Abstract My aim was to study gendered structures and processes and the challenges arising from them in primary teacher education. The topic was studied from structural and from agency-based and processual perspectives. The special tools used in the analyses consisted of culturally produced differences and asymmetry and the symbolic meanings given to them. The study included historical and contemporary parts. The historical part of the study acquired its focus through the structures of the first Finnish Teacher Seminar and through three annual curricula of primary teacher education in Oulu. Data for the contemporary analyses were collected during a pedagogic development project carried out at the Oulu Department of Teacher Education in the years 1988–1996 The most visible components of the gender system identifiable in the structures of the first Finnish Teacher Seminar were the following: – different aims for personal growth – sex- and grade-based division of prospective teachers: female teachers for girls of all ages and small boys, male teachers for boys aged 10 or more – differences in study subjects; especially in physical education, handicraft and pedagog – everyday chores and pedagogical tasks of the student – moral code and normative contro – different enrolment requirements The sex-related differences in the first curriculum of the Oulu College of Teacher Education were surprisingly similar to the differences seen in the first Finnish Teacher Seminar. The academic curricula proved to be ostensibly gender-neutral. But the research findings showed, in accordance with several other research findings, that formal neutrality does not eliminate institutionalised gendered features or gendered perspectives for personal and/or professional development. On the basis of the findings, the following aspects of the gender system and gender contracts in contemporary primary teacher education in Oulu could be identified: – Almost without exception, the students qualifying in the education of the first two forms were female. – Female students qualified in various subjects taught in primary school while male students rather tended to acquire their qualifications according to a more personal orientation. Their special qualifications were mostly physical education and technical work. – There was a tendency among the student teachers to notice boys differently from girls and to experience boys as more challenging, and to – interpret pupils’ school achievements in sex-related ways. This tendency was also shared by te pupils.

This thesis examines teachers’ voices on the latest curriculum reform and how teachers experience the impact of the reform on their teaching. The aim of this study is to contribute to knowledge about the conditions of the implementation of a new reform and how the reform controls and empowers teachers’ teaching. I examine the issue using the concepts from curriculum theory and implementation theory as well as visible and invisible pedagogy. Primary school teachers, Grades 1-3 (n=224) within an entire municipality responded to an extensive questionnaire concerning their relation to the reform. The questionnaire was developed from qualitative interviews and questionnaires with open questions. The new curriculum reform tends towards increased control but the results show that the majority of teachers consider both the curriculum and the national examinations for Grade 3 as a support in their teaching and assessment. Most teachers express that the recent curriculum increases their professionalism. Yet there is a tension between positive and negative experiences of the reform, as some teachers express that the new curriculum and the national tests limit their professional freedom while other teachers express that they would like even more detailed support and guidance. There are also teachers who think it is too early to introduce goals, in the form of knowledge requirements and national tests, because it violates the students’ right to develop at their own pace based on their prerequisites. Further, most teachers in the study state that they have been affected by the goals and the national tests, but at a school level a common plan in mathematics and routines to discuss the goals of mathematics education is often lacking. The study also shows that national tests are not used in order to improve the mathematics results of the whole school. The factor analysis shows that there are differences between teachers’ voices depending on their age, their teaching experience, and if they are graduated before or after the reform of 1994. The different expressions can be linked to teachers’ voices of teacher professionalism, of student learning and maturity. The results of the study are of interest for various actors at different educational levels like politicians, curriculum authors and principals. By taking part of the study they have the opportunity to gain more knowledge of how to create good conditions to support teachers to enact the curriculum in their classrooms.

