India’s pledge towards universalization of elementary education by 2015 is a desirable goal. Having achieved progress towards universal accessibility to schooling, the problem of providing quality schooling through a necessary paradigm shift, is still a major challenge. This qualitative research study seeks to portray the nature of pedagogy in four elementary classrooms in Srinagar, Kashmir and understand its shifting nature with reference to the National Curriculum Framework (2005). Specifically, this study examines teachers’ classroom pedagogical practices, their understandings of pedagogy, the ways they encourage and manage student participation in classroom and the level of support and training they receive from government agencies. The findings of this study will have implications for both teachers and students, their specific roles, their understanding of pedagogy, classroom practices and more importantly students. This study recommends ‘contextually suitable’ pedagogical methods, informing teachers about effective teaching strategies, and outlining specific classroom participation strategies for students.

The research focuses on the role of the principal in the implementation of the Revised National Curriculum Statement (RNCS) in Tshwane North District 3. The district is characterised by urban areas, townships and informal settlements. Educators in schools in these areas are well qualified; however, schools in the informal settlement lack resources and facilities. Thus, the curriculum implementation problems experienced by principals and educators in the informal settlements differ from those of principals and educators in urban schools. The amendment of the Curriculum 2005 through the RNCS introduced innovations in schools and changed the principal's role in its implementation. A literature review provided a conceptual framework and covered requirements for successful curriculum implementation, the principal's role therein and relevant training for principals. An empirical investigation using a qualitative approach was conducted and data gathered by interviews with principals, officials from the Department of Education and educators. Finally, a synopsis of the findings and recommendations for further research are provided. / EDUCATIONAL STUDIES / MED (EDUC MANAGEMENT)

This study aims to capture the challenges and tensions that arise in donor funded curriculum projects in Lesotho. Through an interpretive case study research design I investigated these challenges and tensions in two projects relevant to Education for Sustainable Development, namely the Lesotho Environmental Support Project (LEESP) and the Population/Family Education (POP/FLE) projects which are donor funded curriculum projects funded by DANIDA and UNFPA respectively. A review of donor funded curriculum projects in the field of environmental education/Education for Sustainable Development was undertaken to provide background and a theoretical context for the study. It highlighted different challenges and implementation tensions experienced by other similar projects in other countries. At the heart of such projects lies a particular political economy, which is based on development assistance to poor countries. Such development assistance is constructed around concepts of need, participation and innovation, and donor-recipient relationships. It is structured around a system of governance and management that normally uses logical framework planning as its main methodology. This political economy has shaped the two donor funded projects that were considered in this study, and has shaped many of the tensions and challenges identified in the study. To investigate the two projects, data for this study was generated through in-depth interviews, document analysis and focus group interviews, with people who had been involved with the projects at the national level. The data generation process did not involve the schools where the projects were ultimately implemented, as it was seeking to identify how local institutions such as the National Curriculum Development Centre could support better synergies between donor funded initiatives and the local context. The findings of the study revealed the ambivalent nature of donor initiatives, and identified that the political economy and donor-recipient relations influence the projects. Aspects such as the design and management of projects, the processes associated with introducing innovation in educational ideas and paradigms, pedagogical issues, and staff contributions and ownership were identified as some of the key tensions that existed in the projects. Other factors such as poor capacity levels of local staff, non-alignment with existing structures, inadequate sustainability mechanisms and the difficulty of the envisaged integration of new paradigm thinking (methods and approaches) into the existing curriculum framework were also significant tensions, given the positivist history of the Lesotho curriculum. The study recommends the need to establish mechanisms for working with donors to tackle the tensions that arise in such projects within longer-term donor assistance. It proposes that government should expedite the development of policy on donor coordination. Both donors and the NCDC need to put mechanisms in place to allow for debate and discussions on innovations brought in by the donors in relation to local needs. The study further recommends that in cases where more than one donor exists, the NCDC and the donors should work towards developing synergies between the different initiatives to avoid duplication and overlap. Finally, there is a need for projects to use bottom-up approaches for the design and formulation of projects to ensure ownership.

