Esta dissertação tem por objeto estudar as relações entre formação, hábitos de leitura e práticas do ensino de literatura dos professores de português do ensino médio da rede estadual da cidade de São Paulo. Para tanto, optou-se primeiramente por realizar uma pesquisa quantitativa com 87 docentes, a partir da qual procurou-se traçar um perfil médio do professor da rede, levando-se em consideração dados relativos a sua formação, seus hábitos de leitura, sua prática de ensino e aos principais problemas enfrentados. Numa segunda etapa, realizouse uma pesquisa qualitativa a partir de entrevistas com quatro professores dessa mesma rede, de quem também foram observadas aulas de literatura. Na análise desses depoimentos, procurou-se investigar se haveria relações entre a formação a que esses professores tiveram acesso, os hábitos de leitura por eles desenvolvidos, as concepções de literatura desses sujeitos e sua prática de ensino literário. Na combinação dos dois métodos de pesquisa, foram observados indicadores de características socioculturais dos professores num conjunto de ocorrências (quantitativa) e analisados trechos de histórias de vida em profundidade (qualitativa). Dessa forma, buscou-se contrapor a uma configuração geral do perfil médio do professor de português, análises mais complexas de planos individuais. Como resultado, depreende-se que a presença nas famílias de origem de uma ética do correto e da disciplina é determinante no êxito escolar obtido pelos sujeitos pesquisados, que a existência de figuras marcantes do ponto de vista das relações com a leitura e os livros é determinante para seu desenvolvimento como leitores literários e que a consciência de seu próprio processo de formação e da posição que ocupam como sujeitos de suas leituras tem conseqüências na prática de ensino dos professores e em seu posicionamento frente aos alunos. Do ponto de vista teórico, foram levadas em consideração as análises sociológicas desenvolvidas por Pierre Bourdieu e Bernard Lahire, as considerações sobre a História da Leitura (Chartier, Darnton), estudos que definem o leitor crítico (Jauss, Eco) e as reflexões acerca da formação de sujeitos leitores (Rouxel, Baudelot e Cartier). / This dissertation aims at studying the relationship between formation, reading habits and teaching practices of High School Literature teachers from state public schools in the city of São Paulo. For that, at first, a quantitative research was conducted through questionnaires replied by 87 teachers, in order to establish an average profile of the public schools teachers, taking into consideration data related to their formation, reading habits, teaching practices and the main problems faced by them. Secondly, a qualitative research was conducted using four interviews with teachers from the same schools as a reference, their literature lessons were also observed. In the analysis of their statements, it was tried to investigate if there would be relations among the formation they were exposed to, their reading habits, their conceptions of literature and their Literature teaching practices. Through the combination of the two research methods, it was able to observe indicators of the teachers socio-cultural characteristics in a series of occurrences (quantitative) and analyzed exerts of their life stories (qualitative). This way, it was tried to oppose to a general configuration of the average Portuguese teacher, more complex analyses of their individual plans. As a result it seems possible to affirm that the presence in the origin families of a righteous and discipline ethics is determinant in the success achieved by the subjects in schools, that the presence of remarkable subjects in the relationship with reading and the books is determinant for the development of literary readers and that the consistence of his/her own formation process and the position that they stand for as readers have consequences in their practices as teachers and their position towards the students. When it comes to theory, it was taken into consideration, sociological analyses developed by Pierre Bourdieu and Bernard Lahire, considerations on Reading History (Chartier), bibliography on the critical reader (Jauss, Eco) and the reflections on the formation of reading subjects (Rouxel, Baudelot e Cartier).

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-08-28T14:00:55Z No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertacao Sione Pires de Morais Guimaraes.pdf: 834423 bytes, checksum: 6bc6f58a771cbdb997a6228aac164fc0 (MD5) / Made available in DSpace on 2014-08-28T14:00:55Z (GMT). No. of bitstreams: 2 license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Dissertacao Sione Pires de Morais Guimaraes.pdf: 834423 bytes, checksum: 6bc6f58a771cbdb997a6228aac164fc0 (MD5) Previous issue date: 2013-07-31 / Give voice to the teacher tell how he has been building his practices of teaching reading, describing his view, inserted in a context where most studies imply that the difficulty of building readership is in the teaching / learning of reading, putting as the author of the failure of this teaching is the goal of this work. For this, we seek to raise aspects of the experience of three teachers working in the 5th grade of Elementary School, trying to identify the needs and difficulties faced in teaching; analyze the structural conditions and materials, which are offered for teachers to build their teaching practices read and observe their plans with respect to the work with reading in the classroom. We assume that, as emphasizes Borges da Silva (2001), if the academic work aims to contribute to an improvement of basic education, it is essential to consider the needs of knowledge and counterarguments teacher. The research was conducted within the qualitative paradigm, from a socio-historical approach, with a view to study the processes that involve research, going beyond just an end product. The process of data collection, following the tradition of qualitative research (LÜDKE and ANDRÉ, 1986), included the semistructured interview, dialogued, and observation of teachers' planning. The literature review comprised studies on reading as the construction of meanings, the relationship of teaching reading literacy in the student and construction practices of reading instruction teacher training. The research has revealed a reality of distance between what is preached in the laws of education and what is accomplished in practice, which makes it difficult for teachers able, alone, to leverage the quality of public education. Teachers find themselves in a scenario that is being blamed for the difficulty in forming critical readers and proficient. Claim that, in addition to its responsibilities as the professional who should lead the process of teaching and learning, the government must assert his speech in favor of investments in education resources, it is for the school management to break with a practice dedicated to serve the interests capital, omitting the function that should play as contributors to the achievement of successful teaching in the public schools, and to exercise a function of partakers in conducting the activities of the school. We note that the hours activities, work context, the pedagogical orientations and school management are configured in a tangle of obstacles for the teacher fight for better working conditions and a really effective teaching. We hope that this study will contribute to the strengthening and consolidation of prioritizing future work to give voice to teachers, at the expense of research which focuses on studies of their practices. This is because the voice of those professionals, showed us the need to keep rethinking the lonely context job in which they operate, and that has influenced negatively in building their practices of teaching reading / Dar voz ao professor para que ele relate como vem construindo suas práticas de ensino de leitura, descrevendo como se vê, inserido num contexto em que a maioria dos estudos deixa implícito que a dificuldade de construir leitores está no ensino/aprendizagem de leitura, colocando-o como autor do fracasso desse ensino, é o objetivo deste trabalho. Para isso, buscamos levantar aspectos de vivência de três professores atuantes no 5º ano do Ensino Fundamental, procurando identificar as necessidades e dificuldades enfrentadas no trabalho docente; analisar as condições estruturais e materiais, que são oferecidas para os professores na construção de suas práticas de ensino de leitura e observar seus planejamentos no que se refere ao trabalho com a leitura em sala de aula. Partimos do princípio de que, como ressalta Borges da Silva (2001), se os trabalhos acadêmicos almejam contribuir para uma melhoria da educação básica, é fundamental que se considerem as necessidades de conhecimento e as contrapalavras do professor. A pesquisa foi realizada dentro do paradigma qualitativo, a partir de uma abordagem sócio-histórica, tendo em vista um estudo sobre os processos que envolvem a investigação, indo além apenas de um produto final. O processo de coleta de dados, seguindo a tradição da pesquisa qualitativa (LÜDKE e ANDRÉ, 1986), compreendeu a entrevista semiestruturada, dialogada, e a observação dos planejamentos dos professores. A revisão bibliográfica compreendeu estudos sobre a leitura como construção de sentidos, a relação do