits students’ voices through written narrative, in combination with more common approaches to student voice inquiry. The purpose of which is to inform teaching practice that better supports and facilitates students’ learning. The two research questions that guide this inquiry are: What do senior high school students’ written narratives, focus group discussion, and related written comments about their most memorable learning experiences reveal about their learning? And what do these students’ voices reveal about what they have in common in their learning? The common themes across the 24 student participants are presented as a supportive framework for classroom discussion about most memorable learning experiences. Practical implications are discussed for teaching practice and research with participant co-researchers.

The broad goal of this investigation was to examine the effectiveness of the practical components in teacher education courses. In order to achieve this goal, it was necessary to find possible solutions to the major problem around which inquiries of this nature tend to revolve, viz. What would be the features of a relevant, practical, democratically - designed curriculum for Teaching Practice? To reduce the complexity of the problem, it seemed realistic to link the research to a particular case. Consequently, an in-depth analysis was made of the Teaching Practice curriculum in use at the University of Durban-Westville. The research consisted of seven phases 1. A literary study of trends in Teaching Practice, Didactics, and Curriculum Development. 2. An examination of historical and current developments of the Teaching Practice course offered at the University of Durban-Westville. 3. A survey of Teaching Practice curricula currently in use at 52 teacher training institutions inside South Africa and abroad. 4. A survey of the views of 65 school authorities regarding Teaching Practice curricula. 5. A survey of the views of 170 final-year student teachers regarding Teaching Practice curricula. 6. A survey of the views of 35 lecturers involved in teacher education regarding Teaching Practice curricula. 7. The design of an effective Teaching Practice curriculum based on a fusion of the data obtained. The preliminary findings of the investigation centred upon the identification of deep conflicts that exist among various groups involved in teacher education. During the institutional survey, for instance, it was found that marked differences exist between the practical components of curricula offered at different institutions. Whereas some institutions lay heavy emphasis on the development of practical teaching skills on campus, most of them apparently concentrate only on theoretical aspects in their campus-based courses. Teaching Practice is mostly seen as that part of the course that takes place at schools. This could obviously cause serious discrepancies between what students are taught on campus and at schools. In similar vein divergent trends were identified in the expressed needs of school authorities, students, and teacher educators. Each group seems to have a different set of expectations regarding teacher education in general, and Teaching Practice in particular. These findings led to the realization that the most important characteristic of an effective Teaching Practice curriculum is that it should be based on a scientific model theory of teaching which both tutors and students should put into practice. The persistent propagation of inconsistent, contradictory theories of teaching was identified as a crippling weakness in many Teaching Practice courses. The study culminated in the presentation of a proposed Teaching Practice curriculum. This curriculum rests on the claim that it is relevant to modern trends in Didactics as well as in teacher education. The expressed views of school authorities, students, and tutors have been incorporated. It promises to have a strong theoretical foundation and seems to be rooted in real classroom practices. The proposals are accompanied by general guidelines for implementation. One might conclude, therefore, that viable solutions to the research problem have been found. And what of the future? The present crisis in education in South Africa must be considered when embarking on the development, and changing of such a curriculum. Are planners really aware of the impact that pupil unrest will be bound to have on school curricula and thus necessarily upon teacher education? I hope so. / Thesis (Ph.D.) - University of Durban-Westville, 1985.

This qualitative study answers the call to include students’ voices in research on learning by listening to students’ perspectives about their learning experiences. Student voice inquiries into learning typically explore students’ perspectives of their learning experiences in school for enhancing teaching practice. The present study explores students’ perspectives of their learning experiences both in and out of school and elicits students’ voices through written narrative, in combination with more common approaches to student voice inquiry. The purpose of which is to inform teaching practice that better supports and facilitates students’ learning. The two research questions that guide this inquiry are: What do senior high school students’ written narratives, focus group discussion, and related written comments about their most memorable learning experiences reveal about their learning? And what do these students’ voices reveal about what they have in common in their learning? The common themes across the 24 student participants are presented as a supportive framework for classroom discussion about most memorable learning experiences. Practical implications are discussed for teaching practice and research with participant co-researchers.

