This qualitative, cross-sectional study centres on professionals in the field of educational development, which has been and continues to change significantly in contemporary higher education. Twenty-eight teaching and learning professionals in three broad classifications from 19 Canadian higher education institutions were interviewed. Data was collected to both describe the formal structures and roles and elicit understandings regarding how the individuals see their roles, identities and social power. Consistent with other international findings, and influenced by the broader changes in higher education, Canadian teaching and learning professional roles appear to be expanding in both depth and breadth. The findings reflect a number of changes and tensions associated with their organisational structure, role design and role classifications. Although they come from a variety of academic backgrounds, the findings indicate a common identity is evolving, underpinned by a set of shared values, strong professional association identification and a shared purpose of bridging and translating needs towards the enhancement of teaching and learning. While respondents described using a variety of power bases and influence tactics to generate change at the individual, group, organisation and system levels their attempts to influence used primarily soft power bases rather than harsh power bases (Kipnis, 1984). The findings support previous research that indicates there is a relationship between roles (structure) and identity (Alvesson and Willmott, 2002, Dutton et al., 1994, Ibarra, 1999, Sluss and Ashforth, 2007) and provide evidence to support the theorised link between identity and action (Alvesson et al., 2008, Ibarra, 1999). Further, it is argued, the interconnectivity of role, identity and power, was expressed through respondents’ attempts to make sense of and in many cases change the social evaluations of them, their team and their work in an effort to legitimise a unique organisational space and enable them to accomplish their change oriented goals. In light of these findings, a theorised process of how an organisational space for teaching and learning work may be legitimised and a visualised “middle space” for teaching and learning work is presented.

Made available in DSpace on 2016-07-27T13:54:07Z (GMT). No. of bitstreams: 1 FERNANDA CHAVES CAVALCANTE SOARES.pdf: 1317394 bytes, checksum: de28c81471d8e7016d8dc0224ebcfec8 (MD5) Previous issue date: 2007-09-14 / The following project integrates into the Research Group of Historic-Cultural Theory and pedagogical activities of the activities of the Education Theory and Pedagogical Process Research Center from the post-graduation program of the Catholic University of Goiás. The research has as object of work the teaching of mathematics for the elementary stages. It came out from the thought that the difficulties of learning mathematics are due to a variety of factors, especially the bad standard of teaching in use nowadays. Therefore, the main point of the research is: How can the teaching of math be developed so that it assures effective learning? The project is based on the teory created V. V. Davydov. The research has as main aim, elaborate and improve the stages of the learning process, so that we will have an easy and effective learning of a math subject. The specified goals were: Verify the learning quality of the students, identify the advantages and possible difficulties with the use of this methodology of teaching. The research consisted of an experience done with elementaryschool students of a municipal school in Goiânia. Data was collected by observations and research done on school documents. The subject of the experience was to divide numbers. The difficulties found during the process were due to the bad level of learning and cognitive development of the pupils in other areas like reading, writing, and text interpretation. The principal contribution of this project consisted of demonstrating that, despite the difficulties and limitations in many areas of students school-life, it is possible to use methods based on the Development-teaching and cause changes that lead students to better results on math learning. / O presente trabalho integra o Grupo de Pesquisa Teoria Histórico-Cultural e práticas pedagógicas da Linha de Pesquisa Teorias da Educação e Processos Pedagógicos, do Programa de Pós-graduação Stricto Sensu da Universidade Católica de Goiás. Nesta investigação teve-se como objeto o ensino e a aprendizagem de matemática nas séries iniciais. Partiu-se do pressuposto de que as dificuldades de aprendizagem de matemática resultam de uma multiplicidade de fatores, sendo um deles a insuficiência do modelo de ensino vigente para causar impacto positivo na qualidade da aprendizagem dos alunos. Assim, a questão central da pesquisa foi a seguinte: como organizar o ensino de matemática para que ocorra melhor aprendizagem dos alunos? Buscou-se então na Teoria do Ensino Desenvolvimental formulada por V. V. Davydov um aporte para tentar responder a esta questão. Nesta pesquisa destacou-se como objetivo geral propor e implementar as etapas do ensino desenvolvimental para a aprendizagem de um objeto de conhecimento da matemática. Os objetivos específicos foram assim definidos: verificar a qualidade da aprendizagem dos alunos em relação ao conceito nuclear do objeto estudado; identificar as vantagens e possíveis dificuldades no uso da metodologia de ensino proposta por Davydov. A pesquisa, de abordagem qualitativa, consistiu num experimento didático realizado em uma turma do Ciclo 2 de uma Escola Municipal de Goiânia. Os dados foram coletados por meio de observação direta não-participante, pesquisa em documentos da escola e experimento didático. O conteúdo específico do experimento didático foi a divisão de números naturais. Foram elaborados, organizados e realizados procedimentos de ensino visando à aprendizagem desse conteúdo. A análise dos dados evidenciou os seguintes resultados: - por meio desses procedimentos, quase totalidade dos alunos conseguiu alcançar a aprendizagem do conceito ensinado divisão de números naturais , pela formação do pensamento teórico; - as dificuldades na realização do ensino desenvolvimental foram decorrentes do baixo nível de aprendizagem e de desenvolvimento cognitivo dos alunos em outros conteúdos, tais como, leitura, escrita e interpretação de texto, além da fragilidade constatada em relação a habilidades e conteúdos específicos de matemática. A principal contribuição desta pesquisa consistiu em mostrar que, apesar das dificuldades e limitações de diversas ordens presentes na escola e na vida escolar dos alunos, é possível utilizar os procedimentos baseados na teoria do ensino desenvolvimental e provocar mudanças que conduzem os alunos a melhores resultados na aprendizagem de matemática.