Este trabalho tem como objetivo analisar e compreender a fala de alunos do sexto ano do ensino fundamental de uma escola particular de São Paulo sobre suas idéias e noções a respeito de leitura em contexto escolar. A partir de leituras de obras literárias feitas ao longo de um ano, realizou-se um questionário para investigar a noção de leitura e literatura que o leitor tem e em que medida tal noção está condicionada às práticas escolares de leitura. O conhecimento das idéias de Calkins (1989) que explicitam o papel da sala de aula, planejada para o trabalho com a leitura, nos auxiliou na busca pelo leitor e não pelo livro. Este trabalho relata também a fala de uma criança no momento em que lê um livro e estabelece um diálogo com ele, na tentativa de escrever a sua leitura, como afirma Barthes (1987). Para compreendermos essas falas, foi feita a análise de uma prática pedagógica em relação à leitura de livros de literatura. Focalizou-se o lado de dentro da sala de aula, levando em consideração a necessidade de se elaborar um programa de leitura voltado para a formação do aluno enquanto leitor de textos literários capaz de reconhecer o livro enquanto objeto estético. A análise das falas das crianças e do programa de leitura proposto para esses alunos visa contribuir para a revisão das atuais práticas de leitura em sala de aula, compreendendo a leitura como ruptura ao já lido e como uma ação que instiga o pensamento. / This dissertation aims at analyzing and understanding the voices of sixth graders in a private junior high school in São Paulo, Brazil, when they speak about their ideas and notions concerning reading within the school context. Based on the readings of literary works carried out within a school year, a questionnaire was developed to investigate two main aspects: the notions of reading and literature that these readers have and to what extent these notions are conditioned by school reading practices. The ideas of Calkins (1989) on the role of the reading class, specifically planned for this purpose, helped us in the search for the reader and not the book. This dissertation also reports the voice of a child during reading when a dialogue is established as an attempt to write the reading, as Barthes puts it (1987). To understand these voices, the analysis of the pedagogical reading practice involving literary books is also developed. This analysis focuses on the inside of the classroom, taking into account the implementation of a reading program that aims at the education of the student as a literature reader who is able to recognize the book as an aesthetics object. The analyses of both the voices of the children and the reading program makes it possible to revise contemporary reading practices within the classroom, based on the understanding of reading as a cleavage between what is being read and what has been read before and as a thought provoking activity.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-01-26T17:02:55Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Maria do Carmo Gonçalo Santos_TESE__200920160948.pdf: 3697232 bytes, checksum: 05f89ecbeb14171d663b8d6f3597fd45 (MD5) / Made available in DSpace on 2017-01-26T17:02:55Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Maria do Carmo Gonçalo Santos_TESE__200920160948.pdf: 3697232 bytes, checksum: 05f89ecbeb14171d663b8d6f3597fd45 (MD5) Previous issue date: 2016-07-08 / capes / A pesquisa analisa as contribuições do currículo da formação de professoras e professores para a prática pedagógica com gênero e sexualidade na Educação Básica. Gênero e sexualidade como categorias relacionais (BENTO, 2014; BUTLER, 2013, LOURO, 1997), construídas material e discursivamente, tomam o multiculturalismo crítico (MCLAREN, 1997) como abordagem teórico-metodológica que situa as desigualdades materiais e linguísticas, apontando para as possibilidades de transformação. O currículo, com base nas teorias crítica e pós-crítica, sinaliza para as relações de poder e as tensões que envolvem o lugar e os sentidos de gênero e de sexualidade no campo da educação. O Curso de Pedagogia do CAA/UFPE e duas escolas de Educação Básica constituem o campo empírico da pesquisa; os sujeitos principais são as estudantes-professoras, por estabelecerem a relação entre formação e atuação profissional. Para tanto, a observação participante é o procedimento central de produção e coleta de dados, enquanto que a pesquisa documental, o questionário e as