In a small but growing number of adult literacy programs across the United States, adult beginning readers have begun to write about their lives and publish their work as individual books, newsletters and anthologies. The use of the writing process in adult literacy classrooms is part of a more general trend toward greater learner participation and has been initiated primarily at the grassroots level. Although this practice is spreading, to date no comprehensive studies of its history, nature or potential value to learners yet exist. This exploratory study begins by gathering together information about the history of writing and publishing by adult beginning readers in the U.S. and, to a lesser extent, England and Canada, based on expert interviews, a mail survey and collections of local publications. The second, central phase of the research involves a qualitative study of the experiences of authors in three literacy programs in New England. Eighteen authors were asked to describe their life histories with respect to literacy and how they had changed as a result of becoming an author. Specific indicators included: authors' purposes for writing, their audiences, their beliefs and self-concept in relationship to literacy, learning and knowledge, their beliefs about writing and how it is learned, changes in everyday literacy practices, and plans for the future. Factors which influenced these changes, including aspects of the writing context and people in the authors' lives who helped or got in the way of their literacy acquisition were also considered. Six authors' stories are presented as life history narratives. Findings indicate that authors used writing as a means to re-examine their life histories, reflect on the stigma of illiteracy, overcome internalized beliefs they are unable to learn and advise others. The writing process facilitated authors' growing ability to speak out and recognize the authority of their own knowledge. This was further validated by opportunities authorship provided for taking the role of teacher and expert. Finally, the wider implications and constraints to the entry of adult beginning readers into the public sphere are examined, along with the potential role of learners in the creation of knowledge about literacy.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-29T14:41:39Z No. of bitstreams: 1 eliaaparecidasamuelleite.pdf: 1257585 bytes, checksum: 8da4c7770a0c027e7ae7373553afee27 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-05-02T01:21:30Z (GMT) No. of bitstreams: 1 eliaaparecidasamuelleite.pdf: 1257585 bytes, checksum: 8da4c7770a0c027e7ae7373553afee27 (MD5) / Made available in DSpace on 2016-05-02T01:21:30Z (GMT). No. of bitstreams: 1 eliaaparecidasamuelleite.pdf: 1257585 bytes, checksum: 8da4c7770a0c027e7ae7373553afee27 (MD5) Previous issue date: 2014-12-09 / Esta pesquisa realiza um estudo sobre o impacto do programa Pacto Nacional pela Alfabetização na Idade Certa – PNAIC – numa escola da rede municipal de Juiz de Fora/MG, sob duas perspectivas: a da gestão da escola e a de seus docentes alfabetizadores. Para tal buscou-se conhecer e analisar as estratégias utilizadas pela gestão escolar para divulgação do PNAIC na escola; verificar se há algum tipo de monitoramento por parte da equipe gestora das práticas pedagógicas adotadas pelos docentes cursistas, a partir da implementação do programa e analisar a avaliação do professor alfabetizador da escola sobre os cursos de formação continuada oferecidos pelo mesmo. Autores como Soares (1998, 2004), Kleiman (2008), Mortatti (2006) e Tfouni (2010) sustentam teoricamente as reflexões sobre alfabetização e letramento apresentadas nessa pesquisa e defendidas pelo programa. Como metodologia, adotou-se a abordagem qualitativa e interpretativa dos dados a partir dos seguintes instrumentos: análise documental, entrevistas e questionários. A análise dos dados permitiu-nos um diagnóstico: (1) falta de participação da família na vida escolar dos filhos; (2) necessidade de melhor aproveitamento do material de formação do Pacto e de transformação das salas de aula em um ambiente alfabetizador; (3) necessidade de organização de um sistema de monitoramento e avaliação das