Made available in DSpace on 2015-04-22T21:55:43Z (GMT). No. of bitstreams: 1 jaspe valle.pdf: 1632827 bytes, checksum: 1d809a15d0cb69483cf6a55e4e021041 (MD5) Previous issue date: 2013-06-27 / Fundação de Amparo à Pesquisa do Estado do Amazonas / A pesquisa se debruça sobre práticas pedagógicas dos(as) professores(as) Mura que atuam em classes de 1ª a 4ª séries1 na Escola Municipal Indígena Dr. Jacobina, localizada na Aldeia de São Félix Autazes/Am, buscando compreendê-las à luz das propostas contidas no Projeto Político-Pedagógico Mura. A fundamentação teórica está sustentada em autores que se debruçam sobre a educação escolar indígena (D ANGELIS, 2012; FERREIRA, 2001; LUCIANO, 2011 e SILVA, 1998), identificando fases importantes de avanços e retrocessos desse cenário, analisando esse percurso com foco na valorização da cultura e da identidade indígena. A investigação é de natureza qualitativa, realizada por meio de uma pesquisa de campo, com uso de: observação do cotidiano da escola e das salas de aula pesquisadas; entrevistas com os professores(as) de 1ª a 4ª séries do ensino fundamental; e análise de documentos. A pesquisa favorece o entendimento que o PPP-Mura foi elaborado como modelo de projeto para atender os anseios do povo Mura e que as aulas ministradas pelos(as) professores(as) investigados(as) na Escola Municipal Indígena Dr. Jacobina tem conseguido atender as propostas descritas no documento, constituindo valores próprios desse povo, pois percebem o espaço escolar como palco de valorização de sua cultura e fortalecimento da identidade.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-04-20T15:26:39Z No. of bitstreams: 1 sandrareginaalbuquerquedealmeida.pdf: 1220510 bytes, checksum: 67047188a96e647aa2e72ea5ccfd5ec4 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-04-24T03:03:26Z (GMT) No. of bitstreams: 1 sandrareginaalbuquerquedealmeida.pdf: 1220510 bytes, checksum: 67047188a96e647aa2e72ea5ccfd5ec4 (MD5) / Made available in DSpace on 2016-04-24T03:03:26Z (GMT). No. of bitstreams: 1 sandrareginaalbuquerquedealmeida.pdf: 1220510 bytes, checksum: 67047188a96e647aa2e72ea5ccfd5ec4 (MD5) Previous issue date: 2015-01-30 / Este trabalho busca analisar a avaliação externa bimestral implantada no estado do Rio de Janeiro, o SAERJINHO. Estudar a apropriação dos resultados do Sistema de Avaliação Externa bimestral (SAERJINHO) pelos gestores e professores insere-se na necessidade de entender melhor como as avaliações externas estão sendo utilizadas para repensar o fazer pedagógico em sala de aula e melhorar o aprendizado dos alunos naqueles conteúdos que forem apontados como em defasagem pelos resultados obtidos. O SAERJINHO foi colocado em prática em 2011 para ajudar a Secretaria de Estado de Educação a elaborar medidas para melhorar o processo de ensino na rede estadual. As avaliações são aplicadas nas disciplinas de Língua Portuguesa, Matemática, História, Geografia, Química, Física e Biologia (para o Ensino Médio, Ensino Médio Integrado e Curso Normal). As avaliações são organizadas de acordo com a Matriz de Referência do SAERJINHO e tiveram seu marco legal implantado somente em 2014. / This paper analyzes the bimonthly external evaluation implemented in the state of Rio de Janeiro, the SAERJINHO. Study the appropriation of the results of bimonthly External Evaluation System (SAERJINHO) by managers and teachers is part of the need to better understand how the external evaluations are being used to rethink the pedagogical classroom and improve student learning in those contents that are identified as in lag for results obtained. The SAERJINHO was put in place in 2011 to help the State Department of Education to develop measures to improve the teaching process in the state system. The tests are applied to the Portuguese Language, Mathematics, History, Geography, Chemistry, Physics and Biology (for Secondary Education, Integrated and Normal Course High School). Evaluations are organized according to SAERJINHO Reference Matrix and had their legal framework implemented only in 2014.

