FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / The study is part of the theoretical effort to contribute to the understanding of the field of teacher education. Prioritize goals and analyze the formation in pedagogy courses, their curriculum and pedagogical influences on the students, who already hold a teaching function, during that course, see how is the teacher-student relationship, the organization of work in the classroom, identify the learning and assessment procedures resulting from the initial training. As a working hypothesis that the teacher is influenced by scientific knowledge, leading to profound changes in the making and thinking in their teaching, as in the way of organizing teaching. Considering also that the teaching knowledge, the experience is incorporated in a concrete reality, coupled with the knowledge developed forwarded to it during its formation. The analysis allowed us to compare theory and practice, because this is a qualitative research, with voluntary participation of the actors interviewed. It is pointed out in conclusion, that training in the pedagogy of student teachers is considered by them as important to rethink their practice, influencing and playing from the apprehension and understanding of theories and concepts for teachers to training. Thus we understand that it is for teachers training courses a great responsibility for building a curriculum that goes beyond a curriculum organized by disciplines separate and watertight, but rather an interdisciplinary and integrated into a social practice conscious and critical educational / O estudo à parte do esforÃo teÃrico em contribuir com a compreensÃo do campo da formaÃÃo do professor. Prioriza como objetivos analisar a formaÃÃo no Curso de Pedagogia, seu currÃculo e a influÃncias na prÃtica pedagÃgica dos alunos, que jà exercem a funÃÃo docente, durante o referido curso, perceber como se dà a relaÃÃo professor-aluno, a organizaÃÃo do trabalho em sala, identificar os procedimentos avaliativos e de aprendizagem resultante da formaÃÃo inicial. Como hipÃtese inicial, acredita-se que o professor sofre influÃncia dos saberes cientÃficos, provocando mudanÃas profundas no seu fazer e pensar, de sua prÃtica pedagÃgica, como na forma de organizar o trabalho docente. Considerando tambÃm que o saber docente, representa a experiÃncia constituÃda em uma realidade concreta, somada aos conhecimentos elaborados que lhe foram transmitidos durante a sua formaÃÃo. A anÃlise permitiu confrontar teoria e prÃtica, pelo fato de tratar-se de uma pesquisa qualitativa, com participaÃÃo de adesÃo voluntÃria dos atores pesquisados. Aponta-se como conclusÃo, que a formaÃÃo em pedagogia dos alunos-professores à considerada por estes, como importantes para repensar sua prÃtica, influenciando e reproduzindo a partir da apreensÃo e compreensÃo das teorias e concepÃÃes trabalhadas pelos professores na formaÃÃo. Dessa forma entendemos que cabe aos professores dos cursos de formaÃÃo uma grande responsabilidade pela construÃÃo de um currÃculo que và alÃm de uma matriz curricular organizado por disciplinas separadas e estanques, mas sim, uma perspectiva interdisciplinar e integrada, para uma prÃtica social educativa consciente e crÃtica.

In 1957, The University of British Columbia launched Canada's first degree-granting program in adult education. It subsequently grew to be one of the largest departments in the Faculty of Education, and recognized internationally for its work. As it grew, however, the program lost its initial administrative privilege. This study asks why UBC had the honour of this Canadian "first," and how the program flowed and ebbed. It shows the relations between the department's administrative and intellectual activities, and how the program fit British Columbia's social development more generally. The study concludes that the successes were largely opportunistic, as the program profited from the changing face of higher education more generally and privileges secured under an early administrative regime. The program's failure was that it did not create a stable identity independent of these opportunities: it failed to gain recognition from academic outsiders as the home of distinct adult education research and knowledge, and it failed to become the gatekeeper of a controlled profession. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This thesis explores the early twentieth century beginnings of the Faculty of Education at the University of British Columbia, when that university first accepted responsibility for the education of secondary teachers. The university's participation came in successive stages, beginning with summer school sessions, moving to a shared training responsibility for high school teachers with the Normal School, and eventually to total responsibility for the training of high school teachers. In addition to documenting the steps by which high school teacher training became established as a program of university studies, this study analyzes the academic, social and political forces that combined to create a perceived need for, and then to legitimize, the creation of a new university department. The University of British Columbia's acceptance of responsibility for this training was a culmination of a complex social interaction of three groups (including the state, the teachers, and university administrators and faculty) all of whose values were shaped by the newly dominant ideology of professionalism. Accordingly, fundamental assumptions about "appropriate" training for teachers were embedded in a social milieu where professionalization, bureaucratization, and gender issues were compelling forces. The perceived centrality of professionals in a increasingly technocratic society led to pressure being exerted from a number of quarters in British Columbia for the institutionalization of high school teacher training in an appropriately scientific arena - the university. This study focuses on the theoretical principles underlying the dialectic of ideological determinism and human agency, as well as the historical evidence of the way that one such ideology (professionalism) shaped the transition of social policy (high school teacher training). The study concludes by utilizing contemporary theoretical perspectives to discuss the premises which inform not only the ideology of professionalism but also any metanarrative which purports to identify the true way for training teachers and by expressing hope that, as the type of knowledge associated with social power shifts, those who establish any new framework for teacher education will not repeat the mistakes of the past. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