entrevistas são os procedimentos complementares. Através da Análise de Conteúdo, na perspectiva temática (BARDIN, 1977), os dados evidenciam que gênero e sexualidade estão presentes no currículo prescrito e vivido da formação, bem como na prática pedagógica docente da Educação Básica. A partir de abordagens programadas e contingentes, gênero e sexualidade perpassam o currículo vivido da formação, sinalizando para a importância da desconstrução dos padrões binários e heteronormativos na educação. Nas escolas, gênero e sexualidade se materializam nos agrupamentos mistos e nas práticas coeducativas, nas interações espontâneas e nos artefatos culturais, perpassados por silenciamentos e intervenções. O avanço das práticas pedagógicas docentes em relação aos agrupamentos e às práticas coeducativas, bem como os limites em relação ao trato à violência de gênero e à banalização da sexualidade, apontam que o currículo da formação contribui com fundamentos teóricos para o trabalho com essas diferenças. Por outro lado, há necessidade de ser intensificado na formação o trabalho com as experiências escolares e de ensino das professoras como conteúdo formativo, para sua ressignificação na prática, em vista da dificuldade da contribuição para a realização de sínteses do conhecimento. As tensões entre resistências e demandas no seio da sociedade referentes a gênero e sexualidade na educação perpassam os limites do trabalho docente, representando desafios que cobram articulações institucionais, formação continuada e relações entre as dimensões da prática pedagógica institucional (docente, discente, gestora e gnosiológica). / The research analyzes the contributions of the curriculum of the college/university training years of female and male teachers for the teaching practice with gender and sexuality in the Basic Education. Gender and sexuality as relational categories (BENEDICT, 2014; Butler, 2013 BAY, 1997), built material and discursively, take the critical multiculturalism (McLaren, 1997) as a theoretical and methodological approach which places the material and linguistic inequalities, pointing to the possibilities of transformation. The curriculum, based on critical and post-critical theories, signals to the power relations and tensions surrounding the site and the meanings of gender and sexuality in the field of education. The Pedagogy Course of CAA / UFPE and two schools of Basic Education constitute the empirical field of research; the main subjects are the female student-teachers, by setting the relationship between college/university training and professional performance. Therefore, participant observation is the central procedure of production and data collection, whereas the documentary research, questionnaire and interviews are complementary procedures. Through Content Analysis, in the thematic perspective (Bardin, 1977), the data foreground that gender and sexuality are present in the prescribed and experienced curriculum of training as well as in the teaching pedagogical practice of Basic Education. From programmed approaches and quotas, gender and sexuality pervade the experienced education curriculum in the years of training, signaling to the importance of deconstruction of binary and heteronormative standards in education. In schools, gender and sexuality materialize in mixed groups and in co-educational practices, in spontaneous interactions and cultural artifacts, permeated by silencings and interventions. The advancement of teaching pedagogical practices in relation to groupings and co-educational practices, as well as the limits in relation to the dealing with gender violence and the trivialization of sexuality, point out that the training curriculum contributes with theoretical foundations for the work with these differences. On the other hand, there is the need to be intensified in the training the work with the school experiences and teaching of the female teachers as formative content to its resignification in the practice, given the difficulty of the contribution to the attainment of knowledge syntheses. Tensions between resistance and demands in the heart of society regarding gender and sexuality in education, run through the boundaries of teaching work, accounting for challenges which demand institutional linkages, continuing development and relations between the dimensions of institutional pedagogical practice (teaching-targeted, student-oriented, managerial and gnosiological).

