Thesis (PhD (Educational Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: This study was designed to explore affordances and constraints to teacher learning as workplace learning during a time of change as initiated by the Index for Inclusion process. In particular the study investigated features on the macro-social and macro-educational level that impact on teacher learning in the workplace and the affordances and constraints to teacher learning that could be identified on the institutional-community plane as the pivotal plane of analysis for this study. It also explored features on the personal plane that impact teacher learning in the workplace. The theoretical framework of cultural-historical activity theory (CHAT) provided a broad platform from which to engage with the study. In particular, the work of Engeström, as a contemporary contributor in the field of CHAT, informed this study. The investigation into teacher learning in the workplace during a time of change was designed as a critical ethnographic study and was conducted in a primary school in a disadvantaged community in the Western Cape Province of South Africa. A qualitative methodology was employed. The study allowed for a critical in-depth analysis of affordances and constraints to teacher learning in the workplace by making use of an abductive process of data analysis and presentation, which implies a movement between an inductive and deductive process of knowledge creation. The data was presented in broad themes, an ethnographic narrative using the triangular structure of activity as developed by Engeström, and in pen sketches depicting the learning trajectories of two teachers. The data revealed that the Index for Inclusion employed as tool of change in this study did indeed allow for teacher learning for inclusion in the workplace. It raised awareness of inclusive education, contributed to a shared language for inclusion in the school and created the platform for teachers to engage with own attitudes and practices in a safe and supportive environment. Certain teachers attested to significant learning gains. However, the study also highlighted how a school could act as a restrictive environment for teacher learning and the complex processes involved in changing such an environment to become more expansive in support of teacher learning for inclusion. Several factors acted as severe constraints to teacher learning. On the macro-social level, poverty and the consequences of apartheid in South Africa acted as significant constraints to expansive teacher learning. With regard to the macro-educational level, teachers struggled with innovation overload and the absence of meaningful training and support for change that negatively affected their morale, motivation and self-efficacy. On the institutional level the leadership approach in the school proved particularly detrimental to expansive teacher learning. Teacher cognition, attitude and emotion also constrained their own engagement with the learning opportunity afforded by the Index for Inclusion process in the school. The students were not allowed a platform for their voices to be heard. Furthermore, neither their parents nor the community was invited into collaborative partnerships with the staff. On the personal level the study engaged with the possibility that individual teachers could gradually bring the necessary changes into the school on the grounds of their own positive learning experience through the Index for Inclusion process. The hope for change in the school was thus embodied in individual teachers’ agency, energy and incentive to work towards sustaining the progress that had been made by means of the Index for Inclusion process in the school. Keywords: teacher learning, workplace learning, inclusive education, Index for Inclusion, culturalhistorical activity theory (CHAT). / AFRIKAANSE OPSOMMING: Die studie is ontwerp om ondersoek in te stel na die eienskappe van ʼn skoolomgewing wat onderwyser-leer in die werkplek moontlik maak in ʼn tyd van verandering soos deur die Index for Inclusion-proses geïnisieer, asook na die beperkinge binne dié omgewing (Engels: ‘affordances and constraints’). Daar is in die besonder ondersoek ingestel na die eienskappe op die makro-sosiale en makro-onderwysvlak wat onderwyser-leer in die werkplek beïnvloed, na die geleenthede en beperkinge vir onderwyser-leer wat op die institusioneel-gemeenskapsvlak as die kritieke vlak van analise vir hierdie studie geïdentifiseer kon word, asook na eienskappe op die persoonlike vlak wat ʼn invloed het op onderwyser-leer in die werkplek. Die teoretiese raamwerk van die kultureel-historiese aktiwiteitsteorie (Engels: ‘cultural-historical activity theory’ oftewel CHAT) het ʼn breë platform gebied vanwaar daar met die studie omgegaan kon word. Die werk van Engeström, as ʼn kontemporêre bydraer op die gebied van CHAT, het veral die studie gerig. Die ondersoek na onderwyser-leer in die werkplek in ʼn tyd van verandering is as ʼn kritiese etnografiese studie ontwerp en is in ʼn laerskool in ʼn benadeelde gemeenskap in die Wes-Kaap Provinsie van Suid-Afrika uitgevoer. ’n Kwalitatiewe metodologie is gebruik. ʼn Kritiese diepte-ontleding is gedoen van geleenthede en beperkinge vir onderwyser-leer in die werkplek deur ʼn abduktiewe proses van data-analise en -aanbieding, wat ʼn beweging tussen ʼn induktiewe en deduktiewe proses van kennisskepping impliseer. Die data is op drieërlei wyse aangebied: in breë temas en patrone; as ʼn etnografiese narratief wat Engeström se driehoekstruktuur van aktiwiteit gebruik; en in die vorm van pensketse wat die leertrajekte van twee onderwysers uitbeeld. Die data het aangetoon dat die Index for Inclusion wat as instrument vir verandering in hierdie studie aangewend is, wel onderwyser-leer vir insluiting in die werkplek tot gevolg gehad het. Dit het ʼn bewustheid rakende inklusiewe onderwys verhoog, die onderwysers is blootgestel aan die terminologie van inklusiewe onderwys en ʼn veilige en ondersteunende omgewing is geskep waarin onderwysers aandag kon gee aan hulle eie gesindhede en praktyke. Sekere onderwysers het van betekenisvolle leerwinste getuig. Die studie het egter ook duidelik gewys hoe ʼn skool ʼn beperkende omgewing kan wees vir onderwyser-leer en vir die komplekse prosesse wat betrokke is by die verandering van so ʼn omgewing om dit meer omvattend te laat word ter ondersteuning van onderwyser-leer vir insluiting. Verskeie faktore het onderwyser-leer erg beperk. Op die makro-sosiale vlak het armoede en die gevolge van apartheid in Suid-Afrika die onderwyser-leer beduidend beperk. Op die makro-onderwysvlak het onderwysers weens innovasieoorlading probleme ervaar. Die afwesigheid van betekenisvolle opleiding en ondersteuning vir verandering het ook ʼn negatiewe uitwerking op hul moraal, motivering en selfwerksaamheid gehad. Op die institusionele vlak het die leierskapsbenadering besonder nadelig geblyk te wees vir uitgebreide onderwyser-leer. Onderwyserkognisie, -houding en -emosie het ook daartoe bygedra om hul eie betrokkenheid by die leergeleentheid wat deur die Index for Inclusion-proses gebied is, te beperk. Die studente is nie ʼn ruimte toegelaat waar hulle stemme gehoor kon word nie en nóg hul ouers nóg die gemeenskap is uitgenooi om deel te hê aan kollaboratiewe vennootskappe met die personeel. Op persoonlike vlak het die studie die moontlikheid ondersoek dat individuele onderwysers op grond van hul eie positiewe leerervaring tydens die Index for Inclusion-proses geleidelik die nodige veranderinge in die skool invoer. Deur individuele onderwysers se toedoen, energie en aansporing bly die hoop bestaan dat die goeie werk wat deur die Index for Inclusion-proses in die skool bereik is, volhou sal word. Sleutelwoorde: onderwyser-leer, leer in die werksplek, inklusiewe onderwys, ‘Index for Inclusion’, kultureel-historiese aktiwiteitsteorie.

Submitted by GISLAINE FERREIRA MENINO MENCIA null (gilafeli@gmail.com) on 2016-03-17T21:25:18Z No. of bitstreams: 1 17.03.2016.Dissertação Gislaine Versão final ok.pdf: 1547636 bytes, checksum: 5420df803ff1c5b67c5c3f8e6ed68144 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-03-21T18:18:50Z (GMT) No. of bitstreams: 1 meninomencia_gf_me_bauru.pdf: 1547636 bytes, checksum: 5420df803ff1c5b67c5c3f8e6ed68144 (MD5) / Made available in DSpace on 2016-03-21T18:18:50Z (GMT). No. of bitstreams: 1 meninomencia_gf_me_bauru.pdf: 1547636 bytes, checksum: 5420df803ff1c5b67c5c3f8e6ed68144 (MD5) Previous issue date: 2016-02-16 / A Educação Inclusiva, como uma nova proposta de cultura escolar que visa o desenvolvimento de uma escola "para todos", é um dos grandes desafios no cenário educacional. No cotidiano escolar, a cultura da homogeneização requer que cada equipe escolar se coloque como partícipe do processo, avaliando a escola que se tem com vistas à superação da cultura da exclusão. Neste universo da inclusão escolar, será necessário um novo olhar pedagógico de todos os envolvidos para o contexto escolar, não na busca de culpados pelas mazelas da educação mas na corresponsabilização pelo ensino e aprendizagem de todos. Assim, este estudo teve como principal objetivo analisar a concepção da equipe escolar, alunos e pais/responsáveis de uma escola de Ensino Fundamental sobre as práticas, políticas e culturas inclusivas, antes e depois de um programa de formação continuada, tendo como subsídio o "Index para inclusão". O estudo foi realizado em uma escola estadual de Ensino Fundamental-Ciclo I de uma cidade do interior do estado de São Paulo, tendo como participantes 16 professores e gestores da equipe escolar, 204 alunos divididos em 11 turmas e 179 pais. Tratou-se de um estudo quase-experimental, em que o procedimento de coleta de dados envolveu o desenvolvimento de um Programa de Formação Continuada, assim como a aplicação dos questionários do Index para todos os participantes envolvidos na pesquisa. Os dados quantitativos dos questionários foram tratados estatisticamente e demonstrados em tabelas, sendo que a análise das questões abertas dos questionários foi feita a partir da análise de conteúdo. Os resultados do estudo revelam significativas mudanças na forma de avaliar culturas, práticas e políticas inclusivas da primeira para a segunda aplicação do Index para Inclusão. Na análise da dimensão A – "Criando culturas inclusivas", a equipe escolar demonstra mudanças positivas em relação ao que estabelecem sobre valores inclusivos, ainda que não tenha apresentado diferenças estatisticamente significativas. Para a dimensão B – "Produzindo políticas inclusivas" que estabelece o desenvolvimento de uma escola para todos e o apoio à diversidade, os dados demonstram diferenças estatisticamente significativas de forma positiva da primeira para a segunda aplicação, do mesmo modo, a dimensão C – "Desenvolvendo praticas inclusivas" que estabelece os eixos construindo currículos para todos e orquestrando a aprendizagem, os resultados foram satisfatórios, demonstrando diferenças estatisticamente significativas. No tangente aos pais, os resultados apontaram um decréscimo nos valores da primeira para a segunda aplicação, demonstrando diferenças estatisticamente significativas. Acreditamos que tal decréscimo tenha ocorrido pelo fato de os pais não terem tempo hábil de perceber melhoras na escola e por responderam aos questionários baseados em concepções preestabelecidas anteriormente ao programa de formação com os professores. Quanto aos alunos, os resultados, em sua maioria, mostraram-se satisfatórios, com diferenças estatisticamente significativas; no entanto, a solicitação dos alunos em serem mais ouvidos apresentou-se como insatisfatória. Em relação à equipe escolar, os professores passaram a ter maior consciência da necessidade de mudanças na escola, olhando para todos os alunos com maior sensibilidade em uma reflexão de autoavaliação e de uma gestão democrática e participativa. Deste modo, este estudo apresentou limitações quanto ao desenvolvimento de um trabalho mais efetivo junto aos alunos e aos pais/responsáveis, assim como nos encontros com a equipe escolar. Assim, entendemos a necessidade de novos estudos e pesquisas voltados para o uso do documento Index para Inclusão como forma de apoiar o processo para a educação inclusiva. / Inclusive Education, as a new proposal of school culture that aims to develop a school "for all", is one of the greatest challenges in the educational setting. In everyday school life, the culture of homogenization requires that each school team places itself as a participant of the process by evaluating the school aiming to overcome the culture of exclusion. In this universe of school inclusion, a new pedagogical look at everyone involved in the school context, not in search of culprits for the ills of education but in co-responsibility for teaching and learning of all, will be needed. Thus, this study aimed to analyze the conception of school staff, students and parents/guardians on practices, policies and inclusive cultures at an elementary school, before and after a continuing education program, based on "Index for Inclusion" (“Index para inclusão”). The study was conducted in Cycle I of a public school in a city in the state of São Paulo and had 16 teachers and managers of the school staff, 204 students divided into 11 groups and 179 parents as participants. It was a quasi-experimental study in which the data collection procedure involved the development of a Continuing Education Program, as well as the application of the Index questionnaires to all participants involved in the research. Quantitative data from the questionnaires were statistically analyzed and presented in tables, and the analysis of the open questions of the questionnaire was carried out from the content analysis. The study results show significant changes in the way of evaluating cultures, inclusive practices and policies from the first to the second application of the “Index for Inclusion”. In the analysis of Dimension A – "Creating inclusive cultures", the school team demonstrates positive changes in relation to that set on inclusive values, although it has not shown statistically significant differences. For Dimension B – "Producing inclusive policies", that establishes the development of a school for all and support for diversity, the data show statistically significant differences in a positive way from the first to the second application. Similarly, Dimension C – "Developing inclusive practices", laying the axes for all building resumes and orchestrating learning, obtained satisfactory results, presenting statistically significant differences. In regard to parents, the results indicate a decrease in the values of the first to the second application with statistically significant differences. It is believed that this decrease has occurred because the parents had no time to realize improvements in school and answered the questionnaire based on pre-established concepts prior to the teachers training program. As for students, the results, in most cases, were satisfactory with statistically significant differences, however, the request of students in being more heard was still unsatisfactory. Regarding school staff, teachers have greater awareness of the need for changes in school now, looking at all students with greater sensitivity as a reflection of self-assessment and a democratic and participative management. Therefore, this study presents limitations on the development of a more effective work with students and parents / guardians, as well as in meetings with school staff. As a result, the need of further studies and research focused on the use of the “Index for Inclusion” document is understood as a way to support the process for inclusive education.