This study explores the motivations, perceptions, and imagery of beginning teachers in Lebanon. It foregrounds the importance of ‘images’ as potentially useful conceptual tools for understanding the developing identities of beginning teachers. The research consists of in-depth, semi-structured interviews in which student-teachers are encouraged to reflect on their own and other people’s views and perceptions about teaching. The thesis places the students-teachers’ personal portraits of teaching within broader cultural-historical representations of teachers in Lebanon and examines how the student-teachers deal with such representations while still in training. The core research questions focus on the participants’ motivations as well as the underlying cultural, social, and political factors that influence their views and perceptions about teaching. The research questions were designed to explore the various images of teachers and teaching that the students draw on in their personal portraits. Biographical information as well as students’ experiences at the time of training were explored for this purpose. The findings suggest that student-teachers’ developing identities emerge through their identification with competing images and representations of teaching and teachers. These images cut across various contexts, temporalities, and imagined settings in the student-teacher portraits, linking personal, educational and professional experiences. Many of the images synthesized large amounts of experiences and knowledge about teaching and contained gendered, religious, affective and interpersonal dimensions. Finally, the thesis offers a new way of conceptualizing images. This study hopes to help teacher education programs gain greater insight into beginning teachers’ thinking, motivations and developing identities.

Made available in DSpace on 2015-09-25T12:19:03Z (GMT). No. of bitstreams: 1 1_RosileneFernandesDaSilva_Intro_Conclusao.pdf: 1081708 bytes, checksum: c818ac5018c129d728105b7e444e899a (MD5) Previous issue date: 2007-11-09 / The objective of this research is to see how Lower Middle Government School students in Campina Grande interact with the literary texts, especially poems, which are taught to them at this level. We prefer to defend a sort of education through literary texts which is for the cultural and humanistic formation of the students. To do so, we look at the importance of teaching proposal which, by raising the sensibility, creativity and critical aptitude, gives priority to the esthetic aspect of the text. From this point of view, our research based on the reception method that demands a work with profound interaction between student and teacher because we assume that all new knowledge can be well assimilated by bringing up the information that an individual already has about the subject. To fulfill our objective the research focused specifically on literary reading, teaching practices and the reception of a poem. The result of present research shows that the teaching of poem, when well directed, can help students to see it as an enjoyable activity. From this point of view, we also find that concentration on reading (both loud and silent) of a poem by students helps them to understand its meaning better by aking it an experience of their own and see the poem in a new light as a consequence of their own reading ability. / Esta pesquisa objetiva verificar como os alunos da 1ª série do Ensino Médio de uma escola pública de Campina Grande interagem com os textos poéticos que lhes são oferecidos para estudo. Este trabalho tem como prioridade favorecer uma educação para a formação cultural e humana do aluno por meio do texto literário. Para isso, consideramos a importância de uma proposta de ensino que priorize a fruição estética do texto, através do despertar da sensibilidade, da criatividade e do senso crítico. Nesse sentido, a pesquisa foi fundamentada no método recepcional, que exige um trabalho de intensa interação entre professor e aluno, porque pressupõe que todo conhecimento novo só pode ser assimilado a partir do resgate das informações que o indivíduo já possui sobre o que a ele está sendo apresentado. As categorias que constituíram o eixo da pesquisa foram: leitura literária, prática pedagógica e recepção de poesia. Os dados desta pesquisa nos permitem afirmar que, quando bem direcionado, o trabalho com os textos poéticos pode se descobrir uma atividade prazerosa para os alunos. Neste sentido, a concretização da leitura de poesia pelos alunos, em sala de aula, poderá contribuir para que eles, compreendendo o seu sentido, possam compreender a si próprios, passando a desenvolver suas próprias experiências no ato da leitura e, como conseqüência, suas habilidades como leitores.