práticas pedagógicas e gestoras a partir da implementação do PNAIC. Com base nesse diagnóstico nos foi possível a elaboração de um Plano de Ação Educacional – PAE – que propõe estratégias para que as carências relacionadas sejam sanadas e haja melhor gerenciamento do PNAIC nessa escola. / This work is a study of the impact of PNAIC – Pacto Nacional pela Alfabetização na Idade Certa (National Pact for Literacy at the Right Age), on one school of the municipal school system of Juiz de Fora/MG, from two perspectives: that one of the school administration and the other of the school's literacy teachers. The research aimed (1) to understand and analyze the routine strategies used by the management staff of that school to promote PNAIC; (2) to check if there was some sort of monitoring on the part of the management staff of the pedagogical practices adopted by the teachers from the implementation of the program; (3) to analyze the evaluation of the literacy teachers about the continuing education courses offered by the program. Authors such as Soares (1998, 2004), Kleiman (2008), Mortatti (2006) and Tfouni (2010) theoretically support the reflections on alphabetization and literacy presented in this research and defended by the program. The methodology adopted was the qualitative approach and interpreting the data using the following instruments: document analysis, interviews, and surveys. The analysis of the data gave us a diagnostic: (1) the lack of family participation in the school life of the children; (2) the necessity of better use of the educational course ware of the Pact and the transformation of the classrooms into an alphabetization environment; (3) the necessity of the organization of a system to monitor the evaluation of pedagogical practices and administrators of the implementation of PNAIC. Based on this diagnostic, it was possible to elaborate an Educational Plan of Action – PAE (Plano de Ação Educacional) – that proposes strategies so that the related deficiencies might be remedied for a better administration of PNAIC in this school.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-10T17:17:02Z No. of bitstreams: 1 ELIANE PEREIRA DOS SANTOS CASTRO.pdf: 1480175 bytes, checksum: c862666fe1213a1b4c5a22c3c726f4c0 (MD5) / Made available in DSpace on 2017-11-10T17:17:02Z (GMT). No. of bitstreams: 1 ELIANE PEREIRA DOS SANTOS CASTRO.pdf: 1480175 bytes, checksum: c862666fe1213a1b4c5a22c3c726f4c0 (MD5) Previous issue date: 2017-08-31 / The present dissertation aims to study the policy of continuing education in the state of Tocantins for high school teachers in the period between 2011 to 2015. It also analyzed how the subjects of the research, who participate or participated in continuing education, perceive training in their professional performance. Continuing education is an important aspect of education, inserted in the pedagogical and administrative dimensions. Pedagogical, because we understand that continuing education is a process of continuous teaching and learning. It means a relationship in which the teachers are in the permanent condition of apprentices and the school as locus for the socialization of the knowledge hitherto produced. Administrative, because it is only effective through recognition of the need for such training for quality education. Understanding this need as a right to quality education, continuing education must be standardized and operationalized by the State, even if society has contributed to its planning. How is the Continuing Education Policy of High School Teachers in the state of Tocantins and what are the consequences of this policy in the appreciation of the teacher? The reflections were theoretically provided in official documents and researchers such as Brzezinski (2017), Frigotto; Ciavatta; Ramos (2005), Gatti (2008), Gentili (2001), Gil (2002), Gramsci (2006), Gruppi (1996), Ianni (1996), Konder (2002), Kuenzer (2002), Marx; Engels (2007) and Mesquita (2014), among others. The methodological path employed is anchored in dialectical historical materialism, so the study was carried out in qualitative and quantitative methodological research. The following procedures were defined: analysis of official