The Alliance+ project is a teacher professional development program that integrates technology into mathematics and science lessons. The effectiveness of this innovative program was evaluated in terms of students‟ perceptions of the classroom learning environment and their attitudes towards science/mathematics. The sample consisted of 759 students of seven mathematics/science teachers (four Alliance+ participants and three non-participants) in one middle school in Miami-Dade County, Florida. The students responded to learning environment scales based on the Constructivist Learning Environment Survey (CLES) and the What Is Happening In this Class? (WIHIC) questionnaires to assess their perceptions of the classroom learning environment. Additionally, they responded to an attitude scale modeled on the Test Of Science-Related Attitudes (TOSRA) to assess their attitudes towards mathematics/science. It was found that Alliance+ teachers were more successful than the non-Alliance+ teachers in promoting a classroom environment with more cooperation among students during the science/mathematics lessons. Additionally, Alliance+ professional development model was differentially effective for mathematics and science teachers in terms of three learning environment scales (namely, Teacher Support, Cooperation, and Critical Voice), but not in terms of students‟ attitudes to science. In terms of Cooperation, Alliance+ teachers were more effective than non-Alliance+ teachers for mathematics, but comparable in effectiveness to non-Alliance+ teachers for science. For Critical Voice, Alliance+ teachers were slightly more effective than non-Alliance+ teachers for mathematics, but considerably less effective than non-Alliance+ teachers for science. / In terms of Teacher Support, Alliance+ were less effective than non-Alliance+ teachers for science, but comparable in effectiveness to non-Alliance+ teachers for mathematics. However, teachers who did not participate in the Alliance+ project were more effective than the teachers who participated in the Alliance+ project in providing a positive learning environment in which the students perceived more teacher support and in promoting positive attitudes towards science/mathematics. Qualitative data results revealed that the Alliance+ teachers had not received sufficient support from their school administrators and Alliance+ trainers and lacked the resources that were necessary for them to implement the project successfully, which could possibly be an explanation for the quantitative results in favor of the non-Alliance+ teachers. This study also investigated outcome-environment associations. It was found that associations existed between students‟ attitudes towards science/mathematics and their perceptions of the classroom leaning environment (especially personal relevance, teacher support, and cooperation).

The purpose of this study was to explore teachers' perspectives of working with students with Attention Deficit Hyperactivity Disorder (ADHD) with two hundred twenty-eight K-12th grade teachers in Korea and the U.S. by using a concept mapping methodology. The four research questions were: (1) How do teachers in two different cultures (Korea and the U.S.) perceive working with students with ADHD? (2) Is there any difference in the level of awareness towards ADHD between the Korean and the U.S. teacher groups? (3) What cultural aspects are different between the Korean and U.S. teacher groups? and (4) Does Confucianism and Individualism have any influence on the perception of Korean teachers and U.S. teachers towards students with ADHD and their behaviors? The results indicate that differences exist between the Korean and U.S. teachers' perspectives of working with students with ADHD. Teachers in the two cultures have differences in demographic features, recognition of ADHD in relation to policies, services, and training experiences. Also, Korean and U.S. teachers showed different positions in concept maps which could be explained by the teachers 'cultural differences (Confucianism and Individualism). The final concept map indicates that teachers who have positive attitudes towards students with ADHD also tend to have more knowledge, confidence, and training experience in dealing with students' ADHD related behaviors. Teachers' positive attitudes toward students with ADHD are associated with doing "actions" to help students with ADHD. Teachers' negative attitudes toward ADHD behaviors is associated more with personal "emotions" in response to students' ADHD-related behaviors. This study will contribute to providing insights into how culture impacts teacher behaviors, expectations, beliefs and perceptions of ADHD, and as a result, show that teacher perceptions of ADHD seems to be dependent on a combination of one's cultural orientation and other variables identified in the study. Future researchers may research across other ethnic teacher populations to continue to measure teacher perspectives of working with students with ADHD. In addition, researchers can expand the study into an exploration of teachers' perspectives on special education services and the quality of teacher training for helping students with ADHD.

No description available.

