Orientador: Vânia de Fátima Martino / Resumo: Esta pesquisa tem como objeto de estudo a prática dos orientadores educacionais das escolas de Educação Básica (Educação Infantil – Fase I e II e Ensino Fundamental-1º ao 5º ano) da rede municipal de Franca/SP, buscando investigar a atuação desses profissionais e sua consonância com os documentos, teorias, legislações e orientações oficiais que regem a prática pedagógica desses especialistas da educação, no município em questão. O orientador educacional (OrE), ao lado do diretor, do coordenador pedagógico, do pedagogo e do pedagogo da Sala de Recursos Multifuncionais, faz parte da equipe gestora das escolas municipais de Franca/SP. Partimos do pressuposto de que a atuação do orientador educacional é muito importante no contexto escolar, visto que seu papel deve estar direcionado para a formação integral do aluno, contribuindo com seu desenvolvimento cognitivo, social e emocional, ajudando o professor a compreender a realidade das crianças e atuando também como um elo entre escola-família-comunidade. Para tal investigação, optamos como escolha metodológica a abordagem qualitativa e um estudo analítico-descritivo. As fontes para o tratamento do objeto foram bibliográficas, documentais e a pesquisa de campo. A partir da revisão bibliográfica sobre a Orientação Educacional (OE), apresentamos a trajetória histórica desta profissão no Brasil, assim como alguns conceitos e abordagens dos principais teóricos sobre o tema, dentre eles: Heloísa Lück, José Carlos Libâneo, Mirian Grinspu... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The purpose of this research is to study the practice of educational counselors on the Basic Education (Preschool - Pre-Kindergarten and Kindergarten- as well as Elementary School - 1st to 5th grade) schools of the municipal network of Franca/SP. It also seek to investigate the performance of these professionals and their consonance with the documents, theories, laws and official guidelines that govern the pedagogical practice of these education specialists in this county. The educational advisor, along with the director, pedagogical coordinator, pedagogue and pedagogue of the Multifunctional Resources Room, is part of the management team of the municipal schools of Franca/SP. It was assumed that the role of the educational supervisor is very important in the school context, since his role should be directed towards the integral formation of the student, contributing to his cognitive, social and emotional development, besides to help the teacher to understand the reality of the children and acting as a link between school-family-community. For this investigation, it was chosen as methodological choice the qualitative approach and a descriptive analytical study. The sources for the treatment of the object were bibliographical, documentary and field research. From the bibliographic review on Educational Guidance (OE), we present the historical trajectory of this profession in Brazil, as well as some concepts and approaches of the main theoreticians on the subject, among them: H... (Complete abstract click electronic access below) / Mestre

This research study was in the field of adult education, focusing on the role of adult educators. Sixty four adult educators in the Australian Capital Territory, from a wide range of institutions took part in the study. The educational orientation of the adult educators, on an andragogical-pedagogical continuum, was measured by The Educational Orientation Questionnaire, (Hadley, 1974). This test was based on Knowles, theory of andragogy "the art and science of helping adults learn" and its corollary, pedagogy, "the art of teaching children" (Knowles, 1985). The E.O.Q. tested adult educators' attitudes in six areas of education to discover the extent to which educators were more andragogical or pedagogical in their orientation. Four personality dimensions of adult educators were measured by The Personal Style Inventory (Champagne and Hogan, 1979) - a test based on Jung's theory of psychological types. The data was analysed and four null hypotheses were tested. Two were rejected and two were accepted. The findings revealed that there was a statistically significant correlation at the .01 level of significance, showing a definite relationship between two of the dimensions, extraversion-introversion and sensing-intuition, and the educational orientation of adult educators: extraversion and intuition with a more andragogical orientation and introversion and sensing with a more pedagogical orientation. The interpretation of these findings raised numerous questions and issues on the role of adult educators as well as recommendations for further research on the correlation of other variables with the educational orientation of adult educators.

This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semi-structured group interview to a stratified random sample of student teachers at two of the colleges of education. The results showed that most teacher educators in colleges of education in Botswana had a pedagogical rather than an andragogical orientation. They predominantly use educator-centred rather student-centred teaching methods. / Educational Studies / M Ed. (Didactics)

This research investigated the educational orientation of teacher educators in colleges of education in Botswana whether pedagogic or andragogic, and how they influence their educational practice. The methods of investigation were, a literature study of belief systems, andragogy and pedagogy as well as the nature of educational orientation, a survey of the educational orientation of teacher educators in Botswana using a structured Educational Orientation Questionnaire (EOQ) adopted from Hadley (Quam, 1998) and a semi-structured group interview to a stratified random sample of student teachers at two of the colleges of education. The results showed that most teacher educators in colleges of education in Botswana had a pedagogical rather than an andragogical orientation. They predominantly use educator-centred rather student-centred teaching methods. / Educational Studies / M Ed. (Didactics)