Thesis advisor: Michael Russell / SDL is an important life-long learning skill. Current research on SDL has approached it both as a set of skills students develop and as an instructional method. The study presented here approached SDL as an instructional method and explored educators’ instructional use of SDL in relation with pedagogical beliefs, a relationship that has not been sufficiently explored in past research. This relationship was also placed in a Critical Race Theoretical Framework to explore whether the implementation of SDL differed by the racial composition of schools. A multi-method approach was taken which included surveying and interviewing middle school teachers in Massachusetts public schools. Descriptive analyses, factor analyses, correlation analyses, regression analyses, and t-tests were conducted in order to explore the relationship between teachers’ implementation of SDL and their extent of technology integration and pedagogical beliefs, as well as whether the implementation of SDL differs based on the racial composition of the schools in which teachers work. Interviews were employed to explore the results further. Teachers with more student-centered beliefs had higher levels of implementation of SDL than those with more teacher-centered beliefs, and pedagogical beliefs were also a stronger predictor of the level of implementation of SDL than were teachers’ amount of technology use or beliefs about student technology use. No significant relationship was observed between SDL and the racial composition of schools. / Thesis (BA) — Boston College, 2019. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.

No description available.

Este trabalho visa investigar de que modo as crenças de quatro professores do Ensino Médio da rede pública estadual são reestruturadas depois que esses participam de um grupo colaborativo, cujo objetivo era discutir e buscar soluções para as dificuldades pertinentes ao ensino de Química. Os oito encontros ocorreram ao longo do segundo semestre de 2007, no Instituto de Química da Universidade de São Paulo. Para detectar as reestruturações das crenças dos professores, foi utilizada uma variedade de instrumentos: mapas conceituais, análise de discursos utilizados pelos docentes durante as reuniões, planos de aula, modelos didáticos pessoais. Todos os encontros foram gravados em vídeo e transcritos posteriormente. A dinâmica das interações interpessoais entre os componentes do grupo foi analisada tendo como base o conceito de convite docente, que se caracteriza como um instrumento capaz de incentivar os professores a enfrentar as dificuldades do ensino. Esse conceito por sua vez está fundamentado no objeto transacional proposto por Donald Winnicott. Todos os dados obtidos foram triangulados visando constatar as reestruturações diagnosticadas em todos os instrumentos utilizados. Os resultados apontam que o trabalho colaborativo, pode ser um importante recurso na reestruturação do sistema de crenças do professor, dependendo para isso, que o docente sinta a necessidade de aprimorar seus conhecimentos e seja capaz de trabalhar em regime de colaboração com seus pares. Foi constatado que à colaboração trouxe aos professores que participaram desse projeto além do aprimoramento nos saberes necessários para o ensino, o desenvolvimento de capacidades importantes para a melhoria do relacionamento interpessoal. Ressaltando que tais capacidades são muito importantes para o exercício da docência. / This project tends to investigate four public high school teachers parts of view.They are re-structured after they had participeted in a colaborator group, which goal was discuss and find out solutions for the chemistry\'s difficults teaching. The eight meetings took place at Chemistry\'s Institute of São Paulo University during the second semester of 2007.In order to detect teacher\'s beliefs re-structures,a variety of tools were used, such as concept maps, speech analisys used by teachers during meetings, class planning and personal educational models. All meetings were recorded on video, later on transcribed. The interpersonal interactions dynamic between the group components was studied , having as its base the Teaching staff invitation concept, which is characterized as a device capable of incentivanting teachers to face teaching diffucult matters.This concept is reasoned in the transacted object proposed by Donald Winnicott.The obtneid data were triangulated focusing to check the re-structurings diagnosed in all instruments used to.The results show that the coorporate work may be an important resource as far as system reestructure of teacher\'s beliefs. Depending on the work, that the teacher feels the need of deeping this knowledge and be able to work in a corporation system with his co-workers. It was set that the colaboration brought to the teachers who were part of this project ,beyond the improvement of the necessary knowledge for a good teaching, the important capacities development to the interpersonal relationship improvement.Letting absolutely clear that such capacities are very important for the good use of the teaching staff.

Este trabalho visa investigar de que modo as crenças de quatro professores do Ensino Médio da rede pública estadual são reestruturadas depois que esses participam de um grupo colaborativo, cujo objetivo era discutir e buscar soluções para as dificuldades pertinentes ao ensino de Química. Os oito encontros ocorreram ao longo do segundo semestre de 2007, no Instituto de Química da Universidade de São Paulo. Para detectar as reestruturações das crenças dos professores, foi utilizada uma variedade de instrumentos: mapas conceituais, análise de discursos utilizados pelos docentes durante as reuniões, planos de aula, modelos didáticos pessoais. Todos os encontros foram gravados em vídeo e transcritos posteriormente. A dinâmica das interações interpessoais entre os componentes do grupo foi analisada tendo como base o conceito de convite docente, que se caracteriza como um instrumento capaz de incentivar os professores a enfrentar as dificuldades do ensino. Esse conceito por sua vez está fundamentado no objeto transacional proposto por Donald Winnicott. Todos os dados obtidos foram triangulados visando constatar as reestruturações diagnosticadas em todos os instrumentos utilizados. Os resultados apontam que o trabalho colaborativo, pode ser um importante recurso na reestruturação do sistema de crenças do professor, dependendo para isso, que o docente sinta a necessidade de aprimorar seus conhecimentos e seja capaz de trabalhar em regime de colaboração com seus pares. Foi constatado que à colaboração trouxe aos professores que participaram desse projeto além do aprimoramento nos saberes necessários para o ensino, o desenvolvimento de capacidades importantes para a melhoria do relacionamento interpessoal. Ressaltando que tais capacidades são muito importantes para o exercício da docência. / This project tends to investigate four public high school teachers parts of view.They are re-structured after they had participeted in a colaborator group, which goal was discuss and find out solutions for the chemistry\'s difficults teaching. The eight meetings took place at Chemistry\'s Institute of São Paulo University during the second semester of 2007.In order to detect teacher\'s beliefs re-structures,a variety of tools were used, such as concept maps, speech analisys used by teachers during meetings, class planning and personal educational models. All meetings were recorded on video, later on transcribed. The interpersonal interactions dynamic between the group components was studied , having as its base the Teaching staff invitation concept, which is characterized as a device capable of incentivanting teachers to face teaching diffucult matters.This concept is reasoned in the transacted object proposed by Donald Winnicott.The obtneid data were triangulated focusing to check the re-structurings diagnosed in all instruments used to.The results show that the coorporate work may be an important resource as far as system reestructure of teacher\'s beliefs. Depending on the work, that the teacher feels the need of deeping this knowledge and be able to work in a corporation system with his co-workers. It was set that the colaboration brought to the teachers who were part of this project ,beyond the improvement of the necessary knowledge for a good teaching, the important capacities development to the interpersonal relationship improvement.Letting absolutely clear that such capacities are very important for the good use of the teaching staff.

This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals, shape technology use, determine reactions to perceived challenges, and illuminate differences between practitioners working within the same environment with regard to the integration of ICT into their practice. The research suggests that despite the absence of digital learning opportunities in early schooling and teacher education, these experiences still influence the choice of instructional strategies employed by teachers to support technology use. The study accentuates the role of context as a mediating force, supporting teacher cognition and ICT use, but also creating dissonance between them. Teacher cognition determines the weight that practitioners assign to different contextual factors. While lack of time is identified as the most significant barrier to adoption, peer collaboration is recognized as the most effective enabler for technology integration. Other key factors emerging in this study include institutional philosophy and policy, learning opportunities, and technical support. Conceptual, methodological, and professional contributions are addressed, and potential for further research is identified.

Made available in DSpace on 2014-06-11T19:32:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-02-11Bitstream added on 2014-06-13T20:43:53Z : No. of bitstreams: 1 simoes_gm_dr_sjrp.pdf: 635795 bytes, checksum: d19c2838bf7f846c788cb696865d8f4d (MD5) / O objetivo deste estudo é analisar se e como as crenças pedagógicas dos professores em formação sofrem impacto da experiência adquirida durante o estágio supervisionadp, desenvolvido no curso de Letras. Os participantes são alunos inscritos no programa de gradução de uma Universidade Estadual Paulista, nas disciplina Prática de Ensino de Língua Estrangeira II. Cinco perguntas de pesquisa são colocadas: 1) Quais crenças pedagógicas sobre o ensino de inglês, como língua estrangeira, os alunos-professores trazem consgio antes de começar o estágio?; 2) De que maneira, caso seja possível, os professores em formação são capazes de modificar suas crenças sobre o ensino de inglês como língua estrangeira durante o estágio?; 3) Durante o estágio, que aspectos do contexto social facilitam ou inibem a habilidade dos professores em formação em colocar em prática crenças pedagógicas? 4) Qual o impacto do estágio nas crenças pedagógicas dos professores em formação? 5) Qual o impacto das discussões/reflexões desenvolvidas por esses alunos-professores concomitantemente ao estágio, nessas crenças pedagógicas? A fim de responder a essas perguntas, a pesquisa segue um paradigma qualitativo e od dados foram coletados por meio de questionários, entrevistas, observação e documentos produzidos pelos professores em formação. As discussões/reflexões que ocorrem em ambiente virtual (Moodle) serão também considerados documentos por eles produzidos. Como resultado, o estágio foi considerado de fundamental importância na construção social e cultural do conehcimento dos alunos-professores e um importante fator de impacto e de transformação nas crenças pedagógicas presentes nas falas / The propose of the present study is to explore if and how preservice teachers' beliefs of techaing were influenced by their teaching experiences during a supervised paracticum in a Letters faculty. The participants will be preservice student teachers enrolled in a teacher education program in a São Paulo State University, in the Prática de Ensino da Língua Estrangeira course. There are five questions asked: 1) Wich pedagogical beliefs regarding English as foreing language (EFL), do preservice teachers have, prior to practicum? 2) If it possible, how can preservice students modity their teching beliefs of EFL during practocum? 3) During parcticum, which aspects of the social context facilitated/inhibited preservice teacher's ability to put pedagogical beliefs into practice? 40 What is the impact caused by the practium in the pedagogical beliefs of preservice teachers? 5) What is the impact of discussions/reflections developed by the preservice teachers at the same time of the practium, on their pedagogical conceptions? In order to answer these questions a qualitative research paradigm was used and data collection means were questionnaires, interviews, observation and documents written by preservice teachers. Their participation in discussions/reflexions occured in a virtual forum was also considered as a document. As a result, the practium was considered fundamentally important in the social and cultural construction of the student-teacher knowledge and an important factor of impact and transformation in the pedagogical beliefs presented in the speech

