- About
-
The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
Search results
Showing 11 to 14 of 14 (0.039 seconds)Spelling suggestions: "subject:"csrknowledge off teachers"" "subject:"csrknowledge oof teachers""
| 11 |
Sobre o conhecimento matemático do professor de matemáticaLellis, Marcelo Cestari Terra 08 October 2002 (has links)
Made available in DSpace on 2016-04-27T16:58:19Z (GMT). No. of bitstreams: 1
marcelo.pdf: 418423 bytes, checksum: 6b6474695f37ac9ddac61b49e8063206 (MD5)
Previous issue date: 2002-10-08 / This dissertation concerns the nature of mathematical knowledge of middle
and high school mathematics teachers.
In the beggining, a survey of academic studies suggests that their
knowledge contradicts the present conceptions of Mathematics Education. It has
gaps that depends on conceptions about Mathematics and/or about the learning of
Mathematics, rather than on knowing more mathematics contents.
To search a better knowledge of Mathematics for the teachers it was used a
theoretical framework based on the idea that the knowledge as a whole can be
regarded as a web of meanings a notion that has already been explored in
Brazilian researches about education.
From this notion it was derived a way of knowing Mathematics that is in
harmony with the conceptions of Mathematics Education. This way of knowing
includes a great deal of knowledge about Mathematics. In the end, it was
considered how this way of knowing can be implemented in the preparation of
teachers / Esta dissertação trata da natureza do conhecimento matemático dos
professores de matemática do ensino fundamental e médio.
De início, um exame de estudos acadêmicos sugere que esse
conhecimento contradiz as idéias atuais da Educação Matemática. Ele tem falhas
que dependem mais de concepções sobre a Matemática e/ou seu ensino do que
da aquisição de mais conteúdos matemáticos.
Para buscar um melhor conhecimento matemático para o professor usouse
como referencial teórico a noção de que o conhecimento como um todo pode
ser visto como uma rede de significados uma noção já explorada em pesquisas
brasileiras sobre educação.
Essa noção conduz a uma forma de conhecer matemática em harmonia
com as concepções da educação matemática. Trata-se de uma forma de
conhecer que inclui em larga medida o conhecimento sobre matemática. No final,
considerou-se como essa maneira de conhecer pode ser implementada nos
cursos de formação de professores
|
| 12 |
The Interpretation of children's drawings : guidelines for teachersNoqamza, Mtandiwesizwe Patriot 01 1900 (has links)
The primary aim of this research was to determine whether teachers in their initial
or in-service training have acquired a basic knowledge of the interpretation of
children's drawings of human figure.
A literature study was done in which the focus was placed on major aspects such
as:
• The normal development of children's drawings according to different stages,
and
• Those drawings that deviate from the normal development and their implications.
• Reliability of children's drawings as a projective tool.
A measuring instrument was developed in order to measure the basic knowledge
of teachers with regard to the interpretation of children's drawings of human figure.
The results of the empirical research indicated that teachers have limited basic
knowledge with regard to the interpretation of children's drawings. The educational
implications with reference to teachers, education system and other professionals
were discussed. Recommendations for further research on similar topics were made. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)
|
| 13 |
A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent CurriculumNeves, Ana Cristina Trindade 14 December 2009 (has links)
This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.
|
| 14 |
A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent CurriculumNeves, Ana Cristina Trindade 14 December 2009 (has links)
This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education.
|
Page generated in 0.0436 seconds