In Ireland, formal mentoring as a mechanism for supporting student learning in the Teaching Practice (TP) phase of Initial Teacher Education (ITE) is at a developmental stage. The Irish Government appears to support mentoring initiatives in ITE, however, there is little evidence of a clear policy on student teacher learning, and the role of mentoring within it. This study investigates physical education teacher education (PETE) student learning on TP within a community of practice framework. Currently, the process of informal mentoring of PETE students during TP is undertaken by untrained cooperating teachers (CTs) as an unacknowledged gesture of goodwill. This has implications for the quality of PETE student learning during TP and became the subject of this research. Employing a range of qualitative data collection methods, this study focused on one umbrella case study (Greendale University, schools and PETE students) and five individual case studies: tetrads of PETE student, CT, university tutor (UT) and school principal (SP) during one academic year. PETE student learning was investigated from the perspectives of each member of the tetrad and data collected were analysed using grounded theory. Findings from this research concluded that (a) untrained CTs were unsuitable mentors and (b) untrained UTs were inappropriate tutors for PETE students as they both needed teaching expertise, a positive disposition and adequate training to embrace their respective roles. The study also found that within TP, there was a perceived lack of parity between the schools and university, with SPs feeling excluded and taken for granted by the university. This often led to open hostility between CTs and UTs, who were unclear about their respective TP roles. The combination of these factors resulted in PETE students learning the powerful hidden curriculum of TP which encouraged them to learn pedagogical content knowledge (PCK) in an unsupported and often isolated manner.

This qualitative exploratory case study focused on understanding how democracy and human rights education is carried out in a public elementary school in Turkey. A preliminary research was done in the USA in order to provide insight and experience into the study. An elementary school was chosen as a single case in Ankara. The study examined the perceptions of the school community (teachers, students, administrator and parents) related to democracy and human rights education through interviews. The participation to the study was completely based on voluntary action. Six teachers, 38 students, 16 parents and an administrator were interviewed. Observations and document analyses also enabled the researcher to find out the current instructional process concerning democracy and human rights education in different grade levels at elementary education. Content analysis was used to analyze the data. Research results revealed that democracy is not only a goal to be reached, and not just a form of government but also a concept experienced in all stages of schools. The major finding of the study was that there is a gap between what the school teaches as theory and the reality experienced in school and at home. All participants agreed that democracy and human rights education should start at early grades, preferably in kindergarten through establishing authentic learning environments where a variety of instructional methods, techniques, materials, textbooks and technology are employed. Besides, the school community indicated the importance of character education, school culture and values that are reflected through the hidden curriculum in schools for effective democracy and human rights education.

Made available in DSpace on 2014-12-17T14:36:51Z (GMT). No. of bitstreams: 1 VeridianoMS_DISSERT.pdf: 1769603 bytes, checksum: 9df34aba4d9cbb532e74204caf668df8 (MD5) Previous issue date: 2014-07-31 / Universidade Federal do Rio Grande do Norte / The target of this paper is to investigate the possibilities of inscribing into the EJA curriculum the knowledge detected in the neighborhood of a school if the point of view of the student body regarding the basic schooling deserves its due consideration. The empirical field of our research focuses on the elementary school of professor Amadeu Ara?jo Municipal School in Natal. Our investigative course tried to understand the way pupils think the curriculum contents of knowledge spread around the school from the vision furnished by their elementary school. With this, we hoped to develop a creative understanding concerning that question. Then we reviewed, along the debate, questions related to Nova Natal Housing Estate and its historic, social and cultural beginnings taking in account the participants memories of this research and their suggestions concerning the utility of the community knowledge to the curriculum practices. This project is supplied by the qualitative research and reinforced by the Focal Group s methodological procedures and semi-structured interviews. This procedure allowed us to discern different points of viewing, feeling and understanding in the complexity of the daily life around school and its environment. With these elements, we could note that some students perceptions pointed to a basic schooling fomented by traditionalized pedagogical practices in which teacher and pupil seldom dialogue with each other, what corroborates the impression of undervaluation of the pupil s role. Consequently, the nets of knowledge waved around the school in Nova Natal Housing Estate become useless, when they could be of great utility if inserted in the curriculum contents / Este trabalho tem como objeto de estudo as possibilidades de inser??o de saberes presentes no entorno da escola no curr?culo da EJA a partir do olhar discente sobre sua forma??o escolar. O campo emp?rico de nossa pesquisa concentra-se na citada modalidade do Ensino Fundamental da Escola Municipal Professor Amadeu Ara?jo, pertencente ao sistema educativo do munic?pio do Natal/RN. Nosso itiner?rio de pesquisa buscou investigar o modo como os alunos pensam a inser??o curricular de saberes presentes no entorno da escola, com aten??o especial ao seu olhar sobre a sua forma??o escolar, a fim de que pud?ssemos desenvolver uma discuss?o propositiva sobre outras possibilidades de inser??o curricular desses mesmos saberes, mas agora em articula??o com o olhar discente. Assim, debatemos sobre o Conjunto Habitacional de Nova Natal e seu itiner?rio hist?rico, social e cultural sob o recorte e mem?ria dos participantes desta investiga??o e suas falas sobre os saberes pertinentes da comunidade que pudessem tecer correla??o dial?gica nas pr?ticas curriculares. Este projeto ? ancorado na pesquisa qualitativa e amparado em procedimentos metodol?gicos do Grupo Focal e de Entrevista Semiestruturada, que nos permitiram captar formas diversas de olhares, de sentidos e de entendimentos dentro de um contexto cotidiano complexo seja na escola, seja no seu entorno. Isso nos permitiu inferir que existem percep??es do discente da EJA na referida escola que apontam para uma forma??o baseada em pr?ticas pedag?gicas tradicionalizadas, esvaziadas de um di?logo emancipador entre docente e discente (de modo geral), um ambiente escolar que corrobora o sentimento de desvaloriza??o discente e que em seu entorno existem redes de saberes que s?o tecidos no cotidiano de Nova Natal e que poderiam estar inseridos ao curr?culo escolar oficial, mas que na pr?tica n?o s?o reconhecidas de modo geral pela mencionada escola

The following thesis "Labelling as a part of a pedagogical discourse at a secondary pedagogical school" discusses the labelling process within the pedagogical discourse. The thesis aims to identify discursive practices used by teachers during the labelling process when evaluating their students, as well as to present different kinds of labels and areas that are considered either an asset or are deemed undesirable by teachers. Consequently, the thesis is of a theoretical-empirical nature. The theoretical part focuses on symbolic interactionism, labelling theory, and possible forms of pedagogical discourse. Furthermore, this part covers possible errors in social perception and areas that are most likely to result in a label being assigned to a student. In addition, considerable attention is paid to the typology of teacher personalities, school and class environments, or the impacts of the "hidden" curriculum. The empirical part introduces readers to qualitative research carried out in the form of participant observation at a pedagogical high school. Based on the research analysis the thesis proceeds to describe teachers labelling behaviour and presents a list of possible labels, including their differences. Key words: labelling, social deviation, social perception, education discource, hidden...

For the fifth year running, personal and social education (PSE) has been a part of primary school curriculum in the Czech Republic. This study examines how this cross-curricular subject is dealt with in six different primary schools. The theoretical part describes the history of PSE, its objectives, methods of implementation, principles, its position in primary school curriculum and its relationship to other cross-curricular subjects. The research part contains a study of the school curriculum of six primary schools from the point-of-view of PSE, an analysis of questionaires for observer of educational units working with PSE objectives and an analysis of self-examining questionaires for the teachers of these units.

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / O presente estudo parte de uma experiÃncia em curso no projeto intitulado MemÃrias de BaobÃ, que tem sua realizaÃÃo na escola de EducaÃÃo Infantil e Ensino Fundamental I 08 de MarÃo. InstituiÃÃo vinculada à rede municipal de ensino da cidade do Crato, na regiÃo do Cariri, sul do CearÃ. O projeto objetiva, desde maio de 2014, a implementaÃÃo da Lei N 10.639/03 que reformulou a LDB (9.394/96) com advento das Diretrizes Curriculares Nacionais para EducaÃÃo das RelaÃÃes Ãtnico-Raciais e para o Ensino de HistÃria e Cultura Africana e Afro-brasileira. No entanto, observou-se que as aÃÃes educativas realizadas no projeto entre os anos de 2014 e 2016, na perspectiva da implementaÃÃo da citada lei, nÃo deram conta da sua implantaÃÃo na matriz curricular da escola. Tal afirmaÃÃo justifica-se apÃs as/os professoras/es e nÃcleo gestor relatarem dificuldades para articulaÃÃo de tais conteÃdos em suas prÃticas educativas. Nesse sentido, percebeu-se a necessidade de uma formaÃÃo continuada com o professorado e gestÃo escolar partindo dos princÃpios / ensinamentos da CosmovisÃo Africana, intentando a construÃÃo de uma proposta pedagÃgica que valorizasse os repertÃrios africanos marcados na cultura local. Para tanto, realizamos uma Pesquisa-FormaÃÃo de Raiz Africana ancorada na Pedagogia do Baobà e fundamentada no aporte Pretagogia, intentando a construÃÃo da referida proposta e, por meio desta, descobrir prÃticas pedagÃgicas que deem subsÃdios aos professoras/es e nÃcleo gestor, no trato da histÃria e cultura africana e afro-brasileira, bem como verificar que contribuiÃÃes a formaÃÃo que valoriza os princÃpios / ensinamentos da CosmovisÃo Africana, poderia trazer para a matriz curricular da escola, em torno do ensino das africanidades local e educaÃÃo para as relaÃÃes Ãtnico-raciais. Assim, propusemos trabalhar com referenciais metodolÃgicos e abordagens pedagÃgicas equipados/as de conhecimento e saber de matriz africana. Nesse sentido, os caminhos metodolÃgicos sÃo constituÃdos por autoras e autores, como Josso (2004), Petit (2015), Petit e Silva (2011) e Oliveira (2007). AlÃm de Cavalleiro (2001), Silva (2010), Oliveira (2006), Meijer (2012), Hooks (2017) e Macedo (2012), que nos ajudam a refletir sobre formaÃÃo de raiz africana, africanizaÃÃo da escola e descolonizaÃÃo do currÃculo, a partir das categorias conceituais fundantes que enriquece o embasamento teÃrico da pesquisa, conceitos como: EducaÃÃo Anti-racista, CosmovisÃo Africana, Africanidades, CurrÃculo e Ensino. / The present study is based on an ongoing experiment in the project entitled MemÃrias de BaobÃ, which is being carried out at the School of Early Childhood Education and Primary Education I March 08. Institution linked to the municipal education network of the city of Crato, in the region of Cariri, south of CearÃ. The project aims, since May 2014, to implement Law No. 10,639 / 03, which reformulated LDB (9,394 / 96) with the advent of the National Curricular Guidelines for Education of Ethnic and Racial Relations and for the Teaching of African and Afro History and Culture -Brazilian. However, it was observed that the educational actions carried out in the project between the years 2014 and 2016, with a view to implementing the aforementioned law, did not account for its implementation in the curricular matrix of the school. This statement is justified after the teachers and the managerial nucleus report difficulties in articulating such contents in their educational practices. In this sense, the need for a continuous formation with the teachers and school management was observed, starting from the principles / teachings of the African Worldview, trying to construct a pedagogical proposal that valorized the African repertories marked in the local culture. In order to do so, we carried out an African Root Research-Formation anchored in Baobà Pedagogy and based on the contribution of Pretagogy, attempting to construct said proposal and, through this, to discover pedagogical practices that give subsidies to teachers and management nucleus, in the treatment African and Afro-Brazilian history and culture, as well as to verify that contributions to the training that values the principles / teachings of the African Worldview, could bring to the curricular matrix of the school, around the local african education and education for ethnic- racial relations. Thus, we proposed to work with methodological references and pedagogical approaches equipped with knowledge and knowledge of the African matrix. In this sense, the methodological paths are constituted by authors and authors, such as Josso (2004), Petit (2015), Petit e Silva (2011) and Oliveira (2007). In addition to Cavalleiro (2001), Silva (2010), Oliveira (2006), Meijer (2012), Hooks (2017) and Macedo (2012), help us reflect on African root formation, school africanization and decolonization of the curriculum , from the conceptual foundational categories that enriches the theoretical basis of the research, concepts such as: Anti-racist Education, African Worldview, Africanities, Curriculum and Teaching.

Regardless of culture, socio-economic background, and quality of life, all students deserve the highest quality of education. But the reality is, many education systems around the world do not offer it. Investing in structural reforms in education has the potential to boost economic growth in countries around the world. By learning from different education systems strengths and weaknesses, policy decisions can be made that ensure students are given the opportunity for higher educational outcomes. This study analyzes high, middle, and low quality education systems around the world and the infrastructures that lead to educational success or failure. Fifteen education systems are chosen for this study which includes Shanghai-China, Singapore, Japan, Finland, Canada, Portugal, United States, Luxembourg, Spain, Hungry, Brazil, Argentina, Indonesia, Qatar, and Peru. Each system is analyzed in terms of its teacher quality, curriculum, school system structure, and educational equity. From this study, it appears that there is a high-correlation between four indicators and top- educational success. These four indicators include having a highly selective model for hiring teachers, recruiting teachers from a top-pool of graduates, having a high-level of prestige held for teachers in society, and insuring students of low socio-economic status are given equal educational opportunities for success. Recommendations for a new teacher training and selection model are discussed based on the top four indicators. These recommendations could cause educational gains for both the United States and other systems around the world.