The purpose the study is to explore the feasibility of the ¡§Medical Internship¡¨ application to ¡§Elementary School Internship¡¨ in Taiwan. By way of Literature Review, Document Analysis, and Semi-structural Interview, the researcher first separately comprehended the two systems in which six dimensions are included Organizational Structure, Counselor, Content, Manner, Grade Assessment, and Qualification, then used the Comparative Education Research to compare and analyze the two systems. Finally, after the induction of the results, the researcher compiled the questionnaire about ¡§Medical Internship should be applied to Elementary School Internship¡¨. Objects of study, 375 people in all who were selected with Purposive sampling include schoolmasters, directors, section chiefs, intern teachers, and interns from elementary schools subsidized by Ministry of Education in 98 school academic year. Among them, 352 effective questionnaires retrieved, and the effective questionnaire rate is 94%. The feasibility of the questionnaires was analyzed by way of Descriptive Statistics, Independent Sample T Test, and One Way Analysis of Variance. The conclusions from this study are: 1. Organizations that execute Elementary School Internship lack Certifications, Evaluations, Reward Measures, and administrative department that specialize inthis duty. 2. The lack of Certifications, Trainings, Reward Measures, and Team Operation for the Interns. 3. The schedules and training programs of Elementary School Internship are not complete and explicit. 4. The lack of Interactive team discussion and Problem-oriented learning manners. 5. Assessment items, tools, and the applications from the results of Elementary School Internship are not comprehensive. 6.The arrangement of the schedules of Elementary School Teacher¡¦s Qualification Examinations is not suitable; the access methods of certifications are not exact. 7. The innovations of the Elementary School Internship focus on systems, whereas those of Medical Internship focus on programs and teaching. 8. Among the 46 questions, the levels of agreement of 40 of them are higher than the average levels. It means that the manner is feasible. 9. Among all the questions, higher level of agreement falls on Organizational Structure and Grade Assessment. 10. For different school types, educational backgrounds and seniorities, levels of agreement from these intern teachers are apparently diverse. Among them, the level of agreement from affiliated experimental elementary school is higher than that of normal elementary schools. Educational backgrounds of the teachers of Teacher¡¦s College are higher than that of other teachers from other universities. Seniority which is over 21 is higher than that of other teachers of other schools. Suggestions of these conclusions are: 1.Certifications, Evaluations, Reward Measures, and administrative department that specialize in Elementary School Internship should be established. 2. Certifications, Trainings, Reward Measures, and Team Operation should be established for the Interns. 3. Educational Internships for homeroom and subject teachers of different grades should last for one year. The duration of Administrative Internships should be shortened. 4. Unified Assessment standards and items should be established. The results of the assessment should relate Teacher¡¦s Qualification Examinations. 5. Interactive team discussion and Problem-oriented learning manners should be reinforced in the Internship Programs of Teacher Education Colleges 6.Teacher¡¦s Qualification Examinations should be altered as National Examinations, and executed as Two-tier Assessments. The first examination can be the ¡§Pre-internship¡¨ written tests, and the second stage can be situational teaching assessment such as ¡§Post-internship¡¨ interviews, and teaching demonstrations. In conclusion, in accordance with the above-mentioned conclusions and suggestions, the researcher proposed the innovative model ¡§Medical Internship should be applied to Elementary School Internship¡¨ as the reference of Elementary School Internship reform in Taiwan.

