University of Macau / Faculty of Social Sciences and Humanities / Department of Portuguese

This thesis characterizes the feedback between the instructor and student teams engaged in a Virtual Bioreactor (VBioR) Laboratory Project. The project allows senior-level chemical, biological, and environmental engineering students to apply their developing knowledge and skills in an industrially situated process optimization project. Feedback is an important tool for instructors to use to scaffold student learning, especially in the context of an ill-structured project. An ethnographic approach is taken for data collection; audio recordings and field notes are taken throughout the duration of the project. The characterization of feedback uses an episodes framework for discourse analysis to consider similarities and differences. Using this framework, thematic codes have been developed through a semi-emergent process to describe the content of Design Memo Meetings (DMMs) between an instructor and student teams. Student work products, post-DMM surveys, and post-project interviews are also considered as data sources for this research. The results of this research show that instructor feedback in this project is adaptable, conforming to the status of the student team at the beginning of the DMM. This adaptability is highlighted by differences in DMM themes that are supported by differences in the Design Strategy Memos that student teams bring to the meeting. Student perceptions of the DMM feedback are also presented. / Graduation date: 2013

Univ., Diss.--Bern, 2005.

published_or_final_version / abstract / Education / Master / Master of Education

Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006. / Bibliography: p. 372-438. / Introduction: the influence of second language teachers' conceptions and the role of interactions in language learning -- Literature review -- Theory and methodology -- Teachers' conceptions of in-class interactions -- Teachers' conceptions of out-of-class interactions -- Differences between EAP teachers' experiences and conceptual development: in-class and out-of-class interactions -- Two categorical frameworks for ICI and OCI context: similarities, differences and relations -- Discussion and conclusion. / Spoken interaction with others is one of the most powerful tools in learning and teaching a second language. This investigation is concerned with uncovering and categorising the ways a group of L2 teachers' describe their experiences and beliefs of two types of spoken interaction; those that occur in the classroom (ICI) and those that occur outside the classroom (OCI). Twenty-eight EAP teachers were interviewed using phenomenographic and ethnographic investigative approaches and asked to describe their experiences and how they thought about and used spoken interactions in the teaching and learning of a situated lesson. The conceptions that emerged as consistent (reported as experienced most frequently across the group and within individual transcripts) were identified and categorised into two sets of categories of description (COD) one for each type of interaction. Across the group of teachers, five stable ICI categories of conceptions were identified and four stable OCI categories of conceptions were identified. These categories describe the range of conceptions that emerged across the group as a whole and do not attempt to rate the understandings of individual teachers. -- The conceptions of interactions in both sets of categories followed a hierarchal pattern of development from less complete to more complete understandings of these interactions. These descriptions formed two frameworks that are supported by similar patterns describing less complete and more complete understandings of various concepts in sets of categories published in other education settings (Marton & Booth, 1997). Exploration into the teaching and learning approaches reported in the teachers' experiences of ICI and OCI indicated that the utilization of interactions was constrained by the ways these interactions were conceived. Relations between more developed conceptions of both phenomena emerged in situations where more developed conceptions were reported. In these situations both ICI and OCI were simultaneously present in the teachers' awareness and perceived as different aspects of the same teaching/ learning situations. Across the group the teachers reported less powerful ideas of how to utilize OCI than how to utilize ICI. / Mode of access: World Wide Web. / xvii, 496 p. ill

Thesis (Ed.D.)--Teachers College, Columbia University, 1995. / Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Lenore M. Pogonowski. Includes bibliographical references (leaves 163-175).

Thesis (Ph. D.)--Capella University, 2007. / Includes bibliographical references (leaves 110-118) and abstract.

Thesis (Ph. D.)--University of Tennessee, Knoxville, 2008. / Title from title page screen (viewed on Sept. 17, 2009). Thesis advisor: George M. Hopper. Vita. Includes bibliographical references.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society. / AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.

Made available in DSpace on 2015-03-26T13:44:33Z (GMT). No. of bitstreams: 1 texto completo.pdf: 1074779 bytes, checksum: d749dff25abaad6c40ca95955b681609 (MD5) Previous issue date: 2014-03-28 / This study was conducted in a public school in Minas Gerais and aimed to investigate the construction and negotiation of identity of an English teacher in talk in interaction in the classroom. Sharing a sociointeractionist view of language, we believe that participants continuously negotiate what is being said or done, i.e., how they express what they say and how they deal with a given situation. In talk in interaction, teachers and students negotiate not only the senses but also identities, since the participants position themselves, they project to each other images of self (Goffman, 1998). This linguistic-discursive study was theoretical and methodological grounded in the theories of Ethnomethodological Conversation Analysis (ECA), studies of Discursive Psychology, the Interactional Sociolinguistic and Applied Linguistic. We aim to study the construction of the professional identity of an English teacher in talk in interaction in its natural context of production. Therefore, we use as data collection instruments the audio recordings and their transcripts, participant observation, questionnaire in addition to document analysis. The analysis of positions taken by participants and shown by conventions of contextualization has revealed that there is a hierarchical relationship between the teacher and the students researched, in which the teacher assumes a position of authority, since she projects herself into the discourse as participant who owns all the rights of the turn taking and controls students‟ behavior. The positioning analysis also reveals that the teacher searched assumes the discursive identity of counselor, quality controller of the language used in classroom, valuer, planner and friend. The positioning taken by teacher (except for friend positioning) show a construction of an identity strongly influenced by traditional method of teaching (Grammar-Translation Method), in which predominates the teacher-centered teaching with strong classroom control. The results also show the challenges of teaching in a large classroom. / Este estudo foi desenvolvido em uma escola pública do interior de Minas Gerais e teve como objetivo principal investigar a construção e a negociação da identidade de uma professora de língua inglesa na fala-em-interação em sala de aula. Compartilhando de uma visão sociointeracionista da linguagem, acreditamos que os participantes negociam continuamente o que está sendo dito ou feito, isto é, a maneira como eles expressam o que dizem e a forma como eles lidam com uma dada situação. Em uma interação, professores e alunos negociam não só sentidos, como também identidades, uma vez que os participantes, ao se posicionarem, projetam uns para os outros, imagens do self (GOFFMAN, 1998). Este estudo linguístico-discursivo teve como pressupostos teórico-metodológicos as teorias da Análise da Conversa Etnometodológica (ACE), os estudos da Psicologia Discursiva, da Sociolinguística Interacional e da Linguística Aplicada. Buscamos estudar a construção da identidade de uma professora de língua inglesa na fala-em-interação em seu contexto natural de produção. Logo, utilizamos como instrumentos de coleta de dados as gravações em áudio e suas transcrições, a observação participante e o questionário. A análise dos posicionamentos assumidos pelos participantes e explicitados pelas convenções de contextualização demonstrou que há uma relação hierárquica entre a professora pesquisada e os alunos, na qual a professora assume uma posição de autoridade, uma vez que ela se projeta no discurso como uma participante que detêm todos os direitos sob a tomada dos turnos, bem como assume uma posição de controladora do comportamento dos discentes. A análise dos posicionamentos revela, ainda, que a professora pesquisada assume as identidades discursivas de conselheira, controladora da qualidade, avaliadora, planejadora e amiga. Os posicionamentos assumidos pela professora (exceto o posicionamento de amiga) revelam uma construção de uma identidade profissional fortemente influenciada pelo método tradicional de ensino (Método Gramática e Tradução), no qual predomina um ensino centrado no professor com forte controle da sala de aula. Os resultados mostram, ainda, os desafios de se lecionar em sala de aula numerosa.