Thesis (M.A.)--University of Hawaii at Manoa, 2005. / Includes bibliographical references (leaves 181-197). / 197 leaves, bound ill. 29 cm

Thèse (M.Ed.) -- Université du Québec à Chicoutimi, 2005. / La p. de t. porte en outre: Mémoire présenté à l'Université du Québec à Chicoutimi comme exigence partielle pour l'obtention du grade de maîtrise en éducation. CaQCU Bibliogr.: f. [103]-112. Document électronique également accessible en format PDF. CaQCU

Thesis (M.A.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Oct. 22, 2009). Thesis advisor: Mary Jo Reiff. Vita. Includes bibliographical references.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T18:01:28Z No. of bitstreams: 1 RUEDA_Jurany_2017.pdf: 48114113 bytes, checksum: 65b7d39c204bb582096d5f7d209535b0 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T18:01:38Z (GMT) No. of bitstreams: 1 RUEDA_Jurany_2017.pdf: 48114113 bytes, checksum: 65b7d39c204bb582096d5f7d209535b0 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T18:01:45Z (GMT) No. of bitstreams: 1 RUEDA_Jurany_2017.pdf: 48114113 bytes, checksum: 65b7d39c204bb582096d5f7d209535b0 (MD5) / Made available in DSpace on 2017-08-09T18:01:51Z (GMT). No. of bitstreams: 1 RUEDA_Jurany_2017.pdf: 48114113 bytes, checksum: 65b7d39c204bb582096d5f7d209535b0 (MD5) Previous issue date: 2017-02-17 / Não recebi financiamento / Considering the process of the internationalization of higher education and its regionalization beyond borders, this study had the objective of analyzing the structure of the Tuning Project in Latin America (a significant pillar derived from the European Tuning initiative, according to the principles of the Bologna Process and the European Higher Education Area), as well as learning professors‘ level of knowledge regarding adoption of the Project in the field of Education in the Brazilian context. Therefore, through a contextualized perspective regarding the knowledge of the School of Education faculty concerning the actuality of this Project in the sphere of Unicamp (The University of Campinas) – since adoption of the Project is not characterized as a State policy, but as institutional affiliation –, the progression of this research study was structured methodologically from Ball‘s Policy Cycle Approach and through qualitative research. Regarding Ball‘s Policy Cycle, three contexts were considered for the repetition of the objective: influence, production of the text and practice. The context of influence is guided by the parameters of specific political policy, the constraints and the conditions that influenced the definition, the purposes and their significance; also, in this case interest groups are identified (national and/or international). The framework of text production is based on the texts that result from the first context, among disputes, agreements, special thematic areas, time, location, the group toward which it is directed and finally the practical context – at this stage the drafted policy, with the text that explains its areas, is subject to interpretation, where it is possible to perceive its effects and consequences. From the qualitative angle, in light of content analysis considering data, a total of 17 questionnaires, which were returned, were considered from the total of 96 questionnaires that were forwarded to the School of Education professors, regarding their knowledge between adoption and/or interruption regarding the status of Unicamp in relationship to the Alfa Tuning Latin America Project. The majority of questionnaires, which were returned, demonstrated evidence that broad disclosure did not exist, so that the faculty were unable to hold a position regarding the decision of the institution in relation to adoption of the Project, or to its corresponding interruption; therefore, the majority of the faculty reported not being aware of the Project, nor knowledge of Unicamp‘s School of Education regarding adoption and/or interruption, at the same time a portion of the faculty reported partial knowledge of the Project. We understand that in the trilogy of autonomy the University must develop, the pillars over the administration, the financial area, and the pedagogical area should be analyzed and become object of intense communication through all channels, guaranteeing the main basis of democratic management. / Dado o processo de internacionalização da educação superior e sua regionalização além-fronteiras, esta pesquisa teve por objetivo analisar a estruturação do Projeto Tuning na América Latina (um significativo eixo derivado do Tuning Europeu, conforme as premissas do Processo de Bolonha para a Educação Superior da Comunidade Europeia), assim como saber o nível de conhecimento