Made available in DSpace on 2016-04-28T18:24:10Z (GMT). No. of bitstreams: 1 Eliana Aparecida Oliveira Burian.pdf: 1678357 bytes, checksum: 58480692dbe23cde6de1bb51c594eda1 (MD5) Previous issue date: 2009-07-30 / Secretaria da Educação do Estado de São Paulo / This study aims to describe and to interpret the phenomenon of the difficulty of studying online in a continuing education course for teacher of English as a foreign language called Teachers Links, from the perspective of the teacherstudent. The interest on the study came from the need to understand from the point of view of the teacher-student, how the experience is given. The research is grounded on the social-historical-cultural view and on the concept of language as a social practice through which human beings develop and constitute themselves (VYGOTSKY, 1934; 1991) and on the power of the reflexive process for professional development (SCHÖN 1983, 1987/2000). The investigation was based on the Hermeneutic-Phenomenological Paradigm (vAN MANEN,1990; FREIRE, 2007, 2008; RICOUER,2002), which aimed to describe and to interpret the phenomenon under study, conducting the thematic analysis proposed by van Manen (1990) and adopting the systematization elaborated by Freire (2007; 2008). The texts derived from the experience were generated during my experience as a teacher-student during module I in the course, which was offered in the first semester of 2007. The Hermeneutic-Phenomenological reflection on the phenomenon of the difficulty on studying online in a continuing educational course for teachers of English as a foreign language reveled that it is structured around 6 basic themes: anxiety in relation to expectancies, insurance in relation to the new context, fear in relation to not being able to accomplish the proposed goals, despair in relation to the lack of development, questioning in relation to inconsistencies, indecision to make choices, and the search for strategies to solve problems as a continuing process / Este estudo tem como objetivo descrever e interpretar o fenômeno da dificuldade de estudar online em um curso de formação continuada para professores de Inglês denominado Teachers Links, do ponto de vista de quem o vivenciou, que no caso desta pesquisa sou eu, a própria pesquisadora. O interesse por esta investigação partiu da necessidade de compreender como, do ponto de vista do professor-aluno, se dá essa experiência. A pesquisa apóia-se na visão sócio-histórico cultural e na concepção de linguagem como prática social pela qual os seres humanos se desenvolvem e se constituem (VYGOTSKY, 1934; 1991) e nos construtos sobre os processos reflexivos e seu potencial para o desenvolvimento profissional (SCHÖN, 1983, 1987/2000). A investigação foi conduzida apoiando-se na Abordagem Hermenêutico- Fenomenológica (vAN MANEN,1990; FREIRE, 2007, 2008; RICOEUR,2002), que visa à descrição e interpretação do fenômeno em foco, utilizando o processo de tematização proposto por vAN MANEN (1990) e a sistematização delineada por FREIRE (2007; 2008). Os textos da experiência foram gerados durante minha participação como professora-aluna no módulo I do curso que foi oferecido no primeiro semestre do ano de 2007. O processo interpretativo revelou que o fenômeno da dificuldade de estudar online em um curso de formação continuada para professores de Inglês se estrutura em torno de 6 temas: ansiedade em relação à expectativas, insegurança em relação ao novo contexto, medo em relação a não conseguir atender aos objetivos propostos, desespero ao constatar carências, questionamento de inconsistências, indecisões para realizar escolhas e busca constante de estratégias para solucionar dificuldade

This study investigated integrated learning at a Christian university, the Christian Bilingual University of the Congo (UCBC) with the view to improving higher education practice in the Democratic Republic of the Congo (DRC) which is tasked with addressing social problems. Higher education in the DRC is shaped by its colonial legacy and a teacher-centred approach focused on theory, typical of a banking-type learning and a lack of integration. These factors stifle critical thinking and initiative in students and prevent them from developing into service-oriented agents for change in their communities. The advent of Christian universities has heralded a quest for holistic training to foster character and produce civic-minded and service-oriented citizens. A qualitative study using a phenomenology as methodology investigated the lived experiences in integrated learning and service in the community of twelve purposefully selected UCBC alumni. Data was obtained through semi-structured, in-depth interviews. Findings indicated that integrated learning is holistic education which engages mind, heart, soul and body; it combines practice and theory in training and prepares students to contribute to national welfare. It occurs in a multiple component and dimensional context and is characterized by learner-centeredness, active learning and constant interaction among the school community members. It is focused on the building of the inner person of the learner. Further, participants understood transformation as part of personal development, a lifelong process that moves a person to act differently in community after his personal assumptions have been deeply revised through his encounter with integrated learning. Its impact is character development as foundation for bold action in the community, the rediscovery of one’s identity, the development of servant leadership, team work and social networking and dependence on God. Findings revealed that transformed learners initiated a change of mentality and experienced culture conversion in their communities through confronting problems and modelling servanthood. It also established the enactment of integrated learning as a contributor to personal and community transformation as a result of students’ ‘echoed words’ and actions as learning-teachers. Based on the findings recommendations were made for the strengthening of integrated learning in Christian universities. / Educational Foundations / D. Ed. (Philosophy of Education)

This study investigated integrated learning at a Christian university, the Christian Bilingual University of the Congo (UCBC) with the view to improving higher education practice in the Democratic Republic of the Congo (DRC) which is tasked with addressing social problems. Higher education in the DRC is shaped by its colonial legacy and a teacher-centred approach focused on theory, typical of a banking-type learning and a lack of integration. These factors stifle critical thinking and initiative in students and prevent them from developing into service-oriented agents for change in their communities. The advent of Christian universities has heralded a quest for holistic training to foster character and produce civic-minded and service-oriented citizens. A qualitative study using a phenomenology as methodology investigated the lived experiences in integrated learning and service in the community of twelve purposefully selected UCBC alumni. Data was obtained through semi-structured, in-depth interviews. Findings indicated that integrated learning is holistic education which engages mind, heart, soul and body; it combines practice and theory in training and prepares students to contribute to national welfare. It occurs in a multiple component and dimensional context and is characterized by learner-centeredness, active learning and constant interaction among the school community members. It is focused on the building of the inner person of the learner. Further, participants understood transformation as part of personal development, a lifelong process that moves a person to act differently in community after his personal assumptions have been deeply revised through his encounter with integrated learning. Its impact is character development as foundation for bold action in the community, the rediscovery of one’s identity, the development of servant leadership, team work and social networking and dependence on God. Findings revealed that transformed learners initiated a change of mentality and experienced culture conversion in their communities through confronting problems and modelling servanthood. It also established the enactment of integrated learning as a contributor to personal and community transformation as a result of students’ ‘echoed words’ and actions as learning-teachers. Based on the findings recommendations were made for the strengthening of integrated learning in Christian universities. / Educational Foundations / D. Ed. (Philosophy of Education)