The transition from school to tertiary study of mathematics is rightly coming under increasing scrutiny in research. This paper employs Tall’s model of the three worlds of mathematical thinking to examine key variables in teaching and learning as they relate to this transition. One key variable in the transition is clearly the teacher/lecturer and we consider the perspectives of both teachers and lecturers on teaching related matters relevant to upper secondary and first year tertiary calculus students. While this paper deals with a small part of the data from the project, which aims to model the transition, the results provide evidence of similarities and differences in the thinking of teachers and lecturers about the transition process. They also show that each group lacks a clear understanding of the issues involved in the transition from the other’s perspective, and there is a great need for improved communication between the two sectors.

Verandering vind voortdurend op alle gebiede van mense se lewens plaas. Ten einde met 'n veranderende wereld te kan tred hou en aan die behoeftes van die land en sy mense te voldoen, vind daar ook op onderwysgebied in Suid-Afrika, groot veranderinge plaas. Inrigtings betrokke by onderwysersopleiding het oo k die afgelope paar j aar ingrypende herstrukturering ondergaan. Volgens wetgewing moet aile tersiere onderwysinrigtings by die Hoeronderwys-sektor inskakel, wat inkorporering by 'n universiteit oftechnikon beteken. Hierdie studie fokus daarop om vas te stel hoe die dosente verbonde aan 'n tersiere onderwysinrigting die veranderingsproses beleef. Die navorser maak van die k:walitatiewe navorsingsmetode gebruik deur individuele onderhoude met 'n aantal dosente te voer. Hierdie inligting is met behulp van 'n oudio-bandopnemer opgeneem en verbatim transkripsies is daarvan gemaak. Na die ontleding van die transkripsies is faktore geidentifiseer wat emstige stres by die deelnemers veroorsaak tydens die veranderingsproses. Ten slotte is aanbevelings in hierdie verband gemaak. / Change is a constant in all sphere of people's lives. To keep abreast of the changing world and to meet the needs of its people, vast changes are also being implemented in education in South Mrica. Institutions involved in teacher training have also undergone far-reaching restructuring over the past few years. Legislation requires that tertiary education institutions be incorporated into the Higher education sector, which means incorporation into a university or technikon. This study focuses on establishing how the lecturers employed at a tertiary education institution " experience this process of change. The researcher has used the qualitative research method by conducting individual interviews with a number oflecturers. This information was taped and verbatim transcriptions were made of the interviews. Analysis of these transcriptions made it possible to identify factors that have caused serious stress in participants during the process of change. In the end recommendations were made concerning these factors. / Educational Leadership and Management / M. Ed. (Onderwysbestuur)

This diploma thesis provides information how students of chosen faculties of the University of South Bohemia evaluate their teachers, what attitudes they have developed to them, what is particularly important for them and which requirements they impose on the teachers. The theoretical part deals with attitudes, teaching, personalities of a teacher and a student, a current tertiary education in the Czech Republic and mutual relations of students and educators. The empirical part presents a quantitative research that I realized through a semantic differential. Here I describe characteristics of the population and the research sample. Furthermore, I bring results of obtained data and information about students´ attitudes to their teachers. The data collection took place in March 2012 in a form of questionnaires. The research was conducted at the University of South Bohemia, Pedagogical, Health Social and Theological Faculties. Fields of study of similar focus were chosen within each of given faculties. In total 240 questionnaires were distributed. The return was 75%, thus altogether 180 questionnaires. Three hypotheses were