Made available in DSpace on 2016-01-26T18:49:59Z (GMT). No. of bitstreams: 1 DISSERTACAO TERMINADA 30_04-2015.pdf: 589934 bytes, checksum: d3cd157feabf5541d8acee6a5e64c428 (MD5) Previous issue date: 2015-02-28 / This paper was presented to the Graduate Program in Education Stricto Sensu, of the Universidade do Oeste Paulista, in the search line Training and Teaching Professional Teaching Practice. It looked for analyzing the Pedagogical Project of the Oeste Paulista University Law Course in light of the National Curriculum Guidelines, with main focus on the examination of public knowledge documents and facts disclosed by the institution or several organs of interest to academic life. It came from the bibliographic on the development of the educational project and its organizer elements and the study of the National Curriculum Guidelines for Law Course. This has allowed to appreciate how the Law Course Pedagogical design meets the requirements listed in relation to the profile, competence and egress skills, teaching content and the internal and external review processes. It was verified how the pedagogical project of the course is presented in relation to the National Curriculum Guidelines; who is or who should be the Bachelor of Law; which is the desired profile bachelor provided in the National Curriculum Guidelines and Education Programme; which skills and abilities are expected at the end of the course; and assessed the consistency between some of the own pedagogical project elements, thus providing contributions to teaching, academic and social context. The results show compliance of the Guidelines directions, with evidence that there may be future improvements. / Esta dissertação foi apresentada ao Programa de Pós-Graduação Stricto Sensu em Educação, da Universidade do Oeste Paulista, na linha de pesquisa, Formação e Prática Pedagógica do Profissional Docente. Buscou analisar o Projeto Pedagógico do Curso de Direito da Universidade do Oeste Paulista à luz das Diretrizes Curriculares Nacionais, com foco principal no exame de documentos e fatos de conhecimento público divulgados pela instituição ou órgãos diversos que interessam à vida acadêmica. Partiu do levantamento bibliográfico sobre a elaboração do Projeto Pedagógico e seus elementos organizadores e do estudo das Diretrizes Curriculares Nacionais do Curso de Direito. Essas informações permitiram apreciar como o Projeto Pedagógico do Curso de Direito atende aos requisitos elencados em relação ao perfil, competências e habilidades do egresso, ao conteúdo de ensino e aos processos de avaliação interno e externo. Pôde-se verificar como o Projeto Pedagógico do Curso se apresenta em relação às Diretrizes Curriculares Nacionais; quem é ou quem deve ser o bacharel em Direito; qual o perfil desejado do bacharel previsto nas Diretrizes Curriculares Nacionais e no Projeto Pedagógico; quais competências e habilidades são esperadas no final do curso; e, avaliou a coerência existente entre alguns dos elementos do próprio Projeto Pedagógico, oferecendo, assim, contribuições no âmbito pedagógico, acadêmico e social. Os resultados apontam o cumprimento das indicações das Diretrizes com evidências de que pode haver melhoria futura.

Magister Scientiae (Physiotherapy) - MSc(Physio) / The objectives of this study were to determine the effects of a back education programme on biomechanical knowledge, back beliefs, the occurrence of LBP, disability, and work loss among employees at an industrial setting in Cape Town, South Africa. Furthermore, the study sought to determine the perceptions of back education that are held by industrial employees. / South Africa

Magister Educationis - MEd / The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in the terrain of discrimination and the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing people’s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators’ programme enables young adults to develop a critical consciousness about human rights and ‘xenophobia’. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter-xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher’s critical reflections.The research was located within a critical theory framework in the field of adult learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).The key finding of the study is that the experience of the workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and ‘xenophobia’. The participants identified specific factors that contributed to such awareness. These included the diverse composition of participants, the ‘accompanying’ facilitation style, and the interactive training methodology.This study makes a contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.

Magister Educationis - MEd / The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of ‘xenophobia’ in the terrain of discrimination and the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing people’s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators’ programme enables young adults to develop a critical consciousness about human rights and ‘xenophobia’. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter-xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher’s critical reflections.The research was located within a critical theory framework in the field of adult learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).The key finding of the study is that the experience of the workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and ‘xenophobia’. The participants identified specific factors that contributed to such awareness. These included the diverse composition of participants, the ‘accompanying’ facilitation style, and the interactive training methodology. This study makes a contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.

The focus of this study is on foundation phase and early childhood teachers’ professional identity formation. This study is about six beginning teachers in their first year of teaching early mathematics, science and technology (MST) in different schools and grade levels. Early childhood settings and primary schools in South Africa have a diverse learner body that increasingly demands of beginning early childhood and foundation phase teachers to continually strive to adapt their teaching and young children’s learning to the different learning environments for effective implementation of the curriculum. A learning identity framework was used to generate and analyse data. The learning identity framework is premised on the assumption that identity and learning are closely linked and that both are influenced by factors internal and external to the individual. Specifically, the study sought to answer the research question of how beginning first year early childhood and foundation phase teachers form, sustain or change their professional teacher identity in the teaching of mathematics, science and technology (MST) in the early years and in different school settings. The study used a phenomenological approach and case study method to explain the professional teacher identity formation process and to illuminate what factors influence this process. The study researched how teacher identities can be narratively constructed on the basis of the lived experiences of the six teachers in different school contexts. Data was generated from different sources for the purpose of triangulation which included visual and written narratives, observations and interviews (open and semi-structured). The analysis and results were based on categories of descriptions of themes. The findings indicate that identity formation is an ongoing process of integration of teachers’ personal and professional histories and initial teacher education and training, alongside issues of school culture and institutional (in-school) support. Those key factors emerge as strong determinants of the kinds and the relative stability or otherwise of professional identities which the six teachers develop in the first year of MST teaching, and thus the kind of reform minded teachers they become. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

The diploma thesis consists of a theoretical and a practical part. The first part deals with the theory in the form of a basic and brief introduction into the subject of Islam from the religious and anthropological point of view. Similarly, Czech society's perception of Islam is discussed as well as expert's and general public's estimation of teaching about Islam. Subsequently, the characteristics of stated educational topic and its placement into the broader context of education will be dealt with, the Framework Educational Program will be used as a means of comparison. The teaching of the stated topic and the controversy of it will be specified. In the practical part of the thesis, a qualitative research will be carried out, followed by its interpretation, which will take place with the participation of high school teachers. The diploma thesis will be focused on the identification of various concepts of teaching of this topic, it will attempt to critically view and formulate the recommendation for the current issues of the teaching of Islam, for it is a present topic that should not be omitted within the Citizenship Education. Key words Islam, teaching, grammar school, Basics of Civics and Social Sciences, Framework Education Programme, society

Made available in DSpace on 2016-07-18T17:54:25Z (GMT). No. of bitstreams: 1 DISSERTACAO TERMINADA 30_04-2015.pdf: 589934 bytes, checksum: d3cd157feabf5541d8acee6a5e64c428 (MD5) Previous issue date: 2015-02-28 / This paper was presented to the Graduate Program in Education Stricto Sensu, of the Universidade do Oeste Paulista, in the search line Training and Teaching Professional Teaching Practice. It looked for analyzing the Pedagogical Project of the Oeste Paulista University Law Course in light of the National Curriculum Guidelines, with main focus on the examination of public knowledge documents and facts disclosed by the institution or several organs of interest to academic life. It came from the bibliographic on the development of the educational project and its organizer elements and the study of the National Curriculum Guidelines for Law Course. This has allowed to appreciate how the Law Course Pedagogical design meets the requirements listed in relation to the profile, competence and egress skills, teaching content and the internal and external review processes. It was verified how the pedagogical project of the course is presented in relation to the National Curriculum Guidelines; who is or who should be the Bachelor of Law; which is the desired profile bachelor provided in the National Curriculum Guidelines and Education Programme; which skills and abilities are expected at the end of the course; and assessed the consistency between some of the own pedagogical project elements, thus providing contributions to teaching, academic and social context. The results show compliance of the Guidelines directions, with evidence that there may be future improvements. / Esta dissertação foi apresentada ao Programa de Pós-Graduação Stricto Sensu em Educação, da Universidade do Oeste Paulista, na linha de pesquisa, Formação e Prática Pedagógica do Profissional Docente. Buscou analisar o Projeto Pedagógico do Curso de Direito da Universidade do Oeste Paulista à luz das Diretrizes Curriculares Nacionais, com foco principal no exame de documentos e fatos de conhecimento público divulgados pela instituição ou órgãos diversos que interessam à vida acadêmica. Partiu do levantamento bibliográfico sobre a elaboração do Projeto Pedagógico e seus elementos organizadores e do estudo das Diretrizes Curriculares Nacionais do Curso de Direito. Essas informações permitiram apreciar como o Projeto Pedagógico do Curso de Direito atende aos requisitos elencados em relação ao perfil, competências e habilidades do egresso, ao conteúdo de ensino e aos processos de avaliação interno e externo. Pôde-se verificar como o Projeto Pedagógico do Curso se apresenta em relação às Diretrizes Curriculares Nacionais; quem é ou quem deve ser o bacharel em Direito; qual o perfil desejado do bacharel previsto nas Diretrizes Curriculares Nacionais e no Projeto Pedagógico; quais competências e habilidades são esperadas no final do curso; e, avaliou a coerência existente entre alguns dos elementos do próprio Projeto Pedagógico, oferecendo, assim, contribuições no âmbito pedagógico, acadêmico e social. Os resultados apontam o cumprimento das indicações das Diretrizes com evidências de que pode haver melhoria futura.