documents, legislation, theoretical reference and questionnaires applied to the subjects of the research, which totaled 65 (sixty-five). These subjects work in 5 (five) municipalities of Tocantins, they are: Ananás, Araguanã, Babaçulândia, Barra do Ouro and Wanderlândia. It is observed in the teachers' statements that one of the characteristics that they find important in the continuous formations is the exchange of experiences and suggestions, reflecting on the contributions of the learning process experienced by each one. The data evidences the need for a renewal in the elaboration of the public policies of continuing education of teachers, especially of the High School, who need a better attention. The state of Tocantins is still focused on a process of formation for secondary education linked to the actions of the federal government. Professional appraisal policies also require an investment in a public tender for teachers, so that professionals can access the achievements of the Tocantins State's Position, Careers and Compensation Plan (PCCR), which until now is serving only to effective teachers, which in this research correspond to 31% of the subjects interviewed. / A presente dissertação tem por objetivo estudar a política de formação continuada no estado do Tocantins para os professores do Ensino Médio, no período compreendido entre os anos 2011 a 2015. Também analisou como os sujeitos da pesquisa, que participam ou participaram de formação continuada, percebem essa formação na sua atuação profissional. A formação continuada se constitui em um importante aspecto da educação, inserida nas dimensões pedagógica e administrativa. Pedagógica, porque entendemos que a formação continuada é um processo de ensino e aprendizagem contínuo. Significa uma relação em que os docentes estão na permanente condição de aprendizes e a escola como lócus para a socialização do conhecimento até então produzido. Administrativa, porque ela só se efetiva por meio de um reconhecimento da necessidade dessa formação para uma educação de qualidade. Compreendendo essa necessidade enquanto direito à educação de qualidade, a formação continuada deve ser normatizada e operacionalizada pelo Estado, mesmo que a sociedade tenha contribuído para a sua planificação. Como se dá a Política de Formação Continuada dos Professores do Ensino Médio no estado do Tocantins e quais os desdobramentos dessa política na valorização do professor? As reflexões realizadas foram aportadas, teoricamente, em documentos oficiais e pesquisadores como Brzezinski (2017), Frigotto; Ciavatta; Ramos (2005), Gatti (2008), Gentili (2001), Gil (2002), Gramsci (2006), Gruppi (1996), Ianni (1996), Konder (2002), Kuenzer (2002), Marx; Engels (2007) e Mesquita (2014), dentre outros. O caminho metodológico empregado se ancora no materialismo histórico dialético, assim, o estudo foi realizado na pesquisa metodológica qualitativa e quantitativa. Definiram-se os seguintes procedimentos: análise de documentos oficiais, legislação, referencial teórico e questionários aplicados aos sujeitos da pesquisa, que totalizaram 65 (sessenta e cinco). Esses sujeitos trabalham em 5 (cinco) municípios do Tocantins, são eles: Ananás, Araguanã, Babaçulândia, Barra do Ouro e Wanderlândia. Observa-se nas falas dos professores que uma das características que eles acham importante nas formações continuadas é a troca de experiências e sugestões, refletindo sobre as contribuições do processo de aprendizagem vivenciado por cada um. Os dados evidenciam a necessidade de uma renovação na elaboração das políticas públicas de formação continuada de professores, principalmente do Ensino Médio, que carecem de uma melhor atenção. O estado do Tocantins ainda está voltado a um processo de formação para o Ensino Médio atrelado às ações do governo federal. As políticas de valorização profissional precisam também de um investimento em concurso público para professores, pois assim os profissionais poderão ter acesso às conquistas existentes no Plano de Cargos, Carreiras e Remuneração (PCCR) do estado de Tocantins, que até o presente momento está atendendo apenas aos professores efetivos, que nesta pesquisa correspondem a 31% dos sujeitos entrevistados.

