Thesis (Ph. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 27, 2006. Dissertation Committee: Dianne Ashby (chair), Paul Baker, William Rau, Sandra Corless, Albert T. Azinger. Includes bibliographical references (leaves 172-182) and abstract. Also available in print.

Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 94-98).

Thesis (Ed. D.)--Illinois State University, 1994. / Title from title page screen, viewed April 3, 2006. Dissertation Committee: Jeanne Morris, Jerome Tillman (co-chairs), John Goeldi, Barbara Heyl, Patricia Klass. Includes bibliographical references (leaves 129-134) and abstract. Also available in print.

Thesis (M.S.)--State University of New York College at Brockport, 2004. / Includes bibliographical references (leaves 87-89).

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.

Thesis (Ed.D.)--University of West Florida, 2005. / Title from title page of source document. Document formatted into pages; contains 155 pages. Includes bibliographical references.

In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.

Nesta tese de doutorado realizou-se um estudo de caso no âmbito da formação de professores de Ciências. O objetivo foi o trabalho com os professores da Educação Básica no que tange aos aspectos conceituais e metodológicos da resolução de problemas. Nesse contexto, considerou-se como pergunta central dessa investigação: Qual a melhor estrutura para um curso de formação continuada que pretenda fornecer ao professor elementos pedagógicos, epistemológicos e psicológicos para trabalhar com a resolução de problemas nos contextos das aulas de Ciências? Para atingir os objetivos frente à amplitude do tema da pesquisa, procurou-se dialogar com várias vertentes do campo da investigação em Ensino de Ciências, buscando integrá-las. As análises foram alicerçadas nas contribuições teóricas de autores que sustentam tal temática na formação de professores e de uma revisão da literatura sobre as temáticas formação de professores e resolução de problemas. O levantamento do campo epistemológico foi fundamentado principalmente no trabalho de Larry Laudan que permite compreender a Ciência como empreendimento humano focado na resolução de problemas empíricos e conceituais que promovem o desenvolvimento teórico e experimental da Ciência. Já no campo pedagógico, foram abordados os referenciais de John Dewey e Paulo Freire com o objetivo de trabalhar o conceito de experiência e, dessa forma, espera-se contribuir para que os professores em formação tenham condições de aprofundar seu campo teórico e metodológico. No campo psicológico, foram estudados os aspectos teóricos de Jerome Bruner, com o objetivo de trabalhar com abordagens que se referem aos conceitos de desenvolvimento da criança, pelos argumentos que utiliza na defesa de sua tese que explicita que o ensino pode se constituir através da resolução de problemas. Os dados dessa investigação foram levantados em um curso de extensão universitária que aconteceu nos meses de setembro de 2013 a junho de 2014 na Universidade Federal do Rio Grande do Sul (UFRGS), com apoio do FNDE e FORPROF/UFRGS. Os professores produziram situações-problema que foram categorizadas e analisadas. Os resultados evidenciam aspectos da formação de professores para o trabalho com estratégias didáticas, como o protagonismo e autoria do professor na elaboração dos problemas, na fundamentação pedagógica, epistemológica e psicológica para a construção de uma base conceitual mais estruturada e para o fortalecimento dos saberes práticos. A formação parece ter possibilitado a esses professores elementos teóricos para identificar o que é considerado uma prática adequada pelos formadores, como também permitiu levantar uma série de argumentos verificando que a formação de professor é uma tarefa complexa principalmente quanto a sua formação prático-reflexiva e à ampliação de suas habilidades e estratégias didáticas, sua habilidade de organizar situações de ensino que promovam uma aprendizagem mais efetiva. A experiência realizada e os dados obtidos indicaram que o desenvolvimento de competências no processo de elaboração e resolução de problemas pode ser realizado em curso de imersão que envolva professores de diferentes áreas. Privilegia-se a vivência da metodologia superando a perspectiva de aprendizagem de uma técnica performática. Princípios como interdisciplinaridade, estudo extensivo, aprofundamento teórico, uso cotidiano da metodologia constituem-se como elementos formativos importantes a serem considerados em modelos de formação de professores. / In this thesis is presented a case study on the Science teacher's education. The purpose was to work conceptual and methodological aspects of problems solving with teachers from Basic Education. In this context it is considered as the central question of this research: What is the best structure for a continuing education course intending to provide the teacher pedagogical, epistemological and psychological elements to work with problems solving in the context of Science class? Aiming to achieve the goals facing the topic amplitude, it was sought to dialogue with the several aspects from the investigation in Science Teaching, seeking to integrate them. The analyses were based in theoretical studies from authors that support the thematic of Problems Solving in teacher education, and in a review about the themes theacher educations and Problems Solving. The survey at epistemological field was based mainly in the Larry Laudan work, which allow to understand Science as a human undertaking focused on empirical and conceptual Problems Solving, which promotes in Science a theoretical and experimental evolution. As pedagogical field, the references to John Dewey and Paulo Freire were approached with the purpose of work the concept of experience and, thus is expected to contribute to that teachers under formation become able to deepen their theoretical and methodological field. As psychological field, were studied the theoretical aspects from Jerome Bruner, aiming to work with approaches referred to child development concepts, based in the arguments used in defense of his thesis, that the education may be through Problems Solving. The data for this study were obtained in a university extension course, occurred from September 2013 to July 2014 at Universidade Federal do Rio Grande do Sul, supported by FNDE and FORPROF/UFRGS. The teachers have created problem-situations, and these were categorized and analyzed. The results highlight details on teacher education to work with teaching strategies, as the teacher's leading role and authorship in elaboration the problems, the pedagogical, epistemological and psychological foundations to elaborate a more structured conceptual basis and the reinforcement of practical knowledge. The formation appears to have enable to this teachers theoretical elements to identify what is considered a proper practice by formers, as well allow to arise several arguments, verifying that teacher education is a complex task, mainly as their reflective-practice formation and to the improvement of their didactic strategies and skills and their ability to organize teaching situations that promote a more effective learning. The performed experiment and the obtained data indicate that the competences development in the problems elaborations and solution process can be performed in an immersion course, which involves teachers with different background. The emphasis is on living the methodology surpassing the prospect of learning a performative technique. Principles such as interdisciplinarity, extensive study, theoretical development and daily use of the methodology are important formative elements to be considered in models of teacher education.

