The post 1994 educational reforms in South Africa brought about a new thinking in the basic education system. The Curriculum 2005 introduces General Education and Training (GET) band comprising of Grades R-9 and Further Education and Training (FET) comprising of Grades 10-12. These changes necessitates that greater energy and investment be made in the development of appropriate programmes for professional development of educators at both pre-service and in-service levels in order to increase educator reorientation and competency in educating learners in the new education system. The purpose of the study is to determine the impact of educator professional development programmes (pre- and in-service) on Grade 10 Life Orientation educators with regard to the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. The study also aims to determine barriers encountered in the implementation of in-service professional development programmes for Grade 10 Life Orientation educators. The study consists of a literature review concerning the National Curriculum Statement and professional in-service training programmes. A quantitative approach was followed to collect the relevant data. Grade 10 Life Orientation educators in the Francis Baard District form the population of this study. Two distinct conclusions are drawn from the findings of the study, namely; • Educators professional programmes (pre- and in-service) had very little impact on the knowledge, skills and abilities of Grade 10 Life Orientation educators for the implementation of the National Curriculum Statement (NCS) in the Francis Baard District. • Pre- and in- service educator professional development programmes attended by Grade 10 Life Orientation educators did not substantially improve their capabilities mentioned above to implement the National Curriculum Statement. Four categories of recommendations are suggested, namely: • The responsibility of the Department of Education towards the professional in-service training programmes. • The teacher training institutions' responsibility towards the Life Orientation teachers. • The formation of support groups in the different regions in the Francis Baard District. • Further research should be conducted to improve successful implementation of educator professional development programmes ( pre- and in-service) on Grade 10 Life Orientation educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011

Although STSE has recently received attention in educational research, policy, and science curricula development, fewer strides have been made in moving theory into practice. There are many examples of STSE-based and issues-based teaching in science at the elementary and secondary levels, which can be found in the literature (Alsop, Bencze, & Pedretti, 2005; Hodson, 1993, 2000; Pedretti & Hodson, 1995), yet little has focused specifically on physics education. This doctoral thesis will examine pre-service physics teachers’ beliefs and perceptions, challenges and tensions which influence their adoption of STSE education in the context of a pre-service physics education course (Curriculum and Instruction in Physics Education at the B.Ed level). An interpretive case study design as described by Merriam (1988) has been employed for this research (Merriam, 1988; Novodvorsky, 2006). The specific phenomena this case study examined and explored were the pre-service physics teachers’ beliefs and perceptions, challenges and tensions influencing their adoption of physics curricula that explicitly emphasizes an STSE orientation to physics education. The pre-service physics teachers’ evolution of perceptions and attitudes show growth in the areas of curricula understanding and implementation issues, potential student concerns, and general fit of the subject within the context of a student’s learning journey. This study contributes to our understanding of the challenges pre-service physics teachers face when considering teaching physics through an STSE lens, and provides some implications for both pre-service and in-service teacher education.

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).

Developing professional expertise of prospective teachers not only in terms of theoretical knowledge but also in terms of competencies of designing challenging and cognitively activating learning opportunities in the mathematics classroom is certainly one of the key aims of internship phases in pre-service mathematics teacher training. As mathematics-related theoretical contents of teacher training and practice-related learning opportunities of school internships are not always linked in an optimal way, this paper aims at discussing a model of an intensive internship phase combined with a triple coaching approach partly integrated in a course accompanying the internship phase.

No description available.

H πολυπολιτισμικότητα, τόσο στην κοινωνία όσο και στην εκπαίδευση, είναι μία πραγματικότητα στον 21ο αιώνα και σημαντικές αλλαγές έχουν γίνει στη διάρθρωση του εκπαιδευτικού μας συστήματος ώστε να ανταποκριθεί στις προκλήσεις της πολυπολιτισμικής, πια, ελληνικής τάξης. Σημαντικές αλλαγές έχουν γίνει και στην εκπαίδευση των μελλοντικών δασκάλων. Καθώς οι εκπαιδευτικοί αποτελούν κινητήριο δύναμη του εκπαιδευτικού συστήματος ο εμπλουτισμός των Προγραμμάτων Σπουδών των Παιδαγωγικών Τμημάτων Δημοτικής Εκπαίδευσης. Mε γνωστικά αντικείμενα συναφή με τη διαπολιτισμικότητα θεωρήθηκε ότι θα δώσει στους μελλοντικούς δασκάλους τις δεξιότητες, τη γνώση και τις πρακτικές που χρειάζονται για να κατανοήσουν τη δική τους ταυτότητα καθώς και την ταυτότητα των διαφοροποιημένων μαθητών τους με σκοπό μια αποτελεσματική διδασκαλία για όλους τους μαθητές. Η παρούσα εργασία μελετάει τη συμβολή του Προγράμματος Σπουδών στη διαπολιτισμική επάρκεια και ετοιμότητα των μελλοντικών δασκάλων, αποφοίτων του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης Πατρών. Εξετάζει την πορεία της διαπολιτισμικής εκπαίδευσης στο Πρόγραμμα Σπουδών του Παιδαγωγικού Τμήματος Δημοτικής Εκπαίδευσης Πατρών, τις απόψεις των μελλοντικών δασκάλων πάνω σε διάφορα θέματα που σχετίζονται με τη διαπολιτισμική επάρκεια και ετοιμότητα καθώς και τις απόψεις τους σε θέματα που σχετίζονται με την ύπαρξη αλλά και τον τρόπο εργασίας με αλλόγλωσσους μαθητές. Η συλλογή δεδομένων έγινε με τη χρήση ερωτηματολογίου που δόθηκε σε τεταρτοετής φοιτητές κατά τη διάρκεια των τελευταίων πρακτικών ασκήσεων. Η ανάλυση των αποτελεσμάτων έδειξε ότι ο περαιτέρω εμπλουτισμός του Προγράμματος Σπουδών των δασκάλων τόσο για την απόκτηση θεωρητικών γνώσεων όσο και για την απόκτηση διδακτικών δεξιοτήτων πάνω στη διαπολιτισμική εκπαίδευση είναι αναγκαίος. / Multiculturalism, not only in society but also in education, is a reality in the 21st century and important changes have become in the structure of our educational system in order to corresponds to the challenges of the multicultural Greek classroom. Important changes have also taken place in the education of pre-service teachers While teachers have an important role in the educational system, the enrichment of the undergraduate educational programmes of studies in Greek University Departments of Elementary Education with subjects related to intercultural education is seen as affording pre-service teachers with skills, knowledge and practices needed to understand their own identity as well as the identity of their diverse students with the aim of an effective teaching and learning for all students. This thesis seeks to set out how the undergraduate programme affects the intercultural competence and readiness of pre-service teachers, who will graduate from the Department of Elementary Education in University of Patras. It looks at the development of intercultural education in the undergraduate educational programme and examines the opinions of pre-service teachers about issues related to intercultural competence and readiness. It also focuses on how they feel about working in a multicultural class. The questionnaire was given to students who were in the last year of their studies during their supervised teaching practice at schools. The analysis of the results showed that further enrichment of the educational programme of pre-service teachers in theoretical knowledge and practical experience in intercultural education is necessary.

Esta pesquisa foi realizada em um Instituto Federal de Educação, Ciência e Tecnologia e dedicou-se ao estudo de alguns conceitos de Física Quântica na formação de professores de Física, sob a perspectiva do referencial sociocultural, tendo o foco dirigido à complementaridade de segundo tipo, uma das teses da interpretação de Copenhagen, e ao emaranhamento quântico. O marco teóricometodológico adotado foi a teoria da mediação de Vygotsky e a filosofia translinguística de Bakhtin. Foram realizados três estudos qualitativos com o objetivo de investigar quais são os significados socialmente construídos sobre conceitos de Física Quântica por professores de Física em formação, sendo um estudo piloto e duas intervenções didáticas junto a uma disciplina de Física Moderna e Contemporânea em nível de graduação. As atividades de ensino foram conduzidas a partir de exposições teóricas e simulação computacional com o Interferômetro Virtual de Mach-Zehnder, orientada por roteiros exploratórios. A partir do estudo dos fenômenos da interferência e emaranhamento quânticos nesse dispositivo semiótico, buscou-se compreender em que medida as ações mediadas pelo uso do software como recurso didático atuaram no sentido de promover entre os professores uma construção conceitual colaborativa sobre esses conceitos da Física Quântica. A análise do discurso, fundamentada em conceitos bakhtinianos, possibilitou uma melhor compreensão sobre o processo de construção de conceitos culturalmente válidos acerca da interferência quântica, da complementaridade e do emaranhamento. No contexto explorado, verificamos que se estabeleceu o dilema da manutenção de visões antagônicas, o que pode ser evidenciado a partir dos modelos explicativos elaborados pelos estudantes. Para aqueles que atribuíram um caráter corpuscular aos fótons, os fenômenos intermediários permanecem como um conflito ainda não resolvido, enquanto para os demais a complementaridade onda-partícula passou a compor um nova classe de conceitos. A noção de não-localidade, necessária para compreender o emaranhamento quântico, não foi reconhecida pelos estudantes, evidenciando a forte presença de noções clássicas nos modelos explicativos utilizados na tentativa de obter uma explicação plausível para o fenômeno. / The research presented in this thesis was developed in a Federal Institute of Education, Science and Technology is directed to research about an approach of the some foundations of Quantum Physics in pre-service teachers’ training, based on the sociocultural perspective and this work focuses on the second kind of complementarity, one of the thesis of the Copenhagen interpretation, and the quantum entanglement. The theoretical and methodological framework adopted in this research is the Vygotsky’s theory of mediation and Bakhtin’s translinguistics philosophy. Three qualitative researches were performed in order to investigate which are the socially constructed meanings on QP foundations in the context of pre-service teachers’ training: one in an introductory course with physics teachers and two along a didactic intervention during a pre-service teachers’ training course on Modern and Contemporary Physics. The teaching activities were conducted mediated by theoretical lectures and computer simulation using the Virtual Mach- Zehnder Interferometer, conducted by the exploratory guide. From the study of interference phenomena and quantum entanglement in this semiotic tool, one tries to understand how the pupils actions are mediated by the software in the sense of promoting a collaborative conceptual construction among teachers about these foundations of QP. Discourse analysis grounded on Bakhtin’s concepts allowed us to evaluate the potentialities of the software and a better understanding of the process of conceptual construction that are culturally valid about quantum interference, complementarity and entanglement. In this context we perceive that was created the dilemma of maintaining competing visions, which can be evidenced from the explanatory models designed by the students. For the students that admitted a corpuscular character to photons so that intermediate phenomena remain as a unresolved cognitive conflict, while for others the wave - particle complementarity has became a new class of concepts. The non-locality notion, pre-requisite to understand the quantum entanglement, wasn’t learned by the students, demonstrating the strong presence of classical notions in explanatory models used to obtain a plausible explanation for the phenomenon.

This thesis questions what it was like for pre-service teachers registered in a Bachelor of Education program to experience Kpanlogo, a West African dance from Ghana. Over a period of two years, the primary researcher introduced this dance to her peers first as a pre-service teacher, and then as a graduate student in a variety of ways: 1) practicing it for a performance at a community building talent show on campus, 2) learning it through a professional development workshop, and 3) teaching it to intermediate students at a local school, on two different occasions. Five pre-service teachers responded to an invitation to participate in a phenomenological study about their experiences. The two research questions which guided the interviews were: 1) What was it like to experience Kpanlogo, a West African dance, as a pre-service teacher? 2) What was it like as a pre-service teacher to teach students Kpanlogo? The conceptual framework of Sankofa Cyclical Waves, situated in a collectivist African Worldview orients us to the philosophy of Ubuntu, which posits that humanness is found and cultivated within community. Sankofa, a Ghanaian proverb which encourages its people to go back, physically or spiritually, to retrieve what was once lost or forgotten was used as a particular path to analyze the lived experiences of the pre-service teachers. In this thesis the Sankofa Cyclical Waves provided a structure to identify their various levels of understanding Ubuntu. Experiences analyzed as being novice in nature were awkward at the start, then as the dancer moves towards the end of the continuum, towards Ubuntu, the dancer moves through a series of waves as they become more familiar with rhythms, movements, African dance attire, and becoming a part of the whole; the Other‘s community.

Esta pesquisa foi realizada em um Instituto Federal de Educação, Ciência e Tecnologia e dedicou-se ao estudo de alguns conceitos de Física Quântica na formação de professores de Física, sob a perspectiva do referencial sociocultural, tendo o foco dirigido à complementaridade de segundo tipo, uma das teses da interpretação de Copenhagen, e ao emaranhamento quântico. O marco teóricometodológico adotado foi a teoria da mediação de Vygotsky e a filosofia translinguística de Bakhtin. Foram realizados três estudos qualitativos com o objetivo de investigar quais são os significados socialmente construídos sobre conceitos de Física Quântica por professores de Física em formação, sendo um estudo piloto e duas intervenções didáticas junto a uma disciplina de Física Moderna e Contemporânea em nível de graduação. As atividades de ensino foram conduzidas a partir de exposições teóricas e simulação computacional com o Interferômetro Virtual de Mach-Zehnder, orientada por roteiros exploratórios. A partir do estudo dos fenômenos da interferência e emaranhamento quânticos nesse dispositivo semiótico, buscou-se compreender em que medida as ações mediadas pelo uso do software como recurso didático atuaram no sentido de promover entre os professores uma construção conceitual colaborativa sobre esses conceitos da Física Quântica. A análise do discurso, fundamentada em conceitos bakhtinianos, possibilitou uma melhor compreensão sobre o processo de construção de conceitos culturalmente válidos acerca da interferência quântica, da complementaridade e do emaranhamento. No contexto explorado, verificamos que se estabeleceu o dilema da manutenção de visões antagônicas, o que pode ser evidenciado a partir dos modelos explicativos elaborados pelos estudantes. Para aqueles que atribuíram um caráter corpuscular aos fótons, os fenômenos intermediários permanecem como um conflito ainda não resolvido, enquanto para os demais a complementaridade onda-partícula passou a compor um nova classe de conceitos. A noção de não-localidade, necessária para compreender o emaranhamento quântico, não foi reconhecida pelos estudantes, evidenciando a forte presença de noções clássicas nos modelos explicativos utilizados na tentativa de obter uma explicação plausível para o fenômeno. / The research presented in this thesis was developed in a Federal Institute of Education, Science and Technology is directed to research about an approach of the some foundations of Quantum Physics in pre-service teachers’ training, based on the sociocultural perspective and this work focuses on the second kind of complementarity, one of the thesis of the Copenhagen interpretation, and the quantum entanglement. The theoretical and methodological framework adopted in this research is the Vygotsky’s theory of mediation and Bakhtin’s translinguistics philosophy. Three qualitative researches were performed in order to investigate which are the socially constructed meanings on QP foundations in the context of pre-service teachers’ training: one in an introductory course with physics teachers and two along a didactic intervention during a pre-service teachers’ training course on Modern and Contemporary Physics. The teaching activities were conducted mediated by theoretical lectures and computer simulation using the Virtual Mach- Zehnder Interferometer, conducted by the exploratory guide. From the study of interference phenomena and quantum entanglement in this semiotic tool, one tries to understand how the pupils actions are mediated by the software in the sense of promoting a collaborative conceptual construction among teachers about these foundations of QP. Discourse analysis grounded on Bakhtin’s concepts allowed us to evaluate the potentialities of the software and a better understanding of the process of conceptual construction that are culturally valid about quantum interference, complementarity and entanglement. In this context we perceive that was created the dilemma of maintaining competing visions, which can be evidenced from the explanatory models designed by the students. For the students that admitted a corpuscular character to photons so that intermediate phenomena remain as a unresolved cognitive conflict, while for others the wave - particle complementarity has became a new class of concepts. The non-locality notion, pre-requisite to understand the quantum entanglement, wasn’t learned by the students, demonstrating the strong presence of classical notions in explanatory models used to obtain a plausible explanation for the phenomenon.

Orientador: Prof. Dr. Sérgio Henrique Bezerra de Sousa Leal / Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2016. / Pesquisadores têm defendido a profissionalização da profissão docente, sendo a construção de um conhecimento base um dos passos necessários. Dentre estes pesquisadores destacamos Shulman, que propôs sete conhecimentos base para o professor, destacando, dentre eles, o Conhecimento Pedagógico do Conteúdo (PCK, da sigla em inglês), um conhecimento específico do professor. Nesta perspectiva da profissionalização, uma ação conjunta de órgãos brasileiros instituiu o Programa Institucional de Bolsa de Iniciação à Docência (Pibid), um programa voltado principalmente para os licenciandos, que tem como um dos principais objetivos a valorização da atividade docente. Este estudo teve como objetivo principal analisar as contribuições do Pibid da Universidade Federal do ABC (UFABC), subprojeto Química, para o estímulo, mobilização e/ou manifestação da base de conhecimentos para a docência de graduandos da UFABC. Durante o tempo que o subprojeto foi acompanhado, duas atividades foram desenvolvidas: atividades lúdicas e unidades de medida. A primeira atividade tinha como objetivo a elaboração de uma atividade lúdica por parte dos bolsistas do Pibid, com uma posterior aplicação. A segunda atividade tinha como objetivo trabalhar as grandezas massa, comprimento e volume através de atividades elaboradas pelos bolsistas. Coletamos dados em ambas as atividades por meio de registros audiovisuais e relatos escritos e orais dos alunos. Os dados foram submetidos a uma análise categorial (Bardin, 2011), utilizando como categorias os domínios do conhecimento e manifestações do PCK propostos por Rollnick et al. (2008). Para o primeiro ciclo, nossos resultados mostram que alguns domínios de conhecimento foram estimulados e mobilizados, porém não foi suficiente para sobrepor as deficiências no conhecimento do tema, o que resultou em um PCK deficiente. No entanto, o segundo ciclo, além de focar somente em um tema (unidades de medida), também teve atividades de longo prazo, resultando em uma melhor amalgamação dos domínios de conhecimento e, consequentemente, um desenvolvimento no PCK. Concluímos, portanto, que o Pibid proporciona um ambiente favorável às reflexões e discussões acerca de temas relacionados à construção do conhecimento base para o ensino, seja desenvolvendo algum conhecimento de forma teórica, seja quando o aluno mobiliza o conhecimento para realizar determinada atividade. / Researchers have defended the professionalization of the teaching profession. Among these researchers highlight Shulman, who proposed seven knowledge base for teacher, highlighting, among them, the Pedagogical Content Knowledge (PCK). The PCK is a specific knowledge of the teacher. In professionalization perspective, a joint action of Brazilian agencies established the Institutional Program Initiation Grant to Teaching (Pibid, the initials from Portuguese), a program mainly aimed at undergraduates, which has as a major goal the enhancement of teaching activity. This study aimed to analyze the contributions of Pibid from Federal University of ABC, subproject Chemistry, for the stimulation, mobilization and/or manifestation of the students knowledge of the fields of UFABC. During the time that the subproject was accompanied, two activities were developed: ludic activities and measurement units. The first activity was aimed at the development of a ludic activity by students teachers, with a subsequent application. The second activity was designed to work the mass quantities, length and volume through activities developed by students teachers. We collect data in both activities through audiovisual records and oral and written reports of students. The data were submitted to a categorical analysis (Bardin, 2011), using as categories the domains and manifestations of PCK proposed by Rollnick et al. (2008). For the first cycle, our results show that some domains of knowledge were stimulated and mobilized, but was not enough to overcome the deficiencies in the subject matter knowledge, which resulted in poor PCK. However, the second cycle, and only focus on a subject matter (measurement units) also had long-term activity, resulting in better amalgamation of domain knowledge, and hence a development in PCK. Therefore, we conclude that the Pibid provides a favorable environment for reflections and discussions on topics related to building the knowledge base for teaching, or developing some knowledge of theoretical form, or is when the student mobilizes knowledge to perform some activity.