Esta pesquisa teve como objeto de estudo a implantação da política educacional do ensino fundamental de nove anos, tal como expressa na lei federal no. 11.274/06. Partiu-se da suposição básica de que mudanças educativas efetivas dependem da implicação dos atores diretamente envolvidos com as práticas no interior das escolas. O compromisso da investigação foi trazer possíveis respostas aos seguintes questionamentos: como procedeu-se à implantação da política de ampliação do Ensino Fundamental para nove anos em um município do interior paulista? Que debates e medidas formativas foram considerados pela gestão educacional do município? No âmbito de duas unidades de ensino fundamental, que discussões sobre a política de ampliação foram feitas e quais processos formativos foram desenvolvidos? Como objetivos específicos constaram: investigar que medidas foram consideradas pela gestão local visando à implantação da política no município; averiguar qual a inserção e participação de professores na implementação dessa política em duas escolas públicas municipais do interior paulista; compreender quais ações formativas foram desenvolvidas na esfera local e, particularmente, nos contextos de trabalho, visando ao acolhimento da política educacional; identificar que impressões gestores locais e professores das unidades estudadas revelaram a respeito de suas vivências no processo de implantação. Como referenciais teóricos, o estudo baseou-se nos textos dos documentos legais, nos estudos de Michael Fullan e Andy Hargreaves para abordar os conceitos de inovação e mudança educativa e nas formulações a respeito da formação de professores e profissionalismo docente de autores como António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire e outros. A investigação de natureza qualitativa (LANKSHEAR, KNOBEL, 2008) constou de um estudo de caso múltiplo (STAKE, 1999; YIN, 2005) envolvendo duas unidades educacionais públicas de Ensino Fundamental I e II pertencentes à Secretaria Municipal de Educação de Taubaté/SP. Com o estudo, constatou-se que a implantação do ensino fundamental de nove anos preteriu do debate e do envolvimento os profissionais da educação. Identificou-se que as escolas estudadas não estavam devidamente organizadas tanto no que tange à infraestrutura para receber o público mais novo de seis anos, como também no tocante às suas propostas pedagógicas. Os depoimentos das professoras indicam que elas foram conduzidas a pensar estratégias emergenciais para atender crianças de seis e sete anos que estavam no 1º e no 2º ano, respectivamente. Além disso, a adoção de um sistema apostilado não atendeu às necessidades daquela população escolar do ensino fundamental. Conclui-se que há um enorme abismo entre o texto da lei, as orientações emanadas da esfera federal e aquilo que aconteceu no nível da municipalidade e, mais, no nível das unidades de educação do município. / The object of study of this research was the implementation of the nine-year elementary school educational policy, as expressed in the Federal Law 11.274/06. This research was based on the basic assumption that effective educational changes rely on the implication of the actors directly involved with the school practices. In this context, this investigation was committed to bring possible answers to the following questions: how was the extension policy from the eight to the nine-year elementary school implemented in a city in the interior of the São Paulo State? Which debates and formative measures did the city´s educational council consider? In the sphere of two elementary schools, what were the discussions about this extension policy and which formative measures were developed? The specific objectives of this research comprised: investigate the measures considered by the local management with regards to the implementation of this policy in the city; inquire into the insertion and participation of teachers in the implementation of this policy in two municipal public schools in the interior of the São Paulo State; understand which formative actions were developed in the local sphere and particularly in the working context aiming at the reception of this educational policy; identify the impressions that local managers and teachers of the schools studied had with regards to their experiences in the implementation process. As theoretical references, this study derived from the legal documents, the studies of Michael Fullan and Andy Hargreaves to approach the concepts of innovation and educational change and the formulations related to the development and professionalism of teachers from authors such as António Nóvoa, Gimeno Sacristán, Christopher Day, João Formosinho, Júlia Oliveira-Formosinho, Paulo Freire amongst others. The investigation of the qualitative nature (LANKSHEAR, KNOBEL, 2008) included a multiple-case study (STAKE, 1999; YIN, 2005) involving two educational public units from Elementary I and II schools associated with the Secretariat of Municipal Education from Taubaté/SP. This study revealed that the implementation of the nine-year elementary school policy neglected to involve the educational professionals in the debate. It was also identified that the studied schools were not properly organized concerning their pedagogical propositions and the infrastructure to receive the younger six-years-old children. The testimonials of teachers indicated that they were led to formulate emergency strategies to cope with six and seven-years-old children that were in the first and second years of school, respectively. In addition to that, the adoption of a workbook system did not meet the necessities of that educational population. It was concluded that there is an enormous abyss between the law, the guidance from the federal sphere and what happened in the municipality level and in the schools.

