Research has shown that the access to explicit criteria can promote student learning by making expectations explicit and by supporting students in identifying significant dimensions of quality in task performance. The aim of the study was to investigate how explicit criteria can support pre-service teachers' understanding of relational competence. The research design was an intervention study. Digital video was used as a tool for pre-service teachers to analyze interaction in simulated situations focusing on the relationship between teacher and students. Sources of data used were 1) pre-service teachers’ written analyzes before and after the access to explicit criteria, and 2) transcripts from focus-group interviews, concentrating on pre-service teachers’ perceptions of how the access to criteria affected their understanding of relational competence. The findings indicate that the access to explicit criteria positively affected pre-service teachers’ capacity to discern significant dimensions of relational competence, as well as their understanding of how trustful relationships between teachers and students can be created and maintained. All pre-service teachers perceived that the access to explicit criteria had helped them to gain a deeper understanding of relational competence and how relational competence can be observed and analyzed in interaction. A conclusion that can be drawn from the study is that the pre-service teachers, through access to criteria, developed new interpretative tools to communicate about relationships and teachers’ relational competence.

abstract: Since the field of Physical Education carries a broader role of physical activity promotion, it is important for Physical Educators to take leadership roles in Comprehensive School Physical Activity Programs (CSPAP) in schools. Hence, it has been emphasized that Physical Education Teacher Education (PETE) programs may need to prepare PETE majors adequately to promote physical activity beyond quality Physical Education programs in schools. The purpose of this study was to explore the current extent of CSPAP preparation in PETE programs (e.g., curricula and practices). The first phase of this study comprised a nationwide survey study on PETE programs’ curriculum and experiences for CSPAP implementation. A total of 144 programs completed the online survey about curriculum and learning experiences for the CSPAP components. Descriptive statistics, frequency analysis, chi-square statistics, and analysis of variance were used to analyze data. Findings indicated that 107 of 144 PETE programs (74.3%) had no learning experiences for CSPAP. The prevalent type of learning experiences was incorporating CSPAP components in the existing courses. Field experiences were not frequently used for CSPAP preparation. PETE personnel expressed the utility of field experiences as an ideal CSPAP learning experience. The second phase of this study addressed PETE majors’ perceptions and learning experiences related to CSPAP in PETE programs. Fourteen PETE students from six programs participated in this study and shared their experiences in PETE programs. Data were collected through a short survey, one formal interview, field images, document gathering, and a follow-up survey. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Evidence from interviews, photos, and documents revealed three common themes: a) introducing CSPAP through courses, (b) lacking programmatic experiences in CSPAP implementation (i.e., practice doing it), and (c) interpersonal skills (e.g., communication or cooperation) as a key for CSPAP but limited preparation. Participants’ perception of the role of Physical Educators as physical activity directors evolved during their training. Expanding existing courses for CSPAP preparation would be a feasible way to introduce CSPAP framework. Additional efforts to include hands-on learning experiences for all CSPAP components in PETE programs should be made. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2000-03-20Bitstream added on 2014-06-13T20:47:37Z : No. of bitstreams: 1 teodoro_sr_me_bauru.pdf: 2250125 bytes, checksum: 24d89637d4b722a1330a126524a1ccef (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O objetivo desta pesquisa foi estudar como a evolução histórica dos modelos de atração entre corpos, tendo como pano de fundo a evolução dos modelos de mundo, pode auxiliar na formação continuada do docente de física. Para tanto, sugerimos um planejamento de curso sobre o tema atração gravitacional, destinado principalmente a docentes de física que atuam no ensino médio. O planejamento do curso foi baseado: em dados sobre a evolução dos modelos de mundo, buscando evidenciar como o conceito de atração gravitacional desenvolveu-se historicamente, nas concepções alternativas mais comuns encontradas na literatura, incluindo um breve esboço de noções diagnosticadas em uma amostra de docentes de física de ensino médio; e em sugestões de leituras de resultados de pesquisas recentes sobre os processos de ensino e aprendizagem de ciências. Pretende-se fornecer aos docentes elementos de reflexão que lhes proporcionem mudanças de postura, através do questionamento da visão de ciência enquanto processo de construção e sobre sua própria prática de ensino. Partindo privilegia o trabalho coletivo, com a realização de debates e sínteses. As atividades mencionadas são acompanhadas de justificativas sobre a escolha do tema e objetivos / The main purpose of this research was to study how the attraction among bodies models' historical evolution, having as background the world models' evolution, can help in-service reachers' education. To reach this goal, we suggest a course plan on gravitational attraction, addressed mainly to high school physics teachers. This course was based: on data about the world models' evolution, searching to make clear how the concept of gravitational attraction was historically developed; on the most common alternative conceptions found in the literature, including a bried outline of notions found among in-service high school physics teachers, and on suggestions about science teaching and learning process' recent research outcomes. The sequence of activities aims to provide teachers with some reflections in order to change their attitudes, through the inquiry of their view of science as a construction process, and their own teaching practice. The methodology proposed considers the collective work through the realization of debates and synthesis. The subjects and objectives chosen are justified

Esse trabalho trata da formação em serviço de professores de Física do ensino médio, adotando para a interpretação dos dados um referencial psicanalítico de orientação lacaniana. Para o desenvolvimento da investigação, foi criado em grupo constituído por 30 professores de Física da região de Londrina, norte do Estado do Paraná, por nós denominado Grupo de Física Moderna. De um modo geral, o que foi feito nesta tese pode ser resumido como um acompanhamento, durante aproximadamente dois anos, do processo em que esse grupo de professores se viu inserido, tendo que responder à sua tarefa geral, qual seja, discutir e planejar atividades para a introdução da Física Moderna e Contemporânea (FMC) na escola média. À parte as dificuldades decorrentes da formação acadêmica insuficiente da maioria dos professores, que representam, como pude observar, um sério problema para qualquer proposta de introdução da FMC no ensino médio, foi possível localizar que os professores do grupo demonstraram, ao longo do tempo, uma conduta que oscilava entre uma inércia e uma busca. Ou seja, grande parte dos professores, em momentos diversos, demonstrou um padrão de conduta repetitivo, em que uma fala que reconhece explicitamente a necessidade de uma mudança radical no ensino e na sua prática, vem acompanhada de ações dispersivas cujo efeito é contornar esse problema, tendo como resultado a permanência do professor em um estado inercial. Por outro lado, uma análise mais refinada dos dados, feita posteriormente, também revelou mudanças localizadas em alguns professores, os quais se envolveram efetivamente com o seu plano de trabalho e elegeram alguma questão como o seu problema de pesquisa, ou ainda mantiveram seu interesse, manifestando claramente uma atitude de busca e o desejo de continuar participando do grupo. Para analisar essa situação, aparentemente ambígua em que os professores parecem se situar, foi utilizado o conceito de grande Outro de Lacan, a partir do qual se estabeleceu a idéia de que os professores se encontram capturados por discursos diversos, os quais estruturam sua fala, seu desejo e sua satisfação. Um desses discursos, o da burocracia, que parece ser o discurso dominante em muitas escolas públicas, tende a favorecer a inércia e fornece uma explicação estrutural para a permanência dos professores em uma situação de passividade em relação aos seus problemas. Por outro lado, o discurso denominado do conhecimento, subdividido em discurso do conteúdo, pedagógico e da pesquisa, pode, eventualmente, capturar o professor, mantendo-o em um circuito em que predominam atitudes mais ativas e favorecendo algumas mudanças de conduta perante os seus problemas de sala de aula. / This work concerns in-service education of high school Physics teachers, using a lacanian psychoanalytical framework for interpretation of the data. For the development of the investigation, it was created a group constituted by 30 teachers of Physics of the region of Londrina, city of north of the State of Paraná, Brasil, which we called Modern Physics Group. In a general way, what was made in this work was an accompaniment, during approximately 2 years, of the process of that group of teachers, that have to give answers to its general task, which is, to discuss and to plan activities for the introduction of Modern and Contemporary Physics (MCP) contents in high school. Besides the current difficulties of un insufficient academic formation for most of the teachers of the group, which represents, as I could observe, a serious problem for any proposal of introduction of MCP in high school, it was also