The purpose of this study was to examine the nature of collaboration among members of a first grade team as they participated in a state mandated reading initiative. The second purpose was to examine how top-down mandates of state reading initiatives and collaboration among team members translated into “secret stories” of classroom instruction for the three focus teachers. The study also considered my role as the campus reading coach, as I attempted to facilitate the translation of the reading initiative to meet the diverse needs of the team members, while navigating issues of power among the campus administration and the first grade team. Qualitative research methods were used to document and describe (a) the interactions and collaboration of the first grade team during grade level reading meetings; (b) the formation of micro-groups due to power issues; (c) literacy practices of the three focus teachers and; (d) the secret stories of members of the first grade team as they navigated the troubled landscape of the second year of the reading initiative. The first grade meetings were observed and documented for five months, as teachers completed the reading initiative modules and attempted to translate those practices in order to complement their existing classroom practices. Each of the three focus first grade teachers was interviewed and recorded during classroom instruction. Interviews with students were also conducted in order to gain the perspective of literacy practices from a child’s point of view. Data for the study included field notes from observations, student and teacher interviews, digital images of student work and classroom texts, and digital video and audio recordings of interviews and classroom instruction. The findings of the study indicate that teachers translated staff development practices in accordance with their existing beliefs and tended to gravitate toward and collaborate with those who shared common pedagogical beliefs. The role of the reading coach was best served when the coaching protocols were transparent to all team members. The study revealed the inevitability of conflict in an atmosphere of collaboration as well as the notion that teachers are the true curriculum makers regardless of the initiative. / text

O presente estudo, de natureza qualitativa, foi desenvolvido entre 2012 e 2013, com professoras das séries iniciais do Ensino Fundamental, de uma escola da rede estadual de ensino de São Paulo. Adotando como referência o ponto de vista das professoras, buscou-se discutir o papel, em sua prática de ensino da Matemática, das concepções e do modo de ensinar sugeridos pelos programas curriculares oficiais, e dos saberes e concepções decorrentes de sua própria história, englobando sua formação inicial e sua experiência docente; discutiu-se, também, o papel da formação continuada, que recebem na instituição em que lecionam, cujo propósito principal é prepará-las para lidar com as orientações oficiais para o ensino de Matemática. O desenvolvimento da pesquisa teve como referência estudos como os de Fiorentini (1995, 2003), Abreu (1995, 2000), Curi (2005), Garcia Blanco (2003), Ponte (1992, 1999, 2012), Nacarato, Mengali e Passos (2009), Canavarro (2003), Tardif (2010, 2012), Nóvoa (2012), Chacon (2003) e Sacristán (1998), dentre outros, e a utilização de questionários, entrevistas e aplicação de um caso de ensino. Esses instrumentos de coleta de dados tiveram como objetivo captar as concepções e ideias dos sujeitos sobre a Matemática e seu ensino, sobre sua formação inicial e continuada, os saberes que priorizam e que lançam mão para sua tarefa letiva, e sobre o modo como articulam as propostas e concepções dos programas curriculares oficiais nesse contexto. Os resultados revelaram algumas incoerências entre o discurso das professoras e a prática letiva proposta pelos documentos oficiais, ou seja, ao planejar e refletir sobre sua tarefa educativa, as professoras trouxeram, com muita ênfase, concepções provenientes de diversas fontes - seu modo de ser, fazer e de entender a Matemática, - independentemente das orientações curriculares oficiais que recebem. Os dados também tornaram evidente a fragilidade da formação continuada oferecida na escola, no sentido de ajudar as professoras a refletir e tomar consciência de suas próprias concepções, das concepções presentes nos documentos oficiais e de estabelecer uma relação comparativa entre ambas, a fim de que pudessem transformar e criar situações didáticas coerentes com a abordagem proposta pelas orientações oficiais para o ensino de Matemática. / The present qualitative research was carried out between 2012 and 2013 with teachers who have worked at the first grades of Elementary School at a public school in São Paulo. Having as a reference the teachers\' viewpoints on their own practices concerning the teaching of Mathematics, the study aimed at discussing the value and the role of the concepts as well as the teaching procedures that are suggested in the official educational guides and the knowledge and the concepts which originate from their own history, including their initial education and experiences as teachers. It also aimed at discussing the role of the continuing education teachers are offered in the places where they work, which has as its main objective to prepare them to deal with the official orientations. The development of this research had the studies of Fiorentini (1995, 2003), Abreu (1995, 2000), Curi (2005), Garcia Blanco (2003), Ponte (1992, 1999, 2012), Nacarato, Mengali & Passos (2009), Canavarro (2003), Tardif (2010, 2012), Nóvoa (2012), Chacon (2003) and Sacristán (1998), among others, as its theoretical support, and the use of questionnaires and interviews as well as the application of a teaching case. Those tools for data collection were used as a means to gather the subjects\' concepts and ideas about Mathematics and its teaching, about their initial and continuing education, the knowledge that they favor, which one they put into practice, and the way they articulate the proposals and concepts of the official syllabus guides in that context. The results revealed some inconsistencies between teachers\' discourses and the teaching practices suggested in the guides, i.e. while planning and reflecting upon their pedagogical task, teachers emphatically presented concepts which originated from different sources - their way of being, doing, and understanding Mathematics -, independently of the official syllabus orientation they have received. The data also made it evident the fragility in the continuing education offered by the school as an attempt to help teachers reflect upon and raise awareness of their own concepts and of the concepts presented in the guides as well as to establish a comparative relationship between them so that they could transform and create educational moments which are coherent to the official orientations for the teaching of Mathematics.

O presente estudo, de natureza qualitativa, foi desenvolvido entre 2012 e 2013, com professoras das séries iniciais do Ensino Fundamental, de uma escola da rede estadual de ensino de São Paulo. Adotando como referência o ponto de vista das professoras, buscou-se discutir o papel, em sua prática de ensino da Matemática, das concepções e do modo de ensinar sugeridos pelos programas curriculares oficiais, e dos saberes e concepções decorrentes de sua própria história, englobando sua formação inicial e sua experiência docente; discutiu-se, também, o papel da formação continuada, que recebem na instituição em que lecionam, cujo propósito principal é prepará-las para lidar com as orientações oficiais para o ensino de Matemática. O desenvolvimento da pesquisa teve como referência estudos como os de Fiorentini (1995, 2003), Abreu (1995, 2000), Curi (2005), Garcia Blanco (2003), Ponte (1992, 1999, 2012), Nacarato, Mengali e Passos (2009), Canavarro (2003), Tardif (2010, 2012), Nóvoa (2012), Chacon (2003) e Sacristán (1998), dentre outros, e a utilização de questionários, entrevistas e aplicação de um caso de ensino. Esses instrumentos de coleta de dados tiveram como objetivo captar as concepções e ideias dos sujeitos sobre a Matemática e seu ensino, sobre sua formação inicial e continuada, os saberes que priorizam e que lançam mão para sua tarefa letiva, e sobre o modo como articulam as propostas e concepções dos programas curriculares oficiais nesse contexto. Os resultados revelaram algumas incoerências entre o discurso das professoras e a prática letiva proposta pelos documentos oficiais, ou seja, ao planejar e refletir sobre sua tarefa educativa, as professoras trouxeram, com muita ênfase, concepções provenientes de diversas fontes - seu modo de ser, fazer e de entender a Matemática, - independentemente das orientações curriculares oficiais que recebem. Os dados também tornaram evidente a fragilidade da formação continuada oferecida na escola, no sentido de ajudar as professoras a refletir e tomar consciência de suas próprias concepções, das concepções presentes nos documentos oficiais e de estabelecer uma relação comparativa entre ambas, a fim de que pudessem transformar e criar situações didáticas coerentes com a abordagem proposta pelas orientações oficiais para o ensino de Matemática. / The present qualitative research was carried out between 2012 and 2013 with teachers who have worked at the first grades of Elementary School at a public school in São Paulo. Having as a reference the teachers\' viewpoints on their own practices concerning the teaching of Mathematics, the study aimed at discussing the value and the role of the concepts as well as the teaching procedures that are suggested in the official educational guides and the knowledge and the concepts which originate from their own history, including their initial education and experiences as teachers. It also aimed at discussing the role of the continuing education teachers are offered in the places where they work, which has as its main objective to prepare them to deal with the official orientations. The development of this research had the studies of Fiorentini (1995, 2003), Abreu (1995, 2000), Curi (2005), Garcia Blanco (2003), Ponte (1992, 1999, 2012), Nacarato, Mengali & Passos (2009), Canavarro (2003), Tardif (2010, 2012), Nóvoa (2012), Chacon (2003) and Sacristán (1998), among others, as its theoretical support, and the use of questionnaires and interviews as well as the application of a teaching case. Those tools for data collection were used as a means to gather the subjects\' concepts and ideas about Mathematics and its teaching, about their initial and continuing education, the knowledge that they favor, which one they put into practice, and the way they articulate the proposals and concepts of the official syllabus guides in that context. The results revealed some inconsistencies between teachers\' discourses and the teaching practices suggested in the guides, i.e. while planning and reflecting upon their pedagogical task, teachers emphatically presented concepts which originated from different sources - their way of being, doing, and understanding Mathematics -, independently of the official syllabus orientation they have received. The data also made it evident the fragility in the continuing education offered by the school as an attempt to help teachers reflect upon and raise awareness of their own concepts and of the concepts presented in the guides as well as to establish a comparative relationship between them so that they could transform and create educational moments which are coherent to the official orientations for the teaching of Mathematics.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-02-07T11:04:16Z No. of bitstreams: 1 Caroline Arantes Magalhães.pdf: 2119746 bytes, checksum: 29ce059f5b99f38bf5b6f430a2e45aff (MD5) / Made available in DSpace on 2018-02-07T11:04:16Z (GMT). No. of bitstreams: 1 Caroline Arantes Magalhães.pdf: 2119746 bytes, checksum: 29ce059f5b99f38bf5b6f430a2e45aff (MD5) Previous issue date: 2018-01-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Grounded on the mapping of research production on supervised internship in teacher education, especially for the formation of Biology teachers, and on the reality of recent political actions regarding internship for which the legislation points to the increased value of practice in professional formation, actions of basic school teachers have been noticed to be an object of study which enables researchers to learn the characteristics of these basic education professionals and should help Biological Sciences teachers-to-be to get into the school reality. Thus, the present research aims to discuss the actions of these co-teacher educators and investigate how they perceive their role as educators and in which conditions their practice is developed. This study is grounded on Pierre Bourdieu’s concept of habitus and on the sociological concepts of experience and logic of actions proposed by François Dubet to understand different dispositions acquired by the teachers. The central hypothesis of this work focuses on understanding the possibility teachers have to report and analyze their experiences in the profession involving life at school and, by doing so, identify the characteristics of their relationship with internees as well as the real contribution of supervised internship to prepare new Biology teachers to start the career. Four major axes of analysis were used to examine the information gathered in the field (choice and entry into the profession, education and action contexts, and self-perception). Patterns were found in the statements, in the expressed forms of thought and in the behaviors of the participants, teachers who acted as supervisors. Many influential factors and a great complexity in their articulation were found in their actions. Relationships among the choice to take up an undergraduate course in Teaching of Biological Sciences, the beginning of experiencing supervised internship, learning the profession, professional trajectories, current positions in the labor market, pedagogical actions and their personal and professional experiences are connected and configure the way each one perceives his work and how they perceive themselves in relation to their internees’ education. It was found that the participants of this research could not recognize themselves as teacher educators, nor did they develop autonomy of thought in relation to the possibility they have, and the condition that the supervisory role gives them to report and analyze their professional experiences in order to contribute socially to the formation of less unprepared Biology teachers / A partir do mapeamento da produção de pesquisa sobre estágio supervisionado na formação docente, especialmente na formação de professores de Biologia, e considerando a realidade das ações políticas recentes sobre os estágios em que a legislação aponta para uma valorização cada vez maior da prática na formação profissional, percebe-se que a constituição das ações dos professores regentes da escola básica como objeto de estudo é um meio de conhecer as características deste profissional da educação básica, que deveria auxiliar a inserção dos seis licenciandos em Ciências Biológicas na realidade escolar. O presente estudo problematiza as ações dos quatro professores coformadores, investigando como percebem seu papel formador e em que condições desenvolvem seu trabalho. Diante disso, a opção teórica foi dirigida aos conceitos de habitus proposto por Pierre Bourdieu para compreensão de diferentes disposições adquiridas a serem detectadas junto aos professores, aliado aos conceitos de sociologia da experiência e lógicas de ação propostos por François Dubet. A hipótese central está na detecção da possibilidade que os professores têm de relatar e analisar suas experiências vividas na profissão envolvendo a vida das escolas e, por tal canal, permitir que se identifiquem as características das relações com os estagiários e a real contribuição que essa atividade pode oferecer na formação de novos professores de Biologia mais preparados para o ingresso na profissão. Quatro grandes eixos de análise (de escolha e ingresso na profissão, de contextos formativos, de ações pedagógicas e auto percepção) perscrutaram as informações coletadas em campo. Foram encontrados padrões nos depoimentos, nas formas de pensamento expressos e nos comportamentos dos professores supervisores. Foram encontrados múltiplos fatores influentes em suas ações bem como uma grande complexidade na articulação dos mesmos. As relações entre a escolha pela Licenciatura em Ciências Biológicas, o início das vivências nos estágios, o aprendizado da profissão, as trajetórias profissionais, as colocações atuais no mercado de trabalho, as ações de natureza pedagógica, suas experiências pessoais e profissionais, estão conectadas entre si e configuram a maneira como cada um percebe seu trabalho e como se percebem diante da formação de seus estagiários. Constatou-se que os sujeitos participantes desta investigação não conseguem se reconhecer como formadores, tampouco desenvolveram autonomia de pensamento em relação à possibilidade que eles têm, e a condição que o papel de supervisão lhes dá para que relatem e analisem suas experiências profissionais a fim de contribuir socialmente com a formação de professores de Biologia menos despreparados

The year 2002 saw the amendment of section 5(4) of the South African Schools Act no 84 of 1996. The amended Act now allows children of five years or younger to enter school. The entry of five year olds and younger into the school system left the researcher with the question: when is a child emotionally ready for school? The test and mediums currently used to determine school readiness do not place emphasis on the emotional aspects, although this plays an integral part in the child’s scholastic success. This scientific investigation was to determine the emotional development of children between the ages of four and seven years. The aim of this study was to determine which emotional aspects a child should have to be emotionally ready for school. These findings were discussed and information gathered through semi-structured interviews with grade 1 teachers. The teachers were a good source of practical and personal experience and observations on children who enter school. The information gathered from the literature study and interviews formed the basis for developing an emotional school readiness checklist and related programme that can be used to determine the emotional school readiness of a child entering grade 1. The emotional school readiness checklist and related programme that was designed was not in question, rather the aspects deemed necessary for a child to be emotionally ready for school and how therapy could be developed based on these aspects. Thus the inventory was not tested on a child, but was implemented in a case study to illustrate a therapeutic plan that could be designed based on the emotional school readiness checklist. / Dissertation (MA (Counselling Psychology))--University of Pretoria, 2006. / Psychology / unrestricted