This diploma thesis deals with the topic of Mutual collegial support in the Step by Step program. It examines how this support is implemented at a selected innovative school. In the theoretical part describes the professional development of a teacher, mutual collegial support, mentoring in teaching and mentor quality. It focuses on the educational activities of Step by Step Czech Republic. In the case study, the research part describes the realization of collegiate support, especially in the form of mentoring. This research method is based on participating observations, in-depth interviews, questionnaires, material and video analysis. A portrait of a mentor, which depicts her style of work, is created in the form of a metaphorical comparison. And it also describes individual forms of collegial support and its benefits or possible constraints. Key words Collegial support, professional development of teachers, Step by Step program, mentoring in teacher education, mentoring relationship

O presente trabalho tem por objetivo analisar o julgamento colegiado dos recursos nos Tribunais de segunda instância, à luz das razões teóricas subjacentes à colegialidade e das garantias fundamentais do processo. Após a exposição das finalidades com que, em abstrato, a lei processual institui um órgão judicial colegiado para o julgamento dos recursos (i) reforço da cognição judicial, (ii) garantia de independência dos julgadores e (iii) contenção do arbítrio individual , é feita a análise pormenorizada das sucessivas etapas de que se compõe o procedimento recursal ordinário da apelação, conforme a disciplina prevista nas leis federais e em disposições regimentais, como a distribuição dos recursos, o papel do relator, a figura do revisor, a pauta da sessão de julgamento, o regime da sustentação oral, a mecânica da deliberação colegiada, a atividade de redação do acórdão e a intimação das partes quanto ao teor da decisão, a fim de identificar os pontos em que o regime formal do julgamento dos recursos termina por revelar um descompasso com as premissas por que deveria se guiar. Em todo o trabalho, o marco teórico utilizado deita raízes na concepção democrática do direito processual civil, fundada na máxima eficácia das garantias fundamentais do processo previstas na Constituição Federal de 1988. / The present study aims to analyze the collegial judgment of appeals in the second instance Courts, from the viewpoint of the theoretical reasons underlying the collegiality and the fundamental guarantees of the parties in the civil litigation. After the exposure of the purposes for which, in the abstract, the procedural law establishes a judicial collegiate body for judging appeals (i) strengthening of judicial cognition, (ii) ensuring the independence of judges and (iii) restrainting individual will , it is made a detailed analysis of the successive steps that comprise the ordinary appellate procedure, according to the disciplines provided by federal laws and regimental rules, as the distribution of appeals, the role of the rapporteur, the figure of the reviewer, the agenda of the Court, the oral argument, the collegiate deliberation, the elaboration of the decisions text and the partiess notice about the content of the decision, in order to identify the points where the formal scheme of the appellate procedure reveals a dissonance with the assumptions by which should be guided. The study is guided by a democratic conception of civil procedural law, founded on maximum effectiveness of the fundamental guarantees of the parties in civil litigation as proclaimed by the Brazilian Federal Constitution of 1988.

Teacher migration occurs frequently in public schools across the United States. As teachers transition and move to new schools, this can have implications for student achievement (Adnot, Dee, Katz, & Wyckoff, 2017; Ronfeldt, Loeb, & Wyckoff, 2013), school/family relationships (Simon & Johnson, 2015), and school administrators (Ingersoll, 2003b). The purpose of this phenomenological qualitative study is to better understand the experiences that led teachers to voluntarily migrate to different schools within their district. Data for this study was collected through semi-structured interviews and document analysis. Public district documents were evaluated to better understand specific policies and/or restrictions on migrating teachers. All data was compiled and categorized into four major themes: 1) school characteristics, 2) school-based relationships, 3) professional atmosphere, and 4) leader support. While this study shows that there was no essence to the phenomena of teacher migration, it does make light of the fact that extremely negative relationships with either teaching colleagues or the school principal were important considerations in teacher’s voluntary, intra-district migration decision.

