Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Contém produto: As tecnologias de informação e comunicação (TIC) no ensino de ciências: uma conversa de professor para professor - Produto Educacional / As tecnologias de informação e comunicação (TIC) estão presentes em nossa sociedade e, cada vez mais, é desejável que elas sejam utilizadas como recursos no contexto educativo. Entretanto, para que isso ocorra, sabe-se que há inúmeros desafios e dificuldades, como deficiências na formação dos professores para o uso das tecnologias e falta de infraestrutura adequada. Nesse contexto, sentiu-se a necessidade de compreender como professores, mesmo diante desses desafios, planejam utilizar as TIC como estratégia pedagógica. Dessa forma, esta pesquisa teve por objetivo analisar as concepções de ensino e aprendizagem subjacentes aos planos de aulas para o uso das TIC desenvolvidos por professores de Ciências e Biologia que atuam na rede pública estadual do Paraná. Para isso, privilegiou-se a abordagem qualitativa e, por meio da análise de conteúdo (BARDIN, 1977), analisou-se 35 planos de aula de professores de Ciências e Biologia da Rede Estadual do Paraná que declararam usar TIC em suas aulas, relacionando-os às abordagens de ensino e aprendizagem sistematizadas por Mizukami (1986) e aos correspondentes modelos epistemológicos inerentes a cada uma delas (BECKER, 1995). Os resultados apontam que esses professores atribuem às TIC usos e significados que estão intimamente ligados às suas concepções de ensino e aprendizagem. Pela análise dos dados, há indícios de que nos planos de aula que têm o professor no centro do processo ensino-aprendizagem, o uso das tecnologias tende a ser feito da mesma maneira. Já naqueles planos que valorizam a interação professor e aluno, este assume papel ativo na construção do conhecimento mediado pelas TIC. Um dos fatores que pode estar contribuindo para essa diferença nas concepções dos professores é a formação recebida. De maneira geral, os professores pesquisados que apresentaram indícios de uma prática com características construtivistas cursaram a graduação após a segunda metade da década de 90 (período marcado pela revolução digital e disseminação dos computadores) e têm maior tempo de formação continuada na área educacional e cursos específicos sobre tecnologia. Com o intuito de contribuir com a formação docente, desenvolveu-se o produto educacional, que consiste em um material destinado aos professores de Ciências e Biologia, inspirado no uso das tecnologias em uma perspectiva construtivista. / Information and communication technologies (ICT) are present in our society and it is even more desirable that they could be used as resources in the educational context. However, to make it possible, it is known that numerous challenges and difficulties should be faced, such as deficiencies in teacher training for the use of technologies and lack of adequate infrastructure. In this context, it is necessary to understand how teachers, even those who face some challenges, plan to use ICT as a pedagogical strategy. This research, therefore, has the objective of analyzing the teachinglearning conceptions related to lesson plans that present the use of ICT in the school environment developed by Science and Biology teachers who work in public school. For this, the qualitative approach was privileged and, through content analysis (BARDIN, 1977), 35 Science and Biology lesson plans, written by teachers who work in public schools and that mentioned they have used ICT in their classes, were analyzed. The analysis related the lesson plans to the teaching-leaning approach presented by Mizukami (1986) and the corresponding epistemological models inherent to each one of them (BECKER, 1995). The results show that these teachers attribute to ICT uses and meanings that are closely linked to their teaching and learning conceptions. By analyzing the data, there are indications that in the lesson plans that have the teacher at the center of the teaching-learning process, the use of technologies tends to be done in the same way. On the other hand, in those plans that value the interaction between teacher and student, this assumes an active role in the construction of knowledge mediated by ICT. One of the factors that may contribute to this difference in teachers' conceptions is the training they have received when taking the graduation course. In general, teachers who presented a practice with constructivist characteristics attended the graduation after the second half of the 90's (period of digital revolution) and had more time of continuous training in the educational area and technology courses. With the aim of contributing to teacher training, the educational product was developed and it conconsists of a material for Science and Biology teachers, inspired by the use of technologies in a constructivist perspective.

This study investigated how lesson study, a Japanese intervention tool, may be used as a management strategy to improve performance in space, shape and orientation in Mathematical Literacy at Technical and Vocational Education and Training colleges. In this study a qualitative approach was followed in both the pilot and the main study. Prior to the main study, a small-scale pilot study was conducted which consisted of two participant lecturers and lasted for about two months culminating in one complete lesson study cycle and a second partially completed cycle. Four lecturers participated in the main study which lasted about seven months from the last week of February 2019 to the last week of August 2019 at a campus of a TVET college where Mathematical Literacy is a subject in the NCV program. Data were collected from semi-structured interviews with lecturers and students, observations of students’ performance and behaviour while delivering the research lessons, including researchers’ journals and participant lecturers’ journals, students’ work and meeting notes which included debriefing notes. The LS - Participative Management model proposed in this study has shown to achieve the broad teaching and learning outcomes, personal and professional outcomes and managerial outcomes. Hence, it is possible that the model proposed in this study is an appropriate model which can be successfully implemented at TVET colleges in South Africa. With the application of the LS Participative Management model, findings revealed from this study showed that participant lecturers improved their teaching and learning by reflecting and engaging with the content of space, shape and orientation in Mathematical Literacy by highlighting the misconceptions students have around this topic. Participant lecturers were also brought out of isolation, giving them the opportunity to collaborate with other lecturers and the manager. Collaboration and participation in lesson study also brought about organisational effectiveness which was revealed through vigorous discussions, openness, trust and respect, positive relationships and sharing ideas. Lesson study also provided an enabling environment for lecturers to become personally and professionally empowered by increased confidence and motivation as they gained more experience in lesson study. The involvement of the manager as a participant observer showed that it can impact on curriculum management, sharing experience and expertise, influence the organisational culture and provide guidance and support. / Educational Management and Leadership / D. Ed. (Educational Management)

DEd (Curriculum Studies) / Department of Curriculum Studies / The study examined challenges that confront lecturers and student teachers at colleges of primary teacher education in Zimbabwe in the use of action research as a teaching and learning strategy. The study focused on lecturer competency, personal dispositions of students towards mastery of action research skills and institutional challenges. The mixed methods research design was used in this study. A combination of the two research approaches exhibits complementary strengths and non-overlapping weaknesses of the techniques, methods and processes involved. Purposive sampling technique was employed to choose one principal and 9 heads of departments while simple random sampling was used to select 140 student teachers. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Thematic analysis was employed to analyse narrative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. It was established that student teachers have limited practical experience in action research prior to proceeding on teaching practice as well as weak communication skills to support its conduct. The study recommends that lecturers should cater for the characteristics and experiences of student teachers when planning and delivering lectures in order to improve their acquisition of action research skills.

Indiana University-Purdue University Indianapolis (IUPUI) / Sin duda la lectura tiene un papel importante en el aula de segunda lengua. No solo es una manera efectiva de adquirir vocabulario y gramática sino también es un buen instrumento para presentar la cultura de la lengua meta. Por lo tanto, es necesario que los estudiantes puedan leer bien. No obstante, los problemas de comprensión surgen cuando a los estudiantes les falta competencia lingüística o conocimiento previo o, las diferencias en las aptitudes de leer, varían en cada estudiante. Entonces es importante que los maestros les den a los estudiantes los instrumentos que les permitan acceder a las estrategias de comprensión. La meta de este trabajo es probar que entre más conciencia metacognitiva tenga un estudiante de segunda lengua, mejor será su comprensión del texto. En general, los maestros de segunda lengua entienden la importancia del conocimiento de vocabulario y gramática en cuanto al éxito de lectura, pero quizás no se dan cuenta de que la conciencia metacognitiva tiene un papel igualmente importante. Por ello, este trabajo es tanto para los maestros que no están familiarizados con la instrucción de las estrategias de la comprensión de lectura como para los que dudan del valor en el currículo, ya lleno de lecciones y ejercicios comunicativos.

The purpose of this thesis is to design, implement and evaluate lessons oriented towards gender issues. The theoretical part of this thesis introduces the topic of gender and places it in the school context. It addresses gender-sensitive education and the courses of action by which gender issues can be integrated into teaching. Furthermore, this part deals with the methodology of content-based approaches. Finally, it presents the lesson planning process based on the Six-Ts method and lesson reflection using the ALACT model. The practical part consists of planning sample lessons and designing students' worksheets, both oriented towards gender issues. The sample lessons were consequently piloted in Business Academy Heroldovy Sady. The evaluation of their progress is also included in this section, together with practical recommendations for similar lessons based on personal teaching experience. Lastly, the thesis notes that teachers of English and other foreign languages can raise awareness of gender issues in their lessons while developing students' language skills. The thesis is enriching as it finds solutions to integrate gender topics into English language teaching and provides examples of this practice. KEY WORDS English as a foreign language, EFL, English language learning, content-based...