possible to observe that the teachers of the group demonstrated, along the time, a behavior that oscillated between an inertia and a search. That is, many teachers of the group, in several moments, demonstrated a repetitive pattern of conduct, so that a speech that recognizes completely the need of a radical change in teaching, is accompanied of dispersing actions whose effect is to deviate from that problem, inducing the teacher to remain in a inertial state. On the other hand, a refined analysis of the data, performed later on, also revealed located changes in some teachers, which got involved with their work plan and chose some subject as its research problem, or still maintained its interest, a searching attitude and the desire of continuing participating in the group. To analyze that ambiguous and puzzling situation, it was used the Lacan´s Another concept, from which we derived an idea that the teachers find themselves captured by several discourses that structure theirs speeches, desires and satisfactions. One of those discourses, that of the bureaucracy, that seems to be dominant in many public schools, tends to favor the inertia and supplies a structural explanation for the teachers' permanence in a passivity situation in relation to theirs own problems. On the other hand, the knowledge discourse, subdivided in content discourse, pedagogic discourse and research discourse, can, eventually, capture the teacher, maintaining him/her in a circuit that promotes more active attitudes and favor some changes of conduct of the teacher with respect to its classroom problems.

O Processo de Reflexão Orientada apresenta-se como uma nova proposta formativa, a qual pode contribuir para a formação inicial professores. Nesse processo, o futuro professor, mediado por um professor mais experiente, tem a oportunidade de elaborar e avaliar suas ideias sobre o ensino e a aprendizagem, suas metodologias e suas práticas de ensino, podendo clarificar e confrontar suas teorias pessoais. Neste sentido, este trabalho investigou as contribuições do PRO na atuação pedagógica de licenciandos em Química, visando um ensino por investigação e para a promoção da alfabetização científica no Ensino Médio. Para isso, mediados pela pesquisadora, os três licenciandos participantes da pesquisa elaboraram uma sequência de aulas e a desenvolveram em sala de aula, refletindo sobre suas concepções e práticas durante todo o processo envolvido. Diversas propostas de uma mesma sequência de aulas, sobre um mesmo conteúdo químico, foram elaborados pelos licenciandos, de forma a contemplar uma sequência investigativa e para promoção da AC. A última proposta foi aplicada em sala de aula. Os licenciandos avaliaram e refletiram sobre a sua prática em sala de aula e sobre os planos desenvolvidos, utilizando referenciais teóricos sobre ensino por investigação, AC e exigência cognitiva das questões. Para compreender a evolução dos licenciandos durante o PRO, a pesquisadora analisou os níveis investigativos dos elementos pedagógicos presentes nos planos elaborados e nas aulas ministradas por eles; o nível de AC dos planos e das aulas ministradas, bem como, o nível cognitivo das questões propostas nos planos e nas aulas. O processo reflexivo sobre a prática dos licenciandos é evidenciado por meio de categorias de análise e exemplificadas por trechos das transcrições dos encontros reflexivos realizados entre eles e a pesquisadora. As contribuições do grupo durante o processo também foram avaliadas. Os resultados mostram que os planos desenvolvidos pelos três licenciandos apresentaram evoluções na maioria dos tópicos avaliados, o que pode ser justificado pelas reflexões proporcionadas pelos encontros individuais e em grupo. No entanto, algumas dificuldades foram evidenciadas quanto a proposição da questão problema e de materiais para o levantamento das ideias prévias dos estudantes. A análise das aulas evidencia algumas dificuldades vivenciadas pelos licenciandos durante suas regências, como a sustentação da questão problema, bem como, das interações dialógicas. As reflexões realizadas entre a pesquisadora e os licenciandos, durante os encontros individuais, evidenciam momentos relevantes para a formação inicial, visto que os futuros professores expunham suas concepções, anseios e dilemas. Os encontros reflexivos em grupo também evidenciam contribuições, o que possibilitou ao grupo socializar, confrontar e compartilhar suas ideias e experiências. Esta pesquisa também mostra a importância do papel do mediador, já que a confiança dos licenciandos pela pesquisadora parece ter contribuído para o comprometimento deles durante o processo. Assim, o PRO vivenciado pelos licenciandos parece ter contribuído para eles desenvolverem uma postura crítica com relação à prática docente. Ao elaborar os planejamentos e avaliar suas ações, baseados em referenciais teóricos, puderam construir novas ideias sobre o processo de ensino e de aprendizagem em Química. / The Reflection-Oriented Process is a new educational trainning proposal that may contribute to pre-service teachers trainning. In the process, the future teacher, mediated by a more experienced teacher, has the opportunity to develop and evaluate their ideas about teaching and learning methodologies and their teaching practices, may clarify and confront their personal theories. Thus, this study investigated the contributions of PRO in pedagogical proceeding on pre-service teachers chemistry, aiming investigative approach and the promotion of scientific literacy (SL) in high school. For this, mediated by the researcher, the three pre-service teachers developed lessons\' sequence and teaching in class, reflecting on their conceptions and practices throughout the process involved. Several proposals of a same sequence, by the same chemical content, were developed by future teachers in order to contemplate a investigative approach and the promotion of SL sequence. The last proposal was developed in the classroom. The pre-service teachers evaluated and reflected on their practice in the classroom and on the plans developed by using theoretical frameworks for investigative teaching approach, SL and cognitive demand of the questions. To understand the pre-service teachers evolution in PRO, the researcher analyzed the investigative levels of pedagogial elements present in elaborate plans and classes taught by them; SC level presentes on plans and classes, as well as the cognitive level of the questions proposed in the plans and in class. The reflective process on the practice of pre-service teachers is evidenced by categories analysis and exemplified by excerpts from transcripts of reflective meetings held between them and the researcher. The group\'s contributions during the process were also investigated. The results show that the plans developed by the three future teachers showed gains in most analyzed topics, which can be justified by reflections provided by individual and group meetings. However, some difficulties were highlighted as the proposition of the question problem and materials to identify the previous ideas of students. Analysis of classes shows some difficulties experienced by future teachers during their regencies, such as support problem concerned and, of dialogic interaction. The discussions held between the researcher and the pre-service teachers during the individual meeting, evidence relevant times for pre-service training, as future teachers expounded their views, concerns and dilemmas. Reflective group meetings also show contributions, which enabled the group to socialize, compare and share their ideas and experiences. This research also shows the importance of the mediator\'s role, since the pre-service teachers reliability by the researcher seems to have contributed to their commitment throughout the process. Thus, the PRO experienced by pre-service teachers seems to have assisted them to develop a critical position relative to teaching practice. Propose plans and evaluate critically their actions based on theoretical frameworks, it seems to cotributed to build new ideas about teaching and learning in chemistry.

There are no studies which focus on the instructional practices employed in the teaching of children's poetry at the university level. This project aimed to describe the instructional practices utilized in the teaching of children's poetry at universities across the United States. Limited to the practices of the university professors and adjunct instructors who were members of the Children's Literature Assembly (CLA) of the National Council of Teachers of English (NCTE) at the time of this study, this investigation attempted to ascertain the general perceptions of poetry held by these university professors and adjunct instructors, their in-class instructional practices, and the types of poetry assignments given. Additionally, this study revealed both the poets typically highlighted and the goals held by professors and instructors in courses of children's literature, English, language arts, library science, and reading education. A mixed-methods design provided the framework for the descriptive data gleaned from the Poetry Use Survey. Quantitative data analysis yielded descriptive statistical data (means, standard deviations, ranges, percentages). Qualitative data analysis (manual and computer-assisted techniques) yielded categories and frequencies of response. Major findings included respondents': (a) belief that the teaching of poetry was important, (b) general disagreement for single, "correct" interpretations of poetry and general agreement in support of multiple interpretations, (c) general disagreement whether current curricular demands have prevented or impaired their teaching of poetry, (e) high frequency of reading poetry out loud in class, (f) emphasis on inclusion of award-winning poets in assignments, (g) instructional emphasis on variety and breadth in the selection of poets highlighted in a particular course, (h) goals for inclusion of poetry centered on pedagogical issues (e.g., frequent use, appreciation of craft; writing models; thematic uses) in language arts and across content areas.

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This century is characterized by an increasing pace of globalization and migration that results in an increased diversity of classroom populations in Western countries. However, the teacher workforce still consists mostly of white females that come from different cultural backgrounds than their students, and who seem to lack the skills to respond to diversity in the classroom effectively. This raises the question of how the cultural mismatch can be overcome. The aim of this research is to explore how pre-service teachers can develop culturally relevant pedagogy, so they can establish a classroom environment that suits the needs of all learners. A systematic literature review is conducted, and 10 articles were analysed. The results show pre-service teachers can develop culturally responsive pedagogy through courses that offer knowledge or a combination of knowledge and field-based experiences. Factors that contribute to increased culturally relevant pedagogy are: previous experience with diversity, connecting theory and practice, modelling, learning through a community of learners, and critical reflection. However, research indicates that becoming a culturally relevant teacher is a time consuming process. Hence, it is recommended that teacher education programs include more courses in the curriculum to enable pre-service teachers develop this skill over time through taking part in a community of learners. In addition, as much of the current research originates from the United States, it is suggested future research focuses on other Western countries.

The present study was inspired by Human-Vogel and Dippenaar’s (2013) research, which examined pre-service teachers’ commitment to community engagement in their second year of study. Human-Vogel and Dippenaar 2013 found that personal justice beliefs were independent of the pre-service teachers’ attitudes towards service learning. These puzzling findings necessitated further investigation and formed the basis of the rationale for my study. I was furthermore intrigued by the number of mentions made of social justice in connection with community engagement, evoking my interest in this concept and the role that social justice plays in service learning. In the present study I explored pre-service teachers’ experience with social justice during their service learning activities, examining the ways in which they dealt with social justice issues during their interactions in the different settings. A qualitative research approach was applied guided by an interpretivist paradigm. I made use of an ex post facto instrumental case study design and four pre-service teachers were conveniently and purposively selected for the present the study. The criteria for selection was that the participants must have been involved in the Human-Vogel and Dippenaar’s (2013) research and were willing and available to participate in the present study. The data was collected through individual semi-structured interviews and thematic analysis was utilized during the data analysis. In the present study five themes emerged as a result of the thematic analysis and interpretation. Firstly the pre-service teachers were able to provide their individual conceptualisation of justice. Under this theme they gave their individual definitions of personal and social justice and also provided examples of these concepts. Secondly, the pre-service teachers reported on their overall service learning experiences and these included the negative and positive aspects. Thirdly, there were barriers faced by the pre-service teachers during service learning activities. These included a lack of preparation and structure in the service learning activities, expectation versus reality of the service learning experiences, language barriers, lack of resources in the community, security concerns, and issues of stereo-types and assumptions. Fourthly, the pre-service teachers discussed issues of justice and social change. They were able to discuss issues related to social injustices experienced in the community, the availability and accessibility to justice structures as well as their being a voice to the voice-less. These aspects were discussed with the aim that such could be examined and used to bring about social change in the community. Lastly, the pre-service teachers provided recommendations in the form of Support structures needed by pre-service teachers in future service learning activities. They suggested that in future other pre-service teachers could benefit from preparation for the service learning module, monitoring of the service learning activities, guidelines and structure in the service learning and debriefing during and after the service learning. / Mini-dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted