Professional growth is a complex process that requires thoughtful planning, persistence in execution, collaboration, and a common goal if it is to be successful. Classroom teachers have many opportunities to participate in professional development, but experiences vary and it is important to determine which have the greatest effect. The purpose of this comparative study was to examine the strengths and differences of three models of professional learning communities involved in a three-year project to improve writing instruction in kindergarten to Grade 3 classrooms. Based on the work of Routman (2008a), professional staffs at treatment schools were involved in a multi-year, inter-divisional, professional learning community. Teachers and principals in the project participated in one of three experiences of varying intensity. Results are compared to a control group of schools. The study design takes a pragmatic worldview and utilizes mixed methodology to conduct an ex post facto, quasi-experimental analysis. Artifacts collected from 2009 to 2012 include questionnaires, written self-evaluations, and samples of student writing, that were examined to determine the degree and nature of change in principals’ increased perceptiveness of the school literacy team, teachers’ increased sense of efficacy in writing instruction, and significant changes in student writing. These are compared to samples from a control group of schools that were not involved in the experience. Several aspects of this multi-year project bring to light three critical observations. First, real-time, live experiences with an expert facilitator have a dramatic effect on teacher learning. Second, students in the first four years at school are capable of much more sophistication in writing than is generally expected. Third, principals’ involvement as educational leaders is critical to enduring teacher change and ongoing student improvement. / February 2017

Made available in DSpace on 2016-08-03T16:15:32Z (GMT). No. of bitstreams: 1 ANGELA MARIA.pdf: 5321684 bytes, checksum: 1af34260be172a22f2d3a5763760df9e (MD5) Previous issue date: 2011-11-09 / This study deals with the analysis of the learning process of some literacy teachers of the State Network of Education of St. Paul and tried to understand where and how this group of professionals needed to learn content literacy from the perspective of building knowledge. The hypothesis that guides this analysis is that a well-trained teacher is better able to intervene in the learning of their students and, gradually, to help guarantee the right of all children become literate. Also part of the hypothesis that by understanding the learning process of educators, the training initiatives can be more effective. Through empirical research, literature review and documentary analysis, this paper is organized as follows: Introduction is advertised in the career of the applicant and its relationship to literacy programs and proposals for training of teachers of public Education of Sao Paulo. The first chapter weaves the theoretical framework in which the training programs for literacy teachers are organized in Sao Paulo. In the second chapter is a brief history conducted training programs for literacy teachers in State Schools for the period 1984 to 2010, with an analysis of the consistency between the conceptions of teaching and learning, and conceptions that underlie the different institutional programs. In the third chapter describes the paths taken in the process of carrying out empirical research. The final remarks were taken up, in short, the discussions in the development of the chapters, recovering the essence of the analysis from the data collected, expressing the results of the investigation. Questionnaires were applied and profile interviews with 13 individuals involved with the Read and Write Program of State Schools of Sao Paulo, ranging from literacy teachers to the organizers of the program. The theoretical basis of this study was mainly based on the contributions of Piaget (1967), and Teberosky Blacksmith (1985), Smith (1989, 1992, 2002, 2007), Becker (1993), Coll (1992), Lerner (2002) and to guide the design and construction of knowledge dealing with the learning of reading and writing, teacher training and teaching of literacy and mathematics, Alarcão (2008), Lerner (2002) and Tardif (2002) which deals with teacher training. Data analysis was performed based on the rationale and procedures for thematic content analysis, according to Bardin (2008) and is expected to result in the preparation of assessments of conditions that must be considered in the training of literacy teachers. The results suggest some inferences about the learning of literacy teachers who are considered the proposals, may contribute to the efficiency of training programs, resulting in greater ownership of content by teachers involved in literacy, improving the quality of learning of literacy and, consequently, the formation of efficient readers and writers full. / Este estudo versa sobre a análise do processo de aprendizagem de alguns professores alfabetizadores da Rede Estadual de Educação de São Paulo e buscou compreender onde e como este grupo de profissionais aprende os conteúdos necessários para alfabetizar na perspectiva da construção de conhecimento. A hipótese que orienta esta análise é a de que um professor bem-formado tem mais condição de intervir na aprendizagem de seus alunos e, gradativamente, contribuir para a garantia do direito de todas as crianças se alfabetizarem. Parte também da hipótese de que, compreendendo o processo de aprendizagem destes educadores, as ações de formação podem ser mais eficazes. Por meio de pesquisa empírica, revisão bibliográfica e análise documental, esta dissertação organiza-se da seguinte forma: na Introdução é anunciada a trajetória profissional da proponente e sua relação com os programas de alfabetização e com as propostas de formação de educadores das Redes Públicas de Educação de São Paulo. O primeiro Capítulo tece a fundamentação teórica na qual os programas de formação de professores alfabetizadores de São Paulo são organizados. No segundo Capítulo é realizado um breve histórico sobre os programas de formação de professores alfabetizadores da Rede Estadual de Ensino, no período de 1984 a 2010, com uma análise sobre a coerência entre as concepções de ensino e aprendizagem, e as concepções que embasam os diferentes programas institucionais. No terceiro Capítulo são descritos os caminhos percorridos no processo de realização da pesquisa empírica. Nas Considerações Finais foram retomadas, em síntese, as discussões realizadas no desenvolvimento dos capítulos, recuperando a essência das análises a partir dos dados coletados, expressando os resultados da investigação. Foram aplicados questionários de perfil e realizadas entrevistas com 13 sujeitos envolvidos com o Programa Ler e Escrever da Rede Estadual de Ensino de São Paulo, envolvendo desde professores alfabetizadores até os organizadores do Programa. A fundamentação teórica deste estudo ocorreu, principalmente, a partir das contribuições de Piaget (1967); Ferreiro e Teberosky (1985); Ferreiro (1989; 1992; 2002; 2007); Becker (1993); Coll (1992); Lerner (2002) que se orientam pela concepção de construção de conhecimento e tratam da aprendizagem da leitura e escrita, da formação do professor e da didática da alfabetização e da Matemática; e Alarcão (2008), Lerner (2002) e Tardif (2002) que abordam a formação docente. A análise dos dados foi realizada a partir da fundamentação e dos procedimentos de Análise Temática do Conteúdo, conforme Bardin (2008) que resultou na elaboração de apreciações de condições que devem ser consideradas na formação de professores alfabetizadores. Os resultados obtidos apontam para algumas inferências sobre o processo de aprendizagem dos professores alfabetizadores que, se consideradas nas propostas, podem contribuir para a maior eficiência dos programas de formação, resultando em melhor apropriação pelos professores dos conteúdos envolvidos na alfabetização, na melhoria da qualidade da aprendizagem dos alfabetizandos e, consequentemente, na formação de leitores plenos e escritores eficientes.