<p> The purpose of this research study was to better understand the learning process related to experiential learning that occurs for early childhood education students in the early childhood education capstone course. Limited research exists on the nature of learning that occurs in the early childhood education capstone experience. A basic interpretive qualitative design was used for this investigation. Seven students enrolled in an early childhood capstone course at a community college were interviewed for the study. Qualitative methods were used to collect data from the students via interviews. Each participant engaged in three interviews, resulting in a total of 21 interviews. Each participant was interviewed by phone and digitally recorded for accuracy. </p><p> An analysis of the data revealed that the nature of learning that occurs during the early childhood capstone course is experiential. The theoretical framework for this study was derived from the research on teacher education, early childhood education, and adult learning. The three concepts that emerged from this study are (a) influence on students' learning, (b) perception of students' learning, and (c) the nature of learning. </p>

<p> This study employed pragmatic parallel mixed methods to determine the impact of TPD on early childhood teachers' pedagogical methodology and English acquisition by young children in South Korea. The data included observations from the TPD sessions and classrooms, interviews and lesson plans, as well as the pre- and post- test scores of the 42 participant children. The findings have provided valuable insights into (1) how the HIA TPD program could serve as a means of effective TPD, positive impact on the growth of teachers' English instructional practice, and young children's English learning, and (2) the benefits for children in the treatment group that was generally greater than the control group in the areas of VA, LS, and PA skills. Implications for further research on TPD and other supports for the integrated early childhood English education were discussed.</p>

Thesis (M.Ed.)--York University, 2006. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 120-123). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19664

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Oct. 22, 2007). Directed by Deborah J. Cassidy; submitted to the School of Human Environmental Sciences. Includes bibliographical references (p. 274-291).

Made available in DSpace on 2014-06-11T19:29:05Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-11-25Bitstream added on 2014-06-13T19:37:57Z : No. of bitstreams: 1 bertao_frbm_me_assis.pdf: 292085 bytes, checksum: 89591d390b71bafc5c93f253eeff554a (MD5) / Para esta pesquisa investigamos o desejo de ser professor de educação infantil, a partir das relações que se estabelecem no contexto do trabalho, buscando o entendimento do conflito entre o desejo e o sofrimento existente no sujeito, durante o desenvolvimento da atividade profissional. Objetivamos compreender como as angústias e os desejos infantis dos professores de educação infantil são reeditados na vida adulta, principalmente na esfera do trabalho. Para tanto, analisamos o processo de escolha da profissão, considerando o histórico pessoal, o contato com o trabalho e a sua singularidade. Buscamos também compreender o sofrimento psíquico do professor no desenvolvimento de suas atividades docentes. Concluímos que o espaço da palavra no trabalho é importante, como condição para o pensamento. Junto com a ressonância simbólica, o indivíduo pode manter uma articulação entre sua história pessoal e a realização do trabalho; essa condição possibilita o sofrimento criativo e a superação do sofrimento patológico, sendo esses dois sofrimentos interligados, ambíguos e psicodinâmicos. / The research presented here investigates the desire of becoming a childhood education teachers, having as a starting point the relationships which are established in the work context, searching an understanding of the conflict between desire and suffering, existing in the individual/subject during the development of the professional activities. Our main objective was to understand how childhood anguishes and desires of the childhood education teachers are reenacted in their adult life, especially in the working situations. We have analyzed the process of choosing a professional career, considering the personal history, the contact with the work and its singularity. We have also tried to comprehend the psychic suffering of the teachers in the development of their educational activities. We conclude that the word space is important in the work, as condition for thinking. Together with the symbolic resonance, the individual may sustain an articulation between his personal history and self-fulfillment in the work ; this condition make it possible the creative suffering and the overcoming of the pathologic suffering, as these two sufferings are interlinked ambiguous and psychodynamic.

Submitted by admin tede (tede@pucgoias.edu.br) on 2016-09-08T13:10:49Z No. of bitstreams: 1 PAULA MARIA TRABUCO SOUSA.pdf: 1456140 bytes, checksum: 2f6abd1409dae549e544328f14d3f50c (MD5) / Made available in DSpace on 2016-09-08T13:10:49Z (GMT). No. of bitstreams: 1 PAULA MARIA TRABUCO SOUSA.pdf: 1456140 bytes, checksum: 2f6abd1409dae549e544328f14d3f50c (MD5) Previous issue date: 2016-06-14 / The research provided the basis for this dissertation was titled teacher training in sex education and intended to seek contributions to this training process through studies on the concepts, the history of sexuality, the field of sex education through laws and guidelines that address the issue as a way to help the teacher training and finally talk about the subject to be polite, bringing contributions through Vygotsky's studies on the development and child learning his reflections for the process of sexual education. This theme is important because we believe that sex education should be a key component in the curricula of teacher training, so that the teacher is prepared to have a wide information about sexuality historically built on child psychosexuality on the steps of developments socioemotional children in order to raise the social and cultural standard of understanding of sexuality. The look orientoutodo our research and analysis process, this work was phenomenal, aims to bring to light differently, which shows the facts to be observed, which presents itself to the observer and listener. used as a method to literature searching as theoretical basis the authors Foucault (1985, 1993 1998), Nunes (1987.1996, 1997), Blonde (2000), Merleau-Ponty (1975, 1996) Vygotsky (1934/1998, 1984 / 2002, 1994, 1996, 2004) and González Rey (2002, 2003a, b, 2004a, b, c, 2005a, b) to retrace the history of sexuality in the West, from its more distant roots, trying to give an overview of the evolution customs, in which sexuality develops and thus understand the different ways of experiencing sexuality in the course of time to the present, discuss models of sex education in Brazil and how the official documents for the children's education and training policy teachers address the issue of sexuality and finally explain about the issues surrounding child development, about learning and thus bring some contributions to teacher Training in Sexual Education. We conclude that despite the progress achieved in relation to sexuality , including in the education sector , we still have a speech full of taboos and preconceptions with a sexual education biologist , just character of prevention and not education . With that we believe is necessary initial and continuous training for teachers in order to work the Sex Education in its complex constitution, studies based on existing scientific theories on the subject , reflections, plans, actions and evaluations of educational practice , since we need sex education both to criticism of the repressive models , as will fight consumerism and degradation of sex and the body, present in the consumerist culture and current sexist. / A pesquisa que deu base para esta dissertação teve como tema a formação de professores em educação sexual e por objetivo buscar contribuições para esse processo de formação através dos estudos sobre a os conceitos, a história da sexualidade, o campo da educação sexual por meio das leis e diretrizes que abordam o tema como forma de auxiliar a formação do professor e por fim falar sobre o sujeito a ser educado, trazendo contribuições através dos estudos de Vigotski sobre o desenvolvimento e a aprendizagem infantil fazendo reflexões para o processo da Educação Sexual. Essa temática é importante, pois acreditamos que Educação sexual deve ser um componente fundamental nos currículos de formação de professores, de modo que o educador seja preparado para ter uma ampla informação sobre a sexualidade historicamente construída, sobre a psicossexualidade infantil, sobre as etapas dos desenvolvimentos sócio-emocionais das crianças, de forma a elevar o padrão social e cultural da compreensão da sexualidade. O olhar que orientou todo o nosso processo de investigação e de análise, nesse trabalho foi fenomenológico, visa trazer à luz de modo diferenciado, o que se mostra dos fatos a serem observados, o que se apresenta por si mesmo ao observador e ouvinte. utilizamos como método a pesquisa bibliográfica buscando como base teórica os autores Foucault (1985, 1993 1998), Nunes (1987,1996, 1997), Louro (2000), Merleau-Ponty (1975, 1996) Vigotski (1934/1998, 1984/2002, 1994, 1996, 2004) e González Rey (2002, 2003a, b, 2004a, b,c, 2005a,b) Rey (2002, 2003a, b, 2004a, b,c, 2005a,b) para refazer a história da sexualidade no Ocidente, desde as suas raízes mais longínquas, procurando traçar um panorama da evolução dos costumes, nos quais a sexualidade se desenvolve e assim compreender os diversas formas de vivenciar a sexualidade no decorrer dos tempo até a atualidade, discutir os modelos de educação sexual no Brasil e como os documentos oficiais destinados à Educação infantil e as políticas de formação de professores tratam a questão da sexualidade e por último explicitar sobre as questões que envolvem o desenvolvimento infantil, sobre a aprendizagem e dessa forma trazer algumas contribuições para Formação de Professores em Educação Sexual. Concluímos que apesar dos avanços obtidos em relação à sexualidade, inclusive no âmbito educacional, ainda temos um discurso cheio de tabus e pré-conceitos com uma Educação Sexual biologista, apenas de caráter de prevenção e não de educação. Com isso acreditamos ser necessário uma formação inicial e contínua para professores no sentido de trabalharem a Educação Sexual em sua complexa constituição, estudos fundamentados em teorias científicas existentes sobre o tema, reflexões, planejamentos, ações e avaliações da prática educativa, uma vez que necessitamos de uma educação sexual tanto para fazer crítica aos modelos repressores, como para combatermos o consumismo e a degradação do sexo e do corpo, presentes na cultura consumista e sexista atual.

The current study aimed to investigate the changes of the school readiness and transition to elementary school course on pre-service early childhood teachers&rsquo / views about young children&rsquo / s school readiness. Teacher view of children&rsquo / s school readiness scale and interview protocols were administered as pre-post test and pre-post interviews to pre-service early childhood education teachers who were in the process of completing final year in their education in the four university&rsquo / s department of early childhood teacher education in Ankara, Turkey. The teacher views of children&rsquo / s school readiness scale was administrated to 169 pre-service early childhood teachers and a subsample of 26 pre-service early childhood teachers were interviewed before and after they completed School Readiness and Transition to Elementary School course. Qualitative and quantitative findings in mixed methods research demonstrated that school readiness and transition to elementary school course in early childhood teacher education programs elaborated participants&rsquo / views about children&rsquo / s school readiness. According to the participants, program courses should provide more sufficient practice and content knowledge. In this way pre-service teachers can have opportunities to use their experiences gained during school readiness and transition to elementary school course to support young children&rsquo / s school readiness. The results of the current study also indicated that pre-service teachers needed to develop an understanding of children&rsquo / s school readiness in terms of definition, skills, factors, assessment, transition activities, and elementary school program so that they can be better prepared to teach with emphasis on the connections between preschool education and elementary school.

The purpose of this research study is to identify teachers&rsquo / perceptions on the effectiveness of their teacher education programs in supporting their professional practices. The data to the study were gathered through semi-structured interviews with 17 in-service teachers working in public early childhood institutions in Ankara. The data were analyzed through the emerging codes and themes shaped by the research questions. The results indicated that the 1998 program the study intended to investigate was found to be relatively satisfying in terms of developing professional teach ing competencies. The major weakness was reported to be theory-oriented structure which did not allow for ample practice opportunities both in the courses and in the field experiences. Moreover, due to the infancy ages of the field, the contents of courses offered were perceived to be in line with the essentials of primary and elementary level which contradicts the necessities of early childhood teaching. The findings were further discussed and interpreted.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2016-09-05T15:47:01Z No. of bitstreams: 1 DISSERTACAO_Impressao.pdf: 1747431 bytes, checksum: 4eb9be60af5f585fa28abc33eed541a7 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-09-19T15:36:17Z (GMT) No. of bitstreams: 1 DISSERTACAO_Impressao.pdf: 1747431 bytes, checksum: 4eb9be60af5f585fa28abc33eed541a7 (MD5) / Made available in DSpace on 2016-09-19T15:36:17Z (GMT). No. of bitstreams: 1 DISSERTACAO_Impressao.pdf: 1747431 bytes, checksum: 4eb9be60af5f585fa28abc33eed541a7 (MD5) / Esta pesquisa, realizada por meio do método autobiográfico, disserta sobre a formação considerando as referências das histórias de vida de professoras de Educação Infantil participantes do projeto APREEI (Aprender e Ensinar na Educação Infantil) do município de Ibititá-Ba, como matéria prima para a rede de sentidos que constitui a docência. O estudo investiga as narrativas autobiográficas organizadas em memoriais, contemplando a tessitura da discussão através de grupo focal. Por meio desses dois instrumentos o estudo invoca uma discussão sobre memória e história de vida, trazendo uma narrativa permeada da poesia que integra a história de vida da autora. Mostraram-se disponíveis a oferecer seus memoriais e a participar do grupo focal 08 professoras do grupo de formação do qual participam 35 pessoas, dessas somente 06 se fizeram presentes no grupo focal. Com relação à compreensão dos dados, esses foram apreciados pelo olhar da fenomenologia, tendo em vista os projetos biográficos das professoras participantes da pesquisa e os da própria autora, o que permitiu à investigação deixar emergir, de suas itinerâncias, as referências escolares e não escolares que compõem a docência, os motivos que coaduanam na permanência do exercício da profissão de professora, as tomadas de consciência a partir do rememorar suas histórias de vida e as atualizações que perfazem o presente ao trazer à memória os caminhos percorridos. Tece ainda a atuação da memória na formação como uma tomada de consciência em um “caminhar para si” e a experiência como um evento imbricado no processo de formar-se a si mesmo. / ABSTRACT This research, conducted by autobiographical method, discourses about teacher training considering the references of life histories of early childhood teachers who participated in the Project Learning and Teaching at Early Childhood Education (APREEI), of the town Ibititá-BA (Brazil) as raw material for the net of senses which constitutes teaching. The study investigates the autobiographical narratives organized in memorials, contemplating the tessitura of the discussion through focus group. Through these two instruments, the study invokes a discussion about memory and life history, bringing a narrative permeated by the poetry which integrates the author´s life history. Only 6 (six) from the 8 (eight) teachers from the training group, in which engages 35 (thirty five) people, who shown availability to offer their memorials and to participate in the focus group, were present at the focus group. Concerning the data comprehension, these were appreciated through the eyes of phenomenology, having in mind the biographical projects of the teachers participating in the research and the author´s own, which allowed the inquiry to let emerge, from its itinerancies, references, school and non-school, that compose teaching, the reasons which coadunate in the teaching remaining process, the acquisition of consciousness from remembering their life histories and the updates that make up the present when bringing to memory the paths taken. It also weaves the memory performance at training as an awareness of a “walking to itself” and the experience as an imbricated event in the process of training itself.

Made available in DSpace on 2016-04-28T18:23:33Z (GMT). No. of bitstreams: 1 Ermelinda Barricelli.pdf: 2514973 bytes, checksum: d94174cb64db9d81bbf87b5dd93a58ba (MD5) Previous issue date: 2007-09-14 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research exams and compares differet versions of Educational Curriculums by analyzing the representations about children, teacher, the Conception of learning teaching and the contents in the following documents: 1) National Curricular Referencial to Childhood Education, 2) Curriculum-I Elaborated by two day care centers in partnership with São Paulo City Halll; And 3) transcription of the Teachers Development meetings which goal was to elaborate collectively, a New Curriculum that I am naming Curriculum II. This work discusses, MEC prescription, the Institutional prescription, and the self prefiguration that show the childhood education teacher s job, as discussed by Bronckart & Machado (2004), Machado & Bronckart (2005), Clot (2004), and Filliettaz (2004). This research is based in the Socio-Historical- Cultural Theory, as discussed by Vygotsky and his collaborators, as well as by researches that rediscussed and amplified it (Daniels, 1994, 2001, 2002; Cole & Scribner, 2003; Newman & Holzman, 2002; Bronckart, 1997/2003, 2006; Clot, 2004). The discussions are focused on questions of childhood development, as pointed by Vygotsky (1924/1999, 1926/2003; 1930/2003; 1932/2003;1934/2001); about curricular questions (Apple, 1992, 1995; Apple & Beane, 2001; Giroux & Simon, 1995; Bassedas, Huguet & Solé, 1999); Oliveira, 2001; Sacristàn, 2000a, 2000d), and to questions about educational work (Amigues, 2002, 2004; Machado, 2004; Clot, 2004; Saujat, 2004; Bronckart, 2006). The