The thesis aims to explore those current methods of teaching reading. The theoretical part describes the active learning, its influence on a class climate, the demands it puts on a teacher and the benefits it brings to the learners. Next, we define the concepts of reading comprehension and reading literacy and describe a range of methods and means that contribute to reading literacy development. The practical part analyses the conditions for reading literacy development at primary schools and gives examples of lessons which implement active learning methods into the reading literacy development process.

Submitted by Angela Maria de Oliveira (amolivei@uepg.br) on 2018-10-03T21:24:39Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Josemary Scos.pdf: 1241062 bytes, checksum: 662194ab29da5f959cf415c41b3ea8a7 (MD5) / Made available in DSpace on 2018-10-03T21:24:39Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Josemary Scos.pdf: 1241062 bytes, checksum: 662194ab29da5f959cf415c41b3ea8a7 (MD5) Previous issue date: 2018-07-30 / O presente estudo, vinculado à Linha da Pesquisa Ensino e Aprendizagem da Universidade Estadual de Ponta Grossa, teve como objeto o processo de produção da prática pedagógica das professoras alfabetizadoras iniciantes. A partir dos conflitos e dos desafios produzidos na prática pedagógica das alfabetizadoras iniciantes, originou-se a seguinte questão problema: Como ocorre o processo de produção da prática pedagógica de professoras alfabetizadoras iniciantes? Concomitantemente à questão principal, formulou-se o objetivo geral: Desvelar o processo de produção da prática pedagógica das professoras alfabetizadoras iniciantes a fim de contribuir para o seu processo formativo. Como objetivos específicos, definiu-se: descrever as práticas pedagógicas das professoras alfabetizadoras iniciantes; examinar práticas pedagógicas das professoras alfabetizadoras iniciantes a fim de evidenciar como são produzidas. Quanto aos conceitos e aos desafios do início de carreira, esta pesquisa reportou-se aos estudos de Huberman (1995) e Vaillant e Marcelo (2012). Pérez (2008), Mortatti (2006) e Soares, M. (2003, 2014) auxiliaram com concepções e reflexões específicas da alfabetização. O referencial teórico está fundamentado, também, na compreensão da teoria como expressão da prática com Martins (1996) e Freire (1979, 1996, 2011), no intuito de analisar a prática pedagógica na perspectiva problematizadora. A pesquisa foi desenvolvida em uma perspectiva qualitativa, cujos dados foram obtidos por meio de questionários e entrevistas semiestruturadas. A investigação foi realizada em 40 escolas da Rede Municipal de Ensino de Ponta Grossa, cujos sujeitos foram 17 professoras alfabetizadoras iniciantes que atuavam no primeiro ano das escolas da Rede Municipal de Ensino. Para análise dos dados, utilizou-se a Análise de Conteúdo de Bardin (2011), que contribuiu para a análise e o tratamento dos dados. Os resultados identificaram que a prática pedagógica alfabetizadora iniciante se constitui tanto por determinantes externos e internos. As professoras alfabetizadoras iniciantes também revelaram que a prática alfabetizadora é permeada por desafios quanto à escolha de métodos, à insegurança e à organização de rotinas. As professoras, além de buscarem por pares e formação continuada para auxiliar na prática alfabetizadora, utilizam estratégias para auxiliar no planejamento e na sua prática, como o acesso à internet, na procura por blogs e sites educacionais. Evidenciou-se que as professoras refletem sobre sua prática alfabetizadora ao perceberem que se sentem insatisfeitas ou satisfeitas com a sua prática iniciante. / This study, linked to the Teaching and Learning Research Line of the State University of Ponta Grossa, Paraná, Brazil, had as its object the process of production of the pedagogical practice of the beginner literacy teachers. From the conflicts and challenges produced in the pedagogical practice of the beginner literacy teachers, the following problem question was originated: How does the process of production of the pedagogical practice of beginner literacy teachers take place? Concomitantly with the main question, the general objective was formulated: To unveil the process of production of the pedagogical practice of the beginner literacy teachers, in order to contribute to their education process. As specific objectives, it was defined: to describe the pedagogical practices of the beginner literacy teachers; to examine the pedagogical practices of the beginner literacy teachers in order to show how they are produced. Regarding the concepts and challenges of the early career, this research was reported in the studies of Huberman (1995) and Vaillant and Marcelo (2012). Pérez (2008), Mortatti (2006) and Soares, M. (2003, 2014) helped with specific conceptions and reflections on literacy. The theoretical framework is also based on the understanding of theory as an expression of practice with Martins (1996) and Freire (1979, 1996, 2011), in order to analyze the pedagogical practice in the problematizing perspective. The research was developed in a qualitative perspective, whose data were obtained through questionnaires and semi-structured interviews. The investigation was carried out in 40 schools of the Municipal Teaching Network of Ponta Grossa, whose subjects were 17 beginner literacy teachers who worked in the first grade of the schools of the Municipal Teaching Network. To analyze the data, the Content Analysis of Bardin (2011) was used, which contributed to the analysis and treatment of the data. The results identified that the beginner pedagogical practice is constituted both by external and internal determinants. The beginner literacy teachers also revealed that literacy practice is surrounded by challenges in relation to the choice of methods, insecurity, and organization of the classroom routines. The teachers, in addition to seek colleagues and continuing education to assist in their literacy practice, use strategies to aid in planning and practice, such as access to the internet, search for blogs and educational websites. It is shown that teachers reflect on their literacy practice when they perceive that they feel dissatisfied or satisfied with their beginner practice.

This dissertation presents findings from a qualitative discourse analysis study of three pre-service teachers enrolled in the Urban Teacher Residency Partnership Program (UTRPP); a clinical teacher preparation setting at a major southeastern university. UTRPP is a full-time teacher preparation program that focuses on university student achievement through embedded coursework and provides preservice teachers (PSTs) with the opportunity to work with a content coach. Through coaching cycles, these PSTs work one-on-one with a literacy content coaches to enrich their teaching experiences and connect theory to practice through content coaching cycles. A content coaching cycle consists of a pre-conference, video-recorded observation of a teaching event, individualized video coding sessions of that teaching video, and post-conference reflections (Gelfuso & Dennis, 2014). In this study, I focus specifically on the PSTs’ literacy content coaching experiences. The purposeful support and unique structure of UTRPP provide a rich opportunity to study literacy teacher identity construction since PSTs are contracted as full-time teacher residents in urban schools and work one on one with a literacy professional to develop their literacy practices through coaching cycles. This research was guided by the following research question: In what ways do three PSTs develop literacy teacher identity? Data was only collected during literacy coaching cycles where literacy was explicitly taught, and not during any other content area coaching cycle or subsequent lesson reflection that was not literacy based. The findings showed evidence of: (a) the plurality of identity, in that each participant drew on multiple identity characteristics when reflecting on their literacy practice, (b) connections between participants core sense-of-self and literacy teacher characteristics, (c) participants deployment of front and backstage dramaturgy to conceal their beliefs and feelings from the literacy coach and children, and (d) connections to student-centered teaching practices. These findings offer insights into how PSTs construct their literacy teacher identities in both a clinical preparation program and through literacy content coaching.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2009. / Title from first page of PDF document. Includes bibliographical references (p. 22-25).

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-06-26T15:08:41Z No. of bitstreams: 2 ZENI.pdf: 1553792 bytes, checksum: 696cb8a05dbcedaa65778103d8728de5 (MD5) ZENI - ANEXO 1.pdf: 234409 bytes, checksum: a60b7177cb6097187cc991d388c3e493 (MD5) / Made available in DSpace on 2017-06-26T15:08:41Z (GMT). No. of bitstreams: 2 ZENI.pdf: 1553792 bytes, checksum: 696cb8a05dbcedaa65778103d8728de5 (MD5) ZENI - ANEXO 1.pdf: 234409 bytes, checksum: a60b7177cb6097187cc991d388c3e493 (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Historically, in our educational context, the performance of teachers, especially for the newly graduated, faces several challenges, especially when it comes to literacy in the initial grades of Elementary School. The teacher who starts his or her literacy career usually faces large classrooms and needs to deal with students who have different knowledge and experience, and some students often have difficulties in acquiring reading and writing and need interventions adjusted to their real needs. The present research proposes an investigation into the challenges faced by newly trained literacy teachers, based on the following problem: what challenges does a newly trained teacher face in a literacy room, in interaction with the knowledge and practices of their literacy practice? We have developed a literature review on teacher education, Pedagogy, Literacy/Literacy and Training Policies for literacy students, with the following theoretical main references: Tardif (2014); Nóvoa, 2009; Gatti and Barreto (2009); Saviani (2005; 2008); Libâneo (2006; 2010; 2012); Pimenta (2012); Franco (2003; 2005; 2012); Bahia (2016); Gatti (2010; 2013; 2014); Gatti, Barreto and André (2011); Monteiro (2014); Mortatti (2000, 2006); Albuquerque (2007); Ferreiro and Teberosky (1985) and Teberosky (1997). We conducted a field research, with the participation of five literacy teachers from the public school of Santo André. The instruments for the data collection and analysis were composed of a questionnaire to delineate the profile of the subjects and conduct deepening interviews. The data analysis of the interviews is based on the Content Analysis Methodology, proposed by Franco (2003). The analyzed categories considered self-presentation and career choice; initial and continuing training/knowledge; literacy-theories and practices; the internship as a pedagogical practice, as well as the attributions that mark and define the constitution of the newly formed teacher-literate identity. Regarding the challenges, we observe as results: weak initial training that distances the theory of practice; classrooms crowded with students; gaps in supervision; curriculum with more emphasis on theories than on literacy practices/ methodologies; lack of planning or even of a political pedagogical project that guides the newly trained teacher-literate in his/her work; besides the discontinuation of the policies of continuous formation. / Historicamente, em nosso contexto educacional, a atuação dos docentes, especialmente para os recém-formados, passa por vários desafios, principalmente quando se trata da alfabetização nas séries iniciais do Ensino Fundamental. O professor que inicia sua carreira na alfabetização, geralmente enfrenta salas numerosas e precisa lidar com alunos que possuem diferentes conhecimentos e experiências, muitas vezes, alguns alunos apresentam dificuldades em relação à aquisição da leitura e da escrita e necessitam de intervenções ajustadas às suas reais necessidades. A presente pesquisa propõe uma investigação sobre os desafios enfrentados por professores alfabetizadores recém-formados, a partir do seguinte problema: “Quais os desafios que um professor recém-formado enfrenta em uma sala de alfabetização, em interface com os saberes e fazeres de sua prática alfabetizadora?”. Desenvolvemos uma revisão da literatura sobre a formação de professores, a Pedagogia, a Alfabetização/Letramento e as Políticas de Formação para alfabetizadores, tendo como referenciais teóricos principais: Tardif (2014); Nóvoa (2009); Gatti e Barreto (2009); Saviani (2005; 2008); Libâneo (2006; 2010; 2012); Pimenta (2012); Franco (2003; 2005; 2012); Bahia (2016); Gatti (2010; 2013; 2014); Gatti, Barreto e André (2011); Monteiro (2014); Mortatti (2000; 2006); Albuquerque (2007); Ferreiro e Teberosky (1985) e Teberosky (1997). Realizamos uma pesquisa de campo, com a participação de cinco professores-alfabetizadores da rede pública de ensino municipal de Santo André. Os instrumentos para a coleta e análise de dados foram compostos por questionário para o delineamento do perfil dos sujeitos e realização de entrevistas de aprofundamento. As análises dos dados das entrevistas apoiam-se na Metodologia de Análise de Conteúdo, proposta por Franco (2003). As categorias analisadas consideraram a apresentação de si e escolha da carreira; formação inicial e continuada/saberes; alfabetização – teorias e práticas; o estágio enquanto prática pedagógica, bem como abordam as atribuições que marcam e definem a constituição da identidade do professor-alfabetizador recém-formado. Em relação aos desafios, observamos como resultados: formação inicial fragilizada que acaba distanciando a teoria da prática; salas de aulas com muitos alunos; estágios realizados com lacunas nas supervisões; currículo de formação com mais ênfase nas teorias do que nas práticas/metodologias alfabetizadoras; falta de um planejamento, ou mesmo, de um projeto político pedagógico que oriente o professor-alfabetizador recém-formado em seu fazer; além da descontinuidade das políticas de formação continuada.

PRACIANO, Lucilene Araújo do Nascimento. Tornar-se alfabetizadora: um olhar reflexivo sobre as narrativas de formação docente. 2013. 126f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2013. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-02-28T16:29:14Z No. of bitstreams: 1 2013-DIS-LANPRACIANO.pdf: 423058 bytes, checksum: 572b0b6eeb508217ca1595bd6459a051 (MD5) / Approved for entry into archive by Márcia Araújo(marcia_m_bezerra@yahoo.com.br) on 2014-02-28T17:21:34Z (GMT) No. of bitstreams: 1 2013-DIS-LANPRACIANO.pdf: 423058 bytes, checksum: 572b0b6eeb508217ca1595bd6459a051 (MD5) / Made available in DSpace on 2014-02-28T17:21:34Z (GMT). No. of bitstreams: 1 2013-DIS-LANPRACIANO.pdf: 423058 bytes, checksum: 572b0b6eeb508217ca1595bd6459a051 (MD5) Previous issue date: 2013 / A presente pesquisa objetiva investigar a trajetória de formação docente narrada por três professoras alfabetizadoras dos anos iniciais (1º e 2º anos) do ensino fundamental em uma escola pública do Município de Fortaleza-Ceará-Brasil pretendendo compreender os processos de constituição profissional desses sujeitos. Como desdobramento deste estudo, reúnem-se como objetivos específicos: realizar um estudo histórico e teórico sobre a formação e sua influência na constituição e desenvolvimento do ser docente; investigar que saberes foram explicitados nas narrativas das professoras investigadas e identificar como mobilizavam esses saberes para refletirem sobre o ofício de sua profissão. A metodologia utilizada foi o estudo de caso, abordagem qualitativa, numa perspectiva crítico-dialética. Os procedimentos metodológicos utilizados foram entrevistas semiestruturadas, narrativas orais de vida e formação, roteiros para coleta de dados e informações sobre o campo e os sujeitos da pesquisa, consulta de documentos oficiais e bibliográfica. A pesquisa foi desenvolvida entre o período de junho de 2012 e fevereiro de 2013. O quadro teórico e metodológico privilegiou categorias de estudos sobre a formação docente em Nóvoa, Garcia, Imbernon, Pimenta e Ghedin, Correia e Matos, Therrien, Tardif, Lima, Veiga e D’Ávila, dentre outros; sobre narrativas de formação (auto) biográficas recorreu-se estudos de Araújo, Cunha, Josso, Sousa e Fornari, Santos, Olinda, Catani e Vicenti e sobre professor alfabetizador buscamos fundamentação nos estudos e pesquisas de Soares, Garcia, Weisz, Kramer, Ferreiro, Cardoso e Teberosky. Os resultados desta investigação evidenciaram que os percursos profissionais das professoras alfabetizadoras são tecidos num movimento que engloba a pessoa, suas interações e experiências. O aprender da profissão é, pois, como visto nas narrativas, um contínuum que se faz permanentemente com suporte no envolvimento pessoal e profissional do professor, onde edifica saberes múltiplos, seja para resolver os problemas do cotidiano de sua prática pedagógica, seja para transformá-la, tendo a escola como campo de crescimento e formação. A pesquisa também evidenciou que, ao rever (auto) biograficamente a experiência passada, a situação presente e as perspectivas futuras, as professoras reescrevem suas histórias de vida e formação, dando-lhes outro sentido e ressignificação.

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-06-30T13:21:16Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FORMAÇÃO CONTINUADA DO PROFESSOR ALFABETIZADOR_VERSÃO DIGITAL.pdf: 2044555 bytes, checksum: 33e6289c02c36783bc8b90f358814be6 (MD5) / Made available in DSpace on 2016-06-30T13:21:16Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) FORMAÇÃO CONTINUADA DO PROFESSOR ALFABETIZADOR_VERSÃO DIGITAL.pdf: 2044555 bytes, checksum: 33e6289c02c36783bc8b90f358814be6 (MD5) Previous issue date: 2015-10-28 / O Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), como programa de formação continuada, busca promover uma reflexão sobre o processo de alfabetização e sobre a prática docente. Levando em consideração a criação desse Programa e a sua proposta, esta pesquisa teve por objetivo analisar a prática do orientador de estudo no processo de formação continuada dos professores alfabetizadores a partir do PNAIC. A fim de responder nosso objetivo, realizamos observação participante das formações dos formadores da IES com os orientadores de estudos de Recife e de São Lourenço da Mata e, destes com os professores alfabetizadores em seus respectivos municípios, entrevistas semiestruturadas com duas orientadoras de estudos e análise documental de cadernos do PNAIC. Todas as formações foram gravadas em aparelho de áudio e anotados em diário de campo e, posteriormente, transcritos integralmente. Ao todo foram observados três seminários (II, III e IV) dos formadores com os orientadores de estudos de Recife e de São Lourenço da Mata, quatro encontros de orientadores de estudos de Recife (IV, V, VI, X) e quatro dos orientadores de São Lourenço da Mata (IV, V, VI, X) com os professores alfabetizadores. Os dados foram tratados a partir da análise de conteúdo (BARDIN, 2010). Os resultados revelaram que o orientador de estudos se apresenta no documento do Pacto como elemento fundante, pois é através dele que a proposta do PNAIC chega aos espaços de formação, é ele que vai tomar as decisões, organizar e planejar situações de aprendizagem sobre a língua portuguesa com os alfabetizadores. Nossa análise evidenciou que as orientadoras de estudos observadas priorizaram estratégias formativas relacionadas aos aspectos teóricos da formação, como estudo de texto e as questões práticas como nos momentos de retorno da tarefa de casa, variando em relação à recorrência, que ao transferi-las para a formação nos municípios fabricaram “táticas” para reconstruírem sua prática. Em relação ao tratamento dispensado na formação às práticas da sala de aula, verificamos que se tornaram objeto de análise e aprendizagem coletiva dos orientadores de estudos, tanto nas suas formações com os professores da IES, como nas formações com os professores alfabetizadores. / Pacto Nacional pela Alfabetização na Idade Certa (henceforth PNAIC), as a continuous training programme, aims at promoting reflection about literacy process of Brazilian basic school students and teachers practice. Taking into account the aforementioned programme and its goals, the present study aims at analysing Study Counselor's practices regarding continuous training programme for teachers in charge of developing students literacy skills. In order to attain the goal of this study we attended and observed pre-service training programme for Brazilian Universities' trainers in which Study Counselors from Recife and São Lourenço da Mata participated, and we also attended continuous training programme workshops held by Study Counselors. We conducted semistructured interviews to two Study Counselors in additon to analysing PNAIC official document and guidelines. We voice-recorded the workshops, wrote down notes and also transcribed recordings in its entirety. We attended three seminars held by Study Counselors for teachers of both Recife and São Lourenço da Mata (II, III and IV), four meetings of Study Counselors for Recife's (IV, V, VI, X), and four meetings of Study Counselors for São Lourenço da Mata's literacy teachers (IV, V, VI, X). Data were processed according to Bardin's content analysis theory (2010). Results showed that Study Counselors are considered a fundamental element in PNAIC official document and guidelines because the programme proposal is to be delivered by means of them in the workshops, and Study Counselors are also in charge of making decisions, organizing and planning learning situations with literacy teachers concerning Portuguese language. Our analysis made evident that Study Counselors prioritized formative strategies related to theoretical aspects, such as scholarly articles study, as well as practical matters, such as those concerning students turning in assigned homework. When teaching strategies at workshops for literacy teachers, these strategies turned into "tactics" in order for literacy teachers to be able to apply them in a classroom environment. As far as classroom teaching practices are concerned, it was made evident that these became Study Counselors' study element for both analysis and collective learning in seminars designed for Brazilian universities trainers, as well as in workshops for literacy teachers.

CoordenaÃÃo de AperfeiÃoamento de NÃvel Superior / O presente estudo analisa a afetividade de professoras alfabetizadoras e suas implicaÃÃes nas prÃticas empreendidas por essas profissionais. A dimensÃo afetiva configurou-se histÃrica e culturalmente como temÃtica negligenciada no contexto da ciÃncia psicolÃgica e da educaÃÃo. Atualmente, presenciamos a constituiÃÃo de uma tendÃncia a considerar a afetividade, como dimensÃo indissociÃvel do sujeito e das prÃticas sociais. Na educaÃÃo, assistimos a produÃÃo de diversos trabalhos abordando a afetividade na perspectiva do sujeito discente e seu impacto na aprendizagem, ao mesmo tempo em que, constatamos a escassez de trabalhos que compreendam a afetividade do professor e os possÃveis impactos dessa dimensÃo na prÃtica docente. Desta feita, objetivamos compreender a afetividade de duas professoras de 1 ano de ensino fundamental, dado que esta sÃrie concentra as expectativas de toda a comunidade escolar em torno da alfabetizaÃÃo dos alunos, constituindo um contexto social suscitador de mÃltiplos sentimentos e emoÃÃes nos sujeitos envolvidos, especialmente na professora, sujeito socialmente incumbido da nobre tarefa. Como objetivo geral da pesquisa, pretendemos analisar os significados e sentidos atribuÃdos pelas professoras de 1 ano do ensino fundamental a sua prÃpria afetividade (emoÃÃes e sentimentos), que perpassa as interaÃÃes estabelecidas com os alunos no processo de ensino-aprendizagem. Partimos do referencial teÃrico da psicologia histÃrico-cultural, especialmente, das contribuiÃÃes de Vigotski sobre a constituiÃÃo dos significados e sentidos, que traduze, em sua gÃnese, as tendÃncias afetivo-volitivas do sujeito. Recorremos ainda à teoria da subjetividade de Fernando GonzÃlez Rey, que compreende a subjetividade como produto da interaÃÃo dialÃtica entre o sujeito e o meio sÃcio-cultural, buscando superar a tradicional concepÃÃo que a define como mundo interno ao sujeito, que se opÃe inelutavelmente a uma realidade externa. Utilizamos procedimentos concernentes à metodologia qualitativa: observaÃÃes realizadas nas duas salas de 1 ano do ensino fundamental, com gravaÃÃes de vÃdeos que retratavam interaÃÃes entre professora e alunos; entrevistas semi-estruturadas com as duas professoras e sessÃes de autoconfrontaÃÃo simples e cruzadas com as professoras. Os resultados apontaram que ambas as professoras apresentaram dificuldades na confrontaÃÃo e consideraÃÃo dos prÃprios sentimentos e emoÃÃes evidenciados nos vÃdeos, e quando o fizeram, nÃo avanÃaram na discussÃo dos mesmos, tergiversando para a consideraÃÃo de aspectos outros, secundÃrios à temÃtica em questÃo. Apresentaram concepÃÃes estruturadas de afetividade e demonstraram que tal dimensÃo impacta as prÃticas que empreendem, na medida em que as impacta como sujeitos docentes. Tais resultados apontam para a premÃncia em se considerar a afetividade no contexto da prÃtica docente. Isto significa propiciar espaÃos de reflexÃo com os professores sobre a afetividade realmente vivida nas interaÃÃes professor-aluno, o que implica a possibilidade de ressignificaÃÃo e redimensionamento de prÃticas empreendidas, nÃo somente a produÃÃo de um conhecimento teÃrico sobre a afetividade, como categoria geral e abstrata, que contribui para a construÃÃo de afetividade meramente intelectualizada. / The present study analyzes the affection of literacy teachers and their implications for practices undertaken by these professionals. The affective dimension was configured as a historically and culturally neglected theme in the context of psychological science and education. Currently, witnessed the establishment of a tendency to regard the affection as inseparable dimension of the individual and social practices. In education, we have witnessed the production of several studies addressing the affection from the perspective of the individual student and its impact on student learning. At the same time, we found a lack of studies to understand the affection of the teacher and the possible impact of this dimension in teaching. Thus, we aim to understand the affection of two literacy teachers (first grade of elementary school), since this series focuses the expectations of the whole school community about the literacy of students. This is a social context that raises multiple feelings and emotions in the subjects involved, especially the teacher, the person responsible for the noble task. As a general objective of the research, we intend to analyze the meanings assigned by the teachers of first grade of elementary school concerning to their own affection (emotions and feelings), which passes through the interactions established with students in the teaching-learning process. We set the theoretical framework of cultural-historical psychology, especially the contributions of Vygotsky on the constitution of the meanings and senses, as the elementary unit of the integrated development of thought and language, which reflects the extent of the individual emotional trends. We required further to the theory of subjectivity of Fernando GonzÃlez Rey. The author describes subjectivity as the product of the dialectical interaction between subject and socio-cultural circle, seeking to overcome the traditional concept taken by psychology, which defines it as a kind of personal inner world necessarily opposed to external reality. We applied the following qualitative methods: observations made in two classes of first grade of elementary school, with video recording depicting interactions between teacher and students; semi-structured interviews with both teachers and self-confrontation sessions simple and crossed with the teachers. The results showed that both teachers had difficulties to recognize and consider their own feelings and emotions shown in the videos. When they recognized their own feelings, they do not have deepened the discussion about them, considering other secondary issues. They showed structured conceptions of affection and demonstrated that affection impacts that undertake practice, to the extent that impacts them, as teachers. These results point to the urgency in considering the affection in the context of teaching practice. This means providing opportunities for reflection with teachers on affectivity actually lived in the teacher-student interactions, which implies the possibility of resizing and reframing practices undertaken.

Mit Blick auf die Rolle auf Bildung, Medien insbesondere neue Medien hat sich die öffentliche Aufmerksamkeit für eine lange Zeit angezogen. Obwohl zahlreiche Forschungen und Publikationen auf diesem Gebiet durchgeführt und veröffentlicht wurden, bleibt es zurzeit auch noch eines populärer Thema. Bei Durchführung und Analysieren der Fragebogen und Interviews konzentriert diese Dissertation sich auf die Beschreibungen der medienpädagogischen Kompetenz und Einstellung der Lehrer der chinesischen Berufsschule und wurden eine Vergleich zwischen Deutschland und China bearbeitet, um die Gestaltungsvorschläge zur Verbessern der Medienkompetenz der Lehrer in chinesischen Berufsschule zu bieten.

Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead innovative and appropriate literacy instruction in schools. Schools can benefit from suitable continuous professional development strategies that have the potential to build the leadership capacity of literacy teachers to sustain literacy improvement efforts. Coaching has proven to be an effective development strategy in the business sector and in the field of sport. However, the field of coaching in the educational context is under-explored in research in South Africa. Coaching is a situated practice, which is aimed at the learning and development of individuals within a specific context. Coaching is an on-going professional development strategy for teachers and leaders as opposed to traditional one-shot professional development activities such as workshops or training sessions. There is a need for evidence-based research on alternative professional development strategies, such as coaching. In this research study the researcher argued that coaching has the potential to provide a more effective and sustainable capacity-building strategy for the continuous professional development of teacher leaders. It argued further that the recognition of their own capacity as teacher leaders can empower teachers to take ownership of decision-making for on-going literacy improvement in schools. The specific context for coaching in this study was the professional development of literacy teachers as leaders for the improvement of literacy teaching and learning. In the absence of a suitable coaching model, the Integrated Capacity Coaching model and a coaching programme were purposefully designed by the researcher for the development of literacy teachers as leaders in this study. Cognitive coaching, peer coaching and coaching circles were incorporated as coaching methods in the coaching programme. This study was designed to determine what can be learnt from using coaching as a professional development strategy within the formal structures of the school and its current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build internal leadership capacity for literacy improvement in schools. This study is significant because the outcome of the study extended the existing body of knowledge and evidence-based research on coaching in the educational context. The implementation of these findings could lead to improvements in the nature and characteristics of future continuous professional development of literacy teachers as leaders to sustain literacy improvement in schools. The proposed model shows potential as a capacity-building coaching model for the education sector, but further research is needed to determine the impact of this coaching model and the coaching approach in different school contexts. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwyssisteem benodig geletterdheidsonderwysers met die kapasiteit om leiding te gee ten opsigte van innoverende en toepaslike geletterdheidsonderrig in skole. Skole kan voordeel trek uit toepaslike voortgesette professionele ontwikkelingstrategieë wat die potensiaal toon om leierskapkapasiteit in onderwysers te bou met die doel om die verbetering van geletterdheid te volhou. Dit is bewys dat afrigting ’n effektiewe ontwikkelingstrategie in die besigheidsektor en op sportgebied is. Navorsing in die veld van afrigting in die onderwyssektor is egter onderverken. Afrigting is ’n gesitueerde praktyk wat gerig is op die leer en ontwikkeling van indiwidue in ’n spesifieke konteks. Afrigting wat as ’n voortgesette professionele ontwikkelingstrategie vir onderwysers en leiers beskou word, verskil van tradisionele “enkele geleenthede” van professionele ontwikkeling soos werkswinkels en opleidingsessies. Daar is ’n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë soos afrigting vir professionele ontwikkeling. In hierdie navorsingstudie argumenteer die navorser dat afrigting potensieel ’n meer effektiewe en volhoubare kapasiteitsboustrategie vir die professionele ontwikkeling van onderwysers as leiers blyk te wees. Daar word verder geargumenteer dat onderwysers bemagtig kan word om eienaarskap te neem van besluite oor die verbetering van geletterdheidsvlakke in die skool indien hulle bewus word van hul kapasiteit as onderwyserleiers. Die spesifieke konteks vir afrigting in hierdie studie was die professionele ontwikkeling van geletterdheidsonderwysers as leiers ter verbetering van geletterdheidsonderrig. In die afwesigheid van ’n toepaslike afrigtingsmodel is ’n toepaslike model vir afrigting, naamlik die Geïntegreerde Kapasiteitsafrigtingsmodel en ’n toepaslike afrigtingsprogram deur die navorser ontwikkel. Hierdie model is spesifiek ontwikkel vir die afrigting van geletterdheidsonderwysers as leiers in die studie. Kognitiewe afrigting, portuurafrigting en afrigtingsirkels is as afrigtingsmetodes in die model geïnkorporeer. Die studie is ontwerp om binne die formele strukture en huidige beperkinge in die skool te bepaal wat geleer kan word indien afrigting as professionele ontwikkelingstrategie gebruik word. Die bevindinge het ’n aantal positiewe leerinsigte oor afrigting as ’n voortgesette professionele ontwikkelingstrategie getoon en om leierskapkapasiteitvir die verbetering van geletterdheid in skole te bou. Die studie is betekenisvol, want die uitkoms van die studie sal die bestaande kennis en bewysgebaseerde navorsing oor afrigting in die onderwyskonteks uitbrei. Die implementering van hierdie bevindinge kan lei tot die verbetering van die aard en kenmerke van voortgesette professionele ontwikkeling vir geletterdheidsonderwysers as leiers, om die volhoubaarheid van geletterdheidsverbetering in skole te verseker. Die voorgestelde model toon potensiaal as ’n kapasiteitsbou-afrigtingsmodel vir die onderwyssektor, maar verdere navorsing is nodig om die impak van hierdie afrigtingsmodel en die afrigtingsbenadering in verskillende skoolkontekste te ondersoek.