The use of research evidence to improve the practices of teachers is considered one of the ways of improving the educational outcomes for children. This study was focussed on determining how an online approach could be used to increase knowledge mobilisation in education, by giving teachers better access to research knowledge that they could use to support and develop their practices. This study had two aims. The first aim was to investigate what research knowledge and research practices teachers were using and what value they ascribed to those practices; the second was to explore teachers' views and opinions of a new online approach to the presentation of research knowledge. This was a mixed method study using questionnaires, interviews and focus groups to gather a range of both qualitative and quantitative data. The findings of this study show that practitioners value research practices more than they are able to participate in them, and that there is a consistent valuepractice gap across the range of research practices. Exploratory factor analysis revealed five underlying factors; engagement with research, engagement with the research community, promotes professional discussion of research, promotes teacher knowledge generation, and promotes wider engagement of the school with research and the research community. These factors showed that teachers and their schools want to engage both with research knowledge and with the wider research community so that the use of research knowledge can be enhanced in education. The findings also show that practitioners were receptive to the use of an online approach to the delivery of research knowledge and the piloted approach was accessible and intuitive. Practitioners exhibited interest in using the approach in a range of collaborative interactions with colleagues. Overall this study revealed that online approaches to knowledge mobilisation have potential but that teachers need to be supported in their engagement with research and the wider research community. This thesis is a contribution to the knowledge of how online approaches can be developed and deployed to enhance knowledge mobilisation towards teaching being an evidence informed profession. Equally school leaders and policy-makers need to create environments that are supportive of teachers' use of research, if they want teachers to use research knowledge to inform their practices.

The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.

The general aim of this thesis is to evaluate the conditions for fieldwork implementation and its level of employment in a given region. This aim is followed in three areas: 1) Definition of framework for fieldwork in strategic documents. 2) Analysis of fieldwork employment in a given region. 3) Analysis of teachers' approaches towards fieldwork. For the purpose of this thesis four grammar schools located within the Decin county were observed. The present situation pertaining to the employment of fieldwork was mapped in order to lay the foundation for an improvement of teaching techniques in geography. The issue of fieldwork is approached from different points of view: an institutional perspective (i.e. opportunities of fieldwork as defined in curricular documents, a subjective perspective based on the experience of teachers within the Decin county (i.e. empirical investigation).

Este estudo buscou conhecer a satisfação profissional de enfermeiros docentes de cursos de graduação em Enfermagem do Município de São Paulo e identificar os fatores relacionados à sua satisfação e insatisfação no trabalho. Trata-se de uma pesquisa exploratória, descritiva, com abordagens quantitativa e qualitativa dos dados. O projeto foi submetido à apreciação do Comitê de Ética em Pesquisa da Universidade Federal de São Paulo, obtendo aprovação Parecer n° 1539. A amostra constituiu-se de 90 enfermeiros docentes, que exerciam suas atividades profissionais em dez das 23 universidades que disponibilizavam o curso de graduação em Enfermagem no Município de São Paulo, em 2007. Para a abordagem quantitativa, foi utilizado o Job Satisfaction Questionnarie for Teachers e a análise foi realizada segundo os parâmetros da estatística descritiva. Na abordagem qualitativa, foram realizadas entrevistas, estas submetidas à análise de conteúdo preconizada por Bardin. Ambas as análises foram norteadas por referenciais da educação e pautadas nos pressupostos dos estudos de Herzberg, no que se referem aos fatores de satisfação e insatisfação no trabalho. Os resultados quantitativos mostraram que o trabalho direto com os alunos, a relação com eles e a realização pessoal são fatores relevantes à satisfação do docente de enfermagem, bem como os fatores de natureza político-sociais propiciam a insatisfação. Na análise qualitativa, a satisfação surgiu relacionada às categorias Gostar de ensinar, Busca por novos conhecimentos, Relação entre os pares, Relação professor-aluno, Ser reconhecido, Interesse do aluno pelo aprendizado e Desenvolvimento do aluno. No que se refere à insatisfação, emergiram como categorias a Baixa gestão, o Déficit de conhecimentos do aluno ingressante, o Déficit de recursos para o ensino, a Pesquisa em detrimento do ensino de graduação, a Sobrecarga de trabalho e o Baixo salário e instabilidade no emprego. Em síntese, o estudo mostrou que os docentes apresentam baixos níveis de satisfação, provenientes do equilíbrio entre os fatores de satisfação e insatisfação mencionados. Em ambos os sentidos, foram verbalizados pontos a serem trabalhados ante todos os fatores, em diferentes graus, para que o docente possa elevar seus níveis de satisfação. / This study aimed to know the professional satisfaction of teaching staff nurses from undergraduate nursing courses at the municipal district of São Paulo and identify the factors related to their satisfaction and dissatisfaction at work. It is a descriptive, exploratory research with quantitative and qualitative data approach. The project was submitted to the appreciation of the Ethics Committee in Research from the Federal University of São Paulo, receiving the approval number 1539. The sample was made up of 90 teaching staff nurses that followed their professional activities in 10 of the 23 universities that offered the undergraduate nursing courses in the municipal district of São Paulo in 2007. For the quantitative approach the Job Satisfaction Questionnaire for Teachers and the analysis made according to the framework of the descriptive statistics was used. In the qualitative approach, interviews were made, which were submitted to content analysis according to Bardin. Both analyses were guided by educational referentials and followed by the line of study of Herzberg which referred to satisfaction and dissatisfaction factors at work. The quantitative results showed that working directly with students, the relationship with work and personal achievement are all relevant factors to the satisfaction of the nursing teaching staff, as well as social political factors which were prone to dissatisfaction. In the qualitative analysis, satisfaction was evident in the following categories: Enjoying Teaching, Search for New Knowledge, Relationship between Pairs, Teacher Student Relationship, Being Acknowledged, Students Interest in Learning and Students Development. Regarding the dissatisfaction, the categories that came up were Poor Management, Deficient Knowledge from the Starting Student, Deficit of Resources for Teaching, Research on the Detriment of Undergraduate Teaching, Work Overload and the Low Salary and Instability in the Job. In short, the study showed that the teaching staff members presented low levels of satisfaction resultant because of the balance between the satisfaction and dissatisfaction factors aforementioned. In conclusion, it was expressed, in view of all factors that points needed to be worked on in different degrees in order for the staff members to be able to improve their satisfaction levels.

