Recent research literature on learning to teach has several important strands: the role of subject matter; the extent to which pedagogical knowledge and procedural routines are significant; concepts of learning and teaching; and the role of reflection in learning to teach. The present study adds both to the debate on the links between subject knowledge and pedagogy, and to the case law on learning to teach. A two-year longitudinal comparative case study was carried out on four postgraduate student-teachers. Data sets included: biographical data; details of course content and structure; diaries kept by the students on courses and teaching experiences; tests at entry to the course and exit on subject knowledge in maths, science, music and English; tests on iesson planning (pedagogical content knowledge); questionnaires on beliefs about teaching; lesson observation transcripts and notes on the two teaching practices; prelesson planning questionnaires; post-lesson interviews and general interviews with students and staff; and similar lesson observation and interview data for the first year of teaching. The student-teachers were selected on the basis of a number of criteria, including specialism within the course of maths, music or science; performance in subject knowledge tests; participation in the follow-up study during the first year of teaching; the quantity and quality of diary evidence foreach student; and the initial assessment of lesson quality made by the trained observers. A major part of the research involved the analysis of discourse in lessons for evidence of subject matter knowledge and teaching competences. This part of the analysis was underpinned by theoretical models of teacher knowledge and teaching competence. From these detailed analyses a fine-grained evaluation was made of a sample of each student-teacher's lessons. The case studies were written so as to present data chronologically and from a number of different viewpoints.The analysis of the various data sets and comparison of the sample students has revealed patterns about the relationship of subject knowledge and teaching performance. These have implications for teacher education, especially for the relationship between university-based training and schoolbased work.

Sexuell hälsa är betydelsefullt i alla människors liv. Personer med intellektuell funktionsnedsättning möter ofta barriärer som hindrar dem att uttrycka sin sexualitet. Personalen är outbildad inom området, därav använder sig av sin egen moral i bemötandet. Syftet med studien var att undersöka hur bemötande till sexualitet hos personer med intellektuell funktionsnedsättning, hos den bedömde ser ut. Påverkas bemötandet till sexualitet av graden av intellektuell funktionsnedsättning och self-efficacy av bedömaren? Sammanlagt deltog 96 socionomstudenter och 38 boendestödjare i en vinjettstudie med experimentell mellangruppsdesign. Vinjetten varierade i två olika betingelser. Deltagare fick ta ställning med hjälp av egengjorda skalor och en self-efficacy skala. Resultatet visar positivt samband mellan self-efficacy och pedagogisk kompetens hos bedömaren. I fråga om bemötandet i relation till sexualitet och graden av intellektuell funktionsnedsättning visades ingen signifikant skillnad. Förslag på framtida forskning är att undersöka hur skillnader ser ut beroende på kön hos den bedömde.

Primary and secondary teachers in Western Australian have adopted a new Curriculum Framework (Curriculum Council, 1998a) which is outcomes-focused and endorses a constructivist approach to science for school students. This research examines the influence of teachers' science content knowledge on how they make judgements about students' conceptual understandings and the extent to which follow-up activities they suggest reflect a conceptual change approach to teaching science.Primary and secondary teachers, from a range of science education histories and experiences teaching students of different ages, responded to a science task involving concepts of heat energy, combustion and ignition. They were asked to judge a student work sample about the same task, and suggest follow-up activities to support further learning.How teachers made their judgements was found to vary in accord with their science knowledge, categorised as high, midrange and low. Teachers with high science knowledge were the most adept at making accurate and appropriate judgements and had the lowest frequency of problems with their judgements. Teachers with high and midrange science knowledge were more able to link their suggestions for follow-up activities to students' science concepts, and showed greater familiarity with activities commensurate with a conceptual change orientation to teaching. Non-recognition of students' concepts as critical evidence of development was a key aspect of the judgements of teachers with low science knowledge.Recommendations are made for professional development to assist teachers to develop appropriate science content knowledge they can use to support their pedagogical content knowledge so they are able to foster students' conceptual development.

Doctor of Philosophy / Curriculum and Instruction Programs / David S. Allen / Margaret G. Shroyer / Ongoing, effective professional development is viewed as an essential mechanism for eliciting change in teachers’ knowledge and practice in support of enacting the vision of NCTM’s Principles and Standards of School Mathematics. This case study of the Infinite Mathematics Project, a Title IIB MSP professional development initiative, seeks to provide a qualitative examination of the characteristics and strategies used in the project and their impact on teacher learning and practice. The project embodied many features and strategies of effective professional development such as: mathematics content focus; sustained over time; reform activities (e.g., lesson study, teacher collaboration); active learning opportunities (e.g., implementing an action plan; developing differentiated instruction activities for a mathematics classroom); coherence with NCTM and state standards; and collective participation by IHE facilitators and participant K-12 teachers from partner districts. The findings reveal teachers gained both content knowledge (knowledge about mathematics, substantive knowledge of mathematics, pedagogical content knowledge, and curricular knowledge) and pedagogical knowledge (knowledge about strategies for differentiating instruction in a mathematics classroom, for supporting students’ reading in the content area, for fostering the development of number sense, for implementing standards-based teaching, and for critically analyzing teaching). The study also provides some evidence that the project had an impact on teaching practice. In addition, an implication of the study suggests the positive impact of Title IIB MSP partnership requirements.

[pt] A pesquisa procura identificar a gênese e o desenvolvimento de um discurso especializado sobre educação, em finais do século XIX, no Brasil e em Portugal, numa perspectiva comparada, por meio da análise de revistas pedagógicas dos dois países. Analisa-se a afirmação do conhecimento pedagógico como fundamentação teórica, com base num corpo de conhecimentos especializados e numa identidade em termos de práticas e saberes, no contexto da consolidação das ciências sociais e humanas e da emergência do modelo da escola de massas. No que diz respeito às fontes, trabalha-se com a Revista Pedagógica, no Brasil, e a Revista de Educação e Ensino, para Portugal. A tese evidencia que essas Revistas desempenharam um papel fundamental tanto na circulação quanto na produção de saberes ligados à educação e, consequentemente, na progressiva constituição do campo disciplinar pedagógico, através da veiculação de um discurso educacional cada vez mais especializado. O trabalho de análise das revistas teve como base a utilização de um instrumento do Programa Access, indexando as referências mais citadas, em termos de autores, periódicos, organismos e organizações internacionais, países, comunidades transnacionais e áreas de conhecimento. Além desses referentes, procurou-se indexar também as referências a livros e artigos. Este procedimento de recolha e de classificação dos artigos visou contextualizar a forma como os referentes foram mobilizados, permitindo, de um lado, procurar as relações entre o campo disciplinar da educação e os outros campos e, de outro, estudar as relações entre o campo disciplinar nacional e o de outros países ou mesmo transnacional. Além disso, esboça-se uma possível rede de colaboradores (nacionais e estrangeiros) que mantiveram ligação com os periódicos. Foi possível perceber as revistas como espaços de confluências e disputas, coordenação de diferentes interesses e processos envolvidos na produção discursiva. O que se afigura de mais relevante é exactamente a observação das revistas como objetos dos quais emergiam processos de estruturação do próprio campo pedagógico. / [en] The thesis intends to identify the origin and the development of a specialized discourse about education, at the end of the XIX century, in Brazil and Portugal, in comparative perspective, through the analysis of pedagogical journals from both countries. Regarding the sources, the research deals with pedagogical journals, Revista Pedagógica, from Brazil, and Revista de Educação e Ensino, from Portugal. Our main work hypothesis considers that the pedagogical journals constitute a significant material since it may provide valuable indications about the diffusion and reception of the specialized educational discourse. The journals` analysis was made using the database Access Program in order to index the most quoted references, such as authors, journals, international organizations, countries, transnational communities and knowledge fields. This mechanism intended, on one hand, to look at the relations between the educational field and the other fields and, on the other hand, to study the connections between national fields or even transnational ones. Content and context are both central and interconnected elements in the whole analysis. The analysis of pedagogical journals, in this case, attempts to show the ways in which they contributed to the construction of an educational disciplinary field process. It was our intention to look at the history of the intellectuals` production relating it with the social demands tied up to this production. It was also our goal to understand the pedagogical journals as an arena where confluences and disputes take place and where different interests are involved in the production of discourses. In brief, the most relevant is to look at the pedagogical journals as objects through which we can analyze the building of a pedagogical field and the actors taking part in this same process.