The focus of this study is on the Foundation Phase mathematical and pedagogical knowledge construction. This study is about how two lecturers and a number of final year B.Ed. Foundation Phase student teachers construct Foundation Phase mathematical and pedagogical knowledge during the initial teacher education programme. The initial B.Ed. Foundation Phase teacher education provides student teachers with different mathematical knowledge for teaching. A Foundation Phase mathematics pedagogical knowledge construction framework was utilised to generate and analyse data. The Foundation Phase mathematics pedagogical knowledge construction framework is developed with the assumption that the integrated learning knowledge and the process of pedagogical reasoning action is a continuous process. Furthermore, it is assumed that student teachers’ active participation in their learning and paddling through the pedagogical reasoning action process, leads to the construction of Foundation Phase mathematical pedagogical knowledge. The study utilised a qualitative case study design to investigate how two initial teacher education programmes construct Foundation Phase mathematical pedagogical knowledge in their programme to prepare student teachers to teach Foundation Phase mathematics. Data were collected from Foundation Phase mathematics lecturers through semi-structured interviews, focus group interviews with final year Foundation Phase student teachers as well as document analysis from the institutions to achieve triangulation. Data analysis and findings were based on themes and categories that emerged. The findings suggest that Foundation Phase mathematical and pedagogical knowledge construction is an interconnected and continuous process that includes different types of knowledge and pedagogical reasoning. / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

This thesis deals with analysis of the Framework Educational Program for Elementary Education (FEP EE) and finding means to meet the objectives of FEP EE in art education which leads to a concept of seventh grade curriculum. Thesis also reflects the author's personal approach to the formulation of the contents of the curriculum. The theoretical part focuses on examining the FEP EE and finding means to meet objectives in the form of curriculum concept for the seventh grade. The findings of the theoretical part is complemented by comparison of curricular documents for art subjects of Czech Republic and Great Britain. The empirical part describes the procedures for defining the curriculum concept. It includes transmission analysis of the FEP EE objectives to the content of the curriculum, which is based primarily on teaching practice. Analysis is followed by personal perception of the FEP EE requirements in the form of teaching aimed at the creating process and by description of the analyzing process of author`s teaching in connection with the FEP EE concept exploration at selected elementary schools. The didactic part concludes the research process with application of findings in implementation and evaluation of two thematic wholes in art education The output of exploring practical experience and...

The diploma thesis focuses on reading of the ninth grade school pupils. The aim is to evaluate the influence of school teaching of the subject Czech language and literature on pupils and their approach to reading. The theoretical part introduces key terms, importance of reading, factors influencing the reading of children and youth, reading of pubescents and deals with the role of the school in forming of reading habits. The research was carried out in the ninth grade of lower-secondary school. It was a qualitative method in the form of questionnaires. Specific research questions have been identified in cooperation with the school and the teacher. The research results - in the context of the suggestions offered by the school - provide feedback for the school and teacher.