This longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based teacher induction program based on the observation scores of classroom teaching behaviors urban novice teachers exhibited during the first year of teaching. These scores were further analyzed in relation to the socio-economic level of the school and the grade level taught. Additionally, the study explored the past participants’ perceptions of the teacher induction program components of a one-semester program and a two-semester program during their fifth year of teaching. Their perceptions were also examined in relation to the socio-economic level of the school and the grade level taught. The study examined the observation scores of classroom teaching behaviors of 145 urban novice teachers participating in either a one-semester or two-semester universitybased teacher induction program. The urban novice teachers demonstrated growth over time as measured by the first and final observation scores of classroom teaching behaviors. However, the length of the university-based teacher induction program did not affect the observation scores of classroom teaching behaviors. Further, neither the socio-economic level of the school nor the grade level taught affected the observation scores of classroom teaching behaviors. Although the three components of the university-based teacher induction program received high means, 82 past participants of a one-semester or a two-semester teacher induction program responding to the Teacher Induction Program Participant Survey (TIPPS) recognized formative observation as the most effective component. Peer support and professional development were perceived second and third respectively. No statistical significant differences of the one-semester or two-semester past participants’ perceptions of peer support, professional development or formative observation were found related to the socio-economic level of the school or the grade level taught.

Made available in DSpace on 2016-06-02T19:35:53Z (GMT). No. of bitstreams: 1 518.pdf: 978276 bytes, checksum: 9e1a8df18215a93bf9d6e3e907bd8678 (MD5) Previous issue date: 2005-02-25 / Universidade Federal de Minas Gerais / The comprehension of the formative processes lived by teachers and the definition of the professional knowledge that forms the base of their performance appear as central themes in studies on teacher education, especially since the 80 s. Teachers are seen, in these studies, as professionals that make decisions in face of school events, solve dilemmatic situations in their classrooms, harbor beliefs that influence their professional activity, and build professional knowledge complex, dynamic and multifaceted when facing and reflecting on diverse situations that occur in the classrooms they teach and the school institutions they belong to. There has been wide investigation on the ways these things happen, as well as the way the processes of professional development of teachers are promoted. Different formative and investigative strategies of such processes have been proposed and analyzed. In this context, teaching cases have been pointed out as tools of great formative and investigative value, whenever the processes of learning and professional development of teachers are concerned (HAMMERNESS; DARLINGHAMMOND; SHULMAN, L., 2002; MARCELO GARCIA; MAYOR RUIZ; SÁNCHEZ MORENO 2002; MERSETH, 1996; MIZUKAMI, 2000; SHULMAN, J., 2002). In this study, we discuss data of qualitative nature referring to a research-intervention, that had as its objective the investigation of the feasibility of the use of teaching cases as instruments capable to bring to surface the professional knowledge of beginning teachers of the early Childhood Education and Elementary School, as well as provide grounds for the promotion of said knowledge. The data sources were narratives written by the teachers in different contexts. Studies have evidenced the importance the first years of the teaching career in the formative processes (ABARCA, 1999; TARDIF; RAYMOND, 2000; TARDIF, 2002). It is a period of survival and discovery, in which teachers seek to adjust their expectations and ideals regarding their profession to the real conditions of work that they end up facing, dealing with a series of limitations that act directly on their performance, while trying to remain in the profession and balancing contradictory feelings. In this inquiry, during the years of 2003/2004, four beginning teachers analyzed teaching cases that contemplated school situations faced by other teachers, and constructed a teaching case from experiences lived during the initial years of their teaching career. It can be said that the strategies of analysis and writing of the teaching cases allowed knowledge regarding the way they teach mathematical and Portuguese written language contents to be brought to surface. The teachers exposed doubts, certainties, mistakes and contradictions that guided and characterized their professional practice. Processes of reflective inquiry related to their pedagogical practices were made evident. It can also be said that the teaching