ensino de leitura no letramento do aluno e a construção das práticas de ensino de leitura e a formação do professor. A pesquisa nos revelou uma realidade de distanciamento entre o que se prega nas leis da educação e o que é cumprido na prática, o que, dificulta que os professores consigam, sozinhos, alavancar a qualidade do ensino público. Os professores se veem em um cenário em que vêm sendo culpabilizados pela dificuldade em se formar leitores críticos e proficientes. Afirmam que, para além das suas responsabilidades enquanto o profissional a quem cabe conduzir o processo de ensino aprendizagem, cabe ao governo fazer valer seu discurso em prol de investimentos de recursos na educação; cabe à gestão escolar romper com uma prática voltada para atender aos interesses do capital, omitindo a função que deveriam desempenhar como colaboradores para o alcance do sucesso do ensino nas escolas públicas, e exercer uma função de coparticipantes na realização das atividades da escola. Constatamos que as horas atividades, o contexto de trabalho, as orientações pedagógicas e a gestão escolar se configuram num emaranhado de empecilhos para que o professor lute por melhores condições de trabalho e por um ensino realmente eficaz. Esperamos que este estudo contribua para o fortalecimento e a consolidação de trabalhos futuros que priorizem dar voz aos professores, em detrimento de pesquisas cujo foco é a realização de estudos sobre suas práticas. Isso porque, a voz desses profissionais, nos mostrou a necessidade de continuarmos repensando o contexto solitário de trabalho em que se inserem, e que vem influenciando negativamente na construção de suas práticas de ensino de leitura

Made available in DSpace on 2017-07-10T16:28:07Z (GMT). No. of bitstreams: 1 NARA.pdf: 3405606 bytes, checksum: 8d851b6dc7c9a17b9844663e5d79d31b (MD5) Previous issue date: 2016-06-06 / The reason of this research, located in the line of research Society, Knowledge and Education, the Program of Graduate Studies in Education, Master Course, the State University of Western Paraná, Campus Francisco Beltrão, is to analyze the challenges of polytechnic education in the context of the Agricultural College of Francisco Beltrão/PR. Centered education in the midst of two inseparable elements, education and work, which was the main issue of research: to analyze the principles of polytechnic education may be present in the educational practices of the Agricultural College. Thus we have as complementary objectives: understanding the context of the field and the relationship with their young; identify theoretical and methodological elements of Polytechnic Education and some of his experiences as a reference for our analysis; characterize the educational project of the East and vocational education that is developed at the Agricultural College; analyze the relationship between work and education in the theoretical and practical teaching, tracing elements to demarcate how such relationships happen; systematize and analyze the educational practices developed in the Agricultural College. Stand out from the central and complementary objective the central research questions: Educational practices in Agricultural College are developed on the principles of a polytechnic education? The educational practices of the Agricultural College, and they are organized, make students able to apply theoretical knowledge which they appropriate also in practice and vice versa? In this training, become equally able to reflect and interpret reality and understand the organization of this work in society and self organizing? In an effort to demonstrate how it materializes and translates into potential education, research led to a dip in the pedagogical practices Agricultural College. The methodology adopted the case study, which won qualitative characteristic to enable a broad deepening the object subsidized by the theoretical framework for the development of research. Presents the analysis of the collected data, it summarizes what he considers more significant in terms of pedagogical practices, with all its contradictions and limitations, as well as all its polytechnic education potential. He sought the theoretical references as Marx and Engels (2004), Lunatcharski (1988). Pistrak (2015), Shulgin (2013), Saviani (1989, 2003), Machado (2015) Market (1996), Nosella (2007), Manacorda (2007) Sousa Jr (2010), Rodrigues (1998) among others, clarify and exemplify what happens and how the relationship between theory and practice in a differentiated education project, with challenges and polytechnics possibilities. One of the challenges for a polytechnic education is to maintain the collective integrated a coherent educational project pedagogically. Do not just make the integration of disciplines, if there is an ideal of common education to all. / A razão da presente pesquisa, situada na linha de pesquisa Sociedade, Conhecimento e Educação, do Programa de Pós-Graduação em Educação, Curso de Mestrado, da Universidade Estadual do Oeste do Paraná, Campus de Francisco Beltrão, é analisar os