This study used Activity Theory (AT) as a lens to explore how administrative and academic activity systems worked in a university, in schools and in the university-school partnership to support Initial Teacher Education (ITE) in Saudi Arabia. It examined the perspectives of partnership coordinators, university tutors, head teachers, cooperating teachers and student teachers involved in the ITE partnership programme at Umm Alqura University. The study was conducted under the umbrella of the interpretive paradigm. Case study was used as the methodology of the study. The study employed multiple methods of data collection: questionnaire, interviews and documentary evidence. Maximum variation sampling was used to select the participants to take part in the current study. The total number of the whole sample with all sub-groups was 187. Ten in-depth interviews were conducted with volunteer interviewees. The study yielded various findings. Participants’ expectations were influenced by their history and background. In addition, student teachers were supported in learning about teaching in the university, school and through the partnership between school and university. However, different kinds of challenges were identified. These included: extreme centralisation in running the partnership activity system, lack of awareness of the importance of the partnership and of the need to address contradictory points of view about teaching and learning to teach in a constructive way. These challenges were symptoms of unresolved contradictions inherent in the partnership activity system. Despite these contradictions, many opportunities for professional development were highlighted by all partners. Using AT as an analytical tool, several implications for all partners were identified. The study concluded with the idea that for effective teacher education, not only is it important to understand the interaction between university and school but also how, within each, administrative and academic activity sub-systems operate and interact. This is because clear understanding of all aspects of the academic and administrative elements of the partnership, and of their relationship, is essential for a successful teacher education.

The purpose of this thesis is to analyse the methodology of the teaching idioms in UK, especially the teaching of Spanish as a second language. Once the situation of learning Spanish is described, some exercises will be presented owing to the fact that they follow the communicative method, and the English system of education. In these activities, the four skills are important, but the oral expression is going to be more practised, due to the fact that it is very complicated for the students, due to the difficulty for English speakers. In these activities, the public exams are going to be into account, since the students must pass them in the different levels. The content presented in those exams is the one that appear in this thesis. To conclude, some advises are presented for preparing this exercises, based on my own experience as a Spanish Assistant that I had in the year 2014-2015.

O estudo aqui sistematizado apresenta uma explicação para os problemas presentes no processo de ensino-aprendizagem do ensino escolar de geografia na cidade de São Paulo. A pesquisa bibliográfica abrangeu a produção educacional acerca das Reformas sugeridas pelo sistema nacional; a produção referente às propostas pedagógicas e curriculares sugeridas pelo sistema estadual de ensino de São Paulo; e a produção, considerada clássica para a geografia brasileira, concernente ao período de Institucionalização do ensino no estado de São Paulo fins do século XIX e decorrer do século XX. Esta análise, somada à pesquisa realizada junto aos professores (questionário e entrevistas abertas 1999 2000), possibilitou uma interação para os problemas encontrados com o ensino dessa disciplina escolar. A análise por nós realizada sobre os documentos base das reformas indicou uma séria limitação quanto às questões didáticas, levando à necessidade do aprofundamento quanto a institucionalização do ensino no estado de São Pulo, referência adquirida com a leitura de clássicos da geografia. A organização precursora experimentada pelo sistema paulista de ensino, advinda das necessidades impostas pelo desenvolvimento econômico, concentraram-se principalmente nas condições necessárias para este processo (experiências didáticas, adoção de métodos de ensinos modernos, implementação de propostas curriculares). Este deslocamento para o sistema estadual evidenciou que as medidas tomadas para sua organização haviam contribuído e, influenciado, sobremaneira, a proposta sugeridas pelo sistema nacional. Evidenciavam também os reflexos dos embates políticos travados entre educadores, cujas posições políticas eram antagônicas. A pesquisa realizada sobre a formação e atuação dos professores de geografia da cidade de São Paulo (ensino fundamental e médio), permitiu reconhecer e compreender sua prática como reflexo da história de organização do sistema de ensino, tanto estadual quanto federal. A realização da análise bibliográfica e a pesquisa realizada junto aos professores evidenciaram que, partindo do conhecimento pedagógico, os problemas resultaram da não vinculação direta entre o sistema de ensino e a realidade brasileira. E no que diz respeito ao conhecimento da geografia, os problemas encontrados resultam, entre outras coisas, da ausência de pesquisas sobre as relações possíveis entre o conhecimento didático e a utilização dos instrumentais técnicos acumulados pela área. As informações levantadas junto aos professores, comprovam a ausência da preocupação com o conhecimento didáticos nas propostas sugeridas pelos órgãos oficiais, porém, evidenciaram também uma peculiaridade, a de que parte destes professores demonstram preocupação com o conhecimento didático. Esta peculiaridade sinaliza um caminho possível para os problemas encontrados com o processo de ensino-aprendizagem, indicando também a urgência de reflexões pautadas pelas questões didáticas e não apenas pedagógicas do ensino escolar / This paper presents an explanation to the problems found in the teaching-learning process of Geography in São Paulo city`s schools. The bibliographical research included the educational production on the Reforms suggested by country system, the production on the pedagogical and course propasals suggested by the São Paulo states teaching system; and the production, so-called classical to the Brazilian Geography, regarding the institution period of its teaching in São Paulo state ending of the XIX Century and alapsing of the XX Century. This analyses plus the surveys carried out with the teachers (questionnaires and open interviews 1999/2000), made possible an interpretation to the problems found on this school subject teaching. Theanalyses made about the Reforms base documents, indicated a worrying limitation on the didactic questions, leading to the need of depth regarding the teaching institution in São Paulo state, reference acquired by reading the classics on Geography. The precursory organization experienced by the paulista system of teaching resulting from the needs imposed by the economical development, concentrated mainly on the necessary conditions for this process (didactics experiments, adoption of modern methods of teaching, course proposals accomplishment). This displacement to the state system demonstrated that the measures taken for its organization would have excessively contributed and influenced the proposals suggested by the country system. Demonstrated also the reflexes of the political collisions engaged by professors which positions were opposing. The research carried out about the Geography teacher`s formation and performance in São Paulo city (primary and high school systems) has permitted to recognize and understand their practice as the organization history reflex of both state and national teaching system. The bibliographical analyses doing and the survey carried out with the teachers, demonstrated that, airsing from the pedagogical knowledge, the problems result from the nondirect entailment between the teaching system and the Brazilian reality. And concerning the Geography knowledge, the foud problems result from the lack of researches about the possible relation between the didactic knowledge and the utilization of technical tools gathered by the area. The information arisen from the teachers, proved the lack of concerning on the didactic knowledge with the suggested proposals by the official offices, but, demonstrated also a peculiarity, that part of these teacher chow they are concerned about didactic knowledge. This peculiarity signals a possible answer to the problems found on Geography teaching-learning process, indicating also the urgency of reflection based on didactic questions and not only on the school system pedagogical ones