Thesis (MScEng)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: South Africa is currently experiencing a time in which existing infrastructure is reaching its design life end. With a growing economy and the increased level of social development, existing infrastructure is under extreme pressure. South Africa is also facing a challenge in which a need exists for engineering capabilities. These capabilities include engineering skills to maintain and manage existing infrastructure, plan for new infrastructure and construct new needed infrastructure. This study looks at a possible solution towards the above mentioned challenges. As a solution, the study proposes a professional development program to prepare engineers to work in the environment of infrastructure development. More specifically the program prepares civil engineers to work in public sector organisations responsible for basic service infrastructure. The research for the proposed professional development program is done by comparing literature with feedback received from various industry professionals. By doing this, the components for the proposed program were researched and identified. The components for the proposed program are professional work experience, professional training and structured mentorship. A further deliverable of the proposed program is to assist candidates taking part in the program to register as professional engineers on completion of the program. The study further showed the proposed program should be structured in such a way that all the components mentioned above work together interactively and should be centrally managed to ensure all the goals for the program are being reached. It is further stated that if the proposed program could successfully be implemented and if all the stakeholders commit towards the goal of the proposed program, the program could have a significant positive impact towards the challenges mentioned above. / AFRIKAANSE OPSOMMING: Suid-Afrika beleef tans 'n tyd waarin bestaande infrastruktuur besig is om hul ontwerp tydperk te bereik. Met 'n groeiende ekonomie en die verhoogde vlak van maatskaplike ontwikkeling is bestaande infrastruktuur onder geweldige druk. Suid- Afrika staar ook tans `n uitdaging in die gesig in verband met onvoldoende getalle professionele ingenieurs, veral in die omgewing van die instandhouding van bestaande infrastruktuur, die konstruksie van nuwe infrastruktuur, en die beplanning van verdere nodige infrastruktuur. Hierdie studie ondersoek dus 'n moontlike oplossing tot bogenoemde uitdagings. As 'n moonlike oplossing stel die studie voor dat `n professionele ontwikkelingsprogram vir ingenieurs saamgestel word. So `n program sal dus ingenieurs oplei en voorberei vir werk binne die openbare sektor wat verantwoordelik is vir die ontwikkeling en bestuur van basiese dienste infrastruktuur. Die navorsing vir die voorgestelde professionele ontwikkeling program is gedoen deur bestaande literatuur te vergelyk met inligting ontvang vanaf verskeie professionele ingenieurs in die praktyk. Deur dit te doen, is die komponente vir die voorgestelde program nagevors en geïdentifiseer. Die geïdentifiseerde komponente vir die voorgestelde program is dus soos volg: professionele werkservaring, opleiding en gestruktureerde mentorskap. 'n Verdere aflewering van die voorgestelde program is om kandidate te registreer as professionele ingenieurs teen voltooiing van die program. Die studie toon ook verder aan dat al die komponente, soos wat hierbo genoem is, geïntegreerd moet plaasvind en dat die program gestruktureerd bestuur moet word vanaf `n sentrale punt of organisasie. Dit word dan verder genoem dat indien die voorgestelde program suksesvol geïmplementeer kan word, en indien die verskeie belanghebbendes tot die program hulle self tot die program kan verbind, die program 'n beduidende positiewe impak op die uitdagings hierbo kan maak.