desafios da educação politécnica no contexto do Colégio Agrícola de Francisco Beltrão/PR. Educação centrada no bojo de dois elementos inseparáveis, o ensino e o trabalho, o que constituiu a principal questão da pesquisa: analisar como os princípios da educação politécnica podem estar presentes nas práticas educativas Colégio Agrícola. Assim, temos como objetivos complementares: compreender o contexto do campo e a relação com seus jovens; identificar elementos teórico-metodológicos da Educação Politécnica e algumas de suas experiências como referência para nossas análises; caracterizar o projeto educativo da educação de Ensino Médio e Profissional que é desenvolvida no Colégio Agrícola; analisar a relação entre o trabalho e a educação no ensino teórico-prático, traçando elementos que permitam demarcar como tais relações acontecem; sistematizar e analisar as práticas educativas desenvolvidas no Colégio Agrícola. Destacam-se do objetivo central e complementares as questões centrais da pesquisa: As práticas educativas no Colégio Agrícola são desenvolvidas nos princípios de uma educação politécnica? As práticas educativas do Colégio Agrícola, bem como estas se organizam, tornam os alunos capazes de aplicar os conhecimentos teóricos dos quais se apropriam também na prática e vice-versa? Nessa formação, tornam-se igualmente capazes de refletir e interpretar a realidade, bem como compreender a organização do trabalho presente na sociedade e se autoorganizar? Num esforço de demonstrar como isso se materializa e se traduz em potencialidade de educação, a pesquisa propiciou um mergulho nas práticas pedagógicas do Colégio Agrícola. Como metodologia, adotou o estudo de caso, que ganhou característica qualitativa ao possibilitar um amplo aprofundamento no objeto subsidiado pelo referencial teórico para o desenvolvimento da pesquisa. Apresenta a análise dos dados coletados, sintetiza o que considera de mais significativo em termos de práticas pedagógicas, com todas as suas contradições e limites, bem como com toda sua potencialidade de educação politécnica. Buscou nos referenciais teóricos como Marx e Engels (2004), Lunatcharski (1988). Pistrak (2015), Shulgin (2013), Saviani (1989, 2003), Machado (2015) Market (1996), Nosella (2007), Manacorda (2007) Sousa Jr (2010), Rodrigues (1998) entre outros, esclarecer e exemplificar o que é e como acontece a relação teoria e prática num projeto de educação diferenciado, com desafios e possibilidades politécnicas. Um dos desafios para uma educação politécnica é manter o coletivo integrado a um projeto educativo coerente pedagogicamente. Não basta fazer a integração das disciplinas, se não existe um ideal de educação comum a todos.

In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify and evaluate the assets of the school and the community in which my students live, and how such assets help students thrive. I also assess the challenges that both the school and community face, and their continuous efforts to overcome them. In Part D, I reflect on my first year of teaching to assess my instructional practices, and I evaluate the progress made by my whole class, and more specifically my focus students.

The purpose of this outcome-based program evaluation project study was to investigate how professional development (PD) influenced the shared values of 25 district teachers regarding instructional technology and their collaboration and instructional practices using instructional technology. Inclusion criteria included (a) participants had to be 18 years or older and (b) participants had to be a certified teacher. Guided by Mishra and Koehler's TPACK theory and Guskey's model for PD evaluation, the research was designed to determine (a) how teachers demonstrate collaboration using instructional technology as a result of PD, (b) what shared values teachers have adopted regarding instructional technology as a result of PD, and (c) how the authentic teaching practices of participants have changed because of the technology PD. Data were collected through Likert surveys, interviews, and classroom observations. Data analysis included descriptive statistics for the quantitative portion, and identification of emerging themes for the qualitative portion. The results reflected ways technology is being implemented into instructional strategies. The implication of this study for social change includes support for including collaboration and shared values in professional development to improve instructional strategies incorporating technology, which can lead to improved learning environments. Teachers and the school can benefit by having the knowledge of how technology and PD provided by the OETT grant enhanced instruction. Social changes that may occur due to the findings of this study include the school gaining a better understanding of the influence of technology in instruction on student learning and identifying tools that potentially increased teacher uses of the technologies purchased as well as teacher application of the knowledge gained in the PD provided through the grant.