dos professores sobre a adesão ao Projeto na área temática Educação no cenário brasileiro. Portanto, por meio de um olhar contextualizado sobre o conhecimento dos docentes da Faculdade de Educação a respeito da atualidade desse Projeto no âmbito da Unicamp – uma vez que a adesão a ele não se caracteriza como uma política de Estado, mas como adesão institucional –, o desenvolvimento deste estudo foi estruturado metodologicamente a partir da Abordagem do Ciclo de Políticas de Ball e por meio de pesquisa qualitativa. A respeito do Ciclo de Políticas de Ball, consideraram-se três contextos para a recorrência do objeto: influência, produção do texto e prática. O contexto da influência se pauta sobre o parâmetro da agenda de determinada política, os condicionantes e os condicionadores que influenciaram a definição, as finalidades e seus significados; nesse caso também se identificam grupos de interesse (nacionais e/ou internacionais). O contexto da produção do texto se baseia nos textos resultantes do primeiro contexto, entre disputas, acordos, temáticas privilegiadas, tempo, local, grupo para o qual se destina e finalmente o contexto da prática – neste ponto a política elaborada, cujo texto explicita seus eixos, está sujeita à interpretação, onde é possível perceber seus efeitos e consequências. Sob o enfoque qualitativo, à luz da análise de conteúdo no tratamento dos dados, foram considerados 17 questionários, objeto de devolutivas, de um total de 96 encaminhados a professores da Faculdade de Educação, sobre seu conhecimento entre adesão e/ou ruptura quanto ao status da Unicamp em relação ao Projeto Alfa Tuning América Latina. As devolutivas evidenciaram que, em sua predominância, não houve ampla divulgação a ponto dos docentes se posicionarem sobre a decisão da instituição quanto à adesão e, ainda, à correspondente ruptura; portanto, a maioria dos docentes relatou não conhecer o Projeto, bem como a adesão e/ou ruptura da Faculdade de Educação da Unicamp, ao mesmo tempo que uma parcela relatou ter conhecimento parcial. Entendemos que, na trilogia da autonomia que a universidade deve desenvolver, os pilares sobre a administração, o financeiro e o pedagógico devem ser problematizados e objeto de intensa comunicação por meio de todos os canais, garantindo-se o fundamento central da gestão democrática.

Instructional media is expensive yet it may be underutilized. This study explored the perceptions of tertiary educators in Botswana on the role of instructional media in tertiary students’ conceptualization of intended learning outcomes. Quantitative research was used to a greater extent and the qualitative to a lesser extent. The study is a survey in which a questionnaire with twenty-two (22) items was used as a data collection instrument. An initial total of 300 copies of the questionnaire were sent to a sample of 30 tertiary institutions in Botswana. A total of 183 questionnaires were returned, thus 61% return rate. A number of findings emanated from this study, and it was concluded that instructional media enhances tertiary students’ conceptualization of intended learning outcomes. There was a correlation between instructional media utilization and students’ conceptualization of intended learning outcomes. Respondents also reported that instructional media aroused interest in learning and enhanced effective teaching and learning during the teaching and learning process; and that instructional media improved learning, thereby improving academic achievement of the learners, up to estimated 50% or better than students who were taught using the traditional ways. It was also found out that computers and their accessories were frequently used as well as a combination of instructional media. Another finding was that the same media were frequently used because of lack of resources and that they were the only instructional media available in the institutions. The study further concluded that, the amount used to purchase and maintain instructional media at departmental, faculty and or institutional level was seen to be put to good use. The study recommends that: instructional media be one of the main components of teaching and learning process in tertiary institution; a policy to be formulated on financing; use and management of instructional media; training of tertiary educators on different types of instructional media to be made a priority; otherwise purchased instructional media may end up as white elephants in schools. / Educational Leadership and Management / D. Ed. (Education Management)

Submitted by Ana Carla LIMA (acrelima@gmail.com) on 2016-03-22T22:54:34Z No. of bitstreams: 1 PDF FINAL.pdf: 2624874 bytes, checksum: 92ae20752a1f6004a351d9d74ae67d7d (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-04-05T15:10:02Z (GMT) No. of bitstreams: 1 PDF FINAL.pdf: 2624874 bytes, checksum: 92ae20752a1f6004a351d9d74ae67d7d (MD5) / Made available in DSpace on 2016-04-05T15:10:02Z (GMT). No. of bitstreams: 1 PDF FINAL.pdf: 2624874 bytes, checksum: 92ae20752a1f6004a351d9d74ae67d7d (MD5) / Este estudo aborda a formação de professores universitários, partindo da discussão sobre a experiência na docência. O principal objetivo foi compreender o sentido atribuído por professores universitários, à experiência no contexto da docência, e as possíveis influências que estas exercem sobre o seu processo formativo. A pesquisa de base qualitativa, natureza fenomenológica, teve a abordagem (auto) biográfica como orientação teórico- metodológica e contou com a colaboração de seis docentes universitários da Universidade Estadual de Feira de Santana – BA. As fontes de análise foram selecionadas com base nos objetivos do estudo e considerando os eixos: formação, experiência, docência universitária. Como dispositivos de pesquisa foram realizadas as análises de documentos e entrevistas narrativas. Para a construção das fontes, as informações e os excertos das análises foram denominados de memória pedagógica. As análises partiram das proposições que fundamentam o trabalho investigativo, em diálogo com alguns princípios da hermenêutica e da perspectiva interpretativo-compreensiva das narrativas e se articularam em quatro eixos: os percursos e lugares da formação do docente universitário; desenvolvimento profissional docente; as experiências formadoras, seus contextos, conteúdos e formatos; as expectativas institucionais sobre a formação, pelo olhar dos docentes universitários. O texto é transversalizado por referencial teórico que aborda o campo da pedagogia universitária, a formação e o desenvolvimento profissional dos docentes universitários, em articulação com os estudos no campo das histórias de vida e formação. Na conclusão da tese é refirmado que os processos formativos da docência possuem importância e influencia a prática pedagógica, consequentemente a qualidade do ensino e da aprendizagem na universidade, devido às experiências profissionais dos docentes estarem carregadas das subjetividades que foram lhes constituindo/produzindo enquanto docentes, nos diferentes tempos e espaços da formação. Enfim, o reconhecimento das aprendizagens geradas pela experiência formativa na docência, é um dos princípios para estruturar propostas de formação, que façam sentido aos professores universitários. / ABSTRACT The study approaches college professor training, taking into consideration the discussion on teaching experience. The main purpose was to understand the meaning of the experience in the context of teaching and the possible influence it has in the training process. The qualitative research with phenomenological nature was carried out with autobiographical approach as theoretical- methodological orientation and had six professors from Universidade Estadual de Feira de Santana – BA (State University of Feira de Santana) as collaborators. The analysis sources have been selected based on the objective of the study and have taken into consideration the following axis: training, experience and college teaching. As research devices, documents and narrative interviews analysis have been used. For building of sources, information and analysis samples have been refereed as “pedagogical memory”. The analysis was made from propositions which serve as basis for the investigative work, in accordance with some hermeneutic principles and interpretative-comprehensive narratives, and are articulated in five axis: the paths and places of college professor training, learning in/of college teaching; professional teaching development, training experiences and their contexts, contents and formats; the institutional expectations about training through the view of college professors. The text is cross-referenced with theoretical referential which approaches the field of college pedagogy, training and professional development of college professors, articulated with studies in the field of life histories and training. The conclusion reaffirms that teaching training processes are important and influence pedagogical practice, as well as teaching quality and learning in the university, due to the fact that professional experience of professors are loaded with subjectivity built over time and space of training. Acknowledgment of learning generated by training experience in teaching is one of the principles for structuring training propositions which make sense to professors.

Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.

Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what students are learning. Much of this research and practice is influenced by constructivism, which has a relativist stance on knowledge, generally arguing, contra positivism, that knowledge is constructed in socio-historical contexts and largely inseparable from those who construct it and from issues of power. This leads to a confusion of knowledge with knowing, and knowledge is thus obscured as an object of study because it is only seen or understood as knowing or as a subject of learning and teaching. This ‘knowledge-blindness’ (Maton 2013a: 4) is problematic in higher education because knowledge and knowing are two separate parts of educational fields, and while they need to be brought together to provide a whole account of these fields, they also need to be analysed and understood separately to avoid blurring necessary boundaries and to avoid confusing knowledge itself with how it can be known. Being able to see and analyse knowledge as an object with its own properties and powers is crucial for both epistemological access and social inclusion and justice, because knowledge and knowledge practices are at the heart of academic disciplines in universities. Social realism offers an alternative to the dilemma brought about by constructivism’s tendency towards knowledge-blindness. Social realism argues that it is possible to see and analyse both actors within social fields of practice as well as knowledge as something that is produced by these actors but also about more than just these actors and their practices; thus knowledge can be understood as emergent from these practices and fields but not reducible to them (Maton & Moore 2010). Social realism, drawing from Roy Bhaskar’s critical realist philosophy (1975, 2008), is intent on looking at the real structures and mechanisms that lie beneath appearances and practices in order to understand the ways in which these practices are shaped, and change over time. Legitimation Code Theory is a realist conceptual framework that has, as its central aim, the uncovering and analysis of organising principles that shape and change intellectual and education fields of production and reproduction of knowledge. In other words, the conceptual tools Legitimation Code Theory offers can enable an analysis of both knowledge and knowers within relational social fields of practice by enabling the analysis of the ways in which these fields, such as academic disciplines, are organised and how knowledge and knowing are understood in educational practice. This study draws on social realism more broadly and Legitimation Code Theory specifically to develop a relatively novel conceptual and explanatory framework within which to analyse and answer its central question regarding how to enable cumulative knowledge building through pedagogic practice. Using qualitative data from two academic disciplines, Law and Political Science, which was analysed using a set of conceptual and analytical tools drawn from Legitimation Code Theory, this study shows that the more nuanced and layered accounts of pedagogy that have been generated are able to provide valuable insights into what lecturers are doing as they teach in terms of helping students to acquire, use and produce disciplinary and ‘powerful’ knowledge (Young 2008b). Further, the study demonstrates that the organising principles underlying academic disciplines have a profound effect on how the role of the knower and the place or purpose of knowledge is understood in pedagogy and this affects how the pedagogy is designed and enacted. This study has argued that if we can research pedagogy rigorously using tools that allow us to see the real mechanisms and principles influencing and shaping it, and if we can reclaim the role of disciplinary knowledge as a central part of the pedagogic relationship between lecturer and students, then we can begin to see how teaching both enables and constrains cumulative learning. Further, we can change pedagogy to better enable cumulative learning and greater epistemological access to disciplinary knowledge and related practices for greater numbers of students. The study concludes by suggesting that the conceptual tools offered by Legitimation Code Theory can provide academic lecturers with a set of tools that can begin to enable them to 'see' and understand their own teaching more clearly, as well as the possible gaps between what they are teaching and what their students are learning. This study argues that a social realist approach to the study of pedagogy such as the one used here can begin not only to enable changes in pedagogy aimed at filling these gaps but also begin to provide a more rigorous theoretical and practical approach to analysing, understanding and enacting pedagogic practice. This, in turn, can lead to more socially just and inclusive student learning and epistemic and social access to the powerful knowledge and ways of knowing in their disciplines.

Thesis (Dtech( Education))--Cape Peninsula University of Technology, 2010 / The study focused on teacher education in South African universities. The major purpose was to examine how teacher educators in South African universities prepared teacher education students for teaching and learning within a context of quality. It is important to start with quality teachers before being able to speak about quality education because "you cannot give what you do not have" (Parliamentary Monitoring Group of South Africa, 2009:3).Consistent with the postmodern qualitative paradigm I used phenomenology as the strategy of research. The main epistemological assumption was that the way of knowing reality was through exploring the experiences of others regarding a specific phenomenon, in this case teaching and learning of teacher education students. To this end the stories, experiences and voices of the respondents were the medium through which I explored and understood reality embedded in the teaching and learning of teacher education students.The research sites included four Faculties of Education nationally. Purposive sampling was conducted to adequately capture the heterogeneity of institutions especially of those faculties that offer Initial Professional Education for Teachers (IPET) programmes.Purposive sampling was also used to select both students and lecturers because respondents were selected on the basis of some defining characteristic that made them holders of the data needed for the study.

A presente tese analisa as práticas de leitura de estudantes de Cursos Superiores de Tecnologia de uma instituição pública especializada em Educação Profissional e Tecnológica, investigando em que medida os contextos sociocultural e acadêmico atuam sobre essas práticas. A fundamentação teórica baseia-se, principalmente, na Sociologia da Leitura, a partir dos estudos de Horellou-Lafarge e Segré (2010), Chartier (1999a, 1999b, 2001, 2011), Bourdieu (2011, 2015), Petit (2009a, 2009b), Zilberman (1999, 2001, 2012), Escarpit (1968), Candido (2000), Darnton (2010), Manguel (1997), Aguiar (2007) Abreu (2001, 2015) e Carlino (2017), complementada pela perspectiva cognitivo-sociológica de teóricos como Giasson (2000), Marcuschi (1999, 2004, 2008), Paviani (2006, 2013), Kleiman (2013) e Gabriel (2005). A pesquisa, de caráter descritivo e explicativo e motivada pela experiência empírica enquanto docente de Língua Portuguesa e Literatura, deu-se a partir de um estudo de caso com estudantes de cinco Cursos Superiores de Tecnologia do Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves, com aplicação de questionários, entrevistas e testes de leitura. Ao longo da tese, demonstra-se que não apenas o contexto sociocultural, como a origem social, as condições econômicas, a trajetória escolar, as atividades sociais e culturais de que os estudantes participam atua sobre as suas práticas de leitura, mas também que o contexto acadêmico possui fundamental importância na configuração dessas práticas, condicionando leituras, restringindo ou promovendo o acesso a determinados gêneros textuais, favorecendo a utilização de um ou outro suporte de leitura. No entanto, apesar de sua relevância, os contextos sociocultural e acadêmico revelam-se condicionantes, e não determinantes das práticas de leitura dos sujeitos, pois, sendo elas constituintes da ação humana, mostram-se sempre dinâmicas e flexíveis. Os resultados evidenciam que as práticas de leitura dos estudantes atendem a necessidades pragmáticas do cotidiano, priorizando textos curtos de tipologia expositiva, e ocorrendo principalmente em suportes digitais, além da leitura com vistas a atender às exigências dos componentes curriculares do curso superior, com destaque para o gênero artigo científico. A leitura de literatura ficcional não constitui uma atividade consolidada e perene entre as práticas socioculturais dos sujeitos pesquisados, sendo que o próprio Curso Superior de Tecnologia não favorece ou estimula essa prática. Além disso, a característica de estudantestrabalhadores dos sujeitos pesquisados implica não apenas menor disposição para os estudos, como também menos tempo disponível para as leituras acadêmicas e de lazer, compreendida aí a literatura ficcional, interferindo nos níveis de competência leitora. Finalmente, como intervenção prática, propõe-se a democratização da leitura no Ensino Superior Tecnológico a partir de duas vias: a) auxiliando os estudantes na compreensão dos textos que circulam no contexto acadêmico; e b) ampliando a diversidade de gêneros textuais lidos pelos estudantes, incluindo a literatura ficcional. / The present thesis analyzes the reading practices of students of Technology Degree Courses of a public institution specializing in Professional and Technological Education, investigating to what extent the sociocultural and academic contexts act on these practices. The theoretical foundation is based mainly on the Sociology of Reading, from the studies of Horellou-Lafarge e Segré (2010), Chartier (1999a, 1999b, 2001, 2011), Bourdieu (2011, 2015), Petit (2009a, 2009b), Zilberman (1999, 2001, 2012), Escarpit (1968), Candido (2000), Darnton (2010), Manguel (1997), Aguiar (2007) Abreu (2001, 2015) e Carlino (2017), complemented by the cognitive-sociological perspective of Giasson (2000), Marcuschi (1999, 2004, 2008), Paviani (2006, 2013), Kleiman (2013) e Gabriel (2005). The research is descriptive and explanatory and motivated by empirical experience as a Portuguese and Literature teacher. It was based on a case study with students of five Technology Degree Courses of the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Campus Bento Gonçalves. During data collection, questionnaires, interviews and reading tests were applied. Throughout the thesis, it was observed that not only the sociocultural context, such as social origin, economic conditions, school trajectory, social and cultural activities that students participate in act on their reading practices, but also the academic context has fundamental importance in the configuration of these practices, conditioning readings, restricting or promoting access to certain textual genres, favoring the use of one or another reading support. However, in spite of their relevance, sociocultural and academic contexts are conditioning, not determinant, of the individuals' reading practices, being constituents of human action, and also, they are always dynamic and flexible. The results emphasize that students' reading practices meet the pragmatic needs of daily life, prioritizing short texts of expository typology, and occurring mainly in digital media, in addition to reading in order to meet the requirements of the curricular components of the degree course, especially scientific papers.The reading of fictional literature does not constitute a consolidated and perennial activity among the sociocultural practices of the individuals studied, and the Technology Degree Course does not favor or stimulate this practice. Besides, the individuals studied are student-workers, it involves not only less willingness to study, but also less time available for academic and leisure readings, including fictional literature, interfering in the levels of reading competence. Finally, as a practical intervention, we propose the democratization of reading in Technological Higher Education in two ways: a) helping students to understand the texts that circulate in the academic context; and b) broadening the diversity of textual genres read by students, including fictional literature.