Made available in DSpace on 2016-04-28T18:22:51Z (GMT). No. of bitstreams: 1 Paulo Roberto Boa Sorte Silva.pdf: 1099120 bytes, checksum: 51c77a72831c15751d58fe9b31ea2816 (MD5) Previous issue date: 2014-05-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis claims that a College degree in English Language Teaching may have the status of continuing education for students who already work as teachers, that is, they have experience either at language institutes or state/private schools. In this sense, this study aims to examine how experienced English language teachers, enrolled in English Language Teaching courses at College, understand the education they are engaged in. In order to do that, it is necessary to investigate the Senses and Meanings that a group of student-teachers attribute to the education they receive; the knowledge that contribute to the attribution of those Senses and Meanings; and it is also necessary to explain how the understanding of the student-teachers about their experience attribute to English Language Teaching courses the status of continuing education. This is a qualitative research, characterized as a case study (YIN, 2010) and inserted in Applied Linguistics field. The theoretical basis are related to the differences between initial and continuing education (PERRENOUD, 2002; GIMENEZ, 2005; GEDHIN ET AL., 2008; CELANI, 2010), pointing out that, not always these two types of education, especially the ones related to English Language Teaching, have such a linear relationship as their nomenclatures might indicate (HUGHES, 1996; MENEZES, 2003; AZAMBUJA, 2007; HEPP, 2008; MOITA LOPES & BASTOS, 2010; OLIVEIRA, 2010). There is also a discussion concerning the national curricular guidelines (BRASIL, 1996, 2002a, 2002b) and particularities of the Brazilian context (LIMA 2009, 2011; ALMEIDA, 2012, CHARLOT 2012); the relationship between theory and practice (RAJAGOPALAN, 1984; PEREIRA, 1988; PENNYCOOK, 2010); the teachers knowledge and survival strategies (GEERTZ, 1983/2009; WOODS, 1990; ROBERTSON, 1992; TARDIF, 2002; CANAGARAJAH, 2005); the contributions of Paulo Freire (1967/2011, 1968/2011) and the post-method condition (PRABHU, 1990; KUMARAVADIVELU, 1994, 2001, 2006). The concepts of Senses and Meanings, based on Vygotsky (1934/2010), are used as theoretical support to data analysis. Concerning the instrument of data collection, it has been chosen the semi-structured interview (RIZZINI, 1999; LÜDKE & ANDRÉ, 1996). The results indicate that while attending the courses at the University, experienced student-teachers opinions vary from those who are not experienced. In this case, the former are better able to identify theories and practices that do not adapt to their context than the latter. Experienced student-teachers have also added to their practice the experiential knowledge, which is a characteristic of teachers in continuing education. Even during the moments when the University does not help students to relate theory and practice, experienced student-teachers are aware that they need to reflect on their own practice and the role of the university in encouraging such reflection / Esta tese defende que a graduação em Letras-Inglês pode ter o status de formação contínua para os alunos que já atuam como professores, isto é, que possuem experiência, seja em institutos de idiomas seja em escolas regulares públicas ou privadas. Nesse sentido, tem o objetivo de analisar como professores de inglês experientes, matriculados em cursos de Letras com habilitação em Inglês, entendem a formação que recebem. Nessa análise, são investigados os sentidos e significados que um grupo de alunos-professores atribuem a essa formação; os saberes que contribuem para a atribuição desses sentidos e significados e explica-se como o entendimento dos participantes acerca da sua experiência atribui ao curso de Letras o status de formação contínua. Trata-se de uma pesquisa qualitativa, caracterizada como estudo de caso (YIN, 2010), que se insere na área de Linguística Aplicada. Como bases teóricas, tem-se as diferenças entre a formação inicial e a formação contínua (PERRENOUD, 2002; GIMENEZ, 2005; GEDHIN ET AL., 2008; CELANI, 2010), indicando que, nem sempre, esses dois tipos de formação, especialmente no contexto de ensino-aprendizagem de inglês, ocorrem de maneira tão linear quanto as suas nomenclaturas possam indicar (HUGHES, 1996; MENEZES, 2003; AZAMBUJA, 2007; HEPP, 2008; MOITA LOPES E BASTOS, 2010; OLIVEIRA, 2010). Há ainda, um olhar sobre o curso de Letras, a partir de documentos oficiais (BRASIL, 1996, 2002a, 2002b) e particularidades do contexto brasileiro (LIMA, 2009, 2011; ALMEIDA, 2012, CHARLOT, 2012); a noção de relação teoria e prática, (RAJAGOPALAN, 1984; PEREIRA, 1988; PENNYCOOK, 2010); os saberes docentes e estratégias de sobrevivência (GEERTZ, 1983/2009; WOODS, 1990; ROBERTSON, 1992; TARDIF, 2002; CANAGARAJAH, 2005); as contribuições de Paulo Freire (1967/2011, 1968/2011) e da condição pós-método (PRABHU, 1990; KUMARAVADIVELU, 1994, 2001, 2006). E, por fim, como suporte teórico à análise e interpretação dos dados, os conceitos de Sentido e Significado, com base em Vygotsky (1934/2010). Como instrumento de coleta de dados, foram utilizadas entrevistas semiestruturadas (LÜDKE E ANDRÉ, 1996; RIZZINI, 1999). Os resultados apontam que, ao cursar as disciplinas na universidade, esses alunos possuem posicionamentos diferenciados daqueles que ainda não tiveram a oportunidade de ensinar inglês. Nesse caso, alunos-professores experientes têm mais facilidade em identificar teorias e práticas que não se adaptam ao seu contexto, além de terem, incorporados a sua prática, os saberes experienciais, característicos de professores em formação contínua. Mesmo havendo momentos em que a universidade não ajuda a relacionar teoria e prática, alunos-professores experientes têm consciência de que precisam refletir sobre a prática e sobre o papel da universidade no incentivo a essa reflexão

