The primary objective of this study is to explore the mainstreaming of Education for Sustainable Development (ESD) and Indigenous Knowledge (IK) into Initial Teacher Education (ITE) programs, with a specific focus on the beliefs and attitudes of teacher educators in selected ITE institutions in Indonesia. A comparative case study approach was employed, involving 11 participants who were interviewed using a semi-structured format. The data collected from the interviews were thematically analyzed and triangulated with information obtained from institutional websites and documents. Despite the fundamental differences between the two selected ITE institutions, the study's findings revealed several common patterns. First, it was observed that neither institution had a well-established mainstreaming framework in place. Instead, the integration of ESD primarily relied on a bottom-up approach driven by the efforts of individual educators or specific departments. The emphasis was predominantly on curriculum mainstreaming, with less attention given to other crucial integration elements, such as institution, policy, method, and content. Although some institutional initiatives attempted to address a broader range of integration elements, these efforts were often short-lived and lacked clear direction, resulting in limited communication at the grassroots level. Furthermore, the findings highlighted the significant potential of IK in the mainstreaming process of ESD, despite differing perspectives regarding its function and position. The enduring presence of IK within Indonesian culture and daily life suggests that individuals in society are exposed to IK to varying degrees. This aspect presents a valuable opportunity that can be harnessed in the mainstreaming process. Finally, the study demonstrated that eliciting the beliefs and attitudes of ITE stakeholders provides valuable insights for understanding the current situation and serves as a crucial component of the Reflect stage in Steele’s (2010) Action Research Approach. This approach enables a more comprehensive understanding of the existing context and informs subsequent actions in the mainstreaming process.

Made available in DSpace on 2017-07-21T14:54:03Z (GMT). No. of bitstreams: 1 ADRIANADALLAVECCHIA.pdf: 2173438 bytes, checksum: ea98c85b5ad59032031f6dd9bfbf8e22 (MD5) Previous issue date: 2013-02-05 / This work investigates how language teaching policies are thought at the College Imperatriz Dona Leopoldina, situated in the multilingual region of Entre Rios, Guarapuava/PR, starting with the language policies adopted by the community, and then observe what relationship there is between these policies and beliefs of the language somehow involved with the institution context. Therefore, sat down in ethnographic research, in a qualitative/interpretative approach linked to applied linguistics, considering that we are concerned with explaining the intricacies of social relationships, considering that human actions depends on the meanings assigned to him by social players. The analyzes were made possible through the intersection of collected data by the following methodological tools: close ended questionnaire, semi-structured interviews and classroom observations. Participants were German and Portuguese teachers, plus a mentioned pedagogical institution coordination representative, students, a college sponsor representative and also a community representative. The theoretical apparatus that enabled the analysis is linked to the discussions on Linguistic Policies and Planning (CALVET, 2002, 2007), the Applied Linguistics (Cavalcanti, 1999); MAHER 2007, FINGER, 2008) and guidelines regarding Linguistic Beliefs and Attitudes (BARCELOS, 2004; BARCELOS, Abraham, 2006) and other theorists and explainers. Data analysis allowed us to state that: a) Colonia Entre Rios can be considered as multilingual once can be seen in the community the use of Schwowisch, Portuguese and Hochdeutsch language; b) the entry of the Portuguese and the advancement of Hochdeutsch taught in school have done to regress Schwowisch language use, so, by extension, the multilingualism situation in the future, can make room to a bilingualism situation of Hochdeutsch/Portuguese at least among young people in the community who attended/attend Colégio Imperatriz; c) multilingualism is stigmatized within school; d) bilingualism Hochdeutsch/Portuguese is considered by the school community as a linguistic ideal condition and thus raises higher status