O Programa Institucional de Bolsas de Iniciação à Docência (PIBID), cujas atividades iniciaram-se em Instituições de Ensino Superior (IES) Federais em 2009, é um programa voltado para formação inicial de professores e tem como principal característica a aproximação entre a universidade e a escola de educação básica (EB). Tal parceria é concretizada por meio de subprojetos dos quais fazem parte licenciandos, professores das escolas de EB (supervisores) e professores da IES (coordenadores de área). Muitos trabalhos recentes (relatos de experiência e trabalhos de investigação) apontam impactos significativos do programa, principalmente, na formação inicial dos licenciandos e na formação continuada dos supervisores (GATTI et al., 2014; NASCIMENTO, 2014). Neste trabalho concentramos a atenção nos coordenadores de área de subprojetos PIBID que envolvem cursos de licenciatura em Física de IES públicas do estado de São Paulo e buscamos responder à seguinte questão de pesquisa: Quais são os impactos da participação no PIBID para o desenvolvimento profissional de coordenadores de área de subprojetos que envolvem cursos de licenciatura em Física? Foram realizadas entrevistas semi-estruturadas com onze coordenadores de área. O instrumento utilizado para a coleta de dados teve como base as contribuições de diversos autores para o entendimento sobre o desenvolvimento profissional docente (MARCELO GARCÍA, 1999; DAY, 2001; PONTE, 1994, 1998; PERRENOUD, 2000; entre outros). Essas contribuições foram sintetizadas em seis dimensões do desenvolvimento profissional e adequadas para o coordenador de área do PIBID: carreira acadêmica e profissional, atualização científica e profissional, condução de ensino, sustentação da aprendizagem, gestão universitária e imagem dos sujeitos. Os dados foram apresentados por meio de análises narrativas (FREITAS; FIORENTINI, 2007) organizadas em quatro categorias que emergiram desses dados. São elas: a parceria universidade-escola, as articulações com a pesquisa, a relação com a instituição universitária e os impactos na própria prática como formador de professores. Após um aprofundamento da análise, encontramos como principais resultados que a participação no PIBID abre a possibilidade aos coordenadores de área de repensar a formação que oferecem aos licenciandos, tanto no contexto de suas próprias práticas quanto no contexto institucional; transformar suas práticas formativas a partir dessas reflexões; e incorporar resultados obtidos por meio das ações do PIBID em seus trabalhos de pesquisa. Pudemos inferir que as mudanças que levaram ao desenvolvimento profissional para a maioria dos coordenadores foram provocadas principalmente pelo trabalho colaborativo realizado com os supervisores e pelo conhecimento sobre a realidade das escolas de EB. Concluímos, portanto, que a parceria com as escolas de EB foi o principal motor de desenvolvimento profissional para os coordenadores. / The Institutional Scholarship Program for Teaching Initiation (Programa Institucional de Bolsas de Iniciação à Docência - PIBID), whose actions began in brazilian Federal Higher Education Institutions (HEI) in 2009, is a program devoted to the initial teacher education that has as its main feature promote the approach between the university and the basic education (BE) school. This partnership is realised in subprojects in which participate undergraduate students, BE school teachers (supervisor) and undergraduate degree courses professors (coordinators). Many recent works (whether experience reports or research) indicate significant impacts of the program, mainly in the initial training of future teachers and continued training of supervisors (GATTI et al., 2014; NASCIMENTO, 2014). We focus, in this research, on PIBID subprojects coordinators that envolve undergraduate degree courses in Physics from the state of São Paulo public HEI. We aim to respond to the following research question: what are the impacts of participation in PIBID for the professional development of coordinators from subprojects envolving undergraduate degree courses in Physics? We conducted semi-structured interviews with eleven coordinators. Our data collection instrument was based on the contributions of several authors for the understanding of teachers professional development (MARCELO GARCÍA, 1999; DAY, 2001; PONTE, 1994, 1998; PERRENOUD, 2000; among others). These contributions were summarized in six professional development dimensions and were suited to the PIBID coordinators: academic and professional career, scientific and professional development, teaching conduction, learning support, university management and individuals image. The data were reported using narratives analysis (FREITAS; FIORENTINI, 2007) that were organized within four categories that emerged from the data. They are: the university-school partnership, the links with research, the relationship with the university and the impact on their own practice as a teachers trainer. After futher analysis, we found out, as the main results, that the participation in PIBID provides to the coordinators the opportunity to rethinkthe training they offer to undergraduates, both in the context of their own practices as in their institutional context; transform their training practices based in these reflections; and incorporate the PIBID actions\" results in their research works. We deduced that the changes that led the majority of coordinators to professionnal development were mainly caused by the collaborative work did with the supervisors and by the knowledge about BE schools\" reality. Thus, we conclude that the partnership with the BE schools was the main promoter for the coordinators professional development.