With the assumptions that we are all for social justice and that early childhood teacher education programmes need to take a stand on social justice and provide prospective teachers with the practical tools to work with children in early childhood settings, the author of this thesis conducted an instrumental case study aimed to illuminate a process of critical thinking towards conceptualising professional knowledge in teaching for social justice in pre-service early childhood teacher education in Colombia. The purpose of the research was to bring insights into how teacher educators’ views and understandings of social justice influence their pedagogical and practical knowledge with regard to preparing prospective teachers to work with children in Colombian early childhood settings. The inquiry was developed in three stages (an internet-based survey, focus groups and written accounts) and thirty teacher educators working in a university based pre-service early childhood teacher education programme, participated in the study. The findings showed that teacher educators’ views and understandings of social justice in early childhood teacher education were associated with global discourses of inclusion, child rights, equity and equal opportunities for All. These understandings were identified in explicit actions regarding equality, diversity and respect in early childhood education. The findings also showed that other views of social justice appeared to be embedded in local and particular understandings of equity and equality that revealed a dual perception of social justice manifested through implicit and silenced actions with regard to preparing prospective early childhood educators. These particular views which exposed intentions and sensitivity towards teaching for social justice revealed generative forces and synergies in the early childhood teacher education programme. Implications of this study suggest the influence of teacher educators’ views and understanding of social justice in their political, pedagogical and practical professional knowledge with regard to preparing early childhood educators to live on co-existence as ‘vivencialistas’ committed to be citizens in social justice working with children in early childhood settings.

