Doctor of Philosophy / Curriculum and Instruction / Margaret G. Shroyer / The goal of this research study was to identify the factors that influence community college students’ educational attainment as future teachers. In this naturalistic case study, three forms of data collection were used to answer the research question: 1) documents and reports; 2) student surveys; and 3) student interviews. The case for this study was the teacher preparation program at a mid-sized community college, Butler Community College (Butler), in El Dorado, Kansas. The population of the study included 83 elementary education majors enrolled in the teacher preparation program at the community college. Document and report analysis provided a detailed description of the teacher preparation program at Butler Community College, to include Butler’s role in teacher education. Survey analysis provided a demographic profile of the research population, as well as the barrier and support factors that influenced the educational attainment of these elementary education students. Interviews were conducted with a select group from the population (22 students) who had completed all of the education courses at Butler Community College and were ready to transfer to a four-year teacher education program. Interview analysis provided a detailed demographic profile of participants, as well as a more detailed description of the specific barriers and supports elementary education students experienced while attending Butler. The barriers and support factors were categorized as: 1) institutional barriers or supports; 2) instructional barriers or supports; and 3) personal barriers or supports. The greatest barriers students experienced were personal barriers, such as time management and financial issues. The major institutional barrier was lack of staff support, primarily advising support. Instructional barriers, such as the irrelevance of general education curriculum or problems with a specific course curriculum, were only minor barriers for students. The greatest overall support students experienced at the community college was in the form of instructional support, both faculty support and practical education coursework with accompanying field experiences. The major institutional support was staff support, namely, advising. Family support was cited as the major personal support.

A study of pre-service primary school teachers in Singapore and the United States revealed superior performance by the Singaporeans on proportional reasoning problems. Analysis of solutions showed the Singapore future teachers were more likely to use unitary and benchmark approaches than were their American counterparts. Conclusions include suggestions for programs intended to improve the performance of prospective elementary school teachers on proportional reasoning problems.

Submitted by VICTOR HUGO DE OLIVEIRA HENRIQUE null (hugo31_oh@hotmail.com) on 2018-02-16T19:50:44Z No. of bitstreams: 1 texto pós-defesa corrigido.pdf: 929818 bytes, checksum: cb5514a4c17a79a03bb5febe5f9a92f3 (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-02-19T16:37:53Z (GMT) No. of bitstreams: 1 henrique_vho_me_rcla.pdf: 879677 bytes, checksum: 264188569072e6e5537455ee85a88be9 (MD5) / Made available in DSpace on 2018-02-19T16:37:53Z (GMT). No. of bitstreams: 1 henrique_vho_me_rcla.pdf: 879677 bytes, checksum: 264188569072e6e5537455ee85a88be9 (MD5) Previous issue date: 2017-11-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este trabalho tem como objetivo investigar as compreensões sobre a temática ambiental e suas articulações com o processo educativo em licenciandos do último semestre de um curso de licenciatura em ciências biológicas de uma universidade pública federal. Foi realizada uma pesquisa de caráter qualitativo e os dados foram coletados por meio de observações das atividades de regência, questionários e entrevistas semiestruturadas. A análise baseou-se na análise de conteúdo e consistiu nas seguintes etapas 1) pré-análise, 2) exploração do material, 3) categorização, 4) tratamento dos resultados e por fim 5) análise. Dentre os 20 licenciandos, uma minoria relatou dificuldades no exercício da regência nas escolas de ensino médio, sendo a falta de experiência um fator relatado para justificar as dificuldades. A maioria também acredita que os problemas ambientais são relevantes para a sociedade atual e apontam a poluição como principal problema. As análises também apontam para o crescimento urbano como a principal causa dos problemas ambientais e as mudanças climáticas como a principal consequência e apresentam a educação como a melhor forma de mitigação para a problemática ambiental segundo os licenciandos. Em relação as compreeensões sobre a temática ambiental apresentada pelos futuros professores, a concepção ecológica foi a que mais apresentou unidades de registro, seguida pela concepção crítica, utilitarista e por fim a naturalista. É percebido ainda pelos licenciandos uma concepção baseada em princípios biológicos acera da temática ambiental. Esperamos que com os conhecimentos construídos por meio dessa pesquisa possa contribuir na discussão sobre a formação inicial de professores de biologia e trazer reflexões sobre a educação ambiental concebida nas escolas por meio dos professores de biologia. / This paper aims to investigate the conceptions about the environmental theme and its articulations with the educational process in undergraduate students of the last semester of a licentiate course in biological sciences of a federal public university. A qualitative research was conducted and the data were collected through observations of the regency activities, questionnaires and semi-structured interviews. The analysis was based on content analysis and consisted of the following steps: 1) pre-analysis, 2) exploration of the material, 3) categorization, 4) treatment of results and finally 5) analysis. Among the 20 graduates, a minority reported difficulties in the exercise of regency in high schools, with lack of experience being a factor reported to justify the difficulties. Most also believe that environmental problems are relevant to today's society and point to pollution as the main problem. The analyzes also point to urban growth as the main cause of environmental problems and climate change as the main consequence and present education as the best way to mitigate environmental problems according to the graduates. In relation to the conceptions about the environmental theme presented by the future teachers, the ecological conception was the one that presented more units of registration, followed by the critical, utilitarian and finally the naturalistic conception. It is also perceived by the licenciandos a concept based on biological principles on the environmental theme. We hope that with the knowledge built through this research can contribute to the discussion about the initial training of biology teachers and bring reflections on environmental education conceived in schools through biology teachers.

Σκοπός της παρούσας έρευνας ήταν να μελετηθεί η ετοιμότητα μελλοντικών δασκάλων να ανταποκριθούν κατάλληλα και αποτελεσματικά στις απαιτήσεις μιας συμμετοχικής τάξης όπου μαθητές με ειδικές ανάγκες εκπαιδεύονται παράλληλα με μαθητές χωρίς ειδικές ανάγκες στο πλαίσιο της συμμετοχικής εκπαίδευσης. Τα ερωτήματα που τέθηκαν ήταν: (α) πώς διαμορφώνονται οι στάσεις, τα συναισθήματα και οι ανησυχίες των μελλοντικών δασκάλων για τη συμμετοχική εκπαίδευση των παιδιών με ειδικές ανάγκες; (β) πώς αποτιμούν οι μελλοντικοί δάσκαλοι το βαθμό της αποτελεσματικότητάς τους στη συμμετοχική πρακτική; Το δείγμα της μελέτης μας αποτέλεσαν 148 μελλοντικοί δάσκαλοι από δύο προγράμματα προετοιμασίας δασκάλων σε δύο χώρες της Ευρωπαϊκής Ένωσης: του Παιδαγωγικού Δημοτικής Εκπαίδευσης του Πανεπιστημίου Πατρών της Ελλάδας και του Τμήματος Πρωτοβάθμιας Εκπαίδευσης του Πανεπιστημίου Palacký της Τσεχίας. Η αποτίμηση της ετοιμότητας των μελλοντικών εκπαιδευτικών μετρήθηκε με τις κλίμακες SACIE-R και ΤΕΙΡ των Forlin, Earle, Loreman & Sharma (2011, 2012) οι οποίες μεταφράστηκαν και χρησιμοποιήθηκαν κατάλληλα για τις ανάγκες της διερεύνησής μας. Τα αποτελέσματα έδειξαν ότι υπάρχουν σημαντικές διαφορές μεταξύ των δύο χωρών. Δευτερευόντως, δείχθηκε πως διαφορετικά δημογραφικά χαρακτηριστικά των συμμετεχόντων του δείγματος (όπως: (α) η επαφή με άτομα με ειδικές ανάγκες, (β) η σχετική κατάρτιση στην ειδική αγωγή, (γ) η πρακτική διδασκαλία παιδιών με ΕΑ στη διάρκεια των σπουδών και (δ) ο χρόνος και η διάρκεια της φοίτησης στο πρόγραμμα) επηρεάζουν τις επιδόσεις των εκπαιδευτικών τόσο στη διαμόρφωση των στάσεων, των συναισθημάτων και των ανησυχιών τους για τη συμμετοχική εκπαίδευση όσο και στην αποτίμηση της αποτελεσματικότητας τους για συμμετοχική πρακτική. Τα αποτελέσματα της συγκεκριμένης έρευνας μπορεί να αποτελέσουν σημαντική ευκαιρία για ευρύτερη περαιτέρω επισκόπηση και αξιολόγηση των προγραμμάτων προετοιμασίας δασκάλων για τη συμμετοχική εκπαίδευση στις δύο χώρες. / The purpose of the preset study was the examination of the preparedness of future teachers to work in an appropriate way and effectively in an inclusive classroom where students with special needs are educated with students without special needs in the context of inclusion. Our questions were: (a) what are the attitudes, the sentiments and concerns of future teachers about inclusive education of students with special needs? (b) In which degree do future teachers consider they are prepared and effective at the implementation of inclusive practices? Our participants in the study were 148 future teachers from two departments of education in two countries of European Union: the Department of Primary Education at University of Patras (Greece) and the Department of Primary Education at Palacký University of Olomouc (Czech Republic). We used scales SACIE-R and TEIP (that were developed by Forlin, Earle, Loreman & Sharma, (2011, 2012)) to measure the readiness of future teachers. We translated and modified the scales for the necessities of our study. Results indicated that there are important differences between two countries. Secondly, it was approved that different demographic variables (like: (a) interactions with people with special needs, (b) training and knowledge in special education, (c) practice of teaching students with special needs during the program and (d) study period) impact on the performance of our future teachers in the variables of SACIE-R and TEIP scales. Implications of the study may be a good chance of further review and evaluation of programs that prepare teachers for inclusive education in both countries.

A study of pre-service primary school teachers in Singapore and the United States revealed superior performance by the Singaporeans on proportional reasoning problems. Analysis of solutions showed the Singapore future teachers were more likely to use unitary and benchmark approaches than were their American counterparts. Conclusions include suggestions for programs intended to improve the performance of prospective elementary school teachers on proportional reasoning problems.

L’objet de notre recherche est d’étudier la dynamique subjective du parcours universitaire des enseignants en vue de la construction d’une identité professionnelle et de leur préparation à l’enseignement. Nous analysons les expériences, les représentations et les méthodes de travail des futurs professeurs de l’enseignement secondaire en milieu universitaire ainsi que la transition de l’expérience universitaire à la formation. Notre enquête porte sur un échantillon de 170étudiants (et professeurs stagiaires) préparant les concours de recrutement (CAPES, CAPEPS, Agrégation), futurs enseignants du second degré dans trois disciplines : Lettres, EPS et Sciences physiques. Nous avons utilisé pour le recueil des données un questionnaire qui nous a permis de collecter les données nécessaires (données quantitatives)puis nous avons conduit 35 entretiens complémentaires afin de collecter des données qualitatives. Nous dégageons ainsi sur la base des résultats obtenus les particularités de leurs représentations par rapport à leur discipline d’appartenance.Nous nous intéressons plus spécifiquement aux méthodes de travail des futurs enseignants selon certains concepts pédagogiques (l’efficacité des enseignants, l’évaluation des élèves, le comportement en classe et dans différents contextes, la préparation des cours, les connaissances relatives aux disciplines, les compétences pédagogiques). Il es tégalement intéressant d’examiner la question du choix du métier des enseignants candidats ainsi que d’étudier la position culturelle des nouveaux enseignants entre la culture académique-scolaire et la culture des jeunes. En outre,nous envisageons les modalités actuelles de la professionnalisation et des nouvelles contraintes du métier ainsi que les stratégies possibles en vue de la construction d’une culture professionnelle commune des enseignants du secondaire / The aim of our research is to study the subjective dynamics of teachers during their course of university study in an effort to build a professional identity and prepare themselves for teaching. We analyse the university experiences, the representations and the work methods of future secondary school teachers, as well as their transition from the university experience to professional training. Our research is carried out on a sample consisting of 170 students (and trainee teachers) who are preparing for the examinations for appointment (CAPES, CAPEPS, Agregation). It concerns future teachers in three disciplines: Literature, Physical Education and Natural Sciences. In order to collect data, we used a questionnaire that allowed us to collect quantitative data and we also conducted 35 interviews that allowed us to collect qualitative data. Consequently, from the results, we are able to identify the special particularities of the prospective teachers’ representations according to their specialty. We are particularly interested in the work methods of these prospective teachers in accordance with specific pedagogical conceptions (teacher effectiveness, student assessment, behaviour in the classroom and in different environments, lesson preparation, knowledge of subject matter, pedagogical ability). It is worth considering the question of choice of the teaching profession, as well as studying the cultural attitude of new teachers between academic culture and youth culture. Finally, we are interested in the contemporary dimensions of professionalisation, as well as in the new constraints placed on the teaching profession, and also in possible strategies for the creation of a common professional culture among secondary school teachers

The aim of the diploma thesis was to find out how beginning teachers perceive the influence of the higher education and the support of the school environment in the course of their first years of practice and also how they subsequently propose to improve the quality of the higher education and the support of the school environment. The data were collected through semi-structured interviews with twelve beginning teachers with a one to five years of experience. The data were processed by the method of the grounded theory. It was discovered that the beginning teachers' perception of the higher education and the support of the school environment is influenced not only by the form of those two elements but also by the teachers' perceived problems, which are very individual. The factors that cause the individuality of the problems and subsequently the point of views of the beginning teachers are discussed in the thesis. It is not possible to determine the form of the higher education and the support of the school environment that would suit everyone given the individuality of the beginning teachers' views. On the other hand, there are some trends across the opinions of beginning teachers and thus they are presented in the thesis. Key words: beginning teacher, problems of beginning teachers, higher...