Made available in DSpace on 2017-07-21T20:32:05Z (GMT). No. of bitstreams: 1 FLAVIA WEGRZYN MARTINEZ.pdf: 2205214 bytes, checksum: b3b91755587c9dd6df131a3c8ac799e8 (MD5) Previous issue date: 2014-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study presents an analysis on the pedagogic training offered in the Degree Course on Biological Sciences of the State University of Northern Paraná- UENP, Jacarezinho/PR campus. This study was based on schoolars such as Bourdieu (1989, 2004), Rosso (2007, 2010), Diniz-Pereira (1999, 2006), Nóvoa (1995), Imbernón (2011), Gimeno Sacristán (1999), Gauthier (1998), Shulman (1986), and others. We understand the teachers training field, particularly concerning the degree course on Biological Sciences, as a social field with specific interests and dispute between biological disciplines and pedagogical disciplines. Therefore, our reflections are grounded on the following objective: a) to discuss the articulation of pedagogical disciplines supported by Education and specific disciplines forming the Degree Course in Biological Sciences; b) to understand how the initial pedagogical training provides teachers with sufficient assistance to exercise their profession. The foundation we bring to discussion on the central concepts of praxeology by Pierre Bourdieu, field and habitus, aiming at establishing a dialectical articulation between individuals and social structures. In order to develop the methodological foundation, we applied the qualitative research, in turn, our considerations and theoretical subsidies were grounded on reflections by Richardson (1999) and Triviños (1987). The data collection was carried out using closed questionnaire answered by seven (7) teachers, semi-structured interview with seven (7) teachers and the coordinator of the Biological Sciences Course. We also conducted a document analysis on the Course Pedagogical Project. The orientation on the process of data analysis presented a discussion carried out by the categories concerning the Content analysis (BARDIN, 1977). The research results indicate that the teachers understand the importance of the initial pedagogical training in a degree course nevertheless they believe that such training offered in the course is not sufficient to offer the foundations for teaching functions. They also point out the presence of dichotomy between biological disciplines and pedagogical disciplines as well as a disarticulation between both áreas and their respective teachers. / O presente estudo realiza uma análise sobre a formação pedagógica oferecida pelo curso de Licenciatura em Ciências Biológicas da Universidade Estadual do Norte do Paraná- UENP, campus de Jacarezinho/PR. Este trabalho foi construído com base em estudiosos como Bourdieu (1983, 1989, 2004a), Rosso (2007, 2010), Diniz-Pereira (1999, 2006), Nóvoa (1995, 1999), Imbernón (2011), Gimeno Sacristán (1999), Gauthier (1998), Shulman (1986, 1987), entre outros. Compreendemos o campo de formação de professores, em particular o de licenciatura em Ciências Biológicas, como campo social que possui interesses específicos, no qual permeiam relações de disputas entre as disciplinas biológicas e as disciplinas pedagógicas. Assim, apoiamos nossas reflexões acerca dos seguintes objetivos: a) discutir como se encontram articuladas as disciplinas pedagógicas, sustentadas pelo campo da educação com as disciplinas específicas que compõem o currículo do curso de licenciatura em Ciências Biológicas; b) compreender se a formação pedagógica inicial oferece subsídios suficientes ao exercício da docência. Trazemos como fundamento para discussão os conceitos centrais da praxiologia, de Pierre Bourdieu, campo e habitus, visando estabelecer a articulação dialética entre os indivíduos e as estruturas sociais. Para o desenvolvimento da fundamentação metodológica, valemos-nos da pesquisa qualitativa, já nossas considerações e subsídios teóricos se apoiaram nas reflexões de Richardson (1999) e Triviños (1987). A coleta de dados foi realizada a partir de questionário fechado respondido por sete (7) professores, entrevista semiestruturada com sete (7) professores e o Coordenador do curso de Ciências Biológicas. Realizamos também análise documental do Projeto Pedagógico do curso (PPC). Para orientação do processo de análise de dados, a discussão foi realizada pelas categorizações a partir da análise de Conteúdo (BARDIN, 1977). Os resultados da pesquisa indicam que os docentes compreendem a importância da formação pedagógica inicial num curso de formação de professores, entretanto, acreditam que na mesma ainda não é suficiente para oferecer subsídios para o exercício da docência. Indicam também a presença de dicotomia entre as disciplinas biológicas e pedagógicas, assim como a desarticulação entre ambas as áreas.

Identifying, examining, and understanding faculty members’ technological knowledge development and the process of technology adoption in higher education is a multifaceted process. Past studies have used Rogers (1995, 2003) diffusion of innovation theoretical framework to delineate the technology adoption process. These studies, however, have frequently reported the influencing factors based on the statistical analysis such as regression analysis-based approach, and have not focused on the emerging process of technology adoptions or the developing process of technological knowledge and pedagogical knowledge. A mixed method study was designed to see how faculty members acquire different technologies and develop technological knowledge that might help them adopt technologies in their classrooms and online using different pedagogies. A sample of STEM teaching faculty members with different ranks, tenure, teaching experience, and varied degree of experience in the use of educational technologies participated in the study. A survey was designed to identify internal and external factors affecting technology adoption and its effective use in different teaching activities. To elaborate survey results, the study also included class observations as well as pre- and post-observation interviews. Online classrooms used by the faculty via Blackboard learning management system, online flipped classrooms, or other websites such as Piazza were also examined for data triangulation. The findings of the study indicate that faculty members are influenced by their own professional motivations and student learning to improve their teaching methods and to enhance student interactions and learning through the use of different educational technologies. The adoption process was identified as spreading over a period of time and it looked at how faculty members’ developed their technological knowledge and pedagogical knowledge. With the recognition of the social, organizational, and professional motivational factors both expert faculty members, university administrators, and technologist could be made aware of the critical components necessary to construct and support a bottom-up or user-centric successful innovation adoption decision process. The bottom-up approach would use expert professors as change agents and educational designers that would encourage exchanges and meaningful dialogues about educational technology adoptions and effective uses of technology with pedagogy within each discipline and department.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / A dissertação analisa a política de formação docente oferecida pela Escola Normal de Niterói entre 1893 e 1915. O projeto de institucionalização da escolarização de professores representou momento de transformações significativas na profissão, então associada aos ideais de progresso e modernidade republicanos, com destaque para a circulação e apropriação de teorias pedagógicas. Buscou-se conhecer o lugar de tais teorias e dos saberes na formação institucional de professores, visando compreender, em que medida, as representações sobre a missão docente se fez presente nos discursos dos Presidentes de Estado no período. Com esse objetivo, analisamos as reformas de ensino e as frequentes inserções e retiradas de disciplinas escolares, em meio aos intensos debates na esfera governamental sobre o que ensinar ao povo e aos professores. Almejava-se um saber que fosse capaz de ampliar a visão do cidadão brasileiro, modificar seus hábitos e inseri-lo na modernidade, aspectos que condiziam com a construção de um espírito republicano. Para compreender o funcionamento e a contribuição dessa escola para a história da educação fluminense, analisamos a legislação educacional, os programas e as disciplinas, e também alguns exames de admissão e finais dos alunos. Foram utilizadas as mensagens dos presidentes do Estado (1892 a 1918), as leis que reformaram ou regulamentaram a instrução pública (1893, 1895, 1900, 1912 e 1915), em particular a Escola Normal de Niterói, os exames de admissão (1901 a 1908), os exames finais dos alunos (1897 a 1911) e um diário de Geografia (1915). Tais documentos foram analisados à luz de extensa historiografia sobre a formação docente e permitiram conhecer práticas escolares da instituição. As leis que modificaram os programas tentaram imprimir um caráter mais científico ao curso e muito se discutiu sobre a questão prática. Para tanto, as disciplinas tencionavam articular a teoria à experiência corroborando a aptidão do professor. A aprendizagem era verificada por meio de exames finais, que sucediam as sabatinas e as provas. Examinar era um dispositivo de poder que comparava e excluía e não apenas mensurava o conhecimento. Investigar a formação de professores nos levou a olhar as articulações históricas e as relações de forças que a constituíram. A pesquisa documental sugere a necessidade de ampliarmos a visão sobre a formação docente na Primeira República, tendo em vista que houve esforços em se organizar a instrução pública, sobretudo, no que concerne à Escola Normal de Niterói. / The research analyze the political aspect of teacher training by normal school at Niteroi city, between 1893 and 1915. The project of institutionalization and affirmation represented a time of significant in the profession. Therefore associate with republicans ideals and modernity, thus highlighting the movement and ownership of pedagogical theories. We attempted the place of educational theories and knowledge in the institutional teachers training. Understanding to what extent the representations about the teacher mission was present in the President of States speeches at the period. With that purpose we analyze educational reforms and the frequent insertion and withdrawals of school subjects. Under intense debate going on in the government, about what to teach to the people and teachers. Because the desire was acquaintance who was able to open mind of Brazilian citizens, change their habits and inserts it into modernity. Aspects that are consistent with the building of the Republican spirit. We analyze the education legislation, to understand how it worked and what contributed this school to the history of Fluminense education. Were also analyzed school programs and discipline, some admissions examinations e written test too. We used the president of the state messages (1894 to 1915), the laws of public education (1893, 1895, 1900, 1912 and 1915), especially the admission examination to the Normal Scholl at Niteroi city (1901-1908).The year-end exams of students (1897 to 1911) and a diary of geography (1915).These documents are reviewed under extensive historiography about the teacher training and allowed to know school practices of institution. The laws that changed the programs attempted to insert more scientific way and were questioned about the practical matter. Thus, the subjects had to articulate the theory and experience contributing the ability of the teacher. Learning is verified by final exams, which succeed the exams on Saturdays and regular tests Examine was a power device that compared and exclude, not just measure knowledge. Therefore investigate the teaches training show us the historical joints and power relationship that were part of it. The documental research shows a need to enlarge the overview about teachers training in the First Republic, have in mind that there were efforts to organize the public education, mainly regarding the Normal School of Niteroi city.

