Composta por três capítulos, a presente dissertação aborda a Pedagogia da Alternância como proposta metodológica destinada à população do campo com o objetivo de apresentar os seus referenciais teóricos e metodológicos e sua aproximação com tendências pedagógicas educacionais à luz da contribuição de pensadores da educação. Caracterizando-se como pesquisa bibliográfica, faz-se um estudo acerca da Educação do Campo enfatizando-se o contexto histórico e alguns elementos conceituais, bem como o surgimento da Pedagogia da Alternância no contexto mundial e brasileiro, permitindo-se perceber as relações intrínsecas que há nessa proposta metodológica com a educação do campo. Faz-se, também, um apanhado teórico-conceitual dos pilares e instrumentos que compõem a prática pedagógica desta proposta educacional evidenciando- se a formação integral, técnico/científica e orientação profissional através do diálogo de saberes a partir do contexto familiar, social e educativo de forma interdisciplinar. Estudou-se, também, a contribuição de pensadores da educação à Pedagogia da Alternância com o intuito de se verificar a aproximação dessa proposta de educação com as tendências pedagógicas educacionais o que permitiu a compreensão de que seus fundamentos teóricos e metodológicos se apoiam em diferentes tendências pedagógicas e que, nesse contexto, há um vasto campo de estudos para se mostrar e (re)criar. / Composed by three chapters, this dissertation addresses the Pedagogy of Alternation as a methodological proposal for the field population with the aim of clarifying its theoretical and methodological frameworks and its approach to the educational learning trends in light of the contribution of educational thinkers. Characterized as literature, it is a study about Field Education emphasizing its historical context and some conceptual elements as well as the emergence of the Pedagogy of Alternation in the world and in brazilian context, allowing to realize the intrinsic relationship that is with this methodological approach to the field education. Also, it makes a theoretical and conceptual overview of the pillars and instruments that make up the pedagogical practice of this educational proposal evidencing the comprehensive training, scientific and professional guidance through the dialogue of knowledge from family, social and educational context in an interdisciplinary way. It was also studied the contribution of educational thinkers to the Pedagogy of Alternation in order to verify this proposed approach education with educational pedagogical trends which enabled the realization that its theoretical and methodological foundations rely on different trends teaching and in that context , there is a vast field of studies to show and (re)create.

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The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.

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"The purpose of this paper is to report some learning experiences planned by a teacher and her third grade pupils that led to a better understanding of community resources and community life. To give a clear, yet brief, picture of how this third grade project developed, the writer has found it advisable: (1) to present some reasons why planning for community study is important; (2) to describe the scope of the study undertaken with a third grade group, and to list some of the major activities; (3) to tell briefly what the study meant to the children and to the teacher who guided them. In organizing the project which did so much to enrich the social living of the pupils, it was found that subject matter material from history, health and science contributed a great deal. Thus the project while not text-book centered did not eliminate the use of printed material of many kinds including the state adopted text books"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 27-28).

Orientador: Paulo César de Almeida Raboni / Banca: Lucia Helena Sasseron / Banca: Cristiano Amaral Garboggini Di Giorgi / Resumo: Esta pesquisa teve por objetivo investigar a construção de conceitos físicos pelas crianças fundamentada no referencial de Vygotsky. Para isso, foi aplicada uma Sequência de Ensino Investigativa (SEI) visando desenvolver a alfabetização cientifica sobre o tópico de eletricidade. A sequência inicia-se por um problema experimental sobre como acender uma lâmpada para que os alunos possam trabalhar e pensar sobre ele. Após a resolução do problema por parte dos alunos, é necessária uma sistematização do conhecimento do aluno por meio de produções (desenho e escrita). A contextualização coletiva entre os alunos contribui para o processo argumentativo. A presente pesquisa foi desenvolvida no segundo semestre de 2017, em uma escola pública da rede municipal situada na periferia de Presidente Prudente/SP, onde a pesquisadora atua como professora. A amostra constituinte da pesquisa foi composta por 26 alunos do 4º ano do Ensino Fundamental, na faixa etária compreendida dos 9 aos 10 anos de idade. Os instrumentos de coleta de dados foram basicamente a gravação em áudio e vídeo, além da produção dos alunos (textos e desenhos). No início, os alunos se mostraram céticos quanto ao fato de conseguirem montar o circuito com apenas um fio. Os grupos foram aos poucos conseguindo o seu objetivo. A socialização das dúvidas com os colegas e as "dicas" fornecidas pelos professores fizeram com que um problema, em princípio difícil de resolver, se tornasse solucionável. Diversos termos cotidianos sur... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This research aimed to investigate the formation of physical concepts in children based on Vygotsky's frame of reference. For that, a Sequence of Investigative Teaching (SEI) was applied in order to develop scientific literacy on the topic of electricity. The sequence starts with an experimental problem on how to light a lamp so students can work and think about it. After solving the problem on the part of the students, a systematization of the student's knowledge through productions (drawing and writing) is necessary. The collective contextualization among students contributes to the argumentative process. This research was developed in the second semester of 2017, in a public school of the municipal network located in the outskirts of Presidente Prudente / SP, where the researcher acts as a teacher. The sample in this research was composed by about 30 students of the 4th year of Elementary School. Children are characterized by children ranging from 9 to 10 years of age. The instruments of data collection were basically the audio recording and the production of the students (texts and drawings). At first, students were skeptical that they could assemble the circuit with just one wire. The groups gradually achieved their goal. The socialization of doubts with peers and the "tips" provided by the teachers made a problem that was difficult to solve in principle solvable. Several everyday terms came up in an attempt to name scientific terms. The term "everyday" itself does not c... (Complete abstract click electronic access below) / Mestre

Since some educators believe the underachiever and the low-ability student are frequently placed in business education classes for the purpose of finding him an easy way through school, this study attempts to determine just where the business education student actually ranks in achievement and ability as compared to students in other academic areas. The students used in this study come from the graduating classes of 1969 and 1970 of Beaverton and Sunset High Schools in Beaverton School District 48, Beaverton, Oregon. A business education student has been defined as one who has successfully completed at least two of the following courses: Shorthand II; Office Techniques or Vocational Office Block; Bookkeeping; and Business Law. A survey instrument was used to separate the business education from the non-business education students. The survey instrument records the scores of DAT (Differential Aptitude Tests) and the GPAs (grade point averages) of all students included in this study. Mean scores were computed reflecting the DAT scores and GPAs of both groups. These mean scores reflecting the difference between the business education and non-business education students were tested to determine the level of significance. StUdents included in this survey numbered 1705: 199 classified as business education students and 1506 classified as non-business education students. The study revealed a sharp decline in the number of students enrolled in business education in 1970, as compared to 1969. The mean DAT score for the business education student was 56.35 as compared to 62.60 for the non-business education student. The difference of 6.25 was tested and had a critical ratio of 3.11, which is significant at the .01 level. The mean GPA for business education students was 2.56 as compared to 2.68 for the non-business education students. This difference of .12 was tested and had a critical ratio of .86, which is not significant. The reasons for the decline in the number of students enrolled In business may be: (1) the addition of new courses to the school curriculum; (2) fewer students are taking business education classes as defined by this study; and (3) business education is not as appealling as it once was because of changing business patterns. The fact that business eciucation students are of a lower ability might be because; (1) business education classes appeal to the lower ability student; or (2) that counselors do, in fact, use business education as a dumping ground. Since this study revealed that the GPA of business education students nearly equals that of other students, the possibility exists that: (1) business education is more Interesting than some other subjects; (2) the content of business education classes is less challenging; (3) less student performance is required in business education; or (4) business education attracts the overachiever. The main purposes of this study were to: (1) provide more effective guidance and placement of students in business education; (2) provide informative data upon which to base future curriculum planning; and (3) verify or disprove the prevailing assumption that business education students are of a lower caliber. Since this study has revealed that the number of students enrolled in business education has declined and that business education students are in reality of lower ability, the results have been given to the counseling and business education departments at the schools involved. It is hoped that the results will help educators make a realistic assessment of the condition that does exists, so students can be placed and schooled in their areas of interest. Further studies are needed to: (1) determine whether or not the decline of students enrolling in business education will continue; (2) determine if the low-ability students are being channeled into new courses added to the school curriculum; and (3) reveal how business education students are performing in specific academic areas. Such studies might be of additional value to counselors through a more effective channeling of students into appropriate interest areas and careers.

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A research report submitted in partial fulfilment of the requirement for the degree of Master of Education by Creative Writing to the Faculty of Humanities, University of the Witwatersrand, 2019 / In the South African education landscape, an apprenticeship/learnership model of teacher education is gaining traction, particularly in the private education sector. There is a general perception that student teachers who are immersed in a school context daily will gain a better understanding of the process of learning to teach. However, this assumption has not been empirically tested. The purpose of this qualitative research was to understand how mentors of student teachers in a learnership programme in a private school in South Africa, understand and support the process of learning to teach, both theoretically and in practice. The mentors’ criteria for good teaching and what is important in the mentoring interactions determines the kind of Zone of Proximal Development they are able to create in the mentoring interactions, specifically in the provision of feedback to student teachers on the lessons they teach. The research was conducted with three mentor teachers, each responsible for mentoring a student teacher in their subject area, mathematics. The research employed consisted of audio-recorded interviews with the mentors, as well as audio-recorded feedback sessions between the mentors and their respective student teachers after the mentor observed the student teaching two lessons. The results show that there is a variation in the forms of knowledge and support provided to the student teachers. The mentors’ support of the student teachers mostly focused on general pedagogical support in the form of tips and general classroom management advice. The more substantive mentorship, which focuses on the explicit communication of instructional design and pedagogical reasoning, was limited in some instances or not evident at all in other instances. A formal cognitive mentorship programme is recommended to effectively support student teachers in the process of learning to teach and to develop them into professional teachers. Such a programme should interrogate the mentors’ own assumptions about teaching, help them to understand the processes and complexities of learning to teach and guide them on how to design opportunities for making the pedagogical reasoning behind teaching choices explicit to student teachers. / NG (2020)