The purpose of this study was to examine the following: (a) What is the nature of Kindergarten and First grade teachers’ beliefs and self-reported practices regarding early literacy learning and teaching?; (b) What is the relationship between Kindergarten and First grade teachers’ beliefs and self-reported early literacy teaching practices?; and (c) How do teachers’ educational backgrounds and professional development experiences explain the relationship between their beliefs and practices in early literacy learning and teaching? Three instruments were administered to the participants in this study. The Theoretical Orientation to Reading Profile (Deford, 1979), hereafter known as the TORP, was used to measure teachers’ pedagogical beliefs about the teaching and learning of reading. The Preschool Literacy Practices Checklist (Burgess, Lundgren, Lloyd, & Pianta, 2001), hereafter known as the PLPC, was used to measure teachers’ self-reported literacy instructional practices. A survey questionnaire I designed was used to obtain descriptive information about the participants in this study. Data were collected from forty-seven in-service Kindergarten and First grade teachers. The results of the TORP data from this study indicated that 6% of the participants represented the decoding perspective, 92% represented the skills perspective and 2% represented the wholistic perspective. Correlation scores from the PLPC regarding teachers’ beliefs and practices show there was no significant correlation between teachers’ beliefs and self-reported practices in the classroom. Additionally, the findings showed there is a relationship between teachers’ educational backgrounds and the reading literacy practices teachers view as important or essential in the early grades such as understanding the meaning of words, recognizing basic sight words, understanding concepts of print, and identifying the elements of a story.

This is a historical study of preschool nationally and partly internationally with a focus on elucidating the development of quality elements. The study will trace the beginnings of perkindergaten and how the programs have evolved to their current state. The study contains a look at the current state of prekindergarten programs within the United States and how the differing states are measuring their programs. The use of the word quality is examined as it relates to how programs are designed and implemented. The study will also examine several different states that have been acknowledged as the front runners in prekindergarten education services. The international perspective includes at look at several different countries and how they have implemented their early childhood programs. This is section looks at some of their standards for their programs and the requirements for their teachers. The final part of the study draws conclusions as to how to best proceed when making polices for prekindergarten programs in the United States taking into account the many perspectives.

ABSTRACT STANDARDS-BASED INSTRUCTION: A CASE STUDY OF A COLLEGE ALGEBRA TEACHER by Anthonia Ekwuocha The lecture method has dominated undergraduate mathematics education (Bergsten, 2007). The lecture method promotes passive learning instead of active learning among students, thus contributing to attrition in undergraduate mathematics. Standards-based instruction has been found to be effective in reducing students’ attrition in undergraduate mathematics (Ellington, 2005). College algebra is gatekeeper for higher undergraduate mathematics courses (Thiel, Peterman & Brown, 2008). Research indicates that if college algebra is taught with standards-based teaching strategies, it will help reduce students’ attrition and encourage more students to take higher level mathematics courses (Burmeister, Kenney, & Nice, 1996). Standards-based instructional strategies include but are not limited to real life applications, cooperative learning, proper use of technology, implementation of writing, multiple approaches, connection with other experiences, and experiential teaching (American Mathematical Association of Two-Year Colleges (AMATYC), 2006). Despite all effort to improve undergraduate mathematics instruction, there are still limited empirical studies on standards-based instruction in college algebra. Research in undergraduate mathematics education is a new field of study (Brown & Murphy, 2000). Research reported that overall students’ attrition in college algebra could be as high as 41% in a community college (Owens, 2003). This high attrition rate in college algebra may impact students’ continuation in higher mathematics courses and their interest in the field of mathematics. As a result more research efforts must be focused on ways to improve college algebra instruction. Thus, the purpose of this study was to explore the teaching practices of a college algebra teacher who adopts standards-based techniques in his classroom. The research questions that guided the study were: What teaching practices are used in the mathematics classroom of a college algebra teacher? How are the teaching practices of the teacher aligned with the characteristics of standards-based instruction? The participant of the study was a college algebra teacher who was identified as a standards-based teacher. The teaching practices of the teacher were analyzed and presented using a qualitative single case study method. Data were collected from interviews with the teacher, classroom observations, and artifacts. The research project was drawn from the frameworks of culturally relevant pedagogy theory, symbolic interaction theory, experiential teaching theory, and standards-based instruction. Analysis of the data showed that the teaching practices of the participant were mathematical communication, proper use of technology in instruction and assessment, building mathematical connections, multiple representations, motivating students to learn mathematics, and repetition of key terms. The teaching practices aligned with the characteristics of standards-based instruction. Findings from the study suggest that standards-based instruction strategies should be used in undergraduate mathematics education, especially in teaching college algebra to alleviate some of the problems. Moreover, university administrators at college level should organize workshops and professional development about standards-based instruction strategies for their teachers.

