Effective substitute teachers are needed in classrooms across the United States; however, little attention is given to the policies and practices that school districts use to recruit, train, and evaluate them. The challenge of finding quality substitute teachers, despite the absence of definitive policies and practices to guide them, continues to be a problem nationwide. The purpose of this study was to identify, using a three-round Delphi technique (Linstone & Turoff, 1975), policies and practices school districts could use to recruit, train, and evaluate substitute teachers. Data were gathered from a panel of experts who represent a variety of independent thinking on school district policies and practices for recruiting, training, and evaluating substitute teachers. The Delphi had three rounds of questions. During each round the panel members did not meet as a group (Tam & Mills, 2006). Data were collected in 2008-2009. The nationwide panel of experts included writers and researchers, human resources directors, developers of programs for training substitute teachers, and participants at a national conference who managed programs for substitute teachers. The panel represented all six regions of the American Association of School Personnel Administrators, even though all were not active members of the association. The findings provided information about substitute teachers on policies and practices to assist school districts in providing high-quality substitute teachers in classrooms when the regular teachers are absent and intended to affect policies and practices regarding the manner in which substitute teachers are recruited, trained, and evaluated. By the end of the third round of the Delphi, the panel identified 27 policies and 51 practices school boards could enact and employ, respectively, to recruit, train, and evaluate substitute teachers. The panelists recommended policies on compensation, district support, strategies and processes, and performance expectations. They recommended specific performance criteria and evaluation practices, content and methods of training, and procedures for recruitment of high-quality substitutes. An instrument for evaluating the policies and practices covering substitute teachers is a product of the study. / Ed. D.

Teacher absenteeism, retirement, and attrition have led to a widespread shortage of substitute teachers throughout the United States , resulting in the hiring of individuals who lack teacher certification and educational pedagogy. In the past decade, West Virginia joined many other states confronted with the decreased substitute teacher pool and the hiring of non-certified individuals in the classrooms. With the <i>highly qualified teacher</i> requirements of the No Child Left Behind Act of 2001 (NCLB), focus was situated on the adequate qualifications of substitute teachers. Many substitute teachers do not have the educational pedagogy or teacher certification necessary to be considered <i>highly qualified</i> by the NCLB. Mandatory training for non-certified substitute teachers lacking proper certification and educational pedagogy became the focus to <i>qualify</i> these individuals for the classroom. This study focuses on the self-efficacy of non-certified individuals attending the substitute teacher training in the Regional Education Service Agencies (RESAs) in the state of West Virginia to determine if their self-efficacy beliefs change after two days of mandatory substitute training or after classroom experience. The Teacher's Sense of Efficacy Scale (TSES) developed by Tschannen-Moran and Woolfolk-Hoy (2001) was the instrument used to measure the self-efficacy of non-certified substitute teachers. Findings indicate that the teaching self-efficacy of non-certified substitute teachers significantly increased from pre-training to post-training, but significantly decreased from post-training to post-teaching experiences. Additionally, findings revealed that age and gender did not have a significant influence on self-efficacy from pre-training, to post-training, to post-teaching. Finally, applications and ramifications of these results are then discussed. / Ph. D.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is part of the Research Line 1: Training, knowledge and professional development of the Graduate Program in Education of UFSM. The work presented has as main purpose to know the reality of a substitute teacher in the Federal Institutions of Higher Education in Southern Brazil, examining the possible contributions to the quality of teaching. This research is justified by the fact that studies of substitute teachers are few, these are temporary by the IES. But how are teachers of a higher education institution, are directly responsible for education and training provided to students. Thus, these can not be considered a category dissociated from the University, not being examined and studied in work on university education. It thus becomes necessary to the understanding of how these subjects constitute themselves as teachers within that context they remain inserted during the contract period. The methodological approach used for this study was quantitative and qualitative, considering that its use allows the development of different strategies for data analysis, whether based on principles of narrative analysis, either in statistical procedures. Participated in the first stage all substitute teachers employed during the years 2006 to 2008 of the federal Higher Education Institutions in Southern Brazil and the second, forty-five (45) teachers distributed within six (6) institutions surveyed. From the foregoing analysis, there is a general observation: these teachers are being built as teachers in relational dynamics, being able to produce knowledge, within relationships, often tense, built within the institution. In short, the substitute teacher, is constructed as a teacher from this experience and the basis for this construction is not only intellectually but also from his life story, consisting of emotional, affective, personal and interpersonal. Thus, it is beyond the vision teacher / object, because it is not just a guy who is put into an institution with a strict relationship of knowledge, information processing and "passes" to their students. / Este estudo insere-se na Linha de Pesquisa 1: Formação, saberes e desenvolvimento profissional do Programa da Pós-graduação em Educação da UFSM. O trabalho apresentado teve como propósito principal conhecer a realidade do professor substituto nas Instituições de Ensino Superior Federais do Sul do Brasil, analisando as possíveis contribuições para a qualidade do trabalho docente. Esta pesquisa justifica-se pelo fato de que estudos sobre professores substitutos são poucos, por esses serem temporários na IES. Porém, como são docentes de uma instituição de ensino superior, eles são responsáveis diretamente pelo ensino e formação prestada aos acadêmicos. Assim, esses não podem ser considerados uma categoria dissociada da Universidade, não sendo estudada e analisada nos trabalhos sobre o ensino universitário. Torna-se assim, necessário o entendimento de como esses sujeitos se constituem como docentes, dentro desse contexto em que permanecem inseridos durante o período de contrato. A abordagem metodológica utilizada para a realização deste estudo foi quanti/qualitativa, considerando que a sua utilização possibilita o desenvolvimento de diferentes estratégias para a análise dos dados, sejam elas assentadas em princípios de análise de narrativas, seja em procedimentos estatísticos. Participaram da primeira fase todos os professores substitutos contratados durante os anos de 2006 a 2008 das Instituições de Ensino Superior Federais do Sul do Brasil e na segunda, quarenta e cinco (45) professores distribuídos dentro das seis (6) instituições pesquisadas. Das análises precedentes, surge uma constatação geral: esses docentes estão se construindo como docentes em dinâmicas relacionais, conseguindo produzir conhecimentos, dentro das relações, muitas vezes tensas, construídas dentro da instituição. Em suma, o professor substituto, constrói-se como docente a partir dessa experiência e as bases para essa construção não é somente a intelectual, mas também a partir de sua história de vida, constituída de aspectos emocionais, afetivos, pessoais e interpessoais. Desse modo, convém ultrapassar a visão professor/objeto, pois ele não é apenas um sujeito que se coloca dentro de uma instituição em uma relação estrita de conhecimento, que processa informações e a repassa aos seus alunos.

A rural, mid-sized district is experiencing great difficulty in the recruitment and retention of substitute teachers despite increased recruitment efforts. Such difficulty has resulted in numerous disruptions to the educational process. Despite their integral role in the educational process, research on substitute teachers remains absent from the literature. The purpose of this quantitative study was to assess the job satisfaction of substitute teachers with regard to differences between the two subgroups of certified and noncertified substitute teachers. This study was based on the two-factor theory. The research questions addressed the overall job satisfaction of substitute teachers, whether teacher job satisfaction (DV) differed by subgroup membership (IV), and the motivation and hygiene factors of substitute teaching. Survey data collection involved a cluster sampling of substitute teachers (N = 315, n = 51) working in four rural school districts experiencing shortages. Data were analyzed using ANOVA and thematic analysis. Demographic subgroups that reported above average job satisfaction were females, those with 1-3 years of experience, and those with the highest level of education being a bachelor's degree. The analysis uncovered a statistically significant difference between noncertified and certified substitute teachers only in the subcategory of satisfaction with pay, with certified substitute teachers being less satisfied. The most commonly reported motivation factors were the students, coworkers, and the nature of work; the most commonly reported hygiene factors were pay, student behavior, and communication. The study contributes to social change by identifying dissatisfying aspects of substitute teaching so that administrations may take action to alleviate the shortage, providing students with improved educational experiences with substitute teachers.

