The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional competencies, which are important to teaching science content in primary school education, were developed. In addition, prospective teachers were asked to plan, implement, and evaluate primary school science education with a particular focus on digitization, as well as sharing the developed units as open-educational resources. This article reports on the impact of the first part of the seminar concept, in which the promotion of digitization-related, subject-specific teaching methodology, as well as content-related knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that the prospective teachers demonstrated positive developments, particularly in the components PCK, TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own ability within the reference frame of self. Furthermore, the development of knowledge, especially in the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself.

Teacher stories were once relegated to informal gatherings but more recently this aspect of teacher development is being carefully studied in more formalized settings because it is believed to be an important part of teacher development. New ways are being sought to use various aspects of storytelling to help pre-service teachers develop important teaching skills through reflection on experience, dialogue journals, case studies and autobiography. Despite these efforts at the university level, it is especially difficult for pre-service teachers to integrate and apply theories from their methods courses to actual classroom practice. Less effort has been focused on storytelling processes that may occur outside these formal approaches. This study, therefore, looked at how pre-service teachers used stories told in an informal setting to process aspects of learning to teach. This study revealed that pre-service teachers engage in story telling for reasons and in ways that are different from teacher educator intents. Using interviews and private dialogues, patterns of when, how and why six pre-service teachers used oral stories emerged that illuminate challenges to using personal and appropriated stories in coursework. The findings of this study include how oral storytelling is used by pre-service teachers to process emotion and demonstrate specific identities and personal characteristics.

Orientador: Douglas Altamiro Consolo / Banca: Matilde Virginia Ricardi Scaramucci / Banca: Vera Lúcia Teixeira da Silva / Banca: Solange Aranha / Banca: Suzi Marques Spatti Cavalari / Resumo: Este estudo teve por objetivo analisar a competência lexical na produção oral em inglês como língua estrangeira (ILE) de um grupo de formandos em Letras, tanto em sala de aula como em situações de avaliação. Pretende-se oferecer um panorama da proficiência oral desses futuros professores, com foco no vocabulário, por meio de instrumentos de avaliação da proficiência oral utilizados tanto em situação de sala de aula como em situação de avaliação, para, com base nos resultados da análise do componente lexical, contribuir para o processo de validação dos descritores de vocabulário de um teste de proficiência destinado a professores de ILE, ainda em sua fase de elaboração. Considerando-se que a avaliação de línguas, no domínio da proficiência oral, tem sido amplamente discutida na literatura internacional de Linguística Aplicada, esta pesquisa envolve questões acerca da proficiência necessária para professores de ILE, ingressantes no mercado de trabalho no contexto de ensino e aprendizagem de LE no Brasil. É sabido que o vocabulário se constitui em um dos componentes mais importantes da proficiência em língua estrangeira (STÆR, 2008), no entanto, no que concerne à competência lexical, a maioria dos estudos tem enfocado o conhecimento de vocabulário em vez de seu uso produtivo (HILTON, 2008). Além disso, pouco se sabe sobre a verdadeira relação entre a produção oral de vocabulário e os níveis de proficiência adotados na avaliação de proficiência oral. Diante desta questão, esta pesquisa, realizada em uma universidade estadual paulista, almeja investigar a competência lexical com base na linguagem produzida oralmente tanto em sala de aula como em situações de avaliação. Uma vez que os testes orais dos consagrados exames FCE e IELTS consideram as várias... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The purpose of this study is to discuss the process of assessing vocabulary oral production in English as a Foreign Language (EFL) of students graduating from English Language and Literature BA courses (henceforth Letters courses). It aimed to analyze students‟ oral proficiency based on vocabulary use, in class and in oral test situations, in order to contribute for the validation of the vocabulary descriptors, based on the results from vocabulary analysis of an oral proficiency test which is still being designed and implemented as a test for teachers. Assuming that the assessment of specific language areas within the domain of oral language proficiency has been discussed in a number of studies from the international literature in the field of Applied Linguistics, this research study addresses the issues regarding the proficiency required for pre-service teachers who are preparing to enter the field of ELT in Brazil. In view of vocabulary, assumed as one of the most important components of foreign language proficiency (STÆR, 2008), most studies have focused on vocabulary knowledge rather than on the productive use of vocabulary when it comes to lexical proficiency (HILTON, 2008) and little is known about the actual relationship between vocabulary oral production and speaking proficiency levels. Based on this rationale, this study was carried out in a pre-service teacher education course at a public university in Sao Paulo state and aims at investigating the process of oral production and assessment of the lexical component in class and in oral test situations. Once the oral tests of the high stakes exams FCE and IELTS reflect a view of speaking ability which involves multiple competencies, lexical proficiency was assessed by means of two mock speaking FCE tests, two IELTS mock tests of the speaking... (Complete abstract click electronic access below) / Doutor

A Física utiliza modelos científicos para representar de maneira mais simplificada os fenômenos físicos. Um professor atuando no Ensino de Física precisa mediar o acesso a esse conhecimento. A complexidade e o nível de abstração dos modelos são obstáculos para os alunos, que o professor precisa ajudar a superar. A Realidade Aumentada (RA) é uma Tecnologia de Informação e Comunicação - TIC que permite a sobreposição e o alinhamento de objetos reais e virtuais, em um ambiente real e em tempo real. Já algum tempo o uso de atividades de aprendizagem usando RA como auxilio na compreensão de modelos científicos é investigado. Considerando o exposto, o presente trabalho buscou investigar se as escolas públicas, bem como se alunos licenciandos de Ciências possuem infraestrutura tecnológica mínima para viabilizar o uso da RA para fins didáticos. Buscamos também analisar o processo de criação ou adaptação dos objetos virtuais em 3D, empregados em RA e que simulam modelos científicos, seja por um professor típico, sem conhecimento em linguagens de programação, seja por uma equipe de especialistas, composta por professores e programadores. Analisamos ainda, por meio de uma intervenção com uso de RA, junto a alunos de um curso de licenciatura em Ciências, se essa ferramenta permite interpretar melhor os conceitos que regem um modelo científico (nessa pesquisa escolhemos utilizar o modelo de Drude para condução elétrica). Nossos resultados mostram que o uso da RA no ensino terá maior amparo tecnológico através dos dispositivos móveis (notebooks, smartphones e tablets). Em contrapartida encontramos algumas barreiras para seu uso, principalmente no que concerne a dificuldade de desenvolvimento de objetos virtuais, que coloca o professor numa condição de usuário dessa tecnologia e não como agente ativo na sua produção ou contextualização para sua sala de aula. / Physics makes use of scientific models to represent natural phenomena in a simplified way. The role of teachers in physics education is to mediate access to this kind of knowledge. The complexity and level of abstraction of the models are obstacles that students must overcome, helped by their teachers. Augmented Reality (AR) is a technology that permits the superposition of virtual objects in real space, overlaying and aligning these virtual objects in space, in real time. For some time already learning activities using AR technology are being investigated as a way to help students overcome their dificulties with scientific models. This dissertation investigates wether public schools and pre-service science teachers in Brazil have access to the technical infrastructure necessary to make use of learning activities using AR. We also analised the process of creating or customizing of the 3D virtual objects used in these learning activities, either by an individual teacher without special programing training or by a team of teachers and specialists. Finally, we used a learning activity using AR with a class of pre-service science teachers to evaluate wether its use helped students to interpret one particular scientific model (the Drude model of electrical conduction). Our results show that the use of AR for teaching is best suported through mobile platforms (notebooks, smartphones or tablets). We found some barriers to the use of AR technology, mostly with respect to the creation or adaptation of the virtual objects by individual teachers, which puts them in a role of user of the technology instead of active agents in the production, adaptation or contextualization of the technology for their classrooms.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2014-10-15T18:19:11Z No. of bitstreams: 2 Tese - Hélvio Frank de Oliveira.pdf: 2126491 bytes, checksum: 950a95c6397ef254c915306e481e0d6b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-16T17:57:18Z (GMT) No. of bitstreams: 2 Tese - Hélvio Frank de Oliveira.pdf: 2126491 bytes, checksum: 950a95c6397ef254c915306e481e0d6b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-16T17:57:18Z (GMT). No. of bitstreams: 2 Tese - Hélvio Frank de Oliveira.pdf: 2126491 bytes, checksum: 950a95c6397ef254c915306e481e0d6b (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-12-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study focuses on the construction of professional identities in pre-service language teacher education. The main objective of this research is to understand how the participants perceive themselves and the possibilities they have for the future with regard to the senses they give to teacher education and language teaching profession, since they are pre-service teachers. For this, we intended to identify and analyze emotions and cognitions related to becoming or not Portuguese and/or English language teachers, from the participants’ experiences reported in narratives. By having adopted a qualitative approach to collect and to analyze the data, this case study was conducted in a group of sixteen students who were majoring in English and Portuguese at a public university in the state of Goiás. The data were obtained through the school year of 2012 by means of questionnaires, life histories, collaborative discussion sessions, stimulated recall on audio recording, virtual journals, explanations of visual narratives and semi-structured interviews and were analyzed in the light of studies on the socio-historical-cultural theory and its theoretical developments and on Critical Applied Linguistics. The results suggest that teacher professional identities are complex phenomena, characterized by language and dynamic movements of construction, reconstruction and deconstruction of ways of being or not being a teacher, interrelated to the experiences narrated by the participants. Furthermore, we found that, within the unstable and contradictory processes of construction of professional identities, cognitions and emotions of participants, based on personal and social experiences of individuals with pre-service teacher education and language teaching professional, operate as significant elements for their identification or lack of identification with that profession. In this context, a number of factors nurture social and discursive positioning of the participants’ professional identities, which are not consistent for several reasons, including, for example, uncertainty about teaching profession due to financial dissatisfaction and current devaluation of teaching, as well as the lack of conditions for admission to other higher education courses. / Este estudo tem como foco a construção de identidades profissionais na formação inicial de professores de línguas. O objetivo principal desta pesquisa é investigar a maneira como os participantes compreendem a si mesmos e as possibilidades que têm para o futuro no que se refere aos sentidos conferidos à formação inicial e à profissão docente, uma vez que estão prestes a finalizar um curso de licenciatura. Para isso, buscou-se identificar e analisar cognições e emoções relacionadas ao tornar-se ou não professor de Português e/ou de Inglês, a partir das experiências relatadas em forma de narrativas. Adotando uma abordagem qualitativa de coleta e de análise dos dados, este estudo de caso foi conduzido em uma universidade pública do interior do estado de Goiás, e contou com a participação de dezesseis estudantes pertencentes ao último ano de Letras. Os dados, obtidos no ano letivo de 2012 por intermédio da utilização de questionários, histórias de vida, sessões colaborativas e de rememoração de aulas, gravadas em áudio, diários virtuais, explicações de narrativas visuais e entrevistas semiestruturadas, foram analisados à luz de estudos sobre a teoria sócio-históricocultural e seus desdobramentos teóricos e sobre a Linguística Aplicada Crítica. Os resultados apontam para o fato de que as identidades profissionais docentes são fenômenos complexos, caracterizados pela linguagem e por movimentos dinâmicos de construção, de reconstrução e de desconstrução de maneiras de ser ou não ser professor, intrincados às experiências narradas pelos participantes. Além disso, foi possível constatar que, nos processos instáveis e contraditórios de construção das identidades profissionais, as cognições e as emoções dos participantes, baseadas nas experiências pessoais e sociais desses indivíduos com a formação inicial e com docência, operam como elementos significativos para suas identificações ou não identificações com a profissão. Nesse bojo, uma série de fatores nutre o posicionamento social e discursivo das identidades profissionais dos participantes, as quais não se constituem sólidas por diversos motivos, entre os quais, por exemplo, estão a incerteza sobre a docência devido à insatisfação financeira e à desvalorização atual da carreira, bem como a falta de condições de ingresso em outros cursos de ensino superior almejados.

A Física utiliza modelos científicos para representar de maneira mais simplificada os fenômenos físicos. Um professor atuando no Ensino de Física precisa mediar o acesso a esse conhecimento. A complexidade e o nível de abstração dos modelos são obstáculos para os alunos, que o professor precisa ajudar a superar. A Realidade Aumentada (RA) é uma Tecnologia de Informação e Comunicação - TIC que permite a sobreposição e o alinhamento de objetos reais e virtuais, em um ambiente real e em tempo real. Já algum tempo o uso de atividades de aprendizagem usando RA como auxilio na compreensão de modelos científicos é investigado. Considerando o exposto, o presente trabalho buscou investigar se as escolas públicas, bem como se alunos licenciandos de Ciências possuem infraestrutura tecnológica mínima para viabilizar o uso da RA para fins didáticos. Buscamos também analisar o processo de criação ou adaptação dos objetos virtuais em 3D, empregados em RA e que simulam modelos científicos, seja por um professor típico, sem conhecimento em linguagens de programação, seja por uma equipe de especialistas, composta por professores e programadores. Analisamos ainda, por meio de uma intervenção com uso de RA, junto a alunos de um curso de licenciatura em Ciências, se essa ferramenta permite interpretar melhor os conceitos que regem um modelo científico (nessa pesquisa escolhemos utilizar o modelo de Drude para condução elétrica). Nossos resultados mostram que o uso da RA no ensino terá maior amparo tecnológico através dos dispositivos móveis (notebooks, smartphones e tablets). Em contrapartida encontramos algumas barreiras para seu uso, principalmente no que concerne a dificuldade de desenvolvimento de objetos virtuais, que coloca o professor numa condição de usuário dessa tecnologia e não como agente ativo na sua produção ou contextualização para sua sala de aula. / Physics makes use of scientific models to represent natural phenomena in a simplified way. The role of teachers in physics education is to mediate access to this kind of knowledge. The complexity and level of abstraction of the models are obstacles that students must overcome, helped by their teachers. Augmented Reality (AR) is a technology that permits the superposition of virtual objects in real space, overlaying and aligning these virtual objects in space, in real time. For some time already learning activities using AR technology are being investigated as a way to help students overcome their dificulties with scientific models. This dissertation investigates wether public schools and pre-service science teachers in Brazil have access to the technical infrastructure necessary to make use of learning activities using AR. We also analised the process of creating or customizing of the 3D virtual objects used in these learning activities, either by an individual teacher without special programing training or by a team of teachers and specialists. Finally, we used a learning activity using AR with a class of pre-service science teachers to evaluate wether its use helped students to interpret one particular scientific model (the Drude model of electrical conduction). Our results show that the use of AR for teaching is best suported through mobile platforms (notebooks, smartphones or tablets). We found some barriers to the use of AR technology, mostly with respect to the creation or adaptation of the virtual objects by individual teachers, which puts them in a role of user of the technology instead of active agents in the production, adaptation or contextualization of the technology for their classrooms.

Since English has risen as the dominant language in the world, the demand for English language teachers has grown rapidly especially in the last three decades. Hence, English language teacher education has become an important concern in the Turkish national education system, which has forced the governments to implement a series of reforms. One of these was the Foreign Language Education (FLE) curriculum designed by the Higher Education Council (HEC), forwarded to all FLE departments in Turkish universities to be carried out starting from 1998-99. This curriculum was also used for pre-service English language teacher education in the Department of Foreign Language Education at Middle East Technical University (METU). However, a large scale evaluation study was not conducted on the effectiveness of the program or the competence of its graduates. This study primarily aimed at reaching the FLE graduates from 2002 to 2006 to investigate to what extent they perceive themselves competent as EFL teachers and to what extent they find the FLE program components successful in helping them gain these competencies. Besides, it also intended to reach the employers of FLE graduates to explore how competent these graduates are viewed and how successful METU FLE program is considered in serving its graduates gain teacher competencies. For this aim quantitative and qualitative data were collected through two graduate questionnaires, and graduate and elite employer interviews. The findings of the first graduate questionnaire revealed that the FLE graduates perceived themselves competent in most of HEC&rsquo / s competence areas, while the open-ended questionnaire items and interview data demonstrated a need for improvement for competencies of language knowledge, spoken use of English, classroom management, assessment and instruction. It was also seen in these two types of data that graduates&rsquo / perception of their strengths and weaknesses in HEC&rsquo / s foreign language teacher competencies and their need for developing other competencies depend on the level they teach, the type of school they work at and the length of experience they have. Similarly, some of the employers, according to the institution where they have elite positions, indicated a high level of satisfaction with the FLE graduates&rsquo / competence in language and subject knowledge, inclass and out-of class competencies, while some of them emphasized a need for improvement in competencies of language knowledge and use, and putting theory into practice. In addition, although the program was reported to have a strong and positive role on the development of professional competencies in the teacher candidates, it was also stated that the five components and some courses of the program need revisions in terms of their content, methodology of instruction and assessment. Moreover, the need for communication among the components of the program was also expressed, as the graduates mention unnecessary overlaps among some courses. In the light of these findings, some suggestions are made towards program improvement.

The special learning needs in Initial Teacher Education of international postgraduate students whose own education was linguistically and culturally different to that of New Zealand students are often unacknowledged and under-researched. This qualitative study, based on narrative inquiry, presents case studies of six participants from six different countries, languages and cultures. The findings point to challenges faced by pre-service teacher education students from other languages and cultures. Tensions created by language difficulties, new pedagogies and social and educational cultural differences lead to feelings, at times, of disorientation, heightened “otherness” and unease. Students who are crossing the border between one culture and pedagogical belief system to another require specific support. This study did, however, find evidence of students developing new understandings about teaching and learning. The findings carry implications for the content, delivery and pedagogy of Initial Teacher Education programmes. The introduction of a Foundation Course and a Support Group, modelling of good practice by ITE lecturers using a variety of interactive teaching strategies and targeted reflective practices are suggested. In a time of teacher shortages, changing demographics in schools and the changing nature of university-based ITE it is important that the assumption that one size fits all in ITE all needs to be put aside. From the perspectives of social justice and acceptance of diversity it is timely to pay attention in ITE to the learning of students from other languages and cultures. This study suggests ways of moving towards this goal.

This study was conducted to investigate the change in pre-service teacher education in Turkey by using Chaos Theory. The research questions were the following: 1) How did the 1982 restructuring relate to the 1998 restructuring? (2) What were the reasons for the anomalies that led to the 1998 restructuring? (3) How did the 1998 process of transformation work? (4) At which stage of the curve is the system now? (5) What are the possible paths the new model may evolve? The data sources in this qualitative research study were interviews and documents. The 28 participants of the interviews included some key decision-makers at related institutes and some academic staff at 8 different Education Faculties in Ankara, EskiSehir, Bolu, Adana, and KirSehir. The written documents included some relevant reports, meeting minutes, the proceedings of conferences and panel discussions, research articles, and some articles of four different newspapers in Turkey. A model of &lsquo / Change as Chaotic Transformation&rsquo / was designed by the researcher as a theoretical framework. The data, subjected to a content analysis, revealed that the logic of chaotic transformation has significant implications in investigating and understanding the stability versus instability phases in teacher education affairs in Turkey / roughly 1950s - 1970 (evolution and stability), 1970s (disequilibrium and turbulence), 1982 &ndash / early 1990s (&lsquo / forced stability&rsquo / ), and mid-1990s to 1998 (turbulence and transformation) are significant phases in this sense. The data also revealed that the reasons for the anomalies that led to the 1998 restructuring were in both program and administrative issues. Further, the process of transformation in 1998 was &lsquo / self-organization.&rsquo / It is found that presently the 1998 model is perceived as not yet institutionalized / the achievements in program issues realigned teacher education to its &lsquo / identity&rsquo / , but the path the new model may evolve depends on the clarification and institutionalization of &lsquo / governance&rsquo / and implementing strategies for developing &lsquo / human resources&rsquo / (the teacher educator profile).

Orientadora: Profa. Dra. Thaís Cyrino de Mello Forato / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2016. / Um dos desafios de se utilizar História e Filosofia da Ciência (HFC) no ensino e aprendizagem de ciências pode estar relacionado à carência de ações mais efetivas na formação dos professores, que lhes forneça subsídios para o prosseguimento de atividades com essa temática (Höttecke & Silva 2011). Partindo desse pressuposto, esta pesquisa busca contribuir na preparação de futuros professores para inclusão da HFC em sua prática. Objetiva-se o desenvolvimento de sua autonomia frente as dificuldades encontradas tanto na localização, como nos usos de materiais com perspectiva historiográfica diacrônica e atual. A proposta didática construída visa mobilizar discussões que abordam aspectos científicos e metacientíficos por meio de um recorte histórico, elaborado a partir dos estudos do engenheiro e físico francês, Nicolas Léonard Sadi Carnot (1796-1832), publicados em 1824, no qual se discute sobre os possíveis melhoramentos em máquinas térmicas, com intuito de potencializar a produção de força motriz. A metodologia inclui a pesquisa bibliográfica de conteúdos da história das ciências e do ensino de ciências. Além de elementos que se fundamentam na pesquisa qualitativa como suporte para a imersão da pesquisadora no ambiente ao qual a proposta se destina. E o uso de parâmetros, propostos por Forato (2009), que nortearam a construção do recorte histórico, assim como, o desenvolvimento da proposta didática, considerando o contexto de formação inicial de professores. / One of the challenges of using History and Philosophy of Science (HPS) in teaching and learning science can be related to the lack of more effective actions in teacher education, to provide them subsidies to use these topics (Höttecke & Silva 2011). In this perspective, this research aims to contribute to the preparation of future teachers to use HPS in the classroom. This practice can contribute to developing teacher¿s autonomy by overcoming the difficulties presented in material, as in the use of material with diachronic and current historiographical perspective. The didactic proposal aims to mobilize discussions that address scientific and metascientific aspects through a historical approach, developed from the studies of Nicolas Léonard Sadi Carnot (1796- 1832) French engineer and physician, published in 1824, his work discussed possible improvements in thermal machines, aiming to enhance the production of motive power. The methodology includes a study of his bibliography from the history of science and science education. In addition, we use elements based on qualitative research as a support for the immersion of the researcher in the environment to which the proposal is intended. And the use of parameters proposed by Forato (2009), which guided the construction of the historical episode, as well as the development of the didactic proposal, considering the pre-service teacher training contexts.