Made available in DSpace on 2016-04-27T16:57:35Z (GMT). No. of bitstreams: 1 Agnaldo Da Conceicao Esquincalha.pdf: 2760765 bytes, checksum: 4b98025a110f8c095d5e0d5b8d626829 (MD5) Previous issue date: 2015-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work aims at investigating the knowledge revealed by tutors of a distance continuing education course for mathematics teachers. The context of the research was the tutoring system of the Improvement Course in Mathematics, offered by the State Government of Rio de Janeiro from 2011 onwards. Initially we follow the work of 32 tutors over a year between 2011 and 2012 in order to list and classify the types of interventions in discussion forums among the course participants. After considering the results, we offer initial training to freshman tutors in 2012, to promote an improvement in the actions that we consider to be below expectations. Between August 2012 and July 2013 six tutors, the subjects of this research, were followed and participated in a training program in service. For the training of tutors, beyond the specifics of the Improvement Course in Mathematics, we grounded our work on the TPACK (Technological Pedagogical Content Knowledge) theoretical framework, assuming that technological, pedagogical and mathematical knowledge skills are fundamental for the exercise of their functions. The research, qualitative in nature, made use of questionnaires and conducting focus groups to collect data, which were interpreted under the light of thematic content analysis. For the triangulation of data, we used the discursive types found in interventions by tutors in the course s discussion forums. Our analysis indicated that affective and attitudinal components play a key role in the exercise of mentoring in this context and, therefore, we concluded the research by proposing the expansion of TPACK theoretical framework, including these components in a fourth type of knowledge, featuring TPACK-OTE (Technological Pedagogical Content Knowledge-Online Teacher Education) / Neste trabalho, teve-se o intuito de investigar os conhecimentos revelados por tutores de um curso de formação continuada para professores de Matemática, oferecido na modalidade a distância. O contexto da investigação foi o sistema de tutoria do Curso de Aperfeiçoamento em Matemática, oferecido pela Rede Estadual do Rio de Janeiro a partir de 2011. Inicialmente, acompanhou-se o trabalho de 32 tutores ao longo de um ano, entre 2011 e 2012, a fim de elencar e tipificar suas intervenções realizadas em fóruns de discussão junto aos cursistas. A partir dos resultados, foi oferecida uma formação inicial aos tutores ingressantes em 2012, a fim de promover melhoria nas ações consideradas aquém do esperado. Entre agosto de 2012 e julho de 2013, foram acompanhados, e participaram de um programa de formação em serviço, seis tutores, que constituem os sujeitos desta pesquisa. Para a formação desses tutores, além das especificidades do Curso de Aperfeiçoamento, houve inspiração no quadro teórico TPACK (Technological Pedagogical Content Knowledge), assumindo que os conhecimentos tecnológicos, pedagógicos e de conhecimento matemático são fundamentais para o exercício de suas funções. A pesquisa, de natureza qualitativa, utilizou-se de questionários e de grupos focais para coleta de dados, que foram interpretados à luz da análise temática de conteúdo. As tipologias discursivas encontradas nas intervenções realizadas pelos tutores nos fóruns de discussão permitiram a triangulação dos dados. As análises indicaram que componentes afetivo-atitudinais têm papel fundamental no exercício da tutoria no contexto da formação continuada de professores a distância e, por isso, a pesquisa é concluída com uma proposta de expansão do quadro teórico TPACK, incluindo esses componentes em um quarto tipo de conhecimento, caracterizando o TPACK-OTE (Technological Pedagogical Content Knowledge-Online Teacher Education)