Submitted by SÉRGIO CARRAZEDO DANTAS (sergio@maismatematica.com.br) on 2016-03-17T23:01:42Z No. of bitstreams: 1 tese_final.pdf: 15596830 bytes, checksum: 23fe8442e1bc4553a0ed9d26aeee9bbd (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-21T18:50:46Z (GMT) No. of bitstreams: 1 dantas_sc_dr_rcla.pdf: 15596830 bytes, checksum: 23fe8442e1bc4553a0ed9d26aeee9bbd (MD5) / Made available in DSpace on 2016-03-21T18:50:46Z (GMT). No. of bitstreams: 1 dantas_sc_dr_rcla.pdf: 15596830 bytes, checksum: 23fe8442e1bc4553a0ed9d26aeee9bbd (MD5) Previous issue date: 2016-03-12 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / O interesse central deste estudo foi investigar processos de interação e de colaboração em uma comunidade online de professores de Matemática. Tomando como fundamentação teórica e metodológica o Modelo dos Campos Semânticos, procuramos dar visibilidade às características e à dinâmica das interações observadas. Para isso, desenvolvemos uma estrutura tecnológica que possibilitou que professores, envolvidos em um curso de extensão, pudessem dialogar com seus pares, e, por meio de suas tomadas de decisões, estabelecer redes colaborativas. Alcançamos uma clara relação entre a auto-gestão característica do modo de organização de uma comunidade online que criamos e aquilo a que viemos designar de interação colaborativa. / The central concern of this study was to investigate interaction and collaboration processes in an online community of mathematics teachers. Taking as theoretical and methodological foundation the Model of Semantic Fields, we try to give visibility to the characteristics and dynamics of interaction. For this, we have developed a technological structure that made it possible for teachers involved in an extension course, could talk to their peers, and through its decision-making, establishing their collaborative networks. We reached meet a clear relationship between self-management feature of the organizational processes of an online community that we create and what we have come to be called the collaborative interaction. / CNPq: 141416/2013-0

The pedagogical education of university teachers supervising pre-service internship in the School of Physiotherapy at Universidade Federal de Santa Maria (RS) (UFSM) is our object of study. The research investigated the pedagogical education of such teachers developed within the experience of supervising their students' pre-service internship at the School of Physiotherapy at UFSM. The study was grounded on the theoretical assumptions of qualitative approaches for educational research and, therefore, data collection was conducted through semi-structured interviews to thirteen internship supervising faculty of the School of Physiotherapy. Data analysis followed the technique of content analysis as proposed by Bardin (2004), with the aid of NVivo8 software. The analytical categories simultaneously considered have been both the authors studied and the outline of the data collected. Thus, three of those analytical categories have been constituted: a) the educational profile professional activities, b) self-education, c) teaching-learning opportunities for teachers. We conclude that the educational and professional profile of such physiotherapy university teachers, as well as their teaching experience is based on their clinical experiences as a teacher. We realize that, in spite of their lack of formal pedagogical education, such teachers working as internship supervisors, construe elaborate ways of thinking and acting that supports them educationally, thereby giving them authority over their professional activity of supervising clinical internship activities. / A formação pedagógica de professores supervisores de estágio no curso de bacharelado em Fisioterapia da UFSM é o nosso objeto de estudo. Apesquisa investigou a formação pedagógica dos docentes desenvolvida na experiência de supervisão de estágio do Curso de Fisioterapia da Universidade Federal de Santa Maria, RS. Delineamos a investigação por meio dos pressupostos da abordagem qualitativa em educação e, por isso, a coleta dos dados foi realizada por meio de entrevistas semi-estruturadas a treze docentes supervisores de estágio do Curso de Fisioterapia. A análise dos dados seguiu a técnica de análise de conteúdo de Bardin (2004) auxiliada pelo programa NVivo8. As categorias analíticas foram consideradas simultaneamente: dos autores estudados e do delinear dos dados coletados; assim, constituíram-se em três: a) o perfil de formação e atuação profissional; b) a autoformação; c) as aprendizagens docentes. Concluímos que o perfil de formação e atuação do docente fisioterapeuta pauta-se seja em sua experiência clínica seja de professor. Percebemos que os professores supervisores de estágio apesar de não terem formação pedagógica específica, ao longo de seu percurso elaboraram formas de pensar e agir que os respalda pedagogicamente, lhes conferindo assim a autoridade sobre o seu fazer profissional supervisionar estágios.