Made available in DSpace on 2016-04-27T16:57:16Z (GMT). No. of bitstreams: 1 Dimas Cassio Simao.pdf: 293977 bytes, checksum: 76f426bbbbae149cb7aed9f158e5d80b (MD5) Previous issue date: 2012-05-17 / This study seeks to analyze and understand the impact of the continuing education of mathematics teachers in the school network SESI-SP and its influence on the good performance of schools in relation to mathematics component. For this sought to identify the relationship of this education and the evaluation results in three schools in the network SESI-SP. The schools were selected based on their grades in external evaluations performed by during the years 2008 and 2009. In this context, this study was guided by the questions: What factors contributed to these schools to obtain a good performance in mathematics above the average school network SESI-SP and standing at the right level? What role do teachers attribute to the meetings of continuing education over the current performance of the component mathematics? The study aimed to identify factors which enabled the schools were situated at the appropriate level in math and find evidence that continuing education was one of the factors that led schools to have a good performance. The main theoretical references were sought in Imbernón (2001 and 2010), Canário (1996 and 2002) to discuss continuing education and training focused on school, in Almeida, Placco and Souza (2011) to discuss the role of coordinator and trainer for teachers. This is a qualitative research approach and instruments have been adopted as an initial questionnaire and semistructured interviews. Also was performed the documentary analysis of Curriculum References of school network SESI-SP. The research revealed that the mathematics teachers value the continuing education by providing the exchange of experience. The teacher s commitment, the practice of the simulated tests and work orientation of the teaching coordinator seems to have been the factors that contributed to the good performance of the three schools in mathematics / Este estudo procura analisar e compreender o impacto da formação continuada de professores de matemática da rede escolar SESI-SP e sua influência no bom desempenho das escolas em relação ao componente matemática. Para isso, buscou-se identificar a relação dessa formação e os resultados de avaliação em três escolas da rede escolar SESI-SP. As escolas foram selecionadas a partir de suas notas nas avaliações externas realizadas pelo próprio SESI-SP nos anos de 2008 e 2009. Neste contexto, este estudo foi orientado pelas questões: Quais fatores contribuíram para que essas escolas obtivessem um bom desempenho em matemática acima da média da rede escolar SESI-SP e situando-se no nível adequado? Que papel os professores atribuem aos encontros de formação continuada em relação ao atual desempenho da escola no componente matemática? O estudo teve como objetivos: Identificar quais fatores permitiram que as escolas se situassem no nível adequado em matemática e buscar indícios de que a formação continuada foi um dos fatores que levou as escolas a terem um bom desempenho. Os principais referenciais teóricos foram buscados em Imbernón (2001 e 2010), Canário (1996 e 2002) para discutir a formação continuada e formação centrada na escola; em Almeida, Placco e Souza (2011) para discutir o papel do coordenador pedagógico como formador dos professores. Trata-se de uma abordagem qualitativa de pesquisa e foram adotados como instrumentos um questionário inicial e entrevistas semiestruturadas. Também foi realizada a análise documental dos Referenciais Curriculares da rede escolar SESI-SP. A pesquisa revelou que os professores de matemática valorizam a formação continuada por proporcionar a troca de experiência. O comprometimento dos professores, a prática de simulados e o trabalho de orientação do coordenador pedagógico parecem ter sido os fatores que contribuíram para o bom desempenho em matemática das três escolass.

This study aimed at exploring the Life Orientation (LO) teachers’ knowledge and teaching of study skills in high schools, Ekudibeng cluster, Gauteng East. The Curriculum and Assessment Policy Statement (CAPS) is the most recent curriculum policy (Department of Basic Education [DBE], 2012) and serves as an action plan to 2030 for the South African education system in order to address some of the origins of underperformance in South African schools (Nicolson, 2013). Life Orientation (LO) can be described as a learning area within the educational context that promotes the holistic development of a child. The educational context refers to all processes at school level involved in training children’s minds and abilities so that they can acquire knowledge and develop skills to succeed in life. Life Orientation integrates subjects, such as life skills, career guidance, health education, physical education, human rights studies and religious education (Pillay, 2012). According to the Life Orientation 2011 CAPS document, Life Orientation teachers are expected to teach study skills to learners starting from grade 10 – 12 (Further Education and Training (FET) Phase (DBE, 2011). Learning or study skills carry over into other areas of life and beyond school. Study skills are therefore critical tools that ensure that learner achievement leads to success. Furthermore, effective study skills need effective interaction between teachers and learners (Gettinger, & Seibert, 2002). The teacher is a social agent and should make study skills accessible through the process of teaching in the classroom. This implies that the teacher is a central tool for equipping the learners with the necessary study skills which can aid in the unlocking of their future potential (Sasikala, 2012). As such, it was considered important to explore the knowledge and skills for teaching LO as well as the challenges faced and their needs for further development. Three schools in Ekudibeng cluster, Gauteng East were purposefully selected for this purpose on the basis of their results in the previous year’ matric exit examinations. Qualitative case studies of the Further Education and Training LO teachers’ experiences at each of these schools were undertaken utilising semi-structured interviews as a data collection tool. The data were analysed via qualitative content analysis techniques. The findings of this study emphasise the need for a focus on study skills teaching and teacher proficiency in the high school education system. The South African Education System role-players need to take LO seriously and have teachers qualified to teach LO, and to meet their needs through study skills training workshops. Comprehensive continuous improvement in learner performance requires a constant determination of trained LO teachers, qualified for the subject and properly equipped with relevant knowledge to cascade it to learners and cooperative community members, where parents are involved/hands on in shaping their children’s’ future. / Psychology of Education / M. Ed. (Guidance and Counselling)

This study aimed at exploring the Life Orientation (LO) teachers’ knowledge and teaching of study skills in high schools, Ekudibeng cluster, Gauteng East. The Curriculum and Assessment Policy Statement (CAPS) is the most recent curriculum policy (Department of Basic Education [DBE], 2012) and serves as an action plan to 2030 for the South African education system in order to address some of the origins of underperformance in South African schools (Nicolson, 2013). Life Orientation (LO) can be described as a learning area within the educational context that promotes the holistic development of a child. The educational context refers to all processes at school level involved in training children’s minds and abilities so that they can acquire knowledge and develop skills to succeed in life. Life Orientation integrates subjects, such as life skills, career guidance, health education, physical education, human rights studies and religious education (Pillay, 2012). According to the Life Orientation 2011 CAPS document, Life Orientation teachers are expected to teach study skills to learners starting from grade 10 – 12 (Further Education and Training (FET) Phase (DBE, 2011). Learning or study skills carry over into other areas of life and beyond school. Study skills are therefore critical tools that ensure that learner achievement leads to success. Furthermore, effective study skills need effective interaction between teachers and learners (Gettinger, & Seibert, 2002). The teacher is a social agent and should make study skills accessible through the process of teaching in the classroom. This implies that the teacher is a central tool for equipping the learners with the necessary study skills which can aid in the unlocking of their future potential (Sasikala, 2012). As such, it was considered important to explore the knowledge and skills for teaching LO as well as the challenges faced and their needs for further development. Three schools in Ekudibeng cluster, Gauteng East were purposefully selected for this purpose on the basis of their results in the previous year’ matric exit examinations. Qualitative case studies of the Further Education and Training LO teachers’ experiences at each of these schools were undertaken utilising semi-structured interviews as a data collection tool. The data were analysed via qualitative content analysis techniques. The findings of this study emphasise the need for a focus on study skills teaching and teacher proficiency in the high school education system. The South African Education System role-players need to take LO seriously and have teachers qualified to teach LO, and to meet their needs through study skills training workshops. Comprehensive continuous improvement in learner performance requires a constant determination of trained LO teachers, qualified for the subject and properly equipped with relevant knowledge to cascade it to learners and cooperative community members, where parents are involved/hands on in shaping their children’s’ future. / Psychology of Education / M. Ed. (Guidance and Counselling)