within the community; e) Hochdeutsch and the Portuguese have higher status than Schwowisch within the community of Entre Rios; f) within the College, according to the participants themselves, the role of teachers of English and German language is distinct in terms of achieved results; g) although Portuguese language teachers claiming to act in accordance with the theoretical and methodological approaches proposed by the institution and the educational chosen material, they have not exceeded expectations of pedagogical coordination; h) Finally, the community through its representatives is satisfied with both German and Portuguese teaching as well as with the positive results obtained by students in proficiency exams, contest and ENEM. So with this research, we hope had contributed to discussions about Entre Rios linguistically similar situations and also through the survey results, benefited school relationship within the mentioned community, in such a way that the conflictual relations between the linguistic community and the surrounding Swabian group may be at least better understood. / Este trabalho investiga como se pensam as políticas de ensino de língua no Colégio Imperatriz Dona Leopoldina, situado na região multilíngue de Entre Rios, Guarapuava/PR, partindo-se das políticas linguísticas adotadas pela própria comunidade para, então, observar qual é a relação entre essas políticas e as crenças linguísticas dos envolvidos de alguma forma com o contexto da instituição. Para tanto, assentamos a pesquisa em base etnográfica, numa abordagem qualitativa interpretativista vinculada à linguística aplicada, tendo em vista que nos preocupamos em explicar os meandros das relações sociais, considerando que as ações humanas dependem dos significados que lhe são atribuídos pelos atores sociais. As análises foram possíveis por meio do cruzamento de dados levantados pelos seguintes instrumentos metodológicos: questionários fechados, entrevistas semiestruturadas e observações em sala de aula. Participaram da pesquisa docentes de língua alemã e de língua portuguesa, além de representantes da coordenação pedagógica da instituição mencionada, alunos, um representante da mantenedora do colégio e também um representante da comunidade. O aparato teórico que possibilitou as análises vincula-se às discussões sobre Políticas e Planejamento Linguísticos (CALVET, 2002; 2007), à Linguística Aplicada (CAVALCANTI, 1999; MAHER 2007, FINGER, 2008) e às orientações a respeito de Crenças e Atitudes Linguísticas (BARCELOS, 2004; BARCELOS, ABRAHÃO, 2006) entre outros teóricos e explicadores. A análise dos dados nos permitiu afirmar que: a) a Colônia Entre Rios pode ser considerada multilíngue uma vez que se pode observar na comunidade o uso do Schwowisch, português e Hochdeutsch; b) a entrada do português e o avanço do Hochdeutsch ensinado na escola têm feito regredir o uso do Schwowisch, de modo que, por extensão, a situação de multilinguismo, no futuro, poderá dar espaço a uma situação de bilinguismo em Hochdeutsch/Português, pelo menos entre os jovens da comunidade que frequentaram/frequentam o Colégio Imperatriz; c) o multilinguismo é estigmatizado dentro da instituição escolar; d) o bilinguismo Hochdeutsch/Português é considerado pela comunidade escolar como a condição linguística ideal e, portanto, angaria maior status dentro da comunidade; e) o Hochdeutsch e o Português possuem maior status que o Schwowisch dentro da comunidade de Entre Rios; f) dentro do Colégio, segundo os próprios participantes, a atuação dos professores de língua portuguesa e de língua alemã é distinta em termos dos resultados alcançados; g) apesar de os professores de língua portuguesa afirmarem atuar de acordo com as orientações teórico-metodológicas propostas pela instituição e pelo material didático escolhido, não têm superado as expectativas da coordenação pedagógica; h) por fim, a comunidade por meio de seus representantes, mostra-se satisfeita tanto com o ensino de alemão quanto com o de português pelos resultados positivos obtidos pelos alunos nos exames de proficiência, em vestibulares e no ENEM. Assim, com esta pesquisa, esperamos ter contribuído para as discussões sobre situações linguisticamente semelhantes às de Entre Rios e também, por meio do levantamento dos dados e da análise dos resultados, beneficiado a relação escolar dentro da comunidade em questão, de modo que as relações conflituosas entre a comunidade linguística de entorno e o grupo suábio possam ser, ao menos, melhor compreendidas.

