Instructional practices in mathematics courses at two-year colleges include lecture as the predominant instructional form in 78% of two-year colleges, with class sizes averaging about 26 students (AACC, 2005). The National Assessment of Educational Progress (NAEP) indicates that there is a need for change in the practices of mathematics teachers because students are not being served well by the traditional pedagogical approaches (Burrill & Hollweg, 2003). The standards-based reform movement has had a positive impact on pedagogy but there are ongoing issues of alignment of teaching strategies to more student-centered practices (Barrington, 2004). This study examined the standards-based teaching practices of college mathematics faculty in the first two years to answer the research questions: What alignment exists between two-year college mathematics instructor’s knowledge and the instructional standards published by the American Mathematical Association of Two-Year Colleges in Beyond Crossroads? What are the components that characterize the instructional practices of two-year college instructors? What relationship exists between the alignment of Two-Year College mathematics faculty instructional practices with Beyond Crossroads? An interpretative qualitative methodology with an embedded survey was applied to examine how the American Mathematical Association of Two Year Colleges standards are currently being aligned with instruction in the first two years of college. An analysis of the data revealed that standards-based teaching strengthens instructor delivery and accommodates diverse learning styles. Mathematics faculty use technology as a teaching tool and use a variety of student-centered activities to engage students to help them make meaningful connections. Findings from the study suggest there exist a strong relationship between the American Mathematical Association of Two Year College standards and instructor practice in the first two years. The findings indicate that mathematics faculty struggled in changing their instructional practice to meet the needs of their students. Furthermore, findings suggest that those invested in the mathematics education in the first two years constantly adjust their teaching through professional development opportunities. Additionally, mathematics faculty modified the curriculum to customize their instruction to align with standards-based teaching practices as their knowledge and awareness of standards develops as a professional.

No description available.

Filamentous microfungi play an important role in the environment and they can have either a positive impact on a man, e.g. in a form of medicine or food production, or a negative one, when filamentous microfungi may cause diseases or deteriorate food. Pupils usually start learning about filamentous microfungi in form 6 of a primary school, or they get some tangential information in the first year of an eight-year grammar school. In addition, in most of student's books, microfungi are incorrectly referred to as moulds, which is an unprofessional term. The objective of my thesis is to elaborate two practical tasks for the presence form of study in which pupils find out the difference between unicellular and multicellular fungal organisms, acquaint themselves with the fungal phytoparasite - mildew, take the substrate, make native and coloured mounts which are then observed under the microscope. The other two practical tasks have been elaborated for the distance form of study via exploration tasks, which can be carried out at home conditions. It means creation of a mycological garden and observation what kind of bakery products is more prone to be affected by microfungi. The other elaborated tasks relate to across-the-curriculum use of the filamentous microfungi topic in Maths and Czech, in which some...

Research-oriented teaching is a constructivist form of teaching, where the student is not only passed on the material passively, but the student is actively involved in solving the problem. In the role of researcher, he makes hypotheses, conducts experiments and draws conclusions. The main goal of this work was to find out the development of students' skills to plan the research process in science research at the 2nd Dobříš Primary School. The work was divided into three parts. In the introduction to the theoretical part, the aim was to introduce readers to research- oriented teaching in biology lessons at the second level and the characteristics of concepts. The practical part was focused mainly on observing and evaluating the development of the ability to plan progress on already created topics for BOV. It was found that more than half of the students are able to formulate the procedure correctly for a given task and the rest are able to create a partial procedure or none at all. It would therefore be appropriate to focus on deepening knowledge and practical skills in research- oriented teaching. KEYWORDS Research-oriented teaching, research, process development, biology

