The purpose of this study was to determine fourth-year pre-service teachers’ perceptions of the influence of mentor lecturers on their Professional Teacher Identity (PTI) while on teaching practice. The problem underpinning this study was that the students may not be able to mediate the merging of the academic world with the world of work if the influence of the mentor lecturer is lacking. The significance of this study lies in the student perceptions of the mentor lecturers’ role. The data were collected through the Fourth Years Initiative for Research in Education (FIRE) project. Students reflected in groups on the development of their PTI and the role their mentor lecturers played in this development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the students created in workshops. The conceptual framework combined a mentorship and a PTI model. The results showed that in PTI development, the mentor lecturers’ influence ranked sixth out of nine. The students felt misunderstood and unsupported. The findings indicate either that the role of the mentor lecturer is a redundant feature of the BEd programme, the mentor lecturer is not meeting the students’ needs, requiring revisitation of the programme, or this millennial generation sample is not open to critical self-reflection and critique. Similar studies may access the mentor lecturers’ perceptions of their own PTI and their influence on their mentees’ PTI development, and why passion for a subject is not a statistically significant influencer of PTI. / Dissertation (MEd)--University of Pretoria, 2020. / Humanities Education / MEd / Unrestricted

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.

The focus of this study is on foundation phase and early childhood teachers’ professional identity formation. This study is about six beginning teachers in their first year of teaching early mathematics, science and technology (MST) in different schools and grade levels. Early childhood settings and primary schools in South Africa have a diverse learner body that increasingly demands of beginning early childhood and foundation phase teachers to continually strive to adapt their teaching and young children’s learning to the different learning environments for effective implementation of the curriculum. A learning identity framework was used to generate and analyse data. The learning identity framework is premised on the assumption that identity and learning are closely linked and that both are influenced by factors internal and external to the individual. Specifically, the study sought to answer the research question of how beginning first year early childhood and foundation phase teachers form, sustain or change their professional teacher identity in the teaching of mathematics, science and technology (MST) in the early years and in different school settings. The study used a phenomenological approach and case study method to explain the professional teacher identity formation process and to illuminate what factors influence this process. The study researched how teacher identities can be narratively constructed on the basis of the lived experiences of the six teachers in different school contexts. Data was generated from different sources for the purpose of triangulation which included visual and written narratives, observations and interviews (open and semi-structured). The analysis and results were based on categories of descriptions of themes. The findings indicate that identity formation is an ongoing process of integration of teachers’ personal and professional histories and initial teacher education and training, alongside issues of school culture and institutional (in-school) support. Those key factors emerge as strong determinants of the kinds and the relative stability or otherwise of professional identities which the six teachers develop in the first year of MST teaching, and thus the kind of reform minded teachers they become. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted