Esta tese de doutorado apresenta os resultados da investigação realizada com jovens estudantes do ensino médio em uma escola particular localizada no distrito do Jabaquara, no município de São Paulo. Seu foco foi especialmente direcionado para as disposições de gênero acionadas por jovens alunas em diferentes episódios que envolviam violências, tanto nos relatos sobre sua socialização na família quanto na escola em questão. Trata-se de uma pesquisa de caráter exploratório, de natureza qualitativa que procura articular as contribuições de Pierre Bourdieu, no que se refere à teoria de habitus, com os estudos de gênero para a análise das violências vividas e produzidas na instituição escolar. A investigação empírica realizada na instituição escolar utilizou como técnicas para a coleta de dados observações e entrevistas individuais com alunas, alunos e representantes da gestão escolar. Foram consideradas, tanto nas observações quanto nos relatos, as distintas estratégias de sociabilidade utilizadas por garotas e garotos em relação às diversas expressões da violência, com destaque para a estreita relação entre as socializações e as disposições de gênero. Os resultados obtidos evidenciam que as socializações na família e na escola (dentre outras agências socializadoras), são responsáveis pela incorporação das disposições de gênero utilizadas pelas/os jovens, tendo na traição um episódio típico tanto de reprodução de padrões tradicionais de gênero quanto de superação dos mesmos. No caso específico da escola particular pesquisada, os dados revelam que estas socializações encontram-se imbricadas ao modo pelo qual a gestão escolar intervém sobre a indisciplina e sobre os conflitos oriundos das relações escolares ou outros conflitos externos que nelas teriam influência. Como resultado, por fim, conclui-se que a combinação entre incorporação das disposições de gênero, estratégias para lidar com as violências e a prática propositiva e dialogada da gestão escolar, configura disposições de cultura que contribuem para a baixa frequência de conflitos físicos na escola. Mas estes recursos não são suficientes para superar a existência de outras expressões de violências no ambiente escolar ou da reprodução de padrões tradicionais de gênero, como as manifestadas no caso de traição analisado. / This doctoral dissertation presents the results of a research with young high school students in a private school located in Jabaquara district, in the city of São Paulo. It focuses specifically on gender dispositions enlisted by young female students in different situations involving violences, according to their accounts about their family and school socialization. This is an exploratory qualitative research that seeks to articulate Pierre Bourdieus theory ofhabitus with gender studies to analyze violences experienced in school and also the ones created by the school institution itself. As method for data collection, the empirical investigation carried out in a private school employed observations and individual interviews with male and female students, as well as members of the school administration. In both observations and interviews, different sociability strategies used by girls and boys regarding the numerous expressions of violence were considered, with focus on the close relationship between socializations and gender dispositions. The results show that family and school (among other socialization agents), are responsible for the incorporation of the gender dispositions utilized by young people. The cheating incident is a typical episode which reveals simultaneously the reproduction and the superation of traditional gender patterns. In the specific case of the investigated school, data show that these socialization processes are intertwined with the way the school administration intervenes on indiscipline and conflicts that emerge from school relations or other outside conflicts that might influence them. The conclusion is that the combination of incorporation of gender dispositions, strategies for dealing with violences and schools proactive dialogic practices has set up cultural dispositions that contribute to the low occurrence of physical conflicts in school. However, these resources are not efficient enough to inhibit other expressions of violences in the school environment or the reproduction of traditional gender norms, as expressed in the cheating case analyzed in this dissertation.

This is a qualitative, mixed-methods study that focuses on the dispositions that preservice teachers bring into teacher education programs in regard to homelessness. Teacher education programs play an important role in providing preservice teachers experiences teaching that prepare them for working with diverse populations of students. Students enrolled in an elementary art methods course and participated in a civic engagement experience, teaching children after school who were living in a transitional housing program. The results of this study showed evidence that working in community settings with diverse students can alter preservice teachers' notions and awareness of impoverished and homeless children. As a researcher, it is my hope that this alteration will significantly impact the way that pre-service teachers interact with all of their future students.

No description available.

No description available.

No description available.

