The intentions expressed by second career individuals about entering the field of education, to make a difference in the lives of young people, mirror many of the philosophical frameworks of teaching for democracy that are found in the literature (Banks, 2005; Nieto, 1999; Dewey, 1916; Parker, 2003). An interest in how the interconnections of teaching to make a difference and teaching for democracy are enacted in second career teacher's classrooms. Four dimensions of teaching for democracy are suggested as a model of socially responsive teaching to study how teaching to make difference is enacted in the beliefs and practices of two second career teachers. The four dimensions include: 1) An ethic of care (Noddings, 1994); 2) Reflexive action (Grant & Zeichner, 1996; Schon, 1987); 3) Learning communities (Brooks & Brooks, 1999; Nieto, 1999; Richardson, 1997); and 4) Managed chaos (Bruner, 1986; Jenlink, 2004).Qualitative case study research was conducted to investigate how two newly certified second career male teachers articulate the beliefs they hold and conduct their practices to teach all children. From the constant comparison analysis common themes of classroom environment, curricular choices, and instructional approaches were identified and anchored the development of the cases. Across cases, the theme of 'life history' emerged as influential in the beliefs and practices to teach to make a difference. An extended analysis was conducted across cases to examine the links of the four dimensions of teaching for democracy present in the stories of each teacher's first year of teaching.Findings of this research study indicates 'life history' impacts the beliefs and practices of second career teachers to teach all students and can be linked to dimensions of teaching for democracy. Students' personal stories are sources for understanding and enhancing an awareness of racial, cultural, and economic diversity in teacher preparation programs (LaBoskey, 2006). This understanding is at the heart of the democratic ideal and a fundamental belief of those "directly responsible for ...creating and sustaining processes of conscious, self-guided evolution...the design of a future society" (Jenlink, 2002, p. 395).

Over the past several decades, secular schools in North America have been expected to impart moral education to students. An array of approaches, strategies, methods, and philosophical and theoretical orientations for doing so are promoted in education literature. Two, in particular, have also been politically endorsed in Ontario, Canada—character education and community service. Yet, there remains discrepancy among teachers’ practices, knowledge, awareness, and intentions. Anecdotal reports indicate that relatively few teachers provide a consistent and comprehensive moral education, and those who do, act primarily on their own initiative and at their own discretion. Previous empirical evidence suggests that teachers who are moral agents conceive of, enact, and reflect on a personally developed form of moral education, which is embedded in the moral and ethical dimensions of school and classroom life, curriculum, and pedagogy. This single-case study aims to broaden and deepen the scholarship of moral agency as moral education, by exploring the question How does a teacher, who prioritizes the moral education of students, envision, enact and reflect on that moral education. Positioning myself as a conduit, within what is often considered to be a closed-door culture of teaching, I metaphorically opened one teacher’s classroom door and exposed her practices. The result is a uniquely comprehensive and genuine portrait of moral agency, which details the use of a variety of strategies and methods for imparting morality. These include intentionally modelling moral behaviours, conduct and dispositions; fostering relationships with and among students; creating a classroom community; delivering virtues lessons and messages; encouraging discussions of a moral nature; nurturing self-discipline in students; providing opportunities for community service; and assessing students’ social and moral development. The harmonious co-existence of these strategies and methods within one classroom and one teacher’s practice; the complementary and supportive way in which the teacher makes use of them; and their independence of any particular philosophical or theoretical orientation for moral education, represent the main insights of this study. These insights suggest that moral education in a secular classroom might be more comprehensively understood and promoted as moral agency.

Over the past several decades, secular schools in North America have been expected to impart moral education to students. An array of approaches, strategies, methods, and philosophical and theoretical orientations for doing so are promoted in education literature. Two, in particular, have also been politically endorsed in Ontario, Canada—character education and community service. Yet, there remains discrepancy among teachers’ practices, knowledge, awareness, and intentions. Anecdotal reports indicate that relatively few teachers provide a consistent and comprehensive moral education, and those who do, act primarily on their own initiative and at their own discretion. Previous empirical evidence suggests that teachers who are moral agents conceive of, enact, and reflect on a personally developed form of moral education, which is embedded in the moral and ethical dimensions of school and classroom life, curriculum, and pedagogy. This single-case study aims to broaden and deepen the scholarship of moral agency as moral education, by exploring the question How does a teacher, who prioritizes the moral education of students, envision, enact and reflect on that moral education. Positioning myself as a conduit, within what is often considered to be a closed-door culture of teaching, I metaphorically opened one teacher’s classroom door and exposed her practices. The result is a uniquely comprehensive and genuine portrait of moral agency, which details the use of a variety of strategies and methods for imparting morality. These include intentionally modelling moral behaviours, conduct and dispositions; fostering relationships with and among students; creating a classroom community; delivering virtues lessons and messages; encouraging discussions of a moral nature; nurturing self-discipline in students; providing opportunities for community service; and assessing students’ social and moral development. The harmonious co-existence of these strategies and methods within one classroom and one teacher’s practice; the complementary and supportive way in which the teacher makes use of them; and their independence of any particular philosophical or theoretical orientation for moral education, represent the main insights of this study. These insights suggest that moral education in a secular classroom might be more comprehensively understood and promoted as moral agency.

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Made available in DSpace on 2016-04-28T20:56:30Z (GMT). No. of bitstreams: 1 Luciana Andrea Afonso Sigalla.pdf: 1059508 bytes, checksum: df2ecfd7ee60e90b856a5e04c2a5f23f (MD5) Previous issue date: 2012-05-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at contributing to the formation of college lecturers in the field of Business Administration and is justifiable on the grounds that there are few studies on didactics and pedagogical training involving professionals in specific undergraduate areas such as Business Administration. The rationale underlying the study is that, in most cases, these professionals are hired solely based on their specific knowledge regarding the intended-to-teach area, and no didactics and pedagogical training is required. Data collected during interviews conducted for the Masters Dissertation entitled "Contributions of the Masters Degree process for the training of Lecturers in Business Administration" (IGARI, 2010) will be analyzed, and the questions that this new research will seek to address, among other issues, include: what is it that leads a business administration professional to become and remain a college lecturer? How does a Business Administration professional learn to be a college lecturer? What does a lecturer of Business Administration need to know? We found that the motivation to enter and remain in teaching will not always appear willfully and deliberately, but most of the subjects in this research entered tenure-track positions seeking a chance to deliver, build and share knowledge and experiences, as much as for the pleasure of interacting with people. The main motivation pointed out for remaining a lecturer was that the career requires constant study, providing opportunities for continuing education. By the time they started teaching, our subjects went through a process of learning how to teach, based mainly on information received during their Masters Courses, and using some of their own lecturers as role models.Also, they observed more experienced colleagues while performing some of their tasks, and used skills developed in earlier professional experiences, such as public speaking, for example. According to most of our subjects, skills such as full understanding of concepts (theoretical knowledge) and experience in the field (practical knowledge) are crucial to act as a lecturer in the area of Business Administration. The theoretical framework underlying this work comprises the theories developed by Placco (1992, 2002, 2005, 2006, 2008, 2009, 2010), Abreu and Masetto (1989), Masetto (2003, 2009), and Pimenta and Anastasiou (2010) / Esta pesquisa tem como objetivo contribuir para a formação de professores universitários da área de Administração e justifica-se por haver poucos estudos sobre a formação didático-pedagógica de professores universitários em áreas específicas de formação, como a Administração. A hipótese que norteia o estudo é que, na maioria das vezes, a contratação desses profissionais tem como único critério o domínio dos conhecimentos específicos da área em que pretendem lecionar, sem que lhes seja exigida uma formação didático-pedagógica. Serão explorados arquivos de entrevistas da tese Contribuições do processo de mestrado para a formação do docente em Administração (IGARI, 2010), a partir dos quais esta nova pesquisa procurará responder, dentre outras questões: o que leva um profissional de Administração a se tornar professor universitário e a querer permanecer na carreira docente? Como um profissional da área da Administração aprende a ser professor universitário? O que o professor universitário nos cursos de Administração precisa saber? Constatamos que nem sempre a motivação para ingresso e permanência na docência se deu de forma intencional, deliberada, mas que grande parte dos sujeitos desta pesquisa ingressou nessa carreira pela possibilidade de transmitir, construir, trocar conhecimentos e experiências e por gostar de interagir com as pessoas. A principal motivação apontada para a permanência na docência foi que a carreira exige estudo constante, propiciando aos professores oportunidades de formação continuada. Nossos sujeitos, ao ingressarem na docência, passaram por uma aprendizagem da profissão, que ocorreu, principalmente: por meio do mestrado; tendo como modelos alguns dos professores que passaram por suas vidas; observando os colegas mais experientes na realização de algumas de suas tarefas; e aproveitando as habilidades desenvolvidas em experiências profissionais anteriormente vividas, como a de falar em público, por exemplo. De acordo com a maioria de nossos sujeitos, para que um profissional atue como docente na área de Administração, são fundamentais o domínio do conteúdo (conhecimento teórico) e a experiência profissional em campo (conhecimento prático). O quadro teórico que fundamenta este trabalho está constituído das concepções desenvolvidas por Placco (1992; 2002; 2005; 2006; 2008; 2009; 2010), Abreu e Masetto (1989), Masetto (2003; 2009) e Pimenta e Anastasiou (2010)