cases allowed the teachers to describe and analyze their own professional trajectories. Teachers pointed out that the peculiarities that characterized their first years of teaching showed that each of them experienced that period in a deeply personal manner, because of a series of elements that varied widely from teacher to teacher: the conceptions that she possesses regarding her profession; the relations that she establishes with peers, parents of pupils and pupils themselves; her first days of work; the way she deals with the subject matters that she must teach; theoretical quarrels that emerge as the children learn; the way she conceives the possibilities to continue learning despite the constraints of the profession. The use of teaching cases made it possible for teachers to become aware of the complexities that characterize their learning to teach processes, and to develop important strategies to promote and to investigate such processes. / O entendimento dos processos formativos vividos por professores e a definição dos conhecimentos profissionais que estão na base de sua atuação aparecem como temas centrais em estudos sobre formação docente, especialmente a partir da década de 1980. Os professores são vistos, nesses estudos como profissionais que tomam decisões diante de eventos escolares, resolvem situações incertas em sala de aula, possuem crenças que influenciam sua atividade profissional, constroem conhecimentos profissionais complexos, dinâmicos e multifacetados ao enfrentar e refletir sobre diversas situações que ocorrem nas instituições escolares e nas classes em que lecionam. Os modos como ocorrem e como podem ser promovidos processos de desenvolvimento profissional docente têm sido amplamente investigados. Diferentes estratégias formativas e investigativas de tais processos vêm sendo propostas e analisadas. Nesse contexto, casos de ensino têm sido apontados como ferramentas de grande valor formativo e investigativo de processos de desenvolvimento profissional docente (HAMMERNESS; DARLINGHAMMOND; SHULMAN, L., 2002; MARCELO GARCIA; MAYOR RUIZ; SÁNCHEZ MORENO, 2002; MERSETH, 1996; MIZUKAMI, 2000; SHULMAN, J., 2002). Neste estudo, discutimos dados referentes a uma pesquisa-intervenção, de natureza qualitativa, que teve como objetivo investigar possibilidades dos casos de ensino enquanto instrumentos capazes de evidenciar e interferir nos conhecimentos profissionais de professoras iniciantes da Educação Infantil e das séries iniciais do Ensino Fundamental. Estudos têm evidenciado a importância que os anos de início na carreira docente possuem nos processos de formação (ABARCA, 1999; TARDIF; RAYMOND, 2000; TARDIF, 2002). Trata-se de um período de sobrevivência e descoberta em que as professoras procuram ajustar suas expectativas e ideais sobre a profissão às condições reais de trabalho que encontram, procurando lidar com uma série de limitações que atuam diretamente sobre sua atuação, tentando permanecer na profissão e manter um certo equilíbrio diante dos sentimentos contraditórios que marcam a entrada na carreira. Nesta investigação, no período 2003/2004, quatro professoras iniciantes analisaram casos de ensino que contemplavam situações escolares enfrentadas por diferentes professoras e elaboraram um caso de ensino a partir de experiências vividas nos anos iniciais da carreira docente. De modo geral, as estratégias de análise e elaboração de casos de ensino permitiram que conhecimentos referentes ao modo como ensinam conteúdos matemáticos e de linguagem escrita fossem explicitados pelas iniciantes. Evidenciaram dúvidas, certezas, equívocos e contradições que orientam e caracterizam suas práticas profissionais. Explicitaram processos de reflexão envolvidos no ensino das professoras e estimularam sua postura reflexiva diante das situações escolares. Possibilitaram descrições e análises de suas trajetórias profissionais. Apontaram que, apesar das peculiaridades que caracterizam a entrada na carreira, cada professora vivencia esse momento de forma particular, a partir de conhecimentos que possui sobre a profissão, das relações que estabelece com colegas de trabalho, pais de alunos e alunos, da maneira como ingressa na primeira escola, como lida com conteúdos que deve ensinar, com discussões teóricas sobre como as crianças aprendem, com as possibilidades de continuar aprendendo apesar das adversidades da profissão. Evidenciaram a complexidade que caracteriza os processos de aprendizagem da docência, revelando-se importantes estratégias para promovê-los e investigá-los.

The thesis is focused on university studies from the point of view of a beginning teachers both here in The Czech Republic and aboard. It also deals with problems the beginning teachers encounter and finally with characteristic of some problems. The practical part presents outcomes of qualitative research survey. Its aim was to find out how beginning teachers view their university studies, field of study Teaching for the 1.st stage of basic schools. Respondents reported the most common problems discipline of pupil and scheduling of schoolwork during a lesson.

