Outcomes-based education (OBE) (at least at a conceptual level) is moving from an instructionist (teacher as transmitter of knowledge) to a constructivist approach (teacher as mediator and facilitator in the construction of meaning). This shift requires teachers that move from a traditional teacher-centred classroom to a learner-centred classroom management approach. The policy originators label this shift as a “paradigm shift”, but in the training of educators in OBE, no training was offered in terms of a new approach to classroom management. In this study I argue that if OBE in the South African context really constitute a paradigm shift, then at conceptual level, it would require a new approach to classroom management. Against this background, the aim of the study is to conceptually interrogate the notion of constructivist classroom management and investigate how classroom management within a constructivist mode differs from traditional classroom management within an instructionist approach. This study is qualitative in nature and employs conceptual analysis in the form of conceptual historical analysis, conceptual cartography and hermeneutic analysis. The Wilsonian concept analysis was used to examine and distinguish between the defining attributes of the concepts “instructionist classroom management” and “constructivist classroom management” and their relevant attributes. Also, a typology of non-empirical questions applied to conceptual analysis was used. The Matrix of Paradigmatic Value Systems was used as a tool/lens to categorise “instructionist classroom management” and “constructivist classroom management” in terms of their paradigmatic roots. Credibility and authenticity was achieved through crystallisation instead of triangulation. Emerging from the literature and concept analysis, “instructionist classroom management” is informed and guided by the traditional paradigm – it is based on a mechanistic worldview. On the other hand, “constructivist classroom management” is compatible with the emerging paradigm – it has holistic and artistic features. Traditional classroom management is underpinned by the principles of scientific management whilst constructivist classroom management is informed and guided by contingency approaches to management theory. Based on the analysis done and the reflection on the data, it is posited that classroom management within a constructivist setting needs to move from traditional to contingency classroom management approach. On the surface, basic management principles such as, planning, organising, leading and control, appear to be similar, but this is a myth. For example, planning, seen from its traditional defining terms, approaches classroom management as a step-by-step process under control and directed by the teacher; and may restrict the degree to which learners become collaborators in the teaching and learning situation. Organising focuses on issues of group work and collaborates learning; control moves to accountability (where learners become part of the development of class rules and partners in ensuring order and discipline); and evaluation moves to ongoing assessment and feedback as a strategy to ensure continuous improvement and the facilitation of the construction of new knowledge. Thus, this study proposes rethinking a set of principles compatible to the emergent paradigm that should not only support the construction of knowledge in the constructivist setting, but also promote collaborative interaction. / Thesis (PhD (Education Management, Law and Policy))--University of Pretoria, 2008. / Education Management and Policy Studies / unrestricted

Orientador: Maria Cristina de Senzi Zancul / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T13:51:40Z (GMT). No. of bitstreams: 1 Silva_JoseHiltonPereirada_M.pdf: 7856725 bytes, checksum: 6f572bcf2734e49d927e1fffcb78eab5 (MD5) Previous issue date: 2015 / Resumo: Neste trabalho, buscamos analisar o currículo de Ciências Naturais dos anos iniciais do ensino fundamental, modelado pelos professores da cidade de Jataí-GO, a partir do que é proposto oficialmente pelos órgãos governamentais e dos veículos que fazem a tradução destas propostas. Tomamos como referência a concepção processual de currículo de Gimeno Sacristán (2000), cuja objetivação, no processo de seu desenvolvimento compreende diferentes níveis (prescrito, apresentado aos professores, modelado pelos professores, em ação, realizado e avaliado). Na pesquisa, de natureza qualitativa, foram usados procedimentos de análise documental, para o exame dos seguintes materiais escritos: os Parâmetros Curriculares Nacionais de Ciências dos anos iniciais do ensino fundamental; a Reorientação Curricular de 1.º a 9.º ano - "Caderno 5" do estado de Goiás; os "Direitos de Aprendizagem - 5.º ano" da cidade de Jataí; os planos de aula de nove professores do 5.º ano da rede municipal de Jataí referentes ao primeiro bimestre letivo do ano de 2014. A partir da leitura dos documentos foram elaboradas as seguintes categorias de análise: conteúdos, objetivos, procedimentos, avaliação. Da análise das informações, inferimos que: os órgãos políticos prescrevem diretrizes de funcionamento que acabam se comportando como obrigações e não orientações; como consequência os conteúdos contidos nas prescrições oficiais se tornam conteúdos mínimos; os professores utilizam o livro didático como o principal meio de tradução da prescrição; o documento municipal é o que exerce maior influência no planejamento dos professores de Jataí; na modelação do currículo, o tópico referente aos procedimentos metodológicos é o que revela maior grau de autonomia frente às prescrições. Por meio deste estudo foi possível elaborar considerações sobre o impacto da prescrição dos documentos na modelação do currículo pelos docentes / Abstract: In this paper, we analyze the Natural Sciences curriculum in the early years of elementary school, modeled by the teachers of the city of Jataí-GO, from what is officially proposed by government agencies and from materials that make the translation of these proposals. We take as reference the procedural curriculum design proposed by Gimeno Sacristan (2000), whose process of development comprises different levels (prescribed, presented to teachers, modeled by teachers, in action, carried out and evaluated). In the qualitative survey, documental analysis procedures were used for the examination of the following written materials: the Parâmetros Curriculares Nacionais of the early years of primary education; Curricular Reorientation of the 1 to 9 year - "Caderno 5" of Goiás State; the "Direitos de Aprendizagem - 5.º ano" of the city of Jataí. Lesson plans of nine teachers of the 5th year of municipal Jataí schools for the first two months of 2014 were also analyzed. From the study of the documents, were constructed the following analysis categories: contents, objectives, procedures; evaluation. From the analysis of informations, we conclude that: the political bodies prescribe operating guidelines that end up behaving like obligations and not guidelines; as a result the contents contained in the official requirements become the minimum content; the teachers use the textbook as the primary means of translation of the prescription; the municipal document has the most influence in the planning of Jataí teachers; in shaping the curriculum, the topic for the methodological procedures reveals greater degree of autonomy from the requirements. This study enabled to build considerations about the impact of prescribing documents on the modeling of the curriculum by teachers / Mestrado / Ensino de Ciencias e Matematica / Mestre em Ensino de Ciências e Matemática

