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Teacher preparation programs invest significant resources to influence the beliefs of preservice teachers, including clinical faculty who mentor preservice teachers during practicum experiences. Despite the work of university personnel to guide preservice teachers' beliefs, their influence wanes once preservice teachers cross the threshold into inservice teaching. New mentors, including mentor teachers, instructional coaches, and administrators take the place of university personnel. This quantitative study examined how the beliefs of 77 novice inservice teachers changed toward reform-based mathematics instruction during their first year of teaching. Of the 77 subjects, 50 were interns and 27 had completed student teaching. Near the end of their first year of teaching, subjects were surveyed for their current beliefs at the time of completing the survey. Their beliefs from the time immediately preceding the beginning of their first year of teaching were measured retrospectively. During their first year, school-based personnel served as their "˜transitional faculty' as they supported the novice teachers' teaching experiences. The novice inservice teachers' perceptions of the transitional faculty's beliefs and support, as well as the alignment of their curriculum materials, were also surveyed. Relationships between changes in the beliefs of the novice inservice teachers and their perceptions of their transitional faculty and curriculum were examined. The overall belief means for novice inservice teachers decreased, the extent of which is statistically significant. Analyses of covariance revealed that the perceived beliefs and support of transitional faculty played a statistically significant role in the belief change of novice inservice teachers, as did their curriculum materials. This study highlights the importance of creating systems to improve mentor selection and training so the work of university personnel is not undone during the novice's first year of teaching.

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本研究旨在瞭解我國中央及地方縣市教師研習中心組織運作之現況，並探討其執行功能之差異。為達成上述目的，研究者採用文獻分析法與問卷調查法進行研究。首先探究教師在職進修的意義與必要性，其次探討美、英、日等國家之教師研習中心的沿革與現況，並和我國之發展作一比較；接著編製「中央及地方縣市教師研習中心之組織架構問卷」和「中央及地方縣市教師研習中心之執行功能問卷」，針對全國中央層級與地方縣市之教師研習中心進行調查研究。問卷調查結果再經訪談以進一步探究組織運作相關問題，最後綜合研究結果，提出結論與建議，以提供相關單位決策及後續之研究。 / 本研究主要以問卷調查法進行，研究對象為中央層級之教師研習機構和地方各縣市教師研習中心之相關業務承辦人，共獲取21所機構之有效問卷372份，問卷資料處理採用SPSS12.0版進行統計分析。研究結論如下： 一、 教師研習專業機構有其重要性但形式不一 二、 我國地方縣市教師研習中心體制尚未完整 三、 部分縣市研習中心淪為活動場地並無完整功能 四、 研習中心執行功能強弱與人員編制和資源挹注有關 五、 研習中心和其他機構合併是否帶來正面效用值得關注 六、 教師研習進修形式宜多樣化 七、 除了組織客觀條件之外，經營團隊亦是成功關鍵之一 / 本研究根據文獻探討、調查研究發現與結論，作成建議如下： 一、 對於執行成效不佳之研習中心，宜進行組織再造或整併 二、 建構完整的地方縣市教師研習中心體制，朝法制化邁進 三、 進行跨縣市研習中心資源整合與共享 四、 增進與學術機構合作之伙伴關係 五、 跳脫經費與資源的迷思，營造優質團隊運作模式

Although the Technological Pedagogical Content Knowledge (TPACK) framework has shown a lot of promise as a theoretical perspective, researchers find it difficult to use it in particular environments because the requirements of the framework change in specific contexts. The purpose of this study was to explore and produce more flexible ways of using the TPACK for inservice mathematics secondary teachers. Three such teachers at an urban public school were observed in their classrooms and interviewed about their experiences of teaching mathematics and integrating computer technology in their day-to-day activities. Each participant had over 10 years experience in teaching mathematics in secondary schools in Ontario, and expertise in using computers in mathematics curriculum. The research questions were: 1) How do secondary school mathematics teachers describe their ways of integrating technology? 2) What difficulties do teachers have when they try to integrate technology into mathematics classrooms? The findings from the first research question show that teachers displayed a high degree of integration of technology. Their activities were very clearly designed, conferring clear roles to the use of integrating computer technology in mathematics classes. Teachers had specific approaches to integrate computer technology: a) to allow students opportunities to learn and experiment with their mathematical knowledge; b) to help them pass the content to the students in the process of teaching mathematics; and c) to assess and evaluate students’ work, and give them feedback. The findings from the second research question reveal that teachers had difficulties in purchasing and maintaining the computer equipment. They had some difficulties in trying to integrate new technologies as these required time, preparation, and dedication. In addition, teachers had some difficulties in making students use computers in a significant way. The implication for teacher education is that inservice teachers should have opportunities to update their computer and pedagogical skills, a long term perspective in integrating technology in mathematics education, and professional and technical support from teaching colleagues and administrators. Finally, the integration of computer technology in mathematics requires more intensive teamwork and collaboration between teachers, technical support staff, and administrators.