[pt] O presente trabalho tem como objetivo contribuir com a história da profissionalização do professor primário a partir do entendimento das suas condições laborais entre 1854 e 1926, na cidade do Rio de Janeiro. O trabalho tem como ponto de partida uma análise inicial das chamadas profissões imperiais, Medicina, Direito e Engenharia, o que possibilitou a edificação de categorias de análise da profissão de professor primário, ladeadas pelas especificidades deste grupo profissional. Assim, destacamos neste trabalho os movimentos de feminização e feminilização do magistério, as mudanças das instâncias formativas, os movimentos de associativismo docente, além da visão salvacionista da educação, reforçada no período estudado. Na elaboração deste trabalho, realizamos o levantamento da documentação legal do período e fixamos como eixos de análise a reforma Couto Ferraz realizada em 1854 e as ações de Carneiro Leão à frente da Diretoria Geral de Instrução Pública, entre 1922 e 1926. A opção pelo estudo da legislação educacional está fundamentada no desejo de entender a profissão docente a partir da análise do mecanismo que consideramos mais expressivo de comunicação e relação entre os professores e o Estado: a normatização laboral. No entanto, para entender a legislação e seus impactos na organização dos professores foi necessário recorrer a uma diversidade de fontes, relatórios ministeriais, atas de congressos, publicações em jornais de grande circulação, manifestos e comunicações entre as autoridades administrativas e os professores. A análise desse material nos possibilitou observar movimentos interessantes de resistência e adaptações, por parte dos professores e do Estado, que resultaram em marcas profissionais distintivas como a fragmentação profissional e o controle do trabalho docente. Desta forma, acreditamos que o entendimento das condições de trabalho dos professores primários, ao longo da história, pautadas pela relação da categoria com o Estado, é um elemento chave para a compreensão da construção do lugar da profissão de professor na sociedade, para a constituição do fazer docente, entre outras questões que cercam este ofício. / [en] This work aims to contribute to the history of professionalization of schoolteacher from the understanding of their working conditions between 1854 and 1926 in the city of Rio de Janeiro. The work takes as its starting point an initial analysis of so-called imperial professions, Medicine, Law and Engineering, which enabled the construction of categories of analysis of primary teaching profession, flanked by the specifics of this professional group. Thus, we highlight in this study the movements of feminization and feminisation of the teaching profession, the changes of training instances, the movements of teacher associations, as well as Salvationists vision of education, increased during the study period. In preparing this report, we conducted a survey of the legal documentation of the period and we set as analysis axes Couto Ferraz reform carried out in 1854 and the actions of Carneiro Leao ahead of the General Directorate of Public Instruction between 1922 and 1926. The choice of study educational legislation is based on the desire to understand the teaching profession from the analysis of the mechanism that we consider most expressive communication and relationship between the teachers and the state: labor regulation. However, to understand the legislation and its impact on the organization of teachers was necessary to use a variety of sources, ministerial reports, conference proceedings, publications in major newspapers, manifestos and communications between the administrative authorities and teachers. The analysis of this material has enabled us to observe interesting resistance movements and adaptations by teachers and the state, resulting in distinctive professional brands such as professional fragmentation and control of teaching. Thus, we believe that the understanding of the working conditions of primary teachers throughout history, guided by the ratio of the category with the state, is a key element for understanding the construction of the place of the teaching profession in society, to form do the teaching, among other issues surrounding this craft.

Over the past decades, there has been a growing consensus among researchers and teacher educators that more support and training should be provided for pre-service and in-service teachers in order to help them acquire basic assessment knowledge and competence. Using a quasi-experimental research design, this dissertation study examined the effectiveness of a backward-designed assessment training course for improving the assessment literacy levels of pre-service primary teachers who were participating in college-level teacher preparation programs in Shanghai. Two extant naturally formed classes, within which the eighty pre-service primary teachers from a private pre-service teacher education institution XT in Shanghai fit the participants recruiting criterion, were used to serve as the treatment and control groups. Framed by the design approach of Understanding by Design (UbD) developed by Grant Wiggins and Jay McTighe (2005), an assessment training program was developed and provided for those in the treatment group during a 12-week period of time; in contrast, those in the control group were not provided with any assessment-related courses. For all the participants, their levels of assessment literacy were measured twice, before and after the intervention, by using the Chinese version of the Assessment Literacy Inventory (Mertler & Campbell, 2005) which I modified further to better meet the context of this study. Results of the study suggest that: 1) among the courses (excluding the intervention itself) provided for the pre-service primary teachers involved in this study, limited efforts had been made to prepare the pre-service teachers for their future assessing tasks; 2) due to the inadequacy of assessment training, most of the Chinese pre-service teachers being tested were not initially literate enough in their assessment knowledge or practice; and 3) whether or not one participates in the assessment training course is a statistically significant predictor of pre-service teachers' assessment literacy, with their previous assessment literacy controlled. In other words, with the embedded theoretical framework of UbD, the designed assessment literacy training course appears to have had a large positive impact on improving pre-service teachers’ assessment competency ( F (1, 77) = 135.91, p 2 partial = .638).

The diploma thesis concentrates on characteristics of cooperation between czech and english speaking teachers in bilingual classes. The aim of this thesis is to explore the cooperation at elementary school and to find out the advantages and disadvantages of the collaboration between the two. The theoretical part of this work is based on the literature and it summarizes the main characteristic of this problém. The practical part is an outcome of the qualitative research. Case study focuses on detailed describtion of the bilingual programme backround gained by the author's personal experience. The choosen methods of the reaserch are intviews with bilingual programme teachers and observations of a native speaking teacher. The outcome of the thesis is analysis of data gained from the intrview and observing. On the based of the action research the thesis states the recommendations to rise the efectivity of the bilingual teacher's collaboration. KEYWORDS Bilingaulism, native speaker, cooperation between teachers, primary teacher, bilingual education, qualitative research

Made available in DSpace on 2016-04-27T14:31:51Z (GMT). No. of bitstreams: 1 Suzete Lourenco Buque.pdf: 1683443 bytes, checksum: 0b1d4d9292c1a0c7c8da4cec2977d394 (MD5) Previous issue date: 2006-07-28 / The present dissertation has as its research object the tutorial process in the primary teacher distance education course administered by the Institute for the Improvement of Teachers (IAP), in a case study in the District of Chibuto, Gaza Province. The objective of the research is the analysis of the pedagogical relations established between tutor and course participants, and develop, from the study of this practice, improvements for future courses and pedagogical actions related to EAD (Distance Education). It is also an objective of this dissertation to suggest some innovations in the ways course participants are accompanied. The role of the tutor in accompanying course participants is vital for them not to feel isolated and to obtain good study results. In this research the qualitative approach was adopted and the main focus was on the information provided by the persons involved in the process, such as course participants, tutors and managers. A theoretical framework was chosen which comprises the fundamentals of Distance Education, Teaching- learning Theory and Pedagogy. The results of the research permit me to conclude that the poor interaction observed in the relations between tutors and course participants and between the latter themselves is influenced by various factors, such as: tutorial articulation scheme; tutors profile; course regulations; prescriptive character of the tutor s manual; lack of financial conditions of the course participants. It is my opinion that opting for the use of the computer and internet (using solar panels as the energy source) could contribute to improve these relations, while at the same time reducing the distances the course participants have to travel to get to the Pedagogical Nucleus / O Presente trabalho tem como objecto de estudo o processo de tutoria no curso de formação de professores primários dado pelo Instituto de Aperfeiçoamento de Professores (IAP) num estudo de caso no distrito de Chibuto, província de Gaza. O objectivo da pesquisa é analisar a relação pedagógica que se estabelece entre tutor e cursistas e extrair dessas práticas, melhorias para os futuros cursos e acções pedagógicas ligadas a EAD. É ainda objectivo deste trabalho sugerir algumas inovações no acompanhamento dos cursistas. O papel do tutor no acompanhamento dos cursistas é vital para que estes não se sintam isolados e tenham o melhor resultado em seus estudos. Nesta pesquisa foi adoptada a abordagem qualitativa, dando-se muita importância às informações trazidas pelos intervenientes no processo, como os cursistas, tutores e gestores. Optou-se por um quadro teórico que abarca fundamentos de EAD, Didáctica e Pedagogia. Os resultados da pesquisa permitiram-me concluir que a fraca interacção que se verifica na relação entre tutores e cursistas e cursistas entre si é influenciada por vários factores como: esquema montado para a articulação da tutoria, perfil dos tutores, regulamento do curso, carácter prescritivo do manual do tutor e condições financeiras dos cursistas. Julga-se que a opção pelo uso do computador ligado a internet (recorrendo a painéis solares como fonte de energia eléctrica) pode contribuir para melhorar essa relação e ao mesmo tempo diminuir as distâncias que os cursistas percorrem para chegar ao núcleo Pedagógico

The purpose of this study is to show how some of primary teachers and support teachers in middle and lower secondary school, with help from special education advice and support, create conditions for learning for integrated students with intellectual disability. The research questions in the study are, how can special advice be arranged in the form of a network? What questions may be in focus for teachers and support teachers who teach student with intellectual disability? How does the teachers and support teacher reasons at the implementation of special advice. An research overview of the field within the field of inclusion of students with intellectual disability was done.  The theoretical approach is based on Dillons seven elements of curriculum, which form an educational context. The seven categories are: teacher, student, subject, environment, activity and result. The study has a qualitative approach. The method which has been used in the study is qualitative interviews. The study includes interviews with a principal, a special education teacher, primary teachers and support teachers. The principal and the special teacher were interviewed with the purpose to find out the thoughts behind the recently started network in the township, for regular schools who educate students with intellectual disabilities who are integrated. The analysis of the data conducted by separating the answers in different categories. These categories were created from Dillons seven elements of curriculum, which were clustered into three themes.   The result indicates that the teachers and support teachers have a positive attitude towards teaching students with intellectual disability in primary school. It is also indicates that the primary teachers and support teachers have a large need for support in the form of special education advice. Support needed in various ways, but particularly when it comes to discussing thoughts and ideas, adjusting material and finding an appropriate level of teaching.

The purposes of this study are to (1) identify and classify the needs of pre-service primary teacher education in Cross River State, Nigeria; (2) establish a priority of identified needs by perceived importance; and (3) propose a model for the preparation of primary teachers in Cross River State, Nigeria, based upon the needs identified.

The purpose of this essay is to examine the differences between two schools in Sweden, and how they have chosen to take advantage of / work with their extended school.In this story, I describe what a period can look like at a school in Stockholm and then how it works at a school in Gothenburg. I try to investigate what makes it work, both by reviewing schedule-sacrifices and the actual meaning of the extended school teachers mission , and what it results in in each school.I will also talk to the students in each school and ask them what they think we’re doing when they’re in class, and see if there will be any differences depending on which school. The thesis method is an essay where I will start from my story and support my questions through research in the leisure-centers role in school, leadership, the role of the extended school in workplace and my own reflections. / Denna uppsats undersöker skillnaderna mellan två skolor, en i Göteborg och en i Stockholm, och om hur de har valt att ta till vara på/arbeta med sitt fritidshem. I berättelsen skildrar jag hur en period kan se ut på en skola i Stockholm och sedan hur det fungerar på en skola i Göteborg. Jag försöker att undersöka vad det är som gör att det fungerar, både genom att se över schema-uppoffringar, meningen med fritidshemslärarens uppdrag och vad det resulterar i på respektive skolor. Jag kommer även att prata med eleverna om vad dom anser att vi fritidshemslärare gör för någonting under skoldagen, för att se om dom ser på oss olika, beroende på skola och arbetssätt. Uppsatsens metod är en essä där jag kommer att utgå ifrån min berättelse och stödja mina frågeställningar genom forskning inom fritidshemmets roll i skolan, ledarskap, tolkning av uppdraget, och mina egna reflektioner.

Introduktion: Hälsokompetens är viktigt för individen för att på ett adekvat sätt kunna ta till sig hälsoinformation, bearbeta, reflektera samt omvandla kunskaperna till praktik. Skolan är en viktig arena för hälsofrämjande arbete, då elever oavsett bakgrund ingår i skolsystemet. Grundskolläraren har en viktig roll i det hälsofrämjande arbetet som sker på skolan riktat mot eleverna. Syfte: Syftet med studien var att utforska grundskollärares totala nivå av hälsokompetens och på vilket sätt nivån skiljer sig mellan variablerna i instrumentet HLS-EU-Q16. Metod: En tvärsnittsstudie genomfördes med hjälp av en webbaserad enkätundersökning. Instrumentet HLS-EU-Q16 inkluderades i enkäten för att undersöka nivån av hälsokompetens. Rekrytering skedde via sociala medier. Frekvens och Chi2-test genomfördes. Resultat: Bland grundskollärarna (n=22) hade 90.9% en tillräcklig hälsokompetensnivå, medan 9,1 % hade problematisk hälsokompetens. Medelålder var 46.7 år och medelarbetslivserfarenhet var 16 år. Självskattat allmänt hälsotillstånd var 39.7% mycket bra, 51.6% bra, samt 9.7 någorlunda. Av deltagarna hade 35.5% en utbildning på fyra år eller mindre, och 64,5% hade över fyra års utbildning. Det fanns frågor inom instrumentet HLS-EU-Q16 som varierade. Självskattad allmänt hälsotillstånd tenderade att påverkas av ålder och utbildningsnivå. Demografiska variablerna ålder, arbetslivserfarenhet, hälsotillstånd, utbildningsnivå samt kön kunde inte inkluderas i en sambandsanalys med utfallsvariabeln hälsokompetensindex på grund av för litet stickprov. Slutsats: Hälsokompetensnivån var hög i studiepopulationen / Introduction: A high health literacy level is important for the individual to be able to adequately absorb, process and reflect over health information, and transform health knowledge into practice. The school is an important arena for health promotive work, as students, regardless of background, are part of the Swedish school system. Primary school teachers have important roles in health promotive school interventions, when students are the target population. Aim: The study aim was to explore primary school teachers' level of health literacy and in what way the level differs between included demographic variables. Method: A cross-sectional study was conducted using a web-based survey. The instrument HLS-EU-Q16 was included in the questionnaire to examine the level of health literacy. Participants were recruited through Facebook. Results: Among primary school teachers, 90.9% had sufficient health literacy and 9.1% problematic. The average age was 46.7 years and the average work experience was 16 years. Self-rated general health condition was 39.7% very good, 51.6% good, and 9.7% reasonably. The education level among participants differed,where 35.5% had an education that were four years or less and 64.5% had over four years of education. The demographic variables age, work experience, state of health, level of education and gender could not be included in a correlation analysis with the outcome variable health literacy index due to too small sample group. Conclusion: The level of health literacy is high in the study group of primary school teachers.