The purpose of this autoethnographic study was to examine three questions: (a) how did my view of myself as a non-Aboriginal educator change as a result of teaching in an Aboriginal cultural context, (b) how did my teaching philosophy and pedagogical approach change as a result of teaching in an Aboriginal cultural context, and (c) how did my sense of community and relatedness to the people I interacted with change due to increased cultural awareness and exposure to Aboriginal cultures? Data from my time in my teacher education program and teaching in Klemtu, BC was collected, and Mezirow’s (1997) transformative learning theory was used to analyze the shift that I made in these three areas. Finally, recommendations were made to teacher education programs and future non-Aboriginal educators who choose to teach in Aboriginal-run schools.

The diploma thesis on topic Development of professional competencies of Primary School teachers considers the research question: "What is the significance of teacher training and its length in the development of the professional competencies of primary school teachers?". The aim of the thesis is to introduce and analyze effective ways of developing the professional competencies of primary school teachers in the combined form of study. Contextualize the importance of practice and its length in the development of professional competencies. To deal with specific cases, ie cases of significance of practice and its length in the development of professional competencies of primary school teachers. With the support of professional literature, the basic theorems related to the topic of work are defined in the theoretical part: teacher, competencies, key competences, pedagogical knowledge and skills, constructivist approach in education and methods of professional development of teachers. Attention is paid to theory, practice and its position in teacher education. Reflection, cooperation and portfolio are mentioned here as effective means of professional development of teachers, ensuring the interconnection of theoretical knowledge and practical experience. The practical part is focused on qualitative...

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-05-04T13:16:56Z No. of bitstreams: 1 Vanessa da Silva Marques_.pdf: 860422 bytes, checksum: b818a5ad710f169f80ff32d917dc72fa (MD5) / Made available in DSpace on 2016-05-04T13:16:56Z (GMT). No. of bitstreams: 1 Vanessa da Silva Marques_.pdf: 860422 bytes, checksum: b818a5ad710f169f80ff32d917dc72fa (MD5) Previous issue date: 2016-03-01 / Nenhuma / Este trabalho apresenta uma pesquisa-ação participante, que contou com a participação de nove docentes atuantes no Programa Jovem Aprendiz (PJA). Entre as referências utilizadas, destacam-se Miguel Ángel Zabalza como aporte ao uso do Diário de Aula (DA) e Daniel Goleman com a teoria da Inteligência Emocional (IE) nas relações de trabalho. Os docentes participaram de um Programa de Desenvolvimento Docente (PRODED), onde foram apresentados ao DA e convidados a registrar seus conflitos vivenciados em sala de aula. O DA é o principal instrumento de pesquisa deste estudo, que teve como objetivo analisar a IE diante de situações conflitivas na prática docente, a partir de um processo de formação-investigação. A análise de dados foi realizada com base na Análise Textual Discursiva (ATD) a partir de quatro categorias a priori, sendo elas: conflitos em sala de aula, reações diante das situações conflitivas, emoções e reflexão sobre a prática. A análise revelou que a reação dos docentes diante das situações conflitivas foi de paralisação, ações imediatistas e ações ponderadas para manejar situações relacionadas aos alunos que não participaram das atividades, que desrespeitaram as regras e que foram agressivos verbalmente. A análise das categorias emoções e reflexão sobre a prática apontou que dentre as diversas emoções mencionadas pelos docentes, o medo, a tristeza e a raiva foram as emoções primárias manifestadas nas situações conflitivas. Essas situações foram relacionadas ao comportamento dos alunos, violência, risco de vida, situações onde o próprio docente percebeu-se incompetente e impotente, desesperança na mudança de comportamentos dos alunos e também por não conseguirem controlar e evitar algumas situações. A categoria reflexão sobre a prática discorreu sobre relatos dos docentes relacionados ao seu processo reflexivo, suas dificuldades e medos, e sobre suas competências, satisfações e desafios diante desta profissão. Os resultados deste estudo apontaram que a reflexão sobre a prática, a partir do uso do DA, contribui para a identificação das emoções e da releitura sobre as ações e reações dos docentes diante das situações conflitivas. Por fim, destaca-se a contribuição da Psicologia para o campo da Gestão Educacional, pois o estudo sobre as emoções e comportamento humano revela-se um grande aporte no apoio aos docentes, com a proposição do exercício sobre a reflexão da prática. Por conseguinte, a reflexão sobre a prática também estimula o autoconhecimento docente e o desenvolvimento da Inteligência Emocional para a gestão dos conflitos vivenciados em sala de aula. / This paper presents a participating research-action, counting upon the participation of nine teachers working at Young’s Apprentice Program (YAP). Among the references used we point out Miguel Angel Zabalza as a support to the usage of the class diary and Daniel Goleman with the Emotional Inteligence theory. The teachers have participated in a Teachers Development Program (PRODED), where they have been introduced to the class diary and invited to register the conflicts experienced in the classroom. The class diary (CD) is the main research instrument of the present study, which had as its main objective, analyze the teaching practice and the emotional intelligence when facing conflictive situations, starting from a process of formation – investigation through the use of the class diary. The data analysis was done based on Discursive Textual Analysis (DTA) starting from four categories, being: classroom conflicts, reactions when facing conflictive situations, emotions and reflections about the practice. The analysis of the classroom conflicts and reactions when facing conflictive situations revealed the teachers are presenting paralisation, imediatist actions and ponderate actions to manage situations related to the students which not participate on the activities, disrespect the rules and are verbally aggressive. The analysis of the categories emotions and reflections about the practice, pointed out that among the several emotions mentioned by the teachers, fear, sadness and anger were the primary emotions they manifested in the conflictive situations. Those situations were related to the student´s behavior, violence, life risk, i.e., situations where the teachers felt impotent, incompetent, hopeless in changing student´s behavior and also because they can´t control and avoid some situations. The category reflection about the practice discussed about the teacher´s reports related to their reflexive process, difficulties and fears and about their competences, satisfaction and challenges of this profession. The results of this study, shown the reflection about the practice, starting from the use of the CD contribute for the identification of the emotions and the re-reading about the teacher’s actions and reactions facing conflictive situations. Finally, we point out the contribution of the psychology for Educational Management field, since the study of the emotions and human behavior reveal as being of a big contribution to support the teachers, proposing the exercise about practice reflection. Consequently, the reflection about the practice also stimulates the teachers self knowledge and the development the emotional intelligence for managing the classroom conflicts.

Made available in DSpace on 2016-04-27T16:58:09Z (GMT). No. of bitstreams: 1 Antonio Luis Mometti.pdf: 1625451 bytes, checksum: 913bedaafe24d4e94d8aa408c036921a (MD5) Previous issue date: 2007-04-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this work is to investigate how the discussion and the reflection on the proper professional practice, in the scope of a group of Calculus professors, can contribute for the professional development of the participants of this group, from what the professors effectively speak on its practice, in particular, on its lectures of Riemann Integrate for functions of a real variable. The Model of the Argumentative Strategy (FRANT & I CASTRO, 2002) and the Theory of the Embodied Cognition (LAKOFF & JOHNSON, 1980; LAKOFF & NÚÑEZ, 2000) compose the support theoretical-methodologycal. It is about a qualitative research, whose sort adopted is the inquiry of the proper practice (PONTE, 2004). It was verified from the arguments and the metaphors used by the professors when arguing about the practice, a strong tension between intuition and rigor on Calculus teaching and it has presented an analysis from the theoretical background. It was observed that the group of discussion was consolidated in an environment where the participants had felt free to expose their ideas, to change experiences and it helped the professors to rethink their pedagogical practice. The theoretical-methodological background adopted revealed to be appropriate to explore the ideologies of the professors from the arguments, allowing to explore the implicit in the speeches and to go deep, thus, the process of reflection in the group / Este trabalho tem por objetivo investigar como a discussão e a reflexão sobre a própria prática profissional, no âmbito de um grupo de professores de Cálculo, podem contribuir para o desenvolvimento profissional dos participantes desse grupo, partindo do que os professores efetivamente falam sobre a sua prática, em particular, sobre suas aulas de Integral de Riemann para funções de uma variável real. O Modelo da Estratégia Argumentativa (FRANT & CASTRO, 2002) e a Teoria da Cognição Corporificada (LAKOFF & JOHNSON, 1980; LAKOFF & NÚÑEZ, 2000) compõem o aporte teórico-metodológico. Trata-se de uma pesquisa qualitativa, cujo gênero adotado é o da investigação sobre a própria prática (PONTE, 2004). Verificou-se a partir dos argumentos e das metáforas utilizadas pelos professores, ao discutir a prática, uma forte tensão entre intuição e rigor no Ensino de Cálculo e apresentou-se uma análise a partir do referencial teórico. Observou-se que o grupo de discussão consolidou-se num ambiente em que os participantes se sentiram à vontade para expor idéias, para trocar experiências e ajudou os professores a repensar sua prática pedagógica. O referencial teórico-metodológico adotado mostrou-se apropriado para explorar as ideologias dos professores a partir dos argumentos, permitindo explorar os implícitos nas falas e aprofundar, assim, o processo de reflexão no grupo