Made available in DSpace on 2017-07-21T14:54:05Z (GMT). No. of bitstreams: 1 Braga, Lucimar Araujo.pdf: 1194079 bytes, checksum: 9a85030303c4cd975e09bbedb341adcf (MD5) Previous issue date: 2013-08-29 / Reflecting the possibility of talking about beliefs involving teacher´s behavior in class instigated us to try to understand how these attitudes appear in language classrooms. Barcelos (2004, 2006, 2010, 2011), considers that beliefs have great power upon our behavior and actions, existing an inter-relation among beliefs, attitudes and identity construction. Understanding teacher´s identity as an ongoing process (TADEU DA SILVA,2004) that shapes itself to the reality inside the classroom and knowing that beliefs and attitudes can be modified, as well as language policies are inter-related in this process all the time this research, with a qualitative nature, aims at observing,identifying and analyzing beliefs and attitudes of a teacher from a public school located in Paraná. Our studies comprehended Spanish teaching/learning process, as a case study. Based on Picanço (2003), we gathered historical facts related to language teaching/learning process analyzed through the language policy in Brazil, specifically in Paraná. In the theoretical revision, we present some positions about studies related to beliefs and attitudes according to Le Bon (2002); Barcelos (2004, 2006, 2010, 2011);Vieira-Abrahão (2004, 2010, 2011) e Silva (2010, 2011) among others. Some questions guided this work: “ which beliefs the teacher shows in her practice?” “Are there any difference between teacher´s beliefs and acts and the language policy concerned to language teaching?” “What relations do these beliefs establish with the teacher´s actions?”. In general terms, the beliefs presented in Spanish language classes are similar to some beliefs that have already appeared in other research works, once the participant showed beliefs with these thematic: a) beliefs about the learning process of FL by FL;b) Beliefs about how to deal with an error; c) Beliefs about the lack of interest in learning FL; d) Beliefs about the importance of learning S/FL; e) Beliefs about student´s autonomy in learning language; f) Beliefs about the role of the vocabulary in S/FL classes; g) Beliefs about the ludic role in the S/FL classes; h) Beliefs about the necessity of persuade students to learn; i) Beliefs about the “facility” in learning S/FL; and j) Beliefs about the group work activities role in class. / A possibilidade de propor reflexões que envolvam crenças e atitudes de professores em atuação nos instigou a querer compreender como estas aparecem nas salas de aula de línguas. Barcelos (2004, 2006, 2010, 2011) considera que as crenças exercem impacto em nosso comportamento e em nossas ações, e que existe uma inter-relação entre crenças, atitudes e construção de identidade. Compreendendo a identidade do professor como um processo contínuo (TADEU DA SILVA, 2004) que a cada dia se molda à realidade existente nas salas de aula e partindo do pressuposto de que as crenças e atitudes podem ser modificadas, bem como as políticas linguísticas estão interrelacionadas nesse processo o tempo todo esta pesquisa, de natureza qualitativa, teve como objetivo observar, identificar e analisar crenças e atitudes de uma professora de de línguas de uma escola pública no estado do Paraná. Amparados em Picanço (2003), realizamos um apanhado de fatos históricos relacionados ao percurso do ensino e da aprendizagem de línguas, pelo viés da política linguística no Estado brasileiro e mais especificamente no Paraná. Na revisão teórica, apresentamos posicionamentos sobre os estudos a respeito de crenças e atitudes segundo Le Bon (2002); Barcelos (2004, 2006,2010, 2011); Vieira-Abrahão (2004, 2010, 2011) e Silva (2010, 2011), entre outros. As questões que nortearam esta dissertação foram as seguintes: “Que crenças a professora manifesta em sua prática? Que relação essas crenças estabelecem com as ações da professora? Há convergência entre as crenças e ações da professora e as políticas linguísticas voltadas à educação de línguas?”. Em termos gerais, as crenças apresentadas nas aulas de língua espanhola se assemelham a algumas crenças levantadas e apresentadas em outras pesquisas da mesma natureza, uma vez que a participante manifestou crenças relativas às seguintes temáticas: a) Crenças sobre o aprendizado da LE pela LE; b) Crenças sobre o tratamento do erro; c) Crenças sobre a falta de interesse em aprender LE; d) Crenças sobre a importância de aprender E/LE; e) Crenças sobre a autonomia do aluno para aprender; f) Crenças sobre o papel do vocabulário nas aulas de E/LE; g) Crenças sobre o papel do lúdico nas aulas de E/LE; h) Crenças sobre a necessidade de convencer os alunos a aprender; i) Crenças sobre a “facilidade” em aprender E/LE; e j) Crenças sobre o papel da realização de trabalhos em grupo.

There are many different perceptions when it comes to teachers’ instructional language choice in the EFL classroom. Some argue for maximum use of the target language while others believe that judicious use of the L1 can benefit the students’ second language learning. The aim of this study is to investigate what research says about teachers’ target language use and first language use in upper level EFL classrooms, as well as teachers’ attitudes and beliefs regarding the choice of instructional language. The findings from this systematic literature review show that teachers mainly used L1 to save time, to explain grammar and vocabulary and to create a positive classroom atmosphere. Furthermore, the results also showed that teachers’ choice to use L1 heavily depended on students’ level of proficiency. Lastly, the results indicate that teachers not always use the L1 for pedagogical reasons, but in many cases for pragmatical reasons, individual beliefs and out of concern for students’ well-being.

This study investigated the efficacy of dynamic written corrective feedback (DWCF) on intermediate-high students' writing accuracy when compared to a traditional grammar instruction approach. DWCF is an innovative written corrective feedback method that requires a multifaceted process and interaction between the teacher and the students in order to help the students improve their writing accuracy. The central principle of DWCF is that feedback should be manageable, meaningful, timely, and constant. The research question was raised based on the positive effects of DWCF found in advanced-low and advanced-mid proficiency level students (Evans et al., in press; Evans, Hartshorn, & Strong-Krause, 2009; Hartshorn, 2008; Hartshorn et al., in press). Similar to previous studies, this study attempted to examine the effectiveness of DWCF in terms of proficiency level. It further explored students' perspectives and attitudes towards DWCF. Two groups of ESL students participated in this study: a control group (n=18) that was taught using a traditional grammar instruction method, and a treatment group (n=35) that was taught using a DWCF approach. The findings in this study revealed that both methods improved the intermediate-high students' linguistic accuracy in writing. However, the findings of this study suggest that the instruction utilizing DWCF is preferable to traditional grammar instruction when it comes to improving intermediate-high students' writing accuracy for two reasons: first, DWCF was slightly more effective than the traditional grammar instruction used, and second, students strongly preferred the instruction using DWCF to traditional grammar instruction. The findings of this study further validate other work suggesting the positive effects found in advanced proficiency levels. This study indicates that ESL learners benefit from manageable, meaningful, timely, and constant error feedback in improving their linguistic accuracy in writing. Furthermore, this study suggests the desirability of applying DWCF to other contexts.

No description available.

Made available in DSpace on 2016-06-02T19:46:11Z (GMT). No. of bitstreams: 1 2896.pdf: 3907662 bytes, checksum: 2712c83687076333afee1c7285af789a (MD5) Previous issue date: 2010-02-24 / Financiadora de Estudos e Projetos / The childhood epilepsy is a chronic neurological disorder, most common in childhood, associated with profound psychosocial limitations in daily life in epileptic children. These limitations may be related to the characteristics of the disease as the age of onset, severity and type of epilepsy and the lack of information that is still as one of the factors that most contribute to the stigma and discrimination. The association between the variables of epilepsy and the presence of wrong beliefs can lead to decreased academic performance and the presence of problems of psychosocial adjustment. This study aimed to identify and compare beliefs about epilepsy in parents and teachers of epileptic children and to verify the insertion of these children in regular schools and special. To achieve the purposes of this research were carried out two studies: Study 1 aimed to complete the process of transcultural adaptation of the instrument The Epilepsy Beliefs and Attitudes Scale (EBAS) - Adult Version and submit a version in Portuguese for use in Brazil and Study 2 aimed to investigate the number of epileptic children who attended regular schools and special cities involved in the research, compare the school attendance among children with epilepsy and children with typical development or other chronic diseases, identifying variables of epilepsy related to type of school that children attend, in addition to compare the beliefs of parents and teachers of children with epilepsy. Participated in Study 1, 17 toplevel professionals who have made the conceptual, of items, operational and semantics equivalence, and 545 adults who answered the Brazilian version of EBAS - Adult Version whose answers were considered to analyze the psychometric characteristics of the instrument including Alpha Cronbach's, factor analysis and test-retest reliability. The results showed that the concepts learned by the instrument were considered relevant to our culture and its items as appropriate to their ability to represent these concepts in the target population, and provide good semantic equivalence between the final version in Portuguese and original. The index of consistency for the overall scale was 0.89, the factorial analysis confirmed the original structure with three subscales (neurological, metaphysics and environmental/psychophysics) and test-retest showed that the instrument is reliable. Were participants of Study 2, 205 people, with 91 children aged between 7 and 14 years, 56 parents and 56 teachers, and 2 teenagers involved with the pre-test. Seven instruments were used to collect data: 1) Data sheets of identification and characterization of the family, the child and the teacher; 2) Brazil Criterion of Economic Classification 2008; 3) Classification of Engel; 4) Data sheet to record the frequency the school year; 5) Brazilian Version of EBAS - Adult Version. The data obtained by means of the instruments were analyzed descriptively and compared, using the Statistic