<p>In today’s evolving classrooms, educators are tasked with going beyond providing the necessary content knowledge to reach the needs of their students. In addition to effectively differentiating instruction, global competency skills have become an increasingly pressing concern as the American society gradually becomes more diverse. In response, recent programs and supports have been created to allow prospective teacher candidates to develop their global competence to better meet the needs of an increasingly diverse and globally connected society.</p><p>An explanatory sequential mixed methods research design examined how participation in a short-term study abroad can impact teachers’ empathetic dispositions related to globally competent teaching practices. Quantitative data was first collected through an online Qualtrics questionnaire from pre-service, in-service, and other agricultural educators (n=36) who participated in a short-term study abroad experience in Jamaica from 2015-2019. Following the online questionnaire, four virtual follow-up focus groups were conducted via Zoom to further explore the collection and analysis of study participants’ self-rated stage of empathy development along the Globally Complement Teaching and Learning Continuum. Inductive coding revealed themes for both internal and external factors influencing study participants’ rationale and desired movement along the continuum.</p><p>Overall, participants acknowledged the transformative experience during the short-term study abroad to Jamaica as an external factor for building competence in the dispositions element of empathy and valuing multiple perspectives. Implications for practice and suggestions for future research were provided to help agricultural educators develop globally competent teaching practices.</p>

The purpose of this study was to investigate and describe how technology teachers foster a positive disposition towards Critical Thinking (CT) in their learners. One of the general aims listed in the South African National Curriculum Statement (NCS) specifically calls for the use of CT to enhance learners’ ability to identify and solve problems. In the Curriculum and Assessment Policy Statement (CAPS) for technology, CT is required to successfully solve problems during the design process. The design process, which is central to technology, thus offers many opportunities to nurture CT should teachers be willing to exploit them. CT consists of two components, namely, CT skills and CT dispositions. CT skills refer to the cognitive abilities of a person, while CT dispositions are concerned with an individual’s internal motivation to think critically. A fair amount of research regarding CT focuses on CT skills. The limited research available on CT dispositions reports mostly on its definition, classification, and assessment. The paucity of literature on CT dispositions suggest that teachers cannot draw from existing literature to inform their practice regarding the ways in which one could foster a willingness to think critically. This study, therefore, aimed to improve our understanding of the strategies used by technology teachers to promote CT disposition. The conceptual framework for this study was based on Facione’s (2011) seven dispositions towards CT, and was augmented by a description of the design process in technology education. The premise for using this framework is based on the assumption that if an individual is positively disposed towards CT, they will be inclined to critically solve the problems encountered during the design process in technology. The design process further presents the opportunity to nurture CT dispositions. This study engaged in a qualitative research approach and a multiple case study design to investigate how technology teachers foster CT dispositions in their learners. To this end, 10 senior phase technology teachers were purposefully selected and interviewed. The interviews comprised open-ended questions about each disposition to gain an in-depth understanding of the strategies that teachers use in their classroom. Five of these teachers were then observed for one design-based lesson to explore how these strategies are actualised in the technology classroom. The analysis of the interview data indicated that the participants used a variety of strategies to foster all the CT dispositions. These strategies were also noted during the observations, with no new strategies being revealed. The strategies included the use of assessments, discussions, the classroom environment, examples, feedback, modelling, questioning and resources. It was found that the participants used four main strategies as initial actions that acted as a platform for, or led to the use of supporting strategies to foster all of the CT dispositions. Through this study, some strategies that were identified in the literature regarding the nurturing of CT, its skills and dispositions were confirmed. Other strategies were identified as relating to the principles for teaching CT dispositions, while two strategies were recognised that were not mentioned in the literature. It is recommended that further research be conducted on the effectiveness of these strategies, learners’ experience of the strategies, and that longer periods of observation be done to include the facilitation of the entire design process. The research on CT dispositions up until this point has not suggested or described explicit strategies to specifically foster the dispositional component of CT. The findings and conclusions of this study are also not considered as the final answer to this paucity of literature, it does, however, pose as a departure point for further investigation and development. / Dissertation (MEd)--University of Pretoria 2020. / pt2021 / Science, Mathematics and Technology Education / MEd / Unrestricted

No description available.

No description available.

No description available.