Made available in DSpace on 2015-12-03T18:35:26Z (GMT). No. of bitstreams: 1 Maria_do_Socorro_Conceicao_Santos.pdf: 2386085 bytes, checksum: 124326ec5484d62f940cf5cd1a234372 (MD5) Previous issue date: 2013-02-27 / The training in scientific thinking is founded on doubt on curiosity and research. Learning to research is a dialogical process that makes the space of the classroom a stage of discussions and arguments enabling role of the student. This research aimed to investigate how the research is present in the training and teaching practice teacher and researcher who works in the Accounting course offered by IES city of S??o Paulo. We sought to identify advances and limitations that may impact the effectiveness of pedagogical practice in the university context. Therefore, we carried out an exploratory qualitative approach. Data were collected through in-depth interviews and document analysis. It was found that the teachers surveyed had few experiences in research in their formative processes during undergraduate and graduate, which may have influenced the pedagogical performance and a better targeting of their methodological choices in the classroom. As to how teachers conduct their classes, it was found the commitment to create situations and learning environments capable of providing research experiences to students of accounting sciences in which they operate. However, not all teachers still use the research as an educational principle and attitude everyday. Pedagogical practice of some teachers studied classes were routed through the questioning of contents and active methodologies, these very characteristics of teaching with research. Already in the practice of other research presented as academic activity, linked to query and search for information. It was found that research is present in the training and teaching practice of teachers investigated, however, in some cases not yet constituted as an educational principle with the essential questions that lead to arguments and to construct new knowledge. We conclude that teaching with research requires learning situations that lead students to the systematic questioning, methodical, argued, where the research have a broader direction, which is not exhausted in methodological requirements, although they are necessary. In addition to the method, there must be a conceptual theoretical questioning, which argued, is also a form of research. Thus, the search mode influences the way they teach, the principles of educational research contribute to the improvement of teaching and learning, and hence the formation of the student (future teachers) and the teacher-researcher who works in the context University / A forma????o para o pensar cient??fico se funda na d??vida, na curiosidade e na investiga????o. Aprender com pesquisa ?? um processo dial??gico que torna o espa??o da sala de aula um palco de discuss??es e argumenta????es possibilitando o protagonismo do aluno. Esta pesquisa teve como objetivo investigar de que modo a pesquisa est?? presente na forma????o e na pr??tica pedag??gica do professor e pesquisador que atua em curso de Ci??ncias Cont??beis oferecido por IES da cidade de S??o Paulo. Procurou-se identificar avan??os e limita????es que podem impactar a efic??cia da pr??tica pedag??gica no contexto universit??rio. Para tanto, realizou-se uma pesquisa explorat??ria com abordagem qualitativa. Os dados foram coletados por meio da entrevista em profundidade e da an??lise documental. Constatou-se que os professores investigados tiveram poucas viv??ncias em pesquisa nos seus processos formativos durante a gradua????o e p??s-gradua????o, fato que pode ter influenciado na atua????o pedag??gica e numa melhor orienta????o das suas op????es metodol??gicas em sala de aula. Quanto ao modo como os docentes conduzem suas aulas, constatou-se o empenho em criar situa????es e ambientes de aprendizagens capazes de proporcionar viv??ncias em pesquisa aos alunos dos cursos de ci??ncias cont??beis onde atuam. Entretanto, nem todos os professores ainda utilizam a pesquisa como atitude cotidiana e princ??pio educativo. Na pr??tica pedag??gica de alguns professores estudados as aulas foram encaminhadas por meio da problematiza????o dos conte??dos e de metodologias ativas, caracter??sticas estas pr??prias do ensino com pesquisa. J?? na pr??tica de outros a pesquisa apresentou-se como atividade acad??mica, ligada a consulta e a busca de informa????es. Constatou-se que a pesquisa se faz presente na forma????o e na pr??tica pedag??gica dos professores investigados, entretanto, em alguns casos n??o se constituiu ainda como principio educativo com os indispens??veis questionamentos que conduzem a argumenta????es e ?? constru????o de novos conhecimentos. Conclui-se que ensino com pesquisa exige situa????es de aprendizagem que conduzam os alunos ao questionamento sistem??tico, met??dico, argumentado, onde a pesquisa tenha uma dire????o mais ampla, que n??o se esgote em exig??ncias metodol??gicas, embora estas sejam necess??rias. Para al??m do m??todo, deve haver um questionamento te??rico conceitual, que argumentado, ?? tamb??m uma forma de pesquisa. Sendo assim, o modo de pesquisar influencia o modo de ensinar, os princ??pios educativos da pesquisa contribuem para a melhoria do processo de ensino e aprendizagem, e, consequentemente, da forma????o do aluno (futuro professor) e do professor-pesquisador que atua no contexto da universidade