The path taken along this research had the objective of analyzing the relationship of the Pedagogical Coordinator with the Continued Training of Teachers in Service in the State Public Schools of Sergipe. With the backing of the line of thought of renowned authors such as Bernard Charlot and Maria Amélia do Rosário Santoro Franco, we chose our direction, and to build our conception of Ongoing Teacher Training, we have taken steps in the theories of Imbernón (2010), Tardif 2002, 2007) and Perrenoud (2001, 2002). As this conception of Continuing Formation brings in itself a specific Pedagogical Coordinator profile, we walk side by side with the ideas of Almeida and Placco (2005) and Domingues (2014). We also have documentary sources for the theoretical reference of this work. As a qualitative study, based on a survey conducted with schools in the capital and the region of Greater Aracaju, we conducted a documentary analysis and a semi-structured interview with ten Pedagogical Coordinators, selected by schools with a larger number of students in the year of 2016 In some moments, we can also observe formations promoted by the SEF - Service of Elementary Education, sector that is part of the DED - Department of Education, SEED - Secretary of State for Education. These observations were from the formative meetings with a much larger audience, and in several regional directorates of the State. For data analysis, we use Bardin's theory (2008), considering the statements of the Pedagogical Coordinator what their perceptions and knowledge about the Continued Training of Teachers in Service. What we can see from what has been covered is that the Pedagogical Coordinators of schools in the State of Sergipe have a conflictive relationship with the Continuing Education of Teachers in Service, since they can not develop a trainer profile due to the demands of the other assignments and to the functional structure of the Magisterium in the State. However, positively, the data show that these coordinators wish to develop this training profile and recognize the need for continuous training that promotes the professional development of teachers / O caminho percorrido ao longo dessa pesquisa teve o objetivo de analisar a relação do Coordenador Pedagógico com a Formação Continuada de Professores em Serviço nas Escolas Públicas Estaduais de Sergipe. Com respaldo na linha de pensamento de autores consagrados como Bernard Charlot e Maria Amélia do Rosário Santoro Franco, escolhemos nossa direção e, para construir nossa concepção de Formação Continuada de Professores em Serviço, demos passos firmados nas teorias de Imbernón (2010), Tardif (2002; 2007) e Perrenoud (2001; 2002). Como essa concepção de Formação Continuada traz em si um perfil específico de Coordenador Pedagógico, caminhamos lado a lado com as ideias de Almeida e Placco (2005) e Domingues (2014). Contamos também com fontes documentais, para o referencial teórico desse trabalho. Por ser uma caminhada qualitativa, trilhada a partir da pesquisa participante, baseada numa amostragem realizada com escolas da capital e da região da Grande Aracaju, fizemos uma análise documental e uma entrevista semiestruturada com dez Coordenadores Pedagógicos, selecionados por escolas com maior quantitativo de alunos no ano de 2016. Em alguns momentos, podemos também observar formações promovidas pelo SEF – Serviço de Ensino Fundamental, setor que faz parte do DED - Departamento de Educação da SEED – Secretaria de Estado da Educação. Essas observações foram dos encontros formativos com um público bem maior e em diversas diretorias regionais do Estado. Para análise dos dados, utilizamos a teoria de Bardin (2011), considerando as falas do Coordenador Pedagógico, quais as percepções e saberes destes sobre a Formação Continuada de Professores em Serviço. O que podemos constatar do que foi percorrido é que os Coordenadores Pedagógicos de escolas do Estado de Sergipe possuem uma relação conflituosa com a Formação Continuada dos Professores em Serviço, visto que não conseguem desenvolver um perfil de formador devido às demandas das demais atribuições e à estrutura funcional do quadro do Magistério no Estado. Contudo, positivamente, os dados revelam que esses coordenadores desejam desenvolver esse perfil formador e reconhecem a necessidade de uma formação continuada que promova o desenvolvimento profissional dos professores. / São Cristóvão, SE

[pt] Esta tese tem por finalidade compreender o sentido do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) para o desenvolvimento profissional dos professores alfabetizadores em dois municípios de Minas Gerais de pequeno e grande porte: Matias Barbosa e Juiz de Fora. Ademais, procuramos entender que ações gestoras foram realizadas para que o PNAIC fosse implementado e chegasse até aos professores e às salas de aula de contextos tão diferentes. Nesse sentido, investigamos o PNAIC a partir das vozes não silenciadas dos professores alfabetizadores, procurando identificar as suas concepções e ações, no que tange à alfabetização, à formação continuada e à própria docência. O procedimento adotado foi a pesquisa qualitativa. Os instrumentos utilizados para a obtenção dos dados foram a aplicação de questionários com perguntas fechadas e abertas, assim como a realização de entrevistas semiestruturadas com diferentes atores (coordenadores locais, orientadores de ensino, professores-alfabetizadores, secretárias de educação e professores-formadores) que participaram do PNAIC em Matias Barbosa e Juiz de Fora, no período de 2013 a 2015. Além disso, recorremos aos documentos oficiais orientadores do PNAIC como fonte de dados sobre o desenho estrutural desse programa de formação. A análise dos dados da pesquisa mantém diálogo com pesquisadores dos campos da alfabetização (Mortatti, Carvalho, Soares); da formação e do desenvolvimento profissional (Tardif, Nóvoa, Gatti, André, Formosinho, García, Day). Os professores-alfabetizadores entrevistados apontam que a experiência com o PNAIC possibilitou o desenvolvimento profissional pelos fatores: troca de experiência, material rico para estudo e pesquisa, presença de atividades práticas e inovadoras. Pudemos constatar, através dos relatos, que a mudança da prática docente não afetou todos os professores que participaram da formação e que existem diferenças nos encaminhamentos das ações gestoras locais para que o PNAIC chegasse até ao professor e nas salas de aula. A diferença entre o processo de implantação do PNAIC nos dois municípios investigados foi percebida, principalmente, em relação à forma de adesão dos professores-alfabetizadores e orientadores de estudos e ao acompanhamento feito pelos orientadores de estudo e coordenadores pedagógicos das práticas alfabetizadoras no contexto escolar. Além disso, os professores apontam a relevância do acompanhamento das suas ações docentes, para o seu desenvolvimento profissional, pois permite a troca de experiência, o trabalho coletivo na busca da melhoria da prática docente e de soluções dos problemas da aprendizagem dos alunos. Através da pesquisa, ressaltamos a importância de programas de formação continuada construída na e com a escola, como o PNAIC, para a promoção do desenvolvimento profissional dos professores alfabetizadores. Conclui-se que o desenvolvimento profissional docente pode ser compreendido a partir da valorização profissional, da capacidade de aquisição e de veiculação de novos saberes e das competências para a prática alfabetizadora. Além disso, pode contribuir para o incentivo à inovação da prática, ao aperfeiçoamento, à troca de experiências, com vistas à melhoria do ensino e da escola em sua totalidade com reflexos na aprendizagem dos alunos. / [en] This thesis aims to understand the PNAIC, a program directed to the professional development of the literacy teachers and to the students’ education. To do so, there were analyzed two cities from Minas Gerais, a state in Brazil. Those are: Matias Barbosa e Juiz de Fora. Besides, this research tries to understand which management actions were made to implement PNAIC. So, the program was investigated through the non-silenced voices of the literacy teachers. This methodology was chosen, so that it could be possible to identify their conceptions and actions related to literacy, continuous formation and teaching itself. The adopted procedure was the qualitative research. The used instruments to collect data were: inquiries application with open and closed questions and semi structured interview with different actors, such as local coordinators; teaching advisors; literacy teachers; educational secretaries; and formation professors. All of them participated of PNAIC in Matias Barbosa and Juiz de Fora from 2013 to 2015. Besides, there were studied the official documents of the program and other sources of data. The data analysis was then crossed with researches from the field of literacy (Mortatti, Carvalo, Soares); and professional formation and development (Tardif, Nóvoa, Gatti, André, Formosinho, García, Day). The interviewed literacy teachers point out that the experience with PNAIC allowed the professional development. Through it, it was possible to exchange experience; have access to rich material for study and research; and to understand new activities and innovational practices. Those experiences show that teachers could change their teaching practice. Besides, the research also showed that there are differences on the local management practices related with PNAIC. Those dissimilarities of the program s implementation process on the two investigated cities were noticed mainly on the adhesion and follow up of the literacy professors and study advisors. Besides, the professors point out the relevancy of the follow up process to their teaching practices and professional development. Through it, is possible to improve educational methods, especially when finding new practices and solutions to the educational problems. The research shows the importance of continuous formation programs, as PNAIC, to the promotion of the professional development of literacy teachers. It is possible to conclude that the teaching professional development happen through the professional valuing and through the skills of acquiring new knowledges and competences