Made available in DSpace on 2016-04-18T21:31:36Z (GMT). No. of bitstreams: 5 Suely Nercessian Corradini1.pdf: 2511655 bytes, checksum: 9452a44b480a3b523c7064ed4a2df27d (MD5) Suely Nercessian Corradini2.pdf: 2268329 bytes, checksum: 92c04782e81cd74f95ba27ca0c1130fa (MD5) Suely Nercessian Corradini3.pdf: 1864678 bytes, checksum: 0329bf9b48e926b9e5fd256c8af8ce24 (MD5) Suely Nercessian Corradini4.pdf: 1157018 bytes, checksum: 0b5cf804cc8be89ba7badd6467ee4870 (MD5) Suely Nercessian Corradini5.pdf: 2393255 bytes, checksum: 83b4a8dee145153092d61bbaf9158ec2 (MD5) Previous issue date: 2007-10-01 / Fundo Mackenzie de Pesquisa / More and more the computer and software are used in many teaching activities and areas as a tool to easy tasks, to improve systems or to create facilities for the work environment in the schools. This study is aimed to discuss, and to lead for reflections about the use of computer as facilitating instrument for the creation of a learning environment for teachers of a private secondary school, providing a great contribution and diversification for activities developed in class, emphasizing the use of resources and facilities provided by the school. It also invites teachers to reflect about the importance of the school space, as learning and educational environment, as well as the reflexive teacher s importance before the new challenges. The use of this technology, not only covers the educative practices, but also contributes to improve the professors graduate processes. From the opportunity created by the school and the interdisciplinary projects that were developed, many possibilities were opened for discussions, and exchange experiences was made possible, in which, the difficulties and the achievements experienced by the teachers were described. / Cada vez mais, o computador e programas específicos são usados em muitas áreas e atividades de aprendizagem, como ferramentas para facilitar tarefas, melhorar os sistemas ou criar ambientes de trabalho nas escolas. Este estudo foi direcionado para discutir e conduzir a reflexões sobre o uso do computador, como instrumento facilitador para a criação de um ambiente de aprendizagem para professores do ensino fundamental de uma escola particular, proporcionando uma maior contribuição e diversificação das atividades em sala de aulas, com ênfase nos recursos e facilidades disponibilizadas pelo Colégio. O estudo traz, também, uma reflexão sobre o espaço escolar como ambiente de aprendizagem docente e a importância do professor reflexivo frente a novos desafios. A utilização dessa tecnologia, não só perpassa nas práticas educativas, como também nos processos formativos dos docentes. A partir do espaço aberto pela escola e dos projetos interdisciplinares que foram desenvolvidos pode-se construir um ambiente de discussão de troca de experiências, descrevendo as dificuldades encontradas pelos professores, e os sucessos vivenciados pelos mesmos.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-07-19T13:59:17Z No. of bitstreams: 1 2017 - Leticia da Silveira Espindula Toi Shi.pdf: 1701077 bytes, checksum: e32ec680d27555dec705e9ca7bb5bf83 (MD5) / Made available in DSpace on 2017-07-19T13:59:17Z (GMT). No. of bitstreams: 1 2017 - Leticia da Silveira Espindula Toi Shi.pdf: 1701077 bytes, checksum: e32ec680d27555dec705e9ca7bb5bf83 (MD5) Previous issue date: 2017-02-23 / The present work emerged from my personal experiences as a teacher of the municipal education network of Nova Igua?u and, above all, from my experiences as a study guide of the National Pact for Literacy in the Proper Age (PNAIC), a Federal Government policy aimed at helping children up to 8 years of age to complete the literacy cycle. These experiences stimulated the choice of the research object: the contributions of the PNAIC to the improvement of the quality of Brazilian education. In this sense, my main objective was to analyze the actions of the PNAIC, under development in the municipality of Nova Igua?u, in order to identify the impacts of this public policy in improving the quality of education in the municipality. The specific objectives were to unveil the conception of literacy teachers, the local coordinator and the managers of the Education Secretariat about the contributions of the Pact to improve the quality of education in the municipality. Also the main difficulties encountered by literacy teachers in the PNAIC continuing education course. In addition, the possible impacts on the educational indicators that evaluate the performance of students in the literacy process in the local school district. Within the framework of the policy cycle approach, I consulted studies on policies to improve the quality of teaching from the 1980s. I also sought the different conceptions of educational quality that derive from the educational policies implemented. And the perspectives on initial and continuing teacher education in basic education. In order to achieve the main objective, I chose the quantitative-qualitative approach and used as data collection instrument the questionnaire, applied to 31 teacher-students. In addition, semi-structured interview with the coordinator of the Pact in the municipality and with a manager of the Secretary of Education of Nova Igua?u. Moreover, participant observation in the PNAIC training course. The results of the research indicate that the Pact has brought good contributions to teachers' practice and to the teaching-learning process in the literacy cycle, which, in a way, has promoted a positive impact on the educational data of the municipality. However, we observed that a series of local characteristics, such as lack of education resources, too many students per classroom, double shifts for teachers and undemocratic relations inside schools makes it difficult to apply the Program and to obtain even better results in educational indexes. / O presente trabalho emergiu das minhas experi?ncias pessoais como professora da rede municipal de educa??o de Nova Igua?u e, sobretudo, das viv?ncias como orientadora de estudo do Pacto Nacional pela Alfabetiza??o na Idade Certa (PNAIC), uma pol?tica do Governo Federal que objetiva alfabetizar todas as crian?as at? os 8 anos de idade, ao final do Ciclo de Alfabetiza??o. Tais experi?ncias impulsionaram a escolha do objeto de pesquisa: as contribui??es do PNAIC para a melhoria da qualidade do ensino brasileiro. Nesse sentido, meu objetivo principal foi analisar as a??es do PNAIC em desenvolvimento no munic?pio de Nova Igua?u, com o intuito de identificar os impactos desta pol?tica p?blica na melhoria da qualidade do ensino no munic?pio. Os objetivos espec?ficos foram revelar a concep??o dos Professores Alfabetizadores, do coordenador local e dos gestores da Secretaria de Educa??o sobre as contribui??es do Pacto para a melhoria da qualidade do ensino no munic?pio; as principais dificuldades encontradas pelos Professores Alfabetizadores no curso de forma??o continuada do PNAIC; e os poss?veis impactos nos indicadores educacionais que avaliam o desempenho escolar dos alunos em processo de alfabetiza??o na rede municipal de educa??o de Nova Igua?u. No ?mbito da abordagem do ciclo de pol?ticas, perspectiva te?rica e metodol?gica de investiga??o, o referencial te?rico abordou estudos sobre as pol?ticas de melhoria da qualidade do ensino a partir dos anos 1980; as diferentes concep??es de qualidade educacional que se interp?em ?s pol?ticas educacionais implementadas; e as perspectivas sobre forma??o inicial e continuada de professores da Educa??o B?sica. No intuito de atingir os objetivos, optei pela pesquisa de abordagem quanti-qualitativa e utilizei como instrumento de coleta de dados o question?rio, aplicado a 31 Professores Alfabetizadores; a entrevista semi-estruturada com o coordenador do Pacto no munic?pio e com um gestor da Secretaria de Educa??o de Nova Igua?u; e a observa??o participante no curso de forma??o do PNAIC. Os resultados da pesquisa indicaram que o Pacto tem trazido boas contribui??es para a pr?tica dos professores e para o processo de ensino-aprendizagem no Ciclo de Alfabetiza??o, o que, de certa forma, tem promovido impacto positivo nos dados educacionais do munic?pio. No entanto, obseva-se que uma s?rie de caracter?sticas locais encontradas, tais como a falta de recursos materiais nas escolas, a impossibilidade de participa??o dos professores no curso em hor?rio de trabalho, o excesso de alunos por sala e o autoritarismo vivenciado dentro das escolas do munic?pio que dificultam a aplicabilidade do Programa e a busca por resultados ainda melhores nos ?ndices educacionais

Philosophiae Doctor - PhD / The purpose of this study was therefore to address the following primary research question: ‘What effect would a specially designed, developed, implemented and evaluated Material Science (MS) course have on serving teachers in terms of their perceptions and knowledge/understanding regarding content in MS and instructional practice in D&T?’

This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an appropriate peace education programme for Zimbabwean teachers’ colleges which will be employed as a strategy for constructing positive peace in Zimbabwe. A phenomenological methodology blending Edmund Husserl’s descriptive phenomenology and Martin Heidegger’s interpretive phenomenology was used to elicit participants’ views on the challenges and possibilities of introducing peace education at pre-service teacher education colleges in Zimbabwe. Data for the study were gathered using semi-structured interviews, focus group interviews and documentary analysis. Key themes emerging from the data analysis were that (a) there is an absence of positive peace in contemporary Zimbabwe (b) Zimbabwean teachers’ colleges are not offering courses in peace education (c) peace education would benefit Zimbabwe as a country, (d) peace education is implementable at pre-service teacher education colleges in Zimbabwe, (e) there is need to develop an appropriate peace education curriculum that reflects the needs of Zimbabwean citizens and (f) college principals, lecturers, student teachers, policymakers and programme-makers have important roles to play in peace education initiatives. Through this study, the researcher established that peace education is a plausible and sustainable mechanism for building positive peace which has remained obscure in Zimbabwe despite thirty-four years of hard won independence. This shows the necessity for introducing peace education in Zimbabwean teachers colleges as a strategy for positive peace building. It is therefore, recommended that teachers’ colleges in Zimbabwe should introduce peace education in their pre-service programmes in order to build prospective teachers’ capacities to establish an infrastructure for positive peace in their future classrooms, the immediate communities and Zimbabwean society as a whole. / Philosophy of Education / D. Ed. (Philosophy of Education)

Made available in DSpace on 2016-04-28T20:56:33Z (GMT). No. of bitstreams: 1 Victor Rafael Laurenciano Aguiar.pdf: 1232087 bytes, checksum: 1e5221ecbe853f7e229d9e559eea84a8 (MD5) Previous issue date: 2012-10-17 / This paper aimed to know how the in-service teacher education contributes to the professional development of Business Administration professors. In addition to this main objective, three other secondary objectives were defined: to identify the professional teaching knowledge of the professors and how they developed this knowledge, if they develop their knowledge by their own and / or institutional initiatives and, finally, if they have the necessity for an ongoing updating. It was carried out a theoretical study based on many authors, for instance, Imbernón and Marcelo who were the main reference in relation to the professional development theme, while Tardif was the main one who provided the principles in relation to professional teaching knowledge. A survey research instrument was applied with 235 Business Administration professors, from 10 different community universities which are part of ACAFE System (Association of Santa Catarina educational foundations). It was noticed by the collected data that the initial assumption of this work, expressed in the research question that in-service teacher education contributes to the professional development, was correct, because despite all the limitations pointed out in the in-service teacher education offered currently by all institutions, professors still consider that it helps a lot . But it was possible to realize that there is a limited understanding of professional development, as a synonym for in-service teacher education and in this sense, it was confirmed that in-service teacher education could contribute effectively to professional development if it included (1) reflection on the experiential knowledge, (2) updating the knowledge of the specific field of Administration, (3) discussion of the role of the University and its institutional policies, (4) the curriculum of the course as a whole, (5) knowledge of reality and the students of the institution / Este trabalho visou estudar como a formação continuada contribui para o desenvolvimento profissional de professores de Administração. Além deste objetivo principal, três outros objetivos secundários foram definidos: identificar quais são os saberes profissionais docentes destes professores e como os constituíram, se eles desenvolvem seus saberes por meio de iniciativas próprias e/ou institucionais e, por fim, se sentem a necessidade de uma constante atualização. Realizou-se o estudo de muitos autores, todavia deve-se destacar que, em relação ao tema desenvolvimento profissional, Imbernón e Marcelo foram os principais referenciais, enquanto em relação aos saberes profissionais docentes, Tardif foi o autor mais consultado. Para alcançar os objetivos propostos realizou-se um estudo do tipo survey com 235 professores que atuam na graduação em Administração, de 10 diferentes instituições de ensino, todas comunitárias e pertencentes ao Sistema ACAFE (Associação Catarinense das Fundações Educacionais). Por meio dos dados coletados pode-se constatar que o pressuposto inicial deste trabalho, expresso na própria questão de pesquisa, de que a formação continuada contribui para o desenvolvimento profissional, estava correto, pois apesar de todas as limitações apontadas na formação continuada atualmente oferecida por todas as Instituições, ainda assim os docentes consideram que a mesma auxilia muito . Mas pôde-se perceber que há um entendimento restrito de desenvolvimento profissional, como sinônimo de formação continuada e neste sentido, confirmou-se que a formação continuada poderia contribuir efetivamente para o desenvolvimento profissional se contemplasse (1) a reflexão sobre os saberes experienciais; (2) a atualização dos saberes do campo específico da administração; (3) a discussão da função da Universidade e de suas políticas institucionais; (4) a proposta curricular do curso como um todo; (5) o conhecimento da realidade e dos discentes da Instituição

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-29T12:27:30Z No. of bitstreams: 1 Marisa Garbellini Sensato.pdf: 1038044 bytes, checksum: f2fa4cac7aa165bea355f7765d407e02 (MD5) / Made available in DSpace on 2017-03-29T12:27:30Z (GMT). No. of bitstreams: 1 Marisa Garbellini Sensato.pdf: 1038044 bytes, checksum: f2fa4cac7aa165bea355f7765d407e02 (MD5) Previous issue date: 2017-03-17 / This research aims at investigating an in-service teacher education proposal which occurs through a Special Project of Action (PEA) in a municipal public elementary school of São Paulo. In the legal material which guide and standardize the training actions for all schools, the in-service teacher education is linked to the construction of the Pedagogical Political Project of schools and aims at improving the quality of education taking into account the real situation of the school and the community. The main focus of analysis in this research is the teacher education process, which is developed in the school and its potential contribution to improve practices carried out by the teachers of the Literacy Cycle, which covers the first three years of schooling and includes the age group between six and eight years. For the development of the study, we chose a qualitative approach, using the methodological procedures of document analysis, a semi-structured interview with the pedagogical school coordinator and focal groups with the teachers. The scenario is composed of a municipal elementary school in the region of São Paulo. The actors are eight literacy teachers with more than five years of teaching experience, certificated to hold an effective teacher position in Early Childhood Education and Elementary School Education, who passed exams and titles to work in public schools. Moreover, they should be working in this school for at least five years. The context in which the school is inserted is a neighborhood that presents socioeconomic contrasts, comprising three areas of popular education and middle class housing. The collected empirical material was analyzed under the theoretical framework of the field of teacher education. The analysis of the data showed that the PEA is a powerful space for the training of teachers of the Literacy Cycle, since it promotes collective work, assuring time and space for studies, discussions, changing experiences and gradually constitution of a group. The role of the pedagogical coordinator is relevant for the training actions, and to give support, guidance and follow-up to the group of teachers in the school. The data also pointed out a need to strengthen theoretical basis and to deeply study the references indicated in the written material available in the school. The results of the analysis provided support for the design of a collaborative teacher education plan to be developed in the PEA / Esta pesquisa tem por objetivo investigar a formação permanente de professores do Ciclo de Alfabetização, proposta no Projeto Especial de Ação (PEA) de uma escola da rede municipal de São Paulo. Na legislação pertinente, a formação de professores em serviço está vinculada à construção do Projeto Político Pedagógico das escolas e visa à melhoria da qualidade da educação, considerando a realidade da escola e do entorno. O foco principal desse trabalho é a análise do processo de formação em contexto e suas contribuições na mudança das práticas realizadas pelas professoras do Ciclo de Alfabetização, que compreende os três primeiros anos e atende a faixa etária entre seis a oito anos. Para o desenvolvimento do trabalho, optamos por um enfoque qualitativo, utilizando como procedimentos metodológicos a análise documental, entrevista semiestruturada com a coordenadora pedagógica e grupos de discussão com as professoras. O cenário é composto por uma escola municipal de ensino fundamental da região sudeste de São Paulo. Os participantes da pesquisa são oito professoras alfabetizadoras com mais de cinco anos de experiência, titulares de cargo efetivo de Professor de Educação Infantil e Ensino Fundamental I com provimento por concurso público de provas e de títulos, com lotação na escola há cinco anos, pelo menos, Também foi sujeito da pesquisa, a coordenadora pedagógica da escola. O contexto em que a escola está inserida é um bairro que apresenta contrastes socioeconômicos, compreendendo três áreas de conjuntos de habitações populares e moradias de classe média. O material empírico coletado foi analisado a partir dos referenciais teóricos do campo teórico da formação continuada de professores. A análise dos dados evidenciou que o PEA apresenta-se como um espaço potente para a formação de professores do Ciclo de Alfabetização, favorecendo o trabalho coletivo, garantindo tempo e espaço para estudo, discussões, troca de experiências e a constituição de um grupo. O papel da coordenadora pedagógica é de grande importância para as ações formativas, de apoio, orientação e acompanhamento do grupo de professoras na escola. Os dados apontaram ainda a necessidade de fortalecimento dos fundamentos teóricos e de aprofundamento dos estudos indicados no material bibliográfico disponível na escola. As constatações da pesquisa forneceram subsídios para a proposição de um plano de formação colaborativo para ser desenvolvido no PEA

This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an appropriate peace education programme for Zimbabwean teachers’ colleges which will be employed as a strategy for constructing positive peace in Zimbabwe. A phenomenological methodology blending Edmund Husserl’s descriptive phenomenology and Martin Heidegger’s interpretive phenomenology was used to elicit participants’ views on the challenges and possibilities of introducing peace education at pre-service teacher education colleges in Zimbabwe. Data for the study were gathered using semi-structured interviews, focus group interviews and documentary analysis. Key themes emerging from the data analysis were that (a) there is an absence of positive peace in contemporary Zimbabwe (b) Zimbabwean teachers’ colleges are not offering courses in peace education (c) peace education would benefit Zimbabwe as a country, (d) peace education is implementable at pre-service teacher education colleges in Zimbabwe, (e) there is need to develop an appropriate peace education curriculum that reflects the needs of Zimbabwean citizens and (f) college principals, lecturers, student teachers, policymakers and programme-makers have important roles to play in peace education initiatives. Through this study, the researcher established that peace education is a plausible and sustainable mechanism for building positive peace which has remained obscure in Zimbabwe despite thirty-four years of hard won independence. This shows the necessity for introducing peace education in Zimbabwean teachers colleges as a strategy for positive peace building. It is therefore, recommended that teachers’ colleges in Zimbabwe should introduce peace education in their pre-service programmes in order to build prospective teachers’ capacities to establish an infrastructure for positive peace in their future classrooms, the immediate communities and Zimbabwean society as a whole. / Philosophy of Education / D. Ed. (Philosophy of Education)

In an international university in Thailand, with students coming from 92 different countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members' needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers' perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.

The assumption of the present study is that teachers should possess an adequate understanding of the nature of science and scientific method and hence this aspect was investigated. The empirical research carried out with Secondary School teacher trainees at Botswana colleges of education showed the following: Subjects possess an adequate understanding of some aspects of the nature of science and several aspects of the scientific method. They however do not have an adequate understanding on certain aspects of the nature of science. An association was found between the nature of science, type of educational institution attended, years of study and majoring in science. A positive association was found between scientific method and years spent studying. The present study recommended the inclusion of history, philosophy and sociology of science in the curriculum of teacher education. / Educational Studies / M. Ed. (with specialisation in Natural Science Education)

Cette recherche avait pour objectif d’évaluer l’effet du dispositif de formation « Zoom sur l’expertise pédagogique », ou, plus précisément, d’évaluer l’effet d’un parcours de formation créé grâce à ce dispositif et intégrant des exemples de pratiques sur vidéo sur les apprentissages et les intentions de changement de pratique d’un groupe d’enseignants du primaire relativement à la compétence professionnelle « Piloter des situations d’enseignement-apprentissage ». La réforme des programmes scolaires, qui s’installe progressivement depuis 2001, modifie considérablement les orientations en matière d’apprentissage et d’enseignement. Sa réussite repose notamment sur l’appropriation de nouvelles compétences professionnelles souvent difficiles à développer pour le personnel enseignant. À ces besoins de formation, les modalités de formation continue proposées ne semblaient répondre que partiellement. Le dispositif a été développé dans le but de soutenir le personnel enseignant dans l’appropriation de ce renouveau pédagogique et propose de nouvelles stratégies de formation basées principalement sur l’observation et l’analyse d’exemples de pratiques sur vidéo et enrichis de divers outils stimulant la réflexion sur la pratique. Sa conception s’inscrit dans un contexte d’émergence d’initiatives similaires. Néanmoins, beaucoup de questions restaient en suspens quant aux effets réels de ces dispositifs sur le développement professionnel des enseignants. Afin de réaliser une évaluation de ce dispositif, nous avons créé un parcours de formation que six enseignants ont réalisé. Ces personnes ont ensuite participé à deux entrevues semi-dirigées et ont partagé les notes prises durant la formation. Un cadre théorique a été développé, permettant de dégager trois questions de recherche : « Quels ont été les effets du dispositif de formation sur les savoirs relatifs aux composantes de la compétence ciblée ? » ; « Quels ont été les effets du dispositif de formation sur les intentions de changement de pratique des enseignants ? » ; « Comment améliorer le dispositif pour mieux soutenir le développement professionnel des enseignants ? ». Ce cadre a par la suite guidé l’analyse et l’interprétation des données recueillies. Une quantité substantielle d’informations a été obtenue permettant de mieux comprendre et documenter le rôle d’un tel dispositif de formation en ligne et des vidéos qui le composent. Nous avons pu confirmer leur effet positif sur le développement professionnel. Nous retenons notamment que les enseignants sont en mesure de mieux définir les composantes de la compétence ciblée par la formation, ils ont confirmé leur sentiment d’avoir appris, ils ont tous exprimé l'intention d’apporter des changements dans leur pratique. Tous ont grandement apprécié le parcours et ses vidéos, notamment la possibilité qu’elles leur offraient de s’identifier à des pairs et d’envisager des pistes de mise en application plus concrètes de leurs nouvelles connaissances. Par ailleurs, les commentaires et les suggestions des participants ont permis de dégager des pistes d’amélioration telles que la diminution de la quantité de vidéos, du nombre d’éléments de compétence présentés, ou l’augmentation de compléments pédagogiques accompagnant les vidéos. Ces pistes devraient toutefois être précisées et étudiées ce qui génère de nouvelles questions de recherches. / The objective of this study was to evaluate the effect of a web-based professional teacher development application called “Zooming in on Teaching Expertise”. More precisely, our aim was to evaluate the effect of a training course entailing examples of practice on video and created within the application. In particular, the study focused on participating elementary school teachers’ learning and their intentions to modify their practice with respect to the professional competency: “To pilot teaching/learning situations”. The education reform that has been progressively introduced since 2001 has been changing the direction of teacher training considerably. Its success relies particularly on the acquisition of new professional competencies that are often difficult to develop for in-service teachers. However, the training methods in place at the start of the reform did not seem to be meeting this need as well as expected. The web-based application used in this research project was developed to support teachers embrace this pedagogical renewal by proposing new training strategies based primarily on the observation and analysis of filmed practices, along with a variety of tools aimed at stimulating reflection on the teaching practice itself. The application emerged along others with a similar nature. Yet, still today, little is known about their effectiveness on the professional development of teachers. To examine these questions, we developed a training course that was then undertaken by six teachers. These teachers also participated in two semi-structured interviews and shared notes taken during training. Grounded in an evaluation based theoretical framework, the following three research questions emerged and were pursued: First, in what ways did the model have an effect on the development of the teacher competency it was intended for? Second, what was its effect on teachers’ intentions to change their practice? And third, in what ways could the professional teacher development application be improved in better supporting teachers’ professional development? This framework was later used to guide the analysis and interpretation of the data collected. A substantial amount of data was collected, enabling us to document and increase our understanding of the role of this web-based video mediated application. This allowed us to confirm the positive effect of online video based professional teacher development applications. In particular, we observed that the teachers were able to define the components of the targeted competency more clearly. The participants confirmed having learned from the video examples and training and expressed the intention to bring change in their own practice. All teachers greatly appreciated the training course and its videos, particularly the opportunity to observe peers who struggled like them, and to explore ways of putting the knowledge into practice in their own classrooms. In addition, the participants’ comments and suggestions helped identify areas for improvement of the application, such as reducing the number of videos and competency elements presented, or increasing the complementary educational content accompanying the videos. These suggestions for improvement should however still be further explored and discussed, and may lead to new research questions and further follow-up studies.