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-08-08T11:25:36Z No. of bitstreams: 1 Eduardo Alberto da Silva.pdf: 821990 bytes, checksum: a1e5ed65863a649de4b457c0be0a4823 (MD5) / Made available in DSpace on 2018-08-08T11:25:36Z (GMT). No. of bitstreams: 1 Eduardo Alberto da Silva.pdf: 821990 bytes, checksum: a1e5ed65863a649de4b457c0be0a4823 (MD5) Previous issue date: 2018-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The general objective of this qualitative research was to analyze the working conditions of beginning collaborative professors of public universities in Paraná State at their early careers and the possible implications in the construction of their professionality and professionalization. Thus, the thesis defended is that working conditions can affect the construction of both professionality and professionalization of those professors. The theoretical basis of the research was based on authors who debate the condition and precariousness of teaching work; professionality and professionalization; the challenges of the work of those beginning professors in higher education. The methodological trajectory consisted of a survey on the number of temporary beginning professors at all the seven state universities in Paraná. As for the data collection procedure, we chose semi-structured interviews, whose results were analyzed by means of Prose Analysis and in light of the theoretical framework that backed those debates. The subjects of the research were four beginning collaborative professors of two higher education institutions in Paraná State, chosen by the criterion of time of implantation and operation of those institutions: one more recent and another one selected for being one of the oldest public universities in that State. The axis of analysis were as follows: a) working conditions of professors; b) convergent approaches to professionality; c) convergent approaches to professionalization; d) perception of oneself as a beginning higher education teacher; e) reflexes of the interview on the interviewees themselves. The results of the study allowed us to consider that the precariousness of the teaching work is manifested, among other factors, in the increase of temporary contracts in public universities in Paraná; in the condition denied to those teachers regarding the possibility of authorship in research projects as well as in participation in training courses; in the constant participation in contests due to validity periods and the consequent alternation of institutions and college subjects. It became increasingly evident that professors consider their permanence as collaborative professors as a provisional situation, reason why it is inferred that they do not have a greater critical reflection on that problem. Thus, the initial hypothesis is that working conditions can affect the professionality and professionalization of professors, especially considering the obscure purposes of the policies directed to the teaching career and having direct effects on the downtrodden professional trajectories of professors governed by temporary contracts / O objetivo geral desta pesquisa, cuja abordagem foi qualitativa, consistiu em analisar a condição de trabalho do professor colaborador iniciante de universidades públicas do estado do Paraná e as possíveis implicações na constituição de sua profissionalidade e da sua profissionalização. Assim, a tese aqui defendida é que a condição de trabalho pode afetar a constituição da profissionalidade e a profissionalização do professor. A ênfase em nosso estudo é dada ao professor colaborador iniciante do ensino superior, em instituições públicas do estado do Paraná. A fundamentação teórica da pesquisa encontra-se firmada em autores que discutem a condição do trabalho docente; a precarização do trabalho docente; a profissionalidade; a profissionalização, o professor iniciante no ensino superior e a situação do professor colaborador nas universidades públicas paranaenses. A metodologia adotada partiu de um levantamento inicial do número de professores temporários iniciantes na carreira junto a sete universidades estaduais paranaenses. Quanto aos procedimentos de coleta de dados, optou-se pela realização de entrevistas seguindo um roteiro semiestruturado, cujos resultados foram analisados pela análise de prosa, proposta por André (1983), e à luz do referencial teórico que sustenta as discussões. A amostra desta pesquisa constou, assim, de quatro professores colaboradores iniciantes de duas instituições de ensino superior do estado do Paraná O principal critério utilizado para a seleção dos professores entrevistados foi a data de implantação das instituições, tendo sido selecionada duas, uma mais recente e outra selecionada por ser uma das mais antigas universidades públicas paranaenses. Considerou-se que a abordagem com professores iniciantes contratados como colaboradores em uma universidade mais antiga e em uma mais recente poderia ser importante para a compreensão do objeto em questão. Após a transcrição, leitura e análise das respostas obtidas nas entrevistas, procuramos fragmentos de falas relevantes para a análise que pretendíamos realizar, com ênfase para os assuntos trazidos por eles nas entrevistas, que se aproximavam ou se distanciavam da tese aqui defendida, acerca das condições de trabalho docente do professor colaborador do ensino superior do estado do Paraná. Como resultado das reflexões trazidas pela leitura dos resultados das entrevistas, elegemos os seguintes eixos de análise: a) condições de trabalho docente; b) abordagens convergentes para a profissionalidade; c) abordagens convergentes para a profissionalização; d) percepção de si mesmo como professor iniciante do ensino superior; e) reflexos da pesquisa para os entrevistados. A análise de prosa foi realizada a partir de cada um dos eixos, buscando sempre o respaldo do embasamento de autores provenientes de nossa pesquisa teórica, em especial dos estudos correlatos. Os resultados de nosso estudo levam-nos a considerar que a precarização do trabalho docente manifesta-se, dentre outros fatores, no aumento de contratos temporários em universidades públicas paranaenses, na condição diferenciada desses docentes com relação a possibilidade de pesquisas e participação em cursos de formação, na troca de instituições e disciplinas constantes, entre outras, o que pode conduzir a lacunas na construção da profissionalidade docente e na profissionalização desse docente. Evidenciamos em nossa análise a transitoriedade da condição de professores colaboradores, diante da preocupação em se tornar efetivo, manifestada por todos os entrevistados. Deste modo, observamos de maneira recorrente que os docentes consideram sua permanência como professores colaboradores como uma situação provisória, razão pela qual inferimos não haver, por parte deles, uma reflexão maior sobre esta problemática. Assim, retomamos nossa tese inicial, em que pressupomos que a condição de trabalho pode afetar a profissionalidade e a profissionalização do professor. Julgamos ter elementos suficientes para confirmar esta ideia, sobretudo quando percebemos que a condição de trabalho docente se constrói, em grande parte, a partir da ideia de mudança e o professor iniciante precisa se firmar, na profissão, sobre fios tênues que vão se tecendo sobre as inconstantes demandas de sua profissão. Conforme já anunciamos, isto pode interferir na constituição da profissionalidade docente, sobretudo se considerarmos os obscuros propósitos das políticas voltadas à carreira docente, assim como as etapas da caminhada profissional dos professores regidos pelos contratos temporários