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2017-01-26T17:39:29Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE - JULIANA LIMA (DEPÓSITO FINAL).pdf: 5733487 bytes, checksum: 4e691ae7d7f1d9b9a6f5be7cd1b35c27 (MD5) / Made available in DSpace on 2017-01-26T17:39:29Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE - JULIANA LIMA (DEPÓSITO FINAL).pdf: 5733487 bytes, checksum: 4e691ae7d7f1d9b9a6f5be7cd1b35c27 (MD5) Previous issue date: 2016-06-30 / FACEPE / Esta Tese teve como objetivo geral analisar práticas docentes em turmas do 3º ano do Ensino Fundamental, considerando as ações pedagógicas e didáticas, e as apreciações valorativas dos estudantes sobre o ensino. Dois blocos de objetivos específicos foram contemplados: ações pedagógicas; ações didáticas de ensino de Língua Portuguesa. Cada um foi enfocado tanto em relação à investigação das ações docentes, por meio de observações; quanto em relação às apreciações valorativas das crianças sobre as aulas, por meio de entrevistas. Em cada um buscou-se relacionar as apreciações valorativas dos estudantes com as ações dos docentes. Participaram da pesquisa duas professoras do 3º ano do Ensino Fundamental I, dos municípios de Camaragibe e Jaboatão dos Guararapes, em Pernambuco. Realizamos observações de 14 aulas de cada docente e entrevistas com os estudantes, totalizando 42 de cada turma. Foram realizadas análises qualitativas e quantitativas, dialogando com autores que discutem sobre prática docente de forma mais geral, com foco nos pressupostos pedagógicos, tais como Tardif (2000; 2002), Chartier (1998; 2000; 2008; 2011;), Freire (1998), Ferreira (2007), Zabala (1998), Libâneo (2013), dentre outros, e autores da área de alfabetização e ensino de Língua Portuguesa, como Soares (1998; 2014), Morais (2012), Smolka (2013), Leal e Brandão (2012), Andrade (2015), Marinho (2008), Koch e Elias (2012), Solé (1998), Schneuwly e Dolz (2004), Antunes (2003), dentre outros. Foram elencadas 17 categorias relativas aos aspectos pedagógicos, organizados em dois blocos: Organização do trabalho docente e Mediação e atitudes docentes para o favorecimento da interação em sala de aula. As duas professoras demonstraram ser autônomas no seu fazer docente. O trabalho docente da professora Márcia era ancorado em pressupostos de ensino mais integrador e problematizador, com mediações e atitudes que favoreciam mais a participação das crianças no processo de aprendizagem. A professora Fernanda adotava um ensino mais disciplinar e menos problematizador. Também teve atitudes favoráveis para a interação em sala de aula, embora com pouca polidez no trato com os alunos. Os dados desse bloco indicam que as professoras mobilizaram saberes diversos, em relação à seleção, elaboração das atividades, modos de intervir e de interagir com os alunos, repercutindo na forma como os alunos aprendem. Em relação às análises da dimensão didática do ensino de Língua Portuguesa, foram construídas 8 categorias relativas ao ensino dos eixos de sistema de escrita alfabética, leitura e produção de textos escritos. As análises evidenciaram que houve uma perspectiva de ensino sociointeracionista mais visível na prática da professora Márcia, que favorecia que os alunos aprendessem sobre a língua de forma mais reflexiva, com situações de interação mais aproximadas de práticas não escolares. Na prática da professora Fernanda, o ensino da leitura foi o que mais se aproximou desta concepção. O ensino do sistema de escrita alfabética e da produção de textos era pouco reflexivo. Nas entrevistas com os estudantes foram identificados mais comentários positivos, evidenciando que aprovavam muitas das estratégias adotadas pelas professoras, mas também criticaram alguns aspectos das aulas. Das 17 categorias pedagógicas, doze foram mencionadas pelos alunos da professora Márcia e nove pelos alunos da professora Fernanda. Das 22 categorias envolvendo os três eixos do ensino de Língua Portuguesa, doze foram mencionadas pelos alunos da professora Fernanda e dezessete pelos alunos da professora Márcia. Tal diferença revela que as crianças são sensíveis às diferentes nuances do trabalho pedagógico. As crianças comentaram aspectos importantes do trabalho pedagógico. Os dados também ajudam a salientar a complexidade do trabalho do professor e da multiplicidade de saberes envolvidos no cotidiano da sala de aula. / This thesis aimed to analyze teaching practices in 3rd year classes of elementary school, considering the pedagogical and didactic actions, and the value appreciation of students of teaching. Two specific objectives blocks were considered: pedagogical actions; didactic action of teaching Portuguese. Each was focused both in relation to the investigation of teachers 'actions, through observations; and in relation to the value appreciation of children on the lessons, through interviews. In each sought to link the value appreciation of the students with the actions of teachers. The participants were two teachers of the 3rd year of elementary school, the cities of Camaragibe and Jaboatão dos Guararapes, in