to the literacy practice. Those kinds of programs also help to develop innovative practices, the experience exchange and its improvement. Besides, they also help to improve the educational practice as a whole. / [fr] Cette thèse a comme objectif comprendre le sens du Pacte National pour l Alphabétisation à l Âge Idéal (PNAIC, en portugais) pour le développement professionnel du professeur alphabétiseur et pour l enseignement des élèves dans deux municipalités de Minas Gerais, une petite et l autre grande: Matias Barbosa et Juiz de Fora. De plus, on cherche comprendre que des actions de gestion ont été réalisées pour que le PNAIC ait été mis en oeuvre et afin qu il soit arrivé jusqu aux professeures et aux salles de classe, qui existent dans des différents contextes. De cette manière, on vérifie le PNAIC à partir des voix expressives des professeurs alphabétiseurs, en cherchant identifier ses conceptions et ses actions en ce qui concerne l’alphabétisation, la formation continue et le propre enseignement. La procédure utilisée a été celle de la recherche qualitative. Les instruments employés, pour l acquisition des données, ont été l application de questionnaires avec des questions fermées et ouvertes, ainsi que la réalisation d interviews semi-structurés avec plusieurs subjects (coordinateurs locaux, conseillers pédagogiques, professeurs-alphabétiseurs, secrétaires d’éducation et professeurs-formateurs) qui ont participé du PNAIC à Juiz de Fora et à Matias Barbosa, pendant la période entre 2013 et 2015. En outre, nous avons recours aux documents d’orientation officiels du PNAIC comme source de données à propos de la conception structurale de ce programme de formation. L analyse des données de la recherche dialoguent avec les chercheurs du domaine de l’alphabétisation (Mortatti, Carvalho, Soares) et de la formation et du développement professionnel (Tardif, Nóvoa, Gatti, André, Formosinho, García, Day). Les professeurs alphabétiseurs interrogés indiquent que l’expérience avec le PNAIC a possibilité une évolution à cause des éléments suivants: échange de pratiques, riche matériel pour l’étude et la recherche, ainsi que la présence d activités pratiques et innovatrices. On a pu constater, parmi des rapports, que le changement de la pratique d’enseignement n’a pas affecté tous les professeurs qui ont participé de la formation et, aussi, qu il y a des différences, dans les manières employés par les actions de gestion locales, pour que le PNAIC soit arrivé jusqu’au professeur et aux salles de classe. La différence entre le processus d’implantation do PNAIC des deux municipalités recherchées a été aperçue, principalement, vis-à-vis la manière d adhésion des professeurs-alphabétiseurs et des conseillers d’orientation des études, et aussi par rapport à l accompagnement des pratiques d alphabétisation dans le cadre scolaire, réalisé par les conseillers d orientation et les coordinateurs pédagogiques. Par ailleurs, les professeurs indiquent la pertinence de l accompagnement de leurs enseignements pour leurs évolutions professionnelles, puisque cela permet l échange de pratiques et le travail collectif en quête de l amélioration de l enseignement et d’un dénouement des problèmes d apprentissage des élèves. Parmis l étude, nous soulignons l importance des programmes de formation continue construite à (et avec) l école, comme le PNAIC, pour l encouragement de l évolution professionnelle des professeurs alphabétiseurs. On y conclut que le développement professionnel d enseignement peut être compris à partir de la valorisation professionnelle, de la capacité d obtention et de propagation des nouveaux savoirs et des compétences pour la pratique d alphabétisation. En plus de cela, il peut contribuer pour l encouragement de l innovation de la pratique, au perfectionnement, à l échange d’expériences, à des fins d améliorer l enseignement et l école dans son intégralité, réfléchissant sur l apprentissage des élèves.

This thesis follows the bachelor thesis ,,Gestalt therapy and its use in education" and deals with self-development of teachers as a basic premise for preparedness for the profession. It describes very complicated concept self-development of teacher itself, then it discusses the issues of teaching quality and professionalism, where the thesis again emphasizes self-development as a way of transition from semiprofession to profession. It contemplates the necessity of self-development due to the rapid changes in today's society and thus increasing demands on the personality of the teacher. This thesis is based on the belief in the importance of self-development of teachers mainly in social and personal qualities, it asks whether these qualitites are sufficiently developed in the pregraduate teacher's education and if the offer of further education is sufficient for today's teachers. A short chapter is devoted to the burnout syndrom. Empirical probe aims to validate the conclusions and research of the theoretical part. The chosen method for the probe is questionnaire for primary school teachers. There is a list of centers that provide teacher training in the end of the thesis.