This research investigates the development of the teaching practice as a curriculum component of the Graduation Courses in Mathematics. It identifies the different existing concepts with regard to this practice. It also places under discussion to what extent the understanding of the teaching practice has been assimilated, mainly by the mathematics teacher trainer, and the contradicting processes through which this practice strengthens and/or hides the interdisciplinarity intrinsic to the teaching object, considered as school/curriculum knowledge. This research is based on the National Curriculum Guidelines for the initial training of mathematics teachers, and also on the State University of Alagoas (UNEAL) Educational Project for the Graduation Course in Mathematics. The subjects involved in the study were: the Course Coordinator, as well as some graduation students and teachers of teaching practice of the mentioned University. The methodology used was the case study with a qualitative approach. Data collection was carried out through interviews with the course coordinator, students and teachers, who, from then on, will be respectively identified by Coordinator, Student 1, Student 2, Student 3, Student 4, Teacher (P). Our aim is to analyze the different conceptions and/or approaches to teaching practices adopted or addressed by the subjects interviewed, and compare them to the ones presented in the Course Educational Project and in the National Curriculum Guidelines for the initial training of mathematics teachers. We also intend to address the teachers understanding of such practice and the students degree of satisfaction / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa investiga o desenvolvimento da prática de ensino como componente curricular dos cursos de licenciatura em Matemática. Identifica as distintas concepções existentes no tocante a essa prática. Coloca em discussão em que medida a compreensão da prática de ensino vem sendo assimilada, principalmente pelo professor formador em Matemática, e o processo contraditório por meio do qual essa prática potencializa e/ou oculta a interdisciplinaridade intrínseca ao objeto pedagógico, considerado enquanto conhecimento escolar/curricular. Esta pesquisa é fundamentada nos conteúdos das Diretrizes Curriculares Nacionais para a formação inicial de professores de Matemática e no projeto pedagógico do curso de licenciatura em Matemática da Universidade Estadual de Alagoas - UNEAL. Os envolvidos foram; o coordenador do curso de licenciatura em Matemática da Instituição citada, bem como, alguns alunos do curso referido e um professor de prática de ensino desse curso. A metodologia utilizada foi o estudo de caso com abordagem qualitativa. A coleta de dados foi realizada através do instrumento entrevista com o coordenador de curso, alunos e um professor que, a partir de então serão identificados respectivamente por Coordenador, Aluno 1, Aluno 2, Aluno 3, Aluno 4, Professor (P). No estudo são tratadas as concepções e/ou tratamentos diversos de prática de ensino por parte dos entrevistados do curso, em confronto com as existentes no projeto pedagógico do curso e as Diretrizes Curriculares Nacionais para a formação inicial de professores de Matemática. Será abordada também compreensão dessa prática por parte do professor de prática de ensino de Matemática e o grau de satisfação de alunos do curso

The purpose of the study was to explore the implementation of the curriculum and assessment policy statements in the selected primary schools in Limpopo Province. An empirical investigation following qualitative approach was carried out to investigate the views of teachers from two primary schools in Capricorn District. Two curriculum advisors were interviewed as well as five teachers to find out their views and experiences on the CAPS training and implementation issues and challenges. The study confirms that teachers are not well prepared to meet the challenges of the CAPS. The time set aside for training is limited, the resources needed to support teachers and the implementation are inadequate and some of the trainers are not well prepared. The study recommends that the Department of Basic Education continues engaging with trainers, school management teams, teachers and learners and determine specific strategies, based on the school contexts, to improve the provision of training, resources and support to enable effective and efficient curriculum implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