Critical Research of Collaboration and the Socio Discursive Interactionism compose the theoretical methodological framework of this dissertation. The Critical Research of Collaboration is based on a conception of research in which the participants of the research participate in all the atages, since the elaboration until the final results, which allows the creation of a space to every member in the research to seek for theoretical paradigmatic changes (Magalhães, 1994, 2002, 2004; Magalhães & Liberali, 2005). The Socio Discursive Interactionism, more than a interdisciplinary conception is a science of human, crediting to the language and to the ways of acting fundamental role in the human development (Bronckart, 1993/2003; 2006, and Bronckart & Machado, 2004) and it was used as theoretical basis and table of analysis. This research made possible the elaboration of new categories of analysis, as well as the innovation in data collecting, focusing on three levels of documents related to teacher s job. This study alsos howed how the representations configured in the prescribed material circle in the métier of the job (Saujat, 2004) and 6 Tc (the) sediment in later documents related to the first one. Finally, it showed how the Curriculum of Childhood Education has a gap concerning contents to be developed with the children / Esta pesquisa examina e compara diferentes versões de Currículos de Educação Infantil por meio da análise das representações que se configuram sobre a criança, o professor, a concepção de ensino aprendizagem e os conteúdos nos seguintes documentos: 1) Referencial Curricular Nacional para Educação Infantil, 2) Currículo-I elaborado por duas Creches conveniadas com a Prefeitura de São Paulo; e 3) transcrição dos Encontros de Formação cujos objetivos foram elaborar, colaborativamente, um novo Currículo que estou denominando Currículo II. Discute, assim, respectivamente, a prescrição do MEC, a prescrição Institucional e a autoprefiguração, que em cascata prefiguram o trabalho do professor de educação infantil, como discutido por Bronckart & Machado (2004), Machado & Bronckart (2005), Clot (2004) e Filliettaz (2004). Esta pesquisa está apoiada na Teoria Sócio-Histórica-Cultural, como discutida por Vygotsky e seus colaboradores, assim como por pesquisadores que a rediscutiram e ampliaram (Daniels, 1994, 2001, 2002; Cole & Scribner, 2003; Newman & Holzman, 2002; Bronckart, 1997/2003, 2006; Clot, 2004). As discussões se voltam para as questões do desenvolvimento infantil, como apontadas por Vygotsky (1924/1999, 1926/2003; 1930/2003; 1932/2003; 1934/2001); para as questões curriculares (Apple, 1992,1995; Apple & Beane, 2001; Giroux & Simon, 1995; Bassedas, Huguet & Solé, 1999; Oliveira, 2001; Sacristàn, 2000a, 2000b), e para as questões do trabalho educacional (Amigues, 2002, 2004; Machado, 2004; Clot, 2004; Saujat, 2004; Bronckart, 2006). A Pesquisa Crítica de Colaboração e o Interacionismo Sociodiscursivo compõem o quadro teórico metodológico desta dissertação. A Pesquisa Crítica de Colaboração pauta se em uma concepção de pesquisa em que os envolvidos participam de todas as etapas, desde a elaboração até os resultados finais, o que faz com que esse processo crie espaço para que os envolvidos busquem mudanças teórico paradigmáticas (Magalhães, 1994, 2002, 2004; Magalhães & Liberali, 2005). O interacionismo sociodiscursivo, acima de uma concepção interdisciplinar, se coloca como uma ciência do humano, creditando à linguagem e às formas de agir papel fundamental no desenvolvimento humano (Bronckart, 1993/2003; 2006 e Bronckart & Machado, 2004) e foi utilizado como base teórica e quadro de análise. Esta pesquisa possibilitou a elaboração de novas categorias de análise, assim como a inovação na coleta dos dados, focando três níveis de documentos relacionados ao trabalho do professor. Este estudo mostrou ainda como as representações configuradas no material prescrito circulam no métier de trabalho (Saujat, 2004) e se sedimentam nos documentos posteriores, que a este primeiro se filiam. Finalmente, mostrou como o Currículo de Educação Infantil tem uma lacuna no tocante aos conteúdos a serem desenvolvidos com as crianças