Submitted in fulfillment for the requirements of the Degree of Doctor of Education in the Department of Didactics in the Faculty of Education at the University of Zululand, 1995. / This research centred on one broad objective, i.e. to establish the effectiveness of school-based practice teaching for student teachers in a selection of Primary Teachers Diploma (PTD) Colleges of Education in KwaZulu. Chapter 2 covers the review of literature on practice teaching. Firstly, the history of practice teaching is discussed so as to put the study in historical perspective. Secondly, research findings in selected countries are reviewed so that the study can be viewed in relation to international research trends. Thirdly, some approaches, which give a multifaceted nature of practice teaching as a field of study, are analysed. Chapter 3 discusses the criteria for effective school-based practice teaching with the aim of using such criteria as a yardstick for the analysis of the results of the study. Chapter 4 looks at the didactic theoretical constructs for a practice teaching curriculum . The implication being that any didactically justifiable practice teaching programme should be informed by what is discussed in Chapters 3 and 4. The questionnaire survey, as well as the informal interviews, were used in this study. A mixture of quantitative and qualitative methods has enabled the researcher to gain deeper understanding and a more penetrating insight regarding the problem under investigation. Findings of the study revealed that there was a consistent pattern of conflict regarding the results which emanated from qualitative findings. Qualitative findings, because of the open-ended nature of the questions, tended to be more reliable in terms of the respondents' ability to critically reflect upon current practices regarding practice teaching in KwaZulu Colleges of Education. Quantitative results, because of the close-ended nature of the survey questions, tended to be less realistic regarding practice teaching in these colleges. This became a chief advantage of quantitative and qualitative coupling of research methods as discussed in the above paragraph. The three most important findings of this study are: 1. There is lack of effective partnership between colleges and schools when it comes to the professional preparation of teachers. 2. The transfer of theory to practice by student teachers is hindered due to the poor quality of the relationship between theoretical training and practice. 3. The supervision of practice teaching is not effective because there is no collaboration between the college lecturer, the co-operating teacher and the student. The above major findings emphasise the need for colleges and schools to view themselves as institutions for teacher education. In this case teacher education should not be seen as the function of colleges of education only. This has implications for a major paradigm shift regarding teacher education. The following are the two most significant recommendations: 1. The practical training of teachers requires radical transformation regarding the need for collaboration between colleges and schools in the training of teachers. Partnership between the college and practising schools should not be a haphazard affair, but should be formalised. 2- All those involved in practice teaching supervision should be trained which will lead to practice teaching being a professional exercise, which is presently not the case. At the moment the practical training of students is a ritual which both the lecturers and students endure out of sympathy for students and not because of an understanding of the finer points regarding the importance this area of human experience. This study recommends major innovations regarding teacher education. One might conclude that viable solutions to the research problem have been found.

Orientadores: Denise Bertoli Braga, Harry Daniels / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-06T07:25:23Z (GMT). No. of bitstreams: 1 Almeida_PatriciaVasconcelos.pdf: 2751821 bytes, checksum: 0c3b5dd0bdbf6580eae8288fc5642cf5 (MD5) Previous issue date: 2006 / Resumo: O presente trabalho se propõe a refletir sobre o impacto da inserção da Internet como fonte de material didático e como meio de ensino na criação e execução de tarefas pedagógicas elaboradas por alunos/professores em um Curso de Letras. Tem-se, portanto, como objetivo geral identificar as semelhanças e diferenças dessas tarefas e como também da práxis desses alunos/professores e como objetivo especifico detectar as contradições existentes no sistema de atividade em transformação estabelecido através da atividade ¿criar tarefas pedagógicas para serem executadas utilizando diferentes artefatos de ensino¿. Agregada a isso observamos também a intervenção, do professor responsável pela turma de Metodologia de Ensino de Língua Estrangeira nesse sistema de atividade quando ele estabeleceu um diálogo reflexivo sobre a prática de seus alunos. Para alcançar tais objetivos, utilizamos como suporte as teorias que defendem a necessidade de se formar ainda durante a graduação, um profissional criterioso e reflexivo. Além disso, fizemos uso da Teoria da CALL para demonstrar a importância de se promover um contato do aluno/professor com o ensino e aprendizagem mediado pelo computador. Como o foco de interesse desta investigação está em perceber o que acontece com o sistema de atividade quando se altera o artefato de ensino, adotamos como suporte teórico, dentre outros, o princípio da contradição encontrado na Teoria da Atividade que nos permite entender as alterações no sistema de atividade a partir dos diferentes artefatos utilizados pelos sujeitos. A análise dos dados proveniente de uma abordagem metodológica exploratória mostrou que na tentativa de se criar tarefas pedagógicas, utilizando diferentes artefatos de ensino, o aluno/professor desenvolveu práticas diferentes de acordo com o artefato utilizado. Além disso, podemos afirmar que a intervenção do professor ajudou esse sujeito a desenvolver uma postura reflexiva sobre suas escolhas pedagógicas e sobre sua prática, desenvolvendo capacidades para se autoavaliarem. Um fator importante a ser mencionado é que essa intervenção, também se altera de acordo com o artefato utilizado. Quanto às contradições