No description available.

High school science teachers require increased skills in science research literacy, so that their students develop research competencies in the classroom (Evans, Warning, & Christodoulou, 2017; Udompong, Traiwichitkhun, & Wongwanich, 2014). For teachers to promote a scientific atmosphere, literature points to training that fosters authentic spaces in the school setting. Working in collaboration with scientists offers teachers ways to scaffold laboratory experiences that address the needs of their students and models scientific communication and behaviors (www.nextgenscience.org/faqs). This research includes creating and sustaining long term collaborations between scientists and teachers while also identifying professional development that enables both laboratory research and science education. Applying science research literacy skills will empower teacher to meet the challenges set by national standards, through which science laboratory experiments in secondary education classrooms necessitate teachers to embrace new methods of lesson delivery and identify organic points, in the required curriculum, for the incorporation of authentic scientific inquiry (Ufnar & Shepherd, 2018). Observing and interacting, with the participants throughout the various levels of immersive I anticipate creating enhanced programming, science teacher PD’s, and workshops that will enable science teachers, both face-to-face and via virtual-hybrid programs, to impart the sense of being in a lab to their students while bringing authentic research activities to life during classroom inquiry. This promotes culturally relevant experiences within the context of the scientific one. Ideal subjects for this study will be in-service science teachers in possession of a minimum Bachelor’s degree. Subject matter and experience in research science is not a disqualifier. However, interest in life science, biological science, health science, environmental science, or biochemistry will be required. Through ethnographic research, the cultural forms, values, and practices that are essential to the cultural reproduction of scientific research literacy will be documented. I will engage in this research as an ethnographer and having the role of active observer, analyzing cultural behaviors (Brandt & Carlone, 2012; Camarata, et al., 2017) and the development of science research literacy of science teachers following engagement with professional research scientists during immersive professional development programs. Ethnographic research will allow me to uncover the practices as I experience the process along with the participants and while my research will be conducted through an ethnographic lens, writing will be included as to acknowledge the work as a case study bounded by the shared experience and context of the participants. Moreover, following the proposed research, teachers could enact a swift change in science classroom culture, by embracing a more scientific one (Erickson, 1984). / Math & Science Education

Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2016-02-01T17:08:20Z No. of bitstreams: 2 Dissertação - Josiane Lopes Medeiros - 2015.pdf: 2417472 bytes, checksum: ab11712afa018ed7bdacf06272fe60e4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-02-02T06:59:29Z (GMT) No. of bitstreams: 2 Dissertação - Josiane Lopes Medeiros - 2015.pdf: 2417472 bytes, checksum: ab11712afa018ed7bdacf06272fe60e4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2016-02-02T06:59:29Z (GMT). No. of bitstreams: 2 Dissertação - Josiane Lopes Medeiros - 2015.pdf: 2417472 bytes, checksum: ab11712afa018ed7bdacf06272fe60e4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-08-28 / This study is linked to the line of research Educational Policies, Management and Teacher Education of the Postgraduate Programme in Education of the Federal University of Goiás - Jataí Regional. The aim of this study was to analyze the implications of the Institutional Programme of Initiation to Teaching (Pibid) in the Goiano Federal Institute of Education, Science and Technology – Rio Verde Campus (IF Goiano RV), advances, limits, challenges and perspectives of the rules of the programme in the Science teacher education. Considering this, it was investigated the theme in its historicity, analyzing the educational policies for teacher education in Brazil, from the first Lula da Silva’s government (2003-2006) to July 2015, and the perceptions of 38 participants engaged, 16 undergraduate students and scholarship students of Pibid, 10 supervisor-teachers of the basic public education, and 12 egress scholarship students; situating the questions in the context of a teacher education, in the unitary perspective. The Methodological approach used in the research was qualitative and the collected data, analyzed according to the assumptions of the content analysis, in order to perceive the different constitutive aspects of the teacher education. In addition to the literature review, we conducted a field survey with the application of a questionnaire to 26 current scholarship students of Pibid in the Goiano Federal Institute of Education, Science and Technology RV and 12 egresses. In order to analyze the collected data, it was considered the political and the theoretical aspects which influenced the teacher education, the educational policies of teacher education and the documents which regulate Pibid as well as the perception of the investigation subjects. This study revealed consensus and contradictions in the laws which regulate the teacher education in Brazil, pointing that Pibid is understood as a way of teaching appreciation , as well as one of the main initiative of the Coordination for the Improvement of Higher Education Personnel (CAPES) for the initial and continuing formation. The research highlighted the teaching as a job that, as such, reveals a specific formation, with quality, with a curriculum which allows to the teachers the understanding of the historical, social and political dimension of their role in the context and historical construction of their claims, duties and achievements. This would be to conceive the teacher education in the unitary perspective, what implies recognizing the importance of both initial and continuing formation, as processes of salary appreciation, social enhancement, career, and concrete working conditions. From the achieved results, we highlight limits and possibilities in the model of initiation represented by Pibid: limits regarding the concern of future teachers in relation to the enhancement of career, social prestige, lack of structure and encouragement from teachers, lack of resources and problems concerning the point of view of the school management about Pibid and its scholars; and possibilities for allowing a coexistence mediated by theory and practice, as well as a mediation between Higher Education Institutions (IES) and basic education schools. / Este estudo vincula-se à linha de pesquisa Políticas Educacionais, Gestão e Formação de Professores, do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás - Regional Jataí. O objetivo do estudo foi analisar as implicações do Programa Institucional de Bolsa de Iniciação à Docência (Pibid) no Instituto Federal de Educação, Ciência e Tecnologia Goiano - Câmpus Rio Verde (IF Goiano RV), os avanços, os limites, os desafios, as perspectivas e o papel do programa na formação do professor de Ciências. Diante disso, investigou-se o tema em sua historicidade, analisando políticas educacionais para a formação de professores no Brasil, a partir do primeiro Governo Lula da Silva (2003-2006) até julho de 2015, e as percepções de 38 atores envolvidos, 16 licenciandos bolsistas atuais do Pibid, 10 professores supervisores da Educação Básica pública e 12 bolsistas egressos; situando as questões no contexto de uma formação do professor, na perspectiva unitária. A abordagem metodológica utilizada na pesquisa foi qualitativa e os dados coletados, analisados segundo os pressupostos da análise de conteúdo, a fim de se perceber os diferentes aspectos constitutivos da formação. Além da revisão da literatura, realizamos uma pesquisa de campo com a aplicação de questionário a 26 atuais bolsistas do Pibid do IF Goiano RV e a 12 egressos. Para análise dos dados obtidos, considerou-se aspectos políticos e teóricos que influenciam a formação docente, as políticas educacionais de formação docente e os documentos que regulamentam o Pibid, bem como a percepção dos sujeitos pesquisados. O estudo revelou consensos e contradições nas leis que regulamentam a formação de professores no Brasil, apontando que o Pibid é compreendido como forma de valorização docente e como uma das principais iniciativas da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) para a formação inicial e continuada. A pesquisa evidenciou a docência como um trabalho que, como tal, revela uma formação específica, de qualidade, com um currículo que permite ao professor o entendimento da dimensão histórica, social e política de seu papel no contexto e construção histórica de suas lutas, deveres e conquistas. Isto seria conceber a formação de professores na perspectiva unitária, o que implica reconhecer a importância tanto da formação inicial e continuada quanto dos processos de valorização salarial, social, de carreira, e de condições concretas de trabalho. A partir dos resultados alcançados, destacamos limites e possibilidades no modelo de iniciação representada pelo Pibid: limites no que diz respeito à preocupação dos futuros professores quanto: à valorização da carreira, ao prestígio social, à falta de estrutura e de estímulo por parte dos professores, à falta de recursos e aos problemas com a visão da gestão escolar sobre o Pibid e seus bolsistas; e possibilidades por permitir uma convivência mediada por teoria e prática, como também a mediação entre as IES formadoras e as escolas de Educação Básica.

Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-01-20T17:12:07Z No. of bitstreams: 2 Dissertação - Ellen Pereira Lopes de Souza - 2014.pdf: 1598037 bytes, checksum: eebeb5b043385a48dc940e642184f024 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-01-20T17:13:06Z (GMT) No. of bitstreams: 2 Dissertação - Ellen Pereira Lopes de Souza - 2014.pdf: 1598037 bytes, checksum: eebeb5b043385a48dc940e642184f024 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2015-01-20T17:13:06Z (GMT). No. of bitstreams: 2 Dissertação - Ellen Pereira Lopes de Souza - 2014.pdf: 1598037 bytes, checksum: eebeb5b043385a48dc940e642184f024 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-03-13 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The issue of including contents of history and African-Brazilian and African culture in the curricula of primary school, determined by the law 10639/2003 has promoted discussions in the academic realm regarding ethnicity, diversity and race. Education is par excellence an opportunity for subjects to learn about the value of culture and maintain contacts with different cultural practices. In this way, the school is a relevant area in this process, but not always it occurs in the perspective of the respect for the cultural values and expressions of the subjects involved. Although Brazil is known worldwide for its pluri- and multi-cultural character, diversity is not always addressed in the classroom, although the school is composed of blacks, whites and indigenous. In this context, based on the assumptions of Dialectical Historical Materialism, this paper presents elements of a participating research, representing an educational activity for research and social action. The present study aims to investigate the knowledge mobilized by the teacher’s triad (trainer, in initial training and of basic education in continuing education) in the process of production and development of actions, which contribute to the critical training of teachers and students in relation to the historical origin of the Brazilian society, bringing reflections to understand how the proposed law has been applied, with the intention of expanding the dissemination of its proposals providing access to future analysis related to the topic. For data collection, semi-structured interviews were conducted with undergraduate degree students in the chemistry program, trainer teachers of education degree program in science of Higher Education of the state of Goiás, trainer teachers and coordinators of the courses of Sciences of Higher Education of the state of Goiás and leadership of social movement black in the state of Goiás. The interviews were recorded, transcribed, and data were grouped by units of meaning, and analyzed using the discourse analysis technique. The results indicate that this is an alternative that fulfills its educational role through dialogue with our peers, which occurred both in the Collective Black and during the interviews, and was a strategy to bring the discussion of the demand of the law (law 10639/2003) into the University in undergraduate courses in science and mathematics programs, through inferences about the relationship between the teaching of history and African-Brazilian and African culture and science education present in the theoretical framework and in discussions about the speech produced by respondents during interviews. Besides the scientific dissemination of the product of our work, made possible by the documentary Absent Principle: Law 10639/03 in Teacher Training, this is an initiative that aims to contribute to the discussion of the Law 10639/03 in teacher training courses, as well as and its social and cultural diffusion to the scientific community. / A questão da inserção de conteúdos de história e cultura afro-brasileira e africana nos currículos da escola básica, determinada pela Lei 10.639/2003, tem promovido discussões no âmbito acadêmico relativas à etnia, diversidade e raça. A educação é, por excelência, uma oportunidade dos sujeitos aprenderem sobre o valor da cultura e manterem contatos com as diferentes práticas culturais. Desta feita, a escola é um dos espaços relevantes nesse processo, mas nem sempre isso ocorre na perspectiva do respeito dos valores e das expressões culturais dos sujeitos nela envolvidos. Embora o Brasil seja mundialmente conhecido por seu caráter pluri e multicultural, nem sempre a diversidade é contemplada em sala de aula, apesar de a escola ser composta por negros, brancos e índios. Neste contexto, fundamentados nos pressupostos do Materialismo Histórico Dialético, este trabalho apresenta elementos de uma pesquisa participante, configurando-se em uma atividade educativa de investigação e ação social. O presente estudo tem por objetivo averiguar os saberes mobilizados pela tríade de professores (formador, em formação inicial e do ensino básico em formação continuada) no processo de produção e desenvolvimento de ações, que contribuam para a formação crítica de professores e alunos em relação à origem histórica da sociedade brasileira, trazendo reflexões no sentido de compreender como têm sido aplicadas as propostas da lei com a intenção de ampliar a veiculação de suas diretrizes, oportunizando acesso para futuras análises referentes à temática. Para a construção dos dados, opta-se pela entrevista semiestruturada realizada com alunos da graduação em licenciatura em química, professores formadores de cursos de licenciatura em ciências de Ensino Superior do estado de Goiás, professores formadores e coordenadores dos cursos de ciências de Ensino Superior do estado de Goiás e liderança de movimento social negro no Estado de Goiás. As entrevistas realizadas foram gravadas e transcritas, e os dados obtidos agrupados por unidades de significado, e analisados segundo a técnica de análise do discurso. Nessa perspectiva, os resultados apontam que esta é uma alternativa que cumpre seu papel formativo por meio do diálogo com os nossos pares, que ocorreram tanto no Coletivo Negro quanto no decorrer das entrevistas, e se constituiu numa estratégia para trazer a discussão da demanda da legislação (Lei 10.639/2003) para dentro da Universidade nos cursos de licenciatura em ciências e matemática por meio das inferências sobre a relação entre o ensino da história e cultura afro-brasileira e africana, e o ensino de ciências presentes no corpo teórico e nas discussões em torno do discurso produzido pelos entrevistados. Além da divulgação científica do produto de nosso trabalho, oportunizado pelo documentário Princípio Ausente: Lei 10.639/03 na Formação Docente, sendo essa uma iniciativa que visa contribuir para o debate da temática da Lei 10.639/03 nos cursos de formação docente, bem como sua difusão social e cultural para a comunidade científica.

The purpose of this study was to investigate the status of computer science teacher certification in the United States. Methods used included a survey of chief teacher certification officers in all fifty states to determine the status of each state concerning the certification of high school computer science teachers and a survey of forty selected leaders in the field of computer science education to determine the current and future status of computer science education and to identify the courses most appropriate for computer science teacher training programs. Status reports on all fifty states were presented. Summaries for the states that offer certification in computer science as a field by itself and as a part of another subject field were provided. Five state-approved computer science certification programs were reviewed.

There were several purposes to this case study using a convergent parallel mixed method design. The first purpose was to explore how one exemplary high school science teacher (EST) and her selected supporting administrator rated the importance of particular elements of science instruction. The second purpose was to describe how an EST explained her practices of fostering success for her students. The third purpose was to identify the administrator’s practices that supported the EST as described by both educator participants. Data for this study were collected through two researcher-developed instruments, interviews, and documents. The EST completed the Questionnaire of Exemplary Science Teachers (QEST), and the administrator completed the Questionnaire for Administrator Perception of Exemplary Science Teachers (QAPEST). The researcher also conducted an interview with each participant and analyzed documents (i.e., lesson plans, students’ course grades, and Biology Subject Area Testing Program results). The EST examined data to provide context to the case study. Results of the study revealed that both the EST and administrator understood and closely agreed on the importance of science and in the methods of planning and teachingscience. Results also indicated that students taught by the EST were successful in a science program. The EST used a combination of specifying objectives, diagnosing and evaluating student learners in science instruction, planning of science instruction, and delivering of science instruction to assist her students in becoming successful. Results also revealed that the EST and the administrator believed that building strong personal relationships with the students motivated students to want to succeed even more for the EST. Finally, results indicated that unwavering, generative administrative support was helpful in supporting the teacher’s exemplary instruction.

The purpose of this qualitative study is to investigate how social science teachers perceive and express the concept of society in social studies. The study consists of focus group interviews with nine social science teachers at two upper secondary schools and its results are analyzed against the theoretical backdrop of Odenstad's orientation topics, analytical subjects and discussion topics and Sandahl’s first-order and second-order concepts. In short, the two different conceptual devices can be described as the skills and abilities that are most important for the students to master in order to develop advanced thinking skills in social science. Particular emphasis is put on critical thinking, that is, the ability to seek, structure and evaluate information from different sources and to draw conclusions from this process. The emerging results show a certain consensus on the concept of society among social science teachers as the potential subject of study and analysis that would simplify and clarify the analyses of the different levels in society which, in turn, would contribute to adding significance and bringing cohesion to the subject as a whole. As for the skills and abilities that stem from Odenstad's orientation topics and Sandahl’s first-order concepts, the interviewed teachers all emphasize conceptual ability as well as good external knowledge to have knowledge of how society is made up. With reference to Odenstad's analytical subject and discussion topics and Sandahl's second-order concepts, it would seem that it is not only important but a prerequisite that students develop an analytical ability and critical thinking as well as the ability to sift through and process large amounts of information and assume different perspectives on the topic or issue at hand.

Made available in DSpace on 2016-04-27T14:32:18Z (GMT). No. of bitstreams: 1 Marceline de Lima.pdf: 759077 bytes, checksum: 8064c0f94eff7c7705ee90f3a03e5eac (MD5) Previous issue date: 2008-08-07 / Secretaria da Educação do Estado de São Paulo / The present essay is inserted in the Research Linage of Educator Formation, from the Post-Graduation Program in Education: Curriculum, from Pontifical Catholic University (PUC) of São Paulo. The teacher formation has been object of discussion, studies and researches so far in national and international levels, highlighting the necessity of a more detailed comprehension of the formation process to meet the current demands of formation, as far as initial and continuing. This way, this research is guided by the necessity of a critical analysis on the continuing formation of the teachers, considering the transformation of the pedagogical practice and, consequently, a possible improvement on the quality of teaching and learning. This study analyzes the continuing formation of Science teachers from the public state schools of São Paulo and it has its scenario at the Pedagogical Workshop of the Teaching Administration from Bragança Paulista Area. Its main objectives are: identify the purpose of continuing formation via Pedagogical Workshop, considering the renewing of teaching practices, and revitalize the theory-practice on a dialectic perspective, emphasizing a dependence between the teaching action in its instrumental and interaction dimensions, and the process which gives theoretical consistency to it. The methodology uses a qualitative nature approach, materialized by a documental and bibliographical review regarding the continuing formation of the teachers, in special Science teachers. As a methodological instrument, this study uses the focal group combined with a semi-structured interview applied to the same participants, that is, a group of ten Science teachers. Based on the analysis and interpretation of the data generated by the interaction of the group and by the testimonial of the teachers, it was possible to conclude that the formative actions offered by Pedagogical Workshop help in the construction of the teaching professionalism at the moment they were conceived as a continuum, in which the skills from the initial formation interweave with the continuing formation and with the skills acquired through the experiences lived / A presente dissertação insere-se na Linha de Pesquisa Formação de Educadores, do Programa de Pós-Graduação em Educação: Currículo, da Pontifícia Universidade Católica de São Paulo. A formação docente tem sido objeto de discussão, estudos e pesquisas tanto em nível nacional quanto internacional, evidenciando a necessidade de uma compreensão mais detalhada dos processos formativos para atender às demandas atuais de formação, tanto inicial quanto continuada. Dessa forma, esta pesquisa pauta-se na necessidade de analisar criticamente a formação continuada dos professores, tendo em vista a transformação da prática pedagógica e, conseqüentemente, uma possível melhoria da qualidade de ensino e da aprendizagem. Este estudo analisa a formação continuada de professores de Ciências da rede pública estadual de São Paulo e tem como cenário a Oficina Pedagógica da Diretoria de Ensino da Região de Bragança Paulista. Seus principais objetivos são: identificar os pressupostos de formação continuada via Oficina Pedagógica, com vistas à renovação da prática docente, e revitalizar a teoria-prática numa perspectiva dialética, acentuando a indissociabilidade entre a ação docente nas suas dimensões instrumentais e de interação, e os processos que lhe dão consistência teórica. A metodologia apóia-se numa abordagem de natureza qualitativa, materializada por uma revisão bibliográfica e documental acerca da formação continuada de professores, em especial de professores de Ciências. Como instrumento metodológico utiliza o grupo focal combinado com a entrevista semi-estruturada aplicada aos mesmos participantes, ou seja, um grupo de dez professores de Ciências. Com base na análise e interpretação dos dados gerados pela interação do grupo e pelos depoimentos dos professores, foi possível concluir que as ações formativas oferecidas pelas Oficinas Pedagógicas contribuem para a construção da profissionalidade docente na medida em que são concebidas como um continuum, em que os saberes da formação inicial se entrelaçam com os da formação continuada e com os saberes adquiridos por meio das experiências vividas

Made available in DSpace on 2014-12-17T14:36:22Z (GMT). No. of bitstreams: 1 JoseEP.pdf: 1644269 bytes, checksum: 79b8ec25e3b491428bb42be521ebaf35 (MD5) Previous issue date: 2009-11-03 / Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico / This paper presents a research realized with Physics, Chemistry and Biology teachers, and it aimed to evaluate: 1) the development level of those teachers regarding the abilities that make possible to teach high school students about how to measure in practical and experimental work; 2) the formatives necessities regarding those abilities; and 3) the order of priority for teacher?s formation regarding those abilities. The study is based on the activity theory, from A. N. Leontiev (1983), since we considerer the teacher?s formation a kind of activity for which the category necessity is source of motivation and in which is a necessary condition for professionality and for the professional development. A questionnaire with open and closed questions was applied to 116 teachers during three pedagogic workshops realized to dynamize the science laboratory. The instrument allowed us to obtain the personal and professional profile of the participants, as well as their development level, their formative necessities and their order of priority about the teaching of the abilities related to the work of testing measuring hypothesis, regarding: a) to operationalize variables of a hypothesis in experimental work; b) to measure in practical and experimental work; c) to estimate possible measuring mistakes and use proper procedures to minimize them; d) to estimate the validity of a measuring; and e) to estimate the confiability of a measuring. The research results indicated some limitations of the teachers about their development level in all the analyzed abilities. More than 90% of the teachers considered those deficiencies as necessities of the continuing formation. Most of them (about 54%) expressed immediate priority for formation in each one of the abilities. From a correlation, using the statistic chi-square test, between the development level and the formative necessities for the five abilities, the obtained results allow us to assure that, for all those teaching abilities, there is a strong correlation between the development level and the formative necessity. This situation is symptomatic of the importance of approaching more the science teaching and the teacher?s formation on practical and experimental work in high school as key-component of scientific education in basic education. The obtained results can contribute, as subsidy, for continuing formation courses, having as base the necessities that constitute motivation elements of the teachers for professional development / O estudo apresenta uma pesquisa realizada com professores de F?sica, Qu?mica e Biologia o qual teve como objetivos avaliar: 1) o grau de desenvolvimento desses professores quanto ?s habilidades que possibilitam ensinar, a alunos do ensino m?dio, a habilidade de medir no trabalho pr?tico e experimental; 2) as necessidades formativas em rela??o a essas habilidades; e 3) a ordem de prioridade para a forma??o docente, no que diz respeito a tais habilidades. O estudo se fundamenta na teoria da atividade, de A. N. Leontiev (1983), uma vez que consideramos a forma??o docente um tipo de atividade para a qual a categoria necessidade ? fonte de motiva??o e na qual ? condi??o necess?ria para a profissionalidade e para o desenvolvimento profissional. Foi aplicado um question?rio de quest?es abertas e quest?es fechadas para 116 professores, durante tr?s oficinas pedag?gicas, realizadas para a dinamiza??o de laborat?rios de ci?ncias. O instrumento permitiu obter-se o perfil pessoal e profissional dos participantes assim como avaliar-se o grau de desenvolvimento destes, sua necessidade formativa e a ordem de prioridade que eles atribu?ram ? tarefa de ensinar as habilidades relativas ao trabalho de testar hip?teses de medir, no que diz respeito a: a) operacionalizar vari?veis de uma hip?tese no trabalho experimental; b) medir no trabalho pr?tico e experimental; c) estimar poss?veis erros de medi??es e utilizar procedimentos adequados para minimiz?-los; d) estimar a validez de uma medi??o; e e) estimar a confiabilidade de uma medi??o. Os resultados da pesquisa indicaram limita??es dos professores quanto ao grau de desenvolvimento em rela??o a todas as habilidades analisadas. Mais de 90% deles consideraram essas defici?ncias como necessidades de forma??o continuada. A maioria (54%, em m?dia) expressou prioridade imediata para forma??o em cada uma das habilidades. A partir de uma correla??o, utilizando-se o teste estat?stico qui-quadrado, entre o grau de desenvolvimento e a necessidade formativa para as cinco habilidades, os resultados obtidos permitem afirmar que, para todas essas habilidades de ensino, existe uma forte correla??o entre o grau de desenvolvimento e a necessidade formativa. Essa situa??o ? sintom?tica da import?ncia de se aproximar mais, no ensino m?dio, o ensino de ci?ncias e a forma??o docente no trabalho pr?tico e experimental, como componente-chave da educa??o cient?fica na educa??o b?sica. Os resultados obtidos podem contribuir, como subs?dio, para cursos de forma??o continuada, tomando como base as necessidades que se constituem em elementos de motiva??o dos professores para o desenvolvimento profissional

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum. The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.