The thesis is focused on the issue of difficulties which beginning teachers have to cope with. The theoretical part deals with characteristics of the career development of teachers with special emphasis on the stage of beginning teachers. It provides insight into the specific problems of beginning teachers. The practical part was realized through the method of in-depth interviews with selected beginning teachers. The aim of the practical part was to find out which problems beginning teachers face in their first years of teaching. The respondents marked as the main problem teaching subjects in which they have not got a degree, time demands and insufficient pedagogical training in didactic-methodological and diagnostic fields.

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2018-03-23T21:40:23Z No. of bitstreams: 1 DISS_2015_Rozilene de Morais Sousa.pdf: 1923396 bytes, checksum: 62fb33e17d0e6245834166fa953418eb (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2018-04-17T14:07:51Z (GMT) No. of bitstreams: 1 DISS_2015_Rozilene de Morais Sousa.pdf: 1923396 bytes, checksum: 62fb33e17d0e6245834166fa953418eb (MD5) / Made available in DSpace on 2018-04-17T14:07:51Z (GMT). No. of bitstreams: 1 DISS_2015_Rozilene de Morais Sousa.pdf: 1923396 bytes, checksum: 62fb33e17d0e6245834166fa953418eb (MD5) Previous issue date: 2015-05-06 / CAPES / A presente pesquisa está vinculada ao Programa de Pós-Graduação em Educação da UFMT, Campus de Rondonópolis, sendo um produto de projeto aprovado no Observatório da Educação/2013 intitulado “Egressos da Licenciatura em Pedagogia e os Desafios da Prática em Narrativas: a Universidade e a Escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente”. O objetivo dessa pesquisa consistiu em analisar a inserção do professor iniciante na escola, acompanhado por um professor experiente investigando como esse egresso vai constituindo sua identidade profissional docente nos anos iniciais da profissão. Insere-se na abordagem qualitativa, ancorando-se no método (auto) biográfico, com a adoção de memoriais da trajetória de formação profissional e entrevistas narrativas produzidos por cinco professoras iniciantes, três egressas do curso de Pedagogia da Universidade Federal de Mato Grosso e duas de outras Instituições de Ensino Superior, as quais atuam em escolas públicas na cidade de Rondonópolis – MT. Ainda como sujeitos dessa pesquisa acrescentou-se duas professoras experientes, as quais produziram os memoriais de formação, com foco no processo de acompanhamento dessas iniciantes nas mesmas instituições de ensino. Para tanto, elencou-se como questões de investigação: Que dilemas e desafios as narrativas dos professores iniciantes descreveram acerca do início da carreira docente? O que narraram sobre a possibilidade de apoio de um professor experiente que os auxiliassem nos dilemas e embates vivenciados nos primeiros anos de docência? Como descreveram sua participação nos processos de formação propiciados pelo projeto OBEDUC/2013? De que forma este os auxiliou no processo de constituição da identidade docente? Os resultados das análises dos dados evidenciaram os principais dilemas e desafios desses egressos no processo de inserção no ambiente escolar. Também destacou-se a relevância e as contribuições do acompanhamento de um professor experiente como forma de apoio nas escolas onde trabalhavam. Além disso, ressaltou-se a importância da atuação do grupo de pesquisa do OBEDUC na realização da formação desses iniciantes, minimizando suas dificuldades por meio de um acompanhamento sistematizado e reflexivo do processo de ensino e aprendizagem desenvolvidos no ambiente escolar, contribuindo assim, para a constituição da identidade docente desses egressos. / This research is linked to the UFMT Post Graduate Program in Education, in Rondonópolis’ Campus, with a project product approved in the Observatory of Education / 2013 entitled "Egress in Pedagogy and the Challenges of Narratives Practice: the University and the School in an interdisciplinary process of beginning teacher's inclusion in the teaching profession". The objective of this research consisted in analyzing the insertion of the beginning teacher in school, accompanied by an experienced teacher, investigating how the egress will constitute the teaching professional identity in the early years of the profession. It is settled in the qualitative approach, and anchoring in the method (auto) biographical, with the adoption of professional formation trajectory memorials and narrative interviews produced by five beginning teachers, three egress of the Federal University of Mato Grosso’s Pedagogy and two other of Higher Education Institutions’ Pedagogy, wherein act in public schools in Rondonópolis – MT. Even as subjects of this research was added two experienced teachers, which produced the formation memorials, focusing on the monitoring process of these beginners in the same educational institutions. Therefore, it was listed as research questions: What dilemmas and challenges the narratives of beginning teachers reported about the beginning of the teaching profession? What was narrated about the possibility of support from an experienced teacher who should assist the dilemmas and conflicts experienced in the first years of teaching? How was described their participation in the training processes propitiated by OBEDUC / 2013 project? How did it help in the process of constitution of teacher identity? The results of the data analyzed showed the main dilemmas and challenges of the egress in the process of integration in the school environment. It also highlighted the relevance and contributions of the monitoring of an experienced teacher in support in schools where the egress work. In addition, it showed the importance of the role of the OBEDUC research group in carrying out the formation of these beginners, minimizing their difficulties through a systematic and reflective monitoring of teaching and learning process developed in the school environment, thus contributing to the constitution of the teaching identity of the egress.

Made available in DSpace on 2016-06-02T19:39:42Z (GMT). No. of bitstreams: 1 5901.pdf: 1721183 bytes, checksum: 1c9362361164cb13dc9bf1967e91b0c6 (MD5) Previous issue date: 2014-02-17 / Financiadora de Estudos e Projetos / O objetivo desta pesquisa foi analisar se e de que maneira o Programa de Mentoria online, oferecido pela Universidade Federal de São Carlos (2004-2007) contribuiu para a formação de professores iniciantes, participantes da iniciativa, a partir da análise atual desses docentes sobre sua participação no programa. Ele foi desenvolvido com o propósito de auxiliar professores com menos de cinco anos de carreira a superarem as dificuldades típicas dos anos iniciais da docência, por meio do seu acompanhamento, via correspondências eletrônicas, por professoras experientes as mentoras. O referencial teórico pautou-se na literatura sobre professores iniciantes, aprendizagem e desenvolvimento profissional da docência, base de conhecimento para o ensino. Os dados foram coletados por meio de um questionário online preenchido por dez professoras ex-participantes do Programa e por entrevistas semiestruturadas, realizadas via Skype com duas delas. Além disso, as análises envolveram os dados obtidos durante a realização do Programa, considerados aqui como narrativas. Os resultados apontam o início da carreira como um momento caracterizado por angústias, inseguranças e desespero, como também por falta de apoio na inserção do professor no contexto de trabalho. Apontar também que a participação no Programa de Mentoria promoveu aprendizagens, mediante interações entre com as mentoras, que ajudaram no enfrentamento das dificuldades vivenciadas nos primeiros anos da carreira, assim como após cinco anos de exercício profissional. / O objetivo desta pesquisa foi analisar se e de que maneira o Programa de Mentoria online, oferecido pela Universidade Federal de São Carlos (2004-2007) contribuiu para a formação de professores iniciantes, participantes da iniciativa, a partir da análise atual desses docentes sobre sua participação no programa. Ele foi desenvolvido com o propósito de auxiliar professores com menos de cinco anos de carreira a superarem as dificuldades típicas dos anos iniciais da docência, por meio do seu acompanhamento, via correspondências eletrônicas, por professoras experientes as mentoras. O referencial teórico pautou-se na literatura sobre professores iniciantes, aprendizagem e desenvolvimento profissional da docência, base de conhecimento para o ensino. Os dados foram coletados por meio de um questionário online preenchido por dez professoras ex-participantes do Programa e por entrevistas semiestruturadas, realizadas via Skype com duas delas. Além disso, as análises envolveram os dados obtidos durante a realização do Programa, considerados aqui como narrativas. Os resultados apontam o início da carreira como um momento caracterizado por angústias, inseguranças e desespero, como também por falta de apoio na inserção do professor no contexto de trabalho. Apontar também que a participação no Programa de Mentoria promoveu aprendizagens, mediante interações entre com as mentoras, que ajudaram no enfrentamento das dificuldades vivenciadas nos primeiros anos da carreira, assim como após cinco anos de exercício profissional.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-12T14:42:22Z No. of bitstreams: 1 arquivototal.pdf: 5029721 bytes, checksum: b53aa0560a14846d606dfe9d3a578711 (MD5) / Made available in DSpace on 2016-01-12T14:42:22Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5029721 bytes, checksum: b53aa0560a14846d606dfe9d3a578711 (MD5) Previous issue date: 2015-02-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The main goal of this research is to investigate the role that tools play in the professional genre that is typical of the activity of beginning teachers as represented during the discursive activity fostered by the Instruction to the Double. This discussion aims at understanding the development of these teachers regarding the representations about the tools which are specific to teaching work. This study finds its theoretical support in the Sociodiscursive Interactionism proposals (BRONCKART, 1999; 2008a) – area that assigns to language a fundamental role in the constitution and the functioning of human psychic functions – and the Work Sciences, particularly the Clinic of Activity (CLOT, 2007; 2010) – which contributes to the understanding of teaching activity as work. The notion of development is built based on the works of Vygotsky (1997c; 2007; 2009), as complemented by Bronckart (2008c; 2013). Likewise, the definition of teaching tools goes through the analysis of Rabardel’s (1995) proposal concerning