L’apprentissage des Langues Étrangères a pris une place indispensable dans l’éducation. Avec la mondialisation, différents pays, notamment en Europe et en Amérique, sont contraints de mettre en place des programmes éducatifs pour le développement des compétences communicatives des citoyens dans le but de s’insérer dans l’économie globale. En Colombie, le contexte auquel s’intéresse notre étude, le gouvernement cherche à renforcer l’apprentissage de l’anglais LE. Dans ce but, le Plan National de Bilinguisme (PNB) a été instauré et a entraîné la conception d’objectifs qui ne peuvent être atteints qu’avec de profonds changements dans la pratique professionnelle des enseignants, des acteurs éducatifs et dans l’organisation des établissements scolaires. La présente thèse porte sur les enjeux de cette politique linguistique par rapport au développement professionnel des enseignants d’anglais et à la réalité des contextes éducatifs. Elle porte aussi sur l’impact de l’adoption du Cadre Européen Commun de Référence pour les langues (CECR) comme document de base du PNB. Notre étude, qui s’inscrit dans le domaine de la recherche exploratoire, vise à décrire et comprendre le processus de mise en place du PNB et de l’adhésion du CECR. Nous avons procédé à l’application de différents outils pour le recueil de données – à savoir, l’analyse documentaire, l’entretien semidirectif / compréhensif et le questionnaire – auprès de 13 responsables du développement professionnel et 36 enseignants d’anglais, surtout des régions du Valle del Cauca (ouest) et Cundinamarca (centre). Les données recueillies sont analysées et discutées en vue d’apporter des informations sur la mise en place de la réforme, sur les points de vue des acteurs impliqués, les difficultés rencontrées, et sur le rapport objectives théoriques et réalités d’application. Les résultats obtenus rendent compte de la complexité de mettre en œuvre une politique linguistique cherchant à standardiser les processus d’enseignement-apprentissage des langues étrangères dans un contexte tel que le colombien. Ils nous fournissent des pistes de réflexion sur les besoins urgents de formations, de pratiques réflexives et d’un empowerment chez les enseignants. / Learning Foreign Languages has taken a prominent position in the education field. With globalization, countries, mostly in Europe and America are required to set up educational programs for the development of communicative skills of citizens, to have a place into the global economy. In Colombia, the context in which our study was conducted, the government seeks to reinforce the learning of English FL. To this end, the National Bilingual Program (NBP) established and led the design of objectives that can only be achieved with reflective changes in the professional practice of teachers, the organization of the educational stakeholders and schools. The framework or our research is focused on the stakes of the language policy in relation to professional development of English teachers and the reality of educational contexts. It also looks at the impact of the adoption of the European Framework of Reference for Languages (EFRL) as the basic document of NBP. Our study, is part of an exploratory research, that attempts to describe and understand the implementation process of the NPB and the accession to the CEFR. We proceeded by applying a variety of data collection tools -namely, document analysis, semi-structured/comprehensive interview and questionnaire- with 13 teacher trainers and directors of professional development programs. and 36 English teachers, especially from the regions of Valle del Cauca (west) and Cundinamarca (center). The collected data are analyzed and discussed to provide information on the implementation of the reform, on the views of stakeholders involved, the difficulties encountered and the relation of theoretical objectives and school settings. The outcomes reflect the complexity of implementing a language policy seeking to standardize the process of teaching and learning of foreign languages in a context such as Colombia. This results provide valuable insights on the urgent professional development needs, reflective practices and the empowerment of teachers.