Software Minitab - Version 12.1, using the Student t test, Mann-Whitney, chi-square and logistic regression. The results showed that children from special schools when compared to children from regular schools had severe disease and higher frequency of crises, beginning early and duration of epilepsy, and consume a greater number of medicines and make school attendance lower. Logistic regression analysis showed that age of onset and severity of illness, number of drugs used and the presence of comorbidities were related to the type of school that children attend. No differences were found statistically significant between the beliefs of parents and teachers, though both have made more inappropriate beliefs and attitudes than adequate to the epileptic child. It is concluded that this study helped to identify issues related to the processes of inclusion of children with epilepsy, identifying difficulties and limitations that interfere with the schooling of these students as well as the choice of attending school. / A epilepsia infantil é uma afecção neurológica crônica, muito comum na infância, associada a limitações psicossociais profundas na vida diária da criança epiléptica. Estas limitações podem estar ligadas às características da própria doença como a idade de início, a gravidade e o tipo da epilepsia e à falta de informação que ainda se constitui como um dos fatores que mais contribui para o estigma e a discriminação. A associação entre as variáveis da epilepsia e a presença de crenças inadequadas pode levar a diminuição do rendimento acadêmico bem como a presença de problemas de ajustamento psicossocial. Dessa forma, o presente estudo teve como objetivos identificar e comparar as crenças sobre epilepsia de pais e professores de crianças epilépticas e verificar a inserção dessas crianças em escolas regulares e especiais. Para atingir os propósitos dessa pesquisa foram realizados dois estudos: o Estudo 1 que teve como objetivo realizar o processo de adaptação transcultural do instrumento The Epilepsy Beliefs and Attitudes Scale (EBAS) Adult Version e apresentar uma versão em português para uso no Brasil e o Estudo 2 visando investigar o número de crianças epilépticas que freqüentavam escolas regulares e especiais nos municípios envolvidos na pesquisa; comparar a freqüência escolar entre crianças com epilepsia e crianças com desenvolvimento típico ou outras doenças crônicas; identificar variáveis da epilepsia ligadas ao tipo de escola que as crianças freqüentavam e comparar as crenças de pais e professores das crianças com epilepsia. Participaram do Estudo 1, 17 profissionais de nível superior que realizaram a equivalência conceitual, de itens, semântica e operacional, além de 545 adultos que responderam a versão brasileira da EBAS Adult Version cujas respostas foram consideradas para a análise das características psicométricas do instrumento incluindo Alfa de Cronbach, análise fatorial e confiabilidade teste-reteste. Os resultados mostraram que os conceitos apreendidos pelo instrumento foram considerados pertinentes à nossa cultura e seus itens adequados quanto à sua capacidade de representar tais conceitos na população-alvo, além de apresentar boa equivalência semântica entre a versão final em português e o original. O índice de consistência interna para a escala geral foi de 0,89, a análise fatorial confirmou a estrutura original com três subescalas (neurológica, metafísica e ambiental/psicofísica) e o teste-reteste mostrou que o instrumento é confiável. Foram participantes do Estudo 2, 205 pessoas, sendo 91 crianças com idade entre 7 e 14 anos, 56 pais e 56 professores, além de 2 adolescentes envolvidas com o pré-teste. Utilizaram-se para a coleta de dados sete instrumentos: 1) Formulários de identificação e caracterização da família, da criança e do professor; 2) Critério de Classificação Econômica Brasil 2008; 3) Classificação de Engel; 4) Formulário para registro de freqüência às aulas; 5) Versão brasileira da EBAS Adult Version. Os dados obtidos por meio dos instrumentos foram analisados descritiva e comparativamente, utilizando-se o Software Estatístico Minitab Versão 12.1, por meio dos testes t de Student, Mann-Whitney, qui-quadrado, além de regressão logística. Os resultados mostraram que as crianças das escolas especiais quando comparadas às crianças das escolas regulares apresentavam gravidade da doença e freqüência de crises mais elevadas, a epilepsia iniciava-se mais cedo e portanto sua duração era mais longa, além de consumirem número maior de medicamentos e apresentarem freqüência escolar menor. A análise de regressão logística mostrou que as variáveis idade de início e gravidade da epilepsia, número de medicamentos utilizados e presença de comorbidades estavam relacionadas ao tipo de escola que as crianças deste estudo freqüentavam. Não foram detectadas diferenças estaticamente significativas entre as crenças de pais e professores, embora ambos tenham apresentados mais crenças e atitudes inadequadas do que adequadas perante a epilepsia infantil. Conclui-se que esta pesquisa permitiu a disponibilização de um instrumento voltado a detecção de crenças e atitudes sobre epilepsia infantil e contribuiu para a identificação de questões ligadas ao processo de escolarização de crianças com epilepsia.