Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-01-11T17:43:09Z No. of bitstreams: 1 fernandabassolirosa.pdf: 2719609 bytes, checksum: 94e97b57d8eeb703a1d23b39cb2eec94 (MD5) / Rejected by Adriana Oliveira (adriana.oliveira@ufjf.edu.br), reason: Favor corrigir para: Diniz-Pereira, Júlio Emílio Membro da banca: Pereira, Júlio Emílio Diniz- on 2018-01-23T13:45:53Z (GMT) / Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-01-23T13:48:32Z No. of bitstreams: 1 fernandabassolirosa.pdf: 2719609 bytes, checksum: 94e97b57d8eeb703a1d23b39cb2eec94 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-01-24T13:41:25Z (GMT) No. of bitstreams: 1 fernandabassolirosa.pdf: 2719609 bytes, checksum: 94e97b57d8eeb703a1d23b39cb2eec94 (MD5) / Made available in DSpace on 2018-01-24T13:41:25Z (GMT). No. of bitstreams: 1 fernandabassolirosa.pdf: 2719609 bytes, checksum: 94e97b57d8eeb703a1d23b39cb2eec94 (MD5) Previous issue date: 2017-09-19 / Este trabalho busca valorizar os processos colaborativos que consideram a complexidade da prática docente e as rápidas transformações que tem ocorrido em nossa sociedade, bem como as demandas pela superação do isolamento do professor. Desta forma objetivamos analisar as contribuições e limites da participação de professores de ciências em um processo formativo desenvolvido a partir da construção de um grupo colaborativo, visando o desenvolvimento profissional dos docentes. A criação do grupo partiu de nós, pesquisadores, que exercemos o duplo papel: de pesquisadores e participantes do grupo. O percurso formativo percorrido pelo grupo, embora flexível, foi realizado em cinco etapas buscando-se: promover uma aproximação às pesquisas em educação em ciências; propiciar a construção de relações de colaboração entre os participantes do grupo, de modo a contribuir para o desenvolvimento profissional de todos, a partir da reflexão crítica e da pesquisa; fomentar o desenvolvimento da autonomia docente a partir da reflexão sobre o currículo, programas de ensino, objetivos de aprendizagem e suas múltiplas relações com as práticas pedagógicas e com as condições micro e macroestruturais da profissão docente. A presente pesquisa insere-se em uma perspectiva qualitativa, sendo caracterizada como pesquisa-ação colaborativa. A coleta de dados ocorreu em todas as etapas do processo, através da observação participante - que propiciou a elaboração de um diário de campo, das gravações em áudio e vídeo dos encontros do grupo, de entrevistas, grupo focal, questionário e das produções textuais dos professores. A análise dos dados foi realizada por meio da Análise de Conteúdo. A partir da análise da trajetória do grupo foi possível apreender o desenvolvimento progressivo de formas de colaboração pautadas por níveis crescentes de interdependência entre os docentes, como: narrar e procurar ideias, ajuda e apoio, partilha e trabalho em copropriedade. Na mesma linha, ao longo das etapas foi possível detectar um processo crescente de horizontalização das relações entre os pesquisadores e os demais membros do grupo, de modo que o caráter colaborativo foi sendo construído ao longo do processo, através do estabelecimento de relações de confiança e colaboração entre os participantes. Em uma perspectiva individual, podemos afirmar que o processo formativo propiciou a reflexão crítica sobre as práticas, bem como um movimento de mudança em direção à revisão do papel do professor de transmissor para mediador do processo de aprendizagem; a aproximação às pesquisas em educação tanto em uma perspectiva de “consumo” crítico de seus resultados, como em uma perspectiva de produção de conhecimentos, tendo em vista que os professores se constituíram, simultaneamente, como atores e autores de suas práticas, compartilhando-as com tanto com a comunidade de professores e como de pesquisadores, caracterizando assim o desenvolvimento profissional docente. / This research seeks to value collaborative processes that consider the complexity of teaching practice and the rapid changes that have taken place in our society have been valued, as well the demands for overcoming teacher isolation. Thus, we aim to analyze the contributions and the limits the science teachers‘ participation in a formative process developed from the construction of a teachers‘ collaborative group. The creation of the group came from us, researchers, who experiment the double role: as researchers and as participants of the group. The group's formative trajectory, although flexible, was carried out in five stages, seeking to: promote an approach to research in science education; foment the construction of collaborative relationships among the participants of the group to contribute to all participants‘ professional development, based on critical reflection and research; propitiate the development of teacher autonomy based on reflection on the curriculum, teaching programs, learning objectives and their multiple relationships with pedagogical practices and the micro and macrostructural conditions of the teaching profession. The present research is inserted in a qualitative perspective, being characterized as collaborative research-action. Data collection took place at all stages of the process, through participant observation which led to the preparation of a field diary, audio and video recordings of the group meetings, interviews, focus group, questionnaire and teachers‘ textual productions. Data analysis was performed through Content Analysis. From the analysis of the group‘s trajectory, it was possible to observe the progressive development of forms of collaboration based on increasing levels of interdependence among teachers, such as: storytelling and scanning for ideas, aid and assistance, sharing e joint work. Besides, it was possible to detect throughout the stages an increasing process of horizontalization of the relationships between the researchers and the other members of the group. Thus, the collaborative character of the group was being built throughout the process, by establishing relationships of trust and collaboration between all participants. From an individual perspective, we can affirm that the formative process provided critical reflection on the practices, as well as a movement of change towards the revision of the role of teacher from transmitter to mediator of the learning process; the approach to education research both in a perspective of critical "consumption" of its results, and in a perspective of knowledge production, given that teachers were simultaneously constituted as actors and authors of their practices, sharing them with the community of teachers and researchers, thus characterizing professional teacher development.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-03T14:00:57Z No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-03T19:44:55Z (GMT) No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) / Made available in DSpace on 2018-04-03T19:44:55Z (GMT). No. of bitstreams: 1 ritadecassiabarrosdefreitasaraujo.pdf: 2865828 bytes, checksum: 5628b949b42fead27cd59f835ced0daa (MD5) Previous issue date: 2017-09-26 / PROQUALI (UFJF) / O presente trabalho de pesquisa tem como temática central a formação de alfabetizadores (profissionais responsáveis pelo trabalho com a aprendizagem inicial do sistema de escrita alfabético ortográfico-SEAO). Embora seja notório que, para se garantir a cidadania, não basta ser alfabetizado, aprender e praticar socialmente a leitura e a escrita é uma condição essencial para o acesso pleno à cidadania. Denota-se, desta configuração, a complexidade e importância da formação para alfabetizar, bem como a relevância e justificativa para a realização de pesquisas sobre a temática. O objetivo geral da pesquisa foi compreender como alfabetizadores que apresentam um trabalho considerado bem-sucedido aprenderam a fazer o que fazem tão bem. Para tanto, foi lapidada a seguinte questão: ―De que forma(s) alfabetizadores com atuações reconhecidas como bem-sucedidas aprenderam a alfabetizar de modo efetivo, garantindo que, se não todos, a maioria de seus alunos tivessem êxito no processo de aprendizagem inicial do Sistema de Escrita Alfabético Ortográfico (SEAO)? A Escolha dos colaboradores da pesquisa se deu a partir da indicação de diferentes fontes, tais como profissionais de renome da área, pesquisadores do processo de alfabetização, nomes que emergem na literatura e em eventos de formação e divulgação de pesquisas, entre outras. O trabalho de campo pautou-se nos constructos da ―Entrevista Compreensiva‖ de Kaufmann (2013), a partir de abordagem qualitativa de cunho histórico-cultural. Dialogamos com 18 alfabetizadoras efetivas e cinco pesquisadoras experientes na área da alfabetização e formação docente, norteadas por uma grade de entrevistas flexíveis semiestruturadas. Contamos também, ao longo do processo, com apoios dialógicos bastante significativos. Visitamos dois Programas de Rede que envolvem trabalhos relacionados à formação de professores para alfabetizar. Para análise dos achados, foram construídos, com base nos estudos de Aguiar (2005) e Aguiar e Ozella (2006), cinco núcleos de significação: Disparadores