Made available in DSpace on 2014-06-11T19:28:17Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-12-05Bitstream added on 2014-06-13T19:57:27Z : No. of bitstreams: 1 santos_gs_me_mar.pdf: 549835 bytes, checksum: 81880b7b2b575878379c2048d57dfd3f (MD5) / A filosofia nos leva em sua radicalidade ao questionamento do que à primeira vista parece pueril, como criança que frente ao “óbvio” pergunta: o que é isto?! Partindo do pensamento filosófico colocamos a questão: O que é o humanismo? Tocar na questão do humanismo é, ao mesmo tempo, tocar naquilo que confere humanidade ao homem. Como duvidar do homem? Como duvidar da possibilidade humana? Indagações que não fazem sentido para o senso comum – ainda. Nietzsche (1987) ao anunciar a “morte de deus” “abriu” o caminho para que depois Foucault (1966) anunciasse a “morte do homem” e consigo a negação do humanismo e do sujeito. As crises que abalam a estrutura da sociedade contemporânea: crise da família, crise da escola, crise da educação, entre outras, adquire a forma de uma fórmula comum: “crise do homem”. Não afirmamos que a educação deva se alinhar ao humanismo ou ao anti-humanismo, mas questionamos a postura do legislador que, de antemão, ao afirmar um humanismo, estabelece “verdades” sem a necessidade de justificativas por se tratar de um assunto óbvio. Mas qual a “obviedade” do humanismo? Assim, a centralidade de nossa pesquisa, repousou sobre a inquietante questão: qual o sentido do humanismo para as Diretrizes Curriculares Nacionais para o Ensino Médio? A volta ao texto das Diretrizes Curriculares Nacionais para o Ensino Médio na tentativa de delinear definições do humanismo e de conceitos próximos a ele, como pessoa humana, sujeito, formação moral foi necessária, bem como o estabelecimento de ligações entre o documento analisado com as Leis de Diretrizes e Bases Nº 9394/96 com a Constituição Federativa do Brasil (1988). Para em seguida percebemos, então, que, quando confrontado com o humanismo da tradição filosófica, via Existencialismo ateu sartreano, a hermenêutica do discurso do humanismo... / La Philosophie nous amène à le radicalisme dans leur interrogatoire que, à première vue, sembler puéril, comme les enfants qui face à la 'évidente' question: qu'est-ce que c'est? sur la base de la philosophie de poser la question: qu'est-ce que l'humanisme? Portant sur la question de l'humanisme est à la fois, jouant dans ce qui donne à l'humanité de l'homme. comme l'ombre d'un doute l'homme? comme douter de la possibilité de l'homme? questions qui ne font pas de sens au sens commun - pour le moment. Nietzsche (1987) d'annoncer la «mort de Dieu' ouvert 'le chemin vers ce après Foucault (1966) a annoncé la mort de l'homme' et à la négation de l'humanisme et de l'objet. les crises qui minent la structure de la société contemporaine: la crise familiale, la crise scolaire, crise de l'éducation, entre autres, prend la forme d'une formule commune: «crise de l'humanité». ne pas dire que l'éducation doit être aligné sur celui de l'anti-humanisme ou humanitaire, mais la question de l'attitude du législateur qui, à l'avance, dire à un humanisme, en baisse de 'vérités' sans la nécessité de justifier parce que c'est une question de cours. mais ce que les 'évidence' de l'humanisme? ainsi, la centralité de notre recherche, reste préoccupante sur la question: quel est le sens de l'humanisme à la Curriculum Lignes Directrices pour l'Ecole Secondaire Nationale? Le texte renvoie à la commission nationale des lignes directrices pour la haute école dans une tentative de délimiter les définitions de l'humanisme et de concepts proches de lui, en tant qu'êtres humains, sous réserve, la formation morale est nécessaire, et l'établissement de liens entre le document discuté avec les lois d'orientations et de bases n ° 9394/96 de la Constitution du Brésil (1988). pour se rend alors compte alors que face à l'humanisme de la tradition philosophique, par le... (Complete abstract click electronic access below)

Made available in DSpace on 2015-05-14T12:20:06Z (GMT). No. of bitstreams: 1 ArquivoTotalCecilia.pdf: 1739764 bytes, checksum: dcbca042b9cfdb43e864d2ef4bb8d8b0 (MD5) Previous issue date: 2013-06-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The Medical training Brazilian undergoes transformations to level up the globalization contemporaneity of in the knowledge society. The new National Curriculum Guidelines (DCN) aim at the formation of professionals, whose skills profile and competences them allow intervening in the profesional exercice, in critically, collective and integrative. Are needed theoretical changes and to practical the processes of teaching and learning, in order to stimulate improvements in medical education. In this context the Medical Education the Distance (EMaD) fits closely the assumptions of the new DCN to increasing curricular changes in line with the health needs of the population. Among other initiatives, the Medical Education the Distance (EMaD), seeks to disseminate the knowledge produced in large centers for professionals of remote areas or with limited time availability. Based on the assumption that the Knowledge Society requires initial and continuing education of professionals and citizens with a new set of competences to act efficiently and responsibility, the distance methods should be developed based on pedagogical approaches that enforce, beyond teaching content, the provision for research, autonomy in the pursuit of information, the collaborative spirit and ethical stance, among others. Based on this reflection, this study nature exploratory and descriptive, had aimed at mapping the use of distance education in Brazilian medicine. We diagnosed this underutilization, although initiatives in the private realm continuing medical education of medical societies. We encourage stimulation, by the managers, and the advance of appropriation techniques of EaD, in brazilian medical training. Even having character exploratory, this research points to the need for prospective studies to know the impact of incentives for inclusion of EaD in medical education as Brazilian, as quality of egresses. / A formação médica brasileira passa por transformações para nivelar-se à contemporaneidade da globalização na sociedade do conhecimento. As novas Diretrizes Curriculares Nacionais (DCN) almejam a constituição de profissionais, cujo perfil de habilidades e competências lhes permita intervir no exercício profissional de forma crítica, coletiva e integradora. São necessárias mudanças teóricas e nos cenários de prática dos processos de ensino-aprendizagem, tendo em vista estimular melhorias na educação médica. Nesse contexto a Educação Médica a Distância (EMaD), se insere intimamente nos pressupostos das novas DCN s para incrementar as mudanças curriculares em sintonia com as necessidades de saúde da população. Entre outras iniciativas, a Educação Médica a Distância (EMaD) busca divulgar o conhecimento produzido nos grandes centros para profissionais de áreas mais remotas ou com reduzida disponibilidade de tempo. Tendo como pressuposto que a Sociedade do Conhecimento requer a formação inicial e continuada de profissionais e de cidadãos com um novo conjunto de competências para atuar com eficiência e responsabilidade, os métodos à distância devem ser desenvolvidos com base em abordagens pedagógicas que efetivem, além dos conteúdos de ensino, a disposição para a pesquisa, a autonomia na busca da informação, o espírito colaborativo e a postura ética, entre outras. Com base nessa reflexão, este estudo de natureza exploratória e descritiva teve por objetivo mapear a utilização da EaD na medicina brasileira. Diagnostica-se a subutilização desta, apesar de iniciativas de foro privado em educação médica continuada pelas sociedades médicas. Incentiva-se a estimulação, por parte dos gestores, e o avanço da apropriação das técnicas de EaD na formação médica brasileira. Mesmo tendo caráter exploratório, esta pesquisa aponta a necessidade de estudos prospectivos para conhecer os impactos dos incentivos à inserção da EaD no ensino médico brasileiro como qualidade de egressos

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Neste trabalho, pretendeu-se analisar a eficÃcia do uso do Software Educacional GeoGebra como ferramenta pedagÃgica para o estudo da circunferÃncia na perspectiva da Geometria AnalÃtica. A metodologia de pesquisa teve enfoque quantitativo e qualitativo e o estudo foi realizado em uma escola pÃblica da rede estadual de Fortaleza, com uma turma de seis alunos do 3Â ano do Ensino MÃdio. Para tanto, aplicou-se a este grupo um prÃ-teste, para diagnosticar os conhecimentos prÃvios, em seguida houve uma intervenÃÃo pedagÃgica com um mÃdulo de atividades, mediado pelo GeoGebra, o que permitiu analisar se essa mediaÃÃo favoreceu o entendimento do aluno a respeito de circunferÃncia. Posteriormente, o grupo foi testado com um pÃs-teste. ApÃs esses passos, via um levantamento final de resultados chegou-se Ãs consideraÃÃes, confirmando os objetivos da pesquisa. No corpo do trabalho foi feito um levantamento sobre os PCN e o ensino da MatemÃtica, uma descriÃÃo das potencialidades de aplicaÃÃo do GeoGebra para o ensino da matemÃtica, uma descriÃÃo das potencialidades de aplicaÃÃo do GeoGebra para o ensino da circunferÃncia e para a facilitaÃÃo do relacionamento professor x aluno. A fundamentaÃÃo teÃrica baseou-se em autores como Even (2004); Borba & Penteado (2007); AraÃjo e NÃbriga (2010); DâAmbrÃsio e Barros (1990) e publicaÃÃes oficiais. / In this work, it was intended to analyze the effectiveness of using GeoGebra Educational Software as a pedagogical tool for the study of the circumference in the context of analytic geometry. The research methodology was quantitative and qualitative approach and the study was performed in a public school State network of Fortaleza with a class of six students in the 3rd year of high school. To this end, applied to this group a pre-test to diagnose the previous knowledge then, there was a pedagogical intervention with an activities module, mediated by GeoGebra, allowing to analyze if this mediation favored the studentâs understanding about in circumference. Later, the Group was tested with a post-test. After these steps, a final survey results led us considerations, confirming the objectives of research. In the body of the work was done a survey on the PCN and the teaching of mathematics, a description of the potential applications of GeoGebra to teach the circumference and the facilitation of teacher relationship x student. The theoretical foundation was based on authors such as Even (2004); Borba & Penteado (2007); AraÃjo e NÃbriga (2010); DâAmbrÃsio e Barros (1990) and official publications.