encontradas no sistema de atividade em estudo, podemos afirmar que, elas acontecem em seus quatro níveis assim como proposto por Engeström (1987) e se configuram de acordo com a mudança do artefato de ensino. Os resultados obtidos indicam que, como previsto pela Teoria da Atividade a alteração do artefato de ensino, pode causar tensões no sistema e alterar os elementos que o constitui / Abstract: The present work considers the Internet impact as a source of classroom material and as means of foreign language teaching on the creation process of pedagogical tasks and their execution by the Pre-Teachers in a Language Course. The main goal is to identify the tasks similarities and differences as well identify a pattern on the Pre-service Teachers¿ practice. As a specific goal this work aims to find out the contradictions established through the activity ¿create pedagogical tasks to be accomplished using different artifacts¿ in an activity system. In addition, we also observed the professor¿s interference on this activity system. To reach these goals we used theories that deal with the necessity of teaching undergraduate students how to be reflective. We also used CALL theory to show how important it is to Pre-service Teachers understand the teaching and learning processes mediated by computers. Finally we used the Activity Theory specifically referring to the contradiction principle to help us understand what happens in the activity system when we change the artifact. The dada analysis from an exploratory methodology showed us that the Pre-service Teachers created different pedagogical tasks according to the artifacts used. The professor¿s intervention, influenced by the artifact used, helped the Pre-service Teachers develop a reflective posture about their pedagogical choices, practices and self evaluation. We can say that the contradictions in the activity system occurred in four levels corresponding to studies completed by Engeström (1987). The results showed that when you modify the artifact, you can cause tensions in the system that can also modify the elements / Tese (doutotrado) - Universida / Lingua Estrangeira / Doutor em Linguística Aplicada

Orientador: Maria Teresa Egler Mantoan / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-07-26T09:25:58Z (GMT). No. of bitstreams: 1 Marques_LucianaPacheco_D.pdf: 3578867 bytes, checksum: 2cc0a497c2d5da9590f1de08b6d8edcb (MD5) Previous issue date: 2000 / Resumo: Neste trabalho busca-se compreender os efeitos de sentido da prática pedagógica e das concepções dos professores de alunos com deficiência mental sobre o ser humano, os processos de desenvolvimento e de aprendizagem e sobre a inserção dos alunos com tal deficiência em salas regulares de ensino. Analisa-se o funcionamento dos discursos desses professores, movimentando-os em relação às diferentes formações discursivas historicamente constituídas sobre a deficiência mental e às das abordagens psicológicas de cunho objetivista e interacionista, apreendendo seu sentido de exclusão ou de inclusão. Apontam-se, assim, caminhos para movimentar os significados existentes nos discursos dos professores na busca de uma prática educacional menos limitante e estigmatizadora / Abstract: This research is aimed at the comprehension of the sense effects of the pedagogic praxis and the and the concepts that the teachers of mentally disabled students carry on about human being, development and learning processes and the insertion of students with such disability in regular classrooms. It is analysede how the discourse of these teachers work, by moving them in relation to different discoursive constructions about mental disability historically built and the psychological approaches from the objetivistic, subjetivistic and interationistic tendencies, leaning its sense of exclusion or inclusion.Ways are pointed out on how to move the existing meaning in the teachers discourses willing to build an educational praxis less limiting and prejudiced. / Doutorado / Ensino, Avaliação e Formação de Professores / Doutora em Educação

The nature of reflective practice in teaching and its development is the focus of this research. The research approach is reflexive narrative through systematic self-inquiry using Johns (2010) six dialogical movements. This methodology is new to researching the practice of teaching. The research process involved constructing stories of practice experiences, culminating in the construction of the reflexive narrative charting the entire journey over three years and four months. Creating the stories involved in-depth reflection using the disciplined practice of journaling. Reflection was deepened using reflective models, and dialogue with a range of literature sources also supported the creation of the stories. Central to the study was guided reflection through regular engagement with an established inquiry group, which provided a high level of challenge and support for the research. The reflexive narrative was constructed from 25 stories of practice experience, which represents the journey of being and becoming a reflective teacher and teacher educator. The research presents aspects of the lived experience of teaching which includes foregrounding some of the complexity of classroom practice. The research demonstrates how engaging in in-depth reflective process can transform moment to moment practice within the fast-paced crowded classroom experience. This is achieved through gaining an in-depth understanding of self as a teacher, and of the education system and its policies and practices. As a result of in-depth reflection on practice, aspects of teaching which usually remain hidden are exposed. The research identifies how emotion impacts on teaching in some depth. An understanding of one’s emotional self in practice, and one’s personality preferences are essential in developing desirable practice. The research makes a contribution to knowledge about narrative research in educational practices. The methodology demonstrates a valuable approach to developing teaching practice, and enabling a teacher to identify issues which impact on practice but which have been hidden. Teachers also gain an understanding of the fear and constraints which limit desirable practice and enable one to find ways to work that are liberating rather than limiting.

ABSTRACT A SURVEY ABOUT THE OPINIONS OF STUDENT PHYSICS TEACHERS, SUPERVISORS AND MENTORS ON PRACTICE TEACHING COURSE &Ccedil / etin Se&ccedil / kin, Nihan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz August 2005, 136 pages The purpose of this survey is to describe the opinions of student physics teachers registered in the Practice Teaching Course, supervisors giving that course for physics education students in the Secondary Science and Maths Education Departments of Education Faculties in Turkey and the mentors of student physics teachers at co-ordinating schools on practice teaching course. After reviewing the related literature, three prallel questionnaires were developed depending on the formal directive of Ministry of National Education (MEB) and the handbook of Higher Education Council (Y&Ouml / K) about practice teaching. The research was conducted on 142 student physics teachers registered in the Practice Teaching Course in 2004- 2005 spring semester and 14 supervisors giving this course in 7 Secondary Science and Maths Education Departments of Education Faculties and 10 mentors in 7 co-ordinating schools in Turkey.. The analysis of data was made by using SPSS 10. According to the findings from the study, the formally stated responsibilities and procedures related with practice teaching in the directive do not overlap with the actual ones completely, participants do not carry out all their responsibilities as stated in the directive, physical conditions of co-ordinating schools are not adequate for teacher education, and insufficient number of supervisors in the faculties and lacking of co-ordination among the units in practice teaching cause many problems.

Orientador: Ines Signorini / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-07T08:17:57Z (GMT). No. of bitstreams: 1 Silva_MariliadaPiedadeMarinho_D.pdf: 2104225 bytes, checksum: 616ca31c6ac90086f4fad2f79e5e8da7 (MD5) Previous issue date: 2006 / Resumo: O objetivo deste trabalho é identificar e descrever como uma professora portadora de surdez profunda e falante de português (oral) constrói-se como interlocutora de alunos ouvintes na pós-alfabetização. Considerando a relevância da ação mediada para o ensino-aprendizagem em sala de aula, pretendemos mostrar a pertinência da compreensão de uma postura de lingua(gem) verbal e não-verbal como instrumentos sócio-históricos de interação ¿ não só dialógicos, mas também ideológicos, visto que uma noção ampla de alteridade é fundamental. Nesse contexto, procuramos construir um percurso transdisciplinar de investigação na área de Lingüística Aplicada e apontamos referenciais teóricos de diferentes disciplinas, na tentativa de não reduzir ou fragmentar nosso objeto de investigação. Para a geração de dados, utilizamos a metodologia qualitativo-interpretativista, estudo de caso de natureza etnográfica que compreende o processo de mediação como uma dinâmica interacional na sala de aula, viabilizando o espaço e o discurso dos interlocutores, professor/aluno, no processo de ensino-aprendizagem aberto à multiplicidade de sentidos emergentes no curso dessas interações. No âmbito de nossa pesquisa, analisamos os recursos de que a professora se valia para se construir como interlocutora de seus alunos ouvintes em sala de aula e como realizava seu trabalho na organização e planejamento da aula. Além disso, para chegar a uma visão de como a sociedade pensa a maturação de traços sociais do sujeito surdo, dirigimos nossa discussão para os processos socioculturais. Nesse processo, destacamos que as projeções permanentemente elaboradas e reelaboradas pelos participantes podem tornar mais evidentes os modos como são constituídos/construídos os objetos de ensino como objetos de discurso, e é geralmente em torno deles que o professor e os alunos constroem interacionalmente e tematicamente a aula. Dessa forma, constatamos que, à medida que dialogava com seus alunos, a professora lançava mão de recursos de referenciação e interação na tessitura das práticas pedagógicas, construindo uma identidade por meio do diálogo constante com os alunos e pelas formas de referenciação verbal e não verbal produzidas no processo de ensino-aprendizagem / Abstract: The objetctive of this work is to identify and describe how a teacher that has deep deafness and that speaks Portuguese constructs herself as an interlocutor of her post-literacy hearing students. Considering the relevance of the mediated action for the teaching-learning processes within the classroom, our intention is to show the pertinence of understanding a verbal and non-verbal posture as sociohistorical interactional instruments ¿ not only dialogical, but also ideological, since a wide view of alterity is fundamental. Within this context, we try to construct a transdisciplinary trajectory of investigation in Applied Linguistics, pointing to theoretical references of different disciplines, in a way not to reduce or fragment our object of investigation. The data was generated using the interpretivequalitative methodology, a case study of ethnographic nature that takes the mediation process as an interactional dynamics of the classroom that makes the space and the discourse of the interlocutors possible, teacher/students, within the teaching-learning process open to the multiplicity of meanings that emerge as these interactions unfold. Within the scope of our research, we analyze the resources that the teacher used to construct herself as an interlocutor of her hearing students in the classroom and how she organized and planned the class. Moreover, in order to build up a view of the way society think about the maturation of the social traces of the deaf subject, we direct our discussion to the sociocultural processes. Within this process, we highlight that the projections that the participants permanently elaborate and reelaborate can make the ways of constituting/constructing the teaching objects as discourse objects more evident, and it is usually around them that the teacher and the students interactionally and thematically construct the class. Therefore, we found out that, as she established a dialogue with her students, the teacher made use of referentiation and interactional resources on the texture of pedagogical practices, constructing an identity through the constant dialogue with the students and through the verbal and non-verbal referentiation produced within the teachinglearning process / Doutorado / Ensino-Aprendizagem de Lingua Materna / Doutor em em Linguistica Aplicada

Made available in DSpace on 2016-01-26T18:50:03Z (GMT). No. of bitstreams: 1 Luciene - Dissertacao.pdf: 1352674 bytes, checksum: f02e49e5681ef3a6d0146a6ed473191a (MD5) Previous issue date: 2007-08-28 / This work aims to analyze how the teacher feels his initial formation, first stage for the development of the educational profession. It is a descriptive-interpretative study of the representations by them manifested in relation to the initial formation. The theoretical basis found on the empiric part of the research referred to social representations and teachers' perception, historical aspects of the educational formation in Brazil, difficulties, paradigms of the initial formation, educational knowledgements to be formed and formation for the competence. The investigation involved thirty five teachers of basic education that act in the fundamental teaching (cycle II) and medium in two state schools of the municipal district of Santo Anastácio, São Paulo state. There was a first contact with the direction of the schools and teachers for the presentation of the research and adhesion to the development. In two meetings of SCPW (Schedule of Collective Pedagogic Work) in each school unit the application of a questionnaire was accomplished. The analysis of the collected data demonstrated that the teachers' perception indicates precarious initial formation for the emphasis given to the theory and the negligence of the practice. The courses of degrees, responsible for the educational formation are structured in the ways of the technical rationality. Formed as technicians, the teachers at the end of their bachelors´ degree, look like without knowledge, abilities and attitudes that conduct to actions that consider the pedagogic complexity act and challenges imposed by the contemporary society to the school and that is marked by a perverse and inhuman globalization imposed by the neoliberal capitalist system. The study shows the need of an initial formation that articulates, dialectically, theory and practice and that promotes activities that conduct to the formation of the teacher's investigator of his own pedagogic practice formation, that allows him the development of a critical conscience on the world and the ransom of the process of the man's humanization, in a perspective of continuous formation, in these times of homogenization and pasteurization of the treaties. / Este trabalho tem por objetivo analisar como o professor percebe sua formação inicial, primeira etapa para o desenvolvimento da profissão docente. É um estudo descritivo-interpretativo das representações por eles manifestadas em relação à formação inicial. A fundamentação teórica que embasa a parte empírica da pesquisa referiu-se a representações sociais e percepção de professores, aspectos históricos da formação docente no Brasil, dificuldades, paradigmas da formação inicial, saberes docentes a serem formados e formação para a competência. A investigação envolveu trinta e cinco professores de educação básica que atuam no ensino fundamental (cicloII) e médio em duas escolas estaduais do município de Santo Anastácio, estado de São Paulo. Em duas reuniões de HTPC (horário de trabalho pedagógico coletivo) em cada unidade escolar foi realizada a aplicação de um questionário. A análise dos dados coletados demonstrou que a percepção dos professores indica formação inicial precária pela ênfase dada à teoria e negligência da prática. Os cursos de licenciaturas, responsáveis pela formação docente estão estruturados nos moldes da racionalidade técnica. Concebidos como técnicos, os professores ao final de seus cursos de licenciatura, vêem-se desprovidos de conhecimentos, habilidades e atitudes que levem às ações que dão conta da complexidade do ato pedagógico e dos desafios impostos pela sociedade contemporânea à escola e que é marcada por uma globalização perversa e desumana imposta pelo sistema capitalista neoliberal. O estudo evidencia a necessidade de uma formação inicial que articule, dialeticamente, teoria e prática e que promova atividades que leve à formação do professor investigador da sua própria prática pedagógica, que permita a ele o desenvolvimento de uma consciência crítica sobre o mundo e o resgate do processo de humanização do homem, numa perspectiva de formação continuada, nestes tempos de homogeneização e pasteurização dos discursos.

Orientador: Ana Lúcia Guedes Pinto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-19T21:59:54Z (GMT). No. of bitstreams: 1 Oliveira_NeldaPlentzde_M.pdf: 813277 bytes, checksum: 9eacaf853b433a5f83f508b7a477cd10 (MD5) Previous issue date: 2011 / Resumo: O tema desta pesquisa situa-se no campo do ensino e das práticas culturais, investigando a prática de docentes dentro do Instituto Federal de Santa Catarina (IF-SC), neste caso, do campus Florianópolis-Continente. Na Educação Profissional e Tecnológica (EPT), de forma mais contundente, a formação de professores é de certa forma incipiente, pois, com raras exceções, consistem em formações específicas para as áreas de atuação técnica/profissional, não englobando conhecimentos para a docência. Considerando a trajetória de formação inicial desses docentes, o campus Florianópolis-Continente propôs, a partir de 2007, uma formação continuada estruturada de tal forma que procurasse refletir a e na prática dos docentes do campus. Pretendese com esta pesquisa verificar quais os sentidos que os docentes do campus em tela atribuem à formação continuada de professores na prática pedagógica no cotidiano da Educação Profissional. Dessa forma, o presente trabalho analisa o papel da formação continuada nos processos de produção, apropriação e socialização dos saberes de seis docentes da referida Instituição, considerando o período de 2007 a 2009. Para amparar este estudo, também como aspecto metodológico, foi utilizada a literatura na área de Currículo, Educação Profissional e Formação de Professores. Para a análise das narrativas coletadas junto aos professores contemplados na amostra, há também a fundamentação nos pressupostos teóricos da História Oral. Espera-se que a presente pesquisa traga dados à Instituição para que essa proposta pedagógica seja consolidada na forma de política institucional. Além disso, buscam-se subsídios para a elaboração de programas de formação continuada que atendam às questões levantadas pelos docentes no cotidiano escolar. / Abstract: The theme of this research lies in the field of education and cultural practices, investigating the practice of teachers within the Instituto Federal de Santa Catarina (SC-IF), in this case, the campus Florianopolis-Continent. In Professional Education and Technology (EPT), a major way, teacher formation is somewhat incipient, because, with rare exceptions, consist of training specific to the areas in which technical/ professional and do not include knowledge for teaching. Considering the trajectory of initial formation of teachers, the proposed campus Florianopolis-Continent from 2007, a continuing education structured in such a way that seeks to reflect the practice of teachers to and from campus. The aim of this research was to ascertain which of the meanings that teachers attach to screen campus continuing education of teachers in pedagogical practice in everyday professional education. Thus, this paper examines the role of continuing education in the processes of production, appropriation and socialization of knowledge of six teachers of that institution, considering the period from 2007 to 2009. To support this study, as well as methodological aspect, we used the literature in the area of Curriculum, Professional Education and Formation of Teachers. For the analysis of the narratives collected from the teachers included in the sample, there is also the theoretical foundation in the Oral History. Is expected that this research brings data to the institution for this pedagogical proposal is consolidated in the form of institutional policy. In addition, subsidies are sought for the development of continuing education programs that address the issues raised by teachers in school life. / Mestrado / Ensino e Práticas Culturais / Mestre em Educação

Orientador: Guilherme do Val Toledo Prado / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T11:57:58Z (GMT). No. of bitstreams: 1 Nogueira_ElianeGreiceDavanco_D.pdf: 759488 bytes, checksum: 74cbcc57eeb5923ea0865244ebaa09ea (MD5) Previous issue date: 2006 / Resumo: O presente estudo caracteriza-se como narrativo e tem como temática a formação continuada de professores. Objetivei compreender os movimentos gerados a partir da implementação do programa de formação Parâmetros em Ação, considerando os olhares dos diferentes profissionais envolvidos e, de modo específico, a narrativa sobre o percurso e processos formativos de professores e formadores da Educação Básica. Pautada no programa e nas discussões do grupo de pesquisaformação, criado para recolha dos dados dessa pesquisa, discuto algumas concepções sobre a formação continuada de professores, referenciando-me em Nóvoa, Canário, Josso, Benjamin, entre outros autores. Discuto o panorama geral da formação continuada de professores, sua configuração, os principais conceitos e as diversas perspectivas e modalidades de formação. Utilizo-me dessa discussão para problematizar a formação continuada com base na experiência e ressignificação evidenciada pelo Grupo de Pesquisa-Formação. Para a coleta de dados, realizei nove encontros com as professoras que haviam participado do programa Parâmetros em Ação e integraram o grupo de pesquisa-formação, no município de São Gabriel do Oeste. Nos encontros, as professoras discutiram suas concepções de formação, escreveram seus memoriais e realizaram reflexões sobre suas práticas formativas. Após a análise dos dados, elaborei algumas sínteses a respeito de formação continuada de professores, procurando evidenciar propósitos e despropósitos que dão sentido ao pensamento das professoras do grupo de pesquisa-formação. Dentre elas destaco a articulação teoria e prática resultante na busca por maiores sentidos da prática pedagógica; o desenvolvimento da capacidade reflexiva do professor que o permite romper com a prática cotidiana assentada no conhecimento tácito; que os processos formativos não ¿ensinem¿ os professores, mas que os mesmos reconheçam suas experiências e as trajetórias pessoais como ponto de partida; a importância das ações coletivas nas práticas formativas, que além de fortalecer os vínculos e evidenciar a força que emana das experiências coletivas, provocam o debate e possibilitam a construção de conhecimento e pressupostos que sustentam suas praticas. A pesquisa permitiu-me elaborar assertivas e considerações sobre a formação continuada de professores, construídas por meio de argumentações individuais que foram no coletivo ganhando força e forma de conhecimento produzido sobre a temática investigada / Abstract: The present study is characterized as narrative and its thematic is teachers continual formation. I aimed to understand the movement engendered since the implementation of the formation program Parameters in Action, considering the different views of the professionals involved and, in a specific way, the narrative about the course and the formation processes of teachers and basic education educators. Guided by the program and the research-formation group discussions, created to collect the facts for the research, I discuss some views about teachers continual formation referred in Nóvoa, Canário, Josso, Benjamim and some other authors. I discuss the general panorama of teachers¿ continual formation, its representations, the main concepts and the different perspectives and models of formation. I use this discussion to question the continual formation based on the experience and resignificance evidenced by the Research-Formation Group. To collect the facts I carried out nine meetings with teachers that had taken part in Parameters in Action program and formed the research-formation group, in São Gabriel do Oeste city. In the meetings, the teachers discussed their views of formation, they wrote their memorials and made reflections about their educational practice. After the analysis of the facts I created some synthesis about teachers continual formation trying to evidence the purposes and dispurposes that make sense with the thoughts of the research-formation teachers. For example I point out the theory and practice articulation resulting from the search for bigger senses at the pedagogical practice; the development of the teacher reflexive ability that allows to break off with the everyday practice settled in the implicit knowledge; that the educational processes don¿t ¿teach¿ the teachers but teachers recognize their experiences and personal paths as a starting point; the importance of the collective actions at educational practices that besides strengthen the links and evidence the strength that comes from the collective experiences bring out the debate and make possible the construction of knowledge and the presumes that sustain their practices. The research allowed me to create assertions and considerations about teachers continual formation constructed by individual arguments that the collective were getting strength and shape of knowledge made over the investigated thematic / Doutorado / Ensino, Avaliação e Formação de Professores / Doutor em Educação