Made available in DSpace on 2016-01-26T18:49:38Z (GMT). No. of bitstreams: 1 CLAUDIA OLIVEIRA_Versao finalissima 2011.pdf: 3233967 bytes, checksum: 19aa82c463825685345b262f964a00e9 (MD5) Previous issue date: 2010-12-15 / The National Curricular Guidelines (NCG) for the dentistry course describe the professional skills and profile that dentistry undergraduate students must acquire in their formation. The overall objective of the research was to verify the perceptions of professionals who completed the course of dentistry at Unoeste, in 2007, 2008 and 2009 regarding the acquisition of the general ability "Health Care" described in NCG to this course. A structured questionnaire, containing 29 questions based on the text of the National curriculum guidelines was submitted by email to graduates. Most of them (96.4%) report that they feel able to meet the needs of health care in the communities in which they are inserted, whereas the contribution of the course to the ability of understanding and analyzing problems (77.8%), proposing solutions (71.4%) and decisions (57.1%) was fully achieved. In relation to prevention and promotion of oral health education, the skills best evaluated were team work preparation, development of group actions for promoting and protecting oral health and educational actions for specific clienteles, and application of methods of prevention and health promotion related to the main oral diseases. Skills with more fragile evaluation were perceptions about developing actions for oral health education, participation in government programs for the promotion and protection to dental health, recognition of key factors related to the etiology, epidemiology levels of prevention and control of major mouth diseases. Sixty eight percent of the students consider that the faculty fully contributes to the formation of ethical and bioethical principles. The restorative treatment with operative dental techniques and endodontic treatment were among the best oral rehabilitation skills evaluated. Among the lowest evaluation skills there was the preparation to perform rehabilitator treatment using dental prostheses, surgical treatment using exodontias, periodontal treatment and performing preventive orthodontic treatment. The analysis of the responses emphasized the importance of research with undergraduates in order to improve the adhesion to the National Curriculum Guidelines. The survey showed, according to the opinion of graduates, the weaknesses and strengths of the course and these will be forwarded to the core Faculty for enhancement of structuring teaching projects. / As Diretrizes Curriculares Nacionais para o curso de Graduação em Odontologia descrevem o perfil profissional e as competências que o profissional deve adquirir em sua formação. O objetivo geral da pesquisa foi verificar as percepções dos profissionais que concluíram o curso de Odontologia da Unoeste, nos anos de 2007, 2008 e 2009, sobre a aquisição da competência geral Atenção à Saúde descrita nas Diretrizes Curriculares Nacionais para o curso de Odontologia. O questionário estruturado quantitativo, contendo 29 questões formuladas com base no texto das Diretrizes Curriculares Nacionais foi enviado por e-mail aos egressos. A maioria dos egressos (96,4%) relata que se sentem capazes de atender às necessidades de atenção à saúde nas comunidades em que estão inseridos, considerando que a contribuição do curso para a capacidade de compreender, analisar problemas (77,8%), propor soluções para estes (71,4%) e tomar decisões (57,1%) foi contribuição plena. Dentre as ações de prevenção e promoção de educação bucal os pontos melhores avaliados foram o preparo para trabalhar em equipe, desenvolvendo ações conjuntas de promoção e proteção à saúde bucal e as ações educativas para clientelas específicas e a aplicação de métodos de prevenção e promoção de saúde relacionados às principais doenças bucais. Os pontos com avaliação mais frágil foram as percepções sobre o preparo para desenvolver ações de educação para saúde bucal, para participar dos programas governamentais de promoção e proteção à saúde bucal, para reconhecer os principais fatores relacionados à etiologia, epidemiologia, níveis de prevenção e formas de controle das principais doenças bucais. A contribuição da prática docente na formação de princípios éticos e bioéticos foi considerada plena por 67% dos egressos. O tratamento restaurador com técnicas de dentística, tratamento endodôntico estão entre as competências de reabilitação bucal com melhores avaliações. Entre as competências de mais baixa avaliação estão o preparo para realizar tratamento reabilitador com uso de próteses, preparo para realizar tratamento cirúrgico através de exodontias, preparo para realizar tratamento periodontal e realizar tratamento ortodôntico preventivo. A análise das respostas encontradas ressaltou a importância da pesquisa com egressos na adequação para melhorar a aderência do curso de Odontologia às Diretrizes Curriculares Nacionais. A pesquisa mostrou, segundo a opinião dos egressos, as fragilidades e pontos fortes do curso, e essas serão encaminhadas ao Núcleo Docente Estruturante para aprimoramento do Projeto Pedagógico.

Made available in DSpace on 2016-07-18T17:54:12Z (GMT). No. of bitstreams: 1 CLAUDIA OLIVEIRA_Versao finalissima 2011.pdf: 3233967 bytes, checksum: 19aa82c463825685345b262f964a00e9 (MD5) Previous issue date: 2010-12-15 / The National Curricular Guidelines (NCG) for the dentistry course describe the professional skills and profile that dentistry undergraduate students must acquire in their formation. The overall objective of the research was to verify the perceptions of professionals who completed the course of dentistry at Unoeste, in 2007, 2008 and 2009 regarding the acquisition of the general ability "Health Care" described in NCG to this course. A structured questionnaire, containing 29 questions based on the text of the National curriculum guidelines was submitted by email to graduates. Most of them (96.4%) report that they feel able to meet the needs of health care in the communities in which they are inserted, whereas the contribution of the course to the ability of understanding and analyzing problems (77.8%), proposing solutions (71.4%) and decisions (57.1%) was fully achieved. In relation to prevention and promotion of oral health education, the skills best evaluated were team work preparation, development of group actions for promoting and protecting oral health and educational actions for specific clienteles, and application of methods of prevention and health promotion related to the main oral diseases. Skills with more fragile evaluation were perceptions about developing actions for oral health education, participation in government programs for the promotion and protection to dental health, recognition of key factors related to the etiology, epidemiology levels of prevention and control of major mouth diseases. Sixty eight percent of the students consider that the faculty fully contributes to the formation of ethical and bioethical principles. The restorative treatment with operative dental techniques and endodontic treatment were among the best oral rehabilitation skills evaluated. Among the lowest evaluation skills there was the preparation to perform rehabilitator treatment using dental prostheses, surgical treatment using exodontias, periodontal treatment and performing preventive orthodontic treatment. The analysis of the responses emphasized the importance of research with undergraduates in order to improve the adhesion to the National Curriculum Guidelines. The survey showed, according to the opinion of graduates, the weaknesses and strengths of the course and these will be forwarded to the core Faculty for enhancement of structuring teaching projects. / As Diretrizes Curriculares Nacionais para o curso de Graduação em Odontologia descrevem o perfil profissional e as competências que o profissional deve adquirir em sua formação. O objetivo geral da pesquisa foi verificar as percepções dos profissionais que concluíram o curso de Odontologia da Unoeste, nos anos de 2007, 2008 e 2009, sobre a aquisição da competência geral Atenção à Saúde descrita nas Diretrizes Curriculares Nacionais para o curso de Odontologia. O questionário estruturado quantitativo, contendo 29 questões formuladas com base no texto das Diretrizes Curriculares Nacionais foi enviado por e-mail aos egressos. A maioria dos egressos (96,4%) relata que se sentem capazes de atender às necessidades de atenção à saúde nas comunidades em que estão inseridos, considerando que a contribuição do curso para a capacidade de compreender, analisar problemas (77,8%), propor soluções para estes (71,4%) e tomar decisões (57,1%) foi contribuição plena. Dentre as ações de prevenção e promoção de educação bucal os pontos melhores avaliados foram o preparo para trabalhar em equipe, desenvolvendo ações conjuntas de promoção e proteção à saúde bucal e as ações educativas para clientelas específicas e a aplicação de métodos de prevenção e promoção de saúde relacionados às principais doenças bucais. Os pontos com avaliação mais frágil foram as percepções sobre o preparo para desenvolver ações de educação para saúde bucal, para participar dos programas governamentais de promoção e proteção à saúde bucal, para reconhecer os principais fatores relacionados à etiologia, epidemiologia, níveis de prevenção e formas de controle das principais doenças bucais. A contribuição da prática docente na formação de princípios éticos e bioéticos foi considerada plena por 67% dos egressos. O tratamento restaurador com técnicas de dentística, tratamento endodôntico estão entre as competências de reabilitação bucal com melhores avaliações. Entre as competências de mais baixa avaliação estão o preparo para realizar tratamento reabilitador com uso de próteses, preparo para realizar tratamento cirúrgico através de exodontias, preparo para realizar tratamento periodontal e realizar tratamento ortodôntico preventivo. A análise das respostas encontradas ressaltou a importância da pesquisa com egressos na adequação para melhorar a aderência do curso de Odontologia às Diretrizes Curriculares Nacionais. A pesquisa mostrou, segundo a opinião dos egressos, as fragilidades e pontos fortes do curso, e essas serão encaminhadas ao Núcleo Docente Estruturante para aprimoramento do Projeto Pedagógico.

Educators in the basic education system are facing extreme challenges in assessing learners in general and in implementing assessment policy in particular. These challenges influence the pass rate, particularly in grade 12. The validity of the evidence of the learners’ performance depends on the quality and type of assessment tasks administered to those learners. Therefore, it was critical that those aspects, which pose challenges in the management of the assessment policy within the education system, be addressed by developing policies which would assist educators in managing assessment at school, since assessment forms an integral part of teaching and learning. Support programmes on policy implementation had to be developed for learners and for the training of educators, the implementation of which should improve the pass rate. These programmes had to include the conditions and roles of provincial and district education officers. A South African policy development model had to be developed to address the unique situation of developing such programmes. The introduction of the National Curriculum Statement (NCS) and the National Protocol on Recording and Reporting (NPRR) were some of the measures aimed at improving learner performance and assisting educators in implementing and managing assessment which is in line with national policy. An exploratory study, aimed at providing a broad framework on policy analysis, was used with the view to understand how the NCS and National Protocol for Recording and Reporting are managed. A proportional representative sample of 25% of the schools from the six clusters in the Mopani district formed part of this study. To ensure that the historically white, urban and rural schools were represented, an incidental biased sampling method was used. Data obtained from the questionnaire indicates that educators have knowledge of the various policies, acts and guidelines which should be used in assessing learners. However, some data indicates that some educators know about the existence of such policies, acts and guidelines but do not have knowledge of the content thereof. Data obtained from the interviews indicates that educators either know the content of policies or are only aware of them. Therefore, the lack of knowledge of policy content which regulates the practice of a policy has an influence on the teaching and assessing of learners. / Thesis (PhD)--University of Pretoria, 2011. / School of Public Management and Administration (SPMA) / unrestricted

The 1994 democratic elections marked a great turning point in the history the of the South African education system. A call from many politicians and academics for dismantling apartheid education which was racially biased was subsequently made. This was supported by theorists and educational reformers such as Darling-Hammond (1996) and Sizer (1984) who suggested that an educational transformation that would provide South African learners with the necessary knowledge and skills to think critically was required. Following this call, in 1997, a National Curriculum Statement (NCS), with its accompanying assessment policy in a form of continuous assessment (CASS), was introduced in South African schools. This study focuses on the experiences of secondary schools management teams (SMT) in the implementation of continuous assessment. This study is informed by the findings of Chisholm (2001) and Jansen&Christie (1995) who contend that the hasty implementation of CASS was extremely problematic for school managers. The objective was to explore the role of principals, deputy principals, and heads of departments (as managers of schools) in the implementation of the continuous assessment policy. Furthermore, the study aimed to investigate the kind of support the Limpopo Department of Education provides to the SMT for the successful implementation of CASS. The study was conducted in six secondary schools in the Malamulele East Circuit, Vhembe District in Limpopo Province in the following schools: Deliwe, Dlayani, Falaza Gembani, Ndhengeza, and Yollisa and it employed a qualitative research approach. Semi-structured individual interviews were used to collect data from principals, deputy principals and heads of departments. In addition, semi-structured focus-group interviews were conducted with heads of departments in order to get in-depth understanding with regard to their experiences when implementing a continuous assessment policy. This study found that members of the SMT in many secondary schools in the Malamulele East Circuit did not receive training for the implementation of continuous assessment and as a result, they lack clarity in many critical aspects of this assess1nent policy. It has further been found that the majority of the members of the SMT lack a conceptual understanding of what CASS is and also the role they are supposed to play in its implementation. Consequently, educators are still relying much on tests to judge the performance of the learners. In the light of this, it is therefore recommended that principals, deputy principals and heads of departments be provided with extensive training which would generate a deeper conceptual understanding of this assessment policy. Copyright / Dissertation (MEd)--University of Pretoria, 2012. / Education Management and Policy Studies / unrestricted

Research shows that there are several benefits that can be extracted from the usage of literature in EFL. The question is which benefits teachers tend to make use of in their classrooms. The present study set out to map upper secondary school teachers’ reflections on the topic of literature in EFL, in general as well as in relation to language learning. The three research questions were to find out (1) teachers’ views regarding opportunities as well as challenges of literature in the EFL classroom, (2) how EFL teachers reason around their own uses of literature in EFL, and lastly, (3) how EFL teachers reflect on literature in relation to language learning. The data was collected from semi-structured interviews with three teachers. The study found that, overall, the teachers viewed literature as an important part of EFL partly because it can be utilized to acquire tools for literary analysis, to learn about the world, to create a basis for discussion about difficult topics and lastly, to develop language proficiencies.

No description available.

No description available.

This study investigates the portrayal of Sweden's five national minorities in textbooks adapted for the Swedish National Curriculum (Lgr11) in grades 7-9. In 2022, the curriculum and syllabi (Lgr22) for compulsory school, compulsory special needs education, Sámi school, and special schools were revised. This, coupled with the varied availability of updated textbooks across Sweden, indicates a risk that the teaching taking place in the subject of social studies in grades 7-9 may present Sweden's five national minorities in a manner inconsistent with Lgr22. To address the study's research questions, a critical multimodal discourse analysis was employed, revealing that textbooks adapted for Lgr11 present the national minorities in a manner incongruent with Lgr22 and highlighting challenges in how the national minorities are represented in the textbooks. There is a need for a more diverse and inclusive treatment of these groups to promote a fairer and more representative portrayal of society. Textbooks must acknowledge and incorporate various perspectives and experiences from national minorities to foster understanding and respect for diversity in society. Thus, it can also be argued that the need for updated textbooks on the subject of social studies is of paramount importance.