the Instrumental Theory and it proposes a functional perspective that considers action as the founder element. The data generation process of this interpretative and participant research was carried out through the device called Instruction to the Double, conducted with three beginning teachers – Taylor, Lina and Celestin – during their first year of activity as Foreign Language teachers. These teachers participated, during one academic year, in 19 sessions performed between the researcher/double and the beginning teacher/instructor, all of them complemented by comments written by the teachers as a response to the face to face interaction. Data analysis took into consideration the notion of textual architecture, as stated by Bronckart (2008c), focusing on the identification of Action Figures (BULEA, 2010) and tools functions in the activity represented by teachers. Main results point to the identification of tools that are typical to the work of these beginning teachers and to the (re)significations attributed to them during the process of activity analysis promoted by the Instruction to the Double. These outcomes lead to the perception of linguistic and textual aspects that may be identified as evidence of development. Thereby, experience building is characterized, following these discussions, as a movement that may be identified in the texts and that is based on singular experiences permeated by conflicts originated from subjective and collective aspects. / Esta pesquisa tem como principal objetivo investigar o papel das ferramentas no gênero profissional característico da atividade docente de professores iniciantes a partir das representações que eles constroem durante a atividade linguageira gerada pela Instrução ao Sósia. A proposição desta discussão visa compreender o desenvolvimento desses professores a partir das representações sobre as ferramentas típicas do trabalho docente. Este estudo encontra seu embasamento teórico nas propostas do Interacionismo Sociodiscursivo (BRONCKART, 1999; 2008a) – área que atribui à linguagem papel fundamental na constituição e no funcionamento posterior das funções psíquicas humanas – e das Ciências do Trabalho, particularmente da Clínica da Atividade (CLOT, 2007; 2010) – que contribui para a compreensão da atividade docente como trabalho. A noção de desenvolvimento é construída a partir dos trabalhos de Vygotsky (1997c; 2007; 2009), complementados por Bronckart (2008c; 2013). Da mesma maneira, a definição do conceito de ferramentas docentes passa pela análise da proposta de Rabardel (1995) a respeito da Teoria Instrumental e propõe uma perspectiva funcional que adote a ação como elemento fundador. A geração dos dados desta pesquisa interpretativa e participante foi realizada por meio do dispositivo de Instrução ao Sósia, conduzido com três professores iniciantes – Taylor, Lina e Celestin – durante seu primeiro ano de atuação profissional como docentes de Línguas Estrangeiras. Esses professores participaram, durante um ano letivo, de um total de 19 sessões realizadas entre a pesquisadora/sósia e o professor iniciante/instrutor, todas seguidas de comentários escritos pelos professores como resposta à interação face a face. A análise dos dados foi conduzida a partir da noção de arquitetura textual formulada por Bronckart (2008c), privilegiando a identificação das Figuras de Ação (BULEA, 2010) e da função das ferramentas na atividade representada pelos professores. Os principais resultados apontam para a identificação das ferramentas características do trabalho desses professores iniciantes e as (res)significações que são a elas atribuídas durante o processo de análise da atividade promovido pela Instrução ao Sósia. Essas evidências conduzem à percepção de aspectos linguístico-textuais dos textos desses professores que podem ser identificados como indícios de desenvolvimento. Desse modo, a construção da experiência é caracterizada, a partir da discussão desses resultados, como um movimento que pode ser textualmente identificado e que é formado a partir de vivências singulares permeadas por conflitos de ordem subjetiva e coletiva.