What might becoming a poet have to do with becoming a teacher? What might becoming a teacher have to do with becoming a poet? Is it possible to invite someone to become a teacher or a poet? What might such an invitation look like? What kinds of conditions are involved in "making poetry"? What might these conditions have to do with "making pedagogy"? Further, what might these conditions — of making poetry or pedagogy — have to do with "making research"? Based on a study of a six-week intensive language across the curriculum course involving a group of prospective Secondary School teachers, this dissertation explores the kinds of conditions that might create an interpretive location in which to entertain and address the above kinds of questions — of the making of poetry and pedagogy and research — i n all their relations. Moving backward and forward — between the lived particulars of a group of preservice teachers' writing practices in a workshop-styled setting, and the writing practice of a researcher/teacher educator/poet curious about the acts of learning and teaching, writing and researching — this work attempts to live well with the necessarily tangled relationships among literacy, aesthetic practice, and the ongoing production of subjectivity in teacher education and our educational researchings of teacher education. The value of writing practice, as this dissertation attempts to enact it, is not only in its offer of further practice — of writing to learn (about writing and teaching and researching) — but also in its offer of a location where we might become curious about the performative nature of learning itself. The dissertation seeks to show the ways that my own writing life, shaped as it is by the work of those who have brought hermeneutics, postmodernism, psychoanalytic theory, and the literary imagination to bear on teacher education, is deeply implicated with other writing lives, others who are always and already writing lives. The invitation to imagine the curious time of researching pedagogy, then, is part of an invitation to think differently about preservice teachers thinking differently about their time together in classrooms, engaged in acts of learning and teaching, writing and researching.

What might becoming a poet have to do with becoming a teacher? What might becoming a teacher have to do with becoming a poet? Is it possible to invite someone to become a teacher or a poet? What might such an invitation look like? What kinds of conditions are involved in "making poetry"? What might these conditions have to do with "making pedagogy"? Further, what might these conditions — of making poetry or pedagogy — have to do with "making research"? Based on a study of a six-week intensive language across the curriculum course involving a group of prospective Secondary School teachers, this dissertation explores the kinds of conditions that might create an interpretive location in which to entertain and address the above kinds of questions — of the making of poetry and pedagogy and research — i n all their relations. Moving backward and forward — between the lived particulars of a group of preservice teachers' writing practices in a workshop-styled setting, and the writing practice of a researcher/teacher educator/poet curious about the acts of learning and teaching, writing and researching — this work attempts to live well with the necessarily tangled relationships among literacy, aesthetic practice, and the ongoing production of subjectivity in teacher education and our educational researchings of teacher education. The value of writing practice, as this dissertation attempts to enact it, is not only in its offer of further practice — of writing to learn (about writing and teaching and researching) — but also in its offer of a location where we might become curious about the performative nature of learning itself. The dissertation seeks to show the ways that my own writing life, shaped as it is by the work of those who have brought hermeneutics, postmodernism, psychoanalytic theory, and the literary imagination to bear on teacher education, is deeply implicated with other writing lives, others who are always and already writing lives. The invitation to imagine the curious time of researching pedagogy, then, is part of an invitation to think differently about preservice teachers thinking differently about their time together in classrooms, engaged in acts of learning and teaching, writing and researching. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

No description available.

No description available.

The aim of this study is to investigate how teachers working in grades 1–3 of secondary school think that reading comprehension should be taught so that the pupils will be able to reach the learning goals in grade 3. The study applies a qualitative method whereby three teachers who worked in the early years of school each took part in a semi- structured interview. An interview guide was used as a data collection instrument and the interviews were documented by audio recording. Collected data were then analysed for meaning content with a phenomenographic approach. The result shows that the most common perception of the concept of reading comprehension is the ability to read between the lines and to retell a text in one’s own words. The view of reading comprehension was also seen to affect the way the teaching is done, and a shared view was found in the way of talking about different texts and asking questions to give the pupils practice in metacognition while reading. The result also shows that the teachers’ differing educational background influences the methods they use when training reading strategies, and the view of reading comprehension also affects how they think assessment should be done.

Made available in DSpace on 2016-08-17T13:54:08Z (GMT). No. of bitstreams: 1 Maria Teresa Sousa Serpa.pdf: 6175063 bytes, checksum: 2776b903999356a35c1ea76e8d904995 (MD5) Previous issue date: 2008-03-31 / Reading practices analysis in the public community schools of the elementary teaching: a study about the reading process of the students, teachers of the eighth grade in the subject Portuguese language in Sao Luis from Maranhão. It has as goal to uncover the direction of the reading practices at school in the teaching of the Portuguese language worked with the students of the eighth grade of the elementary teaching. This study searches for answering the following questions: What are the concepts that the teachers of the eighth grade who teach the Portuguese language have about reading? What are the procedures adopted by the teachers of eighth grade at the subject Portuguese language? What are the reading stories of the students of the eighth grade as readers at school? This descriptive study lean on the studies from Chartier (1996; 1999; 2001); Lerner (2002); Lajolo; Zilberman (1999); Silva (1997; 2003; 2005); Solé (2003); Orlandi (2003) and the other ones that served to the theoretical construction of this search. Besides this theoretical body, realized an empirical survey using semi-structured interviews, questionnaires with open and closed questions and the not participating observation for a better understanding of the teaching body and learning body s reading process of the eighth grade at the subject Portuguese language. Thus, with this qualitative investigation based on oral and written statements of the social actors who make part of this study, note that the reading practices at schools are directed to a not reflexive approach and based on the parafrastica, reproducing and mechanical reading as well as the structure aspects of the Portuguese language. A teaching body with a theory and reading practice that impoverish the making of the reading at school. A reading direction in the teaching practice that creates acceptance, passivity and conformism. This is the school context that are inserted the social actors who are the subjects of the reading history realized at school for a long time through the oral written speech. In this perspective, there is a reading missing at school while a rational, reflexive activity that uncovers, produces and transforms the speech written s meanings. / Análise das práticas leitoras em escolas públicas municipais do ensino fundamental: um estudo sobre o processo leitor dos discentes e docentes da 8ª série, na disciplina Língua Portuguesa em São Luís do Maranhão. Tem por objetivo desvelar o direcionamento das práticas leitoras escolares, no ensino da disciplina Língua Portuguesa, trabalhadas com discentes e docentes da 8ª série do ensino fundamental. Com este estudo, procura-se responder às seguintes perguntas: quais os conceitos que os professores e professoras da 8ª série da disciplina Língua Portuguesa apresentam sobre leitura e que orientam as suas ações em sala de aula? Quais os procedimentos metodológicos adotados na condução das práticas de leitura pelos professores e professoras da 8ª série da disciplina Língua Portuguesa? Quais as histórias de leitura dos alunos e alunas da 8ª série como leitores na trajetória escolar? Neste estudo de natureza descritiva, contamos com os estudos de Chartier (1996; 1999; 2001); Kleiman (2001); Lerner (2002); Lajolo; Zilberman (1999); Silva (1997; 2003; 2005); Solé (2003); Orlandi (2003) entre tantos outros que serviram para a construção teórica desta pesquisa. Além desse corpo teórico, realizou-se uma pesquisa empírica utilizando entrevistas semi-estruturadas, questionário com perguntas abertas e fechadas e a observação não participante para um melhor entendimento do processo leitor escolar vivenciado pelo corpo docente e discente da 8ª série na disciplina Língua Portuguesa. Desse modo, com esta investigação de abordagem qualitativa, baseado nos depoimentos orais, escritos dos atores sociais que integram este estudo e nas observações realizadas em sala de aula, constata-se que as práticas leitoras escolares são direcionadas para uma abordagem destituída de reflexão e fundamentada na leitura parafrástica, reprodutivista, mecânica e nos aspectos estruturais da língua portuguesa. Um corpo docente com uma concepção e vivência do processo leitor que empobrece o acontecer da leitura escolar. Um encaminhamento do ato de ler no fazer docente que gera aceitação, passividade e conformismo. Este é o contexto escolar em que se inserem os atores sociais, sujeitos de uma história de leitura, tecida ao longo dos anos mediante a oralização do discurso escrito. Nessa perspectiva, é válido dizer que há uma ausência da leitura, no contexto escolar, como uma atividade racional, reflexiva que desvela, produz e transforma os significados do discurso escrito.

Syftet med denna studie har varit att ta reda på hur en interventionsstudie med intensivläsning under en femveckorsperiod, fyra dagar i veckan, med material som är anpassat efter elevernas intressen påverkar elevernas läsförståelse. Metoder som används i studien är enskilda intervjuer med elever, observationer och DLS- test som är ett diagnosinstrument för att mäta elevers läsoch skrivförmåga. De teoretiska utgångspunkter som undersökningen grundar sig på är den sociokulturella lärandeteorin, kognitivism samt embodied learning. Den sociokulturella lärandeteorin valdes för att eleverna i undersökningen lär i samspel med andra, kognitivism för att förstå hur barn tänker. Embodied learning där fokus på den kroppsliga aktiviteten ligger som grund för att förstå hur eleven använder sin kropp vid intensivläsning. Tidigare forskning visar i PISA- undersökningar att svenska elever har en allt sämre läsförmåga. Resultatet i studien visar på kroppens betydelse för att förstå det som läses men även den avsaknad av reflektion i läsundervisningen för att eleverna ska få förståelse för hur processen läsning går till. / The purpose of this study has been to find out how an intervention study with intensive reading during a five-week period, four days a week, with the material specifically adjusted to the pupils’ interests impacts their reading comprehension. The methods used in the study is individual interviews with the pupils, observations and DLS-tests which is a diagnosticinstrument for measuring the pupils reading and writing ability. The theories of this study are based on sociocultural learning theory, cognitivism and embodied learning. The sociocultural learning theory was chosen because the students in this study learn together with other, cognitivism because trying to understand how children think. Embodied learning where focus lies on activity of the body to understand how student use their body when they learn intensive reading. Earlier studies show in PISA studies that the Swedish pupils is getting lesser and lesser reading ability. The results in the study shows the body’s importance in understanding what we read. But it also shows the lack of reflection in the reading instructions for the pupils to understand how the process of reading works.

This essays aim is to examine the different reading process categories tested in PISA's survey as well as the national test in Swedish and how it is tested. Furthermore, the aim is to compare it with the skills and knowledge regarding reading required in the syllabus and the reading process categories that are included in the knowledge requirements. Three questions have been asked: Which reading process categories are tested in PISA's reading comprehension and how are they tested? Which reading process categories are tested in the national exam in reading comprehension for grade 9 and how are they tested? What knowledge and skills regarding reading is required in the syllabus and which reading process categories are visible in the knowledge requirements for Swedish subjects in Lgr11 for years 7-9? To answer these questions, a qualitative and quantitative content analysis has been made and the theoretical point for the essay is PISA's reading framework on reading process categories. The result shows that all three reading process categories are present in both the PISA survey, the national exam and the curriculum from 2011 for the compulsory school, preschool class and the recreation center’s knowledge requirements for the subject Swedish. The analysis also reveals that there are some similarities and differences between the PISA survey of 2009 and the national exam from 2012/2013. Such a similarity is that "integrate and interpret" is the reading process category that gets the largest space in both the PISA survey and the national test. Regarding the syllabus "reflect and evaluate" is the most appearing reading process category.

No description available.

As theories on the process of reading have advanced so definitional changes have resulted. This in turn has impacted on the teaching of reading. Comprehension is not the result of successful word recognition, rather, meaning is constructed by the reader using various sources as a frame of reference. Reading requires an interaction between the reader, the text read and the context in vvhich it is read. Reader factors involve language competencies, prior knowledge, vocabulary, the use of strategies and attitudes and motivation. The text may be narrative or expository and encompasses instructional materials. The tvvo broad categories in the context are the classroom setting and the instructional context. An 'interactive' or 'organisational' paradigm underlying inclusion recognises individual differences as being a probable cause of failure but postulates that the school and all that it encompasses, can be a barrier to learning and development. As such it is not deficit driven, attributing failure to learners alone. In the case of reading, this means not attributing reading failure to the reader alone but acknowledging the role of the text and the context. This point of departure is confirmed by an interactive model of disability, which, while still explaining reading deficits, advances that alternative areas also be investigated. Focusing on abilities is conducive to proactivity in the prevention of barriers to learning and development. To be inclusive therefore, mainstream schools generally and classrooms specifically, will need to be reformed and restructured to be more responsive to learners experiencing barriers to learning and development. This will require enhanced teaching methods and flexible support systems. Accommodating diversity presupposes the acknowledgement of each learner's uniqueness in order to meet individual needs. This will be facilitated when in the compilation of a reading programme to meet individual needs, the reader, the text and context are matched through assessment and instruction . A reading programme to enhance the teaching of reading and thereby meet individual needs has been compiled and implemented in a mainstream, intermediate phase class. From this practical experience and the literature studied, guidelines for the teaching of reading have been formulated for teachers in the intermediate phase to use within the context of inclusion. / Educational Studies / D. Ed. (Orthopedagogics)