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2001-10-20Bitstream added on 2014-06-13T20:52:34Z : No. of bitstreams: 1 longhini_md_me_bauru.pdf: 1526333 bytes, checksum: 43871818017e7eb766c3dcd8d07f6ef2 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Descreve-se aqui uma pesquisa com estudantes cursando a disciplina Prática de Ensino no último ano do Curso de Licenciatura em Física na Universidade Estadual Paulista - UNESP - Câmpus de Bauru, São Paulo. A pesquisa procurou avaliar a transformação de postura destes futuros docentes através da reflexão durante o processo, planejamento e aplicação em situações reais de sala de aula de uma sequência de atividades de ensino sobre o tema pressão atmosférica, levando em consideração resultados recentes de investigações na linha construtivista, tais como: respeito às concepções prévias dos estudantes, discussões sobre mudança conceitual e inserção da História e Filosofia da Ciência no ensino. A pesquisa buscou especificamente responder às seguintes questões: a) as atividades desenvolvidas influenciaram diretamente no conhecimento do conteúdo específico sobre o tema abordado? b) como os futuros docentes transformaram o conteúdo específico em conteúdo pedagógico? Após discussões teóricas os planejamentos de ensino foram elaborados por cada um dos três grupos de licenciandos e as sequências de atividades foram aplicadas em turmas de ensino médio, sob supervisão do docente responsável pela disciplina. Nos intervalos entre as aplicações das atividades foram realizadas reuniões de reflexões sobre a prática realizada. Todas atividades foram cuidadosamente gravadas. A coleta de dados incluiu também questionários e entrevistas iniciais e finais. As conclusões mostram que: a) a reflexão sobre a prática apresenta-se como um aspecto positivo a ser considerado na formação iniciail, pois favoreceu a incorporação de elementos essenciais do referencial teórico estudado: b) o processo favoreceu uma melhoria significativa do conhecimento sobre conteúdos específicos de Física dos licenciandos; c) em relação a aspectos pedagógicos, nem sempre os futuros... / It is described here a research undertaken among last year students of an undergraduate program designed to form High School Physics teachers (Licenciatura) held at Bauru campus of the Universidade Estadual Paulista - UNESP. The research aimed to evaluate the future teachers posture's change through the reflection made during the process of planning and applying a sequence of classes about atmosphere pressure in real classroom situations, taking into consideration outcomes of recent constructivist research such as: respect to the students' previous conceptions, discussions on conceptual change and insertion of History and Phylosophy of Science into teaching. The research sought specifically to answer to the following questions: a) Do the developed activities induced to improve future teacher's content knowledge on the subject taught? b) How do the future teachers turned the content knowledge into pedagogical knowledge? After theoretical discussions the teaching planning were elaborated for each one of the three groups of future teachers and the activities sequence were applied in High School classrooms, under the advising of the professor responsible for the course. During the intervals between the applications meeting were made in order to reflect on the teaching practice observed. All the activities done were recorded. Data collected include also questionnaires and initial and final interviews. Conclusions show that: a) the reflection on the teaching practice shows as a positive aspect to be considered during the initial formation of teachers since it favoured to incorporate essential elements of theoretical references studied before; b) the process helped to improve future teachers' content knowledge; c) in relation to pedagogical contents, classroom activities show that not always they assumed constructivist posture during the classes; mixing them with other traditional methodologies... (Complete abstract click electronic access below)