There has been research that suggests that an anti-studying culture is present in vocational programs in Sweden (Högberg 2009), and that teachers need to adapt their teaching to the students’ vocational interests in order to create an interest in learning (Lindahl 2015; Riley & Eriksson 2014; Smagorinsky et al. 2010). This study investigates how three teachers working at a vocational school in a rural area of Sweden teach the English 5 course. This entails investigating how the teachers perceive student attitudes, how they adapt their teaching, and also how they work to raise motivation among the students. The method used for this is semi-structured personal interviews along with a qualitative content analysis. The results of the study showed that attitudes among students are generally good with some exceptions, where lacking proficiency seems to be a factor regarding poor attitudes. It became evident that the main tool for raising motivation among the students is the adaptation of the teaching. The results also showed that some student groups are more interested in learning English than others, likely because of some students seeing English more a useful tool for their future working life. The issue of social structures regarding the Swedish educational system is also brought up. There is an implication for teachers regarding the adaptations – there has to be a balance between making vocational students interested, while still making sure they do not miss out on any content, i.e. that they get equal opportunity to learn as other students.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research work is linked to the Program of Masters Degree in Education, of Federal University of Santa Maria, included in the Graduation, Knowledge and Professional Development research line. The subject of the present research involves the discussion about the contribution of the discipline called Oriented Teaching for the academic professors' graduation processes, inferring possible quality indicators for this level of education. This discipline is offered in the syllabus of the courses of Master s Degree stricto sensu in education, in Brazilian Federal Universities. In that way, the general objective is attempting to understand in which manner the Oriented Teaching can contribute for the formative process of the subjects in matter. The methodology is qualitative/quantitative, concerning two dimensions: a quantitative one, seeking to draw a general panorama of the Oriented Teaching in Brazilian Federal Universities and a profile of the discipline in UFSM; and a qualitative one, through the case study with students and Professors of PPGE/CE/UFSM. Therefore, based on the interpretative analysis of the collected data, it is drawn a panorama that defines in general terms the Oriented Teaching in Brazilian Federal Universities and it is built analysis categories that demonstrate how is the status of the discipline at UFSM. These are: Professors' instruction in the Higher Education, Feelings according to the Oriented Teaching and Influence of the Advisor. Thus, starting from the subject and objectives of that research, the found categories can mirror the following quality indicators: education opportunity; teacher's self-valorization as person; group working; learning of the academic teaching; timetable of the Oriented Teaching; inclusion of the number of students that attends the discipline; the oriented Professors' involvement along the extent of the discipline; the advisor's tutorage. Then, those possible indicators reinforce the idea that the Oriented Teaching becomes a possible path in the academic Professors' education process; that could contribute positively in the quality of the higher education. / Este trabalho de pesquisa está vinculado ao Programa de Pós- Graduação em Educação, da Universidade Federal de Santa Maria, inserido na Linha de Pesquisa Formação, Saberes e Desenvolvimento Profissional. A temática de pesquisa envolve a discussão sobre a contribuição da disciplina Docência Orientada para os processos formativos de professores universitários, inferindo possíveis indicadores de qualidade para este nível de ensino. Esta disciplina é oferecida na matriz curricular dos cursos de pós-graduação stricto sensu em educação, nas universidades federais brasileiras. Dessa forma, o objetivo geral desse estudo é compreender de que maneira a Docência Orientada pode contribuir para o processo formativo dos sujeitos em questão. A metodologia é de cunho qualiquantitativo, envolvendo duas dimensões: uma quantitativa, visando traçar um panorama geral da Docência Orientada nas universidades federais brasileiras e um perfil da disciplina na UFSM; e uma qualitativa, através do estudo de caso com alunos e professores do PPGE/CE/UFSM. Assim, com base na análise interpretativa dos dados coletados, desenha-se um panorama que define em termos gerais a Docência Orientada nas universidades federais brasileiras e constrói-se categorias de análise que demonstram como a disciplina apresenta-se na UFSM. Estas são: Formação de professores para o Ensino Superior, Sentimentos frente à Docência Orientada e Influência do Orientador. Portanto, a partir da temática e objetivos dessa pesquisa, as categorias encontradas podem espelhar os seguintes indicadores de qualidade: oportunidade de formação; valorização do professor como pessoa; trabalho conjunto; aprendizagem da docência universitária; carga horária da Docência Orientada; abrangência do número de alunos que realiza a disciplina; envolvimento dos docentes orientados ao longo do desenrolar da disciplina; tutoria do orientador. Assim, esses possíveis indicadores reforçam a idéia de que a Docência Orientada torna-se um caminho possível no processo formativo dos professores universitários, podendo contribuir positivamente na qualidade do ensino superior.

This diploma thesis deals with the issue of inquri-oriented teaching physics in elementary school and outlines options for practical implementation examples from practice. The thesis is divided into two parts. The first part of the thesis discusses the basic theoretical background of pedagogy and Didactics of basic education and the problems of the theory of inquri-oriented teaching. The second part of the thesis deals with the specific suggestions for inquri-oriented teaching and practical example of the implementation of the two topics included in the teaching of Physics in elementary school.

This diploma thesis deals with the arthropod strain as a suitable taxon model in learning about the nature at the first grade of a primary school. The methodological analysis of using the animal strain explains the reasons why the arthropods are used in teaching natural science lessons and provides specific characteristics and manifestations of living organisms, which are possible to be demonstrated on it. The second part of the literature review presents the status of learning about the nature according to the Framework educational program and representation of arthropods in czech textbooks of the natural sciences. The thesis is a collection of newly created exercises for a first degree pupils of primary education, using the selected representatives of arthropods. These tasks use the methods of the direct study of nature and the elements of contemporary popular research-oriented teaching.

Made available in DSpace on 2014-08-20T13:47:52Z (GMT). No. of bitstreams: 1 Gabriela Machado Ribeiro_Dissertacao.pdf: 2924360 bytes, checksum: e705245517680665f2d42028c1471d3d (MD5) Previous issue date: 2012-01-23 / The establishment of Stage of Undergraduate teaching like a formation practice teacher to promote Scholars Program Social Demand, signals a CAPES preoccupation with the qualification for the teacher exercise at this level of education. The obligatory character of the scholar, often attributed to experience essentially bureaucratic connotation, however, other alternatives could be possible. When setting up a possibility to approach the teaching activities in higher education, needs to be problematized to become a formation space effectively. From this perspective, we set out to investigate the perceptions of university professor graduate from the Graduate Program in Epidemiology about the stage on undergraduate teaching in the limits and possibilities this activity as well as trying to understand how this could have repercussions on their formation and teaching practice. This is a qualitative research that used the interview as an instrument to collect data with 15 teachers of Higher Education, with different graduates in the health Science that realized the Stage Undergraduate in the Graduate Program in Epidemiology at UFPel. The data were analyzed using content analysis proposed by Bardin (1977) in the light of contributions by Cunha (2005, 2006, 2010), Anastasiou and Alves (2004), Pimenta and Anastasiou (2010), Pimenta and Lima (2004) , Veiga (1982) among others. The results demonstrated that although the considering the stage teaching insufficient to promote a teachers formation, as it has limitations in this configuration, the respondents recognized the importance it had in its formative process, marking it as an important familiarity vehicle with the teaching and the reality of graduation. By highlighting the main contributions arising from their practice to the stage now mention: to discuss certain safety issues and attitude to class, the importance of planning and especially issues related to students, the need to attend to their interests, the way relate to them, identify the level of demand, coping with everyday situations, perception of the need for ongoing dialogue. It was possible with the answers of our interlocutors, we conclude that the stage of teaching is an activity that meets the objectives proposed by CAPES, it maybe in a teaching experience in higher education that will assist in training future higher teachers. / O estabelecimento do estágio de docência na graduação, como uma prática de fomento à formação docente aos bolsistas do Programa de Demanda Social, sinaliza uma preocupação da CAPES com a qualificação para o exercício da docência nesse nível de ensino. O caráter de obrigatoriedade aos bolsistas, muitas vezes, atribui à experiência uma conotação essencialmente burocrática, no entanto, outras alternativas parecem ser possíveis. Ao configurar-se em uma possibilidade de aproximação com a atividade docente na Educação Superior, necessita ser problematizado para tornar-se um espaço efetivamente formativo. Nessa perspectiva, nos propusemos a investigar as percepções dos professores universitários egressos do Programa de Pós-Graduação em Epidemiologia sobre o Estágio de Docência na Graduação e sobre possibilidades e limites que identificaram nessa atividade além de tentar compreender em que medida ela poderia ter repercussões em sua formação e prática docente. Trata-se de uma pesquisa de abordagem qualitativa que utilizou a entrevista como instrumento de coleta de dados junto a 15 professores do Ensino Superior, com diferentes formações na área da saúde que realizaram o estágio de docência na graduação enquanto alunos do Programa de Pós-Graduação em Epidemiologia da UFPel. Os dados foram analisados a partir da análise de conteúdo proposta por Bardin (1977) à luz das contribuições de Cunha (2005, 2006, 2010), Anastasiou e Alves (2004), Pimenta e Anastasiou (2010), Pimenta e Lima (2004), Veiga (1982) entre outros. Os resultados revelaram que apesar de considerarem o estágio de docência insuficiente para promover uma formação para a docência, à medida que apresenta limitações em sua configuração, os entrevistados reconheceram a importância que ele teve em seu processo formativo, assinalando-o como um importante veículo de familiarização com a função docente e a realidade da graduação. Ao destacarem as principais contribuições decorrentes do estágio à sua prática pedagógica, atualmente mencionam: a segurança para discutir determinados assuntos e postura diante da turma; a importância do planejamento e principalmente aspectos relacionados aos alunos; a necessidade de atentar para seus interesses; a maneira de se relacionar com eles; identificar o grau de exigência, enfrentamento de situações cotidianas; percepção da necessidade do diálogo constante. Foi possível, através das respostas dos nossos interlocutores, concluirmos que se o estágio de docência for uma atividade que atenda os objetivos propostos pela CAPES, ele poderá se constituir em uma experiência docente no Ensino Superior que ajudará na formação de futuros docentes universitários.

MASTER THESIS TITLE: Didactic principles of John Amos Comenius and their application in today's teaching of German language AUTHOR: Stanislava Černá DEPARTMENT: Department of Germanics SUPERVISOR: PaedDr. Dagmar Švermová This master thesis is focused on the personality of meaningful Czech thinker J. A. Comenius and his didactical principles, many of which are nowadays still relevant. The most emphasized principles are activity, motivation and student's perception with the use of all senses. The last mentioned principle can be ensured by the activity-oriented teaching; student can be motivated and exacerbated by problem-oriented or project teaching. Theoretical part of the thesis is dedicated to the definition of principles, understanding of the activity principle before and today, its use in the foreign language teaching and the definition of aims and key competencies. Following practical part describes realization of two projects where was validated that inclusion of projects into German language teaching is suitable motivating and exacerbating means in case the aims and methods are selected appropriately. KEY WORDS: J. A. Comenius, didactical principles, teaching of German language, activity, activity-oriented teaching, project teaching