defined for the research. The first hypothesis assumed that the preferred field of study positively influenced students´ attitudes to their teachers and the conducted research confirmed this hypothesis. The second hypothesis stated the students studying a prestigious field of study evaluated their teachers more positively than students studying a not prestigious field of study. This hypothesis was not confirmed. The third hypothesis was that women-students were less critical in the evaluation of teachers than men-students. The carried out research did not confirm nor this hypothesis. The thesis can be used to compare attitudes of women-students and men-students from individual faculties of the University of South Bohemia and for publishing activities.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is entered on line Research Training, Knowledge and Professional Development Program Graduate Education, PPGE/CE/UFSM at Masters level. The goal is to provide an approach to life story of a Physical Education teacher active in the Master's degree in Physical Education at the Center for Sports and Physical Education ( CEFD / UFSM ) . In the specific goals were scored in the life of the teacher's family, school life, the choice of teaching as a profession, the initial training course, entrance into the classroom as a teacher to continuing education and the construction of pedagogical approach to classes Physical education Critical Theory grounded in Emancipation. The methodology used is a qualitative one second Bauer, Gaskell and Allum (2003). The method used is the biographical - life story and the procedure for the collection of information will be the narrative interview. Through autobiographical narrative better understand the factors that led them to choose the profession teacher, how is the constitution of the training course teacher, as was the entry into the teaching and situations of family life that interfered in these events during life. For the analysis of the information obtained will use thematic analysis. Family life in childhood was marked by freedom, enrollment in school was in boarding school system. Presented to the boarding begins Athletics and interest in Physical Education. He graduated in Physical Education, is specialization, master and gets the first doctoral scholarship in Germany in Physical Education through the Goethe Institut. History of beautiful and exciting life permeated by the construction of professional development and sustained periods of estrangement from family. / Este estudo está inserido na linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação, PPGE/CE/UFSM em nível de mestrado. O objetivo é proporcionar uma aproximação com a história de vida de um professor de Educação Física atuante no curso de mestrado em Educação Física do Centro de Educação Física e Desportos (CEFD/UFSM). Nos objetivos específicos foram pontuados a vida em família do professor, a vida escolar, a opção pela docência como profissão, o curso de formação inicial, o ingresso em sala de aula como professor até a formação continuada e a construção da abordagem pedagógica para as aulas de Educação Física embasada na Teoria Crítico-Emancipatória. A metodologia utilizada será de cunho qualitativo segundo Bauer, Gaskell e Allum (2003). O método utilizado será o biográfico história de vida e o procedimento para a coleta de informações será a entrevista narrativa. Através da narrativa autobiográfica compreenderemos melhor os fatores que levaram a escolher a profissão professor, como se dá a constituição da trajetória formativa do professor, como foi o ingresso na docência e as situações da vida familiar que interferiram nesses fatos ocorridos durante a vida. Para a análise das informações obtidas utilizaremos a análise temática. A vida em família na infância foi marcada pela liberdade, o ingresso na escola foi no sistema de internato. No internato apresentado ao Atletismo e começa o interesse pela Educação Física. Gradua-se em Educação Física, faz especialização, mestrado e consegue a primeira bolsa de doutorado na Alemanha em Educação Física através do Goethe Institut. História de vida linda e emocionante permeada pela construção da trajetória profissional e sofridos períodos de distanciamento da família.