Studiens övergripande syfte var att beskriva och analysera pedagogers uppfattningar om hur framgångsrik undervisning i klassrummet av elever med språkliga svårigheter kan se ut. Kvalitativa intervjuer och observationer ligger till grund för studiens diskussion och analys. Resultatet visar att fokus inte bör ligga endast på undervisning i klassrummet utan att pedagogerna behöver utgå från skolan som helhet i form av en inkluderande syn på undervisning, då det är i mötet mellan elev och miljö som språkliga svårigheter uppstår. På samma sätt som eleverna behöver känna trivsel och delaktighet i klassrummet behöver pedagogerna känna trivsel och delaktighet i skolan för att kunna utvecklas i sin profession. För att lyckas med detta behövs tydligare och gemensamma mål samt att det finns möjlighet till diskussion på och mellan alla nivåer i skolan. I dessa diskussioner är det viktigt att specialpedagogerna finns med då de har kunskapen om att medverka i det förebyggande arbetet med att undanröja hinder och svårigheter i skolans lärmiljöer för elever med språkliga svårigheter. / The overall aim of the study was to describe and analyze pedagogical beliefs about how successful teaching in the classroom by pupils with language difficulties can look like. Qualitative interviews and observations form the basis of the study's discussion and analysis. The result shows that the focus should not be solely on teaching in the classroom, but that the educators need to start from the school as a whole in the form of an inclusive view of teaching, as it is in the encounter between pupil and environment that language difficulties arise. In the same way that students need to feel well-being and participation in the classroom, the educators need to feel well-being and participation in the school in order to be able to develop in their profession. To succeed with this, clearer and common goals are needed and that there is the possibility of discussion at and between all levels in the school. In these discussions, it is important that the special educators are present as they have the knowledge of participating in the preventive work of removing obstacles and difficulties in the school's learning environments for pupils with linguistic difficulties.

The objective for this program of research was to retrospectively, narratively, and autobiographically examine how my professional identity shifted when I moved from the secret, safe space of my own classrooms to shared spaces with other teachers as a newly appointed Differentiated Instruction Facilitator. In education today, teachers increasingly share their classroom spaces with other professionals and often the shifts in identity of the people sharing spaces are not examined. In this inquiry, I examine my own identity by viewing the metaphorical dance floor of the Differentiated Instruction Project from both my position on the dance floor and from the balcony above. I inquire into the nature of my dancing relationships with many partners over two years on my middle and secondary school landscape and how these relationships changed how I understood myself as a teacher and as a facilitator. I look at the differentiated philosophy I was expected to deliver and the knowledge my colleagues brought into our time together and how these two knowledge realms interacted and shifted my own knowledge and, in turn, my relationships with my teacher partners and their students.<p> My professional identity within the Differentiated Instruction Project shifted often. In the beginning, I attempted to integrate voices of the conduit and their system and sacred stories with my own personal practical knowledge. In this inquiry, I explore the relationship between the conduit and my work inside classroom spaces. I inquire into the effect of stories on my own personal practical knowledge and the knowledge of my colleagues and their students. I examine the ways in which many dancers were positioned on my educational dance floor and the ways in which these voices shaped the voice of my identity. Finally, I imagine possibilities for living and reliving and then telling and retelling stories of shifting identities within shared spaces.

The objective for this program of research was to retrospectively, narratively, and autobiographically examine how my professional identity shifted when I moved from the secret, safe space of my own classrooms to shared spaces with other teachers as a newly appointed Differentiated Instruction Facilitator. In education today, teachers increasingly share their classroom spaces with other professionals and often the shifts in identity of the people sharing spaces are not examined. In this inquiry, I examine my own identity by viewing the metaphorical dance floor of the Differentiated Instruction Project from both my position on the dance floor and from the balcony above. I inquire into the nature of my dancing relationships with many partners over two years on my middle and secondary school landscape and how these relationships changed how I understood myself as a teacher and as a facilitator. I look at the differentiated philosophy I was expected to deliver and the knowledge my colleagues brought into our time together and how these two knowledge realms interacted and shifted my own knowledge and, in turn, my relationships with my teacher partners and their students.<p> My professional identity within the Differentiated Instruction Project shifted often. In the beginning, I attempted to integrate voices of the conduit and their system and sacred stories with my own personal practical knowledge. In this inquiry, I explore the relationship between the conduit and my work inside classroom spaces. I inquire into the effect of stories on my own personal practical knowledge and the knowledge of my colleagues and their students. I examine the ways in which many dancers were positioned on my educational dance floor and the ways in which these voices shaped the voice of my identity. Finally, I imagine possibilities for living and reliving and then telling and retelling stories of shifting identities within shared spaces.

The purpose of this study was to examine the predictors of teachers&rsquo / sense of efficacy including gender, teaching field, years of teaching experience, satisfaction with performance, support from colleagues, support from parents, and support from administration, and teaching resources. The present study was conducted in the 2006-2007 academic year. The study included a total of 383 science, mathematics, and classroom teachers from 62 elementary schools of &Ccedil / ankaya district in Ankara. Data were collected through Teachers&rsquo / Sense of Efficacy Scale (Tschannen-Moran &amp / Woolfolk Hoy, 2001). In the present study, data were analyzed by utilizing four separate hierarchical regression analyses. Results showed that gender, teaching field, and years of teaching experience variables were not significant predictors for overall teacher efficacy, efficacy in instructional strategies, efficacy in classroom management, and efficacy in student engagement, whereas satisfaction with performance variable made significant contribution to all dependent variables. Parental support and teaching resources predicted only efficacy in student engagement.