The purpose of this study is to identify and compare the perceptions of practicing teachers and college instructors toward four components of inservice education programs: content, organization, format of presentation, and participant involvement in the teachers colleges in Thailand. The comparison is based on the demographic variables of sex, age, educational background, and teaching experience in the institution. The "In-Service Education Attitude Survey" by Yesuratnam, Basimalla at the University of Illinois at Urbana-Champaign, Urbana, Illinois in 1982 was used to gather data for this study. It was distributed to a sample of 380 practicing teachers and college instructors in 19 randomly selected teachers colleges in Thailand; 368 usable instruments were returned (97.15%). The data were treated to produce numbers and percentages. The t tests for two independent samples were computed to determine any statistically significant differences between the respondent groups of practicing teachers and college instructors, and between the practicing elementary and secondary school teachers. The F tests were also utilized to determine any statistically significant differences among the variables of practicing teachers and college instructors.

Submitted by Fabíola Silva (fabiola.silva@famerp.br) on 2017-02-23T19:51:56Z No. of bitstreams: 1 prisciladonda_dissert.pdf: 1033152 bytes, checksum: 43fbfa1f01dd1de634d324921e78a310 (MD5) / Made available in DSpace on 2017-02-23T19:51:56Z (GMT). No. of bitstreams: 1 prisciladonda_dissert.pdf: 1033152 bytes, checksum: 43fbfa1f01dd1de634d324921e78a310 (MD5) Previous issue date: 2016-11-30 / INTRODUCTION: leprosy patients should be attended to in primary care, the main entrypoint for healthcare, since the diagnosis is essentially clinical and epidemiological. Continuous education in healthcare has a great potential to change the routine of services, due to the closeness of practice in the life of professionals. OBJECTIVE: to understand the leprosy program carried out by health professionals at Primary Care in three municipalities in the northwest of the State of São Paulo. METHODS: this is a qualitative study of 57 professionals involved with leprosy indicated by the managers of healthcare facilities in three towns in the northwestern region of São Paulo State. Those who did not agree to participate in the study were excluded. Individuals answered a questionnaire to assess their knowledge about leprosy. The results of these questionnaires identified gaps in knowledge that were used in the planning of discussion circles. The discussion circles were based on the assumptions of education (conscientizing/problematizing) of Paulo Freire. Using Bardin's content analysis, three categories with two units of meaning (UM) in each were constructed. RESULTS: Category 1: Current context of leprosy. The population and health professionals present fear, preconception and difficulty to understand the concepts of leprosy.UM 1a: Sociocultural aspects. Feelings linked to ignorance about leprosy and, by the belief that it is a "danger" to others. Lack of knowledge of the population, coupled with other sociocultural and economic aspects, make people vulnerable and propitious to spread the disease. UM 1b: The work of the Health team: knowledge and customer service, knowledge among professionals results in quality care and reflects in a reduction of the bacillary load, increases the early diagnosis rate, and decreases the consequences of the disease. Category 2: Health management and control of leprosy.UM 2a: The leprosy care structure included knowledge of the epidemiological situation, access to services, transportation, admission to the facility, reference and counter-reference systems, treatment flow, communication and health records. UM 2b: Human resource management was related to excess of work, employee turnover, teamwork, ties and layoffs. UM 2b: Human resource management is the training and qualification of professionals. Category 3: Desired and necessary change. UM 3a: Reviewing the work context: reflections on the treatment of leprosy. In the discussions, the creation of a fertile environment for joint reflections allowed visualization of other conducts, which in this case, intended to meet the real needs of the patient. UM 3b: Modifying a practice: a way to meet user needs. This generated ideas on the design of flow charts and protocols for treatment, on education and the addition of new professionals. FINAL CONSIDERATIONS: This study clearly shows that "understanding the world" and "sharing with others" transformed the people who participated in the discussion circles. The previous solitary vision allowed for emancipation, the empowerment of those involved and a feeling of responsibility to gain knowledge. It revealed the difficulties in treating leprosy patients and possible suggestions to transform to the reality of each municipal, notable evolution from the discovery and understanding the reality. / INTRODUÇÃO: a hanseníase deve ser atendida na atenção básica, a principal porta de entrada, já que o diagnóstico é essencialmente clínico e epidemiológico. A educação permanente em saúde tem um grande potencial de provocar mudanças no cotidiano dos serviços devido à proximidade da prática na vida dos profissionais. OBJETIVO: compreender o programa de Hanseníase realizado por profissionais de saúde na Atenção Básica em três municípios do noroeste do estado de São Paulo. PERCURSO METODOLÓGICO: trata-se de um estudo qualitativo com 57 profissionais de saúde de três municípios do noroeste do estado de São Paulo, indicados pelos gestores que estavam envolvidos com a hanseníase. Foram excluídos aqueles que não aceitaram participar do estudo. Os sujeitos do estudo responderam a um questionário para avaliação do conhecimento sobre hanseníase, cujos resultados evidenciaram lacunas do conhecimento e foram considerados no planejamento dos círculos de discussão. Os círculos de discussão foram embasados nos pressupostos da educação conscientizadora/problematizadora de Paulo Freire. Mediante a análise de conteúdo de Bardin, foram construídas três categorias e duas Unidades de Significado em cada uma. RESULTADOS: Categoria 1. O contexto atual da hanseníase. A população e profissionais de saúde apresentam medo e preconceito, dificuldade no entendimento dos conceitos da hanseníase. US 1a: Aspectos socioculturais: sentimentos atrelados ao desconhecimento sobre a hanseníase e pela crença de representar “perigo” aos demais. A falta de conhecimento da população, somada a outros aspectos socioculturais e econômicos, torna as pessoas vulneráveis e propícias para a disseminação da doença. US 1b: A atuação da equipe de Saúde: conhecimento e atendimento ao usuário, o conhecimento entre os profissionais resulta no atendimento com qualidade e reflete na redução da carga bacilar, aumenta o diagnóstico precoce e diminui os agravos da doença. Categoria 2 - Gestão em saúde e controle da hanseníase. A US 2a: Estrutura do atendimento à hanseníase abrangeu o conhecimento da situação epidemiológica, o acesso aos serviços, o transporte, o acolhimento, os sistemas de referência e contrarreferência, fluxos de atendimento, comunicação e registros em saúde. US 2b: Gestão de recursos humanos foi relacionada à sobrecarga de trabalho, rotatividade dos profissionais, trabalho em equipe, vínculos e demissões. US 2b: Gestão de recursos humanos são os treinamentos e capacitações dos profissionais. Categoria 3: A mudança desejada e necessária. US 3a: Revendo o contexto de trabalho: reflexões sobre o atendimento à hanseníase. Nas falas, a criação de ambiente fértil para reflexões conjuntas que propiciam a visualização de outros caminhos, que, nesse caso, foram ao encontro das reais necessidades do usuário. US 3b: Modificação de uma prática: um caminho ao encontro das necessidades do usuário. Gerou ideias sobre a elaboração de fluxograma e protocolos de atendimento sobre educação e a inserção de novos profissionais. CONSIDERAÇÕES FINAIS: o estudo pode mostrar claramente que, na “leitura do mundo compartilhada com o outro”, houve uma transformação nas pessoas que participaram dos círculos de discussão. A visão solitária anterior permitiu a emancipação, o empoderamento do envolvidos e o sentimento do compromisso com o conhecimento. Revelou as dificuldades no atendimento à hanseníase e as sugestões possíveis de se transformar a realidade em cada município, evolução impressionante da descoberta e entendimento da realidade.