A inserção das tecnologias digitais na escola não contemplam padrões de tempos atrás. Nesse contexto encontram-se os professores e os processos formativos. Com a situação da tecnologia na sociedade posta e sem possibilidades de recuo, a abordagem sobre os processos destinados à formação de professores é de extrema importância, uma vez que os profissionais da educação necessitam desenvolver competências e habilidades diante das tecnologias que permitam usufruir dos benefícios das mesmas em suas práticas didático-pedagógicas. Desse modo, o objeto de estudo deste trabalho são os professores de Química de instituições públicas e um processo formativo único e inédito no cenário brasileiro: o Programa de Desenvolvimento Profissional para Professores. O programa de formação ocorreu em Portugal por meio de um acordo de cooperação internacional entre os governos brasileiro e português. Entre os objetivos do referido programa está o estímulo do uso de tecnologias na construção de estratégias didático-pedagógicas de caráter inovador. Assim, o objetivo foi investigar o Programa de Desenvolvimento Profissional para Professores, frente à formação de professores de Química no que tange à utilização das tecnologias voltadas ao ensino dos conteúdos programáticos da disciplina de Química, com a finalidade de identificar aspectos (in)existentes que permeiam e/ou circundam as interações didático-pedagógicas que se inserem as tecnologias digitais enquanto mediadoras dos processos de ensino e de aprendizagem nos contextos de atuação dos professores cursistas. De natureza empírica, teve imersões internacionais e nacionais. Os sujeitos foram 50 professores de Química de 16 estados do Brasil e o Distrito Federal na fase internacional e 10 professores dos estados do Rio Grande do Sul, Paraná e Bahia acompanhados in loco na fase nacional. Os acompanhamentos ocorreram em momentos distintos: i) fase internacional, meses de janeiro e fevereiro de 2014, nas Universidades do Porto e de Aveiro; ii) fase nacional, mês de junho de 2015 e entre os meses de março e maio de 2016. A análise dos dados foi baseada na Análise de Conteúdo com auxilio do software QSR Nvivo. Os resultados conduziram à construção de categorias analíticas nomeadas com expressões oriundas dos próprios professores de Química. Foram delimitadas em três domínios distintos, a saber: i) aqui na escola; ii) as pessoas aqui; e iii) lá em Portugal. Foi possível constatar a existência de divergências entre o programa de formação, as expectativas, as narrativas e as práticas dos professores em seus ambientes profissionais no que concerne à utilização das tecnologias digitais no ensino dos conteúdos programáticos escolares da disciplina de Química. / The introduction of digital technologies in school do not include standards long ago. In this context are the teachers and the preparation processes. With the state of technology in society put and recoilless possibilities, the approach to the processes for the teacher training is of utmost importance, since education professionals need to develop skills and abilities in the face of technologies to enjoy the benefits of same in their didactic and pedagogical practices. Thus, the work of this object of study are the Chemistry teachers of public institutions and a unique and unprecedented educational process in the Brazilian scenario: the Professional Development Program for Teachers. The training program took place in Portugal through an international cooperation agreement between the Brazilian and Portuguese governments. Among the objectives of the program is encouraging the use of technologies in the construction of didactic and pedagogical strategies of innovative character. The objective was to investigate the Professional Development Program for Teachers, opposite the training chemistry teachers regarding the use of technologies aimed at teaching the syllabus of the subject of chemistry, in order to identify aspects (in) existing that permeate and / or surround the didactic and pedagogical interactions that are part of the digital technologies while mediating the processes of teaching and learning in action contexts of teacher students teachers. Empirical nature, had national and international immersions. The subjects were 50 Chemistry teachers from 16 states of Brazil and the Federal District on the international stage and 10 teachers from the states of Rio Grande do Sul, Paraná and Bahia accompanied in place in the national phase. Accompaniments occurred at different times: i) international stage, January and February 2014, the Universities of Porto and Aveiro; ii) national phase, June 2015 and between March and May 2016. Data analysis was based on content analysis with the aid of QSR NVivo software. The results led to the construction of analytical categories named with expressions originate in the Chemistry teachers. They were defined in three distinct areas, namely: i) here at school; ii) the people here; and iii) there in Portugal. It was found that there are differences between the training program, expectations, narratives and teachers' practices in their professional environments regarding the use of digital technologies in teaching the school syllabus of the subject of chemistry.