A presente pesquisa aborda como temática central o desenvolvimento profissional de professores dos anos iniciais de escolarização, relativo ao ensino de ciências. Desenvolveu-se em uma escola da rede municipal de ensino da cidade de São Paulo, tendo como base uma formação contínua em serviço orientada pela realização de atividades investigativas de ensino. A partir de referenciais teóricos da perspectiva histórico-cultural, o desenvolvimento profissional é abordado como um processo desencadeado pela docência, concebida como atividade, e como tal, mediada por ações coletivas e colaborativas. Esta investigação problematiza a relação entre ensinar ciências e aprender a ensinar ciências, a partir da seguinte questão: o que a mediação discursiva docente pode mostrar sobre o trabalho docente e desenvolvimento profissional de professores dos anos iniciais que ensinam ciências sob orientação investigativa? Trata-se de um estudo de caso, com aproximações à análise microgenética. A análise privilegia a atividade docente em sala de aula de uma das professoras do coletivo da escola, realizada mediante a configuração de suas mediações discursivas. Os resultados mostram o desenvolvimento profissional como um contínuo processo de realização de motivos e objetivos pelo professor, e de subsequentes atribuições de sentidos, potencializados por situações de aprendizagem oriundas de necessidades formativas que emergem do movimento dialógico discursivo em sala de aula. Conclui-se que o desenvolvimento profissional do professor está relacionado ao conteúdo de seus motivos e sentidos, à capacidade de reversibilidade dos modos de mediação por ele adotados para realizar os seus objetivos e à dimensão coletiva e colaborativa de sua docência. Desse modo, a pesquisa pode contribuir com reflexões no campo teórico/prático da formação de professores no ensino de ciências, não apenas por evidenciar realizações e necessidades docentes em sala de aula, mas por destacar a construção da docência na amplitude da práxis, como condição essencial para o desenvolvimento profissional. / The theme of this research is the professional development of first school years science teachers. It has been developed in a school of the São Paulo municipal teaching network based on continued education on site and supported by investigative teaching activities. Based on theoretical references that have a historic-cultural perspective, professional development is approached as a process triggered by the teaching activity and, as such, affected by collective and collaborative actions. This investigation discusses the relation between teaching science and learning how to teach science, and asks: what can the teaching discourse mediation show about the teaching activity and the professional development of first years science teachers that teach using an investigative approach? This is a case study that approximates microgenetic analysis. This analysis focuses on one of the school teachers teaching activity in the classroom and was conducted through the configuration of her discourses. Results present professional development as a continuous process through which the teacher accomplishes motives and objectives and, subsequently, assigns meanings that are strengthened by learning situations deriving from educational requirements that arise from the discourse/ dialogue movement inside the classroom. It is possible to conclude that the teachers professional development relates to the content of her motives and meanings, to her capacity of reversing adopted mediation modes to achieve her objectives, and to the collective and collaborative dimension of her teaching. Accordingly, this research may contribute to reflections on the theoretical/practical field of science teachers education, not only because it evidences teaching accomplishments and requirements in the classroom, but because it emphasizes the construction of teaching, considering the praxis as the key condition for professional development.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-12-19T13:18:32Z No. of bitstreams: 1 Aline Ribeiro Pessôa_.pdf: 1289142 bytes, checksum: f4e7f7469fb96423567c077ffa03dbf5 (MD5) / Made available in DSpace on 2018-12-19T13:18:32Z (GMT). No. of bitstreams: 1 Aline Ribeiro Pessôa_.pdf: 1289142 bytes, checksum: f4e7f7469fb96423567c077ffa03dbf5 (MD5) Previous issue date: 2018-10-31 / Nenhuma / O feedback corretivo oral, em uma perspectiva sociocultural, é entendido como um elemento central para professores de línguas estrangeiras ajudarem o aprendiz a alcançar a autorregulação. Uma vez que o feedback corretivo possibilita a construção conjunta de uma zona de desenvolvimento proximal (ZDP), enfatiza-se a importância de variar os tipos de feedback oferecidos, reformuladores e elicitativos, favorecendo a estes, pois ajudam o aprendiz a assumir a responsabilidade pela correção de seus próprios erros. Este estudo objetiva contribuir para o desenvolvimento profissional de docentes de inglês como língua estrangeira e, conforme a perspectiva sociocultural, abordar e desenvolver conceitos científicos sobre o feedback corretivo oral. A investigação envolveu duas professoras de língua inglesa de uma escola pública em uma pesquisa-ação colaborativa, durante um semestre letivo. O estudo explora a pesquisa-ação colaborativa, estreitamente relacionada aos conceitos socioculturais da mediação e da ZDP, e propõe a zona de desenvolvimento proximal de docentes de língua estrangeira (ZDPD-LE), definida como a distância entre o que um professor de língua estrangeira faz em sua sala de aula e o que pode fazer quando estrategicamente mediado. A pesquisa fez uso da triangulação para a coleta e a análise dos dados, os quais foram coletados por meio de entrevistas individuais semi-estruturadas, observações em sala de aula, gravações em áudio e vídeo das aulas observadas, sessões autoscópicas e uma entrevista em grupo não estruturada. A análise dos dados foi orientada pela análise de conteúdo e pela análise da interação. Os resultados evidenciaram que, antes da pesquisa-ação colaborativa, as duas professoras utilizavam, predominantemente, feedback reformulador, especialmente recast, e eram contrárias ao fornecimento de feedback corretivo imediato. Além disso, elas ofereciam apenas alguns dos vários tipos de feedback corretivo. Os resultados do estudo revelaram que as professoras participantes internalizaram conceitos científicos e, como consequência, alteraram suas compreensões e o modo como fornecem feedback corretivo oral. Os resultados desta investigação ressaltam a importância da implementação de oportunidades, tais como as propiciadas por uma pesquisa-ação colaborativa, para professores em serviço se engajarem e refletirem sobre suas práticas de feedback corretivo oral, como forma de apoiar e promover o desenvolvimento profissional de professores de inglês como língua estrangeira. / Oral corrective feedback, from a sociocultural perspective, is understood as a pivotal element in how foreign language teachers can assist a learner to achieve self-regulation. As corrective feedback enables the joint construction of a zone of proximal development (ZPD), it is emphasized the importance of varying the types of feedback offered, reformulations and prompts, favoring the latter, as they help learners assume responsibility for correcting their own errors. This study aims at contributing to English as a foreign language teachers’ professional development and, within a sociocultural perspective, intends to approach and develop scientific concepts about oral corrective feedback. The study engaged two teachers of English as a foreign language, from a public language school, in a collaborative action research, during a school semester. The study explores collaborative action research, as closely related to the sociocultural concepts of mediation and ZPD. It thereby proposes the zone of proximal foreign language teacher development (ZPFLTD), defined as the distance between what a foreign language teacher does in his/her classroom and what he/she can do when strategically mediated. The study used a triangulation design for data collection and analysis. Data were collected by means of semi-structured individual interviews, classroom observations, audio and video recordings of the observed lessons, teacher stimulated recall interviews, and an unstructured group interview. Data analysis was informed by using content analysis and interaction analysis. The results showed that prior to the collaborative action research, both teachers predominantly used reformulations, especially recast, and were against the provision of immediate oral corrective feedback. Furthermore, they provided only some of the various feedback types. The results of the study revealed the participant teachers internalized scientific concepts, and therefore, changed their understanding and the way they furnished oral corrective feedback. The findings of this study highlight the importance of implementing opportunities, such as those propitiated by a collaborative action research, for in-service teachers engage with and reflect on their oral corrective feedback practices, as a supportive and effective way to promote the professional development of teachers of English as a foreign language.

A presente pesquisa aborda como temática central o desenvolvimento profissional de professores dos anos iniciais de escolarização, relativo ao ensino de ciências. Desenvolveu-se em uma escola da rede municipal de ensino da cidade de São Paulo, tendo como base uma formação contínua em serviço orientada pela realização de atividades investigativas de ensino. A partir de referenciais teóricos da perspectiva histórico-cultural, o desenvolvimento profissional é abordado como um processo desencadeado pela docência, concebida como atividade, e como tal, mediada por ações coletivas e colaborativas. Esta investigação problematiza a relação entre ensinar ciências e aprender a ensinar ciências, a partir da seguinte questão: o que a mediação discursiva docente pode mostrar sobre o trabalho docente e desenvolvimento profissional de professores dos anos iniciais que ensinam ciências sob orientação investigativa? Trata-se de um estudo de caso, com aproximações à análise microgenética. A análise privilegia a atividade docente em sala de aula de uma das professoras do coletivo da escola, realizada mediante a configuração de suas mediações discursivas. Os resultados mostram o desenvolvimento profissional como um contínuo processo de realização de motivos e objetivos pelo professor, e de subsequentes atribuições de sentidos, potencializados por situações de aprendizagem oriundas de necessidades formativas que emergem do movimento dialógico discursivo em sala de aula. Conclui-se que o desenvolvimento profissional do professor está relacionado ao conteúdo de seus motivos e sentidos, à capacidade de reversibilidade dos modos de mediação por ele adotados para realizar os seus objetivos e à dimensão coletiva e colaborativa de sua docência. Desse modo, a pesquisa pode contribuir com reflexões no campo teórico/prático da formação de professores no ensino de ciências, não apenas por evidenciar realizações e necessidades docentes em sala de aula, mas por destacar a construção da docência na amplitude da práxis, como condição essencial para o desenvolvimento profissional. / The theme of this research is the professional development of first school years science teachers. It has been developed in a school of the São Paulo municipal teaching network based on continued education on site and supported by investigative teaching activities. Based on theoretical references that have a historic-cultural perspective, professional development is approached as a process triggered by the teaching activity and, as such, affected by collective and collaborative