The enrolment of music in especially the secondary school is declining in many countries such as South Africa, the United Kingdom, Hong Kong, Brazil, China, Finland, Israel, Korea, Mexico and the United States of America. This decline in the number of learners doing the subject in secondary school, despite its popularity outside of the school, is often ascribed to the socio-economic context and the level of difficulty of the subject, but most of all due to a music curriculum that is in stark contrast to what learners are doing in their daily lives. Post-Apartheid education focused on the redress of education by working towards the provision of quality education through the improvement of educational resources, wider subject choices for previously disadvantaged learners and transforming the national curriculum to suit the needs of young people to prepare them adequately and appropriately for tertiary education and the world of work. The demands of poor communities for greater access to subjects that were previously denied to them, compelled the national education department to introduce subjects such as the arts and technology in secondary schools located in low socio-economic areas where these subjects have not been offered before. The Western Cape Education Department, as lead agent for the province’s Human Capital Development Strategy (HCDS), established ten dedicated focus schools for the arts that would become centres of excellence to provide quality arts education to secondary school learners from poor urban and rural areas. It was envisaged that these arts institutions would be equipped with the appropriate infrastructure, technology, teaching and learning support materials and qualified arts teachers to ensure that music, dance, drama, design and visual arts would be accessible to a broader spectrum of secondary school learners. The aim of the study focused on the provision of music education at these institutions by investigating the essential aspects of the focus school phenomenon such as infrastructure that was built to create a conducive environment for music education, curricular and extra-curricular music programmes, learner enrolment and retention, use of technology, teaching and learning support materials and teacher effectiveness. The study has a qualitative research approach and is based on a case study design that served to provide a rich and in-depth description of the phenomenon. The data was collected by means of focus group and individual interviews as well as observations of lessons, extra-mural activities and music performances. An interrogation of government policies and school records also informed the research to provide trustworthy findings. After each finding, some suggestions are made concerning the alleviation of challenges which focus schools face regarding the delivery of Music in the FET phase. Finally, the study makes recommendations for future research related to the provision of Music in the FET phase of South African schools. / Dissertation (MMus)--University of Pretoria, 2014. / lk2014 / Music / MMus / Unrestricted

Magister Educationis - MEd / This mini thesis analyses and describes the implementation of the National Curriculum in the Foundation Phase of the primary school. On the 24th of May 1997 South Africa launched a new curriculum, Curriculum 2005 (C2005). The underlying philosophy of C2005 is Outcomes Based Education (OBE). Since the adoption of OBE and the introduction of C2005 many changes have been introduced in our schools with a new curriculum that had to be implemented hastily, which was reviewed and again introduced as the Revised National Curriculum Statement (RNCS).Teachers had little say in any of these changes and this has resulted in frustration and in many cases a lack of ability to cope with the implementation of the new curriculum.I argue that teachers do not have a common understanding of the Assessment Standards and that they still need support with linking the theory of curriculum policy to their practices and with a sound application of Integration and Progression. This research is an enquiry into the process of curriculum implementation in particular in the Foundation Phase which was tasked to be the first to adopt the changes. Change was not sustained and I highlight some of the challenges that teachers still face.A significant part of the research is the participatory action research process which is a deliberate, solution-oriented investigation into the implementation of the RNCS in the Foundation Phase to inform and change my understanding of the actual support teachers need.The study is characterized by a cycle of problem identification, planning, systemic data collection, reflection, analysis and action. With the research I am striving to understand teachers’ practices in order to improve my work as Education Specialist that supports and develops teachers in primary schools.