Thesis (PH.D.) -- Syracuse University, 2004. / Adviser: Burgess, Norma J. "Publication number AAT 3132698."

The research problem was to develop a comprehensive, descriptive profile on full-time sociology faculty employed by public community colleges in the State of Texas in terms of demographic characteristics, academic and professional preparation, and teaching and other professional practices. A forty-three item questionnaire was sent to the population under investigation. By November of 1982, eightytwo (80.4 percent) of the 102 instructors contacted had responded.

Previous research has identified student engagement as an important antecedent to student learning in higher education. Although student engagement is viewed as important for learning, a significant number of college students still report frequently feeling bored in their courses. The use of music as a pedagogical tool is believed to be beneficial for promoting student engagement and student learning in higher education sociology courses, yet it has been suggested that sociology faculty members do not commonly incorporate the technique into their courses. The purpose of this comparative interview study is to explore higher education sociology faculty members' understandings of the use of music as a pedagogical tool, and the perceived importance of student engagement to student learning among higher education sociology faculty members. In this study, it is found that higher education sociology faculty members believe student engagement can lead to increased student learning. It is also found that higher education sociology faculty members generally identify music as an effective pedagogical tool for promoting student engagement and learning in higher education sociology courses. Interestingly, participants believed the use of music as a pedagogical tool to be an uncommon practice in higher education sociology courses in the United States. As part of their efforts to explain their choices to use or not use music as a pedagogical tool, faculty participants described potential barriers that may impact faculty member choices to use music in their higher education sociology courses. Sociology faculty participants in this study agreed that a lack of discussion of pedagogical tools among colleagues and in teaching courses might serve as a potential barrier for the use of music as a pedagogical tool. Higher education sociology faculty participants also identified a lack of knowledge of how to use music as a pedagogical tool as a potential barrier for the use of music in sociology courses. This research suggests that the lack of faculty knowledge of music as a pedagogical tool may be due to the lack of discussion of pedagogical tools both among colleagues and in the teaching courses completed by higher education sociology faculty members. Past research has suggested that sociology faculty members need to create an environment that encourages students to be active and engaged participants in their own learning through building a community of learners. This study suggests that higher education sociology faculty members may successfully build a community of learners through using music as a pedagogical tool in their courses. This study recommends that changes at the departmental level need to occur in order to make it easier for sociology faculty members to gain the knowledge required to use music effectively in their courses. Suggestions for practice and future research are provided.

Made available in DSpace on 2016-08-17T18:01:56Z (GMT). No. of bitstreams: 1 Dissertacao_LeomirSouzaCosta.pdf: 1235271 bytes, checksum: 4f1800c2ce32fcea588f599d6c7e2b96 (MD5) Previous issue date: 2016-07-06 / The work has as main objective analyze how does the process of formation of (future) Sociology teachers in UFMA, taking as reference the guiding documents of teacher formation, particularly the National Curriculum Guidelines for the formation of teachers of basic education and the Pedagogic politicians Projects of Social Sciences courses at this institution, and the conceptions of teachers and students about the teacher formation process. Discusses some questions about teacher formation in Brazil in general, and sociology teachers, specifically, making inferences about some formation models. Also, resumes discussion of the challenges of teachers formation and some questions related to the teaching of Sociology. Also brings together some elements that contribute to the understanding of the process of institutionalization of Social Sciences in UFMA and curriculum structures and changes from the implementation licenciature. Taking a qualiquantitative approach, promotes a characterization of the teaching and student bodies, in order to analyze aspects of the formation and performance of formation teachers and draw a comparison between the different profiles of students of these courses. It also analyzes some questions related to the dynamics of the formation process, giving relief to areas directly associated with the formation of the Sociology teachers, among them, the LECS, the stage and the PIBID, as well as the perceptions of students and teachers. It could be observed that the licenciature in Social Sciences UFMA is implemented based on sustaining the bachelor, whose initial conception was based on the researcher formation and theoretical conteudista character, which is not far from the formative models observed at national level. Because of the treatment that historically received educational questions in Brazil in general, and in the sociological field, specifically, and not the constitution of a former faculty approaching the discussions around the Sociology of Education, the process of formation of future sociology teacher at that institution remains characterized by a formative conception grounded in the bachelor's assumptions and research and buoyed by the emphasis in the domain of content, which limits the discussions about teaching forming practice. / O trabalho possui como objetivo principal analisar de que forma se desenvolve o processo de formação dos (futuros) professores de Sociologia na UFMA, adotando como referência os documentos norteadores da formação docente, sobretudo as Diretrizes Curriculares Nacionais para a formação de professores da educação básica e os Projetos Políticos Pedagógicos dos cursos de Ciências Sociais dessa instituição, e as concepções dos professores e alunos sobre o processo formativo docente. Discute algumas questões sobre a formação docente no Brasil, em linhas gerais, e dos professores de Sociologia, de modo específico, fazendo inferência sobre alguns modelos formativos. Outrossim, retoma a discussão sobre os desafios da formação de professores e algumas questões relacionadas ao ensino de Sociologia. Reúne também alguns elementos que concorrem para a compreensão do processo de institucionalização das Ciências Sociais na UFMA e das estruturas e mudanças curriculares ocorridas a partir da implementação da licenciatura. Adotando uma abordagem qualiquantitativa, promove uma caracterização dos corpos docente e discente, no intuito de analisar aspectos da formação e atuação dos professores formadores e traçar um comparativo entre os diversos perfis dos alunos desses cursos. Analisa ainda algumas questões relacionadas à dinâmica do processo formativo, dando relevo aos espaços diretamente associados à formação do professor de Sociologia, entre eles, o LECS, o estágio e o PIBID, assim como às percepções dos alunos e professores. Foi possível perceber que a licenciatura em Ciências Sociais da UFMA é implantada tendo como base sustentadora o bacharelado, cuja concepção inicial assentava-se na formação de pesquisador e de caráter teórico-conteudista, o que não se distancia dos modelos formativos observados em nível nacional. Em razão do tratamento que historicamente recebeu as questões educacionais no Brasil, de modo geral, e no campo sociológico, especificamente, e da não constituição de um corpo docente formador que se aproxime das discussões em torno da Sociologia da Educação, o processo de formação dos futuros professores de Sociologia nessa instituição permanece caracterizado por uma concepção formativa alicerçada nos pressupostos do bacharelado e da pesquisa e balizada pela ênfase no domínio dos conteúdos, o que limita as discussões em torno da prática docente formadora.