This thesis reports an insider case study conducted by an active participant in the setting which is the UHI Millennium Institute. UHI is a federal, collegial partnership of 13 academic partner colleges. This partnership is made up of Further Education Colleges and smaller and specialised institutions. The case study focuses on one programme team, the BA Social Sciences team and at its role in the implementation of the institutional learning and teaching policy and its related strategies. The case study uses literature on policy implementation and of Further/Higher Education links. It makes use of social practice theory and the notion of the teaching and learning regime to analyse the cultural characteristics of the team and a typolgy of responses to change, to review the response of the team to policy objectives. In doing so the case study is a response to calls for more 'close-up' research at the meso-level of analysis. The study reviews the response of the team over a 10-year trajectory from the initial validation of the programme to 2009. The study takes an interpretive, participant-obervation based approach to examine the cultural characteristics and response of the programme team. The methods used to gather data include examination of comprehensive documentation relating to the programme over this time frame and semi-structured interviews with team members. The findings are that the cultural character of the team is dominated by its origins in Further Education and by the social relationships involved in a team which spans three colleges and deals with three sets of college managers and UHI. The response of the team to institutional policy is to embrace its objectives but also to reconstruct policy in ways possible within constraints. The team can make certain choices but is also constrained by policy from 'the top'. The study discusses implications for the notion of the teaching and learning regime and for the typology of responses used and proposes ways in which these might be modified. Proposals for further research in this field are made, particularly involving the implications for policy making of the relationship between college management and UHI.

The purpose of the study is to contribute with more knowledge about how different teaching materials in NOS can differ in terms of the connection to the core content and how it is represented in the form of images. The two teaching materials that we have chosen to review are "Puls NO-boken" and "Boken om NO". To examine these, we have produced two analysis tools based on the core content. We have made both a qualitative and a quantitative analysis. The qualitative analysis is done on selected images from the two teaching aids that we have analyzed in more detail. The results show that “Boken om NO” uses simpler and clearer images than “Puls NO-boken” in the production of life cycles. In the quantitative analysis, we compare the two textbooks in general to get an overall picture of how the books differ in relation to the core content. The results show that “Boken om NO” includes all core content, while the “Puls NO-boken” excludes three parts of the core content. A conclusion that can be drawn from the study is that “Boken om NO” is a more favorable book for both students and teachers as it includes all parts of the core content and that the presentation of images is clearer. / Syftet med studien är att bidra med mer kunskap kring hur olika läroböcker i NO kan skilja sig åt vad gäller kopplingen till det centrala innehållet samt hur det representeras i form av bilder. De två läroböcker som vi valt att granska är “Puls NO-boken” samt “Boken om NO”. För att granska dessa har vi framställt två analysverktyg som utgår ifrån det centrala innehållet. Det har gjorts en kvalitativ och en kvantitativ analys. Den kvalitativa analysen är gjord på utvalda bilder från de två läroböckerna som analyserat närmare. Resultatet visar att ”Boken om NO” använder enklare och tydligare bilder än ”Puls NO-boken” i framställningen av livscykler.  I den kvantitativa analysen jämförs de två läroböckerna generellt för att få en övergripande bild över hur böckerna skiljer sig åt i förhållande till det centrala innehållet. Resultatet visar att “Boken om NO” behandlar alla centrala innehåll medan “Puls NO-boken” utesluter tre delar av det centrala innehållet. En slutsats som kan dras utifrån studien är att ”Boken om NO” är en mer gynnsam bok både för elever och lärare då den inkluderar alla delar ur det centrala innehållet samt att framställningen av bilder är tydligare.

The study programme of forest sciences was established at the University of Freiburg in 1920 - the main reason named for the choice of Freiburg was the diversity of forests around the city, which would serve for leaming in the forests as well as for research. These forests today mostly belong to the City of Freiburg and the State of Baden-Württemberg. The forests closest to the university may be accessed on foot, by bicycle or tram. The forests around Freiburg are suitable for leaming experiences in virtually all subjects of the forest related study programmes and have been extensively used all the time. Good relationships have been maintained between the staff of the forest management and the teaching personnel of the university. lt is concluded that for in-forest leaming it does not necessarily need university owned forests. Examples for personal experience of the author as student and as teacher are presented, including courses from the fields of forest utilization, forest work science and forest road construction as well as the ESPRO (First-Semester-Project).

In diesem Beitrag werden eine videographierte Musikstunde und Interviews, die mit den Schülerinnen und Schülern sowie mit der Lehrerin über die Stunde geführt wurden, in Beziehung gesetzt zu einem Modell „Dimensionen von Unterrichtsqualität“. In diesem Modell, das im Rahmen der TIMSS-Video-Studie entwickelt wurde, wird zwischen Angebot, Nutzung und Wirkung von Unterricht unterschieden. Deshalb wird das Lernangebot der videographierten Stunde mit Hilfe von Unterrichtsbeobachtung und von Äußerungen der Lehrerin erschlossen; Nutzung und Wirkung dieses Angebots werden durch eine Analyse der Schülerinterviews rekonstruiert. Im Ergebnis klaffen Angebot und Nutzung auseinander; Leistung, Verständnis und Motivation als erwünschte Wirkungen von Unterricht haben sich nicht in wünschenswertem Umfang eingestellt. In den Äußerungen der Schülerinnen und Schüler offenbart sich eine enge Verbindung zwischen der Angemessenheit des Anforderungsniveaus, ihrem Lernen und ihrer Motivation. / This article relates a videotaped lesson of general music education to a model of teaching quality that was developed within the TIMSS Video Study. The model differentiates between teaching offers, the way students make use of them and students’ learning outcomes. The teaching offer is made accessible not only by video analysis but also by evaluating a teacher interview. Student interviews allow the reconstruction of both students’ usage and outcomes. The results reveal a big difference between the learning offers on the one hand and the students’ usage of those on the other hand. Achievement, comprehension and motivation were not accomplished as desired. The student interviews show a correlation between an adequate level of requirements, the learning process and motivation.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The purpose of the research was to explore challenges encountered by teachers when teaching fractions to learners in grade 2 at schools in the Koloti Circuit. A qualitative approach including other research techniques, such as observation, document analysis and interviews, were mutually employed to collect data during the study. A pluralistic approach was employed when gathering data to enhance triangulation and further intensify the merits of the probed facts. Purposive sampling was employed to choose three grade 2 teachers from various schools to serve as participants in this study. The following challenges were uncovered as a result of the research: learners are from child-headed families; there is a high rate of learner absenteeism; parents do not attend consultative meetings; there is a high rate of teacher time-offs; there is a lack of teacher pedagogical content knowledge in mathematics; teachers have to teach in multi-grade classroom; teachers lacking background knowledge on implementation of inclusive classrooms resulting in inadequate support to learners with learning barriers; classrooms are over-crowded; uneven partitioning of circular representations was discovered, and there is lack of content-related workshops. The following were some of the recommendations that were established to counteract the challenges uncovered during the research study, namely: establishment of after-care centres with qualified tutors; provision of state paid security services in schools; teachers should create learner support materials to aid in the teaching of fractions to the learners; teachers should notify parents when their children are absenting themselves from school on regular basis without valid reasons; teachers should notify parents about the benefits of attending consultative meetings; memorial services for teachers should be conducted after learner contact time, competent and/or qualified teachers in arithmetic should be assigned to educate the subject; small schools should be merged to curb multi-grate teaching at schools; more classrooms should be provided to avoid over-crowding in the classrooms, and more content workshops should be organised in order to assist teachers who experience challenges with the teaching of fractions. In conclusion, the outcomes of this study could aid grade 2 teachers in instilling knowledge of fractions into their learners, crafted on the suggested recommendations that are drawn subsequent the challenges facing teachers were singled out, in order to improve learner performance in fractions. This could result in better performance by learners in mathematics at various schools.

How do teachers’ attitudes and beliefs impact how HIV/AIDS education is implemented in Kenyan schools for the deaf? How do these attitudes and beliefs reflect how teachers think about Deafness? While there is extensive literature exploring in-school HIV/AIDS-related education in East Africa, there are few studies focusing on segregated schools for the deaf. There are also few studies exploring how educators think about Deafness as culture in this region. Western Kenya offers a useful site for the exploration of these topics with mandated, in-school HIV/AIDS curriculum and a high density of schools for the deaf. Related research also argues that teachers’ attitudes and beliefs and the politics of schooling are useful in exploring socio-cultural constructions of Deafness. While previous studies have argued that “Deaf-friendly” HIV/AIDS education is not occurring in this region, this study found examples in these schools. Data from this study also revealed that this education was shaped by the beliefs and attitudes teachers held about sexuality, and Deafness and sign language. Furthermore, this study found that these attitudes and beliefs revealed underlying beliefs about Deafness that illustrate a range of constructions within this group of teachers. This study spanned 15 weeks of fieldwork gathering data through interviews, questionnaires and observations with 81 participants. Data focused primarily on interviews and questionnaires with 43 teachers in three segregated schools for the deaf in the Nyanza and Western provinces. There were 8 Deaf teachers who participated from these school sites supplemented by an additional 24 Deaf participants working in schools across Kenya to balance data. This study found that while the nationally-mandated HIV/AIDS course curriculum was not implemented in these schools, there was a significant presence of “embedded” and informal HIV/AIDS education. Teachers had a range of feelings about this education, some of which were unique to teaching Deaf children and children using sign language. They also reported how “Deaf stereotypes” shaped how they approached and implemented this education. In some cases these beliefs and attitudes simply heightened preexisting concerns about HIV/AIDS education in similar ways to parallel studies of “regular” schools in this region. However the most striking conclusion from this research was that the presence of “Deaf culture” and the use of sign language among the student population changed the way teachers approached, implemented and reflected upon this education in unique ways not seen in “regular” schools. Interviews also showed that some teachers rationalized their approach to this education because they felt that the Deaf were “different” in certain ways, especially in terms of sexuality. These conclusions are helpful for those in HIV/AIDS education, Comparative and International Education, Disability Studies, Deaf Studies and Medical Anthropology.

A literatura da última década tem revelado a existência de tensões e conflitos, no uso das Tecnologias Digitais de Informação e Comunicação da Internet TDIC por docentes na Educação Superior, que vêm dificultando a adoção do uso dessas tecnologias por eles em seu cotidiano de ensino. A tese que se apresenta resulta de um estudo de caso, realizado em uma Instituição de Ensino Superior: a IES-P, no qual se investigou as representações de seus docentes sobre o uso educacional das TDIC pela perspectiva da Antropologia Dialética de Henry Lefebvre. Essa investigação buscou responder a seguinte questão: Qual seria a natureza das tensões e conflitos no uso educacional das TDIC que predominariam nessas representações? Teve-se como objetivo verificar quais seriam as implicações dessa natureza sobre a relação que se estabelece entre os propósitos e práticas educacionais desenvolvidos pelos docentes. Esse estudo desenvolveu-se em duas fases. Na primeira, aplicou-se um questionário que foi respondido por 62 dos 439 docentes da IES-P, com o objetivo de identificar, descrever e caracterizar o cenário da pesquisa e o perfil dos participantes. Na segunda fase, realizou-se uma entrevista semi-estruturada com 12 docentes participantes da primeira fase, sendo seus dados submetidos à análise de conteúdo com o objetivo oferecer subsídios para a análise das representações desses docentes sobre o uso das TDIC. Os resultados dessa pesquisa revelaram a predominância de uma dupla natureza para essas tensões e conflitos. Apoiando-se em autores como Bruno Latour e Pierre Lévy, chegou-se a uma proposição que explica essa dupla natureza como resultado da coexistência de dois domínios do uso educacional das TDIC: o sociotécnico e o socioeducacional, sendo que neles, atores sociais desses dois domínios associaram-se e interagiram uns com os outros estabelecendo inter-relações entre aspectos que identificam as ações entre eles nesses domínios, que podem ser tanto de tensão e conflito como de articulação e integração. O que se verificou como um dos resultados mais relevantes deste estudo foi que existiram representações, situadas no domínio socioeducacional e em contextos de uso das TDIC abertos na Internet, em que as inter-relações entre atributos da educação formal e informal ocorreram de forma articulada e integrada para um grupo de professores que transformaram seus propósitos e práticas educacionais ao apropriarem-se dessas tecnologias. Desse resultado, concluiu-se que a margem do que se encontrou como representações dominantes, que tendem a reproduzir formas de uso das TDIC programadas por uma cotidianidade, encontraram-se representações que revelaram marcas da presença de uma possível transformação efetiva de propósitos e práticas educacionais desenvolvidos por docentes na Educação Superior atendendo a demandas emergentes da sociedade por mudanças na relação com o saber na atualidade / Literature from last decade has disclosed the existence of tensions and conflicts in the use of Digital Information and Communication Technologies (DICTs) from internet by higher education teachers, which have been preventing them from adopting those Technologies in their everyday practice. The thesis that follows presents the results of a case study carried out in a Higher Education Institution: HEU-P, in which the teachers representations about the educational use of DICTs are investigated based on Henri Lefebvre dialectic anthropological theory. It is an attempt to answer the following question: what would be the nature of the tensions and conflicts in the use of educational DICTs that prevailed in those representations? The aim is to check which would be their implications on the relationships that are established between the educational purposes and practices developed by teachers. This study is developed in two parts. In the first, a questionnaire was applied to and answered by 62 of the 439 teachers from HEI-P. The aim was to identify, describe and characterize research scenario and participants profiles. In the second part, a semi-structured interview was carried out with 12 teachers from the first part, their data undergoing content analysis in order to get information for the analysis of their representation on the use of the DICTs. The results of this research reveal the predominance of a two-faced nature for those tensions and conflicts. According to Bruno Latour and Pierre Lévy, it is possible to infer a proposition that explains the two-faced nature because of the coexistence of two domains of the educational use of the DICTs: the socio-technical and the socio-educational. In both of the domains, the social actors got together and interacted, establishing interrelations among aspects that identify actions between them in those domains, which can be either of tension and conflict or of articulation and integration. What was observed as one of the most relevant results of this study was that for a group of teachers, who transformed their educational purposes and practices when they took hold of those technologies, there were representations, located in the socio-educational domain and in contexts of use of open DICTs from internet, in which the interrelations between attributes of formal and informal education occurred in an articulated and integrated way. The conclusion from this result is that, besides the most important representations, which tend to reproduce usages of DICTs programmed by an everydayness, there were representations that revealed clues of the presence of a possible effective transformation of educational purposes and practices developed by teachers of higher education answering society\'s emerging demands for changes in relation with todays knowledges.

Tesi doctoral, Universitat de Barcelona. Facultat de Formació del Professorat, 2012 / The present dissertation is concerned with the Content and Language Integrated Learning (CLIL) approach as it is applied to Physical Education (PE). CLIL is a teaching approach which uses foreign language as a tool to enhance the subject learning process. The PE-in-CLIL programme is based on Coyle’s 4Cs framework (Coyle 2006, 2007 and Coyle, Hood and Marsh 2010). PE-in-CLIL should be understood as a holistic approach that utilises a basic, yet essential principle of learning; that is, we learn by doing. It is based on tasks wherein students are being pushed to go further and are given the support to do so (Gibbons 2009). It fosters content, language, cognition and cultural awareness. Although PE is a popular subject in CLIL, very little research has been published about it. The question of the research is: how does a Physical Education and Language Integrated programme significantly improve children’s oracy in their 5th primary year? Four aims are established. The first aim is to identify the features of Physical Education tasks that improve integrated learning. The second is to identify the specific teaching strategies that improve oral communication. The third is to check that meaningful improvements occur in both oral comprehension and oral interaction. Finally, the fourth aim of this study is to identify the Physical Education and English integrated tasks which appeal most to students. Action Research is used because it solves problems in a realistic way based on the correlation between teachers and professional academics. The PE-in-CLIL Action Research project tries to mesh the curriculum with the reality of school life. It changes the current state of things using systematic reflection. The praxis of the research involves theorizing about practical problems in particular situations and identifying which of these practical theories are widely applicable. PE-in-CLIL research methodology is composed of three Action Research cycles and three levels of analysis. The first level is carried out during the field-work research, and both the second and third levels are carried out after the research. Twenty-six fifth grade students in a primary school in Catalonia participate in the research. Four different tools are used for gathering data: teacher diaries, video recordings, analysis of documents and one motivational test. The findings were henceforth applied to different complementation and triangulation techniques. Finally, Action Research questions are answered, and teaching dilemmas that had emerged during the research are solved. The trustworthiness of this study is grounded in data collection and data analysis. This PE-in-CLIL research uses a wide range of strategies to achieve Guba’s (1985) criteria for evaluation of research in pursuit of a trustworthy qualitative study. The analysis reveals that many features of PE tasks that promote integrated learning are linked to balanced tasks. A task is said to be balanced when it has a measured equivalence amongst motor, communication and cognition skills. Tasks need to be balanced and efficient to improve integrated learning. They must meet five requirements: be motivating, include physical activity, foster oral interaction, develop thinking and be socially conducive. The study also shows that collaborative and cooperative strategies, combined with the leader technique, foster oracy in PE-in-CLIL. The results presented indicate that there are significant improvements in both oral comprehension and oral interaction. The most advantageous PE-in-CLIL activity involves a balanced task that incorporates language and movement without slowing down the pace of the activity. Drills with long explanations that reduce time allotted to physical activity are rejected. The dissertation also discusses the pedagogical implications of its final product: teaching dilemmas and improvements proposals. The analysis of the teaching dilemmas shows how two different tasks can be transformed into a new integrated, holistic, task which proves to be more beneficial than the sum of its parts. The improvement proposals are presented in three parts: those related to scaffolding, those related to teaching, and those related to PE-in-CLIL pedagogy. Finally, the limitations of the study are exposed and the implications for future research of both motor and language learning are detailed. / Aquesta tesi estudia l’aplicació de l’enfocament educatiu AICLE/CLIL a l’educació física. Els acrònims AICLE (Aprenentatge Integrat de Continguts i Llengua Estrangera) i CLIL (Content and language Integrated learning) fan referència a un enfocament educatiu que utilitza la llengua estrangera com llengua vehicular en el procés d’aprenentatge d’assignatures que tenen altres continguts més enllà dels puramente lingüístics. El programa d’educació física en CLIL està basat en el 4Cs framework (Coyle 2006, 2007 and Coyle, Hood and Marsh 2010). L’educació física en CLIL és un enfocament holístic que utilitza els principis d’aprendre fent per ensenyar continguts motrius a través d’una llengua estrangera i, al mateix temps, impulsar les habilitats cognitives i desenvolupar les relacions interpersonals i socials. Pel que fa a la recerca en CLIL, la major part dels estudis fan referència a aspectes lingüístics. S’han trobat molt poques recerques que vinculin l’educació física i l’enfocament CLIL. L’objecte d’estudi té a veure amb la resposta que dóna l’educació física a una demanda social i institucional de plena actualitat com és l’ensenyament-aprenentatge de la llengua estrangera. Es pretén comprovar com el programa integrat afavoreix la didàctica de l’educació física i com contribueix a la competència comunicativa en llengua anglesa. En aquest punt es formula la següent pregunta inicial de la recerca: Com pot un programa d’aprenentatge integrat de continguts d’educació física i llengua anglesa millorar significativament la capacitat comunicativa oral de l’alumnat del cicle superior de primària? Per donar resposta a la pregunta s’estableixen quatre objectius: 1/ Determinar les característiques de les tasques d’educació física que afavoreixen l’aprenentatge integrat. 2/ Identificar les estratègies didàctiques específiques del programa d’educació física en CLIL que milloren la comunicació oral (comprensió i expressió oral – listening and speaking). 3/ Comprovar que amb l’aplicació del programa d’educació física en CLIL es produeix una millora significativa en la comprensió i l’expressió oral en llengua anglesa. 4/ Identificar les tasques integrades d’educació física i llengua anglesa amb més interès per l’alumnat. S’ha escollit la investigació-acció com a mètode de recerca per tres raons. En primer lloc, perquè pot millorar l'aprenentatge i les pràctiques educatives. En segon lloc, perquè permet avançar en el coneixement i la teoria, és a dir, aportar noves idees sobre com les coses es poden fer i per què. Finalment, perquè permet al professorat ser investigador pràctic i desenvolupar la recerca en el propi centre educatiu. Concretament s’escull, i s’adapta, el model d’Elliot (1990, 1991, 2007) pel seu pragmatisme i perquè promou un procés que té lloc entre la teoria i els problemes de la seva aplicació a l’aula. La mostra és un grup natural de vint-i-sis estudiants de cinquè nivell de l’ensenyament primari d’una escola pública de Catalunya. La informació s’obté mitjançant els diaris (del professor-investigador i dels observadors externs) com instruments principals i l’enregistrament en vídeo, l’anàlisi documental a més del test de motivació AMPET com instruments complementaris. S’han utilitzat diferents estratègies per garantir el rigor científic de la recerca (Guba 1985). Entre d’altres es disposen de diversos diaris de contrast i un grup interdisciplinar d’experts. Aquests col•laboradors crítics i validadors han contrastat els enregistraments relatius a la millora de l’expressió oral i els Key Learning Moments corresponents a les tasques d’educació física en CLIL. L’anàlisi es desenvolupa en tres nivells. Un primer nivell que engloba tots els cicles d’investigació-acció. Un segon nivell que analitza, per separat, els resultats dels instruments utilitzats i un tercer nivell en el qual es determinen les coincidències i les discrepàncies entre els resultats dels diferents instruments mitjançant l’ús de tècniques de complementació i triangulació. L’anàlisi revela la relació entre tasques equilibrades i aprenentatge integrat. Les tasques d’educació física en CLIL han de ser equilibrades i eficients per assolir un aprenentatge integrat. Es defineixen cinc característiques que han de complir: ser motivants, incloure activitat física, facilitar la comunicació oral, desenvolupar les habilitats cognitives i ser socialitzadores. L’estudi també mostra que les estratègies d’aprenentatge cooperatiu combinades amb la tècnica del líder i els jocs motrius estimulen la interacció oral. Els resultats que es presenten mostren una millora significativa en la comprensió i l’expressió oral en llengua anglesa. Es destaca la importància d’incorporar el llenguatge a la tasca motriu sense alentir l’activitat. Les tasques que requereixen d’explicacions llargues que redueixen el temps destinat a l’activitat física són rebutjades. Finalment, es tracten les implicacions pedagògiques i millores per les dues assignatures (educació física i llengua anglesa), la importància del suport lingüístic (scaffolding), les limitacions de l’estudi i les noves possibilitats de recerca en els camps de l’aprenentatge motriu i lingüístic. / Esta tesis estudia la aplicación del enfoque educativo AICLE/CLIL en la educación física. Los acrónimos AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera) y CLIL (Content and language Integrated learning) se refieren a un enfoque educativo que utiliza la lengua extranjera como lengua vehicular en el proceso de enseñanza-aprendizaje de asignaturas que tienen otros contenidos más allá de los puramente lingüísticos. El programa de educación física en CLIL está basado en el 4Cs framework (Coyle 2006, 2007 and Coyle, Hood and Marsh 2010). La educación física es un enfoque holístico que utiliza los principios del learning by doing para enseñar contenidos motrices mediante el uso de una lengua extranjera y, al mismo tiempo, impulsar las habilidades cognitivas y desarrollar las relaciones interpersonales y sociales. En referencia a la investigación en CLIL, la mayor parte de los estudios hacen referencia a aspectos lingüísticos. Se han hallado muy pocas investigaciones que relacionen la educación física y el enfoque educativo CLIL. El objeto del estudio está vinculado con la respuesta que la educación física da a una demanda social e institucional de plena actualidad como es la enseñanza-aprendizaje de la lengua extranjera. Se pretende comprobar cómo el programa integrado favorece la didáctica de la educación física y cómo contribuye a la competencia comunicativa en lengua inglesa. Se formula la siguiente pregunta inicial: cómo puede un programa de aprendizaje integrado de contenidos de educación física y lengua inglesa mejorar significativamente la capacidad comunicativa oral del alumnado del ciclo superior de primaria? Para dar respuesta a la pregunta se establecen cuatro objetivos: 1/ Determinar las características de las tareas de educación física que favorecen el aprendizaje integrado. 2/ Identificar las estrategias didácticas específicas del programa de educación física en CLIL que mejoran la comunicación oral (comprensión y expresión oral -listening and speaking). 3/ Comprobar que con la aplicación del programa de educación física en CLIL se produce una mejora significativa de la comprensión y la expresión oral en lengua inglesa. 4/ Identificar las tareas integradas de educación física y lengua inglesa que despiertan más interés en el alumnado. Se ha escogido la investigación-acción como método de investigación por tres razones. En primer lugar, porque puede mejorar el aprendizaje y las prácticas educativas. En segundo lugar, porque permite avanzar en el conocimiento y la teoría, es decir, aportar nuevas ideas sobre cómo las cosas se pueden realizar y por qué. Finalmente, porque permite al profesorado ser investigador práctico y desarrollar la investigación en el propio centro educativo. Concretamente se escoge, y se adapta, el modelo de Elliot (1990, 1991, 2007) por su pragmatismo y porque promueve un proceso que tiene lugar entre la teoría y los problemas de su aplicación en el aula. La muestra corresponde a un grupo natural de veintiséis estudiantes de quinto nivel de educación primaria de una escuela pública de Catalunya. La información se obtiene mediante los diarios (del profesor-investigador y de los observadores externos) como instrumentos principales y la grabación en vídeo, el análisis de documentos y el test de motivación AMPET como instrumentos complementarios. Se han utilizado diversas estrategias para garantizar el rigor científico de la investigación (Guba 1985). Entre otras, se disponen de diversos diarios de contraste y de un grupo interdisciplinar de expertos colaboradores críticos y validadores. Se han contrastado los registros relativos a la mejora de la expresión oral y los Key Learning Moments correspondientes a las tareas de educación física en CLIL. El análisis se desarrolla en tres niveles. El primer nivel abarca todos los ciclos de investigación-acción. En el segundo nivel se analizan, por separado, los resultados de los diferentes instrumentos utilizados y en el tercer nivel se determinan las coincidencias y discrepancias entre los resultados de los diferentes instrumentos usando técnicas de complementación y triangulación. El análisis revela la relación entre tareas equilibradas y aprendizaje integrado. Las tareas de educación física en CLIL han de ser equilibradas y eficientes para alcanzar un aprendizaje integrado. Se definen cinco características que han de cumplir: ser motivantes, incluir actividad física, facilitar la comunicación oral, desarrollar las habilidades cognitivas y ser socializadoras. El estudio también muestra que las estrategias de aprendizaje cooperativo combinadas con la técnica del líder y los juegos motrices estimulan la interacción oral. Los resultados que se presentan muestran una mejora significativa en la comprensión y la expresión oral en lengua inglesa. Se destaca la importancia de incorporar el lenguaje a la tarea motriz sin ralentizar la actividad. Las tareas que requieren de largar explicaciones que reducen el tiempo dedicado a la actividad física son rechazadas. Finalmente, se tratan las implicaciones pedagógicas y mejoras para las dos asignaturas (educación física y lengua inglesa), la importancia del soporte lingüístico (scaffolding), las limitaciones del estudio y las nuevas posibilidades de investigación en los campos del aprendizaje motor y lingüístico.

The study commenced by identifying existing forms of Christian education using top-down education within South African Baptist Convention churches. The research established that current models of education were unsatisfactory, as they were individualist, spiritualised and lacking contextual insight A need for Christian education showing greater sensitivity to context was highlighted. A descriptive study ensued implementing Osmers'descriptive-empirical tasks within the field of Practical Theology. Informed by literature relating to liberation theology, critical pedagogy and South African contextual theology, Groome's Shared Praxis Approach (SPA) to education was selected for exploration as a type of contextual Christian education.The research had two objectives.Firstly it explored the five educational movements of SPA, as they were outworked in the township church. Secondly, it sought to establish whether SPA could potentially serve as a type of contextual Christian education within the South African context. SPA was therefore outworked within a Baptist Convention church in the township of Munsieville. Following a qualitative approach, the research observed two Bible Studies implementing SPA and undertook six semi-structured interviews.These were recorded and analysed. Conceptualisation of the data involved content analysis from which codes and categories emerged, as well as drawing on the literature as a lens to analyse and interpret that data. Inter-linked characteristics of contextual Christian education emerged from the data. These related to:contextual stories told by participants; cultural understandings of the Christian Story, and; critical reflection concerning praxis. The findings highlighted that SPA encouraged participants to engage in a participatory, praxis approach to education. Participants read the Christian Story dialogically; in community 'with' each other, as well as in relation to their context. Accordingly, the Christian education process emerged from the bottom-up, enabling participants and facilitator to co-create knowledge. The consequences of this education process indicated liberativc characteristics. The implications ofthese findings were explored. The study's pra xis cycle concludes by offering recommendations for both implementation and further study. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology)

A literatura da última década tem revelado a existência de tensões e conflitos, no uso das Tecnologias Digitais de Informação e Comunicação da Internet TDIC por docentes na Educação Superior, que vêm dificultando a adoção do uso dessas tecnologias por eles em seu cotidiano de ensino. A tese que se apresenta resulta de um estudo de caso, realizado em uma Instituição de Ensino Superior: a IES-P, no qual se investigou as representações de seus docentes sobre o uso educacional das TDIC pela perspectiva da Antropologia Dialética de Henry Lefebvre. Essa investigação buscou responder a seguinte questão: Qual seria a natureza das tensões e conflitos no uso educacional das TDIC que predominariam nessas representações? Teve-se como objetivo verificar quais seriam as implicações dessa natureza sobre a relação que se estabelece entre os propósitos e práticas educacionais desenvolvidos pelos docentes. Esse estudo desenvolveu-se em duas fases. Na primeira, aplicou-se um questionário que foi respondido por 62 dos 439 docentes da IES-P, com o objetivo de identificar, descrever e caracterizar o cenário da pesquisa e o perfil dos participantes. Na segunda fase, realizou-se uma entrevista semi-estruturada com 12 docentes participantes da primeira fase, sendo seus dados submetidos à análise de conteúdo com o objetivo oferecer subsídios para a análise das representações desses docentes sobre o uso das TDIC. Os resultados dessa pesquisa revelaram a predominância de uma dupla natureza para essas tensões e conflitos. Apoiando-se em autores como Bruno Latour e Pierre Lévy, chegou-se a uma proposição que explica essa dupla natureza como resultado da coexistência de dois domínios do uso educacional das TDIC: o sociotécnico e o socioeducacional, sendo que neles, atores sociais desses dois domínios associaram-se e interagiram uns com os outros estabelecendo inter-relações entre aspectos que identificam as ações entre eles nesses domínios, que podem ser tanto de tensão e conflito como de articulação e integração. O que se verificou como um dos resultados mais relevantes deste estudo foi que existiram representações, situadas no domínio socioeducacional e em contextos de uso das TDIC abertos na Internet, em que as inter-relações entre atributos da educação formal e informal ocorreram de forma articulada e integrada para um grupo de professores que transformaram seus propósitos e práticas educacionais ao apropriarem-se dessas tecnologias. Desse resultado, concluiu-se que a margem do que se encontrou como representações dominantes, que tendem a reproduzir formas de uso das TDIC programadas por uma cotidianidade, encontraram-se representações que revelaram marcas da presença de uma possível transformação efetiva de propósitos e práticas educacionais desenvolvidos por docentes na Educação Superior atendendo a demandas emergentes da sociedade por mudanças na relação com o saber na atualidade / Literature from last decade has disclosed the existence of tensions and conflicts in the use of Digital Information and Communication Technologies (DICTs) from internet by higher education teachers, which have been preventing them from adopting those Technologies in their everyday practice. The thesis that follows presents the results of a case study carried out in a Higher Education Institution: HEU-P, in which the teachers representations about the educational use of DICTs are investigated based on Henri Lefebvre dialectic anthropological theory. It is an attempt to answer the following question: what would be the nature of the tensions and conflicts in the use of educational DICTs that prevailed in those representations? The aim is to check which would be their implications on the relationships that are established between the educational purposes and practices developed by teachers. This study is developed in two parts. In the first, a questionnaire was applied to and answered by 62 of the 439 teachers from HEI-P. The aim was to identify, describe and characterize research scenario and participants profiles. In the second part, a semi-structured interview was carried out with 12 teachers from the first part, their data undergoing content analysis in order to get information for the analysis of their representation on the use of the DICTs. The results of this research reveal the predominance of a two-faced nature for those tensions and conflicts. According to Bruno Latour and Pierre Lévy, it is possible to infer a proposition that explains the two-faced nature because of the coexistence of two domains of the educational use of the DICTs: the socio-technical and the socio-educational. In both of the domains, the social actors got together and interacted, establishing interrelations among aspects that identify actions between them in those domains, which can be either of tension and conflict or of articulation and integration. What was observed as one of the most relevant results of this study was that for a group of teachers, who transformed their educational purposes and practices when they took hold of those technologies, there were representations, located in the socio-educational domain and in contexts of use of open DICTs from internet, in which the interrelations between attributes of formal and informal education occurred in an articulated and integrated way. The conclusion from this result is that, besides the most important representations, which tend to reproduce usages of DICTs programmed by an everydayness, there were representations that revealed clues of the presence of a possible effective transformation of educational purposes and practices developed by teachers of higher education answering society\'s emerging demands for changes in relation with todays knowledges.