Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed March 2, 2006. Dissertation Committee: Rodney P. Riegle (chair), Kenneth H. Strand, Albert T. Azinger, Mohamed A. Nur-Awaleh. Includes bibliographical references (leaves 86-94) and abstract. Also available in print.

M.Ed. / Trainers at engineering training centres mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. As the educational profession has no formal and compulsory induction into the profession, trainers are put directly into class and are expected to teach. Although these trainers have the required subject knowledge, they definitely lack the necessary didactical skills or methodology of education. Due to "swim-or-sink" attitude, trainers experience unique problems, placing them under tremendous pressure and stress. With this study, an attempt is made to establish guidelines for a workable programme, for the in-service training of the trainers. At present, technology develops rapidly and knowledge expands at a breath taking rate. Therefore the trainer must stay a lifelong learner. The constant change and renewal of training methods, skills and techniques can only be addressed by effective in-service training. The following aspects should figure prominently in any in-service training programme: staff development; induction; skills and techniques; coaching; staff and relations; the practice. In order to put into practice, a workable in-service training programme, the following operational programmes were studied: staff development; induction; mentoring; coaching. The purpose of in-service training is the improvement of the quality of training, the effective execution of administrative tasks and the continuous upgrading of knowledge of technological and educational development.

M.Ed. (Didactics Physical Science) / Lecturers at Technical Colleges mostly come from industry and consequently they seldom have experience of teaching or the necessary qualifications to teach. Due to working hours being taken up fully by teaching, structured in-service training programmes do not really exist. With this study an attempt is made to establish a workable programme for the in-service training of lecturers in Engineering Science. At present, technology develops rapidly and knowledge expands at a breath-taking rate. Therefore, the lecturer must become a lifelong learner. The constant change and renewal of teaching methods, skills and techniques can only be addressed by effective in-service training. In-service training is therefore indispensable. The following aspects should figure prominently in any in-service training programme: * Staff development * Establishing staff and other relations * Induction of the novice * Addressing renewal in education * Learning of new skills and techniques * Identification of students with learning deficiencies and the application of remedial teaching * Coping with reality shock. The set up in Technical Colleges is very complex as a result of the trimester system currently in use and the large turnover of students and lecturers recruited from industry.

Orientador: Marcelo Carvalho Minhoto Teixeira / Banca: Aparecida Augusto de Carvalho / Banca: Carlos Antonio Alves / Banca: José Roberto Castilho Piqueira / Banca: Amit Bhaya / Resumo: Esta pesquisa apresenta discussões sobre as competências para ensinar. O foco central da investigação é a formação docente de engenheiros e metodologias de ensino de engenharia. Parte-se dos dados coletados e observações realizadas junto a um programa de pós-graduação em Engenharia Elétrica, na qual se constatou que boa parte dos pós-graduandos estava inserida em instituições de ensino como professor. Com o intento de identificar a oferta de disciplinas no campo de formação didático-pedagógica, pesquisaram-se os programas de pós-graduação na área de Engenharia Elétrica, recomendados e reconhecidos pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior do Brasil (CAPES) com conceito maior ou igual a cinco na Avaliação Trienal 2007-2009. Foi realizada uma pesquisa eletrônica com o intento de descrever a percepção dos pós-graduandos e dos professores dos programas de pós-graduação na área de Engenharia Elétrica . Ofertou-se uma disciplina extracurricular Práticas Docentes com o intuito de contribuir para a formação didática-pedagógica dos pós-graduandos que estão na carreira docente ou que pretendem abraçá-la e também verificar a aceitação dessa formação. Ao ministrar o curso, percebeu-se que ocorreram discussões e reflexões valiosas sobre a docência. A aceitação dessa formação pode ser considerada positiva e a avaliação da disciplina foi determinante para entender que era uma necessidade dos cursistas. A análise dos dados mostrou que a maioria dos professores foi favorável à oferta de uma disciplina didático-pedagógica na pós-graduação e a maioria dos pós-graduandos demonstrou interesse em cursá-la. Essa análise permite afirmar que a formação pedagógica é uma necessidade e que os jovens engenheiros professores ou candidatos à docência têm interesse em entender como as pessoas aprendem. A análise do material coletado ... / Abstract: This thesis presents discussions on necessary skills for teaching. The focus of the investigation is training for engineering teaching and the associated methodology. The starting point of the research was data and observations collected during the study of a postgraduate program in Electrical Engineering, were a great number of students are in educational institutions as teachers. Aiming to identify the discipline supply in the didactic pedagogical formation field, it was researched the postgraduate programs in Electrical Engineering, recommended and recognized by the Coordination for Improvement of Higher Education Personnel in Brazil (CAPES) with concept greater than or equal to five in 2007-2009 Triennial Assessment. The perception of postgraduate students and postgraduate program professors in Electrical Engineering were carried out through an electronic survey. An extracurricular subject called Educational Practice was offered with the aim of contributing to the didactic-pedagogic training of postgraduates who are in the teaching profession or who intend to embrace it, and also to check the acceptance of such training. During the course, occurred discussions and valuable thoughts about teaching. Acceptance of this training can be considered positive and the course was crucial to understand the great importance of these activities for postgraduate students. The data analysis showed that the majority of teachers were in favor of offering a didactic-pedagogic subject in post graduation and most postgraduate students expressed interest in studying it. This analysis allows us to affirm that teacher training is a necessity and those young engineer teachers or teaching candidates have an interest in understanding how people learn. The analysis of the material collected at the University of Minho (UMINHO) showed the pedagogical dimension of training. Therefore, given these findings and based on the ... / Doutor

Made available in DSpace on 2014-11-10T11:09:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-03-10Bitstream added on 2014-11-10T11:58:00Z : No. of bitstreams: 1 000794293.pdf: 1844156 bytes, checksum: 65196b473e35ab70cf392c29c5ed14d3 (MD5) / Esta pesquisa apresenta discussões sobre as competências para ensinar. O foco central da investigação é a formação docente de engenheiros e metodologias de ensino de engenharia. Parte-se dos dados coletados e observações realizadas junto a um programa de pós-graduação em Engenharia Elétrica, na qual se constatou que boa parte dos pós-graduandos estava inserida em instituições de ensino como professor. Com o intento de identificar a oferta de disciplinas no campo de formação didático-pedagógica, pesquisaram-se os programas de pós-graduação na área de Engenharia Elétrica, recomendados e reconhecidos pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior do Brasil (CAPES) com conceito maior ou igual a cinco na Avaliação Trienal 2007-2009. Foi realizada uma pesquisa eletrônica com o intento de descrever a percepção dos pós-graduandos e dos professores dos programas de pós-graduação na área de Engenharia Elétrica . Ofertou-se uma disciplina extracurricular Práticas Docentes com o intuito de contribuir para a formação didática-pedagógica dos pós-graduandos que estão na carreira docente ou que pretendem abraçá-la e também verificar a aceitação dessa formação. Ao ministrar o curso, percebeu-se que ocorreram discussões e reflexões valiosas sobre a docência. A aceitação dessa formação pode ser considerada positiva e a avaliação da disciplina foi determinante para entender que era uma necessidade dos cursistas. A análise dos dados mostrou que a maioria dos professores foi favorável à oferta de uma disciplina didático-pedagógica na pós-graduação e a maioria dos pós-graduandos demonstrou interesse em cursá-la. Essa análise permite afirmar que a formação pedagógica é uma necessidade e que os jovens engenheiros professores ou candidatos à docência têm interesse em entender como as pessoas aprendem. A análise do material coletado ... / This thesis presents discussions on necessary skills for teaching. The focus of the investigation is training for engineering teaching and the associated methodology. The starting point of the research was data and observations collected during the study of a postgraduate program in Electrical Engineering, were a great number of students are in educational institutions as teachers. Aiming to identify the discipline supply in the didactic pedagogical formation field, it was researched the postgraduate programs in Electrical Engineering, recommended and recognized by the Coordination for Improvement of Higher Education Personnel in Brazil (CAPES) with concept greater than or equal to five in 2007-2009 Triennial Assessment. The perception of postgraduate students and postgraduate program professors in Electrical Engineering were carried out through an electronic survey. An extracurricular subject called Educational Practice was offered with the aim of contributing to the didactic-pedagogic training of postgraduates who are in the teaching profession or who intend to embrace it, and also to check the acceptance of such training. During the course, occurred discussions and valuable thoughts about teaching. Acceptance of this training can be considered positive and the course was crucial to understand the great importance of these activities for postgraduate students. The data analysis showed that the majority of teachers were in favor of offering a didactic-pedagogic subject in post graduation and most postgraduate students expressed interest in studying it. This analysis allows us to affirm that teacher training is a necessity and those young engineer teachers or teaching candidates have an interest in understanding how people learn. The analysis of the material collected at the University of Minho (UMINHO) showed the pedagogical dimension of training. Therefore, given these findings and based on the ...