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Dissemination strategies for the newly revised Chinese language curriculum in Hong KongLau, Ming-yan., 劉銘恩. January 2002 (has links)
published_or_final_version / Education / Master / Master of Education
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Curriculum change and professional development: the impact of the introduction of a drama curriculum onthe competence of teachersCheng, Siu-Lun., 鄭兆麟. January 2006 (has links)
published_or_final_version / abstract / Education / Master / Master of Education
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A autoria na escola: um estudo da implantação da proposta curricular ciclo autoral em uma escola da rede municipal de São Paulo / The authorship in school: A study of implementation of authorial cycle in a school of the municipal education system of São PauloAfonso, Isabel Cristina de Brito Franco 13 March 2018 (has links)
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Previous issue date: 2018-03-13 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is associated to the Program of Graduate Studies in Education:
Curriculum of the Pontifical Catholic University of São Paulo and is part of the
Research Line of New Technologies in Education. It aims to show ways of
implementation the Authorial Cycle foreseen in the Program of Curricular and
Administrative Reorganization, Expansion and Strengthening of the Municipal
Education System of São Paulo (2013), experienced by the teachers in the
development of Collaborative Authorial Projects (CAP) with the 9th grade students.
Methodologically, the research is qualitative in terms of Bogdan and Biklen, (2010) in
the context of an ethnographic case study André (2005). The participant observation
approach was adopted, and the data collection was used in the field data collection,
semi-structured interviews with teachers and school coordinator, focus group with the
students and documentary research in the Pedagogical Political Project of the School.
The narrative analysis of the data under the Angrosino (2009) assumption, pointed to
a conjunction of aspects that contributed to the curriculum experienced in the
researched school approaching the objectives prescribed in the official documents: the
role of teachers as mediators of the curriculum, the alignment of the Pedagogical
Political Project of the School and the Municipal Education System of São Paulo
educational project, the performance of the Pedagogical Coordinator as a
transforming agent in the school, student engagement in developing the CPA and
community involvement in the development and presentation of CPA. Although, the
objective of this research is not to create generalizations, but to describe the process
of implantation of the experienced by the researched school, the aspects synthesized
here, can point out ways for the implantation of CPA projects in other schools or even,
different projects and policies. New research will expand these results and analyze a
greater number of schools seeking to identify highlights that contribute to the
implantation of public policies in the school / Esta pesquisa está vinculada ao Programa de Pós-Graduação em Educação:
Currículo, da Pontifícia Universidade Católica de São Paulo e se insere na Linha de
Pesquisa Novas Tecnologias na Educação. Objetiva apontar caminhos sobre o
processo de implantação do Ciclo Autoral, previsto no Programa de Reorganização
Curricular e Administrativa, Ampliação e Fortalecimento da Rede Municipal de Ensino
de São Paulo (2013), vivenciado pelos professores no desenvolvimento dos Trabalhos
Colaborativos de Autoria (TCA) dos alunos do 9º ano de uma escola da rede.
Metodologicamente a pesquisa é de cunho qualitativo pautado em Bogdan e Biklen,
(2010), nos contornos de um estudo de caso etnográfico de André (2005). Adotou-se
o enfoque da observação participante e foram utilizados na coleta de dados
observação com registros em caderno de campo, entrevistas semiestruturadas com
os professores orientadores de TCA e professora coordenadora, grupo focal com os
alunos e pesquisa documental no Projeto Político Pedagógico da Escola para
complementação das informações. A análise narrativa dos dados sob o pressuposto
de Angrosino (2009) apontou para uma conjunção de aspectos que contribuíram para
que o currículo vivenciado na escola Jardim se aproximasse aos objetivos prescritos
nos documentos oficiais da proposta do Ciclo Autoral: o papel dos professores como
mediadores do currículo, o alinhamento do PPP da escola e o projeto educacional da
SME, a atuação da gestão, caracterizado pela atuação da Coordenadora Pedagógica
como agente transformadora da e na escola, o engajamento dos estudante em
desenvolver os TCA e o envolvimento da comunidade no desenvolvimento e
apresentação dos TCA. Embora, compreenda-se que o objetivo desta pesquisa não
é criar generalizações, mas sim, descrever o processo de implantação do TCA
vivenciado pela escola Jardim, os aspectos aqui sintetizados podem apontar
caminhos para a implantação de projetos de TCA em outras escolas ou mesmo,
diferentes projetos e políticas. Novas pesquisas poderão ampliar este olhar e analisar
um maior número de escolas buscando identificar as identidades ou destaques que
contribuam com a implantação de políticas públicas no dia a dia da escola
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Cursos de Letras no centro da arena discursiva da reforma curricular de uma universidade pública mato-grossense / Course in the center of the discursive arena of the curricular reform of a public university in Mato GrossoNunes, Jozanes Assunção 29 September 2017 (has links)
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Previous issue date: 2017-09-29 / This paper aims to understand the complexity of the reform process of the Letters
Course in the academic sphere, from the establishment of dialogic relations between the discourses of
teachers who integrate the Structuring Teaching Core of the Letters courses of a public university in
Mato Grosso and official discourses of education that deal with curricular restructuring of undergraduate
courses. The worrying data about the last researches on the Letters course, released by official organs
of the Ministry of Education, the approval of the CONAES n. 1/2010 Resolution, which rules the
Structuring Teaching Core (NDE) in the scope of undergraduate courses, as well as the impasses and
advances that we face in our trajectory as a professor and coordinator of a Letters Course were some of
the reasons that led us to this study. The research was based on the theoretical-epidemiological and
methodological assumption of Bakhtin and the Circle, which enabled us to understand the utterances of
the research subjects in their discursive dimensions, favoring the debate around the reflections and
reassessments of the principles and guidance of legal discourses related to courses restructuring. The
research problem positions itself in the following question: How do professors who integrate the
Structuring Teaching Core (NDE) of the Letters Courses being assessed by MEC respond, in their
utterances, to the official discourses that deal with the curricular restructuring of undergraduate courses
in Letters? In order to find the answers to the question, we established the research corpus through data
collection carried out in two spheres of knowledge production: State (legality discourse, which deals
with the restructuring of Letters and teacher training course) and university (discourse of the professors
who integrate the NDE researched – subjects of the research). The data of the first sphere comprise: a)
documents of the National Commission for the Evaluation of Higher Education (CONAES) that deal
with the Structuring Teaching Core in the scope of undergraduate courses; b) Reports drawn up by the
National Education Council (CNE) which underlie the Curriculum Guidelines, issued in 2001 and 2015,
focused on Letters Courses and teacher’s training. The data of the second sphere comprise: a) those
generated by means of a questionnaire answered by NDE members; b) Pedagogical Project of the
Portuguese Language and Literature Letters Course, restructured by the research subjects; c) information
obtained through a focus group interview provided by the same subjects. The study is based on the
assumption that the statements produced by the NDE teachers, related to the restructuring of the Letters
Course, tensely dialogue with the official voices that deal with the creation of NDE and with those that
regulate and guide the teacher training courses. In this process, the official voices work in search of
stability and centralization, seeking to homogenize the curricular reforms in the courses, while other
voices act to erode this centralizing tendency, presenting different positions. From this perspective, we
first analyzed the official statements of education and, later on, analyzed the statements produced by the
NDE teachers. We defend that there is a clash of political-ideological forces that permeate the statements
of the research subjects, provoking the most diverse responses to legal discourses. In general, the study
of such statements indicates that: (1) the subjects of the research partially accepted the determinations
of the official voices that guide the NDE in the scope of undergraduate courses, seeking, in union with
their peers, a different form of constitution of the nucleus and development of the work; (2) the curricular
proposals elaborated have their own character, producing different meanings from those of the
Guidelines, regarding the organizing principles of the curriculum (flexibility, competence, theory and
practice integration and interdisciplinarity), showing a dialogical relationship with the official discourse
sometimes of acceptance, reiteration, others of refusal, complementation and re-enactment, and (3) the
process of reforming the courses took place in an area of resistance / Esta tese tem por objetivo compreender a complexidade do processo de reforma de Cursos
de Letras na esfera acadêmica, a partir do estabelecimento de relações dialógicas entre discursos de
professores que integram o Núcleo Docente Estruturante de cursos de Letras de uma universidade
pública mato-grossense e discursos oficiais da educação que dispõem sobre a reestruturação curricular
de cursos de licenciatura. Os dados preocupantes das últimas pesquisas sobre o curso de Letras,
divulgados por órgãos oficiais do Ministério da Educação, a aprovação da Resolução CONAES n.
1/2010, que normatiza o Núcleo Docente Estruturante (NDE) no âmbito dos cursos de graduação, bem
como os impasses e os avanços que enfrentamos na nossa trajetória construída como professora e
coordenadora de um Curso de Letras foram algumas das razões que nos conduziram a este estudo. A
pesquisa se orientou pelos pressupostos teórico-epistemológicos e metodológicos de Bakhtin e o
Círculo, o que nos possibilitou compreender os enunciados dos sujeitos da pesquisa em suas dimensões
discursivas, favorecendo o debate em torno das refrações e revalorizações dos princípios e orientações
dos discursos legais relacionados à reestruturação de cursos. O problema de pesquisa se configura na
seguinte questão: Como os professores que integram o Núcleo Docente Estruturante (NDE) de Cursos
de Letras em processo de avaliação do MEC respondem, em seus enunciados, aos discursos oficiais que
tratam da reestruturação curricular de cursos de licenciatura em Letras? Para encontramos respostas à
questão, constituímos o corpus da pesquisa por meio de uma coleta de dados levantados em duas esferas
de produção de saberes: Estado (discurso da legalidade, que tratam da reestruturação de cursos de Letras
e de formação docente) e universidade (discursos dos professores que integram o NDE pesquisado –
sujeitos da pesquisa). Os dados da primeira esfera constituem-se de: a) documentos da Comissão
Nacional de Avaliação da Educação Superior (CONAES) que dispõem sobre o Núcleo Docente
Estruturante no âmbito dos cursos de graduação; b) Pareceres exarados pelo Conselho Nacional de
Educação (CNE) que fundamentam as Diretrizes Curriculares, emitidas em 2001 e 2015, voltadas para
os Cursos de Letras e de formação de professores. Os dados da segunda esfera compreendem: a) aqueles
gerados por meio de um questionário respondido pelos integrantes do NDE; b) Projeto Pedagógico do
Curso de Letras Português e Literatura, reestruturado pelos sujeitos da pesquisa; c) informações obtidas
por meio de entrevista de grupo focal realizada com os mesmos sujeitos. O estudo parte do pressuposto
de que os enunciados produzidos pelos professores do NDE, relacionados à reformulação dos cursos de
Letras, dialogam tensamente com as vozes oficiais que tratam da criação do NDE e com as que regulam
e normatizam os cursos de formação docente. Nesse processo, as vozes oficiais trabalham em busca da
estabilidade e da centralização, procurando homogeneizar as reformas curriculares nos cursos, enquanto
vozes outras atuam no sentido de desgastar essa tendência centralizadora, apresentando posicionamentos
diferenciados. Sob essa ótica, analisamos, primeiramente, os enunciados oficiais da educação e,
posteriormente, aqueles produzidos pelos professores do NDE. Defendemos que existe um embate de
forças político-ideológicas que permeiam os enunciados dos sujeitos da pesquisa, provocando as mais
diversas respostas aos discursos legais. De modo geral, o estudo de tais enunciados sinaliza que: (1) os
sujeitos da pesquisa aceitaram parcialmente as determinações das vozes oficiais que dispõem sobre o
NDE no âmbito dos cursos de graduação, buscando, em união com seus pares, uma forma distinta de
constituição do núcleo e de desenvolvimento do trabalho; (2) as propostas curriculares elaboradas
apresentam caráter próprio, produzindo sentidos diferenciados dos das Diretrizes, no que diz respeito
aos princípios organizadores do currículo (flexibilidade, competência, integração teoria e prática e
interdisciplinaridade), evidenciando uma relação dialógica com o discurso oficial ora de aceitação,
reiteração, ora de recusa, complementação e reacentuação, e (3) o processo de reforma dos cursos
ocorreu em espaço de resistência
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課程實施中的教師情緒: 中國大陸高中課程改革個案研究. / Teachers' emotions in curriculum implementation: a case study of the senior secondary school curriculum reform in Guangzhou, China / Case study of the senior secondary school curriculum reform in Guangzhou, China / 中國大陸高中課程改革個案研究 / CUHK electronic theses & dissertations collection / Ke cheng shi shi zhong de jiao shi qing xu: Zhongguo da lu gao zhong ke cheng gai ge ge an yan jiu. / Zhongguo da lu gao zhong ke cheng gai ge ge an yan jiuJanuary 2006 (has links)
Change is the central feature of our current age. The past two decades has not only witnessed the surge of emotion study in education, but also a return of large-scale change in the global educational filed. Given this context, the Senior Secondary School (SSS) curriculum reform in Mainland China, which has been put into practice since September 2004, can be regarded as a local response to this global trend. / There has been an emotional revolution in the field of social science since the beginning of the 1980s; emotion has gradually become a remarkable research topic in many subjects encompassing philosophy, sociology, psychology, history, and anthropology, etc. Accompanying this emotional revolution is an unceasing increase of research on emotion in the field of education since the middle of 1990s. However, compared with the emotional studies in the domains of teaching and educational leadership, there is far less than sophisticated understanding of teacher emotion during the process of curriculum implementation in the literature. / This research is informed by symbolic interactionism in interpreting the relationship between curriculum implementation and teachers' emotions. To be more specific, all research findings are integrated into a 3-level "Self-Interaction-Society" framework. On the level of self, emotion is the product of teachers' efforts to reframe their identities in curriculum implementation, and teachers' emotional labor reflects their presentation of self by the use of emotions. On the level of human interaction, teachers' emotions are influenced by the emotional geographies and emotional dilemmas, which respectively result from "teacher-others" interactions and "reform-situation" tensions in curriculum implementation. On the level of social structure, teachers are not only constrained by the particular emotional rules in curriculum implementation, but also employ many strategies to cope with the constraints of the situations, which effectively bridges the interactions between the curriculum implementation and teachers' emotions. / Through the exploration of teachers' emotions and changes in curriculum implementation, this research adds the once-neglected dimension of teacher emotion into curriculum implementation research. This research finds the adaptive functions that teachers play in curriculum implementation, confirms teacher's position as change agent in reform, and recognizes the value of cultural-individual perspective in understanding curriculum implementation and teachers' emotions. These findings remind us that if curriculum implementation wants to achieve the ideal effects, reformers need to take into consideration subjective meanings that individual teachers attach to the reform. Teachers' emotions are one integral part of the meanings. Furthermore, they also need to concern the reciprocal influences between the subjective meanings and curriculum implementation. When the pace of large-scale reform and individual teachers' emotional and behavioral changes are well accommodated, curriculum implementation is more likely to achieve its goals. These findings bring some implications for the implementation of SSS curriculum reform in Mainland China. (Abstract shortened by UMI.) / 尹弘飈. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 230-252). / Advisers: Chi Kin John Lee; Sin Pui Cheung. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0868. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 230-252). / Yin Hongbiao.
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Inovação curricular universitária: o constante processo de constituição político-pedagógica da UFPR Litoral e os desafios na formação de seus atores / University curricular innovation: the constant process of political-pedagogical constitution of UFPR Litoral and the challenges in the formation of its actorsMengarelli, Rodrigo Rosi 15 December 2017 (has links)
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Previous issue date: 2017-12-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aimed to contribute to the discussions about the processes of Curricular Innovation in Higher Education. In order to do so, the Humanistic and Cultural Interactions (ICH) were used as an object of research, as they are a curricular component proposed by the Federal University of Paraná Coast Sector (UFPR Litoral). The pedagogical activities resulting from the ICH assume fundamental objectives for the accomplishment of the Political Pedagogical Project (PPP), conducted by the UFPR Litoral. There was a try to evidence, from observation, analysis and discussion about the praxis of the protagonists of the pedagogical arrangements, how these curricular acts of ICH contribute or can contribute even more to the development of the institution's PPP. Among the specific objectives there was a search for strategies to stimulate: the expansion of the pedagogical instruments for the action in this innovative curriculum; the rescue of the collective instances of discussion and pedagogical evaluation of UFPR Litoral; the strengthening of personal and conceptual relationships between project participants; the cultural interaction of subjects and their identities in permanent exercise; and the feeling of belonging to the collective constructor of an innovative project in constant movement. It was used the discourses of the curricular actors (teachers, students, technical-administrative and extra-academic community) and their different interpretations, idealizations, practices, doubts, fears, criticisms and everything that they were able to subjectivize from their experiences in the component of ICH. The discourses were obtained through online questionnaires and semi-structured interviews and were analyzed by Discursive Textual Analysis. What appears as a result of these analyzes is that there are important aspects about the ICH curricular axis that are demanding for pedagogical discussions. Among them, some arise as a consequence of curricular praxis and others arise as questionings, possibly resulting from conflicts between the curriculum and the General Principles of Curriculum. Irrespective of all the processes that have resulted in recent obstacles in the UFPR Litoral curricular discussions, the rehabilitation of these discussions and pedagogical formations as well as the exchange of lived experiences in the possible pedagogical arrangements existing in the ICH are necessary as an act of institutional continuity / Esta pesquisa teve como propósito contribuir com as discussões acerca dos processos de Inovação Curricular no Ensino Superior. Para isso utilizou como objeto de investigação um dos componentes curriculares proposto pela Universidade Federal do Paraná Setor Litoral (UFPR Litoral) denominado Interações Culturais e Humanísticas (ICH). As atividades pedagógicas resultantes das ICH assumem objetivos fundamentais para a realização do Projeto Político Pedagógico (PPP) conduzido pela UFPR Litoral. Buscou-se evidenciar, a partir de observação, análise e discussão das práxis dos protagonistas dos arranjos pedagógicos, como estes atos curriculares de ICH contribuem ou podem vir a contribuir ainda mais para a desenvolvimento do PPP da instituição. Entre os objetivos específicos esteve a busca de estratégias para estimular: a ampliação dos instrumentais pedagógicos para a atuação neste currículo inovador; o resgate das instâncias coletivas de discussão e avaliação pedagógica da UFPR Litoral; o fortalecimento das relações pessoais e conceituais entre os participantes do projeto; a interação cultural dos sujeitos e suas identidades em permanente exercício; e o sentimento de pertencimento ao coletivo construtor de um projeto inovador em constante movimento. Foram utilizados os discursos dos atores curriculares (professores, alunos, técnicos-administrativos e comunidade extra-acadêmica) e suas diversas interpretações, idealizações, práticas, dúvidas, receios, críticas e tudo aquilo que lhes foi possível subjetivar a partir de suas vivências no componente curricular de ICH. Os discursos foram obtidos através de questionários online e entrevistas semi-estruturadas e foram analisados por Análise Textual Discursiva (ATD). O que aparece como resultante destas análises é que existem aspectos importantes sobre este eixo curricular de ICH que demandam por discussões pedagógicas. Entre eles, alguns surgem como consequência das práxis curriculares e outros surgem como questionamentos resultantes, possivelmente, de conflitos entre os curriculantes e os Princípios Gerais do Currículo. Independente de todos os processos que resultaram em entraves recentes nas discussões curriculares da UFPR Litoral, a reabilitação destas discussões e das formações pedagógicas assim como a troca de experiências vividas nos possíveis arranjos pedagógicos existentes nas ICH se mostram necessárias enquanto ato de continuidade instituciona
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O ensino da geografia e sua especificidade na base nacional comum curricular brasileira: uma cartografia das ausênciasOzório, Augusto Monteiro 28 February 2018 (has links)
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Previous issue date: 2018-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The teaching of Geography has always been present in the official curriculum
of Brazillian basic school. However, since its institutionalization, it has been
through moments of greater or lesser relevance among other school subjects.
Recently, BNCC (Base Nacional Comum Curricular – the institucional norm
which defines the official basic curriculum) is being redefined and, as a result,
it is possible that Geography will no longer be applied as a required and
mandatory subject in Secondary School, which reveals, among other factors,
that we are in front of a context of devaluing this subject in the group of
knowlegde believed to be necessary and basic to insert individuals in western,
urban-industrial society. The objective is to understand the reasons that led to
the loss of relevance of Geography as a subject in the official curriculum. To
accomplish that, a bibliographical research was done on the role of teaching
systems in the curricular organization and the renovation movement of
brazillian geographical thinking experienced since the end of the 1970s. As a
result, it was verified, from a greater generalization scale, that a neoliberal
context reoriented the brazillian teaching system to adhere to aspects of an
utilitarian notion of curriculum, one that do not see geographical knowledge as
utmost relevant to insert individuals on the model of society that is intended. At
the same time, in a more-detailed scale, the loss of importance was also due
to the difficulty from the people who inherited the fruits of the renewal movement
to unite themselves and/or disseminate the speech about the methodology and
epistemology of geographic science to the pedagogical speech under the
geographical teaching in the school environment, especially from the renewal
movement about geographic thinking experienced by the second half of 20th
Century in Brazil / O ensino da Geografia sempre esteve presente no currículo oficial da escola
básica brasileira e, desde sua institucionalização, passou por momentos de
maior e menor relevância entre as demais disciplinas escolares.
Recentemente, no momento de definição da Base Nacional Comum Curricular,
essa disciplina poderá deixar de ser obrigatória no nível do Ensino Médio,
revelando, entre outros fatores, estarmos diante de um contexto de menor
valorização dessa disciplina no conjunto de conhecimento que se entende ser
necessário para a inserção dos indivíduos na sociedade ocidental, urbanoindustrial.
Tem-se como objetivo compreender os motivos que levaram a essa
perda de relevância no currículo oficial. Para isso, fez-se uso de pesquisa
bibliográfica e entrevista semiestruturada acerca do papel dos sistemas de
ensino na organização curricular e do movimento de renovação do
pensamento geográfico brasileiro vivenciado a partir do final da década de
1970. Como resultado, verificou-se, numa escala de maior generalização, que
o contexto neoliberal reorientou o sistema de ensino brasileiro a aderir
aspectos de uma noção utilitarista de currículo, que não vislumbra no saber
geográfico algo de suma relevância para a inserção dos indivíduos no modelo
de sociedade que se pretende. E, ao mesmo tempo, numa escala de maior
detalhamento, a sua perda de importância se deu também pela dificuldade que
os sujeitos que herdaram os frutos do movimento de renovação tiveram em
unir e/ou difundir o discurso sobre a metodologia e epistemologia da ciência
geográfica ao discurso pedagógico sobre o ensino de geografia no ambiente
escolar, sobretudo a partir do movimento de renovação do pensamento
geográfico vivenciado a partir da segunda metade do século XX no Brasil
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From the drawing board into schools: An analysis of the development and implementation of a new physics curriculum in New Zealand secondary schoolsFernandez, Teresa Sushama January 2007 (has links)
This thesis explored the introduction of a new physics curriculum in New Zealand secondary schools. It was part of a nationwide overhaul of the whole school curriculum from primary to secondary schools, initiated in the early 1990s. The study of curriculum change is inextricably woven with teacher change, as the teacher is seen as central to any real change in curricula in the classroom. Some theories of teacher change are reviewed here and synthesised into a list of criteria relevant to bringing about effective change in teachers and their practices. A sociocultural perspective emerged as being a useful theoretical approach in analysing and explaining these processes of curriculum change and teacher change because it takes a holistic approach that deals with 'people, places and things' and the discourses involved therein. In particular, Wenger's sociocultural theory was used to study the introduction of a new senior physics curriculum. His terms 'reification' and 'participation' were seen to apply to this research: the curriculum document was taken to be a reified communication artifact, and 'participation' is involved in every stage of its development and implementation. In the context of this theorising, data was procured from in-depth interviews with the three curriculum writers and ten physics teachers in and around a provincial city in New Zealand. The teachers were interviewed three times over a period of three years: before, during and after the first year of implementation; namely 1996 to 1998. The interviews showed that most of these ten physics teachers did not undergo any significant change in their teaching because of the introduction of 'Physics in the New Zealand Curriculum'. The reasons or barriers identified, such as lack of guidelines and clarity, and contentment with their own existing practice, were aligned with factors that have been identified by other researchers as important influences on teachers undergoing change, such as clarity of change and need for change. Three key elements were identified from these issues emerging from the data as necessary conditions or resources for teacher change: knowledge, support and time. In the present study, there was very limited knowledge held by the teachers about 'what', 'how' and 'why' changes were being implemented. Secondly, there was little social and system support for the curriculum change. Finally, teachers had little time to focus on and reflect on the change. A model of curriculum change, incorporating Wenger's notions of 'reification' and 'participation', but extended to include 'dereification' emerged from the data. 'Dereification' highlighted an important stage whereby the curriculum document as an artifact, needed to be incorporated into the plane of lived experiences of teachers. The introduction of the term 'dereification' supported the development of this model of curriculum change incorporating teacher change whereby the model outlined processes of reification and dereification involved in a mandated curriculum change. The model of curriculum change developed here also contained a screen that symbolises the lack of intersubjective linkage between teachers and the designers of the new curriculum. There was no follow-up teachers' guide, not enough explanation of the curriculum document, no direct communication between the writers and the teachers, and insufficient professional development for the teachers using it. The research findings led to three propositions: the curriculum document as a key artifact was not sufficient to effect a curriculum change; the lack of transparency of the curriculum document development was a constraint on teachers' commitment to the curriculum change; and the lack of support for teachers in their dereification of the curriculum document impacted negatively on curriculum change. The key elements of knowledge, support and time identified as crucial for teachers to effect any real change in their practice are critical at different points in the model of curriculum change. It is suggested that using such an interplay between the factors underlying teacher change and the sociocultural analysis of curriculum change, might enable more pro-active intervention at the various stages of the process of a curriculum change to effect a real change.
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Experiences of community college faculty in developing discipline specific educational master plans at American River CollegeLorimer, Susan L. 11 June 2002 (has links)
Today's community colleges are challenged to respond to rapidly
changing internal and external environments. Their responses must promote highly
responsive and relevant programs and services, while keeping intact the strengths
of community colleges--access, student success, and a focus on teaching and
learning. Further, these responses must occur in the context of rising costs,
decreasing revenues, and increased accountability. Accrediting agencies are
requiring colleges to more effectively respond to change by implementing
improved planning processes. The research literature on higher education planning
suggests faculty are a key constituency to engage in planning efforts. However,
little is written about actual faculty experiences in planning.
This qualitative study was conducted to provide increased understanding of
how faculty at a large, suburban California community college experienced
developing discipline specific educational master plans (EMPs) in Spring 2001.
Using interactive qualitative analysis methodology, a seven-member faculty focus
group first identified the affinities (or themes) of their planning experience. These
affinities were used to develop interview questions for another 14 faculty members.
The 21 faculty participants were from a total of nine different instructional areas,
and had been identified as lead EMP contacts for their disciplines. Following its
collection, the data was analyzed to generate grounded theory about the faculty
EMP experience.
The "Faculty EMP Experience Systems Theory" revealed the primary
driver of the faculty experience was their belief eligibility for future resources for
their disciplines was tied directly to their EMPs. This was followed by secondary
drivers of their past experiences with planning at the college, and the resources they
were given, or accessed, to complete their plans. Together, these three drivers
directly influenced how the planning work was done. The secondary outcomes of
the faculty experience developing EMPs included interpersonal effects of engaging
in the EMP process, and unanswered questions about what the administration
would actually do with their EMP work. Finally, the primary outcomes of the
faculty experience were their evaluation of the EMP processes and products
(plans), and the frustrations, if any, they experienced. This new theory suggests
implications for practice and further research. / Graduation date: 2003
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澳門中小學教師對課程統整態度的調查研究 / Surveyal study on secondary and primary teachers' perceptions towards curriculum intergration關啓佳 January 2002 (has links)
University of Macau / Faculty of Education
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