Current trends and research in education indicated that teacher learning is a crucial link to student achievement. There is a void in the research regarding teacher preferences for delivery models in professional development Determining teacher preferences is an important component in professional development planning and the driving inquiry for this research. The purpose of this exploratory case study was to determine teacher preferences in delivery models for professional development and whether delivery models influenced teacher behaviors in the classroom. The primary theory for this study was based on andragogy, and the research was conducted under the conceptual framework of constructivist principles. Data collection included interviews with 10 classroom teachers using open ended questions. Data analysis included the extraction of themes and subthemes emerging from the interviews. Findings indicated teachers' preference for hands on professional learning opportunities and technology use in delivery models. Teachers also expressed an interest in being given a choice in the delivery model of their professional learning opportunities. Implications for positive social change focus on professional development planners and facilitators, who are encouraged to seek preferences from teachers to best meet the needs and interests of educators in order to advance changes in teacher behavior and subsequent improvement to student achievement.

Evidence suggests that a disconnect is growing between the information provided in Christian sermons and the life challenges faced by those church attendees. To bridge that divide, the purpose of this study was to better understand the characteristics of a sermon that enhance learning for churchgoers in Christian churches. The guiding question focused on churchgoing adults' perception of the sermon. Additional sub questions explored the relationship of the principles of adult learning, communication theory, and ambient teaching with churchgoers' and preachers' experiences with sermons. A qualitative case study design included one-on-one interviews with 5 preachers, 5 focus groups with 9 churchgoing adults in each group, and observations of the physical characteristics of 5 worship centers. A constant comparative method was used to identify the key themes. The key themes that emerged were: (a) sermons should be applicable, challenging, and comprehendible and (b) the preacher must be perceived as authentic. The study contributes to positive social change by suggesting a model that preachers can use to improve the qualities and delivery of a sermon to affect listeners' lives in a positive way.

National movements for greater quality in education have increased concerns about student learning and the effectiveness of teaching for the community college. Faculty are responsible for student learning, yet criticized for using ineffective teaching methods despite limited data on community college teaching practices. The purpose of this study was to gain a descriptive understanding of current teaching practices in three community colleges. This single-phase study used a concurrent mixed-method exploratory research design. A purposeful sample of 185 community college faculty across three colleges in the southwestern United States were surveyed about what methods they use, how they perceive their teaching effectiveness, what motivates them to change, and why they teach as they do. This study was grounded in the framework of Bandura's self-efficacy theory to enhance an understanding of the faculty's perspective of improving teaching and learning. Descriptive statistics and inductive analysis of mixed-method data led to key findings indicating that faculty were incorporating diverse and learner-centered strategies and using a variety of assessment methods. Despite feeling that good teaching is not rewarded by their colleges, faculty found participating in professional development and trying new methods beneficial to their teaching. The data indicated that better ways to evaluate teaching effectiveness are needed, along with better ways to evaluate student success at community colleges. This study benefits students, faculty, and community colleges nationally by providing research data to help inform and encourage administrative vision, support, and policies relating to faculty development and learner-centered programs to increase student engagement and success.