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University of Macau / Faculty of Education

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / In this study, we selected the College of Education (Faculdade de Educação) (FACED) from Federal University of Sergipe (Universidade Federal de Sergipe) (UFS) as an object of analysis, which represents the first FACED created in the state. The study was limited in time between 1967 and 1971, once these are the years that marked the creation of the College and the graduation of the first class of the Faculty of Education. In the case of a historical research work, the institution has been analyzed by methodological procedures involving documentary analysis and bibliographic review, both anchored in the assumptions of the New Cultural History. The Oral History supports semi-structured interviews and statements from former teachers, former employees and former students of the institution. After the initial analysis, the research reveals that the Faculty of Education of Federal University of Sergipe, legally established in 1967, was only installed in 1968 through the breakup of the Catholic Faculty of Philosophy of Sergipe. The creation and association of the FACED to the cited University was a requirement of the Federal Council of Education, by the reporter of the creation of the UFS, Newton Sucupira. / Neste estudo, foi selecionado como objeto de análise a Faculdade de Educação (FACED) da Universidade Federal de Sergipe (UFS), a qual representa à primeira FACED criada no Estado. O trabalho foi delimitado temporalmente entre 1967 e 1971, por serem estes os anos que marcaram a criação da Faculdade e a colação de grau da primeira turma do curso de Pedagogia. Em se tratando de um trabalho de pesquisa histórica, a instituição foi analisada mediante procedimentos metodológicos envolvendo a análise documental e a análise bibliográfica, ambas ancoradas nos pressupostos da Nova História Cultural. A História Oral ofereceu suporte a entrevistas semi-estruturadas e depoimentos de ex-professores, ex-funcionários e ex-alunos da instituição. Diante da análise, a pesquisa revelou que a Faculdade de Educação da Universidade Federal de Sergipe, criada legalmente em 1967, só foi instalada em 1968 através do desmembramento da Faculdade Católica de Filosofia de Sergipe. A criação e a integração da FACED à Universidade citada foi uma exigência do Conselho Federal de Educação, através do relator do processo de criação da UFS, Newton Sucupira.

The aim of diploma thesis Teachers personality in the 21st century is to point out the importance of the human spiritual dimension, as well as the importance of personality development of every teacher. The thesis is trying to disclose which of the challenges are teachers facing nowadays and how the students and pupils themselves are affected by their lecturers. The paper describes the transformation of the teacher's role in present-day society. Two different approaches in teachers training are presented and compared - classical higher education and Waldorf education. The theoretical part of the thesis deals with the definition of the personality concept regarding a psychological point of view, as well as the definition of teacher education paradigm transformation relating to key competences and professional teachers standards. One section of the text is describing the basic principles of Waldorf pedagogy. The empirical part consists of an analysis of two different teacher education approaches, obtained through interviews with representatives of the Faculty of Education of Charles University in Prague and Freie Hochschule in Stuttgart. The benefit of this thesis is to bring the description of the educational model, which emphasises on a artistic process in the future teachers education, into the...

University of Macau / Faculty of Education

University of Macau / Faculty of Education