O objetivo desse trabalho foi caracterizar a Escola de Aprendizes Artífices de São Paulo, criada em 1909, como uma instituição que atendia às especificidades de São Paulo na época, como nacionalizar os trabalhadores, majoritariamente estrangeiros. Assim, cuidava-se de transmitir a língua e a cultura brasileira; a disciplina baseada na assiduidade, pontualidade, respeito à hierarquia e principalmente educar os futuros artífices, mestres e contra mestres, através de um ensino racional e científico, no sentido de descaracterizar o conhecimento empírico desses trabalhadores. A referida escola, apesar de ter sido criada por Nilo Peçanha, possivelmente, no sentido educar os desfavorecidos da fortuna, ilustrando a tese de uma elite brasileira, não representativa do polo dinâmico e que propunha, no Congresso Agrícola de 1878, no Rio de Janeiro, o aproveitamento da mão-de-obra livre pobre e ex-escrava, acabava por corresponder às expectativas da burguesia moderna paulista, que, no mesmo Congresso, fora vencedora ao propor o uso do imigrante no mercado de trabalho livre nacional. Diferentemente de suas congêneres nacionais. o seu alunado era formado por filhos de operários, profissionais urbanos e pelos próprios operários. Enquanto isso, e dando continuidade ao projeto da fração de elite moderna paulista, houve na década de 1920 a criação da Escola de Mecânica Prática do Liceu de Artes e Ofícios , a criação do Centro Ferroviário de Ensino e Seleção Profissional em 1934 e em 1942 a criação do SENAI, tendo como figura chave o engenheiro suíço Roberto Mange, inaugurando a seriação metódica, com a parcelização da produção e a requalificação por função, indicando um processo que iria ocorrer nas Escolas de Aprendizes Artífices de modo muito mais moroso. / The purpose of this work was to characterise the São Paulo School of Apprentice Artificers (\"Escola de Aprendizes Artífices de São Paulo\"), founded in 1909 as an institution to meet the specific needs of the city then, such as nationalising the workers, which were mostly foreigners. Being so, the Brazilian language and culture were taught there, as well as a discipline based on assiduity, punctuality and hierarchical respect ; and above all, the future artificers, masters and quartermasters were educated by means of a rational and scientific teaching, aiming to disqualify these workers previous empirical knowledge. This school, although having possibly been created by Nilo Peçanha in order to educate the unfortunate, illustrating, thus, the thesis of a Brazilian elite which did not represent the dynamic pole and which proposed, at the 1878 Agricultural Congress in Rio de Janeiro, the use of the free, poor and ex-slave work force, in fact turned out to meet the modern São Paulo bourgeoisies expectations. At such Congress, this class succeeded when proposing the use of immigrants in the free national job market. Unlike its national counterparts, the pupils at this school were workmen, their children and urban professionals. Meanwhile and continuing the project of part of this modern elite in São Paulo, in the 1920s the School of Practical Mechanics at the Arts Lycée (\"Escola de Mecânica Prática do Liceu de Artes e Ofícios\") was created, as w3ell as the Railroad Centre for Professional Teaching and Selection (\"Centro Ferroviário de Ensino e Seleção Profissional\") in 1934 and SENAI in 1942, headed by the Swiss engineer Roberto Mange. An orderly and mass production sequence was then initiated, together with requalification by functions, indicating a process which would take place at the Schools of Apprentice Artificers, but at a much slower pace.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Supporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, hoped that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. Such a change would allow teaching to become a true profession, regulated collegially instead of bureaucratically. A national survey of national board certified teachers (NBCTs) administered in 2001 found little evidence that they were in fact taking on new professional roles. This study examines fifteen schools with large numbers of NBCTs in three North Carolina school districts to determine if NBCTs in these exceptional places are gaining new professional roles, and what factors are enabling or preventing that change. Telephone interviews were conducted with state level officials in North Carolina, district level officials in each of the school districts, and one NBCT, the principal, and one non-NBCT at each school. Interviews were transcribed and coded for analysis. The results indicate that NBCTs in these schools are not taking on significant new professional roles as a result of their certification, and suggest two reasons for this lack of change. One is structural: the NBPTS, the state of North Carolina, and the three school districts studied appear to have narrowed the focus of national board certification so that it is concerned primarily with identifying and rewarding excellence in classroom teaching. This study found few explicit attempts to use NBCTs in professional leadership roles or to provide them with opportunities for professional leadership in addition to classroom teaching. Another concerns the perceived validity of the certification process: board certification is not broadly accepted among study respondents as a consistent and accurate designation of teaching excellence. The results of this study also raise questions about the persistence of egalitarian norms among teachers in schools with significant numbers of NBCTs. / 2999-01-01

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-09T10:57:41Z No. of bitstreams: 1 Sílvia de Paula Gorzoni.pdf: 898297 bytes, checksum: cde45e8817203e8a361749fa152c5524 (MD5) / Made available in DSpace on 2016-11-09T10:57:41Z (GMT). No. of bitstreams: 1 Sílvia de Paula Gorzoni.pdf: 898297 bytes, checksum: cde45e8817203e8a361749fa152c5524 (MD5) Previous issue date: 2016-08-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The current work aims to perform a mapping on the Professional teaching in the articles published in the five most consulted educational magazines , according to SciELO, over the years 2006 to 2014. This study is due to the lack of consensus of different researches on the aspects and conditions of professional teaching. Thirty three articles with the terms professional, professionalization, professionalism and professional development associated with the words: teacher, lecturer and teaching in issues subject, title and/or keywords were found. It was found that most items are essays and empirical research. This fact demonstrated a lack of questions about professional teaching concept. It has not been found any lack of consensus on aspects of the professional teaching, but emphasis on one or another aspect on professional teaching concept. There were found many more articles on professionalization teaching and professional teaching development if compared to articles on professionalism and professional teaching subject. This work stands out the wide professionalism and it suggests new studies on relationship between professional teaching and professional teaching development / O presente trabalho tem como objetivo realizar um mapeamento sobre a temática da profissionalidade docente nos artigos publicados nas cinco revistas de educação mais consultadas, segundo a SciELO, durante os anos de 2006 a 2014. Tal estudo se justifica perante a falta de consenso, em diversas pesquisas científicas, sobre os aspectos e as condições da profissionalidade docente. Foram encontrados 33 artigos que possuíam os termos profissionalidade, profissionalização, profissionalismo e desenvolvimento profissional, associados às palavras: professor, docente, docência nos tópicos assunto, título e/ou palavraschave. Constatou-se que a maioria dos artigos é do gênero ensaio e pesquisa empírica, demonstrando falta de indagações conceituais sobre a profissionalidade docente. Neste trabalho não se constatou falta de consenso sobre aspectos da profissionalidade docente, mas ênfase para um ou outro aspecto que envolve o seu conceito. Foram encontrados mais artigos sobre o tema da profissionalização docente e do desenvolvimento profissional docente se comparados aos poucos artigos referentes ao tema do profissionalismo docente e profissionalidade docente. Este estudo destaca a profissionalidade ampla/desenvolvida e sugere novos estudos sobre a relação entre profissionalidade docente e desenvolvimento profissional docente

This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: Larry Holt. Includes bibliographical references (p. 68-74).

Dissertation (Ph.D.)--Auburn University, 2006. / Abstract. Vita. Includes bibliographic references.

Thesis (Ed.D.)--University of Central Florida, 2008. / Advisers: Larry Holt, Randall Hewitt. Includes bibliographical references (p. 95-106).

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 172-187).

Thesis (Ed. D.)--Illinois State University, 2006. / Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Thomas Crumpler (chair), Amee Adkins, Robert Dean, Lynn Gaddis, Kay Moss, Gary Weilbacher. Includes bibliographical references (leaves 441-446) and abstract. Also available in print.

Thesis (Ed.D.)--University of West Florida, 2006. / Title from title page of source document. Document formatted into pages; contains 130 pages. Includes bibliographical references.