Orientador: Matilde Virginia Ricardi Scaramucci / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-16T00:47:26Z (GMT). No. of bitstreams: 1 Antonini_ArianeFernandes_M.pdf: 1129215 bytes, checksum: c1ea30f9cc186ab08a7c2cf06fe9dc9a (MD5) Previous issue date: 2009 / Resumo: Este estudo insere-se no contexto de ensino e aprendizagem de língua estrangeira (inglês) para crianças e tem como objetivo conhecer a cultura de aprender língua estrangeira (inglês) de alunos de 1a e 4a séries do Ensino Fundamental de uma escola particular em uma cidade pequena no interior do estado de São Paulo. Para isso, foi desenvolvida uma pesquisa qualitativa, de cunho etnográfico, na qual foram usados os seguintes procedimentos para coleta, análise e discussão dos dados: questionários, entrevistas e desenhos dos alunos e questionário para as professoras, observação de aulas seguidas de gravação em áudio e vídeo e notas de campo, além de análise de documentos oficiais da escola em questão. O embasamento teórico é buscado em estudos sobre as características das crianças como aprendizes de línguas (Scott & Ytreberg,1999; Pinter, 2006, entre outros); sobre o ensino de inglês para crianças (Philips, 1994; Moon, 2000; Cameron, 2001, entre outros), além de contemplar os estudos sobre a cultura de aprender (Barcelos, 1995, 2001, 2004; Almeida Filho, 1993) e cultura de ensinar (Feiman-Nemser e Floden, 1986; Reynaldi, 1998; Félix, 1998). Os resultados deste estudo contrastivo entre a CALE (inglês) dos alunos da 1a série e a CALE (inglês) dos alunos da 4a série revelam uma cultura fortemente influenciada pela cultura de ensinar das professoras de inglês e pela abordagem do material didático utilizado. Algumas diferenças foram observadas entre a CALE (inglês) desses dois grupos, principalmente com relação a valorização do material didático pelos alunos maiores. Entretanto, mudanças significativas nessa cultura de aprender, que já está embasada em uma visão de linguagem estruturalista e que prima pela correção da forma e pela aquisição de vocabulário, não foram notadas nesses poucos anos de instrução formal. Este trabalho mostra, portanto, a necessidade de se conhecer as maneiras de pensar e de agir dos alunos das séries iniciais, principalmente, para que se possa intervir nessa cultura de aprender em formação, mudando-se crenças, mitos e concepções em relação à LE e ao seu aprendizado dela caso haja necessidade, visando, com isso, tornar o ensino de línguas mais significativo e efetivo / Abstract: This study focuses on the teaching of English as a foreign language at the Primary level and it aims at investigating the culture of learning foreign languages (English) among students of the first and fourth grades of Primary school. To do so, we carried out a qualitative research of ethnographical basis, in which the following procedures for data collection were used: questionnaires (to students and teachers), interviews, drawings, class observations followed by audio-visual recording and field notes, besides the analysis of the school official documents. The theoretical framework is based on studies about the characteristics of children as language learners (Scott & Ytreberg, 1999; Pinter, 2006; among others), on studies on teaching foreign languages to children (Philips, 1994; Moon, 2000; Cameron, 2001, among others), and also on studies about the culture of learning (Barcelos, 1995, 2001, 2004; Almeida Filho, 1993) and the culture of teaching (Feiman-Nemser e Floden, 1986; Reynaldi, 1998; Félix, 1998). The results of this contrastive study show that the students' culture of learning is highly influenced by the English teachers' culture of teaching and by the approach of the school materials used. Some differences were pointed out between the culture of learning of these two groups, mainly concerning the valorization of the school material demonstrated by the older learners. Even though, significant changes in that culture of learning, which is already based on a structural view of the language as well as on the work with vocabulary and on the correction of the form have not been noticed in these years of schooling. What we can realize by the results is that we need to know the ways of thinking and acting of our students in the language classroom, mainly due to the fact that we can intervene on this culture of learning which is being built to make changes in the beliefs, myths and misconceptions towards the language and the language learning, in order to provide students with a more relevant and effective teaching / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada

This research project studies the management of change by school managers. South African school managers are operating in one of the most difficult environments in the world, one where many variables have an enormous influence on their main task, namely to achieve their organisation's goals and objectives. The new political dispensation in South Africa is characterized by a host of variables that can be classified under what is known as "transformation".The organization exists in a dynamic environment in which changing ways of life, as well as political trends are continually changing the environment and ultimately affecting it. Insight into trends and events in the environment, especially the ability to forecast the implications of these for managerial decision-making, are now a top priority for management, since past experience in the rapidly changing environments often of little help when the management has to deal with new problems.All organizations, including school organizations, are created and kept together by a group of people striving towards a common purpose or goal. All organizations have plans on how they will achieve the goals. These people are called managers, and they influence the success of their organizations. The success with which an organization achieves its objectives and satisfies the ever-increasing needs of society, depends on the competence of its managers.All organizations, including school organizations, are created and kept together by a group of people striving towards a common purpose or goal. All organizations have plans on how they will achieve the goals. These people are called managers, and they influence the success of their organizations. The success with which an organization achieves its objectives and satisfies the ever-increasing needs of society, depends on the competence of its managers.In developing goals, or planning the future of the organization, managers are confronted with decisions. In a decentralized organization members of the organization participate in decision making. Empowerment, which means the sharing of power with subordinates, has become a very important management issue.Change triggers emotional reaction because of the uncertainty involved, and most organisational change efforts run into some form of employee resistance. Resistance to change can be overcome by education and communication, participation and involvement, facilitation and support, negotiation and rewards, and coercion and manipulation.From the empirical research undertaken through the use of questionnaires, interviews and observation, it is apparent that managers are working hard to implement change and that all stakeholders need to be trained on issues related to change. This implies that managers have to be exemplary and motivate teachers, learners and the parent body to do their respective duties. Parents are no longer spectators in the education arena, they are part of the governance structures in schools. Their co-operation, support and participation is highly crucial in the implementation of change in schools.Several recommendations are made in respect of the Department of Education, managers, educators learners and parents in education. These recommendations will hopefully benefit all stakeholders in education and contribute in stimulating further research. / Thesis (MEd)--University of Pretoria, 2003. / Education Management and Policy Studies / unrestricted

Cette thèse s'inscrit dans le domaine de la didactique du français langue seconde. Elle concerne les causes de la réussite ou de l'échec de l'apprentissage du français par des étudiants chinois en France. Plus précisément, elle prend appui sur la perception de la réussite ou de l'échec d'apprentissage parmi ce public dont l'effectif ne cesse de croître et au sein duquel de nombreux individus éprouvent de grandes difficultés à apprendre la langue du pays d'accueil. Afin d'interroger les causes des sentiments de réussite ou d'échec dans l'apprentissage, trois hypothèses sont posées : le sentiment de réussite ou d'échec est conditionné par l'adaptation à la nouvelle culture d'apprentissage/enseignement ; certains traits de personnalité favorisent l'apprentissage de la langue ; la motivation des apprenants a des conséquences sur leur investissement et sur leur utilisation de stratégies dans l'apprentissage du français. Cette étude tend à montrer que le sentiment de réussite ou d'échec d'apprentissage résulte d'un cumul d'expériences émotionnellement positives ou négatives. Elle fait apparaître certains des facteurs qui facilitent ou empêchent l'apprentissage du français par des étudiants chinois en France. Par exemple, l'adaptation à la culture d'enseignement française favoriserait l'apprentissage et induirait chez l'apprenant un sentiment de réussite. Parmi les facteurs qui seraient susceptibles d'engendrer un sentiment d'échec, l'introversion empêcherait l'acquisition de compétences dans le domaine de l'expression orale et l'absence de contacts réguliers avec le français dans la vie quotidienne affaiblirait la motivation d'apprentissage. / This PhD. dissertation aims to contribute to research in teaching French as a second language. It analyzes the reasons why Chinese students in France succeed or not in learning French. More precisely, it is based on the perception of success or failure in learning French among a population whose numbers are growing and in which many individuals find it very difficult to learn the language of the host country. In order to examine the reasons for the feeling of success or failure in learning, three hypotheses are postulated: the feeling of success or failure is determined by the adaptation to the new culture of learning/teaching; certain personality traits promote language learning; learners' motivation has some consequences on their use of strategies in learning French. This research aims to show that the feeling of success or failure in learning results from the synthesis of experiences with positive or negative emotion. It also shows some of the factors that facilitate or hinder French learning by Chinese students in France. For example, adapting to the French culture of teaching would encourage learning and bring about learners' feeling of success. Among the factors that are likely to generate the feeling of failure, it appears that introversion prevents the acquisition of speaking skills and lack of regular contact with the French language in everyday life weakens motivation to learn.

This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The study aims to evaluate the influence that the current United States Agency for International Development (USAID)-funded interactive radio instruction (IRI) programme has on teachers’ behaviours, with the aim of proposing some guidelines for the development of a model of continuing professional development (CPD), appropriate to the Malawian context, using IRI. It identifies the teacher as a critical entity in raising levels of learners’ achievement within the primary school and posits that through improved teacher support and development, higher levels of learner achievement can be attained. The study identifies the potential that communication technology in the form of interactive radio instruction (IRI) offers in improving CPD of teachers at a cost that could be affordable to disadvantaged school communities in the country. The study takes place in a context where the Malawi government has been challenged to provide quality universal primary education after introducing free primary education (FPE) in 1994, which resulted in a massive expansion of primary schools, resulting in acute shortages of teachers. The study has drawn on aspects of practice theory and in particular the work of Giddens (1984), Bourdieu (1977, 1978), Shatzki et al (2001) and Reckwitz (2002a) in an attempt to emphasise the role of artefacts, such as interactive radio, as part of social practice. A practice theoretic perspective has been used to highlight the contentious role played by learning-objects in teacher practice and the need for flexibility and innovation in employing learning-objects like interactive radio as part of teaching practice. To carry out a critical exploration of the issues of teacher learning and practice, a longitudinal qualitative research approach was proposed for the evaluation of the existing IRI programme in Malawi. As the researcher was also actively involved in the planning of the Malawi IRI programme from onset, he therefore maintained a dual role of researcher and co-founder throughout the research process. The empirical evidence employed within this research was elicited through three main processes: interview survey, participant observation and focus groups in order to achieve validity through methodical triangulation. The analysis of this evidence shows the considerable difficulties faced by classroom teachers in attempting to adopt interactive radio and therefore be able to use interactive/active learner-centred instruction as part of their ongoing teaching practice. The analysis, however, also highlights the possibility of exploiting interactive radio for provision of an integrated, sustainable CPD of teachers in educationally deprived school communities. Overall, the research study puts emphasis on the need for paying attention to the social practices (contextually specific) within which the use of educational technologies (such as interactive radio), are enmeshed. There is need to explicate the details of such practices (instead of adopting a narrow, technical, focus on attributes of interactive radio itself) in order to improve the efficacy of using interactive radio.

One of the challenges facing the education system in South Attica is a lack of the culture of teaching and learning. 1t is this challenge that prompted this research. The research investigated how the principal, as an instructional leader~ can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit ofthe Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, 1ack of staff development programmes and discipline. The general factors, on the other hand, include, amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners.