Orientador: Roxane Helena Rodrigues Rojo / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-22T17:39:53Z (GMT). No. of bitstreams: 1 Oliveira_MarciaAndreaAlmeidade_D.pdf: 29425372 bytes, checksum: 6fbc45d93009561121ed48292dc305a7 (MD5) Previous issue date: 2013 / Resumo: Essa tese se insere na área de Linguística Aplicada e procura integrar três dimensões essenciais para se compreender o uso do Livro Didático de Língua Portuguesa: os objetos de ensino, as ferramentas do professor e os gestos profissionais. Tem como objetivo descrever, analisar e compreender como as professoras dos 6º e 9º anos apropriam se dos livros didáticos da coleção Tudo é Linguagem, adotada no triênio 2008-2010, em uma escola estadual da cidade de Belém. Neste trabalho, buscou-se (1) examinar as apreciações dos professores a respeito do manual adotado, levando-se em consideração o caráter ideológico do enunciado, o papel da linguagem na constituição social do sujeito (BAKHTIN, 1993 [1934]; 1997 [1953]); (2) investigar quais gestos didáticos é proposto pelo livro didático e aqueles implementados pelas professoras participantes da pesquisa, tomando-se como referência as reflexões sobre gesto (AEBY-DAGHÉ; DOLZ, 2008, SCHNEUWLY; DOLZ, 2009); e (3) verificar em que medida o uso do Livro Didático de Língua Portuguesa favorece a reconfiguração dos objetos de ensino em sala de aula (CHEVALLARD, 1991[1985], MARTINAND, 1986; 2001). Além disso, para se analisar os objetos dedetizados, ensinados e avaliados, bem como analisar os gestos didáticos implementados durante a construção do objeto de ensino em aula, recorreu-se à noção de ferramenta/megainstrumento (SCHNEUWLY, 2004 [1994]), às reflexões sobre tarefa (DOLZ et al., 2001), às noções de apropriação tecnológica (BAR; PISANI; WEBER, 2007, CARROL et al., 2003, CARROL, 2004) e à ideia de sedimentação das práticas (SCHNEUWLY; CORDEIRO; DOLZ, 2005). Para se alcançar os objetivos propostos usaram-se a metodologia qualitativa (LÜDKE; ANDRÉ, 1986) de cunho etnográfico (ANDRÉ, 1995) e se seguiu o princípio da triangulação dos dados e uma orientação interpretativista (MOITA-LOPES, 1994). Com base nessa fundamentação, descreveram-se e analisaram-se quatro unidades do livro didático, quatro cadernos de alunos e duas provas dos 6º e 9º anos, além de se descrever e analisar quatro entrevistas com as professoras dos 6º, 7º, 8º e 9º anos e as aulas observadas. A partir da análise desse corpus, verificou-se que o professor, ao ter o livro em mãos, não se depara com um conjunto fechado de atividades escolares e tarefas, mas o ressignifica de acordo com as suas apreciações sobre o material e as necessidades dos alunos. Observou-se também que esse instrumento materializa o objeto de saber por meio de textos e tarefas, ao mesmo tempo em que o elementariza, dirigindo a atenção do professor e do aluno para algumas das dimensões do objeto. Percebeu-se ainda que o livro didático analisado e as aulas de Língua Portuguesa passam por processos de sedimentação e continuidade das práticas de ensino (SCHNEUWLY; CORDEIRO; DOLZ, 2005). Além disso, notou-se que tanto nas práticas de ensino das professoras, quanto no livro há a implementação/proposição reduzida do gesto institucionalização (síntese e explicitação dos saberes didatizados e ensinados), sendo este último quase sempre vinculado aos objetos gramaticais, indicando assim que existe uma necessidade de melhor se explorar e se sistematizar os objetos discursivos e textuais / Abstract: This thesis is inserted in the area of Applied Linguistics and it seeks to integrate three essential dimensions in order to understand the use of Portuguese Language Textbooks: the teaching objects, the teacher's tools and the professional gesture. It aims to describe, analyze and understand how 6th and 9th grade teachers appropriate the collection of textbooks Tudo é Linguagem adopted between 2008 and 2010 in a secondary school in the city of Belém. In this work, we (1) review the teachers' assessments concerning the textbook adopted, taking into consideration the ideological nature of the utterance, the role of language in the social constitution of the subject (BAKHTIN, 1993 [1934]; 1997 [1953]); (2) investigate which didactic gestures are proposed by the textbook and those implemented by the teachers who participated in the research, having as a reference the reflections about gesture (AEBY-DAGHÉ; DOLZ, 2008, SCHNEUWLY; DOLZ, 2009); and (3) verify to what extent the use of the Portuguese Language Textbook favors the reconfiguration of teaching objects in the classroom (CHEVALLARD, 1991 [1985]; MARTINAND, 1986; 2001). Furthermore, in order to analyze the didactized, taught, and assessed objects, as well as to analyze the didactic gestures implemented during the construction of the teaching object in the classroom, we used the notion of tools/megatools (SCHNEUWLY, 2004 [1994]), the reflections about task (DOLZ et al., 2001), the notions of technological appropriation (BAR; PISANI; WEBER, 2007, CARROL et al., 2003, CARROL, 2004) and the idea of sedimented practices (SCHNEUWLY; CORDEIRO; DOLZ, 2005). As to achieve the proposed objectives, we used the qualitative methodology (LUDKE; ANDRÉ, 1986) through an ethnographic approach (ANDRE, 1995) and we follow the data triangulation principle and the interpretive orientation (MOITA-LOPES, 1994). Based on this methodological and theoretical framework, we described and analyzed four units of the textbook, four notebooks of students and two tests of the 6th and 9th grades, in addition to describing and analyzing four interviews with 6th, 7th, 8th and 9th grade teachers and their classes observed. From the analysis of this corpus we showed that, by having the textbook in their hands, the teachers do not face a closed set of school activities and tasks, but instead they (re)signify them according to their assessment of the material and the needs of students. We also observed that this instrument presents the teaching object through texts and tasks and points the elements of object, directing the attention of the teacher and the student to some of the dimensions of the object. We also realized that the textbook analyzed and the Portuguese language classes undergo processes of sedimentation and continuity of teaching practices (SCHNEUWLY; CORDEIRO; DOLZ, 2005). In addition to that, we noted that there is the use/proposition of the institutionalization gesture (synthesis and explicitness of taught and didactized knowledges) both in the teaching practices and in the textbook, which is almost always related to the grammatical object, indicating thus that it is necessary to better explore and systematize the discursive and textual objects / Doutorado / Lingua Materna / Doutora em Lingüística Aplicada

L’enseignement des sciences dans le contexte de l’approche par compétences comporte des défis pédagogiques et didactiques. Les enseignants ont, entre autres, à faire des choix relativement à l’étendue des contenus enseignés et à favoriser des méthodes d’enseignement qui favoriseront le développement des compétences ciblées dans les cours de sciences. Par ailleurs, la chimie est une discipline complexe que certains étudiants ont de la difficulté à appréhender. Cela s’explique par le fait que les savoirs qu’elle sous-tend sont abstraits, souvent invisibles à l’œil nu et qu’ils s’incarnent dans plusieurs niveaux de représentation (microscopique, macroscopique et symbolique). Ces particularités justifient la nécessité que les enseignants transforment les savoirs de cette discipline en des formes plus faciles à apprendre par les étudiants. Notre étude s’est penchée sur l’enseignement d’un thème précis soit l’enseignement du modèle probabiliste de l’atome, modèle qui stipule que les électrons sont retrouvés dans des orbitales décrivant des régions de l’atome où la probabilité de trouver un électron est élevée, puisqu’il est reconnu dans la littérature qu’il présente des obstacles à l’apprentissage particuliers. Certaines études ont montré que les difficultés sont notamment dues au fait que les apprentissages réalisés au secondaire sur les modèles atomiques précédents semblent persister et nuire aux nouveaux apprentissages ou qu’elles sont liées à la nature abstraite des concepts relatifs à la mécanique ondulatoire. Notre recherche vise à mieux comprendre les pratiques enseignantes de transformation des savoirs liés au modèle probabiliste de l’atome durant la planification ainsi que les pratiques d’enseignement en lien avec les savoirs appris par les étudiants dans le cadre du cours « Chimie générale : la matière » du programme Sciences de la nature. Le processus de transformation du modèle de raisonnement et d’action pédagogique de Shulman (1987) issu des travaux portant sur le pedagogical content knowledge a été utilisé pour l’étude des pratiques enseignantes de transformation des savoirs. Pour l’étude des pratiques effectives lors de la phase interactive de l’enseignement, les concepts de réflexion dans l’action et de réflexion sur l’action issus des travaux de Schön (1994) et un modèle intégré de pensée interactive des enseignants (Wanlin et Crahay, 2012) sont mobilisés. Les savoirs appris par les étudiants ont été abordés en lien avec le concept de conceptions (aussi nommé représentations) décrivant ces idées, ces connaissances que les étudiants ont déjà au moment d’apprendre. Nous avons fait le choix d’interpréter ces conceptions et le changement de celles-ci avec la notion de niveaux de formulation. Une étude multicas a été réalisée auprès de six enseignants de chimie expérimentés en ayant recours à des entrevues semi-dirigées et des entrevues de rappel stimulé, ce qui a permis de comparer les pratiques déclarées et effectives. Des schémas contenant des explications écrites ont été réalisés par leurs 163 étudiants avant et après l’enseignement de la séquence et nous ont permis de mettre en évidence les changements dans leur façon de concevoir la structure de l’atome. Enfin, des entrevues ont été réalisées avec 10 étudiants afin de mettre en évidence certaines pratiques ayant contribué au changement de leurs conceptions. Une analyse qualitative a été réalisée sur les données recueillies. Les résultats montrent une diversité dans les pratiques enseignantes de transformation des savoirs, bien que plusieurs de celles-ci soient partagées par plusieurs enseignants. Pour la préparation de la leçon et le choix des contenus essentiels, les enseignants consultent essentiellement les mêmes sources (manuel, documents du programme, collègues) alors que critères sur lesquels ils se basent pour le choix des contenus essentiels diffèrent. Différentes formes de représentation des contenus sont utilisées dans le but, principalement, de susciter l’intérêt des étudiants ou d’expliquer ou d’illustrer certains concepts. Même si l’exposé magistral demeure largement utilisé, les enseignants planifient des activités d’apprentissage où les étudiants sont plus actifs dans le but de faire pratiquer les étudiants, de leur permettre de faire eux-mêmes certains liens, de leur faire découvrir certains concepts par eux-mêmes en s’entraidant et afin de vérifier leur compréhension. Enfin, les enseignants adaptent davantage leur planification aux caractéristiques cognitives de leurs étudiants, aux connaissances antérieures qu’ils possèdent sur les modèles atomiques dans le cas qui nous concerne et les stratégies prévues diffèrent selon les enseignants. Les pratiques effectives observées en classe correspondent généralement à ce qui a été planifié pour la majorité des enseignants. Toutefois, ceux-ci sont appelés à prendre des décisions dans l’action qui les conduisent, dans certains cas, à apporter des modifications à leur plan sur le vif. Ces décisions émergent d’une réflexion dans l’action initiée par des indices perçus principalement chez les étudiants. Nous avons aussi observé certaines réflexions sur l’action alors que les enseignants ont émis, a posteriori, des commentaires critiques sur leur enseignement. Ces diverses réflexions amènent les enseignants à apporter des modifications à leur plan au fil des années, celui-ci devenant toujours mieux adapté aux contraintes de la situation. Cela peut expliquer que nous ayons observé peu de différences entre les pratiques planifiées déclarées et celles effectivement observées. Enfin, la recherche nous a permis de mettre en évidence certaines pratiques enseignantes visant à changer les conceptions des étudiants. La grande majorité des étudiants conçoivent la structure de l’atome à la manière du modèle « Rutherford-Bohr », le dernier modèle enseigné au secondaire, en arrivant à leur premier cours de chimie au cégep . Des recherches ont montré que cette conception est difficile à changer pour différentes raisons. Nos résultats montrent que les enseignants sont conscients de ce fait et que certaines pratiques semblent avoir contribué au changement observé dans la façon de concevoir l’atome. On pense par exemple, à l’utilisation de formes de représentation des contenus visuelles ainsi que la mise en œuvre de certaines activités d’apprentissage en classe. Nous avons observé qu’à la fin de la session, la majorité des étudiants avaient vu leurs conceptions évoluer de manière importante en se représentant l’atome selon les concepts entourant le modèle probabiliste même si leurs représentations pouvaient contenir plusieurs erreurs. / Science education in the context of the competency-based approach presents pedagogical and didactic challenges. Among other things, teachers have to choose relevant content and teaching methods that will promote the development of targeted skills in science courses. Chemistry is also a complex discipline that some students have difficulty understanding. This is explained by the fact that the knowledge underlying it is abstract, often invisible to the naked eye and embodied in several levels of representation (microscopic, macroscopic and symbolic). These particularities justify the need for teachers to transform the knowledge of this discipline into forms that are easier for students to learn. Our research has focused on the teaching of a specific theme, namely the teaching of the probabilistic model of the atom, which stipulates that electrons are found in orbitals describing regions of the atom where the probability of finding an electron is high, since it is recognized in the literature that it presents particular obstacles to learning. Some studies have shown that the difficulties are in particular due to the fact that the learning carried out in secondary school on previous atomic models seems to persist and interfere with new learning or that it is linked to the abstract nature of concepts relating to quantum mechanics. Our research aims to better understand the teaching practices of knowledge transformation related to the probabilistic model of the atom during the planning phase as well as teaching practices related to the knowledge learned by students in the "General chemistry" course that is part of the Natural Sciences Program. The transformation process that is part of Shulman's model of reasoning and pedagogical action (1987), that emerged from his work on pedagogical content knowledge, was used to study knowledge transformation teaching practices. For the study of effective practices in the interactive phase of teaching, the concepts of reflection in action and reflection on action from Schön’s work (1994) and an integrated model of interactive teacher thinking (Wanlin and Crahay, 2012) are mobilized. The knowledge learned by the students was addressed in relation to the concept of conceptions (also called representations) describing these ideas, this knowledge that the students already have at the time of learning. We have chosen to interpret these conceptions and the change of these with the notion of levels of formulation. A multicase study was conducted with six chemistry teachers using semi-structured