The origin of this case study comes from my career as a substitute in the course in Spanish letters UFSM. Investigated the representations made by graduates of this course on substitute teachers who acted with them throughout their training process, thinking about his involvement at the individual level and teacher training. The empirical field was composed of a group of five graduates who had the peculiarity in the presence graduation almost full this occupational category in the subjects who attended. The instrument for data collection was the semistructured interview. I also collected information about the course and composition of its faculty during the graduation of the study subjects. A case study, qualitative-phenomenological, in which the data have been triangulated. Based on literature review on theories of teacher education and having the background my career as a graduate student and teacher, build a sense of presence and performance of substitutes among this group of graduates. The results indicate that this category was represented as limiting devices for initial training, especially regarding the investigation. The informants represent their substitute teachers as deficient as knowledge of area and without political expression in the institution. However, regard them as pedagogically most articulate. Far from exhausting the subject, this case study is representative of what is lived by the students, without attempting to generalize or a definitive answer. In this sense, the present study is justified to bring the discussion an important aspect of higher education, which is the training of teachers serving in it, contributing to improving the training given to academic courses for undergraduate degrees. / A origem deste estudo de caso advém de minha trajetória como substituto no curso de Letras Espanhol da UFSM. Objetivei pesquisar as representações feitas por graduados do referido curso sobre os professores substitutos que com eles atuaram durante seu processo formativo inicial e pensar sua implicação em nível individual e da formação docente. O campo empírico foi composto por um grupo de cinco egressos, que tiveram como peculiaridade em sua graduação a presença quase que total desta categoria profissional nas disciplinas que cursaram. O instrumento de coleta de dados foi a entrevista semiestruturada. Também coletei informações sobre o curso e sobre a composição de seu corpo docente durante o período de graduação dos sujeitos investigados. Um estudo de caso de cunho qualitativo-fenomenológico, em que os dados obtidos foram triangulados. Baseado na revisão de literatura feita sobre teorias da formação docente e tendo como pano de fundo minha trajetória como aluno de graduação e professor do curso, construi sentido sobre a presença e a atuação dos substitutos junto a este grupo de egressos. Os resultados apontam que esta categoria docente foi representada como limitadora dos dispositivos da formação inicial, principalmente quanto à pesquisa. Os sujeitos investigados representam seus professores substitutos como deficitários quanto ao saber de área e sem expressão política institucional. Entrentanto, os consideram como pedagogicamente mais desenvoltos. Longe de esgotar o tema, este estudo de caso é representativo do vivido pelos egressos, sem pretender a generalização ou uma resposta definitiva. Neste sentido, o presente estudo se justifica por trazer à discussão um aspecto importante do ensino superior, que é o da formação do profissional docente que nele atua, contribuindo para a melhoria da formação inicial dispensada aos acadêmicos de cursos de graduação em licenciaturas.

Made available in DSpace on 2016-04-28T18:22:10Z (GMT). No. of bitstreams: 1 Cacilda Aparecida da Silva.pdf: 586246 bytes, checksum: fa79d8b0b9f2d7bc0e906b38b09ddd67 (MD5) Previous issue date: 2010-10-15 / Secretaria da Educação do Estado de São Paulo / This research aims at understanding critically the construction process of meanings shared by a group of teachers from a public school of São Paulo concerning the job/ role of the substitute teacher. More specifically, this paper describes and discusses the substitute teacher activity, having as focuses two activity systems: understanding this professional s job at the school and developing a reading proposal as a support to the substitute teacher s job. To do so, meetings among the voluntary participants were carried out among titular teachers (this researcher among them), temporary teachers (OFAs), and substitute teachers. During the meetings, each participant expressed their point of view about the job/ role of the substitute teacher. The organization of this paper is based on the collaborative critical methodology (MAGALHÃES, 2006), in order to set a locus of critical collaboration aimed at a critical reflection about the actions of the participants on negotiating understandings and proposals which could provide transformation to the substitute teacher s reality in the context of the school. The study of the continuous academic background of this teacher as a collaborative and critical professional in the relationship with their partners is supported in the discussions of Vygotsky, Leontiev, Freire (1996); Engestrom (2009) LIBERALI( 2004 and 2008) and MAGALHÃES, (2004 and 2006), among others. As a result of the initial discussions, a proposal based on reading was begun, based on the Proposta Curricular do Estado de São Paulo (2008) and on the Projeto de Leitura nas Diversas areas do Conhecimento (LACE- fase 1,2002). The focus on reading was decided by the group of participant teachers, since one of the main focuses of the school in which most students have difficulties in reading and writing. The results show that: a) the initial meanings of the participants about the substitute teacher underwent some transformations except for one of the titular teachers who attended this research; b) the relations among people in the group of teachers led to a recognition of the importance of the HTP sessions use to discuss the theories which involve the teacher s practice; c) the discussed proposals have features of traditional teaching; d) the material initially developed isn t complied with the curricular proposal (2008) of São Paulo / Este trabalho tem como objetivo compreender criticamente o processo de construção de significados compartilhados por um grupo de professores de uma escola da Rede Pública Estadual de São Paulo, quanto ao trabalho/papel do professor eventual . Mais especificamente, descreve e discute a atividade do professor eventual, com foco em dois sistemas de atividade: a compreensão do trabalho desse profissional na escola e a produção de uma proposta com leitura como apoio para o trabalho do professor eventual. Para tanto, foram realizados encontros com um grupo de participantes voluntários: professores titulares (entre os quais esta pesquisadora), OFAs e professores eventuais. Nessas ocasiões, cada participante pode expor a sua visão sobre o trabalho/papel do eventual. Esta pesquisa está organizada com base na Metodologia Crítica de Colaboração (MAGALHÃES, 2006), para criação de lócus de colaboração crítica, voltada à reflexão crítica sobre as ações dos participantes na negociação de compreensões e propostas que trouxessem transformação à realidade do professor eventual, no contexto da escola. O estudo sobre a formação contínua desse professor, como profissional colaborativo e crítico na relação com seus pares, está apoiado nas discussões de Vygotsky (1934), Leontiev (1978), de Freire (1970/2005); Engestrom (1999 ), LIBERALI ( 2004 e 2008) e MAGALHÃES (2004 e 2006), entre outros. Como resultado das discussões iniciais, foi principiada a produção de uma proposta de trabalho em leitura, com base nos pressupostos da Proposta Curricular do Estado de São Paulo (2008) e no Projeto de Leitura nas Diversas áreas do Conhecimento (LACE- fase 1,2002). O foco na leitura foi decidido pelo grupo de professores participantes, uma vez que esta é uma questão central da escola, em que a grande maioria dos alunos apresenta dificuldades em ler e escrever. Os resultados apontam que: a) os sentidos iniciais dos participantes sobre o professor eventual sofreram transformações, exceto para um dos professores efetivos participantes; b) as relações, entre o grupo de professores, levaram à constatação da relevância das sessões de HTPC direcionadas para discussão das teorias que envolvam as práticas do professor na escola, em lugar de discussões utilitárias; c) as propostas discutidas apresentam características de um ensino tradicional; d) o material inicial produzido não está voltado para a proposta curricular (2008) do Estado de São Paulo

[pt] A tese apresenta pesquisa realizada com professores contratados do Departamento do Primeiro Segmento do Colégio Pedro II tendo como questão principal: O que os relatos dos docentes contratados do Departamento do Primeiro Segmento do CPII nos dizem sobre o significado de seu trabalho, sua identidade e experiência? Tardif e Lessard (2005) são referenciais teóricos usados para as reflexões sobreo trabalho docente, com as categorias teóricas atividade, experiência e identidade; Ball (2001, 2012) contribui com o conceito de atuação de políticas, e Dubet (2014), com a discussão sobre desigualdades. Como referencial teórico-metodológico foi utilizado Goffman, com os conceitos de face e estigma, entre outros, e para a análise sociolinguístico-interacional. A pesquisa qualitativa utilizou como estratégias de coleta e geração de dados: a) pesquisa bibliográfica sobre leis e documentos reguladores do trabalho de professores contratados no Colégio Pedro II, b) entrevistas semiestruturadas com quinze professoras, c) catorze entrevistas com gestores do Colégio e representantes da Associação de Docentes. A análise de conteúdo foi utilizada para a análise dos dados coletados em documentos e gerados nas entrevistas. Buscou-se, também, através do diálogo entre a Educação e a Linguagem, especialmente a Sociolinguística Interacional (GOFFMAN, 2013 [1964], 2013 [1979], b MISHLER, 1986a, 1986b), analisar as entrevistas como um encontro social, assim, a interação da entrevistadora com os entrevistados e a construção do sentido pelos atores foram também colocadas em foco. Como resultados, constatou-se que as professoras contratadas do Colégio Pedro II têm mais direitos assegurados que colegas de outras redes, como constatado na revisão empírica. Sobre a atividade docente, as professoras indicam valorizar a estrutura física e acompanhamento pedagógico realizado pelas equipes de Orientação e Coordenação, e percebem-se mais satisfeitas no trabalho, apesar da precariedade formal, do que em outras redes onde trabalham. A experiência de trabalho foi vista como formativa, percebida como uma faculdade, momento de renovação, de capacitação. Algumas professoras destacam ter aprendido a dar aula, a avaliar e a ensinar adaptando o ritmo e conteúdos às necessidades dos alunos. A experiência de contrato é procurada como um possível trampolim para a condição de efetiva, desejo da maioria. Em relação à identidade, embora a experiência de trabalho tenha propiciado uma ressignificação do ser professora para algumas, criticam a falta de aval para a realização de alguns projetos, a falta de voz para a manifestação em alguns espaços, e outras se sentem uma mão de obra descartável, apesar de perceberem o quanto a escola precisa de seu trabalho. Demandam um tratamento mais igualitário, tanto em aspectos formais (horas trabalhadas, salário), quanto simbólico, e sugerem a valorização de sua experiência nos concursos para efetivos. A análise sociolinguístico-interacional mostra como as professoras procuraram, durante a interação, equilibrar a dupla hierarquia de poder (pesquisadora e professora efetiva x entrevistada e professora contratada) e o estigma do qualificante contratada, através de estratégias de anulação do estigma, por meio da construção de uma face de professoras competentes, merecedoras de pertencer ao Colégio Pedro II, ou pela denúncia do estigma que marca a situação de professora contratada. / [en] The thesis presents a research carried out with substitute teachers of the First Segment Department of the Colégio Pedro II and it has as the main question: What do the reports of the substitute teachers of the CPII s First Segment Department tell us about the meaning of their work, their identity and experience? As theoretical references, Tardif and Lessard (2005) were used for the reflections on the teaching work and theoretical categories (activity, experience and identity); Ball (2001, 2012), for the theoretical reflection on the concept of policy and policy enanctment, and Dubet (2014), for the discussion on inequalities. Goffman s concepts of face and stigma, among others, was used as theoretical-methodological reference, including the socio-linguistic-interactional analysis The research has a qualitative framework. The researcher used as strategies to collect and generate data: a) bibliographical research on laws and regulatory documents of the work of substitute teachers in Colégio Pedro II, b) semistructured interviews with fifteen teachers, c) fourteen interviews with schools managers and Teacher s Association delegates. Content analysis was used to analyze the data collected in documents and generated in interviews. The dialogue between Education and Language, especially Interational Sociolinguistics (GOFFMAN, 2013 [1964], 2013 [1979], b MISHLER, 1986a, 1986b), contributed to analyze the interviews as a social event. The interviewer s interaction with the interviewees and the construction of meaning by the actors were also placed in focus. As a result, the substitute teachers of Colégio Pedro II have more assured rights than colleagues from other networks in Brazil. Regarding the teaching activity, the teachers indicate that they value the school structure, both physical and pedagogical – the last carried out by the Orientation and Coordination teams. Despite the formal precariousness they are more satisfied than the substitute teachers of other networks, public or private. The work experience was perceived as formative, a faculty, renewal, empowerment moment. Some teachers emphasize having learned to teach, to evaluate, and also to teach by adapting the rhythm and content to the needs of the students. The experience of contract is sought as a possible trampoline to the condition of permanent teacher, the majority s desire. Regarding identity, although the work experience has led to a re-signification of being a teacher for some, they criticize the lack of endorsement for the realization of some projects, the lack of voice for the manifestation in some spaces. Some of the substitute teachers feel as a disposable labor even though they realize how much the school needs their work. They demand more egalitarian treatment, both in formal (worked hours, salary) and symbolic aspects, and they suggest that their experience should be valued in permanent teachers’selection. The sociolinguistic analysis shows how teachers manage, during the interviews, to balance the dual hierarchy of power (permanent teacher researcher vs. interviewed substitute teacher) and the stigma of the substitute, through stigma avoidance strategies and the construction of a competent teachers face, or through the reporting the stigma that marks the position of substitute teacher.