Pernambuco. We conducted observations of 14 lessons each teacher and interviews with students, totaling 42 for each class. Qualitative and quantitative analyzes were carried out, dialoguing with authors who discuss teaching practice more generally, focusing on pedagogical assumptions such as Tardif (2000; 2002), Chartier (1998; 2000; 2008; 2011;), Freire (1998 ), Ferreira (2007), Zabala (1998), Libâneo (2013), among others, and authors of literacy area and teaching Portuguese as Soares (1998, 2014), Morais (2012), Smolka (2013) Leal and Brandão (2012), Andrade (2015), Marinho (2008), Koch and Elias (2012), Solé (1998), Schneuwly and Dolz (2004), Antunes (2003), among others. They were listed 17 categories covering pedagogical aspects, arranged in two blocks: organization of the teaching work and Mediation and faculty attitudes for favoring the interaction in the classroom. The two teachers proved to be autonomous in its teaching do. The teaching work of professor Marcia was anchored in more integrative educational assumptions and problematical, with mediations and attitudes that most favored the participation of children in the learning process. Professor Fernanda adopted a more disciplinary teaching and less problematical. Also had favorable attitudes for interaction in the classroom, although with little politeness in dealing with students. The data in this block indicates that the teachers mobilized diverse knowledge in relation to the selection, design activities, ways to intervene and interact with the students, reflecting on the way students learn. Regarding the analysis of the didactic dimension teaching Portuguese, were built 8 categories relating to the teaching of the alphabetic writing system of axes, reading and production of written texts. The analysis showed that there was a sociointeractionist teaching perspective more visible in the practice of professor Marcia who favored that students learn about the language more reflective way, with more approximate interaction situations of non - school practices. In practice of professor Fernand, the teaching of reading was the one closest to this concept. The teaching of the alphabetic writing system and the production of texts was little reflective. In interviews with students were identified more positive comments, showing that approved many of the strategies adopted by the teachers, but also criticized some aspects of the classes. Of the 17 educational categories, twelve were mentioned by students of professor Marcia and nine students by professor Fernand. Of the 22 categories involving the three axes of the Portuguese language teaching, twelve were mentioned by students of teacher Fernanda and seventeen by students of professor Marcia. This difference reveals that children are sensitive to the different nuances of the pedagogical work. Children commented important aspects of pedagogical work. The data also help to highlight the complexity of the teacher's work and the multiplicity of knowledge involved in the classroom everyday.

Orientador: Salvador Antonio Meireles Sandoval / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T22:35:20Z (GMT). No. of bitstreams: 1 Baesso_IlaraSanchez_M.pdf: 20024357 bytes, checksum: f3f65fef3164d2bfe910f9e021ccf9cb (MD5) Previous issue date: 2013 / Resumo: O presente trabalho pretende explorar o ensino superior brasileiro através da atuação docente, em especial as migrações decorrentes do ensino superior privado para o publico. Diante de um cenário que vem passando por muitas transformações nos últimos anos e com características singulares em nosso país, lançamos nosso olhar sobre a carreira do docente do ensino superior, que apesar de uma reconhecida importância, ainda é pouco explorada cientificamente. O objetivo principal desta pesquisa é analisar a relação entre o ensino superior público e privado no Brasil por meio das migrações dos docentes, hoje atuantes nas Faculdades de Educação da UNICAMP - Universidade Estadual de Campinas e na USP _ Universidade de São Paulo, Para atingirmos nosso objetivo, analisamos os currículos dos docentes publicados na Plataforma Lattes, já que constitui uma forma pública de coleta de dados e é atualmente é utilizado por todos os docentes das universidades pesquisadas.Identificamos padrões de semelhança na formação(graduação e pós graduação) dos docentes que migram do ensino superior privado para o publico. Quantificamos o volume de docentes envolvidos neste processo e identificamos a possibilidade de docentes que trabalham em instituições de ensino superior privado migrem para as universidades públicas pesquisadas. / Abstract: This paper aims to explore the Brazilian university through the teaching performance, in particular the migration arising from private university to the public university. Faced with scenario that has undergone changes in the last years and with unique features in our country, launched our look at the career of teaching in university, which despite its recognized importance, and is not explored scientifically. The main objective of this research is to analyse the relationship between the public and private higher education I Brazil through migration of teachers, now working in the Colleges of Education at UNICAMP - University of Campinas and USP _ University of São Paulo. To achieve our goal, we analyzed the curriculum of teachers published in Lattes, since it is a public form of data collection and is currently used by all teachers of the universities surveyed. Identify patterns of similarity in training (undergraduate and graduate) teachers who migrate from private university to public university, we quantified the amount of teachers involved in this process and identified the possibility of teachers working in private migrate to the public university surveyed / Mestrado / Ciencias Sociais na Educação / Mestra em Educação

M.Ed. / Teaching and learning is the main focus at any school, but this takes place within the framework of a national educational system. There have been numerous changes in education during the last decade in South Africa, including the advancement of computers. The focus of teaching and learning has moved towards the learner centered approach of Outcomes Based Education and integrating computers into schools has been more focused on learners. This study, however, focuses on educators and investigates whether using computers can encourage teachers to reflect on, and improve their current teaching and learning practices. This qualitative study investigated the impact of teachers using computers for teaching and learning purposes. A literature review was conducted, which included teaching and learning theories, approaches, strategies and styles, as well as educator engagement with computers. A description of natural occurring events within the practice of teaching and learning at a selected primary school was used. The data were collected from surveys, interviews, questionnaires and checklists, completed by educators and learners.

[pt] O objetivo desse estudo foi investigar características sociodemográficas de docentes de ensino superior e as possíveis associações com a síndrome de burnout. Sua fundamentação teórica, apontou como o processo histórico e o método cartesiano influenciam até os dias atuais o modelo educacional. Identificou-se, a partir da revisão bibliográfica, como as ciências humanas se comportam diante do novo paradigma educacional e como podem contribuir para o desenvolvimento da prática docente. O conceito dos componentes da síndrome de burnout foi descrito. O modelo bioecológico do desenvolvimento humano de U. Bronfenbrenner foi utilizado como embasamento teórico, na tentativa de entender e identificar as características do ambiente bioecológico dos docentes e suas implicações para a prática docente. Cento e seis (106) professores do ensino superior público e privado partciparam do estudo, preenchendo o instrumento MBI - Maslach Burnout Inventory por Maslach e Jackson (1978). Os três componentes que estão presentes na síndrome de burnout apresentaram uma concentração significativa de participantes classificados no nível médio/moderado, ou seja, correm o risco em desenvolver sinais e sintomas em relação à síndrome e prejudicar a sua saúde psíquica e sua prática docente. A partir dos resultados foi possível identificar a necessidade de ampliar o debate com mais estudos neste segmento do ensino, com o objetivo de mapear e tratar de forma preventiva os anseios dos professores como política pública de valorização ao magistério. / [en] The objective of this study was to investigate sociodemographic characteristics of higher education teachers and the possible associations with burnout syndrome. Its theoretical foundation, pointed out how the historical process and the Cartesian method influence have been approaching this the educational model. It was identified, throug a bibliographic review, how the human sciences have been approaching this new educational paradigm and how they can contribute to the development of the teaching practice. The concept of burnout syndrome components was described. The bioecological model of U. Bronfenbrenner s human development was used as a theoretical basis to understand and identify the characteristics of the bioecological environment of teachers and their possible implications for teaching practice. One hundred and six (106) public and private universites professors participated in the study, completing the MBI - Maslach Burnout Inventory by Maslach and Jackson (1978). The three components that are present in the burnout syndrome showed a significant concentration of participants classified at medium / moderate level, that is, at risk for they are at risk of developing signs and symptoms in relation to the syndrome, which and impair their psychic health and their teaching practice. From the results, it was possible to identify the need to broaden the debate with more studies in this segment of education, with the aim of mapping and treating in a preventive way the professor s psychoological mental health as a public policy of valorization to the teaching profession.

Mentoring has been acknowledged as an important foundation of teacher education worldwide and is pivotal to the development of student teachers’ teacher identity, especially during teaching practice. Despite this, mentorship seems to fall short of its intended objectives and student teachers frequently seem to perceive mentors are critical evaluators rather than as mentors. The current descriptive case study forms part of a broader research project, the Peer Enhanced Scholarship of Teaching and Learning, focused on the development of a mentorship intervention for student teachers. To determine the role student teachers expect mentor lecturers to play in the development of their teacher identities, semi-structured, open-ended questionnaires were completed anonymously by 170 student teachers after they had completed their teaching practice. These questionnaires were then analysed using an interpretive approach by means of inductive thematic analysis. Previous work, including Hudson’s Five-factor Model for Effective Teaching, acknowledged the need for mentor lecturers to integrate system requirements, pedagogical knowledge, modelling, feedback and personal attributes in order to perform important mentorship roles. These included mentor lecturers being experts (in subject didactics and pedagogy), models/guides, reflective practitioners, coaches, companions, motivators and change agents. These factors and roles were identified as significant in the current study, although the need for a caring and encouraging relationship between the student teacher and mentor lecturer was also highlighted. The implication is that mentor lecturers should view student teachers more holistically and offer both personal and professional support during their teaching practice, thus indicating the need for a possible sixth factor, namely the context of a safe and nurturing relationship which may aid teacher identity development. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

The aim of this study was to describe ways in which Grade 1 teachers use creative teaching practice in Mathematics. An interpretivistic approach was used with qualitative research principles guiding the research process. The research design was a case study design. Three primary school teachers at an Afrikaans private school were purposefully selected. A multi-method approach to data gathering was taken. Firstly, the Curriculum and Assessment Policy Statement (Foundation Phase): Mathematics was analysed to determine the guidelines of the Department of Basic Education regarding creative teaching practice in Mathematics. Secondly, the three participants each made a visual representation (poster) of their understanding of creative teaching practice in Mathematics, where after each participant's poster was discussed with her. Thirdly, a total of five Mathematics lessons were observed and one semi-structured interview was conducted with each participant. Fourthly, personal opinions, reflective thoughts and impressions of the research study were noted in the researcher's research journal. Results were derived from inductive thematic analysis of the documented data. After member checking, four themes were identified. Firstly, some fundamental principles for the use of creative teaching practice in Mathematics were deducted, which included sensitivity for learner differences, the use and development of learners' current knowledge, active learner participation in lessons, interest and joy in Mathematics lessons, and the inclusion of the life world of the learners in the Mathematics lessons. Secondly, the participants suggested possible implementation strategies for creative teaching practice in Mathematics, namely the implementation of problem solving skills, concrete experiences and resources, group learning and social interaction. Thirdly, some teacher qualities that promote creative teaching practice in Mathematics were indicated, namely teachers as specialist subject experts in Mathematics, motivators of learners, creators of a positive learning and teaching environment, interpreters and designers of learning programmes and material, and adaptability. The fourth theme emphasized the challenges regarding the use of creative teaching practice in Mathematics where environmental factors were indicated. Based on the findings the conclusion can be made that domain relevant skills, skills regarding creativity, intrinsic task motivation and the social environment are components that can be incorporated to promote the successful use of creative teaching practice in Mathematics. / Die doel van hierdie studie was om te beskryf op welke wyses Graad 1-onderwysers kreatiewe onderrig in Wiskunde gebruik. Die studie is vanuit 'n interpretivistiese benadering onderneem met kwalitatiewe navorsingsbeginsels wat die navorsingsproses onderlê het. 