The unbundling of the faculty role occurs when e-learning course tasks normally performed by a single faculty member--such as course design, development, delivery, grading, interaction with students, course improvement, and advisement--are segmented or unbundled so that they can be performed by other personnel or with technologies. Using a qualitative methods approach, this study examines the unbundling and restructuring of the faculty professional role in large enrollment e-learning courses. This study was conducted at three community colleges in a large, urban community college district, and presents three models of e-learning course production that affect the unbundling of the faculty role: craft, collegial, and virtual assembly line. This research also examines how e-learning faculty members seek to rebundle tasks associated with their professional role and identity, and the tasks they perceive as meeting student needs and demand. This study contributes to professional and economic theories concerning faculty members in the e-learning context, and advances theories associated with academic labor, managed professionals, Academic Capitalism, and the globalization of the community college.

O presente trabalho tem por objetivo analisar o julgamento colegiado dos recursos nos Tribunais de segunda instância, à luz das razões teóricas subjacentes à colegialidade e das garantias fundamentais do processo. Após a exposição das finalidades com que, em abstrato, a lei processual institui um órgão judicial colegiado para o julgamento dos recursos (i) reforço da cognição judicial, (ii) garantia de independência dos julgadores e (iii) contenção do arbítrio individual , é feita a análise pormenorizada das sucessivas etapas de que se compõe o procedimento recursal ordinário da apelação, conforme a disciplina prevista nas leis federais e em disposições regimentais, como a distribuição dos recursos, o papel do relator, a figura do revisor, a pauta da sessão de julgamento, o regime da sustentação oral, a mecânica da deliberação colegiada, a atividade de redação do acórdão e a intimação das partes quanto ao teor da decisão, a fim de identificar os pontos em que o regime formal do julgamento dos recursos termina por revelar um descompasso com as premissas por que deveria se guiar. Em todo o trabalho, o marco teórico utilizado deita raízes na concepção democrática do direito processual civil, fundada na máxima eficácia das garantias fundamentais do processo previstas na Constituição Federal de 1988. / The present study aims to analyze the collegial judgment of appeals in the second instance Courts, from the viewpoint of the theoretical reasons underlying the collegiality and the fundamental guarantees of the parties in the civil litigation. After the exposure of the purposes for which, in the abstract, the procedural law establishes a judicial collegiate body for judging appeals (i) strengthening of judicial cognition, (ii) ensuring the independence of judges and (iii) restrainting individual will , it is made a detailed analysis of the successive steps that comprise the ordinary appellate procedure, according to the disciplines provided by federal laws and regimental rules, as the distribution of appeals, the role of the rapporteur, the figure of the reviewer, the agenda of the Court, the oral argument, the collegiate deliberation, the elaboration of the decisions text and the partiess notice about the content of the decision, in order to identify the points where the formal scheme of the appellate procedure reveals a dissonance with the assumptions by which should be guided. The study is guided by a democratic conception of civil procedural law, founded on maximum effectiveness of the fundamental guarantees of the parties in civil litigation as proclaimed by the Brazilian Federal Constitution of 1988.

Syftet med denna studie har varit att undersöka på vilket sätt Learning study kan fungera som modell för att utveckla kollegialt lärande och bidra till utbyte av erfarenheter mellan lärare i kommunal musik- och kulturskola. För att undersöka detta har ett arbetslag bestående av fyra gitarrlärare vid en kommunal musikskola fått genomföra en gemensam Learning study, med författaren som handledare. I studien användes en kombination av observation och intervju som metod för att följa arbetet och ta del av de deltagande lärarnas upplevelse av Learning study. Resultatet visade att det, genom att använda modellen Learning study, skapades kollegiala samtal och erfarenhetsutbyten som de deltagande lärarna knappt upplevt tidigare, trots lång erfarenhet i yrket. Likaså är ett resultat att modellen inspirerat lärarna till att prova nya idéer i den egna undervisningen. / The purpose of this study was to investigate how Learning Study can act as a model for developing collegial learning and contribute to experience-sharing between teachers in the Community School of Arts and Music. In order to investigate this, four guitar teachers at a Community School of Music has participated in a joint learning study, with the author as a researcher/facilitator. To evaluate the process and taking part of the participating teachers’ experience of learning study a method combining observation and interview was used. The result shows that by using the learning study method a kind of collegial conversations and experience-sharing was created, which the participating teachers had not experienced before. It also inspired the teachers to try new ideas in their own teaching.