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

O estudo aqui sistematizado apresenta uma explicação para os problemas presentes no processo de ensino-aprendizagem do ensino escolar de geografia na cidade de São Paulo. A pesquisa bibliográfica abrangeu a produção educacional acerca das Reformas sugeridas pelo sistema nacional; a produção referente às propostas pedagógicas e curriculares sugeridas pelo sistema estadual de ensino de São Paulo; e a produção, considerada clássica para a geografia brasileira, concernente ao período de Institucionalização do ensino no estado de São Paulo fins do século XIX e decorrer do século XX. Esta análise, somada à pesquisa realizada junto aos professores (questionário e entrevistas abertas 1999 2000), possibilitou uma interação para os problemas encontrados com o ensino dessa disciplina escolar. A análise por nós realizada sobre os documentos base das reformas indicou uma séria limitação quanto às questões didáticas, levando à necessidade do aprofundamento quanto a institucionalização do ensino no estado de São Pulo, referência adquirida com a leitura de clássicos da geografia. A organização precursora experimentada pelo sistema paulista de ensino, advinda das necessidades impostas pelo desenvolvimento econômico, concentraram-se principalmente nas condições necessárias para este processo (experiências didáticas, adoção de métodos de ensinos modernos, implementação de propostas curriculares). Este deslocamento para o sistema estadual evidenciou que as medidas tomadas para sua organização haviam contribuído e, influenciado, sobremaneira, a proposta sugeridas pelo sistema nacional. Evidenciavam também os reflexos dos embates políticos travados entre educadores, cujas posições políticas eram antagônicas. A pesquisa realizada sobre a formação e atuação dos professores de geografia da cidade de São Paulo (ensino fundamental e médio), permitiu reconhecer e compreender sua prática como reflexo da história de organização do sistema de ensino, tanto estadual quanto federal. A realização da análise bibliográfica e a pesquisa realizada junto aos professores evidenciaram que, partindo do conhecimento pedagógico, os problemas resultaram da não vinculação direta entre o sistema de ensino e a realidade brasileira. E no que diz respeito ao conhecimento da geografia, os problemas encontrados resultam, entre outras coisas, da ausência de pesquisas sobre as relações possíveis entre o conhecimento didático e a utilização dos instrumentais técnicos acumulados pela área. As informações levantadas junto aos professores, comprovam a ausência da preocupação com o conhecimento didáticos nas propostas sugeridas pelos órgãos oficiais, porém, evidenciaram também uma peculiaridade, a de que parte destes professores demonstram preocupação com o conhecimento didático. Esta peculiaridade sinaliza um caminho possível para os problemas encontrados com o processo de ensino-aprendizagem, indicando também a urgência de reflexões pautadas pelas questões didáticas e não apenas pedagógicas do ensino escolar / This paper presents an explanation to the problems found in the teaching-learning process of Geography in São Paulo city`s schools. The bibliographical research included the educational production on the Reforms suggested by country system, the production on the pedagogical and course propasals suggested by the São Paulo states teaching system; and the production, so-called classical to the Brazilian Geography, regarding the institution period of its teaching in São Paulo state ending of the XIX Century and alapsing of the XX Century. This analyses plus the surveys carried out with the teachers (questionnaires and open interviews 1999/2000), made possible an interpretation to the problems found on this school subject teaching. Theanalyses made about the Reforms base documents, indicated a worrying limitation on the didactic questions, leading to the need of depth regarding the teaching institution in São Paulo state, reference acquired by reading the classics on Geography. The precursory organization experienced by the paulista system of teaching resulting from the needs imposed by the economical development, concentrated mainly on the necessary conditions for this process (didactics experiments, adoption of modern methods of teaching, course proposals accomplishment). This displacement to the state system demonstrated that the measures taken for its organization would have excessively contributed and influenced the proposals suggested by the country system. Demonstrated also the reflexes of the political collisions engaged by professors which positions were opposing. The research carried out about the Geography teacher`s formation and performance in São Paulo city (primary and high school systems) has permitted to recognize and understand their practice as the organization history reflex of both state and national teaching system. The bibliographical analyses doing and the survey carried out with the teachers, demonstrated that, airsing from the pedagogical knowledge, the problems result from the nondirect entailment between the teaching system and the Brazilian reality. And concerning the Geography knowledge, the foud problems result from the lack of researches about the possible relation between the didactic knowledge and the utilization of technical tools gathered by the area. The information arisen from the teachers, proved the lack of concerning on the didactic knowledge with the suggested proposals by the official offices, but, demonstrated also a peculiarity, that part of these teacher chow they are concerned about didactic knowledge. This peculiarity signals a possible answer to the problems found on Geography teaching-learning process, indicating also the urgency of reflection based on didactic questions and not only on the school system pedagogical ones

Il proposito di questa ricerca è di conoscere gli utenti dell’educazione degli adulti in Cile, il motivo per cui hanno abbandonato e poi ripreso gli studi, oltre alla loro attuale percezione del sistema scolastico. Per lo studio si è utilizzata la tecnica dei questionari, con un campione aleatorio di 597 giovani e 61 docenti in 24 scuole della regione di Valparaiso. Gli aspetti analizzati per gli studenti sono stati: abbandono della scuola, reinserimento nel sistema scolastico, didattica dell’insegnante; per gli insegnanti: soddisfazione per lavorare nei centri per adulti, opinioni rispetto agli studenti e percezione della propria didattica. Tra i risultati risalta il fatto che gli studenti riconoscono di aver abbandonato la scuola per mancanza di motivazione e per motivi didattici e per contro la buona percezione che hanno delle peculiarità della modalità di Educazione degli Adulti e del modo di fare degli insegnanti. Gli insegnanti si sentono soddisfatti del loro lavoro e considerano che la specializzazione nell’area l’hanno acquisita con l’esperienza. Riguardo agli studenti rilevano carenze nella motivazione, nella costanza allo studio e nella presenza alle lezioni; c’è una buona percezione dell’aiuto reciproco tra studenti anche se si registrano casi di auto-isolamento. / The purpose of this research is to know users of adult education in Chile, because they left their studies and taken up today, as well as current perception of the school system. The survey technique was used in the study and a random sample of 597 youth and 61 teachers from 24 schools in the Region of Valparaíso. The studied topics of students were: return to the school system, teaching used by teachers and drop out of school. The teacher topics were: satisfaction of working in adult schools, students view and perception of their own teaching. Results indicated that students admit to having left the formal system mostly due to lack of motivation and educational reasons. In addition they have a good perception of the treatment of teachers and characteristics of the adult education system. On the other hand, teachers believe that specialization in this area have been acquired through experience and feel satisfied in their work. About their students, teachers emphasize their lack of motivation, failure to attend classes and persistence in their studies.