do processo evolutivo de constituição da identidade docente; Processos de formação docente formal (Acadêmica) e desenvolvimento profissional; A atuação docente e a construção de saberes; A despeito das dificuldades, a paixão: motivação para continuar e buscar o desenvolvimento profissional permanente e, por fim, Caminhos possíveis. Para a compreensão e análise dos núcleos em direção à questão proposta, fundamentamo-nos nos constructos teóricos de autores como: C. Dubar, Bondía, Menga Lüdke, C. Marcelo, Clermont Gauthier, Antônio Nóvoa, Maurice Tardif, Paulo Freire, Bernardete Gatti, Magda Soares, Isabel Frade, Luiz Carlos Cagliari, entre outros. Os achados, analisados em profundidade, confirmam a dinamicidade e complexidade do processo de formação do alfabetizador e da aquisição dos saberes para alfabetizar de forma eficiente, bem como sinalizam caminhos, mesmo que modestos, possíveis para que esta venha a ser mais efetiva. Apontam para a formação multifacetada destes profissionais que, motivados por diferentes atividades e relações sociais, alcançam maior autonomia em seu processo de formação, empenhando-se ativamente em seu desenvolvimento profissional permanente. As considerações possibilitam pensar a importância de uma formação inicial sólida, com conhecimentos específicos relativos ao processo inicial de aprendizagem do SEAO escrita. / This research work has the education of literacy teachers (professionals who are responsible for the initial teaching of the Orthographic Alphabet Writing System, or SEAO) as a central theme. Although it is notorious that guaranteeing citizenship is not enough to be literate, learning and socially practicing the ability to read and write is an essential condition for full access to citizenship. The complexity and importance of literacy training, as well as the relevance and justification for carrying out research on this theme, are thus emphasized. The general objective of such research is to understand how literacy teachers, who demonstrate successful work, have learned to do what they do so well. In order to do so, the following question was asked: "In what way (s) did successful literacy teachers learn how to effectively teach literacy, ensuring that, if not all, most of their students succeeded in the initial learning process of the Orthographic Alphabet Writing System (SEAO)? The selection of the research collaborators was based on referral from different sources, such as renowned professionals in the field, researchers of the literacy process, names in the literature and education and research dissemination events, among others. The field work was based on the constructs of Kaufmann's "Comprehensive Interview" (2013), based on a qualitative approach of a historical and cultural nature. We spoke with 18 effective literacy teachers and five experienced researchers in the literacy and teacher education field, guided by a series of flexible semi-structured interviews. We also relied on significant dialogic support throughout the process. We visited two Network Programs that involved work related to literacy teacher education. In order to analyze these findings, five significance cores were created based on the studies by Aguiar (2005) and Aguiar and Ozella (2006) as follows: Triggers of the evolutionary process for the creation of the teaching identity; Processes of formal (academic) teacher education and professional development; Teaching and the construction of knowledge; In spite of the difficulties, passion: motivation to continue and pursue permanent professional development and, finally, Possible paths. In order to understand and analyze the cores towards the proposed question, we based ourselves on the theoretical constructs of authors such as: C. Dubar, j. Larossa, M. Lüdke, C. Marcelo, C. Gauthier, A. Nóvoa, M. Tardif, P. Freire, B. Gatti, M. Soares, I. Frade, L. C. Cagliari, among others. The findings, which were analyzed in depth, confirm the dynamics and complexity of the process of (trans)formation of the literacy teacher and the acquisition of knowledge for efficient literacy, and also indicate possible ways, however modest, to make it more effective. They point to the multifaceted education of these professionals who, motivated by different activities and social relations, earn greater autonomy in their education process by actively engaging in their permanent professional development. These considerations allow us to think about the importance of a solid initial education, with specific knowledge regarding the initial learning process of the written SEAO.

Magister Artium - MA / There is global interest in teacher education as a strategy for national development. More specifically, emphasis is placed on teachers as the driving force behind educational provision which is central to achieving high standards of learner achievement. This study focused on teacher in-service development and its role for effective teaching and learning towards the holistic development of learners. Extensive social inequalities, along the lines of race, still exist in South Africa almost twenty years into the new dispensation. This is evident by the vast majority of impoverished schools in previously disadvantaged areas. Learners at these schools experience a range of barriers to learning which impede teaching and learning. Consequently, teachers at these schools are confronted with a tensionfilled task: having to be sensitive to the needs of these learners, whilst at the same having to ensure their success. This is reflected in Department of Education (DoE) policies which emphasises principles of social transformation for redress and equity, coupled with the acquisition and application of knowledge and skills for the benefit of individuals in South Africa, as well as global trends. As a quantitative data collection method in this mixed method study, 55 teachers (of which 26 responded) from two schools, were asked to complete a questionnaire on the effectiveness of teacher in-service development programmes towards the holistic development of learners. Qualitative data collection methods entailed interviewing a principal of one of the schools; a social worker from the area; as well as a district officer from the Western Cape Education Department (WCED). In addition, relevant DoE policies were reviewed. Findings reflect that teachers at impoverished schools are confronted with a range of challenges presented by learners in the classrooms. The findings also indicate that even though DoE policies reflect a commitment to teacher development, the in-service programmes offered to teachers mostly do not reflect the needs of teachers for the holistic development of learners. In instances where inservice programmes do assist with the holistic development of learners, findings indicate that the implementation thereof is challenging due to the high teacher: learner ratio and limited resources. Thus, recommendations include the periodic monitoring and review of long-term DoE teacher development initiatives whilst short term measures incorporate giving attention to impediments like lack of parental support and behavioural challenge. Long term measures, which are strongly recommended, encompass systemic change that facilitates the working together of a number of governmental departments. In so doing, educational reform takes on a society wide form, as it is evident that on its own it cannot abate poverty and the related effects. Thus, the DoE’s vision of education for social transformation towards redress and equity, as well as economic growth for individuals and South Africa is more plausible. These recommendations create a vital space for future research.

Made available in DSpace on 2016-06-02T19:35:49Z (GMT). No. of bitstreams: 1 5091.pdf: 2353289 bytes, checksum: a03a2b48adaadd1d406e11e67b689dbe (MD5) Previous issue date: 2013-02-28 / In this investigation, the aim is to analyse the contributions and limits of a continuous online training project for the professional development of teachers of the 1st year of basic education. The research question is: What are the limits and contributions of an online teacher-training course in the professional development of teachers? This development is related to the learning and teaching processes and of being a professional teacher, and acts as a knowledge basis for teaching. The methodological reference adopted is supported by a constructive-collaborative interaction model between teachers and researchers and focusses on the construction of investigation strategies and the promotion of professional development processes for teachers. The training strategies used were carried out in distance mode through the digital learning environment of the Teachers portal of the UFSCar. The course, with a total of 120 hours and focussing on teaching the initial years of primary education, was developed in the period between Sept. 2010 and May 2011. It was based on the understanding that professional teacher development takes place throughout their careers and continuous teacher training can contribute to this process. Its contributions and limitations are being investigated through the eyes of the teachers, that is, we take into account what they told us in the different data collection instruments and at different points of the training process. Our interpretations are based on the learning, the difficulties and the teacher knowledge required to teach the 1st year of primary education. The narratives constructed during the interventions by three experienced teachers represent the data interpreted in the study. Other instruments used in this process are: reflective memorials, training reports, teaching cases, reflective journals, a forum, individual summaries on a reference framework on the student knowledge base, and an initial questionnaire. As a result of the investigation, it was found that there was a contribution to professional teacher development in the following aspects: the training content contextualized to the teaching work carried out in the initial years; the feedback on what the participating group`s investigation found; sharing experiences on literacy with teachers from different Brazilian states; the possibility of reviewing the inherent role when teaching the 1st year of basic education; the discussion of the knowledge that composes the teaching basis; the specifics of the teaching content; the overall pedagogy and the pedagogical content. The limits are related to the difficulties in obtaining effective participation from all the teachers and the challenges presented by the dynamic and flexible digital learning environments used to create a collaborative network. / Nesta investigação, objetiva-se analisar as contribuições e limites de um projeto de formação continuada on-line para o desenvolvimento profissional de professores do 1º ano do Ensino Fundamental. Tal desenvolvimento está relacionado aos processos de aprendizagem de aprender a ensinar e a ser um profissional docente e serve como base de conhecimento para o ensino. O referencial metodológico adotado apoia-se num modelo construtivo-colaborativo de interação entre professores-pesquisadores e teve como foco a construção de estratégias de investigação e de promoção de processos de desenvolvimento profissional docente. Essas foram realizadas em curso na modalidade à distância, com acesso viabilizado pelo ambiente digital de aprendizagem do Portal dos Professores/UFSCar. O curso, com enfoque na docência dos anos iniciais do Ensino Fundamental, com carga horária de 120 horas, foi desenvolvido no período de setembro de 2010 a maio de 2011. Com a compreensão que o desenvolvimento profissional docente acontece ao longo da carreira e a formação continuada de professores pode contribuir nesse processo. Numa perspectiva em que as contribuições e limites estão sendo investigados na ótica das falas das professoras, ou seja, o que elas nos informaram em diferentes instrumentos de coletas, como também em diferentes momentos do processo formativo. Nossas interpretações tem base nas aprendizagens e dificuldades, bem como, nos conhecimentos docentes necessários para atuar no 1º ano do Ensino Fundamental. As narrativas docentes, de três professoras experientes, construídas durante a intervenção são os dados interpretados na pesquisa. Os instrumentos utilizados nesse processo são: memorial reflexivo, relato de formação, casos de ensino, diário reflexivo, fórum, síntese individual em quadro de referência sobre a base de conhecimento do estudante e questionário. Como resultado da investigação, constatou-se a contribuição, para o desenvolvimento profissional docente, dos seguintes aspectos: o conteúdo da formação, contextualizado ao trabalho do docente em exercício nos anos iniciais e em particular no 1º ano; os feedbacks com devolutivas que inquiriram o grupo participante; o compartilhamento de experiências sobre alfabetização com professores de diferentes estados do Brasil; a possibilidade de revisitar o processo de ensino e aprendizagem no exercício da docência do 1º ano do Ensino Fundamental; a discussão dos conhecimentos que compõem a base da docência: o específico do conteúdo, o pedagógico geral e o pedagógico do conteúdo. E os limites estão relacionados às dificuldades na participação efetiva de todas as professoras e aos desafios pertinentes aos ambientes digitais de aprendizagem dinâmicos e flexíveis, para formação de uma rede colaborativa.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-04-24T20:27:48Z No. of bitstreams: 1 DissLFB.pdf: 1375416 bytes, checksum: aadce32732c2300305b1b8acaac26d25 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-26T13:37:26Z (GMT) No. of bitstreams: 1 DissLFB.pdf: 1375416 bytes, checksum: aadce32732c2300305b1b8acaac26d25 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-04-26T13:37:34Z (GMT) No. of bitstreams: 1 DissLFB.pdf: 1375416 bytes, checksum: aadce32732c2300305b1b8acaac26d25 (MD5) / Made available in DSpace on 2017-04-26T17:23:01Z (GMT). No. of bitstreams: 1 DissLFB.pdf: 1375416 bytes, checksum: aadce32732c2300305b1b8acaac26d25 (MD5) Previous issue date: 2016-12-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / This research aims to study the relationship and unfolding of the wage subsidy policy for professional development and teaching work in the state of São Paulo. The initial proposal to subsidize teachers was implemented by the State Secretariat of Education of São Paulo, through Complementary Law No. 891 of 2000, which instituted the Merit Bonus, but the study was delimited in the proposal presented by Complementary Law No. 1,078 of 2008 that deals with the Bonification by Results (BR). These bonuses would be paid to the servants in office at the State Secretariat of Education of São Paulo who have met the established goals, which aim, according to the Law itself, to improve and improve the quality of public education in São Paulo. The research has a qualitative and dialectical character. The collection of official documents was used as data collection procedures on the website of the State Secretariat of Education of São Paulo; The bibliographic survey on websites of periodicals, universities and thesis and dissertation banks; As well as interviews with teachers of basic education in a municipality in the interior of the state of São Paulo. The results were triangulated, analyzed and interpreted through authors who are based on historical-dialectical materialism, seeking to broaden the understanding of the unfolding perceived by teachers in their work and professional development from the relationship between educational goals and salary bonuses. It was found that the bonus policies are linked to a worldwide movement, in which the USA and England stand out as precursors to the development of such wage subsidy policies. In the state of São Paulo, the specific goals for each school unit are proposed based on the São Paulo State Education Development Index (IDESP), which is composed of the São Paulo State School Income Assessment System (SARESP) and the Students in the initial and final years of Elementary and Middle School. The general results indicate the teachers' discontent regarding the way in which the bonus policy is developed, since it negatively impacts on the work of the teacher, devaluing it to the detriment of the achievement of the IDESP goals, with the devaluation of the other disciplines due to the focus Of the Portuguese Language and Mathematics, being configured, in this sense, the teaching for the test. It is also noticed in the teachers' interviews, the feeling of loss of the teaching identity due to the new roles assigned to the school, causing the teaching sometimes to be at the mercy of other demands that are not a function of the teacher, causing them The feeling of devaluation of the exercise of the profession itself and loss of autonomy in teaching due to the strong directives of the teaching board. Finally, professional development has also been negatively impacted, since the offer of continuing education courses has been limited to the courses offered by the SEE, which are directed to the implementation of the curriculum and that, in general, displease the teachers, causing these, only participate in them for salary progression. It should be stressed that continuing education alone does not guarantee the improvement of students' performance and that a better articulation between initial, continuing, career planning and public investment in material conditions is needed to improve education rates. Therefore, the negative impact that the bonus policy generates at school and, especially, on the work and professional development of teachers is revealed. / A presente pesquisa teve como objetivo estudar a relação e os desdobramentos da política de bonificação salarial para o desenvolvimento profissional e o trabalho docente no estado de São Paulo. A proposta inicial de bonificar os professores foi implementada pela Secretaria de Estado da Educação de São Paulo (SEE-SP), por meio da Lei Complementar nº 891 de 2000, que instituiu o Bônus Mérito, porém delimitou-se o estudo na proposta apresentada pela Lei Complementar nº 1.078 de 2008 que versa sobre a Bonificação por Resultados (BR). Esses bônus seriam pagos aos servidores em exercício na Secretaria de Estado da Educação de São Paulo os quais tenham cumprido as metas estabelecidas, que visam, segundo a própria Lei, ao aprimoramento e à melhoria da qualidade do ensino público paulista. A pesquisa apresenta caráter qualitativo e dialético. Foram utilizados como procedimentos de coleta de dados o levantamento de documentos oficiais no site da Secretaria de Estado da Educação de São Paulo; o levantamento bibliográfico em sites de periódicos, universidades e em bancos de teses e dissertações; bem como a realização de entrevistas com professores da educação básica de um município do interior do estado de São Paulo. Os resultados foram triangulados, analisados e interpretados por meio de autores que se fundamentam no materialismo histórico-dialético, buscando a ampliação da compreensão sobre os desdobramentos percebidos pelos docentes em seu trabalho e desenvolvimento profissional a partir da relação entre metas educacionais e bônus salarial. Constatou-se que as políticas de bonificação estão atreladas a um movimento mundial, em que se destacam EUA e Inglaterra como precursores do desenvolvimento de tais políticas de bonificação salarial. No estado de São Paulo as metas específicas para cada unidade escolar são propostas a partir do Índice de Desenvolvimento da Educação do Estado de São Paulo (IDESP) que é composto pelo Sistema de Avaliação de Rendimento Escolar do Estado de São Paulo (SARESP) e o fluxo escolar dos alunos nos anos iniciais e finais do Ensino Fundamental e Médio. Os resultados gerais indicam o descontentamento dos professores em relação à forma como a política de bonificação é desenvolvida, pois ela impacta negativamente no trabalho do professor desvalorizando-o em detrimento do alcance das metas do IDESP, com a desvalorização das demais disciplinas em função do foco em Língua Portuguesa e Matemática, configurando-se, nesse sentido, o ensino para o teste. Percebe-se também nas entrevistas dos professores, a sensação de perda da identidade docente em função dos novos papéis atribuídos à escola, fazendo com que o ensino, às vezes, fique à mercê de demais demandas que não são função do professor, causando-lhes a sensação de desvalorização do próprio exercício da profissão e perda de autonomia no ensino em função das fortes diretrizes da diretoria de ensino. Por fim, o desenvolvimento profissional também foi impactado negativamente, pois a oferta de cursos de formação continuada tem sido limitada aos cursos oferecidos pela SEE-SP, que são direcionados à implementação do currículo e que, de maneira geral, desagradam os professores, fazendo com que estes, só participem dos mesmos para progressão salarial. Destaca-se que a formação continuada por si só não garante a melhoria dos desempenhos dos alunos e que é necessária maior articulação entre a formação inicial, continuada, plano de carreira e o investimento público nas condições materiais para se melhorarem os índices da educação. Desvela-se, portanto o impacto negativo que a política de bonificação gera na escola e, em especial, no trabalho e no desenvolvimento profissional dos professores.

The study focused on the effects of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. Apart from the literature review, the objectives of this study were: to determine the understanding of new approaches to Continuing Professional Development on the workload of teachers. To establish the administrative barriers that frustrate teachers’ efforts in accepting responsibility for improving not only their practice, but also the shared practice of the profession. To draw recommendations for the successful implementation of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. The qualitative research methodology was adopted and engaged to investigate the effects of CPTD on teachers’ workload in Gauteng schools. The importance or significance of the study was to find out ways and means of dealing with the new roles that form part of teachers’ workload. The participants’ perceptions on the topic were generally in agreement that the schools value the Professional Development initiatives of teachers. Additionally, their learners’ scholastic achievements showed a great improvement as a result. / Educational Management and Leadership / D. Phil. (Educational Leadership and Management)

MEd (Curriculum Studies) / Department of Curriculum Studies / The purpose of this study was to investigate how continuing professional teacher development can improve learners’ achievement and schooling in Mathematical Literacy. This study adopted a qualitative research design. The qualitative research method was used to collect data. Semi-structured interviews were used to collect data. The population comprised of all Mathematical Literacy teachers, heads of departments and principals of schools in the Soutpansberg North Circuit. Purposive sampling was used to the select participants. The sample consisted of 3 school principals, 3 heads of departments’ and 9 teachers. Data was analysed thematically. The study revealed that continuing professional teacher development improves learner achievement, teacher skills and knowledge. The study recommended that teachers should be supported by the community, schools and the department of Basic Education, in order to improve their knowledge, skills and learner achievement. In addition, Learners’ needs, engaging parents, assessment strategies and teacher practice were used to measure the impact of CPTD on learner achievement. Of equal importance, teachers should further their studies and engage themselves in reading materials relevant to their profession. / NRF

The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who are the implementers of inclusive education according to Education White Paper 6, the inclusive education policy in South Africa. The researcher used ontological and epistemological assumptions, as well as specific social research methodologies. This created a scientific grounding for the findings of the study. The methodology included a qualitative research approach and research design. Focus group interviews and observation were used for data collection. In this study purposive sampling was used. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done with a purpose. Phenomenology is used in the study to decide what happens in the lived experiences of the focus group interviewees, who were teachers at full-service schools. This helped the researcher to better understand the needs and problems of the participants. During qualitative data analysis the information was organised, arranged and prepared systematically and classified into themes and categories and then coding followed. The analysis showed that in the absence of an appropriate model for professional teacher development for FSSs, the teachers at the schools were not in a position to implement inclusive education adequately. The researcher proposes a framework that is based on the ecological systems theory of Bronfenbrenner, taking the intervention collaborative framework designed by the researcher based on findings and recommendations into consideration. The collaboration among stakeholders in the different levels would encourage teamwork in the development of the FSS teacher. The full-service school teacher is influenced by various elements, the learner with diverse needs in the classroom, members of the management team, the school-based support team and colleagues at school. Members of the district-based support team, the school governing body, as well as members from the wider school community all have an influence on a teacher’s development as a professional person. / Inclusive Education / D. Ed. (Inclusive Education)

Abstract in English, Afrikaans and Sesotho / This work explores the continuous professional teacher development point system policy and the implications it has on the professional development of teachers. A qualitative study was undertaken in two secondary schools on the West Rand in Gauteng. Data was collected through document analysis, observations and semi-structured interviews. Results indicated that there is a mismatch between what is outlined in the policy and what the teachers are practising. It became evident that the majority of teachers in this study had limited knowledge of the policy although implementation of the policy began in 2014. It was concluded that the point system policy is not contributing effectively to the professional development of teachers in Gauteng. / Hierdie werk ondersoek die deurlopende professionele onderwyser-ontwikkelingspuntstelselbeleid en die implikasies daarvan op die professionele ontwikkeling van onderwysers. 'n Kwalitatiewe studie is onderneem in twee sekondêre skole aan die Wes-Rand in Gauteng. Data is ingesamel deur middel van dokument analise, waarnemings en semi-gestruktureerde onderhoude. Resultate het aangedui dat daar 'n wanverhouding bestaan tussen wat in die beleid uiteengesit word en wat die onderwysers praktiseer. Dit het duidelik geword dat die meerderheid onderwysers in hierdie studie beperkte kennis van die beleid gehad het, hoewel die implementering van die beleid in 2014 begin het. Daar is bevind dat die puntestelselbeleid nie effektief bydra tot die professionele ontwikkeling van onderwysers in Gauteng nie. / Mosebetsi ona o hlahloba ts'ebetso ea litsebi tsa ntswetsopele ea litsebi le liphehello tsa eona ho ntlafatso ea litsebi tsa matichere. Thuto e ntle e ile ea etsoa likolong tse peli tsa sekondari ho West Rand Gauteng. Lintlha li ile tsa bokelloa ka ho hlahloba litokomane, litlhaloso le lipuisano tse sa tšoaneng. Lipatlisiso li bontšitse hore ho na le phapang pakeng tsa se boletsoeng polelong le seo matichere a se etsang. Ho ile ha totobala hore matichere a mangata thutong ena a na le tsebo e fokolang ea leano le hoja ts'ebetsong ea pholisi e qalile ka 2014. Ho ile ha fihleloa qeto ea hore leano la tsamaiso ea motheo ha le tlatse ka katleho ho ntlafatso ea litsebi tsa matichere Gauteng. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)