Magister Curationis - MCur / Teacher identity is regarded as an important disposition when it comes to training would-be teachers, irrespective of the field of study. It is during the teaching practice experience that student nurse-educators transit from their preconceived identity as a student to accepting the teacher identity. It is expected that for student to acquire this identify they require profound knowledge in subject content, pedagogy and didactic knowledge, so as to perform their professions effectively. Although the focus of teaching is the student teachers, attention is sometimes focused more on the nursing facilitators rather than on the nursing student teachers who are becoming teachers. However, good nursing training should also take into consideration the perceptions of nurse student teachers on the teacher identity. This study sought to describe student nurse-educators’ perception of teacher identity with respect to the subject matter, pedagogy, and didactic expertise at a School of Nursing, University of the Western Cape. The quantitative research approach, using the descriptive design was employed to guide the study. Data was collected by means of a self-administered questionnaire using a five point Likert scale. A list of students in master’s education programme was utilised as the sampling frame. The sample included the Masters students in nursing education programme who have completed their theoretical courses and teaching practice. The Statistical Package for Social Science software (SPSS) version 22 was used in the analysis of the survey. The study showed that teacher identity of student nurse-educators is strongly related to their perceived level of knowledge of expertise in subject matter (34%) followed by a grasp in didactics (33.28%). Teacher identity was less perceived in mastering knowledge related to pedagogy (33.12%). While the average median were 3.50 for subject matter, 3.54 in didactics and 3.50 for pedagogy. The relation between knowledge of expertise in subject matter, pedagogy and didactics were established after performing Kendall tau-c test. The link between gender and subject matter, pedagogy and didactics revealed no significant association. No significant difference was found between males and females respondents perceptions with regards to subject matter and didactics; while significant difference was found with didactics. The findings make a contribution to the body of knowledge in the nursing education field, and could contribute to improve the competency and quality in the practice of nursing education. With regards to the speculation on identity formation and development issues, it is hoped these findings will provide greater understanding of the difficulties student nurse-educators experience as they construct individual identities as teacher.

Made available in DSpace on 2014-06-11T19:25:38Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-04-04Bitstream added on 2014-06-13T19:06:10Z : No. of bitstreams: 1 araujo_ms_me_prud.pdf: 455627 bytes, checksum: c3fe87e242cf71bd9c9798b9b2d81319 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho apresenta uma pesquisa desenvolvida no Mestrado em Educação – na Faculdade de Ciência e Tecnologia/UNESP da cidade de Presidente Prudente–SP. Este estudo tem como objetivo investigar como o professor que atua na 4ª série do ensino fundamental trabalha em sala de aula a produção de textos de forma a levar os alunos as práticas sociais da língua escrita, bem como, analisar a mediação do uso da leitura e da escrita no âmbito escolar e social. Esta pesquisa surgiu em razão a pesquisas nacionais e internacionais que afirmam que hoje não basta o professor ensinar o aluno a escrever, mas, deve-se ensiná-lo a fazer uso da escrita nos meios sociais. Assim, o presente trabalho investigativo insere-se no campo da pesquisa qualitativa em educação e a estratégia de ação utilizada durante a pesquisa foi o estudo de caso do tipo etnográfico. A pesquisa buscou observar a prática docente de uma professora que atua na 4ª série do Ensino Fundamental de uma escola municipal de Presidente Prudente – SP. Realizamos dois meses de observação diária e uma entrevista, a fim de, analisarmos as atividades de produção de textos realizadas em sala de aula. Desta forma, o estudo bibliográfico feito, as análises da entrevista e das observações realizadas nos apontaram que trazer as vivências culturais da leitura e da escrita para a sala de aula através das atividades de produção de textos são fatores importantes para compreender a forma como os professores desenvolvem o seu papel de mediar e de tornar essas ações significativas para a vida de seus alunos. Pois, os dados obtidos na pesquisa nos fizeram... / This work presents a research developed in a master of education – In UNESP/ university of science and technology in the Presidente Prudente city SP state. This study aims to investigate how the teacher who works in the 4th grade of elementary school work in the classroom the writing of texts in order to bring students the social practices of written language, and to evaluate the mediation of the use of reading and writing in schools and society . This research arose due to national and international studies which say that today is not just the teacher teaching the student to write, but the teacher must teach them to make use of writing in social media. Thus, the present research work is within the field of qualitative research in education and the strategy of action in this research was the study of ethnographic cases. The study sought to observe the teacher’s teaching practice who works in the 4th grade of elementary school in a Presidente Prudent’s public school in SP state. We conducted two months of daily observation and interview, so, we analyzed the activities, text writing, held in the classroom. Thus, the bibliographical study done, the analysis of interviews and observations showed that in bringing the cultural experiences of reading and writing to the classroom activities through the text writing are important to understand ... (Complete abstract click electronic access below)

This qualitative study answers the call to include students’ voices in research on learning by listening to students’ perspectives about their learning experiences. Student voice inquiries into learning typically explore students’ perspectives of their learning experiences in school for enhancing teaching practice. The present study explores students’ perspectives of their learning experiences both in and out of school and elicits students’ voices through written narrative, in combination with more common approaches to student voice inquiry. The purpose of which is to inform teaching practice that better supports and facilitates students’ learning. The two research questions that guide this inquiry are: What do senior high school students’ written narratives, focus group discussion, and related written comments about their most memorable learning experiences reveal about their learning? And what do these students’ voices reveal about what they have in common in their learning? The common themes across the 24 student participants are presented as a supportive framework for classroom discussion about most memorable learning experiences. Practical implications are discussed for teaching practice and research with participant co-researchers.

Orientador: Eliana Ayoub / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-25T06:37:16Z (GMT). No. of bitstreams: 1 Matsumoto_MarinaHisa_D.pdf: 1327992 bytes, checksum: 239c3b6c8c67f80a43bc5cc8ff8b10e0 (MD5) Previous issue date: 2014 / Resumo: Este estudo aborda as práticas cotidianas de quatro professoras e um professor e de educação física da rede pública de ensino do Estado de São Paulo, por meio de entrevistas narrativas, a fim de compreender a avaliação no contexto da educação física escolar. O material produzido nas entrevistas foi explorado tomando como por referência metodologias que favorecem a compreensão da linguagem ordinária, cotidiana, partindo de Certeau (2008). A construção do texto e a condução geral da pesquisa deu-se orientada pelo princípio da dialogia, com base nos estudos de Bakhtin (2003). Assumo como projeto educacional, inserindo esta pesquisa no mesmo, o apresentado na abordagem histórico-crítica da educação (SAVIANI, 1986; 2008a; 2008b; 2009a; 2010; 2001a; 2011b; SNYDERS, 1984; 1985; 1986; 1988; 1996; 2005a; 2005b), tendo a perspectiva crítico-superadora da educação física (COLETIVO DE AUTORES, 1992) como roteiro de pesquisa e prática docente / Abstract: This study addresses the everyday practices of four teachers and a teacher of physical education and the public schools of the State of São Paulo, through narrative interviews in order to understand the review in the context of physical education. The material produced in the interviews was explored by taking as reference methodologies that promote the understanding of ordinary, everyday language, from Certeau (2008). The construction of the text and the overall conduct of the research took place oriented by the principle of dialogy, based on studies of Bakhtin (2003). I take as an educational project, this research inserting the same, the approach presented in historical and critical education (SAVIANI, 1986, 2008a, 2008b, 2009a, 2010; 2001a, 2011b; SNYDERS, 1984, 1985, 1986, 1988, 1996, 2005a , 2005b), and the critical- surmounting perspective of physical education (GROUP OF AUTHORS, 1992) as a research guide and teaching practice / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutora em Educação

This qualitative research focuses on the knowledge of the practica docente associated with the use of the Mexican educational software program known as Enciclomedia and the pre-service preparation that Mexican elementary school teachers gain in order to use this pedagogical tool in their classrooms. Under this type of teacher preparation, the concept of practica docente (translated in English as teaching practice) is primarily used (Fierro, et al. 2005, p.21) to prepare educators in Mexico. While the primary theoretical framework that this study discusses is practica docente, previous studies about the use of technology in schools, education and teacher preparation programs are also included.Beginning in 2001, educational reform in Mexico introduced the use of Enciclomedia in the fifth and sixth grades. The implementation and purpose of Enciclomedia seeks to guarantee access and quality in elementary education but teaching practices (practica docente) were superficially examined to determine how educators can be better prepared in the use of Enciclomedia. The incorporation of Enciclomedia into Mexican elementary classrooms suggests the need for better teacher preparation programs in the use of technology for educational purposes.The primary purpose of this research is to inform how teachers include the use of technology in their teaching practices and how these practices influence the use of technology in the classroom. The qualitative research design involved a study of two teachers, one female and one male, who were teaching in public schools situated in Ciudad Obregon, Sonora, a city located in Northern Mexico. The personal story, teacher preparation, and the observations of these two teachers using Enciclomedia served as a context for the portrait that was developed through this study.This study reveals a strong relationship between the use of technology and teaching, teachers' ideology about teaching, daily teaching practices using technology versus the previous preparation teachers received, and the role of the education system in the use of technology. The findings of this study are used to formulate recommendations for staff development to prepare teachers in connect the use of Enciclomedia with their practica docente and better understand the use of technology in the classroom.