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-05T13:02:01Z No. of bitstreams: 1 Isabela Djanina Barbedo.pdf: 952861 bytes, checksum: b4650389ef248b2b447f8ab3be027b49 (MD5) / Made available in DSpace on 2018-11-05T13:02:01Z (GMT). No. of bitstreams: 1 Isabela Djanina Barbedo.pdf: 952861 bytes, checksum: b4650389ef248b2b447f8ab3be027b49 (MD5) Previous issue date: 2018-09-12 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present research, of qualitative approach, was aimed at identifying which facilitating and hindering aspects in the first years of professional exercise of a novice teacher egress of the university's Pedagogical residency program Federal State of São Paulo-PRP-UNIFESP. It was also sought to describe the insertion process experienced by the teacher and identify how the managers, director and Pedagogical Coordinator, understand the process of professional insertion and acting of teacher egress. As a methodological procedure, three collection instruments were used: documentary analysis concerning the pedagogy course of UNIFESP, interviews with the beginner teacher and with the managers and eight sessions of observation in the classes of teacher egress. The choice of the instruments guaranteed to know the program, as well as the views of the professionals of the school of basic education on it. The prose analysis (ANDRÉ, 1983) was adopted as the analytical procedure of the data that was configured in the following categories: professional insertion process; From student to teacher: difficulties and facilities and contributions of PRP-UNIFESP to the teaching practice. For the analysis, it considered all the data previously collected, adopting as a method the analysis of prose. The findings of the research show that the PRP-UNIFESP is an important program of professional insertion, even with apparent weaknesses of the practice. With the participation of the novice teacher in this program, its insertion process was facilitated. This study indicates the formulation of new research that investigates approximations, distances and contradictions of the new program to support the teaching announced by the Ministry of Education-Pedagogical residency program / A presente pesquisa, de abordagem qualitativa, se propôs a identificar quais os aspectos facilitadores e dificultadores nos primeiros anos de exercício profissional de uma professora iniciante egressa do Programa Residência Pedagógica da Universidade Federal do Estado de São Paulo - PRP-UNIFESP. Buscou-se ainda descrever o processo de inserção vivenciado pela professora e identificar como os gestores, Diretor e Coordenador Pedagógico, compreendem o processo de inserção profissional e de atuação da professora egressa. Como procedimento metodológico, foram utilizados três instrumentos de coleta: análise documental relativa ao curso de Pedagogia da UNIFESP, entrevistas com a professora iniciante e com as gestoras e oito sessões de observação nas aulas da professora egressa. A escolha dos instrumentos garantiu conhecer o programa, bem como os pontos de vista dos profissionais da escola da Educação Básica sobre ele. A Análise de Prosa (ANDRÉ, 1983) foi adotada como procedimento analítico dos dados que configuraram-se nas seguintes categorias: Processo de inserção profissional; De estudante a professora: dificuldades e facilidades e contribuições do PRP-UNIFESP para a prática docente. Para as análises, foram considerados todos os dados anteriormente coletados, adotando como método a Análise de Prosa (ANDRÉ, 1983). Os achados da pesquisa revelam que o PRP-UNIFESP é um importante programa de inserção profissional, mesmo com aparentes fragilidades da prática. Com a participação da professora iniciante neste programa, seu processo de inserção foi facilitado. Este estudo indica a formulação de novas pesquisas que investiguem aproximações, distanciamentos e contradições do novo programa de apoio à docência anunciado pelo Ministério da Educação – Programa de Residência Pedagógica

This study sought to determine the impact of a free-choice environmental learning event on "at-risk" eighth graders' self-perceived environmentally responsible behaviors.

Learning to self-regulate one's behavior is a core developmental task in early childhood. Regulation of behavior is a challenge for young children largely due to cognitive constraints, specifically in the areas of attention and memory. As such, it has been theorized that both caregivers and a child's environment can support the development of behavioral self-regulation by providing cues as to what constitutes acceptable behavior in any given context. Although much research has been conducted on the role caregivers play in this regard, little is known about how a child's environment may also serve to support emerging self-regulation of behavior. The present study sought to identify differences among children's daily activities in terms of their degree of structure and routine and how they related to changes in patterns of self-regulated behavior over time. Twenty-one children ages 6 to 60 months in three age-graded classrooms at a constructivist child-care center were video-taped at three measurement points over a six-month period as they engaged in a variety of daily activities (i.e., free play, meals and clean-up). Trained observers coded for nine self-regulatory behaviors and the daily activities during which they occurred. It was hypothesized that structured and routine daily activities would scaffold the development of self-regulation and internalization such that these behaviors would occur more frequently during activities high in structure and routine. Over time, practice during activities that are high and low in structure and routine should support self-regulated behavior in the absence of structure and routine as well. Overall, results demonstrated that in the presence of environmental cues for expected behavior (i.e., structure and routine) children tend to engage in more self-regulated behavior than in the absence of such cues.

This thesis investigates the development of intonation in questions and L1 influence. It is a longitudinal study using data from classroom interaction over six ten-week terms. The data was from video recordings at the National Labsite for Adult ESOL at Portland State University.Yes-no/and wh-/questions from one Russian speaking learner of English were analyzed over time and by language support level. Both acoustic and perceptual analysis was done. The yes-no/questions showed a clear pattern of target-like boundary tones more often without language support than with language support. A much smaller percentage of wh-/questions were target-like. The influence of L1 on L2 intonation was evident in both the yes-no/and wh-questions, although more so in the wh-questions. There were some aspects of interlanguage observed and there was no change in intonation patterns over time to become more target-like. Implications for this study include the importance in teaching intonation explicitly and how classroom exercises may or may not facilitate the development of L2 intonation.

The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to culturally diverse learners. That this student population remains underserved needs immediate attention. One arena that can become a part of the solution to the underachievement of diverse learners is teacher education and preparation programming. The purpose of this research study was to give attention to this issue and to understand what an urban teacher education program (UTEP) with an educational equity and social justice mission does to prepare its secondary teacher candidates (STCs) to work successfully with diverse learners. An additional purpose was to determine what role culturally responsive pedagogy (CRP) played in STC's perceptions of their readiness to work with our nation's ever-growing culturally diverse school-age learners. Using a multi-phase mixed methods case study research design, data was collected from secondary teacher educators using interviews and artifacts as well as from secondary teacher candidates' pre-and-post Likert scale and open-ended responses to the Learning to Teach for Social Justice/Beliefs scale survey. This survey was adapted from the work of Ludlow, Enterline, and Cochran-Smith (2008). I coded and analyzed the data to shed light on the following research questions: 1. What does an urban teacher education program do to operationalize it educational equity and social justice missions? 2. How do secondary teacher candidates' perceptions of their readiness to work with culturally diverse learners change from the beginning of their teacher education program to the end? 3. To what extent if any, is culturally responsive pedagogy associated with secondary candidates' perceptions of readiness? The findings indicate that several factors influence teacher candidates' perceptions; reflection, critical consciousness of the educational landscape and a willingness to embrace diversity as it presents itself in the classroom were common among participants.

Despite the growing number of L2 studies examining digitally-mediated collaborative writing, the vast majority of these studies have focused on academic writing tasks. This study examined the dynamics and perceptions of groups of ESL students who used wikis to write collaborative short stories. The study also compared the short stories written in groups with posttest short stories written individually in terms of creativity, accuracy, and complexity. The study involved nine students taking a Creative Writing course in an intensive English program at a large university in the U.S. It followed a multiple case study design; the students were divided into three pairs and one triad (four case studies). For three weeks, the groups engaged in a series of wiki-based and creative writing activities and produced four collaborative short stories. During the following three-week period, the students wrote nine individual short stories using a similar writing prompt to the one used in the collaborative task. For each student, the collaborative and individual writing samples were compared on the three dimensions of creativity, accuracy, and complexity to examine whether collaboration influenced the quality of the product. Further, the dynamics of collaboration were explored through analyzing the wiki discussions and revision histories for each group. Finally, students' perceptions of the task were surveyed through individual interviews and self-assessment questionnaires. While there was not a clear effect of collaboration on the creativity and accuracy of the short stories, the complexity was slightly higher for the majority of the informants. The analysis of the short stories also indicated that ESL students faced difficulty writing in a genre that does not have a strict pre-established outline. Analysis of the wiki discussions and revision history showed trends of group dynamics in the four case studies. Further analysis of perception data revealed that although the majority of the informants had a negative perception of the collaborative task, they expressed a positive attitude toward the individual creative writing task.

This study explores teachers’ understanding of character education, their perceived role in curriculum development, implementation effectiveness, and their teaching practices. This two-part investigation surveys teachers from two schools, followed by an interview process with six of those participants. The school staffs of one elementary school and one elementary-junior-high school were surveyed to provide a general overview of teacher understanding of expectations, their knowledge of character traits identified in the curriculum goals of their Board of Education, and opinions about how their current teaching practice addresses the development of character. The interview data provided indepth information about teacher interpretation of character by their Western Canadian urban Public Board, details about their current teaching practices, including techniques and strategies incorporated, and their feelings about how character education should be taught in the school. The research revealed that teachers were generally unaware of the board’s curriculum expectations of the 11 character traits to be taught in school. There were mixed responses about who was responsible for teaching character: Some felt the responsibility was on the parents, while others felt it should be all adults. The study found that teachers were, in fact, currently teaching and assessing students on many of the traits identified as being significant as part of the hidden, lived curriculum. / ix, 95 leaves ; 29 cm

This study investigates factors that influence environmental teaching in rural schools in the Ngqeleni District, Eastern Cape Province of South Africa. Focusgroup interviews at selected schools for Grade 4 to 6 teachers were held between 7th and 22nd November 2005. The study shows that the environmental curriculum, teacher qualifications and training, resources, attitudes of teachers and learners, governance and the context, influence the implementation of environmental teaching. The study reflects that teacher qualifications and training are the most limiting factors and need to be addressed immediately because environmental curriculum is not effectively delivered. Recommendations provided entail that teachers need to be included during the curriculum planning process together with curriculum experts from the Department of Education. The Department of Education also needs to effectively plan teacher training and extend the training period for teachers. Intersectoral collaboration within government in terms of how teachers are trained might also be helpful for better environmental teaching. A buddy system in which schools form environmental support groups might be helpful to keep on building local experience and capacity at the local level. Teachers are supposed to be part of the pUblishing process of resource materials to ensure relevance of resource materials to their contexts. A traveling resource centre with DVD's, for example, for shOWing different contexts beyond local level might also be helpful. Further training of teaching staff and the use of study trips for the best classes of pupils might also motivate learners and teachers. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.