and stimulated recall interviews, which compared reported and actual practices. Explained diagrams made by their 163 students before and after the teaching of the sequence made it possible to highlight the changes in their way of conceiving the structure of the atom. Finally, interviews were conducted with 10 students to highlight some of the practices that have contributed to the change in their conceptions. A qualitative analysis was performed on the data collected. The results show a diversity in knowledge transformation teaching practices, although many of these are shared by several teachers. For the preparation of the lesson and the choice of the essential contents, teachers consult essentially the same sources (course manual, curriculum documents, colleagues) while the criteria on which they base their choice of essential content differ. Different forms of content representation are used primarily for the purpose of arousing student interest or explaining or illustrating certain concepts. Although the lecture remains widely used, teachers plan more active learning activities in order for students to practice, to allow them to make connections themselves, to introduce them to concepts by helping each other and to verify their understanding. Finally, teachers adapt their planning closely to the cognitive characteristics of their students, to their previous knowledge of atomic models, and the planned strategies differ from one teacher to another. Actual practices observed in the classroom generally correspond to what was planned for the majority of teachers. However, they come to take decisions in the action that lead them, in some cases, to make changes to their plan on the fly. These decisions emerge mainly from a reflection in action initiated by indices they perceive from students. We also observed some reflections on action as teachers made critical comments about their teaching after the event. These various reflections lead teachers to make changes to their plans over the years, the latter becoming better adapted to the constraints of the situation. This may explain why we observed few differences between reported planned practices and those actually observed. Finally, the research allowed us to highlight some teaching practices aimed at changing students' conceptions. The majority of students conceive the structure of the atom in the manner of the model "Rutherford-Bohr", the latest model taught in high school, when they arrive at their first CEGEP chemistry course. Research has shown that this conception is difficult to change for various reasons. Our results show that teachers are aware of this fact and that some practices seem to have contributed to actual changes in the way students conceive the atom. Examples include the use of forms of visual content representation and the implementation of certain classroom learning activities. We observed that at the end of the session, the majority of students had seen their conceptions evolve significantly by representing the atom according to the concepts related to the probabilistic model even if their representations could contain some errors.

Cette recherche s’inscrit dans la foulée du travail réalisé dans une école secondaire montréalaise depuis 2005 à la suite de l’implantation du Programme de formation de l’école québécoise ayant pour visée le développement de compétences. À l’instar des programmes publiés dans les années ’70 puis révisés dans les années '80, la mise en oeuvre de ce programme a été confrontée à de nombreux défis, notamment au chapitre de l’évaluation. L’importance de l'accompagnement des enseignants dans le développement de pratiques pédagogiques susceptibles de soutenir cette visée a donc refait surface. Cependant, aucun dispositif de gestion ou de recherche n’a été mis en place au Québec pour obtenir un portrait précis des stratégies d’accompagnement privilégiées et de leur effet réel sur le développement des pratiques en classe. Toutefois, certaines études, tout en cherchant à identifier les conditions favorables au développement professionnel, nous informent sur la complexité de ce processus et le besoin de mieux le comprendre (TNTP 2015; Darling-Hammond et coll., 2009). Par ailleurs, des métanalyses visant à identifier les pratiques pédagogiques les plus efficaces ont également suscité beaucoup d’intérêt dans le milieu scolaire dans le but de mieux identifier les intentions de développement professionnel (Hattie, 2009; Marzano, 1998). Notre recherche de type qualitative descriptive tente de mieux comprendre le travail d’appropriation de pratiques pédagogiques efficaces réalisé par cinq enseignants de trois disciplines du secondaire qui oeuvrent en contexte technologique au sein d’une communauté d’apprentissage de type cercle pédagogique. Plus spécifiquement, nous avons souhaité mieux comprendre la posture interprétative (Sherin et van Es, 2009), la profondeur du raisonnement (Brodie, 2013), l’interdépendance entre les dimensions du développement professionnel (Shulman et Shulman, 2004) et l’intégration des connaissances pédagogiques, disciplinaires et technologiques (Mishra et Koehler, 2006), qui sont liées à ce travail d’appropriation. Une analyse descriptive en deux phases a été réalisée à partir d’un verbatim issu des captations vidéos des huit premières séances de la deuxième année d’un cercle pédagogique qui a réuni de 4 à 5 participants pendant deux ans, pour un total de 32 rencontres. Une première phase visait à décrire le travail d’appropriation réalisé par chacun des participants tout au long des rencontres tandis que la deuxième phase visait à décrire la nature du travail d’appropriation propre à chacune des étapes du cercle pédagogique, soit l’étude d’un concept pédagogique, la planification de la transposition des concepts dans les pratiques en classe, l’expérimentation en classe et l’analyse des pratiques documentées sur vidéo. L’analyse des données a permis d’observer, aux deux premières étapes du cercle pédagogique, le rôle d'un dialogue cognitif orienté vers une compréhension partagée des concepts théoriques. Ce dialogue a soutenu l’étape d'expérimentation et le développement des pratiques en classe. L’analyse a aussi permis d’observer les retombées des analyses de pratiques réalisées par les participants sur le processus d’intégration des savoirs disciplinaires, pédagogiques et technologiques. En effet, les regards multiples que permettent le partage de la documentation sur vidéo d’une activité en classe et l’analyse de cette documentation par les participants alimentent leur réflexion sur le concept étudié tout en soutenant une recontextualisation dans leur discipline et leur niveau respectif. Cette recherche a été réalisée dans le cadre des contraintes et des ressources généralement présentes dans une école secondaire au Québec. À ce titre, elle peut inspirer d’autres recherches de ce type tout en offrant des stratégies de mise en oeuvre de dispositifs de développement professionnel soutenant le travail d’appropriation de pratiques pédagogiques. / This research is part of the work carried out in a Montreal high school since 2005 following the implementation of the competency-based Quebec Education Program (QEP). Like the programs published in the 1970s and revised in the 1980s, the implementation of this program has faced many challenges, particularly in terms of evaluation. The importance of supporting teachers in the development of educational practices likely to support this goal has therefore resurfaced. However, no management or research system has been established in Quebec to obtain a precise portrait of the support strategies mainly used and their real effect on the development of classroom practices. However, some studies, while seeking to identify favorable conditions for professional development, inform us about the complexity of this process and the need to better understand it (TNTP 2015; Darling-Hammond et al., 2009). In addition, metanalysis aimed at identifying the most effective teaching practices have also aroused a great deal of interest in schools with the intent to better identifying professional development intentions (Hattie, 2009; Marzano, 1998). Our qualitative descriptive research attempts to better understand the appropriation efforts of effective teaching practices carried out by five teachers in three high school disciplines who work in a technological context within a learning community of the video club type (Sherin and van Es, 2009). More specifically, we wanted to better understand the interpretive posture (Sherin and van Es, 2009), the depth of reasoning (Brodie, 2013), the interdependence between the dimensions of professional development (Shulman and Shulman, 2004) and the integration of technological pedagogical content knowledge (Mishra and Koehler, 2006), which are linked to this appropriation efforts. A descriptive analysis in two phases was carried out from a verbatim resulting from the video recordings of the first eight sessions of the second year of a video club which brought together 4 to 5 participants for two years, for a total of 32 meetings. A first phase focused on describing the appropriation efforts carried out by each of the participants throughout the meetings while the second phase focused on describing the nature of the appropriation efforts specific to each step of the video club, namely the study of an educational concept, the transposition of concepts into classroom practices, the classroom experimentation and the video-based practice analysis. The data analysis made it possible to observe, at the first two steps of the video club, the role of a cognitive dialogue oriented towards a shared understanding of theoretical concepts. This dialogue supported the experimentation and the development of classroom practices. The analysis also made it possible to observe the impact of the practice analysis carried out by the participants on the process of gaining technological pedagogical content knowledge. Indeed, the multiple perspectives that allow the sharing of video documentation of an activity in class and the analysis of this documentation by the participants nourish their reflection on the concept studied while supporting a recontextualization in their discipline and their respective level. This research was conducted accordingly to the constraints and resources generally present in a secondary school in Quebec. As such, it can inspire other research of this type while offering strategies for the implementation of professional development systems supporting the appropriation efforts of teaching practices.

Orientador: Rosa Maria Manzoni / Resumo: Trata-se de uma pesquisa de intervenção pedagógica que objetiva identificar as possíveis transferências e adaptações operadas nas capacidades de linguagem e na mobilização de conceitos ao se produzirem gêneros de agrupamentos distintos (um diário e um abaixo-assinado). Fundamentam teoricamente a pesquisa tanto a Psicologia Histórico-Cultural, por meio das contribuições sobre aprendizagem e desenvolvimento, com a noção de zona de desenvolvimento proximal, e sobre o processo de formação de conceitos espontâneos e científicos (VIGOTSKI, 1991, 2009) quanto o Interacionismo Sociodiscursivo, no qual amparamos a noção de gênero como instrumento promotor de aprendizagem e desenvolvimento (SCHNEUWLY, 1994, 2004) e de onde extraímos as categorias de análise textual (BRONCKART, 2009) que permitem observar as capacidades de linguagem dos aprendizes (DOLZ, PASQUIER, BRONCKART, 1993). A produção dos dados da pesquisa foi metodologicamente orientada pela Engenharia didática, por meio do procedimento das Sequências didáticas (DOLZ, NOVERRAZ e SCHNEUWLY, 2004) e da modelização didática dos gêneros (DE PIETRO e SCHNEUWLY, 2003; SCHNEUWLY e DOLZ, 2004). Na preparação da pesquisa, foram feitas adaptações nas práticas sociais de referência dos gêneros diário íntimo e pessoal e abaixo-assinado a fim de torná-los objetos de ensino; posteriormente estes gêneros foram inseridos em uma sequência didática desenvolvida com estudantes concluintes do ensino médio prevendo a produção de um diário, no iníci... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: It is a research of pedagogical intervention that aims to identify the possible transfers and adaptations operated in the language abilities and in the mobilization of concepts when producing genres of different groups (a diary and a petition). Theoretical research is based on both Historical-Cultural Psychology, through contributions on learning and development, with the notion of a zone of proximal development, and on the process of forming spontaneous and scientific concepts (VIGOTSKI, 1991, 2009) and Interactionism Sociodiscursive, in which we support the notion of gender as an instrument that promotes learning and development (SCHNEUWLY, 1994, 2004) and from which we extract the categories of textual analysis (BRONCKART, 2009) that allow observing the language skills of learners (DOLZ, PASQUIER , BRONCKART, 1993). The production of the research data was methodologically oriented by Didactic Engineering, through the Didactic Sequences procedure (DOLZ, NOVERRAZ and SCHNEUWLY, 2004) and the didactic modeling of the genres (DE PIETRO and SCHNEUWLY, 2003; SCHNEUWLY and DOLZ, 2004). Na preparation of the research, adaptations were made to the social practices of reference of the intimate and personal daily and petitioned genres in order to make them objects of teaching; later these genres were inserted in a didactic sequence developed with high school students predicting the production of a diary, at the beginning, and that of a petition, at the end. The confrontation between ... (Complete abstract click electronic access below) / Résumé: C'est une recherche d'intervention pédagogique qui vise à identifier les possibles transferts et adaptations opérés dans les capacités langagières et dans la mobilisation des concepts lors de la production de genres de différents groupes (journal intime et pétition). La recherche théorique est basée à la fois sur la psychologie historique et culturelle, à travers des contributions sur l'apprentissage et le développement, avec la notion de zone de développement proximal, et sur le processus de formation de concepts spontanés et scientifiques (VIGOTSKI, 1991, 2009) et l'interactionnisme Sociodiscursive, dans laquelle nous soutenons la notion de genre comme instrument favorisant l'apprentissage et le développement (SCHNEUWLY, 1994, 2004) et dont nous extrayons les catégories d'analyses textuelles (BRONCKART, 2009) qui permettent d'observer les compétences linguistiques des apprenants (DOLZ, PASQUIER, BRONCKART, 1993). La production des données de recherche a été orientée méthodologiquement par l'ingénierie didactique, à travers la procédure des séquences didactiques (DOLZ, NOVERRAZ et SCHNEUWLY, 2004) et la modélisation didactique des genres (DE PIETRO et SCHNEUWLY, 2003; SCHNEUWLY et DOLZ, 2004). Na préparation de la recherche, des adaptations ont été apportées aux pratiques sociales de référence des genres intimes et personnels quotidiens et pétitionnés afin d'en faire des objets d'enseignement; plus tard ces genres ont été insérés dans une séquence didactique développée avec ... (Résumé complet accès életronique ci-dessous) / Mestre

The findings of the Progress in International Reading Literacy Study (PIRLS) 2006 highlighted concerns about support for and the quality of reading literacy teaching in South African primary schools. In South Africa there is a paucity of research outlining schooling conditions and teachers’ reading literacy teaching practices especially in the Intermediate Phase. The aim of this mixed methods study was to explore schooling conditions and teaching practices for the implementation of the curriculum for Grade 4 learners’ reading literacy development across a range of education contexts. Two research sub-questions explored in two research phases were used to investigate the overall question which was: What influence do schooling conditions and teaching practices have on curriculum implementation for Grade 4 reading literacy? In phase one, PIRLS 2006 principal and teacher questionnaire data were re-classified for secondary analysis according to language of instruction (English First Language or English Additional Language) and the mean performance of each participating class of learners on the PIRLS 2006 international benchmarks and further benchmarks established to reflect the performance of the majority of South African learners. Response distributions on selected classroom level variables detailing teacher characteristics and reading literacy teaching practices as well as selected school level variables describing teaching conditions impacting the teaching of reading literacy were compared across each reclassified benchmark sub-sample. In phase two, six school and teacher case studies were purposively selected from each of the sub-samples to complement and extend the findings from the analysis of the survey data using multiple qualitative data sources. The findings revealed that differences in schooling conditions and teaching practices across the PIRLS achievement spectrum were generally aligned to differences between advantaged, high achieving schools and disadvantaged low-achieving schools. Thus, the study provides insights into the high levels of between-school inequalities for the development of Grade 4 reading literacy and school and classroom level reasons for such inequalities. On the basis of the findings, recommendations for policy, teacher practice and teacher education, and further research are provided. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

No description available.

The number of English Language Learners (ELLs) entering content area general education classes is on the rise and there is a lack of understanding concerning what content area teachers are doing to provide instruction to ELLs. ELLs throughout a southeastern state are making very little progress despite the resources put in place by the district. The purpose of this qualitative case study was to explore the instructional practices and perceptions of 5 middle school content area teachers, who educate ELLs in general education classes. Differentiation, as defined by Tomlinson and the World-class Instructional Design and Assessment (WIDA,) frameworks were combined to create the framework of this study. The research questions addressed how middle grades teachers use WIDA standards and practices in content area classes when differentiating and scaffolding lessons for ELLs in a rural school in a southeastern state. A total of 5 participants volunteered to participate in an open-ended questionnaire, interviews, and observations of classroom teaching methods. The data were analyzed and coded to find emerging themes. The findings of this case study suggested that teachers used differentiation, but that it was not directed by the WIDA standards. The findings also suggested a need for professional development to help the teachers better understand how to use the WIDA Can Do Descriptors to provide differentiated and scaffolded lessons for ELLs. As a result of the findings, a 3-day professional development was created with the implementation of a professional learning community to support content area teachers of ELLs. This study supports positive social change by providing an avenue that will ensure equity in instruction for ELLs and all stakeholders.

En Haïti, le système éducatif est en pleine réforme. En privilégiant l’Approche par Compétences (APC), les nouvelles politiques amènent les responsables des écoles et les enseignants à utiliser des méthodes pédagogiques actives. Les efforts sont réalisés dans ce sens en particulier par des établissements privés. Toutefois, les méthodes pédagogiques qui permettent l’application de l’APC dans les écoles primaires en Haïti restent méconnues ou mal connues. Cette étude évalue la mise en oeuvre de la pédagogie Montessori telle qu’utilisée par les enseignants au niveau du primaire. À travers la littérature nous avons pu dégager cinq principes que sont la liberté, le respect du rythme, la motivation intrinsèque, la manipulation et l’apprentissage coopératif ainsi que les pratiques pédagogiques. Nous avons élaboré deux questionnaires pour des entretiens semi-structurés et des grilles d’observation qui nous ont permis d’évaluer la compréhension des principes, leur mise en œuvre. Les résultats ont permis d’avancer que la plupart des pratiques des enseignants sont conformes à ce qui a été retenu dans le cadre théorique. Les pratiques et les modifications apportées dépendent de la compréhension du principe par l’enseignant, de l’emploi du temps et du contexte environnemental. Mots clés : pédagogie Montessori, mise en œuvre, pratiques enseignantes, Haïti, école primaire / The education system in Haiti is currently undergoing major reforms. The new policies favor the implementation of the Competency Based Approach, encouraging school leaders and teachers to use more proactive teaching methods. Efforts are already being made by some schools, private ones for the most part. However, those methods still remain fairly or poorly known by the teaching staff. This study aims to assess the implementation of Montessori pedagogy currently used by teachers at the primary level. Through the literature we were able to identify five principles that are freedom, respect for rhythm, intrinsic motivation, manipulation and cooperative learning and teaching practices. We developed two questionnaires for semi-structured interviews and observation grids that allowed us to assess the understanding of the principles and their implementation. The results suggested that most of the teachers' practices are in compliance with the principle of Montessori approaches. Adjustments were made to consider the teacher's understanding of the principle, the school schedule and environmental context. Keywords: Montessori pedagogy, implementation, teaching practices, primary school, elementary school, Haiti