O Programa Institucional de Bolsas de Iniciação à Docência (PIBID), cujas atividades iniciaram-se em Instituições de Ensino Superior (IES) Federais em 2009, é um programa voltado para formação inicial de professores e tem como principal característica a aproximação entre a universidade e a escola de educação básica (EB). Tal parceria é concretizada por meio de subprojetos dos quais fazem parte licenciandos, professores das escolas de EB (supervisores) e professores da IES (coordenadores de área). Muitos trabalhos recentes (relatos de experiência e trabalhos de investigação) apontam impactos significativos do programa, principalmente, na formação inicial dos licenciandos e na formação continuada dos supervisores (GATTI et al., 2014; NASCIMENTO, 2014). Neste trabalho concentramos a atenção nos coordenadores de área de subprojetos PIBID que envolvem cursos de licenciatura em Física de IES públicas do estado de São Paulo e buscamos responder à seguinte questão de pesquisa: Quais são os impactos da participação no PIBID para o desenvolvimento profissional de coordenadores de área de subprojetos que envolvem cursos de licenciatura em Física? Foram realizadas entrevistas semi-estruturadas com onze coordenadores de área. O instrumento utilizado para a coleta de dados teve como base as contribuições de diversos autores para o entendimento sobre o desenvolvimento profissional docente (MARCELO GARCÍA, 1999; DAY, 2001; PONTE, 1994, 1998; PERRENOUD, 2000; entre outros). Essas contribuições foram sintetizadas em seis dimensões do desenvolvimento profissional e adequadas para o coordenador de área do PIBID: carreira acadêmica e profissional, atualização científica e profissional, condução de ensino, sustentação da aprendizagem, gestão universitária e imagem dos sujeitos. Os dados foram apresentados por meio de análises narrativas (FREITAS; FIORENTINI, 2007) organizadas em quatro categorias que emergiram desses dados. São elas: a parceria universidade-escola, as articulações com a pesquisa, a relação com a instituição universitária e os impactos na própria prática como formador de professores. Após um aprofundamento da análise, encontramos como principais resultados que a participação no PIBID abre a possibilidade aos coordenadores de área de repensar a formação que oferecem aos licenciandos, tanto no contexto de suas próprias práticas quanto no contexto institucional; transformar suas práticas formativas a partir dessas reflexões; e incorporar resultados obtidos por meio das ações do PIBID em seus trabalhos de pesquisa. Pudemos inferir que as mudanças que levaram ao desenvolvimento profissional para a maioria dos coordenadores foram provocadas principalmente pelo trabalho colaborativo realizado com os supervisores e pelo conhecimento sobre a realidade das escolas de EB. Concluímos, portanto, que a parceria com as escolas de EB foi o principal motor de desenvolvimento profissional para os coordenadores. / The Institutional Scholarship Program for Teaching Initiation (Programa Institucional de Bolsas de Iniciação à Docência - PIBID), whose actions began in brazilian Federal Higher Education Institutions (HEI) in 2009, is a program devoted to the initial teacher education that has as its main feature promote the approach between the university and the basic education (BE) school. This partnership is realised in subprojects in which participate undergraduate students, BE school teachers (supervisor) and undergraduate degree courses professors (coordinators). Many recent works (whether experience reports or research) indicate significant impacts of the program, mainly in the initial training of future teachers and continued training of supervisors (GATTI et al., 2014; NASCIMENTO, 2014). We focus, in this research, on PIBID subprojects coordinators that envolve undergraduate degree courses in Physics from the state of São Paulo public HEI. We aim to respond to the following research question: what are the impacts of participation in PIBID for the professional development of coordinators from subprojects envolving undergraduate degree courses in Physics? We conducted semi-structured interviews with eleven coordinators. Our data collection instrument was based on the contributions of several authors for the understanding of teachers professional development (MARCELO GARCÍA, 1999; DAY, 2001; PONTE, 1994, 1998; PERRENOUD, 2000; among others). These contributions were summarized in six professional development dimensions and were suited to the PIBID coordinators: academic and professional career, scientific and professional development, teaching conduction, learning support, university management and individuals image. The data were reported using narratives analysis (FREITAS; FIORENTINI, 2007) that were organized within four categories that emerged from the data. They are: the university-school partnership, the links with research, the relationship with the university and the impact on their own practice as a teachers trainer. After futher analysis, we found out, as the main results, that the participation in PIBID provides to the coordinators the opportunity to rethinkthe training they offer to undergraduates, both in the context of their own practices as in their institutional context; transform their training practices based in these reflections; and incorporate the PIBID actions\" results in their research works. We deduced that the changes that led the majority of coordinators to professionnal development were mainly caused by the collaborative work did with the supervisors and by the knowledge about BE schools\" reality. Thus, we conclude that the partnership with the BE schools was the main promoter for the coordinators professional development.

The overarching theme of this thesis is the establishment of a moral community in schools. Several areas of interest were identified as this theme developed. These included moral community building, school leadership, and the professional development needs of teachers. Each area is examined through documented research work, published articles and conference presentations. All areas are intertwined within the concept of moral community and the need for school leaders to engage community members in the establishment of a moral community. Three conceptual theories underpin the work of this thesis and form a significant part of the overarching theme. These are the interrelated theories of transformative learning, transformational leadership, and moral community. / Doctor of Education (Ed.D.)

The purpose of this thesis was to investigate the first two years of beginning teachers' professional development and learning. The study sought to document and understand the conditions and discursive practices of seven purposely selected schools that were implementing robust beginning teacher induction programmes. The focus was on induction, located in a comprehensive national system, to reveal the practices and tensions experienced by beginning teachers as they advanced their learning and development. It is anticipated that the seven case studies, along with the working theory of sound induction will add to the body of knowledge in the field of teacher learning and professional development and contribute to the debate about teachers' work and quality teaching. Few studies have investigated beginning teacher (BT) induction in comprehensively resourced systems. Much of the research investigates fragmented parts of BT experiences. The literature shows that when a holistic examination of induction is carried out it tends to be predominantly in the secondary school context. In-depth research into year one and year two teacher learning and professional development in sound primary school induction programmes was not found. The study provides a working theory of beginning teacher learning and, as Renwick (2001, p. 33) suggested, exemplars to maximise the effectiveness of schools to employ and support beginning teachers . Sound induction has the potential to positively influence teacher practice as research evidence indicates early career experiences affect future practice. The research is a multi-site collective case study that takes an interpretative, qualitative stance drawing on constructionism to inform the interplay between sociological and psychological theoretical disciplines, which make the information visible in different ways. The case studies scrutinise in depth, individual school contexts and are instrumental in providing better understanding and theorising about the collective case of beginning teacher induction. The primary sources of data were individual and focus group interview transcriptions. In addition, there were the accompanying notes and related school documentation. i Data analysis was an iterative process of inductive and deductive reasoning to make meaning that moved beyond description to identify categories and themes that emerged both within schools and across schools. Evidence of sound BT induction was found although variation in induction practices between schools was noted. Beginning teacher induction went beyond advice and guidance to incorporate educative mentoring in collaborative, collegial schools where high expectations prevailed. The findings suggest that teacher learning should be informed but not constrained by lock-step models of learning and development. Aspects of development as a professional were advanced and, in other respects, marginalised by the education policy focus on children's achievement. Feedback and children's learning and achievement underpin beginning teachers' judgements about their development as teachers. The socio-economic school contexts were less important than the quality of leadership, school cultures, expectations and the confidence of individual novice teachers. The study raises questions about the nature of teachers' work and teacher, government and societal expectations. It is anticipated that these findings will increase understanding of, and provoke debate about beginning teacher learning and their development as professionals.

A growing body of international research has indicated that teacher effectiveness is the most important factor affecting student achievement. At the heart of effective teaching and learning are learning conversations, in which teachers play a pivotal role in mediating learning by orchestrating discussion with students. This action research study had a dual purpose, firstly to investigate the effects of teachers’ knowledge and thinking on their ability to mediate students’ learning in classroom learning conversations, and secondly to provide the participating teachers with opportunities to investigate and develop their professional knowledge and practice. The action research approach allowed the collection of substantive information about teachers’ thinking and practice, while at the same informing and developing that practice through cycles of data collection, analysis, and reflection. The study involved two New Zealand primary school teachers in four cycles of action research. Information was gathered about the teachers’ knowledge, thinking, and practice through semi-structured interviews, classroom observations, and reflective journals. Observation transcripts were analysed, coded, discussed, and reflected upon during reflection days at the end of each cycle. The initial findings of the study revealed that although the two teachers were very different in their teaching styles, there were strong similarities in the fragmented nature of their knowledge of learning and assessment theory. Discrepancies were found between the teachers’ espoused theories and their theories-in-use. In addition, the teachers’ practice was strongly influenced by implicit beliefs and routinised behaviours, which had a powerful and often detrimental effect on the quality of their interactions with students. However, the process of examining the evidence in their own lesson transcripts enabled the teachers to develop awareness of weaknesses in their practice. This was a catalyst for reflection that resulted in change and improvement. After an initial regression both teachers made small but incremental changes in their interactions with students. By the end of the final cycle both teachers had appreciably improved the quality of their classroom learning conversations. The study demonstrates the effectiveness of classroom-based action research as a model for reflective professional development.

No description available.

This thesis proposes a new conception for pre-service teacher education. Current pre-service teacher education programmes are, in the main, one-dimensional, skill-based and performative: one-dimensional, in that programmes focus on preparing teachers to deliver a pre-determined curriculum; skill-based, in that professional judgement and reasoning are ignored; and, performative in the prescribed nature of knowledge and the drive to establish standards and competencies. Rather than focusing on professionalism - which is at the heart of what it means to be an educator - professionalisation, economic-driven policies and political ideologies underpin contemporary pre-service teacher education programmes. The new conception for pre-service teacher education has at its core, teachers as professional educators. This thesis argues that in order for teachers to become professional educators, their preparation ought to be enhanced and broadened to incorporate aspects of professional judgement, professional expertise, and ethical and moral commitment. To enable this to occur, pre-service teachers need to learn what it means to be moral agents through active and authentic engagement within communities of practice and learners. In sum, the professional educator's role is argued to be an agent for, and of, change who promotes and engenders an education system that underpins a socially, culturally and economically just society.

This thesis critically examines the historical construction of initial teacher education at the turn of the 20th century. It focuses particularly on the extent of state involvement in the process of learning to teach, arguing that this process fulfils the necessary conditions of a rite of passage. The investigation utilises a different theoretical and methodological approach which combines the post-structuralist analyses of Michel Foucault with the cultural-anthropological work of Arnold van Gennep. Together, they provide a framework which enables an archaeological examination of teacher training at the macro-level of the state and its institutions, whilst providing a complementary, genealogical analysis of student teachers at the micro-level of their everyday lives. The investigation found that, in order to transform colonial society into an enlightened rural democracy, the state needed to transform its teachers. It did this through ensuring neophyte teachers passed through a carefully orchestrated rite of passage within a highly centralised and regulated system of training colleges. This necessitated a shift away from the devolved, differentiated pupil-teacher training system. The study traces this move, examines the state?s rationale, and explores the implications for all three phases of the trainees? rite of passage: separation, transition and incorporation. It also explains how specific „ceremonial rituals? and „sacred knowledge? prescribed what new teachers should know and do in order to become productive, docile and economically useful members of society. The study also emphasises that student teachers became subjects-in-their-own-making within this regime of order. The study then shifts its focus to the present, „re-meeting? history by comparing the ritual practices and specialist knowledge of past rites of passage with those of the present. It challenges teacher educators and teachers to take control of teacher education and suggests ways in which they should take advantage of its location in the university by opening up new political spaces and reasserting the importance of professionalism in action.

This thesis critically examines the historical construction of initial teacher education at the turn of the 20th century. It focuses particularly on the extent of state involvement in the process of learning to teach, arguing that this process fulfils the necessary conditions of a rite of passage. The investigation utilises a different theoretical and methodological approach which combines the post-structuralist analyses of Michel Foucault with the cultural-anthropological work of Arnold van Gennep. Together, they provide a framework which enables an archaeological examination of teacher training at the macro-level of the state and its institutions, whilst providing a complementary, genealogical analysis of student teachers at the micro-level of their everyday lives. The investigation found that, in order to transform colonial society into an enlightened rural democracy, the state needed to transform its teachers. It did this through ensuring neophyte teachers passed through a carefully orchestrated rite of passage within a highly centralised and regulated system of training colleges. This necessitated a shift away from the devolved, differentiated pupil-teacher training system. The study traces this move, examines the state?s rationale, and explores the implications for all three phases of the trainees? rite of passage: separation, transition and incorporation. It also explains how specific „ceremonial rituals? and „sacred knowledge? prescribed what new teachers should know and do in order to become productive, docile and economically useful members of society. The study also emphasises that student teachers became subjects-in-their-own-making within this regime of order. The study then shifts its focus to the present, „re-meeting? history by comparing the ritual practices and specialist knowledge of past rites of passage with those of the present. It challenges teacher educators and teachers to take control of teacher education and suggests ways in which they should take advantage of its location in the university by opening up new political spaces and reasserting the importance of professionalism in action.

This thesis reports a research project studying how people become tertiary teachers in New Zealand. While studies of many aspects of tertiary teaching, teacher professional development and workplace learning have been published, no comparative study of tertiary teacher development across different types of institutions had been carried out. Few previous studies had linked the concept of learning in a community of practice with teachers' workplace learning. A qualitative, interpretive research framework was adopted, using three case studies. Data were gathered from institutional documents, educational developers and experienced teaching staff of three representative institutions, a polytechnic, a wananga and a university, from mid-2000 to mid-2001. Data gathering strategies included semi-structured interviews with teachers and educational developers, examination of documents, a teacher questionnaire and some class observations. Interview transcripts and other data were analysed to identify common themes, and findings were reported as three individual cases before integration. It was found that most tertiary teachers' learning about teaching and how to teach was in-service, mainly informal and experiential, and the knowledge gained was mainly tacit and process-oriented. Although that was complemented by varying amounts of formal learning, gained through courses or professional development activities, few tertiary teachers have sought or gained teaching qualifications. While institutions have central policies and procedures to support in-service teacher development, their implementation is often uneven, with little integration or balancing of the parts. Differences of practice were observed both between institutions, and between departments within institutions, indicating the importance of context for tertiary teachers' development. It was concluded that non-formal workplace learning is likely to continue to be the mainstay of tertiary teacher development, and that it needs to be refocussed and approached from a fresh angle. The perspective of learning in a community of teaching practice provides a conceptual framework for integrating different levels and forms of support for tertiary teachers. Recommendations for strengthening tertiary teacher development are addressed at three levels: institutions (as social learning systems); communities of practice within those institutions (such as departments, discipline groups, programme teams, or campus whanau); and individual teachers (whose teaching identities develop within those communities).