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-02-19T19:44:58Z No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-20T11:04:44Z (GMT) No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-20T11:04:44Z (GMT). No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-12-13 / Even considering the strong influence of the school as a regulatory framework in the pedagogical discourse of the beginning teacher of Geography, initial formation is a constitutive dimension in the processes of recontextualization of pedagogical practice. For this thesis, a research was developed directly focused on the formation and teaching performance carried out by the beginner teachers of Geography of the Metropolitan Region of Goiânia and of Anápolis. The objectives of this research are: 1) to understand how the pedagogical practice of beginning teachers of Geography occurs, having as reference their initial formation and the processes of recontextualization in the classroom; 2) to analyze the insertion of the Geography teacher in the professional activity; how the beginning teacher of Geography takes its first steps in the teaching profession; 3) from the processes of recontextualization, to identify that Geography is constructed and (re) produced in the school practice of the beginning teachers in the first years of teaching career; 4) to reflect on the main theoretical bases of Geography that present themselves in the context of the pedagogical practice of teachers at the beginning of their careers; 5) to know the didactic-pedagogical foundations of School Geography that are manifested in the context of the pedagogical practice and the pedagogical discourse of the beginning teachers, and, finally, 6) to analyze the conflicts of the teaching profession, highlighting the difficulties, the wishes and the possible overcomes facing the demands of being a professor of Geography. This research has a qualitative nature and is based on dialectics as a basic principle for the analysis and interpretation of the results. Data collection was done through the use of three research instruments: online questionnaire, open interview and observation of classes. The online questionnaire was requested from Geography teachers who work in the educational networks of the RMG and of Anápolis as an exploratory dimension of the research research. The open interview and the observation of classes were carried out specifically with teachers qualified in Geography who are practicing the profession of Geography teacher in Basic Education, with a minimum of one year and maximum of seven years of teaching. As a theoretical and methodological reference, the contributions of national and international authors in the area of Education and in particular of Geography, which base the discussions on teacher training and performance, teaching Geography and School Geography, are on the one hand. On the other hand, Bernstein's theoretical support especially his productions about the pedagogical discourse model, which articulates concepts such as recontextualization, vertical discourses and horizontal discourses. The data revealed that even considering the intervention and / or influence of different regulatory frameworks (teaching system, curriculum, school context, textbook) in the pedagogical practice of beginning teachers, the initial training is dimension to teach Geography. When teachers consider the students' previous knowledge as a result of their daily practices, the student is an active subject in the teachinglearning process, working with the geographic contents in the promotion of meaningful learning, working with the geographic concepts, the subjects dealt with on a local / global geographic scale, among others. And to those who deny the initial formation, it is believed that there are dimensions of geographic science even if unconsciously in the pedagogical practice of the beginning teacher of Geography, for example, when they problematize and seek to contextualize with the immediate reality of the students. However, there are challenging dimensions to being a teacher early in your career. / Mesmo considerando a forte influência da escola como marco regulatório no discurso pedagógico do professor iniciante de Geografia, a formação inicial é dimensão constitutiva nos processos de recontextualização da prática pedagógica. Para esta tese, desenvolveu-se uma pesquisa diretamente centrada na formação e atuação docente realizada pelos professores iniciantes de Geografia da Região Metropolitana de Goiânia e de Anápolis. Os objetivos desta pesquisa são: 1) compreender como ocorre a prática pedagógica dos professores iniciantes de Geografia, tendo por referência sua formação inicial e os processos de recontextualização na sala de aula; 2) analisar a inserção do professor de Geografia na atividade profissional; como o professor iniciante de Geografia dá seus primeiros passos na profissão docente; 3) a partir dos processos de recontextualização, identificar que Geografia se constrói e se (re) produz na prática escolar dos professores iniciantes nos primeiros anos de carreira docente; 4) refletir sobre as principais bases teóricas da Geografia que se apresentam no contexto da prática pedagógica dos professores em início de carreira; 5) conhecer os fundamentos