A inserção das tecnologias digitais na escola não contemplam padrões de tempos atrás. Nesse contexto encontram-se os professores e os processos formativos. Com a situação da tecnologia na sociedade posta e sem possibilidades de recuo, a abordagem sobre os processos destinados à formação de professores é de extrema importância, uma vez que os profissionais da educação necessitam desenvolver competências e habilidades diante das tecnologias que permitam usufruir dos benefícios das mesmas em suas práticas didático-pedagógicas. Desse modo, o objeto de estudo deste trabalho são os professores de Química de instituições públicas e um processo formativo único e inédito no cenário brasileiro: o Programa de Desenvolvimento Profissional para Professores. O programa de formação ocorreu em Portugal por meio de um acordo de cooperação internacional entre os governos brasileiro e português. Entre os objetivos do referido programa está o estímulo do uso de tecnologias na construção de estratégias didático-pedagógicas de caráter inovador. Assim, o objetivo foi investigar o Programa de Desenvolvimento Profissional para Professores, frente à formação de professores de Química no que tange à utilização das tecnologias voltadas ao ensino dos conteúdos programáticos da disciplina de Química, com a finalidade de identificar aspectos (in)existentes que permeiam e/ou circundam as interações didático-pedagógicas que se inserem as tecnologias digitais enquanto mediadoras dos processos de ensino e de aprendizagem nos contextos de atuação dos professores cursistas. De natureza empírica, teve imersões internacionais e nacionais. Os sujeitos foram 50 professores de Química de 16 estados do Brasil e o Distrito Federal na fase internacional e 10 professores dos estados do Rio Grande do Sul, Paraná e Bahia acompanhados in loco na fase nacional. Os acompanhamentos ocorreram em momentos distintos: i) fase internacional, meses de janeiro e fevereiro de 2014, nas Universidades do Porto e de Aveiro; ii) fase nacional, mês de junho de 2015 e entre os meses de março e maio de 2016. A análise dos dados foi baseada na Análise de Conteúdo com auxilio do software QSR Nvivo. Os resultados conduziram à construção de categorias analíticas nomeadas com expressões oriundas dos próprios professores de Química. Foram delimitadas em três domínios distintos, a saber: i) aqui na escola; ii) as pessoas aqui; e iii) lá em Portugal. Foi possível constatar a existência de divergências entre o programa de formação, as expectativas, as narrativas e as práticas dos professores em seus ambientes profissionais no que concerne à utilização das tecnologias digitais no ensino dos conteúdos programáticos escolares da disciplina de Química. / The introduction of digital technologies in school do not include standards long ago. In this context are the teachers and the preparation processes. With the state of technology in society put and recoilless possibilities, the approach to the processes for the teacher training is of utmost importance, since education professionals need to develop skills and abilities in the face of technologies to enjoy the benefits of same in their didactic and pedagogical practices. Thus, the work of this object of study are the Chemistry teachers of public institutions and a unique and unprecedented educational process in the Brazilian scenario: the Professional Development Program for Teachers. The training program took place in Portugal through an international cooperation agreement between the Brazilian and Portuguese governments. Among the objectives of the program is encouraging the use of technologies in the construction of didactic and pedagogical strategies of innovative character. The objective was to investigate the Professional Development Program for Teachers, opposite the training chemistry teachers regarding the use of technologies aimed at teaching the syllabus of the subject of chemistry, in order to identify aspects (in) existing that permeate and / or surround the didactic and pedagogical interactions that are part of the digital technologies while mediating the processes of teaching and learning in action contexts of teacher students teachers. Empirical nature, had national and international immersions. The subjects were 50 Chemistry teachers from 16 states of Brazil and the Federal District on the international stage and 10 teachers from the states of Rio Grande do Sul, Paraná and Bahia accompanied in place in the national phase. Accompaniments occurred at different times: i) international stage, January and February 2014, the Universities of Porto and Aveiro; ii) national phase, June 2015 and between March and May 2016. Data analysis was based on content analysis with the aid of QSR NVivo software. The results led to the construction of analytical categories named with expressions originate in the Chemistry teachers. They were defined in three distinct areas, namely: i) here at school; ii) the people here; and iii) there in Portugal. It was found that there are differences between the training program, expectations, narratives and teachers' practices in their professional environments regarding the use of digital technologies in teaching the school syllabus of the subject of chemistry.

A inserção das tecnologias digitais na escola não contemplam padrões de tempos atrás. Nesse contexto encontram-se os professores e os processos formativos. Com a situação da tecnologia na sociedade posta e sem possibilidades de recuo, a abordagem sobre os processos destinados à formação de professores é de extrema importância, uma vez que os profissionais da educação necessitam desenvolver competências e habilidades diante das tecnologias que permitam usufruir dos benefícios das mesmas em suas práticas didático-pedagógicas. Desse modo, o objeto de estudo deste trabalho são os professores de Química de instituições públicas e um processo formativo único e inédito no cenário brasileiro: o Programa de Desenvolvimento Profissional para Professores. O programa de formação ocorreu em Portugal por meio de um acordo de cooperação internacional entre os governos brasileiro e português. Entre os objetivos do referido programa está o estímulo do uso de tecnologias na construção de estratégias didático-pedagógicas de caráter inovador. Assim, o objetivo foi investigar o Programa de Desenvolvimento Profissional para Professores, frente à formação de professores de Química no que tange à utilização das tecnologias voltadas ao ensino dos conteúdos programáticos da disciplina de Química, com a finalidade de identificar aspectos (in)existentes que permeiam e/ou circundam as interações didático-pedagógicas que se inserem as tecnologias digitais enquanto mediadoras dos processos de ensino e de aprendizagem nos contextos de atuação dos professores cursistas. De natureza empírica, teve imersões internacionais e nacionais. Os sujeitos foram 50 professores de Química de 16 estados do Brasil e o Distrito Federal na fase internacional e 10 professores dos estados do Rio Grande do Sul, Paraná e Bahia acompanhados in loco na fase nacional. Os acompanhamentos ocorreram em momentos distintos: i) fase internacional, meses de janeiro e fevereiro de 2014, nas Universidades do Porto e de Aveiro; ii) fase nacional, mês de junho de 2015 e entre os meses de março e maio de 2016. A análise dos dados foi baseada na Análise de Conteúdo com auxilio do software QSR Nvivo. Os resultados conduziram à construção de categorias analíticas nomeadas com expressões oriundas dos próprios professores de Química. Foram delimitadas em três domínios distintos, a saber: i) aqui na escola; ii) as pessoas aqui; e iii) lá em Portugal. Foi possível constatar a existência de divergências entre o programa de formação, as expectativas, as narrativas e as práticas dos professores em seus ambientes profissionais no que concerne à utilização das tecnologias digitais no ensino dos conteúdos programáticos escolares da disciplina de Química. / The introduction of digital technologies in school do not include standards long ago. In this context are the teachers and the preparation processes. With the state of technology in society put and recoilless possibilities, the approach to the processes for the teacher training is of utmost importance, since education professionals need to develop skills and abilities in the face of technologies to enjoy the benefits of same in their didactic and pedagogical practices. Thus, the work of this object of study are the Chemistry teachers of public institutions and a unique and unprecedented educational process in the Brazilian scenario: the Professional Development Program for Teachers. The training program took place in Portugal through an international cooperation agreement between the Brazilian and Portuguese governments. Among the objectives of the program is encouraging the use of technologies in the construction of didactic and pedagogical strategies of innovative character. The objective was to investigate the Professional Development Program for Teachers, opposite the training chemistry teachers regarding the use of technologies aimed at teaching the syllabus of the subject of chemistry, in order to identify aspects (in) existing that permeate and / or surround the didactic and pedagogical interactions that are part of the digital technologies while mediating the processes of teaching and learning in action contexts of teacher students teachers. Empirical nature, had national and international immersions. The subjects were 50 Chemistry teachers from 16 states of Brazil and the Federal District on the international stage and 10 teachers from the states of Rio Grande do Sul, Paraná and Bahia accompanied in place in the national phase. Accompaniments occurred at different times: i) international stage, January and February 2014, the Universities of Porto and Aveiro; ii) national phase, June 2015 and between March and May 2016. Data analysis was based on content analysis with the aid of QSR NVivo software. The results led to the construction of analytical categories named with expressions originate in the Chemistry teachers. They were defined in three distinct areas, namely: i) here at school; ii) the people here; and iii) there in Portugal. It was found that there are differences between the training program, expectations, narratives and teachers' practices in their professional environments regarding the use of digital technologies in teaching the school syllabus of the subject of chemistry.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-01-10T16:37:27Z No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-11T09:53:09Z (GMT) No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-01-11T09:53:09Z (GMT). No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study focuses on the continued education of English teachers from Brazilian public schools and aims at investigating the implications of the participation of ten teachers in a Professional Development Program for English Teachers, promoted and funded by Capes in partnership with Fulbright and the Embassy of the United States in Brazil, carried out in the United States, identifing and analyzing the reasons that led these teachers to invest and compete for one of the places offered for the program and also eliciting how the selected teachers experienced it, studying in that country. Narratives of their academic and professional lives, questionnaires and individual interviews constituted the data used in this research. A qualitative approach was adopted in order to collect and analyze data, according to Fetterman (1998). This case study was conducted with the participation of ten teachers, enrolled in three different editions of the program: January, 2012; June, 2012; and June, 2013. The data was analyzed in the light of studies on continued teacher training in a temporal/historical perspective (ALMEIDA FILHO, 1997; CELANI, 2010) and its theoretical developments of continued teacher training for a global society (KUMARAVADIVELU, 2012), as well as on social identity and the notion of investment (NORTON, 2000). The results point out the fact that the English teachers invested to participate in this Program mainly for personal accomplishment reasons through cultural experience, language/communication practice and methodological update. Results also show that continued training courses offered by the universities in the United States for PDPI have occurred in the form of methodological training, thus reinforcing the ideology that training on teaching techniques can be a solution for their teaching problems. Therefore, critical education was not adopted as an educational approach in any of courses from the universities surveyed. As a result, a number of factors continue to nourish the ideology that holds native speakers as reference and orientation towards language learning, which maintains the status quo of the English language upon the basis of ideological imperialism. Nevertheless, all participants evaluated the program positively, once their needs and expectations were met. Moreover, regarding the implications of their participation in the program, the experience has motivated them to improve their lessons regarding the use of English in class, as they returned more confident of their linguistic/communicative potential in the language. They have also gained from the use of various teaching tools and technologies to which they had been exposed to during the program. In addition, the experience has motivated them to seek more training in post-graduate programs. / Este estudo tem como foco a formação continuada de professores de inglês da rede pública brasileira, com a finalidade de investigar as implicações da participação de dez professores no Programa de Desenvolvimento Profissional para Professores de Língua Inglesa (doravante PDPI), promovido e custeado pela Capes em parceria com a Fullbright e a Embaixada dos Estados Unidos da América no Brasil, realizado nos Estados Unidos da América. Para isso, busquei identificar e analisar os motivos que levaram os professores participantes desta pesquisa a investirem para concorrer a uma das vagas oferecidas para tal curso e como se deu a experiência dos professores selecionados, estudando naquele país, a partir de narrativas sobre sua vida acadêmica e profissional, questionários e entrevistas individuais. Adotando uma abordagem qualitativa de coleta e análise dos dados segundo Fetterman (1998), este estudo de caso foi conduzido com a participação de dez professores participantes de três diferentes edições de oferecimento do curso, a saber, janeiro de 2012, junho de 2012 e junho de 2013. Os dados obtidos foram analisados à luz de estudos sobre formação continuada de professores na perspectiva temporal histórica (ALMEIDA FILHO, 1997; CELANI, 2010) e seus desdobramentos teóricos de formação continuada de professores para uma sociedade global (KUMARAVADIVELU, 2012), bem como sobre identidade social e a noção de investimento (NORTON, 2000). Os resultados apontam para o fato de que os professores de Língua Inglesa investiram para participarem do Programa de Desenvolvimento Profissional nos Estados Unidos da América, principalmente a fim de terem uma realização pessoal através da vivência cultural, prática linguístico/comunicativa, bem como atualização metodológica. Além disso, observei que os cursos de formação continuada propostos por universidades dos Estados Unidos da América para o PDPI ocorreram na forma de treinamento metodológico, reforçando, assim, a ideologia de que o treinamento de técnicas de ensino apresenta-se como a solução dos problemas. Sendo assim, foi possível constatar que a formação pela e para a reflexão e crítica não foi uma meta educacional almejada em nenhuma das universidades pesquisadas. Como consequência disso, uma série de fatores continua a nutrir a ideologia do falante nativo como norte ou referência para a aprendizagem de línguas, e que se constitui na manutenção do status quo da língua inglesa sob as bases do imperialismo ideológico. No entanto, os participantes avaliaram de forma positiva o curso, pois atendeu suas necessidades e expectativas. Quanto às implicações da participação dos professores de língua inglesa no curso, observei que a experiência motivou-os a incrementarem suas aulas tanto com o uso mais constante da língua inglesa em sala, pois voltaram mais confiantes de seus potenciais linguístico/comunicativo na língua, quanto com a utilização de diferentes ferramentas pedagógicas, bem como tecnológicas, às quais foram expostos durante o curso. Além disso, a experiência motivou-os a almejarem dar continuidade à formação em programas de pós-graduação stricto sensu