Orientador: Maria Helena Vieira Abrahão / Banca: Ana Maria Ferreira Barcelos / Banca: Walkyria Montemor / Banca: Douglas Altamiro Consolo / Banca: Solange Aranha / Resumo: O objetivo deste estudo é analisar se e como as crenças pedagógicas dos professores em formação sofrem impacto da experiência adquirida durante o estágio supervisionadp, desenvolvido no curso de Letras. Os participantes são alunos inscritos no programa de gradução de uma Universidade Estadual Paulista, nas disciplina Prática de Ensino de Língua Estrangeira II. Cinco perguntas de pesquisa são colocadas: 1) Quais crenças pedagógicas sobre o ensino de inglês, como língua estrangeira, os alunos-professores trazem consgio antes de começar o estágio?; 2) De que maneira, caso seja possível, os professores em formação são capazes de modificar suas crenças sobre o ensino de inglês como língua estrangeira durante o estágio?; 3) Durante o estágio, que aspectos do contexto social facilitam ou inibem a habilidade dos professores em formação em colocar em prática crenças pedagógicas? 4) Qual o impacto do estágio nas crenças pedagógicas dos professores em formação? 5) Qual o impacto das discussões/reflexões desenvolvidas por esses alunos-professores concomitantemente ao estágio, nessas crenças pedagógicas? A fim de responder a essas perguntas, a pesquisa segue um paradigma qualitativo e od dados foram coletados por meio de questionários, entrevistas, observação e documentos produzidos pelos professores em formação. As discussões/reflexões que ocorrem em ambiente virtual (Moodle) serão também considerados documentos por eles produzidos. Como resultado, o estágio foi considerado de fundamental importância na construção social e cultural do conehcimento dos alunos-professores e um importante fator de impacto e de transformação nas crenças pedagógicas presentes nas falas / Abstract: The propose of the present study is to explore if and how preservice teachers' beliefs of techaing were influenced by their teaching experiences during a supervised paracticum in a Letters faculty. The participants will be preservice student teachers enrolled in a teacher education program in a São Paulo State University, in the "Prática de Ensino da Língua Estrangeira" course. There are five questions asked: 1) Wich pedagogical beliefs regarding English as foreing language (EFL), do preservice teachers have, prior to practicum? 2) If it possible, how can preservice students modity their teching beliefs of EFL during practocum? 3) During parcticum, which aspects of the social context facilitated/inhibited preservice teacher's ability to put pedagogical beliefs into practice? 40 What is the impact caused by the practium in the pedagogical beliefs of preservice teachers? 5) What is the impact of discussions/reflections developed by the preservice teachers at the same time of the practium, on their pedagogical conceptions? In order to answer these questions a qualitative research paradigm was used and data collection means were questionnaires, interviews, observation and documents written by preservice teachers. Their participation in discussions/reflexions occured in a virtual forum was also considered as a document. As a result, the practium was considered fundamentally important in the social and cultural construction of the student-teacher knowledge and an important factor of impact and transformation in the pedagogical beliefs presented in the speech / Doutor

No description available.

Teachers tend to use traditional teaching methods, even though young learners are more digitally oriented. The purpose of this study was to analyse teachers' understanding and practices in grade R classes to clarify their use of digital play for language acquisition. The participants consisted of eight grade R teachers at one selected primary school in an urban area that had access to digital technology. Bronfenbrenner's ecological systems theory as a theoretical framework informed this study. This qualitative single case study generated data from teacher participants and their interaction with the learners. The data generation included semi-structured individual interviews, focus group interviews, and non-participant observations. Analyses to answer the research questions were conducted by means of thematic analysis. The main finding was that grade R teachers have some knowledge and understanding of digital play and they are willing to try new games, but they feel they need to know more about digital technology and the use of digital games for language acquisition. Recommendations include the need for the development of more digital games relevant to language acquisition and for teachers to adopt relevant pedagogies to benefit from available digital games. A similar study in a rural area and a comparison between this study and such a study will then be useful in determining teachers' understanding and use of digital play for language acquisition. / Onderwysers is geneig om tradisionele onderrigmetodes te gebruik, selfs al is jong leerders meer digitaal georiënteerd. Die doel van hierdie studie was om onderwysers se begrip en praktyke in graad R-klasse te ontleed, om hul gebruik van digitale spel vir taalverwerwing duidelik te maak. Die deelnemers het bestaan uit agt graad R-onderwysers by een uitgesoekte laerskool in ʼn stedelike gebied, met toegang tot digitale tegnologie. Hierdie studie is geïnspireer deur Bronfenbrenner se ekologiese stelselteorie as ʼn teoretiese raamwerk. Hierdie kwalitatiewe enkelgevallestudie het data van onderwyser-deelnemers en hul interaksie met die leerders gegenereer. Die datagenerering het halfgestruktureerde individuele onderhoude, fokusgroeponderhoude en niedeelnemer-waarnemings ingesluit. Die vernaamste gevolgtrekking was dat graad R-onderwysers oor ʼn mate van kennis en begrip van digitale spel beskik en dat hulle bereid is om nuwe speletjies te probeer, maar hulle voel hulle behoort meer te weet van digitale tegnologie en die gebruik van digitale speletjies vir taalverwerwing. Aanbevelings sluit in: die behoefte aan die ontwikkeling van meer digitale speletjies wat op taalverwerwing betrekking het; en dat onderwysers tersaaklike pedagogieë moet inspan om uit die beskikbare digitale speletjies voordeel te trek. ʼn Soortgelyke studie in ʼn landelike gebied en ʼn vergelyking tussen hierdie studie en so ʼn studie sal dan nuttig wees om onderwysers se begrip en gebruik van digitale spel vir taalverwerwing te bepaal. / Barutiši ba na le go šomiša mekgwa ya sekgale ya go ruta, le ge e le gore baithuti ba baswa ba na le tsebo ya theknolotši. Morero wa nyakišišo ye e be e le go sekaseka mašomelo le kwešišo ya barutiši ka diphapošing tša kreiti R go hlalosa tšhomišo ya bona ya papadi ya ditšitale ya go ithuta polelo. Bakgathatema ba bopilwe ke barutiši ba seswai ba kreiti R sekolong se se kgethilwego sa poraemari ka nagasetoropong seo se nago le theknolotši ya ditšitale. Teori ya mekgwa ya ekolotši ya Bronfenbrenner bjalo ka foreimiweke ya teori e thekgile nyakišišo ye. Kheisesetati ye e tee ya khwalithethifi e tšweleditše datha go tšwa go bakgathatema ba e lego barutiši le kopano ya bona le baithuti. Tšweletšo ya datha e akareditše dipoledišano tša motho o tee ka o tee tša go beakanywa seripa, dipoledišano tša go nepiša sehlopha, le ditlhokomelo tša ba go se kgathe tema. Ditshekatsheko go araba dipotšišo tša dinyakišišo di dirilwe ka go šomiša tshekatsheko ya thematiki. Kutullo ye kgolo e bile gore barutiši ba kreiti R ba na le tsebo le kwešišo ye nyane ya papadi ya ditšitale le gore ba rata go leka dipapadi tše diswa, eupša ba kwa ba nyaka go tseba tše ntši ka ga theknolotši ya ditšitale le tšhomišo ya dipapadi tša ditšitale tša go ithuta polelo. Ditšhišinyo di akaretša nyakego ya tlhabollo ya dipapadi tša ditšitale tše ntši tša maleba go ithuteng polelo le gore baithuti ba amogela serutiši sa maleba gore ba holege dipapading tša ditšitale. Nyakišišo ye bjalo nagamagaeng le papišo gare ga nyakišišo ye le nyakišišo ye bjalo gona e tla ba le mohola taetšong ya kwešišo ya barutiši le tšhomišo ya papadi ya ditšitale ya go ithuta polelo. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)