didático-pedagógicos da Geografia Escolar que se manifestam no contexto da prática pedagógica e do discurso pedagógico dos professores iniciantes e, por fim, 6) analisar os conflitos da profissão docente, destacando as dificuldades, os anseios e as possíveis superações frente às demandas de ser professor de Geografia. Esta pesquisa tem natureza qualitativa e se sustenta na dialética como princípio básico para a análise e a interpretação dos resultados. A coleta dos dados foi feita mediante a utilização de três instrumentos de pesquisa: questionário on-line, entrevista aberta e observação de aulas. O questionário on-line foi solicitado a professores de Geografia que atuam nas redes de ensino da RMG e de Anápolis como dimensão exploratória da pesquisa investigativa. A entrevista aberta e a observação de aulas foram realizadas especificamente com docentes habilitados em Geografia que estão exercendo a profissão de professor de Geografia na Educação Básica, com mínimo de um ano e máximo de sete anos de docência. Como referencial teórico-metodológico tem-se, por um lado, as contribuições de autores nacionais e internacionais da área da Educação e em especial, da Geografia, que embasam as discussões sobre formação e atuação de professores, ensino de Geografia e Geografia Escolar. Por outro lado, o suporte teórico de Bernstein especialmente suas produções acerca do modelo do discurso pedagógico, o qual articula conceitos como o de recontextualização, discursos verticais e discursos horizontais. Os dados revelaram mesmo considerando a intervenção e/ou influência de diferentes marcos regulatórios (sistema de ensino, currículo, contexto escolar, livro didático) na prática pedagógica dos professores iniciantes, a formação inicial é dimensão para ensinar Geografia. Com destaque, quando os professores consideram os conhecimentos prévios dos alunos decorrentes de suas práticas cotidianas, o aluno como sujeito ativo no processo de ensino-aprendizagem, o trabalho com os conteúdos geográficos na promoção de aprendizagens significativas, o trabalho com os conceitos geográficos, os assuntos tratados numa escala geográfica local/global, dentre outros. E aos que negam a formação inicial, acredita-se que há dimensões da ciência geográfica mesmo que de forma inconsciente na prática pedagógica do professor iniciante de Geografia, a exemplo, quando problematizam e buscam contextualizar com a realidade imediata dos alunos. No entanto, há dimensões desafiadoras a ser professor no início de carreira.

Abstract This research examines stories told by beginning teachers’ and asks what kinds of tensions characterise their work? In earlier research tensions have been seen as personal, but here the emphasis is on how they are embedded and born in the interaction between the teachers and the relational and micropolitical environments of their schools. Tensions refer to situations, where teachers do not know how to act correctly, when two or more values or views conflict and several possible justifiable courses for action exist. Tensions are not emotions, but they are often accompanied by a strong emotional experiences. Tensions are often seen just as problems, but they can also contribute to professional growth. The empirical part is based on the basic view in narrative research, where telling stories is understood as a means through which people make sense of themselves and the world around them. The main research material are stories produced in interviews with sixteen (16) Japanese beginning teachers. For one sub-study, interviews with seven (7) senior teachers and field notes in one junior high school were also produced. In the analysis, holistic reading of individual stories, multi-voiced analysis of one narrative environment and a more traditional thematic analysis were utilised. The results show how the tensions in beginning teachers’ work are connected to their ideals on being a good teacher conflicting with expectations in the micropolitical environment of the schools. As a junior, the beginning teacher is expected to assume an obedient position with their seniors. The results also show how the views on being a good teacher emphasize putting common interests and responsibilities over personal matters. By acting against the expectations, the beginning teacher may risk harming the very important collegial relationships and therefore often decides to give up his or her ideals. The tensions are therefore born from the teacher having to give up his or her ideals and assuming opposing views. Learning how to deal and live with these relational and micropolitical tensions is connected to teacher well-being and attrition. Therefore, it is recommendable that tensions are paid sufficient attention to in both teacher education and in the schools. / Tiivistelmä Tutkimukseni tarkastelee aloittelevien opettajien tarinoita ja vastaa kysymykseen: millaiset jännitteet luonnehtivat heidän työtään? Aiemmassa tutkimuksessa jännitteitä on pidetty henkilökohtaisina, mutta tässä tutkimuksessa painotetaan sitä, kuinka ne kietoutuvat ja syntyvät opettajien ja heidän koulujensa sosiaalisen ja mikropoliittisen ympäristön välisessä vuorovaikutuksessa. Jännitteet viittaavat tilanteisiin, joissa opettajat eivät tiedä miten toimia, kun erilaiset arvot ja näkemykset ovat ristiriidassa ja perusteltuja toimintatapoja on useita. Jännitteet eivät ole tunteita, mutta niihin liittyy usein voimakkaita tunnekokemuksia. Usein niitä pidetään vain ongelmina, mutta ne voivat myös olla lähtökohtana ammatilliselle kasvulle. Tutkimuksen empiirinen osa rakentuu kerronnallisen tutkimuksen perusajatukselle tarinoiden kerronnasta kertojan tapana rakentaa ymmärrystä itsestä ja ympäröivästä maailmasta. Pääaineistona ovat kuudentoista (16) japanilaisen aloittelevan opettajan kanssa haastatteluissa tuotetut tarinat. Yhtä osatutkimusta varten myös haastateltiin seitsemää (7) kokenutta opettajaa sekä tuotettiin kenttämuistiinpanoja eräällä yläasteella. Analyysissä käytettiin niin holistista lukutapaa, moniäänistä kerronnallisen ympäristön analyysia kuin perinteistä temaattista sisällönanalyysiäkin. Tulokset osoittavat aloittelevien opettajien työn jännitteiden liittyvän siihen, kuinka heidän ihanteensa hyvästä opettajuudesta kohtaavat koulun mikropoliittisessa ympäristössä näiden ihanteiden kanssa vastakkaisia odotuksia. Aloittelevan opettajan oletetaan ottavan juniorina alisteisen aseman suhteessa senioreihin. Tulokset osoittavat myös, että näkemyksissä hyvästä opettajasta korostuu yhteisten velvoitteiden asettaminen opettajan henkilökohtaisten näkemysten edelle. Toimimalla näitä odotuksia vastaan aloitteleva opettaja saattaisi vaarantaa työn kannalta tärkeitä kollegasuhteita ja päätyy siksi usein luopumaan ihanteistaan. Tällöin jännite syntyy siitä, että aloitteleva opettaja joutuu ihanteidensa sijaan omaksumaan niiden vastaisia näkemyksiä. Näiden jännitteiden kanssa eläminen ja käsitteleminen kietoutuvat niin opettajien hyvinvointiin kuin työssä pysymiseen. Tämän vuoksi niihin tulisi kiinnittää riittävästi huomiota sekä opettajankoulutuksessa että työelämässä.

The focus of this study is on foundation phase and early childhood teachers’ professional identity formation. This study is about six beginning teachers in their first year of teaching early mathematics, science and technology (MST) in different schools and grade levels. Early childhood settings and primary schools in South Africa have a diverse learner body that increasingly demands of beginning early childhood and foundation phase teachers to continually strive to adapt their teaching and young children’s learning to the different learning environments for effective implementation of the curriculum. A learning identity framework was used to generate and analyse data. The learning identity framework is premised on the assumption that identity and learning are closely linked and that both are influenced by factors internal and external to the individual. Specifically, the study sought to answer the research question of how beginning first year early childhood and foundation phase teachers form, sustain or change their professional teacher identity in the teaching of mathematics, science and technology (MST) in the early years and in different school settings. The study used a phenomenological approach and case study method to explain the professional teacher identity formation process and to illuminate what factors influence this process. The study researched how teacher identities can be narratively constructed on the basis of the lived experiences of the six teachers in different school contexts. Data was generated from different sources for the purpose of triangulation which included visual and written narratives, observations and interviews (open and semi-structured). The analysis and results were based on categories of descriptions of themes. The findings indicate that identity formation is an ongoing process of integration of teachers’ personal and professional histories and initial teacher education and training, alongside issues of school culture and institutional (in-school) support. Those key factors emerge as strong determinants of the kinds and the relative stability or otherwise of professional identities which the six teachers develop in the first year of MST teaching, and thus the kind of reform minded teachers they become. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted