This study has been made for three purposes: 1) to find out what difficulties experienced and inexperienced teachers recognize in their teaching; 2)to find out what factors have influenced these difficulties; and 3)to find out, if possible, which difficulties could be eliminated with further pre-service training.

Orientador: Ana Maria de Andrade Caldeira / Resumo: O objetivo desta pesquisa foi investigar junto a professores de Biologia em formação inicial a construção ou não de habilidades que sustentem o pensamento sistêmico e complexo sobre conservação da biodiversidade e possíveis reflexos em sua ação didática. Já que a discussão em torno da conservação da biodiversidade é uma demanda atual, ela deve ser relevante também nos espaços educativos. Assim, os professores de Biologia devem ser capazes de promover discussões com seus alunos a respeito da conservação da biodiversidade considerando seus diversos aspectos. Para tanto, graduandos de Ciências Biológicas de duas Universidades foram investigados por meio de diferentes estratégias. As análises dos resultados mostram o conflito existente entre o desenvolvimento econômico e o estabelecimento de prioridades de conservação nos ambientes. E que e as decisões que são tomadas, consideram, além do conhecimento científico, opiniões e valores. Portanto, evidencia-se a importância da inserção de discussões ambientais complexas ao longo da graduação e das contribuições do desenvolvimento de pesquisas de Iniciação Científica na formação desses profissionais, no âmbito de um grupo de estudos e pesquisas que proporciona a articulação entre diferentes aspectos relativos ao tema. / Doutor

Submitted by Pedro Ryô de Landim y Goya null (p_goya@aluno.ibb.unesp.br) on 2016-08-08T21:10:24Z No. of bitstreams: 1 DISSERTAÇÃO - PEDRO RYÔ DE LANDIM Y GOYA.pdf: 1132426 bytes, checksum: 5c41146395c7a0faafdbd3dd243c0492 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-08-11T13:46:45Z (GMT) No. of bitstreams: 1 landimygoya_pr_me_bauru.pdf: 1132426 bytes, checksum: 5c41146395c7a0faafdbd3dd243c0492 (MD5) / Made available in DSpace on 2016-08-11T13:46:45Z (GMT). No. of bitstreams: 1 landimygoya_pr_me_bauru.pdf: 1132426 bytes, checksum: 5c41146395c7a0faafdbd3dd243c0492 (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Neste trabalho, buscou-se identificar e analisar conhecimentos de alunos concluintes de cursos de graduação em Ciências Biológicas, modalidade Licenciatura, quanto a conteúdos fundamentais da temática Biotecnologia, tendo em vista a presença de tais conteúdos no currículo vigente na rede estadual do Estado de São Paulo e em outros documentos oficiais. Também, buscou-se identificar a relevância do tema para o Ensino de Biologia. Para atingir tal objetivo, um questionário foi aplicado em quatro turmas de dois campi de uma universidade pública do Estado de São Paulo. A partir das respostas dos entrevistados foram identificados os saberes docentes, nos quais os professores baseiam sua prática, sendo eles os disciplinares, curriculares, experienciais. Os dados revelam que há um reconhecimento por parte dos entrevistados da importância do Ensino de Biotecnologia e seus conteúdos, porém, estes indicam que há uma deficiência na formação inicial dos alunos entrevistados quanto ao tema Biotecnologia e seus conteúdos, o que reflete na falta de confiança para administrar esses conteúdos e tirar as dúvidas que possam surgir em sala de aula, quando estiverem atuando como professores. Outro ponto destacado neste trabalho é uma deficiência também na formação pedagógica dos entrevistados, evidenciada por limitações quanto à visão do papel do professor de Biologia, a aptidão com ressalvas para exercer a profissão e limitado conhecimento de modalidades didáticas. / This research focuses in identify and analyze the knowledge of graduating students of undergraduate courses in Biological Sciences, licentiate degree mode, as the fundamental contents of the subject Biotechnology, in view of the presence of such content in the existing curriculum in the State of São Paulo and other official documents. Also, were sought to identify the relevance of the theme for the Biology teaching. To achieve this goal, a questionnaire was administered to four groups of two campuses of a public university in the State of São Paulo. From the answers of the respondents teachers knowledge were identified, in which teachers base their practice, they are the disciplinary, curricular, experiential. The data shows that there is a recognition by the respondents of the importance of Biotechnology teaching and its contents, however, they indicate that there is a deficiency in the pre-service training of the students interviewed on the subject Biotechnology and its contents, which reflects the lack of confidence to manage such content and answer the questions that may arise in the classroom when they are acting as teachers. Another point highlighted in this work is also a deficiency in the pedagogical training of respondents, as evidenced by limitations on the Biology teacher's role vision, the ability with reservations to practice and limited knowledge of teaching methods.

This study aimed to investigate adaptation challenges of novice teachers in induction period, to analyze the variables influencing their adaptation, and to assess pre-service and in-service training in terms of preparing them for induction into teaching. Through a questionnaire, the data were collected from 465 novice teachers teaching in randomly selected 8 provinces of Turkey. The general results revealed that novice teachers had job-related concerns a little more often than the social concerns. The four most frequent adaptation challenges appeared as (1) workload, (2) social status and identity, (3) supervisor, and (4) classroom management challenges. Novice Teachers&rsquo / adaptation challenges differed in relation to age, subject area, university, faculty, practice teaching, existence of a mentor teacher in pre-service years, school type, grade level, amount of in-service training, and love of teaching profession. More than half of the participants perceived their pre-service and in-service training insufficient.

Straipsnyje profesionalų, dirbančių multikultūrinėje erdvėje rengimas nagrinėjamas kaip viena pagrindinių sąlygų, užtikrinant pozityvaus vaikų ir jaunimo socializavimosi procesą. Pirmojoje straipsnio dalyje analizuojamos profesionalų rengimo vaikų ir jaunimo pozityviai integracijai ir sociokultūriniam subalansavimui prielaidos bei atliekama sociokultūrinės integracijos ir multikultūriškumo ugdymo, bei pozityviosios socializacijos praktinės veiklos analizė. Antroje straipsnio dalyje pristatoma mokytojų rengimo vykdoma švietimo politika ir lyginamieji Lietuvos universitetų, rengiančių būsimuosius mokytojus, švietimo politikos efektyvumo tyrimai. / The topic of the master’s issue “Pre–service teacher preperation on youth and children pozitive integration and sociocultural balance”. The main issue was to clarify the preparance of the pre – teachers in the field of diverity by accepting the most important idea of the positive integration of the youth and children.

Although more nuanced understandings of assessment have been proposed in the physical education literature, assessment practices remain relatively underdeveloped, and when used, tend to focus on traditional, summative evaluations of learning. However, physical education teacher education programs can be used as an intervention to help pre-service teachers develop assessment knowledge and skill. Toward this end, the purpose of this article is to propose an evidence-based framework for helping pre-service teachers develop assessment literacy that is rooted in occupational socialization theory. The framework provides a four-phase approach to integrating assessment into teacher education, and includes suggestions for how physical education teacher educators can progressively help build pre-service teachers’ assessment knowledge in line with the focus given to instruction and planning. These suggestions acknowledge the technical and sociocultural aspects of learning to use assessment. Implications are discussed along with the need to help graduating pre-service teachers transfer lessons learned into the workplace.

Made available in DSpace on 2014-08-20T13:48:26Z (GMT). No. of bitstreams: 1 Candida_Maria_Sousa_Custodio_Dissertacao.pdf: 326414 bytes, checksum: e724d0ce8defdc7ce5b4e236cc9ce400 (MD5) Previous issue date: 2010-08-26 / This research aimed at knowing, by means of Curricular Pre-service Training if school used for training, from the perspective of the principal team, the teachers and trainers, contributes to initial training of teachers coming from Higher Education Institutions (HEIs). Based on a qualitative approach we used a questionnaire for getting data. Data collection among respondents was done by intentional sampling. The study was carried out in a public elementary and secondary school in Pelotas, Rio Grande do Sul State. Some resulting questions marked out the study, such as: which types and what the characteristics are of the possible contribution of the school used for training? How is really built the relationship between the school used for training and the HEIs? The main theoretical bases were Alarcão (2001), Nóvoa (1992; 1995), and Pepper (2001; 2008). Some elements may be emphasized as a synthesis of the study: The three groups mentioned the importance of supervised pre-service training for initial training of future teachers. Training was characterized as the place of practice, as well as the moment to practice learned theories. In addition, institutions also were recognized as having very different roles, in other words, the university as the place of theory and the school as the place of practice. A criticism was presented to the distance, normally perceived, between the school used for training and the university. Another criticism regarded the fact that training happens for a too short time, something more emphasized by teachers and of the principal team. It seems advisable to see the school used for training as cotraining institution for the future teacher in activities that are only developed during training. A question to be considered is that the school has not the role of a mere "recipient" of trainers, but, even according to some laws, a more formative role. Supervised Pre-Service Training, although a mandatory component, and despite being thought as an articulator of knowledge, included in curricular syllabuses, seems to lacks mechanisms that could structure its recognition as a place in the professional field connected to curricular university activities. / Esta pesquisa buscou conhecer, via Estágio Curricular, se a escola-campo de estágio, na perspectiva da equipe diretiva, dos professores e dos próprios estagiários, contribui para a formação inicial do professor oriundo de Instituições de Educação Superior. Alicerçada numa abordagem qualitativa utilizou, como instrumento, o questionário. A coleta de dados, entre esses segmentos, foi por amostragem intencional. O estudo foi realizado numa escola pública de ensino fundamental e médio, na cidade de Pelotas, RS. Algumas questões decorrentes balizaram o estudo, tais como: de que tipo e como se caracteriza a possível contribuição da escola-campo de estágio? Como efetivamente tem se construído a relação escola-campo e IES? Destacaram-se como referenciais teóricos, neste trabalho, Alarcão (2001); Nóvoa (1992; 1995); Pimenta (2001; 2008). Alguns elementos podem ser destacados como síntese do estudo, são eles: Os três segmentos mencionaram a importância do estágio supervisionado para a formação inicial dos estagiários, futuros professores. O estágio foi caracterizado como o local da prática, bem como o momento para colocar em prática a teoria. Aliada a esta observação tem o fato de as instituições também terem sido reconhecidas com papéis muito distintos, ou seja, universidade como local da teoria e escola como o local da prática. Uma questão de crítica foi o distanciamento, normalmente percebido, entre a escola-campo e a universidade. Outro ponto de crítica foi no tocante à pouca permanência dos estagiários na escola, e esse dado foi evidenciado com maior ênfase nos dizeres dos professores e da equipe diretiva. Parece ser pertinente pensar a escola-campo de estágio como uma instituição co-formadora do futuro professor, em atividades que se atribuem ao momento de estágio. A questão a ser pensada é que o papel da escola não se reduz à mera recebedora de estagiários, mas tem, até por orientação legal, um papel mais formativo. Ao Estágio Curricular Supervisionado, ainda que seja componente obrigatório, e considerado como articulador de saberes, com espaço na grade curricular, parece lhe faltar, no entanto, mecanismos que possam estruturar seu reconhecimento como espaço do campo profissional em conexão às atividades do curso.

Studies have shown that most teachers in South Africa have no background in Environmental Education (EE), have not received pre-service training in EE and very little teacher education has taken place in EE. The Revised National Curriculum Statements emphasise the infusion of EE in all learning areas. There is, however, a problem whether there is a need for professional development of teachers for effective EE. The main aim of this study is to enable teachers to acquire knowledge and skills to infuse EE in all learning areas. The study gathered data through literature review from primary and secondary sources. The questionnaire was developed as a research tool and was sampled to 216 Tshwane North District Office teachers. The collected data are analysed by using the frequency tables indicating percentage of respondents in each category. The study recommends the professional development of teachers for effective implementation of EE in schools. / Educational Studies / M.Ed.

Made available in DSpace on 2016-04-28T20:57:14Z (GMT). No. of bitstreams: 1 Hugo.pdf: 1071426 bytes, checksum: c17a4300846414d5eb331657dd088ae1 (MD5) Previous issue date: 2007-05-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The conceptions and practices of teachers regarding educational assessment or educational evaluation of their pupils have been object of critical concerns for many years, on the part of innumerable educational researchers. However, looking at the conditions that are offered to the teachers for learning the complex procedure of evaluation, it can be observed that its pre-service training does not contemplate it, that there are few consistent chances of in-service training on the theme, that the critics generally have been writing more about the difficulties than have offered realistic solutions, and that the available models or approaches on what must be the process of evaluation are not concordant between them nor are they completely structured for the immediate application in classroom. Considering this picture, this study has the purpose of investigating what the difficulties are in the formation of the teacher for the evaluation of his pupils (also known as classroom assessment, pedagogical assessment classroom evaluation). To analyze the mentioned situation, we consider in the study a great amount of evaluation approaches, taken from the Brazilian, American or European academic discourses, as well as research on the formation of teachers regarding the difficulties faced for them in their education, continued or initial (in-service or pre-service training). We have interviewed 12 private school teachers of the city of São Paulo, from different subjects; they were considered as very involved in the process of learning on evaluation, by directors and/or coordinators of their schools. Based on the analysis of the teachers speech and in the presented theories, it was verified that the difficulties are of different orders: the lack of pre-service training for the evaluation process, inadequate pre-service training for teaching, the dispersion of evaluative approaches, the lack of material adjusted for the study of the different evaluative approaches, and questions related to the structure of the teaching work - number of pupils, the role of the institution where the teacher works and the relationship between the group of teachers / As concepções e as práticas dos professores do Ensino Básico, referentes à avaliação de sala de aula, têm sido objeto de crítica há muitos anos, por parte de inúmeros pesquisadores educacionais. Ao serem observadas, porém, as condições que são oferecidas aos professores para a aprendizagem do complexo procedimento da avaliação, vê-se que sua formação inicial não a contempla, que há poucas oportunidades consistentes de formação continuada sobre a temática, que os críticos que vêm escrevendo sobre ela mais têm denunciado seus problemas do que têm oferecido soluções realistas, e que as abordagens disponíveis aos professores sobre o que deva ser a avaliação não são concordes entre si nem estão completamente estruturadas para a imediata aplicação em sala de aula. Diante desse quadro, este estudo teve por finalidade investigar quais as dificuldades na formação do professor para a avaliação que realiza de seus alunos (também conhecida como avaliação de sala de aula, pedagógica ou do rendimento do aluno). Tendo por base um amplo panorama das abordagens avaliativas, presentes no discurso educacional brasileiro, norte-americano e europeu, bem como pesquisas sobre a formação de professores que tratam das dificuldades enfrentadas pelo professor para sua formação, inicial ou continuada, foram realizadas entrevistas com 12 professores de escolas particulares da cidade de São Paulo, de diferentes áreas disciplinares, considerados pelos diretores e/ou coordenadores de suas escolas como muito envolvidos no processo de aprendizagem sobre avaliação.Com base na análise das falas dos sujeitos e nas teorias apresentadas, verificou-se que as dificuldades são de várias ordens: a falta de formação inicial para as questões avaliativas, a formação inicial inadequada para o exercício da docência, a dispersão de abordagens avaliativas para consumo do professor, a falta de material adequado para o estudo das diferentes abordagens, e questões ligadas à estruturação do trabalho docente número de alunos, o papel da instituição escolar, o grupo de professores em suas interrelações

Studies have shown that most teachers in South Africa have no background in Environmental Education (EE), have not received pre-service training in EE and very little teacher education has taken place in EE. The Revised National Curriculum Statements emphasise the infusion of EE in all learning areas. There is, however, a problem whether there is a need for professional development of teachers for effective EE. The main aim of this study is to enable teachers to acquire knowledge and skills to infuse EE in all learning areas. The study gathered data through literature review from primary and secondary sources. The questionnaire was developed as a research tool and was sampled to 216 Tshwane North District Office teachers. The collected data are analysed by using the frequency tables indicating percentage of respondents in each category. The study recommends the professional development of teachers for effective implementation of EE in schools. / Educational Studies / M.Ed.