Conselho Nacional de Desenvolvimento Científico e Tecnológico / A dissertação analisa a política de formação docente oferecida pela Escola Normal de Niterói entre 1893 e 1915. O projeto de institucionalização da escolarização de professores representou momento de transformações significativas na profissão, então associada aos ideais de progresso e modernidade republicanos, com destaque para a circulação e apropriação de teorias pedagógicas. Buscou-se conhecer o lugar de tais teorias e dos saberes na formação institucional de professores, visando compreender, em que medida, as representações sobre a missão docente se fez presente nos discursos dos Presidentes de Estado no período. Com esse objetivo, analisamos as reformas de ensino e as frequentes inserções e retiradas de disciplinas escolares, em meio aos intensos debates na esfera governamental sobre o que ensinar ao povo e aos professores. Almejava-se um saber que fosse capaz de ampliar a visão do cidadão brasileiro, modificar seus hábitos e inseri-lo na modernidade, aspectos que condiziam com a construção de um espírito republicano. Para compreender o funcionamento e a contribuição dessa escola para a história da educação fluminense, analisamos a legislação educacional, os programas e as disciplinas, e também alguns exames de admissão e finais dos alunos. Foram utilizadas as mensagens dos presidentes do Estado (1892 a 1918), as leis que reformaram ou regulamentaram a instrução pública (1893, 1895, 1900, 1912 e 1915), em particular a Escola Normal de Niterói, os exames de admissão (1901 a 1908), os exames finais dos alunos (1897 a 1911) e um diário de Geografia (1915). Tais documentos foram analisados à luz de extensa historiografia sobre a formação docente e permitiram conhecer práticas escolares da instituição. As leis que modificaram os programas tentaram imprimir um caráter mais científico ao curso e muito se discutiu sobre a questão prática. Para tanto, as disciplinas tencionavam articular a teoria à experiência corroborando a aptidão do professor. A aprendizagem era verificada por meio de exames finais, que sucediam as sabatinas e as provas. Examinar era um dispositivo de poder que comparava e excluía e não apenas mensurava o conhecimento. Investigar a formação de professores nos levou a olhar as articulações históricas e as relações de forças que a constituíram. A pesquisa documental sugere a necessidade de ampliarmos a visão sobre a formação docente na Primeira República, tendo em vista que houve esforços em se organizar a instrução pública, sobretudo, no que concerne à Escola Normal de Niterói. / The research analyze the political aspect of teacher training by normal school at Niteroi city, between 1893 and 1915. The project of institutionalization and affirmation represented a time of significant in the profession. Therefore associate with republicans ideals and modernity, thus highlighting the movement and ownership of pedagogical theories. We attempted the place of educational theories and knowledge in the institutional teachers training. Understanding to what extent the representations about the teacher mission was present in the President of States speeches at the period. With that purpose we analyze educational reforms and the frequent insertion and withdrawals of school subjects. Under intense debate going on in the government, about what to teach to the people and teachers. Because the desire was acquaintance who was able to open mind of Brazilian citizens, change their habits and inserts it into modernity. Aspects that are consistent with the building of the Republican spirit. We analyze the education legislation, to understand how it worked and what contributed this school to the history of Fluminense education. Were also analyzed school programs and discipline, some admissions examinations e written test too. We used the president of the state messages (1894 to 1915), the laws of public education (1893, 1895, 1900, 1912 and 1915), especially the admission examination to the Normal Scholl at Niteroi city (1901-1908).The year-end exams of students (1897 to 1911) and a diary of geography (1915).These documents are reviewed under extensive historiography about the teacher training and allowed to know school practices of institution. The laws that changed the programs attempted to insert more scientific way and were questioned about the practical matter. Thus, the subjects had to articulate the theory and experience contributing the ability of the teacher. Learning is verified by final exams, which succeed the exams on Saturdays and regular tests Examine was a power device that compared and exclude, not just measure knowledge. Therefore investigate the teaches training show us the historical joints and power relationship that were part of it. The documental research shows a need to enlarge the overview about teachers training in the First Republic, have in mind that there were efforts to organize the public education, mainly regarding the Normal School of Niteroi city.