Este estudio pone de manifiesto la gran complementariedad existente entre la medicina y la pedagogía. La primera para poder satisfacer su demanda de asesoramiento pedagógico y de formación docente y la segunda para poder disponer de un nuevo escenario de formación en la práctica profesional fuera del contexto escolar. Para ello, se ocupa de identificar y analizar desde un punto de vista pedagógico los principales componentes de la formación postgrado de la especialidad de Medicina Familiar y Comunitaria (MFyC), atendiendo al siguiente esquema: tipo de formación, estructura, organización y metodología docente.En un primer apartado se justifica y delimita el problema de investigación a una especialidad concreta -la MFyC-, a un contexto, -la Región de Murcia- y a un momento formativo, -el inicio de la residencia (R1), que corresponde, según el nuevo Programa Formativo de la Especialidad a una rotación de 3 a 6 meses en el Centro de Salud-.Posteriormente se formulan los objetivos y se plantea la hipótesis que guiará todo el proceso de trabajo. El principal objetivo consiste en indagar en el Plan Individual de Formación que se establece o debería establecerse entre el tutor y su residente al inicio del primer y del tercer año de rotación (R1) en los Centros de Salud docentes de la Región de Murcia. / The present study highlights the wide interaction existing between Medicine and Pedagogy. The former can satisfy the claim of Medicine regarding the need of pedagogical consultancy and educational training. The latter offers a new scenario of education in professional practice outside the scholastic context. For such purpose, it identifies and analyses, from a pedagogical point of view, the core components of the Postgraduate Education of the specialist training of Family Medice, regarding the following domains: methods of learning, structure, organization and teaching methodology.Firstly, it justifies and defines the problem of research in a particular speciality -Family Medice, a context -Murcia Region-, and to a formative moment -the beginning of medical house Residency (R1), which consists of 3 to 6 months rotation in the Primary Care Centre, according to the New Specialist Educational Program-.Secondly, aims are established and the working hypothesis for the study is formulated. The fundamental purpose of this research is to enquire into the Learning Individual Program that there is -or there should be- between the preceptor and the student who is doing the clinical practice during the first year of rotation (R1) in the Teaching Health Centres of Murcia Region.

The purpose of this study is to outline students’ attitudes towards ICT in the learning of English. The research was carried out as action research at a vocational high school in Sweden. The study aims at giving answers to the questions what the students’ attitudes towards ICT are, to what extent they think that ICT affects their learning and if ICT use changes their attitudes towards English. The students had little or no previous experience of ICT. For a period of two months, they used ICT in their English studies. This work was organized according to Svensson’s (2008) definitions ICT as a tutor, ICT as a tool and ICT as an arena, which are connected to behavioristic, cognitive/constructive and social constructivist/socio-cultural learning perspectives, respectively. For example, the students read and listened to texts online, wrote their own dialogues for a movie and maintained their own blogs. After each module, they evaluated the method and at the end of the project they were interviewed. The study shows that most of the students were positive towards ICT in learning English. They were most positive towards ICT as a tutor, which was interesting given that behavioristic ways of learning are often criticized by today’s scholars. Furthermore, the students claimed that ICT gives them new opportunities to learn. Not surprisingly, to learn in a way that suits the individual learner was seen as positive. They stated that it was difficult to comment on the impact that ICT might have had on their performance after such a limited period of time, but they indicated that they thought that they had improved at least a little. During the interviews, a few students claimed to have changed their attitudes towards English a little, in a positive way, but it was difficult to confirm this after such short time.

Abstract The aim of this study is to investigate some uses of Information and Communication Technology (ICT) as a pedagogical aid for supporting students with difficulties in reaching the curricular goals in the school subject English. Special focus is on students with reading and writing difficulties and on students with a foreign background in the ninth grade of the compulsory school and in upper secondary school. The method of investigation consisted of two parts: (a) interviews with eleven regular English teachers and with four remedial teachers about their experiences of using ICT as a pedagogical aid, and (b) an action study in which ICT-based activities were tested in a group of six students with difficulties in English. The results of the interviews showed that in the remedial classes ICT-based support was rather limited. The exceptions were students with severe reading and writing difficulties and other grave learning disabilities. These students were offered greater access to various technical aids and systematic support. For dyslexic students various ICT tools often proved to be an effective and indispensable support in their learning. In non-remedial English lessons, the use of ICT was somewhat greater. Here teachers used ICT as a pedagogical aid for the benefit of all students. The computer was considered to be a good support for project writing as it provided the students with a huge database, with online dictionaries and with a spell checker. The results of the action research showed that students were positive about communicating in English via ICT and they showed great interest in other activities facilitated by technology, such as training grammar, vocabulary, and reading. In conclusion, these surveys generated results similar to those of other studies, showing that although ICT can be an effective pedagogical aid in supporting students with difficulties learning English, it is not presently being used to its full potential.