The poor functioning of a large number of the black schools and the urgent need to transform them was identified as a problematic phenomenon particular to post apartheid South Africa. Notwithstanding various government interventions/initiatives (COLTS, Tirisano, Call to Action, Batho-Pele) for the improvement of schools aimed at correcting this situation, many schools remain dysfunctional and/or operate within a negative culture of teaching, learning and services. The purpose of the study was to determine whether or not the adoption of a TQM philosophy that complemented previous interventions could rectify the current situation. To this end, an exhaustive literature review was conducted on COLTS, Tirisano and TQM prior to and during the empirical survey of dysfunctional schools in District D3 - Tshwane-North schools. The empirical design is eclectic in the sense that it includes both qualitative and quantitative elements. Survey questionnaires, semi-structured interviews and unstructured observation were used to collect data in a case study of the District D3-Tshwane North schools, a triangulation process that enhanced the reliability and validity of the research findings. Emerging from the survey and the literature review was the need for a different intervention strategy, one that would accommodate differences in and between schools rather than assuming the appropriateness of a ‘one size fits all’ intervention model. Based on the research findings emerging from the literature review and empirical survey it was concluded that such a model should be integrated into a TQM intervention framework that would be flexible enough to accommodate differences in schools with regard to contexts, needs, strengths and weaknesses. Drawing role players into new managerialism - and so into the new episteme may enhance the improvement of schools. The primary outcome of this research project, and the contribution made to new knowledge in the field, is the development of such an integrated framework, one which is not only theoretically sound but one which has been customised for South African conditions. / Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

This study aims to address a gap in knowledge about Further Education college flexible learning centres and their contribution to lifelong learning. Flexible learning centres were established as a response to the lifelong learning agenda of the 1990s and are now in the front line in responding to government initiatives to improve employability and foster social inclusion. Their tutors work in a contested area where the boundaries between teaching and supporting learning are blurred and the learning achieved may be undervalued by the Inspectorate and college authorities. This study adopts a qualitative approach of narrative inquiry to analyse the learning culture of the Flexible Learning Centre (FLC) of Hollypark College, focusing on 15 learners’ and 2 tutors’ narratives elicited by episodic interviews. The narratives of learning biographies and work biographies of learners and tutors are explored, supplemented by quantitative data from College databases. The study evaluates the ways in which the pedagogical approach of selfdirected study with tutor support appears to be successful for predominantly mature learners wishing to acquire mainly Information Technology (IT) skills which may enhance their chances of employment or benefit them in other ways. Building on recent work on learning cultures, social capital, well-being and identity theories, the study gives a voice to these learners who are so far unheard and despite the demographic population shift to increasing numbers of older people, are not the focus of current government policy initiatives. Focus on employability which is equated with acquiring skills is seen as too narrow to encompass the wider needs met and benefits accrued by attending the FLC. The findings are that this FLC’s approach is particularly effective for older learners in general in acquiring IT skills. Those made redundant, the retired, those in work and carers who may have been out of the workforce for some time may flourish in this learning environment where mainstream courses cannot offer equivalent flexibility and opportunities to structure their own learning. The learning culture of the Flexible Learning Centre provides a space where such learners may not only acquire IT skills but may also increase their social and cultural capital while opening up new horizons for their future. Tutor/learner relationships are of key importance and the learning taking place should be re-evaluated by the Inspectorate and government alike.

The researcher has observed and noted that out of the four regions of Swaziland, Shiselweni is the leading region with high schools that manifest a poor culture of learning and teaching. The summary of 2009 Junior Certificate results revealed that it is not only that Shiselweni had the lowest pass rate, but also that it recorded the highest number of failures when compared with the other three regions. The purpose of the study was to determine strategies that could be used by principals in promoting a culture of learning and teaching in Shiselweni high schools in Swaziland. The study pursued a qualitative research design which was explorative and descriptive. Qualitative methods were used to collect data from the respondents. Data was collected by means of focus group interviews with learners and teachers, and then through one-onone interviews with principals and parents. The sample was drawn from six high schools in the Shiselweni region that differed in their academic performance. Purposive sampling was used when selecting the schools and those who were to participate in the study. Data was constantly compared and analyzed using the coding method. Participants signed letters of consent and they were assured of the anonymity and confidentiality of the study. They were also made aware that they were not forced to participate in the study and that they were free to withdraw if they were so persuaded. Triangulation and the Guba’s trustworthiness model were used to enhance the reliability and validity of the study. Findings helped the researcher to arrive at recommendations on the role that principals should play in promoting a culture of learning and teaching in Shiselweni high schools in Swaziland. / Educational Studies / M. Ed. (Educational Management)

One of the challenges facing the education system in South Africa is a lack of the culture of teaching and learning. It is this challenge that prompted this research. The research investigated how the principaL as an instructional leader, can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit of the Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, lack of staff development programmes and discipline. The general factors, on the other hand, include amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners / Educational Leadership and Management / M. Ed. (Education Management)

La formation à distance (FAD) est de plus en plus utilisée dans le cadre de la formation des enseignants aux technologies de l’information et de la communication (TIC). Dans les pays en voie de développement, elle permet non seulement de réduire les coûts par rapport à une formation traditionnelle, mais aussi de modéliser des pratiques pédagogiques exemplaires qui permettent de maximiser le recours aux TIC. En ce sens, la formation continue des enseignants aux TIC par des cours à distance qui intègrent des forums de discussion offre plusieurs avantages pour ces pays. L’évaluation des apprentissages réalisés dans les forums reste cependant un problème complexe. Différents modèles et différentes procédures d’évaluation ont été proposés par la littérature, mais aucun n’a encore abordé spécifiquement la culture e-learning des participants telle qu’elle est définie par le modèle IntersTICES (Viens, 2007 ; Viens et Peraya, 2005). L’objectif de notre recherche est l’élaboration d’une grille opérationnelle pour l’analyse de la culture e-learning à partir des contenus de différents forums de discussion utilisés comme activité de formation dans un cours à distance. Pour développer cette grille, nous utiliserons une combinaison de modèles recensés dans la revue de littérature afin de circonscrire les principaux concepts et indicateurs à prendre en compte pour ensuite suivre les procédures relatives à l’analyse de la valeur, une méthodologie qui appelle la production d’un cahier des charges fonctionnel, la production de l’outil, puis sa mise à l’essai auprès d’experts. Cette procédure nous a permis de mettre sur pied une grille optimale, opérationnelle et appuyée par une base théorique et méthodologique solide. / The reality of a globally interconnected knowledge society is now possible by the continuous advances in Information and Telecommunications Technology (ICT) in which broadband availability has made possible for people to meet, discuss, learn, and innovate in virtual spaces: anywhere and anytime. For this society, the education system has no boundaries with virtual spaces used by educators and students alike to learn and exchange knowledge: the knowledge and role of the teachers in this case is fundamental to the successful development of this society. As such, distance learning is increasingly used for training teachers not only in ICT but also in the use of pedagogical tools that can improve the in-class learning. With the limited availability of physical exchanges, developing countries are main beneficiaries of distance education as it not only provides high quality learning as it attracts worldwide experts in its forums at a fraction of the costs when compared to the traditional face-to-face training but also allows for modeling best teaching practices that can maximize the benefits of ICT in the education system. In this sense, the ICT training of teachers in distance learning courses allows for a wide range and a high qualitative exchange in these discussion forums, which is a clear advantage for developing countries. The evaluation of learning achieved in the forums, however, remains a complex problem. Different models and assessment procedures have been proposed in a wide range of literature but none have specifically addressed the e-learning culture as defined by the model IntersTICES (Viens, 2007 ; Viens and Peraya, 2005). The aim of this research is to develop an analytical framework for the e-learning culture using the contents of discussion forums for training activities in distance learning courses. In developing this analytical framework, we reviewed and used a combination of models identified in the literature and categorized key concepts and indicators for a value analysis methodology and a function analysis system technique. As result, we developed the framework and tested it with experts in the field. This process allowed us to develop an analytical and operational framework supported by a solid theoretical basis.