Teachers occupy a special and high role in our traditional culture. However, due to recent westernization, the role of teachers as mentors and fathers has tended to become more like professionals and laborers. Upon the enactment of Teachers¡¦ Act in 1995, teachers in Taiwan began to own the right of organizing associations, although there is still some significant gap from labor unions. This research studies how the teachers participate in the teacher¡¦s association and the recognition and intention of teachers in joining the teachers¡¦ unions. Teachers¡¦ unions, as yet illegal, is a process of social movement, in which mobilization of members, resources and ideology, and the solidarity of members, are all crucial for the possible success of Teachers¡¦ Unions. Adopting the methods of questionnaires and in-depth interviews, using teachers from two comprehensive high schools in Kaohsiung area as samples, this research applies for SPSS, and use statistic methods such as descriptive statistics, t-test, correlations, one-way ANOVA, chi-square test, reliability test, factor analysis and logistic regression, to examine how demographic attributes, teachers¡¦ cognition on their roles, teachers¡¦ cognition about the functions of Teachers¡¦ Association and Teachers¡¦ Union, as well as teachers¡¦ cognition on the Labor Act, on their intention of joining Teachers¡¦ Union. The results show that, being a member of the Teachers¡¦ Association is the most important and consistent predictor of teachers¡¦ intention in joining the Teachers¡¦ Union. As for the impact of teachers¡¦ cognition on their role, contrary to traditional knowledge, those who see teachers as more of ¡§sacred teachers¡¨ tend more likely to join Teachers¡¦ Union. Those who consider ¡¥rights protection¡¦ and ¡¥professional image¡¦ as important functions of Teachers¡¦ Association, tend more likely to join the Teachers¡¦ Union, whereas no impact was found on the function of ¡¥strike¡¦. On the other hand, teachers¡¦ perspective on the functions of Teachers¡¦ Association has no any impact on their intention of joining Teachers¡¦ Union. Finally, teachers who see ¡¥the right of negotiation¡¦ and ¡¥the right of strike¡¦ as more important for the Teachers¡¦ Union, tend more likely to join the Teachers¡¦ Union.

In the essay, the balance between being an educator and a mother of a child with autism is explored in respect to how the roles might influence the actions of a pre-school teacher. Writing is used as a method of reflection, it gives the teacher a chance to take a step back and view her practical experiences from a novel perspective; conclusions are recounted throughout the teachers narrative. The essay is based on the following questions; which problems might arise in the meeting with parents such as Adams where there is a suspicion of autism for the child? Which advantages/disadvantages might the teacher’s personal experience of autism have for the role as educator? How would the dual roles as educator and mother of an autistic child best be balanced in the future? The essay highlights special educational and parent perspectives on the matter of autism. Professor of pedagogy Claes Nilholm, specializes in special needs education. Nilholm discusses the existence of compensatory and critical perspectives on autism in the classroom, which are presented in the essay as a problematic dichotomy which the teacher must navigate. Based on the work performed by psychologist Lennart Lindqvist the teacher presents her own experiences of being a mother of a child with autism and how it affects her role as educator. From the reflective process the teacher concluded that personal experience from children with autism might be of advantage in the educational environment but has distinct disadvantages when communicating with parents. Aristoteles three forms of knowledge episteme, techne and fronesis were used to further highlight the difficulties when dealing with parents of children with suspected autism. Especially the concept of fronesis was discussed in relation to the teacher’s narrative as an influencing factor. Fronesis, the wisdom to act correctly in a given situation, was concluded be of advantage in the role as educator. When meeting parents of children with suspected autism the teachers unprocessed feeling on the matter may become a disadvantage. The aim of the essay was to deepen the knowledge of the teachers own experiences in order to better utilize them in the role as an educator.

This work analyses pedagogical and social activities of the primary school teacher in East-West Lithuania.

Uppsatsen bygger på den vandringsdagbok som skrevs under 1952-1954 av 24 nyutexaminerade småskollärarinnor från Norrköpings småskoleseminarium. De hade enats om att skriva brev i dagboksform omfattande tre sidor brevtext och sedan låta boken cirkulera runt till samtliga författare. Boken skulle i första hand spegla deras arbete som lärarinnor och viktiga delar av deras privatliv. För några år sedan skänktes böckerna, 23 av 25, till Arbetets museum i Norrköping. Jag har tagit del av breven som omfattar lärarinnornas första arbetsår och försökt analysera deras arbete, privatliv, föreningsliv och deras hemligheter som det speglas i vandringsdagboken. De flesta anställdes bara på korta vikariat. En tredjedel förlovade eller gifte sig under det första året och några födde barn. Umgänget bestod av nya kolleger och av kontakt med gamla vänner från seminarietiden. De intresserade sig mycket litet för aktuella politiska, kulturella eller sociala problem. Vissa frågor, privata eller i skolan, behandlas inte i brevtexterna. / My essay is a result of an investigation of letters written in a diary between 1952 and 1954 by 24 primary school teachers who had just finished their final exam in the College of Education in Norrköping, Sweden during the summer of 1952. They had promised each other to write letters of three pages in a diary and to let the book circulate between all the participators. The letters should include the experience of their work as schoolteachers but also important parts of their private lives. The books, 23 of 25 in all, were donated to the Arbetets museum in Norrköping a few years ago. I have read the letters and made an effort to analyse their educational work, their private lives, their community activities and their secrets as found in the texts of the diary. The teachers were employed for some months or for one or two terms. One third of them was engaged or married during the first year and a few gave birth to children. Their intimate friends consisted of schoolteachers but they also kept contact with their old acquaintances from the College of Education. They took little interest in the political, cultural or social problems during the period I have studied. Certain questions of private nature were not discussed in the diary letters.

Syftet var att undersöka hur fyra förskollärare uppfattade sitt arbete med matematik i förskolan med fokus på hinder och möjligheter. Syftet var också att undersöka om förskollärarnas syn och arbetssätt skiljde sig åt beroende på i vilken åldergrupp förskolläraren arbetade. Jag valde att intervjua förskollärare eftersom jag tycker att de har en viktig roll i barns tidiga matematiska utveckling. Resultatet visar att förskollärarna anser att matematik är en viktig del i förskolan och att det är viktigt att barn tidigt kommer i kontakt med matematiken samt att matematik är mer än bara plus och minus men även att matematik inte behöver planeras utan finns ofta i alla förekommande moment i förskolans verksamhet. Skillnaderna jag upptäckte bland intervjuerna var att några antydde att det var brist på planeringstid, medan andra tyckte att de gjorde vad de kunde, eftersom matematiken inte så ofta behöver planeras utan finns naturligt i alla förskolans moment. / The aim of this study was to examine how four pre-school teachers apprehended their mathematics work in pre-school with focus on obstacles and possibilities. The aim also was to examine if the pre-school teachers approach and operation methods differed depending on the age-group in which the pre-school teachers worked. I chose to interview pre-school teachers because I believe that they have a significant role in childrens’ early mathematical development. The result shows that pre-school teachers find mathematics to be an important part in pre-school and that mathematics is necessary for children in an early age. The result also shows that mathematics includes so much more than just plus and minus, and that mathematics doesn’t mean extensive planning, instead it can be found in many of the situations that occur in the pre-school area. Disparities that I noticed among the interviews were indications of insufficient planning-time, but some of the interviewed stated that this was not really an issue because mathematics doesn’t mean planning as mentioned before.

Syftet med undersökningen är att undersöka hur grundskollärare och fritidspedagoger samarbetar. I uppsatsen kommer samarbetet mellan skola och fritidshem att belysas. Det kommer att undersökas vad som fungerar bra och vilka eventuella brister som kan finnas i samarbetet mellan grundskollärare och fritidspedagoger. För att klargöra syftet kommer det att undersökas vilka synsätt som finns i yrkeskategorierna när det gäller samarbete mellan skola och fritidshem. Vidare kommer det att undersökas hur fritidspedagoger och lärare delger varandra sina kompetenser. Undersökningens metod är kvalitativa intervjuer. Totalt intervjuades tre fritidspedagoger och tre grundskollärare.   Resultatet av undersökningen visar att fritidspedagoger och grundskollärare anser att det finns ett samarbete mellan skola och fritidshem. Yrkeskategorierna samarbetar tillsammans genom att de planerar skolverksamheten tillsammans. När det gäller inställningen till ett gemensamt samarbete så är flertalet av pedagogerna positiva. Yrkeskategorierna är bra på att ta vara på varandras kompetenser då man inom arbetslaget talar om vilka kompetenser som finns inom olika områden. Resultatet visar att flertalet av yrkeskategorierna är nöjda med det samarbete som är idag men det finns även pedagoger som inte tycker att det fungerar lika bra. Undersökningen visar att samarbete är viktigt. Vidare visar resultatet att mer gemensam planeringstid krävs för att skapa och utveckla samarbetet. / The survey aims to investigate how primary teachers and leisure-pedagogues collaborate. In the paper, the cooperation between school and leisure will be elucidated. It will examine what works well and what possible defects that may exist in the cooperation between primary teachers and leisure-pedagogues. To clarify the purpose it will examine the approaches that are available in occupational categories in terms of collaboration between schools and leisure centers. Furthermore it will examine how leisure-pedagogues and teachers communicate each other their skills. The survey method is qualitative interviews.  Total sample three leisure-pedagogues and three primary school teachers. The results of the survey shows that leisure-pedagogues and primary school teachers believe that there is cooperation between schools and leisure centers. Occupation categories are collaborating together through the planning school activities together. When it comes to setting a joint collaboration is the majority of the educators positive.  Occupation categories are good at taking advantage of each other's skills when the team talks about what skills are in different areas.  The result shows that the majority of occupational categories are pleased with the cooperation that is today but there are also teachers who do not think it works as well.The survey shows that collaboration is essential. Furthermore, the results show that more common planning time required creating and developing cooperation.

This thesis investigates the professional knowledge and views about gifted education held by teachers working in a suburban primary school in Melbourne, Australia. Examining discourses of giftedness and intelligence, it adopts a case study approach to explore teachers’ gendered understanding of these concepts four years after they undertook a program of professional development in gifted education during the late 1990s. The analysis of the case study is located in relation to historical as well as current policy and professional debates regarding the education of gifted children, and the context of broader contemporary educational reforms. During the 1990s, much educational reform in Australia, as elsewhere, was characterised by neo-liberal practices of devolution, and a greater emphasis on individual accountability that altered school management structures and directed curriculum practices towards a focus on outcomes-based education. The increasing scrutiny of teaching and learning became normalised as both teachers and students were regularly monitored and measured. Within the prevailing political and educational landscape, Victoria’s first gifted education policy was introduced in May 1995. / The study examined how teachers negotiated educational reforms and policy initiatives during a time of significant change and translated them into their own professional common sense and working knowledge. A qualitative methodology is adopted, and the research design encompasses close analysis of teachers’ narratives and content analysis of school policies and programs as well as informal and formal documentation and reports. Examination of the case study material is informed by a feminist approach and concern with practices of gender differentiation and inequality in education; the analysis is also influenced by key poststructuralist concepts of “discourses”, “regimes of truth” and “normalisation” drawn from the work of the French philosopher Michel Foucault. / Three main lines of analysis are developed. First, I examine current meanings of, and discourses on, gifted education and their historical antecedents. I argue that gifted education practices emanate from modernist practices and that the constructs of intelligence and giftedness were enthusiastically adopted as technological tools to regulate and classify populations. I further argue that understanding these earlier views on intelligence and the “gifted child” remains important as these continue, often unwittingly, to infiltrate and shape teachers’ attitudes and knowledge, as well as the “regimes of truth” expressed in policy and professional discourses. Second, I propose that a deeply entrenched Australian egalitarian ethos has affected teachers’ views and practices, influencing how they navigate the field of gifted education, typically characterised as an elite form of educational provision. In some cases, this produces ambivalence about the value of gifted education, leading to educational practices that are at odds with gifted educational practices recommended by research. I argue that the program of gifted professional development did not alter deeply entrenched beliefs about gifted education, with teachers claiming personal experience and working knowledge as the crux to recognising and catering for difference. Third, I examine the socially gendered dimensions of these entrenched views and their impact on highly able girls. I argue that for teachers, the norm of the gifted child is gendered. Whilst girls can be bright or clever or smart, the idealised gifted child is more likely to be male. / This thesis offers an in-depth examination of the micro-practices of one school as it strives for excellence. It contributes insights into the impact of “topdown” policy and professional development on teachers’ working knowledge and professional practice. This study shows that while the imposed educational policies and gifted education programs provided information for teachers, they did not alter teachers’ fundamental belief systems, professional knowledge or gender differentiating teaching practices.

I fritidshemmen möts de flerspråkiga barnen av fritidspedagoger och svenskfödda barn. Enligt undersökningar vi tagit del av är det viktigt att bemötandet av de flerspråkiga barnen är genomtänkt och anpassat efter deras behov och kulturer. Det måste också ske med ett stimulerande arbetssätt. Undersökningarna visar även att språket är en förutsättning för att kunna lära sig nya saker, att kunna kommunicera med andra och att kunna stärka sin självkänsla och identitet. Syftet i vår undersökning är att belysa hur fritidspedagoger kan underlätta språkutveckling och integrering i fritidshemmet för flerspråkiga barn. Undersökningen tar reda på vilka arbetssätt som kan användas samt vilka möjligheter kontra vilka hinder som finns med flerspråkigheten i verksamheten. För att få reda på undersökningens alla frågor intervjuades 12 fritidspedagoger som varit verksamma i mer än 3 år. Denna undersökning är en kvalitativ studie. Resultatet visar att arbetssätten varierar hos fritidspedagogerna, men det finns också arbetssätt som de flesta av fritidspedagogerna har gemensamt. Undersökningen visar att det finns fler möjligheter än hinder med flerspråkiga barn i fritidshemmet.

Made available in DSpace on 2014-07-29T16:10:33Z (GMT). No. of bitstreams: 1 DISSERTACAOALESSANDRALEAO.pdf: 626333 bytes, checksum: 5f13b97333398fbbe97685a47f4d2b85 (MD5) Previous issue date: 2008-08-25 / This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country / Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país

Made available in DSpace on 2014-07-29T16:15:26Z (GMT). No. of bitstreams: 1 DISSERTACAOALESSANDRALEAO.pdf: 626333 bytes, checksum: 5f13b97333398fbbe97685a47f4d2b85 (MD5) Previous issue date: 2008-08-25 / This study aimed to carry out a bibliographically-grounded theoretical deepening and a reflexive analysis of the conception of teacher present in the cycles of human formation, co-substantiated in the Political-Pedagogical Proposal for the Fundamental Education of Children and Adolescents of the Municipal Secretary of Education of Goiania, approved during the 2001-2004 office. The analysis of the official document, the theoretical production of some referential authors and other proposals for the cyclic organization in the country aimed to expand the reflection on the theme. The present study stems from the discussion regarding the expansion of school access, within the context of Brazilian education during the 1980s and 1990s, a period of implementation and expansion of the proposal of cycles. The study also highlights the historic period of political and economic opening in the country, the advance of neoliberal policies and the central positioning of education in the discussions of educational policies both nationally and internationally. In an attempt to apprehend the conception of education and teacher in the development of this proposal, the way chosen was the study of the cycle expansion in the country as a new form of organization of the school systems of education. The analysis of the proposal of Goiania is accompanied by reflections on other experiences of cycles carried out in the country / Este trabalho objetivou realizar um aprofundamento teórico e uma análise reflexiva, com base em estudo bibliográfico, acerca da concepção de professor presente nos ciclos de formação humana, consubstanciada na Proposta Político-Pedagógica para a Educação Fundamental da Infância e da Adolescência da Secretaria Municipal de Educação de Goiânia, aprovada na Gestão 2001-2004. A análise do documento oficial, da produção teórica de alguns autores referenciais e de outras propostas de organização em ciclos no país teve como objetivo ampliar a reflexão sobre o tema. O estudo parte da discussão acerca da ampliação do acesso à escola, no contexto da educação brasileira nas décadas de 1980 e 1990, período de implantação e expansão da proposta de ciclos, e destaca também o momento histórico de abertura política e econômica do Brasil, o avanço das políticas neoliberais e a centralidade da educação nos discursos das políticas educacionais tanto no âmbito nacional quanto internacional. Na tentativa de apreender a concepção de educação e de professor no engendramento desta proposta, o caminho escolhido foi o estudo da expansão dos ciclos no país como uma nova forma de organização dos sistemas escolares de educação. A análise da proposta de Goiânia é acompanhada de reflexões sobre as demais experiências de ciclo levadas a cabo no país