actions. This investigation discusses the relation between teaching science and learning how to teach science, and asks: what can the teaching discourse mediation show about the teaching activity and the professional development of first years science teachers that teach using an investigative approach? This is a case study that approximates microgenetic analysis. This analysis focuses on one of the school teachers teaching activity in the classroom and was conducted through the configuration of her discourses. Results present professional development as a continuous process through which the teacher accomplishes motives and objectives and, subsequently, assigns meanings that are strengthened by learning situations deriving from educational requirements that arise from the discourse/ dialogue movement inside the classroom. It is possible to conclude that the teachers professional development relates to the content of her motives and meanings, to her capacity of reversing adopted mediation modes to achieve her objectives, and to the collective and collaborative dimension of her teaching. Accordingly, this research may contribute to reflections on the theoretical/practical field of science teachers education, not only because it evidences teaching accomplishments and requirements in the classroom, but because it emphasizes the construction of teaching, considering the praxis as the key condition for professional development.

The diploma thesis deals with the topic of teachers supervision as a tool for their professional development. This area is not yet the subject of much research and is far from being theoretically covered in our context. Likewise, we can talk about "not covering" Czech schools with supervision, which is seen here as worthy of change. The general aim of this work is to give a comprehensive view of this issue and to define the place of supervision in the professional development of teachers. The theoretical part summarizes available information on this topic in our context and links these rather modest information with the relevant theory of the teaching profession and supervision. The introductory chapter is devoted to a summary of existing research in this area. In response to the above research, the following chapter is devoted to a more detailed description of the teacher's profession - its role in the context of today's society and, in particular, to describe the demands and risks of this profession, which corresponds to the needs of helping professions. Subsequently, the competencies that are needed for professional management of the mentioned tasks, demands and risks are defined, while the emphasis is on the need of the teacher as a reflective practitioner and also on the personality and...

The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In recent years there has been much debate on how the standard of education provisioning in schools could be raised in the light of the introduction of the much debated Revised National Curriculum Statement (RNCS) and thereafter the National Curriculum Statement (NCS). These reform initiatives have brought about confusion and a sense of unsettledness amongst educators, including principals as well as their School Management Teams. Furthermore, the abovementioned and other policies required educators to acquaint themselves with either the materials that are used or the content of the curriculum and the planning and presentation of lessons. This entails in some occasions that educators who are more experienced have to assist the less experienced ones since they understand the RNCS and more recently the NCS better than the others. According to me this emphasises the importance of educator development towards raising the standards in schools. Continuous Professional Development (CPD) is a process that fits the role of an educator as a lifelong learner. The aforementioned is captured in the Norms and Standards for Educators (2000). The need for more attention to be accorded to the professional development of practising educators is emphasised in the Report of the Ministerial Committee on Teacher Education (2005). This report led to the development of the National Policy Framework for Teacher Education and Development which has as its aim to attempt to address the need for suitably qualified educators in South Africa. The National Policy Framework for Teacher Education and Development will be used in this study along with the Integrated Quality Management Systems (IQMS) as tools to achieve the continuous development of educators in South African schools. The Personnel Administration Measures (PAM) of 1999 are also used since they stipulate the roles and responsibilities of the educator, including those of the principal, deputy principal(s) as well as the heads of department. In particular it stipulates that the principal (Department of Education, 1999:10) is responsible for the development of staff training programmes, school-based, school-focused and externally directed, and to assist educators, particularly new and inexperienced educators, in developing and achieving educational objectives in accordance with the needs of the school. This research project deals with the challenges experienced by educators regarding their own Continued Professional Development (CPD). It thus aims at coming up with an empirical account of the challenges experienced by the said educators. The study will focus on, among others, the educators’ experiences in the implementation of the IQMS as a developmental tool for educators in schools. It looks at the roles that different staff members in senior positions in terms of the CPD of the educators. These include the developmental opportunities available in the sampled schools. Carefully selected and drafted interview questions assisted me in soliciting answers from the sampled educators. / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted