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(Multi)letramento(s) digital(is) na escola pública: reflexões sobre as práticas discursivas de professoras que se relacionaram com as tecnologias da informação e comunicação no ensinoSaito, Fabiano Santos 18 March 2011 (has links)
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Previous issue date: 2011-03-18 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / O objetivo desta dissertação é investigar as práticas discursivas de três professoras que se relacionaram direta e indiretamente com as Tecnologias da Informação e Comunicação (TICs) no processo de ensino-aprendizagem. Para cumprir com esta proposta, adotamos o modelo de Multiletramentos Digitais, de Selber (2004), que congrega as várias dimensões de Letramento(s) Digital(is) e tenta explicá-los razoavelmente através de três categorias principais: Letramento Digital Funcional; Letramento Digital Crítico e Letramento Digital Retórico. Além disso, para melhor investigar as práticas discursivas das professoras pesquisadas, encontramos suporte na Teoria do Posicionamento, de acordo com a qual nós disponibilizamos lugares discursivos para nós mesmos e para os outros dentro de uma ordem moral que estabelecemos durante uma troca simbólica, construindo pontos de vista específicos através de posicionamentos (cf. HARRÉ e VAN LANGENHOVE, 1999). Metodologicamente, esta pesquisa se estrutura como um estudo de caso etnográfico (ANDRÉ, 1995; YIN, 2001; VIÉGAS, 2007), associado a uma (micro) análise do discurso (GEE et al., 1992; SACKS et al., 1974, 2005; DAVIES e HARRÉ, 1990). O contexto investigado é uma escola pública da rede municipal de ensino de Juiz de Fora-MG, localizada em um bairro periférico da cidade. As participantes são três professoras que se relacionaram direta e indiretamente com as TICs no ensino, a saber: a professora de Informática Educacional, a professora regente de turma (4º ano do Ensino Fundamental) e a professora responsável pela biblioteca escolar. Para geração de dados, utilizamos questionários, notas de campo, observação e entrevistas semi-estruturadas. O corpus de pesquisa constitui-se principalmente das transcrições das entrevistas realizadas com as participantes. Os resultados do estudo indicam que, embora as professoras tenham um posicionamento favorável ao uso das TICs no ensino, suas experiências pessoais e profissionais com tais tecnologias acabam influenciando em diferentes níveis de engajamento quanto ao projeto de inserção das TICs no processo de ensino-aprendizagem. A análise dos dados também indica um predomínio do modelo de Letramento Digital Funcional na escola investigada, o que aponta para a necessidade de se adotar perspectivas mais críticas de Letramento(s) Digital(is) no contexto educacional. / The aim of this thesis is to investigate the discursive practices of three teachers that have kept direct and indirect relationships with Information and Communication Technologies (ICT‟s) in the teaching-learning process. To accomplish with this purpose, we have adopted as theoretical framework the model of Digital Multiliteracies proposed by Selber (2004), which considers the multilayered dimensions of Digital Literacies and tries to explain them reasonably through three main levels of computer literacy: Functional Literacy, Critical Literacy, and Rhetorical Literacy. In addition, to better investigate the discursive practices of the teachers surveyed, we also have found support on Positioning Theory, according to which we provide discursive locations for ourselves and the others within a moral order that we establish during a symbolic exchange, building specific points of view inside the positions we take on (Harré and Van Langenhove, 1999). Methodologically, this research is structured as an ethnographic case study (André, 1995; Yin, 2001; Viégas, 2007) associated to a discourse (micro) analysis (Gee et al., 1992; Sacks et al., 1974, 2005; Davies and Harré, 1990). The context of this qualitative research is a public school pertaining to the municipal education system of Juiz de Fora – Minas Gerais. This school is located in a suburbian area of the city. The participants are three teachers that have kept direct and indirect relationships with ICT‟s in education, namely: the teacher of Educational Informatics, the teacher of a classroom (4th year of Brazilian elementary school) and the teacher responsible for the school library. To generate the data, we have used questionnaires, field notes, observation and semi-structured interviews. The corpus of this research consists mainly of the transcripts from interviews made with the participants. The results of this study point out that although the teachers have taken on favorable positions regarding the use of ICT‟s in education, their personal and professional experiences with such technologies tend to influence at different levels of commitment to the project of insertion of ICT‟s in the teaching-learning process. The data analysis also evinces a predominance of Functional Digital Literacy in the school investigated, which indicates the necessity for adoption of more critical perspectives regarding Digital Literacies in educational settings.
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The interface between in-service teacher development and classroom teaching and learning in Zimbabwean primary schoolsMufanechiya, Albert 06 1900 (has links)
Primary school teaching and learning, and indeed the whole teaching profession continue to
be shaped by the ever – changing knowledge economy and global educational trends. To this
end, professional teacher development in Zimbabwean primary schools has become an
important focus area in terms of how it can facilitate and contribute to effective teaching and
learning in line with the new educational developments. There is consensus among primary
school stakeholders that the success of teaching and learning is dependent on promoting an
efficient and student - needs driven in – service programme. The purpose of the study was to
explore the influence of the university B.Ed (primary) in – service teacher development
programme in its mandate to fulfill the critical function to develop primary school teachers
with knowledge, skills and competencies for the Zimbabwean primary education system. The
imperative has been for the university in – service programme to offer competences and skills
that are needed by primary school teachers and for these teachers to upgrade and update their
skills for effective teaching and student learning. The theoretical approach that informed the
study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective
being that knowledge is socially constructed and takes place in real contexts.
The study ontology was interpretivism in which the qualitative single case study design was
employed. The data were collected through semi - structured interviews with the Chairperson
and five lecturers of the Curriculum Studies Department and focus group discussion in
respect of ten B.Ed (primary) in – service student teachers. The participants were
purposefully sampled taking into account their knowledge and experience with the in –
service programme and primary school teaching - learning contexts.
The study found that the B.Ed (primary) in – service programme had minimal influence on
primary school teachers’ teaching and learning needs. The programme had not fully
addressed the primary school teachers’ expectations in terms of imparting knowledge and
skills useful for classroom teaching and learning. One of the major contributory factors was
that there were curriculum design frailties of the programme which were as a result of lack of
dialogue, engagement and consultation between and among important primary school
education stakeholders especially in – service teachers. As a result, the programme had not
adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet
this was the core function of the programme. From the findings, the study recommends that
the University sets up a strong Curriculum Development Department funded and staffed with
experts in research and curriculum design and development. These should manage the
designing and preparation of curriculum documents by involving primary school
stakeholders, especially primary school teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)
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Výuka ekonomie na střední odborné škole z perspektivy oborové didaktiky společenských věd / Teaching Economics at Vocational School from Perspective of Social Sciences DidacticsLinger, Jan January 2022 (has links)
The diploma thesis on the topic "Teaching of Economics at a Secondary Vocational School from the Didactics of Social Sciences Perspective" is divided into two parts. The first part is a theoretical one, where the author defines the theoretical didactic concepts in detail, and they are then used in the second, practical part of the thesis. This part presents a proposal of a didactic unit, which deals with the teaching of wage calculation. It includes a worksheet and methodical sheet as well, the detailed didactic preparation and detailed reflection of the implemented didactic unit in the classroom and online teaching. Repeatedly practising this didactic unit, it can be noted that the proposed form of teaching is effective and accepted by students. Personal and social skills, mathematical skills and critical thinking training also go beyond the main topic.
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