Este estudo buscou conhecer a satisfação profissional de enfermeiros docentes de cursos de graduação em Enfermagem do Município de São Paulo e identificar os fatores relacionados à sua satisfação e insatisfação no trabalho. Trata-se de uma pesquisa exploratória, descritiva, com abordagens quantitativa e qualitativa dos dados. O projeto foi submetido à apreciação do Comitê de Ética em Pesquisa da Universidade Federal de São Paulo, obtendo aprovação Parecer n° 1539. A amostra constituiu-se de 90 enfermeiros docentes, que exerciam suas atividades profissionais em dez das 23 universidades que disponibilizavam o curso de graduação em Enfermagem no Município de São Paulo, em 2007. Para a abordagem quantitativa, foi utilizado o Job Satisfaction Questionnarie for Teachers e a análise foi realizada segundo os parâmetros da estatística descritiva. Na abordagem qualitativa, foram realizadas entrevistas, estas submetidas à análise de conteúdo preconizada por Bardin. Ambas as análises foram norteadas por referenciais da educação e pautadas nos pressupostos dos estudos de Herzberg, no que se referem aos fatores de satisfação e insatisfação no trabalho. Os resultados quantitativos mostraram que o trabalho direto com os alunos, a relação com eles e a realização pessoal são fatores relevantes à satisfação do docente de enfermagem, bem como os fatores de natureza político-sociais propiciam a insatisfação. Na análise qualitativa, a satisfação surgiu relacionada às categorias Gostar de ensinar, Busca por novos conhecimentos, Relação entre os pares, Relação professor-aluno, Ser reconhecido, Interesse do aluno pelo aprendizado e Desenvolvimento do aluno. No que se refere à insatisfação, emergiram como categorias a Baixa gestão, o Déficit de conhecimentos do aluno ingressante, o Déficit de recursos para o ensino, a Pesquisa em detrimento do ensino de graduação, a Sobrecarga de trabalho e o Baixo salário e instabilidade no emprego. Em síntese, o estudo mostrou que os docentes apresentam baixos níveis de satisfação, provenientes do equilíbrio entre os fatores de satisfação e insatisfação mencionados. Em ambos os sentidos, foram verbalizados pontos a serem trabalhados ante todos os fatores, em diferentes graus, para que o docente possa elevar seus níveis de satisfação. / This study aimed to know the professional satisfaction of teaching staff nurses from undergraduate nursing courses at the municipal district of São Paulo and identify the factors related to their satisfaction and dissatisfaction at work. It is a descriptive, exploratory research with quantitative and qualitative data approach. The project was submitted to the appreciation of the Ethics Committee in Research from the Federal University of São Paulo, receiving the approval number 1539. The sample was made up of 90 teaching staff nurses that followed their professional activities in 10 of the 23 universities that offered the undergraduate nursing courses in the municipal district of São Paulo in 2007. For the quantitative approach the Job Satisfaction Questionnaire for Teachers and the analysis made according to the framework of the descriptive statistics was used. In the qualitative approach, interviews were made, which were submitted to content analysis according to Bardin. Both analyses were guided by educational referentials and followed by the line of study of Herzberg which referred to satisfaction and dissatisfaction factors at work. The quantitative results showed that working directly with students, the relationship with work and personal achievement are all relevant factors to the satisfaction of the nursing teaching staff, as well as social political factors which were prone to dissatisfaction. In the qualitative analysis, satisfaction was evident in the following categories: Enjoying Teaching, Search for New Knowledge, Relationship between Pairs, Teacher Student Relationship, Being Acknowledged, Students Interest in Learning and Students Development. Regarding the dissatisfaction, the categories that came up were Poor Management, Deficient Knowledge from the Starting Student, Deficit of Resources for Teaching, Research on the Detriment of Undergraduate Teaching, Work Overload and the Low Salary and Instability in the Job. In short, the study showed that the teaching staff members presented low levels of satisfaction resultant because of the balance between the satisfaction and dissatisfaction factors aforementioned. In conclusion, it was expressed, in view of all factors that points needed to be worked on in different degrees in order for the staff members to be able to improve their satisfaction levels.

Submitted by admin tede (tede@pucgoias.edu.br) on 2018-02-07T15:57:24Z No. of bitstreams: 1 Elias pascoal 2.pdf: 13562588 bytes, checksum: 838bba144d3a58a024aa22d5c0f9c6eb (MD5) / Made available in DSpace on 2018-02-07T15:57:24Z (GMT). No. of bitstreams: 1 Elias pascoal 2.pdf: 13562588 bytes, checksum: 838bba144d3a58a024aa22d5c0f9c6eb (MD5) Previous issue date: 2017-10-31 / This research aimed to recognize the work activity of the teachers of the Professional and Technological Education% u2013 EPT in Goiás amid the changes brought by the current configuration of Professional Education. To this end, we sought to know and analyze the teaching work in its constitutive dimensions, in the identification of its actors, what they do and what concrete conditions in which their work activity is effective, and, thus, can subsidize the elaboration of public policies for this type of education. In order to do this, it was decided to investigate the work of the teaching professionals, who work specifically in the technical education of medium level, in the cities of Goiânia and Aparecida de Goiânia, in the units of SENAI, identifying these subjects and the conditions of exercise of the teaching practice . The following subjects were considered: directors, coordinators / supervisors and teachers. With regard to these subjects, it is important to situate that the category of teaching work covers both the subjects in their complex working definitions and the conditions in which the activities are carried out in the school context. It is a research based on the Materialist-Historical Dialectic method, a qualitative approach and a critical conception of education, with interviewing, questionnaire application and documentary analysis, preceded by the literature review produced in the area. In order to study scientifically the practical reality, in a way articulated with the theoretical formulations of Antunes (1999, 2001, 2004, 2006), Cunha (1997), In this paper, we present the results of a study carried out by Frigotto (1995, 1999) and the results obtained by Ferreira (1994, 2000, 2004, 2007), Freitas (1998; , which made possible new analysis alternatives for the current demands experienced in this modality of performance in SENAI - GO. The data obtained in the interviews with the managers and the questionnaires applied to the teachers proved the pedagogy fetish thesis of the competence evidenced in the vision of professional education equivalent to a product, whose objective is the labor market, in which Professional Education remains in favor of the system of production and antagonistic to the real interests of the worker, of the school identified with him. In this context, the teaching work, in addition to an instrumentalizing action configured in the work of the instructor, should constitute an instrumentalizing action configured in the work of the instructor, should constitute an instrumentalizing action in the work of the instructor, should constitute a dyadic action emancipating and organic intellectuality, using a more dialogic methodology, with more social ideals and more diversified. / Esta investigação teve como objetivo reconhecer a atividade laboral dos docentes da Educação Profissional e Tecnológica %u2013 EPT em Goiás em meio às mudanças trazidas pela atual configuração da Educação Profissional. Para este alcance, bus-cou-se conhecer e analisar o trabalho docente nas suas dimensões constitutivas, na identificação de seus atores, o que fazem e quais as condições concretas em que se efetiva sua atividade laboral, podendo, assim, subsidiar a elaboração de políticas públicas, para esta modalidade de ensino. Para tal, optou-se por investigar o trabalho dos profissionais docentes, que atuam especificamente, no ensino técnico de nível médio, nas cidades de Goiânia e Aparecida de Goiânia, nas unidades do SENAI, identificando esses sujeitos e as condições de exercício da prática docente. Foram considerados sujeitos da pesquisa: diretores, coordenadores/supervisores e professores. Com relação a esses sujeitos, é importante situar que a categoria trabalho docente abarca tanto os sujeitos nas suas complexas definições laborais quanto as condições em que as atividades são realizadas no contexto escolar. Trata-se de uma pesquisa com base no método Materialista-Histórico Dialético, em uma abordagem qualitativa e em uma concepção crítica de educação, com realização de entrevistas, aplicação de questionário e análise documental, antecedidos pela revisão da literatura produzida na área. Procurou-se realizar uma combinação e articulação de aspectos quantitativos e qualitativos da pesquisa empírica, a fim de estudar cientificamente a realidade prática, de modo articulado com as formulações teóricas de Antunes (1999; 2001; 2004; 2006), Cunha (1997), Enguita (1989), Ferreti (1994, 2000, 2004, 2007), Freitas (1998; 2011), Frigotto (1995; 1999; 2001; 2005), Kuenzer (1996; 1997; 1998; 2003, 2007, 2010) dentre outros, o que oportunizou novas alternativas de análises para as demandas atuais vivenciadas nessa modalidade de atuação no SENAI - GO. Os dados obtidos nas entrevistas aos gestores e pelos questionários aplicados aos professores comprovaram a tese do fetiche da pedagogia da competência evidenciada na visão de ensino profissional equivalente a um produto, cujo objetivo é o mercado de trabalho, em que a Educação Profissional continua posicionada a favor do sistema de produção e antagônica aos reais interesses do trabalhador, de escola identificada com ele. Nesse contexto, o trabalho docente, para além de uma ação instrumentalizadora configurada no trabalho do instrutor, deveria se constituir numa ação instrumentalizadora configurada no trabalho do instrutor, deveria se constituir numa ação instrumentalizadora configurada no trabalho do instrutor, deveria se constituir numa ação didaticamente emancipadora e de intelectualidade orgânica, utilizando uma metodologia mais dialógica, com ideais mais sociais e mais diversificada.

Thesis (M. Ed.(CIE))-University of Pretoria, 2006. / Includes bibliographical references. Available on the Internet via the World Wide Web.