本研究旨在探討用溝通式教學法所編寫之教科書對高中英文教師教學實務之影響，並試圖了解高中英文教師教學實務是否符合教育部頒布的高中英文教學要領。 本研究以問卷調查方式進行，對象為大高雄地區(高雄縣市)21所高中的254位高中英文教師，共計回收問卷205份，回收率為80.7%。問卷內容改編自Littlewood (1981)溝通模式及教育部頒布的高中英文教學要領。 本研究主要結果摘要如下： 1. 部份符合溝通式教學法的項目為授課語言、文法教學、課堂時間分配及溝通式活動等四項。 2. 多數高中老師花最多課堂時間在講授課程，練習活動次之，最少時間於英文說寫活動。 3. 多數高中老師的課堂活動主要為溝通前之練習，而非溝通式活動。 4. 老師的教學實務包括聽力、口說、閱讀及寫作較符合溝通式教學法之精神。 5. 和男性教師相較之下，女性教師的教學較符合高中英文教學要領且和溝通式教學法有正相關。此外，和未修過TESOL教師相較之下，修過TESOL之教師的教學也和溝通式教學法有正相關。 根據問卷調查結果，本研究最後提供相關建議以供參考。 / The major purpose of this study is to know how English teachers conduct teaching activities concerning four skills in their classes with CLT-based textbooks. In spite of the popularity and prevalence of CLT approach, it is by no means applied and practiced without any impediments or constraints. In actual teaching practice, there exist a variety of differences for senior high school English teachers when conducting teaching activities with CLT-based textbooks. In this study, the focus will be on senior high school English teachers’ teaching practices with CLT-based textbooks in greater Kaohsiung area. In addition, the consistency of teachers’ classroom practices and the Instruction Guidelines is examined as well. The 254 participants selected in this study were English teachers from 21 different senior high schools in greater Kaohsiung area. 205 questionnaires were collected from the targeted 254 respondents, yielding a return rate of 80.7%. The questions in the questionnaires were mainly adapted from the communicativeness model of Littlewood (1981) and the Instruction Guidelines issued by the Ministry of Education. The major findings are summarized as follows: 1. Instruction language, grammar teaching, classroom time for PPP and the communicativeness of activities conformed only partially to the creed of CLT. 2. Senior high school English teachers spent most of the classroom time for presentation, less time for practice, and least time for production. 3. Most teachers’ classroom activities were mainly pre-communicative activities, instead of communicative ones. 4. Teachers’ teaching practices, including listening, speaking, reading and writing, are consistent with the core of CLT. 5. Female senior high school teachers conform more to the Instruction Guidelines and correlated more positively in classroom practices than male teachers. Besides gender, teachers who had taken TESOL-related courses before correlated more positively in classroom practices than those who did not. Based on the findings, some suggestions have been made for pedagogical implications and further studies. The limitations of the study are mentioned as well.

Submitted by Timbo Noeme (noeme.timbo@metodista.br) on 2016-08-08T19:09:31Z No. of bitstreams: 1 TeresaFabrete.pdf: 1812675 bytes, checksum: d70dd9ba87abee941eb16e111d403b37 (MD5) / Made available in DSpace on 2016-08-08T19:09:31Z (GMT). No. of bitstreams: 1 TeresaFabrete.pdf: 1812675 bytes, checksum: d70dd9ba87abee941eb16e111d403b37 (MD5) Previous issue date: 2015-12-02 / The companies which crave ensure and improve their position within an increasingly competitive market, need to be always updated and in constant evolution. In their continuous pursuit for evolution, they invest in Research & Development (R&D) projects and in its human capital to promote creativity and organizational innovation. People have a fundamental role in the development of innovation, but for it to flourish constantly it’s needed commitment and creativity to generate ideas. Creativity is to think the new; innovation is making things happen. However, find people with these qualities is not always an easy task and it is often necessary to encourage these skills and characteristics, in them, in order to become effectively creative. The graduation programs, can be an important tool for development of these aspects, characteristics and abilities, using teaching methods and practices that will assist in the development of creativity, because the teaching-learning environment is important in people’s development. The objective of this study is to identify which factors have the greater push, on the creativity’s development, in an undergraduate administration program, analyzing the influence of teachers’ pedagogical practices and the student’s internal barriers. The theoretical framework is main based on the work of Alencar, Fleith, Torrance and Wechsler. A cross-sectional survey This study has a quantitative approach, using as target audience the students of a management university course in São Paulo, whom has answered 465 compounds questionnaires we’ve used three questionnaires scales. For teaching practices was adapted from Educational Practice in relation to Creativity. For internal barriers was adapted scale of Personal Creativity Barriers. For the analysis of the perception of creativity development was adapted, built and checked a scale based on the framework of characteristics of a creative person. The descriptive and exploratory factorial statistical analyzes were performed using the Statistical Package for software Social Sciences (SPSS), while the factor confirmatory analysis to the context under study for measurement of the influence of pedagogical practices and internal barriers on the factors influencing the perception of creativity development were performed with analysis by structural equation modeling using the algorithm Partial Least Squares (PLS), the Smart PLS 2.0 software. The results showed the pedagogical practices and the internal barriers of the students explain 40% of the creative development of perception, and the pedagogical practices that most influence. The survey also pointed out that the type of issue and period in which the student is enrolled have no influence on any of the three constructs, only the teacher influences the pedagogical practices. / As empresas que almejam garantir e melhorar sua posição dentro de em um mercado cada vez mais competitivo precisam estar sempre atualizadas e em constante evolução. Na busca contínua por essa evolução, investem em projetos de Pesquisa & Desenvolvimento (P&D) e em seu capital humano para promover a criatividade e a inovação organizacional. As pessoas têm papel fundamental no desenvolvimento da inovação, mas para que isso possa florescer de forma constante é preciso comprometimento e criatividade para a geração de ideias. Criatividade é pensar o novo; inovação é fazer acontecer. Porém, encontrar pessoas com essas qualidades nem sempre é tarefa fácil e muitas vezes é preciso estimular essas habilidades e características para que se tornem efetivamente criativas. Os cursos de graduação podem ser uma importante ferramenta para trabalhar esses aspectos, características e habilidades, usando métodos e práticas de ensino que auxiliem no desenvolvimento da criatividade, pois o ambiente ensino-aprendizagem pesa significativamente na formação das pessoas. O objetivo deste estudo é de identificar quais fatores têm maior influência sobre o desenvolvimento da criatividade em um curso de graduação em administração, analisando a influência das práticas pedagógicas dos docentes e as barreiras internas dos discentes. O referencial teórico se baseia principalmente nos trabalhos de Alencar, Fleith, Torrance e Wechsler. A pesquisa transversal de abordagem quantitativa teve como público-alvo os alunos do curso de Administração de uma universidade confessional da Grande São Paulo, que responderam 465 questionários compostos de três escalas. Para as práticas docentes foi adaptada a escala de Práticas Docentes em relação à Criatividade. Para as barreiras internas foi adaptada a escala de Barreiras da Criatividade Pessoal. Para a análise da percepção do desenvolvimento da criatividade foi construída e validada uma escala baseada no referencial de características de uma pessoa criativa. As análises estatísticas descritivas e fatoriais exploratórias foram realizadas no software Statistical Package for the Social Sciences (SPSS), enquanto as análises fatoriais confirmatórias e a mensuração da influência das práticas pedagógicas e das barreiras internas sobre a percepção do desenvolvimento da criatividade foram realizadas por modelagem de equação estrutural utilizando o algoritmo Partial Least Squares (PLS), no software Smart PLS 2.0. Os resultados apontaram que as práticas pedagógicas e as barreiras internas dos discentes explicam 40% da percepção de desenvolvimento da criatividade, sendo as práticas pedagógicas que exercem maior influencia. A pesquisa também apontou que o tipo de temática e o período em que o aluno está cursando não têm influência sobre nenhum dos três construtos, somente o professor influencia as práticas pedagógicas.