<p>The purpose of this study is to outline students’ attitudes towards ICT in the learning of English. The research was carried out as action research at a vocational high school in Sweden. The study aims at giving answers to the questions what the students’ attitudes towards ICT are, to what extent they think that ICT affects their learning and if ICT use changes their attitudes towards English. The students had little or no previous experience of ICT. For a period of two months, they used ICT in their English studies. This work was organized according to Svensson’s (2008) definitions <em>ICT as a tutor</em>,<em> ICT as a tool </em>and<em> ICT as an arena</em>, which are connected to behavioristic, cognitive/constructive and social constructivist/socio-cultural learning perspectives, respectively. For example, the students read and listened to texts online, wrote their own dialogues for a movie and maintained their own blogs. After each module, they evaluated the method and at the end of the project they were interviewed. The study shows that most of the students were positive towards ICT in learning English. They were most positive towards ICT as a tutor, which was interesting given that behavioristic ways of learning are often criticized by today’s scholars. Furthermore, the students claimed that ICT gives them new opportunities to learn. Not surprisingly, to learn in a way that suits the individual learner was seen as positive. They stated that it was difficult to comment on the impact that ICT might have had on their performance after such a limited period of time, but they indicated that they thought that they had improved at least a little. During the interviews, a few students claimed to have changed their attitudes towards English a little, in a positive way, but it was difficult to confirm this after such short time.</p>

<p><strong>Abstract </strong></p><p>The aim of this study is to investigate some uses of Information and Communication Technology (ICT) as a pedagogical aid for supporting students with difficulties in reaching the curricular goals in the school subject English. Special focus is on students with reading and writing difficulties and on students with a foreign background in the ninth grade of the compulsory school and in upper secondary school. The method of investigation consisted of two parts: (a) interviews with eleven regular English teachers and with four remedial teachers about their experiences of using ICT as a pedagogical aid, and (b) an action study in which ICT-based activities were tested in a group of six students with difficulties in English. The results of the interviews showed that in the remedial classes ICT-based support was rather limited. The exceptions were students with severe reading and writing difficulties and other grave learning disabilities. These students were offered greater access to various technical aids and systematic support. For dyslexic students various ICT tools often proved to be an effective and indispensable support in their learning. In non-remedial English lessons, the use of ICT was somewhat greater. Here teachers used ICT as a pedagogical aid for the benefit of all students. The computer was considered to be a good support for project writing as it provided the students with a huge database, with online dictionaries and with a spell checker. The results of the action research showed that students were positive about communicating in English via ICT and they showed great interest in other activities facilitated by technology, such as training grammar, vocabulary, and reading. In conclusion, these surveys generated results similar to those of other studies, showing that although ICT can be an effective pedagogical aid in supporting students with difficulties learning English, it is not presently being used to its full potential.</p>

Based on the experiences of a number of teachers and tutors, the overall purpose of this study is to contribute to knowledge about multilingual study guidance. The purpose is specified by the following questions: What experiences do teachers and tutors have of the importance of study guidance for the language, knowledge and identity development of multilingual students and what challenges do they face? What descriptions do teachers and tutors give of how multilingual study guidance can be organized and implemented and what challenges do they face?  The method for this study is qualitative semi-structured interviews in seven focus groups consisting of 10 tutors and 19 teachers in grades 1–6. The perspective of the study is sociocultural and the result is interpreted based on the hermeneutic approach. The result of the study shows that the informants agree that study guidance favors language, knowledge and identity development of multilingual students by enabling students to strengthen and develop their mother tongue and second language in parallel to the development of subject knowledge. Through the opportunity to mediate their knowledge and thoughts, the students' sense of identity is strengthened and developed. Futhermore, the informants describe that multilingual study guidance is most commonly carried out during the lessons as well as in mathematics and social and science subjects. Several informants, mainly teachers express an uncertainty about how study guidance can be organized and implemented and what effects this will have on the development of multilingual students. The challenges that the informants in the study experience is that aspects of time and organization make it difficult to find forms of cooperation between teachers and tutors for the planning and evaluation of multilingual study guidance.  The conclusion is that cooperation between teachers and tutors and knowledge of multilingual study guidance increase the multilingual students’ opportunities to develop.

Facilitation of learning through the use of tutors is a worldwide approach that is supported by most Open and Distance Learning institutions. This approach was expanded by integrating face-to-face mode of delivery and online delivery with the purpose of increasing access and participation of students at Unisa. However, the practicality of this integration cannot be overlooked and this reality led to this study. Given the background, this dissertation presents a study on tutors’ perceptions of effective facilitation through the use of an integrated tutor model (ITM) in an Open Distance Learning (ODL) environment. This study sought to explore the views of Unisa tutors focusing on the success factors, challenges and the impact this model has on tutors’ behaviour in terms of tutorial delivery in the implementation of the integrated tutor model in tutorial classes. This was done with an aim of expanding access and participation. A qualitative research method was conducted with Unisa Gauteng Region tutors. Data was collected through face-to-face interviews. The findings of the study showed that the level of academic staff involvement in the tutorial program is very low and there was no involvement at all in other colleges. The training and development provided to ODL tutors is highly appreciated by tutors, however, it needs to be intensified to yield the desired outcomes. Findings further revealed that the institution needs to attend to the provision of access to students. Based on these findings, recommendations were made that academic staff members need to increase their level of involvement in the tutorial program in order to support tutors who provide support to students. Practical training of tutors on the use of technology is necessary and the institution must increase access to computers and the internet for students. / Educational Studies / M. Ed. (Open and Distance Learning)

This thesis examines the possibilities of linking the interest in a child (a participant in interest education in the field of education of leisure) with the interest in achieving the goals of various leisure education activities, as well as the goals being (co)determined by the child itself. The thesis strives to find the solution in a method in which an activity goal of the child is transformed into a goal of the tutor with the intention of encouraging the child's personal development. The thesis is divided into four chapters.The first chapter deals with educational goals and the goals of leisure education.The following chapter explores the goals of education as set by various pedagogical conceptions and alternative approaches to the isme. The third chapter acquaints the reader with the psychological potential of the target group.The last chapter is dedicated to the growth of child's potential, its ability of free choice and decision making, expressions of creativity, and the "flow" state.

Distance Education expands the scope of the inside classroom teaching model since anybody, independent of where he lives or how much available time he has, has the opportunity to initiate or complement his studies. Considering access facility, availability and interaction resources provided, the Internet is a midia sufficiently used for Distance Education. This work has as objective the design and implementation of a framework, FA_PorT,for Portfolio-Tutoring systems coupled a Intelligent Tutoring Systems (STI) and using agents and present two applications Portfolio-Tutoring, created from the framework The FA_PorT mainly aiming the design of a model computer-based interactive learning environment for Portfolio-Tutoring systems. Each system Portfolio-Tutoring will be able to be used in the context of environment for EAD in the web. The framework proposed, aims to reuse of internal architecture (or skeleton) of a portfolio-tutoring system based on ITS and Agents, doing with that development time of a new portfolio-tutoring system will be reduced. / A Educação a Distância (EAD) amplia o alcance da modalidade de ensino presencial, já que fornece aos indivíduos, independentemente do local onde moram ou tempo disponível, a oportunidade de iniciar ou complementar seus estudos. Em virtude da facilidade de acesso, disponibilidade e recursos de interação existentes, a Internet é uma mídia bastante utilizada na EAD. O objetivo deste trabalho é projetar e implementar um framework, FA_PorT, para sistemas Portfólio-Tutor acoplado a um sistema Tutor Inteligente (STI) utilizando Agentes e apresentar duas aplicações Portfólio-Tutor, criadas a partir do framework. O FA_PorT visa propor um modelo de ambiente interativo de ensino e aprendizagem baseado numa arquitetura para sistemas Portfólio-Tutor. Cada sistema Portfólio-Tutor construído a partir do framework pode ser utilizado no contexto de ambientes de EAD na web. O framework proposto objetiva o reaproveitamento da estrutura interna (núcleo comum) de um sistema Portfólio-Tutor baseado em STI e Agentes, fazendo com que o tempo de desenvolvimento de um novo sistema Portfólio-Tutor seja reduzido