'n Gevalstudie-ontwerp is as navorsingsontwerp gebruik. Drie laerskoolonderwysers, verbonde aan 'n Afrikaanse privaatskool, is deur 'n gerieflikheidseleksie geselekteer. Data is deur 'n multi-metodiese benadering versamel. Eerstens is die Curriculum and Assessment Policy Statement (Foundation Phase): Mathematics ge-analiseer, om sodoende die Department van Basiese Onderwys se riglyne betreffende kreatiewe onderrigpraktyk in Wiskunde te identifiseer. Tweedens het die drie deelnemers elk 'n visuele voorstelling (plakkaat) gemaak wat hul begrip aangaande kreatiewe onderrigpraktyk in Wiskunde uitbeeld, waarna elke deelnemer se plakkaat met haar bespreek is. Derdens is vyf Wiskunde-lesse in totaal waargeneem en een semi-gestruktureerde onderhoud met elke deelnemer gevoer. Vierdens is persoonlike opinies, reflektiewe gedagtes en indrukke van die navorsingstudie aangeteken in die navorser se navorsingsjoernaal. Induktiewe tematiese analise van die gedokumenteerde data het gedien as basis vir die resultate. Deelnemerkontrole is uitgevoer en vier temas is geïdentifiseer. Eerstens is van die fundamentele beginsels vir die gebruik in kreatiese onderrigpraktyk in Wiskunde afgelei, wat insluit sensitiwiteit vir leerderverskille, die gebruik en ontwikkeling van leerders se bestaande kennis, aktiewe leerderbetrokkenheid by lesaanbieding, interessantheid en genotvolheid van Wiskunde-lesse, en die insluiting van leerders se leefwêreld by Wiskunde-lesse. Tweedens het die deelnemers moontlike implementeringstrategieë vir kreatiewe onderrigpraktyk in Wiskunde aangedui, naamlik die implementering van probleemoplossingsvaardighede, konkrete ervaringe en hulpbronne, groepsleer en sosiale interaksie. Derdens is sommige onderwyserkwaliteite ter bevordering van kreatiewe onderrigpraktyk in Wiskunde aangedui, naamlik onderwysers as spesialis vakkenners in Wiskunde, leerder-motiveerders, skeppers van 'n positiewe leer- en onderrigomgewing, interpreteerders en ontwerpers van leerprogramme en -materiaal, en aanpasbaarheid. Die vierdie tema het die uitdagings rondom die gebruik van kreatiewe onderrigpraktyk in Wiskunde beklemtoon, waar onder andere omgewingsfaktore aangedui is. Op grond van die bevindinge kan die gevolgtrekking gemaak word dat domein-relevante vaardighede, kreatiwiteitsvaardighede, intrinsieke taakmotivering en die sosiale omgewing komponente van die samestellende teorie van kreatiwiteit (Amabile, 2012) is, wat ingesluit kan word om die suksesvolle gebruik van kreatiewe onderrigpraktyk in Wiskunde te bevorder. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

DEd (Curriculum Studies) / Department of Curriculum Studies

Doctor of Philosophy / Curriculum and Instruction Programs / David S. Allen / Margaret G. Shroyer / Ongoing, effective professional development is viewed as an essential mechanism for eliciting change in teachers’ knowledge and practice in support of enacting the vision of NCTM’s Principles and Standards of School Mathematics. This case study of the Infinite Mathematics Project, a Title IIB MSP professional development initiative, seeks to provide a qualitative examination of the characteristics and strategies used in the project and their impact on teacher learning and practice. The project embodied many features and strategies of effective professional development such as: mathematics content focus; sustained over time; reform activities (e.g., lesson study, teacher collaboration); active learning opportunities (e.g., implementing an action plan; developing differentiated instruction activities for a mathematics classroom); coherence with NCTM and state standards; and collective participation by IHE facilitators and participant K-12 teachers from partner districts. The findings reveal teachers gained both content knowledge (knowledge about mathematics, substantive knowledge of mathematics, pedagogical content knowledge, and curricular knowledge) and pedagogical knowledge (knowledge about strategies for differentiating instruction in a mathematics classroom, for supporting students’ reading in the content area, for fostering the development of number sense, for implementing standards-based teaching, and for critically analyzing teaching). The study also provides some evidence that the project had an impact on teaching practice. In addition, an implication of the study suggests the positive impact of Title IIB MSP partnership requirements.