Submitted by Haroudo Xavier Filho (haroudo.xavierfo@ufpe.br) on 2016-03-08T18:44:52Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5) / Made available in DSpace on 2016-03-08T18:44:52Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) TESE Cinthya Tavares.pdf: 2117674 bytes, checksum: acd6263825c4c8ec96beb679304dd0e2 (MD5) Previous issue date: 2016-06-26 / O baixo letramento de nossa população gerou críticas através de um discurso em prol de mudanças na formação dos professores, defendido por duas formações discursivas: uma advinda do próprio campo educacional e outra do campo da produção econômica. No entanto, identificamos que o campo econômico usa o termo mudança apenas como substituto do termo inovações, já que anuncia modificações superficiais para a formação docente. O que é compreensível por ser o discurso da inovação atrelado ao campo produtivo, que não deseja mudanças na ordem política e econômica da sociedade, mas se valer das instituições de ensino para dar continuidade ao projeto de globalização gerado pelos ideais neoliberais das nações desenvolvidas, pois desde que o mundo da produção tornou-se complexo, ter o domínio cada vez maior da linguagem escrita equivale a executar com mais qualidade e competência as tarefas profissionais na chamada Sociedade do Conhecimento. Diante deste contexto, escolhemos como objeto de estudo a profissionalidade docente, ou seja, o conjunto de atributos capaz de caracterizar uma pessoa como membro de uma dita categoria profissional, para responder, se, em nossa contemporaneidade, o discurso em prol de mudança produzido pela cultura da inovação advinda do campo produtivo vem influenciando ou não na construção da imagem de profissionalidade dos docentes universitários dos cursos de Letras e consequentemente no exercício dessa profissão. Por isso o nosso sujeito é o docente dos cursos de licenciatura em Letras com habilitação em língua portuguesa de duas universidades públicas federais de Pernambuco, cujos discursos foram analisados, tendo como embasamento teórico a Análise de Discurso. Dezoito docentes permitiram a observação de suas aulas e 11 deles preencheram questionários sobre o objeto em estudo. Além da análise desse material, pesquisamos também documentos produzidos por agências multilaterais sobre o ensino superior, a saber, um relatório do Banco Mundial e uma declaração da UNESCO para compararmos o discurso presente nestes documentos, enquanto representativos do discurso em prol de inovações no mundo educacional com os resultados encontrados no discurso docente. Comprovamos assim que a influência do discurso dessas agências se faz presente categoricamente no discurso oficial produzido pelo MEC e parcialmente nos documentos institucionais (Projeto Político Pedagógico dos Departamentos de Letras investigados) também averiguados, mas não está presente no discurso docente dos nossos investigados, cuja imagem de profissionalidade é distinta da produzida pelo discurso transnacional. Em vista de que no discurso dos nossos investigados prevalece é a defesa de um profissional que tenta deixar para trás a imagem do docente transmissor de conhecimentos especializados, construído pela modernidade, para incorporar a figura do profissional do ensino pronto a ensinar a ensinar os futuros professores da educação básica as habilidades da linguagem escrita necessária à promoção de uma vida mais plena para a nossa população, o que é apontado como a mudança de fato a ser realizada. Se tal caminho ainda não se consolidou, é porque não é fácil apagar as formações imaginárias que alimentam a figura do docente universitário desde a criação das universidades. De forma que em seus discursos, os docentes se opõem a coadunar com o discurso de inovação do mundo econômico, e a tentativa de manutenção da ordem existente. E mesmo que ainda não tenham construído inteiramente aquela que será a nova imagem de profissionalidade do docente do ensino superior, já há a consciência de que a mudança é imprescindível. / Low literacy of our population has drawn criticism through a speech in favor of changes in teacher training, defended by two discursive formations: one arising from the own educational field and another field of economic production. However, we identified that the economic field uses the term change only as a replacement of the term innovation because heralding surface modifications for teacher training. This is understandable because it is the discourse of innovation linked to the productive field, you do not want changes in the political and economic order of society, but to avail of educational institutions to continue the globalization project generated by the neoliberal ideal of developed nations because since the world of production has become complex, have increased the area of written language is equivalent to running over quality and competence in professional tasks called Knowledge Society. Given this context, we chose as object of study the teaching profession, ie the set of attributes able to characterize a person as a member of a so-called professional category, to respond, if, in our times, the discourse in favor of change produced by culture of innovation arising from the productive field has influenced or not the professionalism of image construction of university faculty members of Language courses and consequently in the exercise of his profession. So our subject is the teaching of degree courses in Literature with specialization in Portuguese two public federal universities of Pernambuco, whose speeches were analyzed, with the theoretical background to Discourse Analysis. Eighteen teachers allowed the observation of their classes and 11 of them filled out questionnaires about the object under study. In addition to this material, also researched documents produced by multilateral agencies on higher education, namely, a World Bank report and a UNESCO statement to compare the present discourse in these documents, as representative of the speech in favor of innovations in the educational world with results found in teaching speech. We proved so that the influence of speech of these agencies is present categorically official discourse produced by the MEC and partially in institutional documents (Pedagogical Political Project of the Department investigated Letters) also investigated, but is not present in teaching speech of our investigation, whose image of professionalism is distinct from that produced by transnational discourse. Given that in the discourse of our investigated prevails is the defense of a professional trying to leave behind the teacher's image transmitter of expertise, built by modernity, to incorporate vocational education figure ready to teach to teach future teachers basic education of written language skills needed to promote a fuller life for our population, which is touted as the change actually being performed. If such a path is not yet consolidated, it is because it is not easy to erase the imaginary formations that feed the figure of university professors from the creation of universities. So that in his speeches, teachers oppose consistent with the innovation discourse of the economic world, and trying to maintain the existing order. And even if they have not yet built entirely what will be the new image professionalism of teachers in higher education, since there is the awareness that change is essential.

Ce travail a pour objectif d’étudier l’ubiquité professionnelle exercée par les enseignants-chercheurs libanais, qui joignent le travail académique à l’activité entrepreneuriale. La revue de littérature s’organise autour des thèmes de l’acadépreneuriat, de la théorie du déplacement et du concept de vision stratégique. Le cadre légal de l’ubiquité professionnelle, de la recherche scientifique, et du métier de l’enseignant-chercheur libanais au privé comme au public a été ensuite étudié.Une étude préliminaire ayant pour but la formation d’un échantillon regroupant le plus grand nombre possible d’enquêtés a été mise en oeuvre. Ensuite, à la lumière des données collectées auprès d’une centaine d’enseignants libanais, cinq enquêtés ont été identifiés, sachant que six ont été contactés en amont. Onze individus forment alors le second échantillon sujet de l’étude qualitative. Les résultats de cette dernière montrent que la satisfaction de l’enseignant envers sa carrière dépend de son profil, de la profession de sa conjointe, des compensations indirectes offertes par son établissement universitaire et que la majorité des enseignants-chercheurs ne sont pas satisfaits par le niveau de rémunération dans leur université. D’autre part, les titulaires d’un doctorat mènent en général une trajectoire professionnelle réfléchie, et leur projet entrepreneurial a été créé en aval de leur statut d’enseignant, contrairement à ceux qui ne sont pas titulaires d’un doctorat. L’ubiquité professionnelle est durable lorsqu’elle est réfléchie et si elle ne nécessite pas de travaux manuels. Enfin, les enseignants qui ne mènent pas de travaux de recherche dans le cadre de leur établissement universitaire sont en quête d’une réputation sociale. / The aim of this work is to study the professional ubiquity of Lebanese lecturers who are also working as entrepreneurs. The literature review is organized around the themes of acadepreneurship, the theory of displacement and the concept of strategic vision.Then, the legal framework related to the studied phenomenon, the scientific research and the Lecturer profession in Lebanon was studied.A preliminary study was carried out in order to identify a sample of the largest possible number of respondents.Then, in the light of the data collected from about a hundred Lebanese lecturers, five respondents were identified, giving that six were contacted upstream. Eleven individuals are subject to the qualitative study.The results of the qualitative study show that the lecturer's career satisfaction depends on his profile, spouse's profession and some indirect compensations offered by his academic institution. They also indicate that the majority of the lecturers are not satisfied by the amount of pay offered by their university.On the other hand, Ph.D. holders generally pursue a strategic career path and their entrepreneurial activity has been created before the start of their academic career, unlike those who do not have a Ph.D.Professional ubiquity is sustainable when thoughtful and when it doesn’t require any manual work. Finally, lecturers who do not carry out any research project as part of their academic career are usually looking for social reputation.

The present study has as main goal to get to know the Social Representations from the teaching being to the nurse teacher on nursing graduation, as well as all the features of the upbringing and professional trajectory essential on the decision of becoming a teacher. Thirteen nursing teachers from the nursing graduation course from two universities in the Região Metropolitana do Vale do Paraiba Paulista who teach nursing sciences subjects. Featured as an exploratory-descriptive with a qualitative approach at the light of Social Representations theoretical references, being two tools used to collect data: a questionnaire comprising questions pertinent to socio-demographic data and upbringing and professional, and the other tool the half-structured interview with the guiding issue: `What made you become a teacher? Speak about your professional trajectory. The methodological approach used on the analysis of the interviews was the Collective Subject Speech, when three main ideas were identified, namely: The nurse is an educator; More time to care for children; External Influences. The results on the first CSD revealed that the Social Representations on the teaching being to the participants were based on caring in nursing owns history, when they regarded the nurse as a born educator and teaching as a way of caring. Other motivating factors were mentioned as well: communication skills, socializing skills, tools to contribute to change realities, turning theory into practice, besides being engaged in researching and studying all the time. At the second CDS the participants stated that teaching was the way to bring professional life and the role of mother together, showing that the Social Representations of womens social role as responsible for the care for the children remains unaltered even after her insertion in the job market. At the third CDS it was highlighted that the construction of a professional identity is closely related to the socialization process that begins in the nuclear family and spreads out for a lifetime, introducing the person into new segments of the society as it was the case of the professional socialization influenced by the graduation teacher. It is said to be that this case can elicit the debate and the reflexion on the process of nursing teacher upbringing for the practice on higher education in view of the Nursing Curriculum Guidelines proposals. / O presente estudo teve como objetivo conhecer as Representações Sociais do ser docente para o enfermeiro professor da graduação em enfermagem, bem como os aspectos da formação e da trajetória profissional determinantes na decisão de se tornar docente. Foram entrevistadas treze enfermeiras docentes do curso de graduação em enfermagem de duas universidades da Região Metropolitana do Vale do Paraíba Paulista, que ministravam disciplinas das ciências da enfermagem. Caracterizou-se como um estudo exploratório-descritivo com enfoque qualitativo a luz do referencial teórico das Representações Sociais, sendo aplicados dois instrumentos na coleta de dados: um questionário contendo questões relativas a dados sociodemográficos, de formação e trajetória profissional e o outro instrumento foi a entrevista semiestruturada com a questão norteadora: O que te motivou a se tornar docente? Fale sobre sua trajetória profissional. A estratégia metodológica utilizada para a análise das entrevistas foi o Discurso do Sujeito Coletivo, sendo identificadas três ideias centrais, a saber: O enfermeiro é um educador; Mais tempo para cuidar dos filhos; Influências. Os resultados no primeiro DSC revelaram que as Representações Sociais sobre o ser docente para as participantes estavam ancoradas na própria história do cuidar em enfermagem, quando consideraram que o enfermeiro é um educador inato e que a docência é uma forma de cuidar. Ainda apontaram como fatores motivadores: habilidade pessoal para se comunicar, facilidade de interação interpessoal; possibilidade de contribuir para transformar a realidade; aliando a teoria com a prática, além de estar sempre pesquisando e estudando. No DSC 2 as participantes mencionaram que a docência foi o caminho para conciliar a vida profissional e seu papel de mãe, demonstrando que a RS do papel social da mulher como responsável pelo cuidado com os filhos permanece inalterado, mesmo após seu ingresso no mercado de trabalho. No DSC 3 ficou evidente que a construção da identidade profissional está diretamente relacionada com a socialização que se inicia no âmbito familiar e se estende por toda vida, introduzindo o indivíduo em novos setores da sociedade, como foi o caso da socialização profissional influenciada pela professora da graduação. Acredita-se que este estudo possa motivar o debate e a reflexão sobre o processo de formação do professor de enfermagem para o exercício do

The diploma thesis deals with area of the education system for employees aimed at the phone operators of mobile companies, as well as factors that relate to this topic. It includes a proposal for the improvement of the actual situation based on the analysis of the company and subsequent elimination of risk that may arise during the implementation.

Thesis (MA (African Languages))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: This mini-thesis examines the features of a range of communication tasks in Xhosa that characterize lecturer-student conversations in tertiary context as regards problems of some individual students assuming the Task-based Theory of second language learning and teaching. The study is motivated by the need that exists for the development of specific purposes language courses for African languages like Xhosa in South Africa in the light of the constitutional provision for multilingualism and the advancement of the African languages. The introduction of multilingualism and the advancement of the status and use of the African languages are also specified in the National language policy for Higher Education. In order to commence on the kind of research on syllabus design required for quality second language courses for Xhosa within tertiary context the nature of lecturer-student communication relating to the problems of individual students is investigated in this study. The study focuses in particular on the issue of task design, i.e. the features posited by Pica et al (1993) relating to the interactant relationship between the participants, the interactant requirement (one-way or two-way), the communication goal orientation (i.e. convergent or divergent), and the goal outcome option (i.e. one or several outcome options). The analysis of the Xhosa communication tasks is of crucial significance for syllabus design, course design and pedagogic task design for task-based language teaching. / AFRIKAANSE OPSOMMING: Hierdie mini-tesis ondersoek die kenmerke van ‘n verskeidenheid kommunikasietake in isiXhosa wat dosent-student gesprekke in hoër onderwys kenmerk betreffende die probleme wat individuele studente ervaar. Die raamwerk van Taakgebaseerde onderrig en leer-teorie word aanvaar. Die studie is veral gemotiveer deur die behoefte wat bestaan vir die ontwikkeling van spesifieke doeleindes taalkursusse vir Afrikatale soos isiXhosa in Suid-Afrika in die lig van die konstitusionele voorsiening wat gemaak word vir veeltaligheid en die bevordering van die inheemse Afrikatale. Die invoer van veeltaligheid en die bevordering van die status en gebruik van die Afrikatale word ook gespesifiseer in die Nasionale Taalbeleid vir Hoër Onderwys. Ten einde te begin met die tipe van sillabusontwerp vir gehalte tweedetaal-onderrig kursusse vir Xhosa binne tersiêre konteks, word die aard van dosent-student kommunikasie buite die klas, betreffende die probleme van individuele studente ondersoek in hierdie studie. Die studie fokus in die besonder op die vraagstuk van taak-ontwerp, dit is, kenmerke voorgestel deur Pica et al (1993) betreffende die deelnemers, die interakteerder-vereistes (een-rigting of twee-rigting), die kommunikasiedoel oriëntasie (d.i. konvergent of divergent), en die doel-uitkoms (een of verskeie uitkomste). Die analise van die Xhosa kommunikasietake is van sentrale belang vir sillabus-ontwerp, kursus-ontwerp en pedagogiese taak-ontwerp vir taakgebaseerde taalonderrig.

This study seeks insight into the use of visual aids in contemporary post-compulsory teaching. The importance of the study is linked to the large number of students who enter Higher Education; many of whom regularly receive lectures supported by visual displays which comprise textual summaries of a lecturer’s speech. This thesis comprises a two-part study and employs a mixed methods approach. The first part inquires into teachers’ and lecturers’ practice with regard to their visual aids, and the second compares the effectiveness of text, images and imagery displayed in support of a lecture. The investigation into lecturers’ practice found many post-compulsory teachers and lecturers had received no training in the design and use of visual aids during their initial teacher training. It is suggested this privation may underpin a de facto choice of projected text as a visual aid, the use of which is not clearly supported by contemporary models of memory and mental processing. In a comparison of visual modalities, an increase in learner engagement was recorded for the display of carefully designed images, and also for directed imagery. No positive impact was recorded for text summaries of 50-64 words displayed concurrently with speech, although recall was improved when text was restricted to five words or fewer. The conclusion is drawn that the display of this modality without temporal pauses may offer limited educational advantage to students, and a method of planned apportionment of speech and text is proposed in which contemporary theories of memory and processing are taken into account. These observations have significant implications for a lecture environment in which such text summaries are often relied upon for visual support. The findings of the thesis are combined to propose a principle of Visual Working Memory Utilisation (VWMU), upon which future research into visual aid design and use in post compulsory education might be based.