The aim of this study was to explore ways in which ESL (English as a Second Language) teachers introduce different forms of literary writing such as poems, plays, fiction, genres and fantasy in the ESL classroom. The main method used was semi-structured interviews with six upper secondary ESL teachers in the South of Sweden. The interview questions were analyzed taking into account current research within the area, and further based on our own experience. The benefits of using the fantasy genre in teaching was one of the main focuses for this study. The compiled results showed varying strategies to teaching fiction in general. Only fifty percent of the interviewed teachers would actively have chosen the fantasy genre in their teaching practice. However, the interviewees saw potential beneficial outcomes from using the fantasy genre. All but one would consider incorporating the fantasy genre in their future teaching. Despite the negative view on fantasy being an unhealthy escapism, the positive effects outweigh the negative. In conclusion, the results and the analysis are in line with the established author Lloyd Alexander who states the following: “Fantasy is hardly an escape from reality. It’s a way of understanding it.”

The aim of this thesis is to determine whether it is possible to develop pupils' independence by way of the project method, which is based on my own practical experience. The thesis is divided into two main parts: the theoretical part and the practical part. The theoretical part summarizes and evaluates the knowledge gained by studying the available literature on the topic of pupils' independence and the theme of project method. The conclusion of the theoretical part summarises the bases for the development of the self- reliance via project method. The practical part analyses my previous teaching experiences, like the use of project method in terms of pupils' independence and this analysis is followed up with the practical research, based on a new project which is focused on the development of the pupils' independence in the activating teaching methods that have not been used yet. The part of the appendix includes final pieces of pupils' works from some of the projects described in the practical part, pupils' mind maps from their projects and photo documentation of the newly realised project, which was aimed at developing pupils' independence. In conclusion, I validate, based on my own research, the hypothesis that the targeted use of project method leads to the development of the pupils'...

Syftet med denna systematiska litteraturstudie är att undersöka vilka didaktiska strategier som forskning påvisar främjar elevers läsförståelse vid användandet av läsförståelsestrategier. Studier som ligger till grund för denna undersökning är sex artiklar och en avhandling, vilka har analyserats utifrån den sociokulturella språksynen för inläsning av läsförståelse. Forskningsresultatet visar att de didaktiska strategier som var avgörande för elevernas användning av läsförståelsestrategier var att; modellera för användandet av läsförståelsestrategier, ge feedback till eleverna, uppmana och uppmärksamma för eleverna i användandet av läsförståelsestrategier samt att ställa frågor om elevernas läsning.

Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is quite challenging. This study sought to explore the teaching strategies to improve writing skills as an essential requirement for effective learning in schools for grade 8 and 9 learners in English First Additional Language. For people living in the townships and rural areas in South Africa, exposure to English is limited, because the majority of people communicate with each other in local languages. With teachers and learners residing in the townships where communication occurs mostly in isiXhosa, problems in language proficiency, in particular writing in English First Additional Language, are often encountered not only by the learners, but by educators as well. This was a case study of four high schools in the Cradock Education District. In-depth interviews were conducted with eight participants in the four schools. There were eight main findings, which are as follows: Lack of support for teachers, lack of a culture of learning amongst learners, and lack of competence in English for both learners and parents, which need to be addressed; and strategies proposed to improve writing skills are: the importance of creative writing; regular feedback and the importance of drafts.

O presente estudo apresenta uma pesquisa sobre a utilização do conhecimento sistemático da Língua Materna, como recurso e estratégia na aprendizagem da Língua Espanhola, por alunos de um Curso Superior, os quais se encontram no Nível B2, de acordo com o Marco Comum Europeu. O objetivo geral foi identificar as estratégias cognitivas utilizadas pelos alunos no aprendizado dessa Língua Estrangeira, e o objetivo específico foi investigar se o aluno utiliza o conhecimento sistemático da Língua Materna como recurso e estratégia na aprendizagem da Língua Estrangeira. Recorremos aos estudos de Vigotski, sobretudo aqueles relativos ao processo de ensino e aprendizagem de línguas. Para alcançarmos nossos objetivos, solicitamos aos alunos que respondessem a um questionário relativo às estratégias que utilizaram para aprender o emprego dos pronomes pessoais em Língua Espanhola, durante uma aula programada e ministrada pela pesquisadora. Constatamos que a maioria dos alunos recorre aos conhecimentos formais que possuem na Língua Materna para a aprendizagem do novo conteúdo de Língua Espanhola. Isto ratifica os postulados de Vigotski quanto à importância da Língua Materna para a aprendizagem de uma Língua Estrangeira. / This study presents a survey on the use of systematic knowledge of the mother tongue as a resource and strategy in learning the Spanish language, for students of an Advanced Course , which are at Level B2 according to the Common European Framework . The overall objective was to identify cognitive strategies used by students in learning this foreign language and specific objective was to investigate if the student uses systematic knowledge of the mother tongue as a resource and strategy in learning a foreign language. We appealed to the studies of Vygotsky, especially those relating to education and language learning process. To achieve our goals, we ask students to answer a questionnaire concerning the strategies they used to learn the use of personal pronouns in Spanish, during a scheduled class and taught by the researcher. We found that most students resort to formal knowledge they possess in the Mother Tongue for learning new content Spanish Language. This confirms the postulates of Vygotsky about the importance of mother tongue for learning a foreign language.

Made available in DSpace on 2016-07-18T17:54:22Z (GMT). No. of bitstreams: 1 DISSSERTACAO_ Carlos Augusto Carvalho - novo.pdf: 2648884 bytes, checksum: 73a1d711b83d0c83997dcefb885091d5 (MD5) Previous issue date: 2007-02-28 / O presente estudo buscou refletir sobre a questão da atuação do professor de educação física nas séries iniciais, considerando-se que no estado de São Paulo houve um hiato entre os anos de 1995 quando houve a suspensão das aulas e 2003 com o retorno das aulas de Educação Física para séries iniciais. O objetivo desta pesquisa foi constituir junto com os professores uma nova ação pedagógica a partir de referenciais de mudança. Procurando destacar as experiências e vivências dos professores A presente pesquisa é de natureza qualitativa com referencial teórico na pesquisa colaborativa. A preocupação desta pesquisa foi procurar investigar como os professores de Educação Física podem construir um trabalho coletivo em que as dimensões da teoria e da prática se relacionem de forma integrada, recíproca e unitária. Princípios e fundamentos para a prática pedagógica em Educação Física Escolar que se pretende libertadora e conscientizadora do corpo em movimento são analisados. A pesquisa configurou-se em duas etapas. Na primeira etapa, realizamos uma pesquisa bibliográfica e documental na qual buscamos organizar um material bibliográfico que nos pudesse fornecer uma fundamentação teórica para a pesquisa. A pesquisa documental, também foi importante para nos fornecer dados sobre os sujeitos históricos, ações governamentais e opções políticas que permearam o objeto de estudo da pesquisa. Na segunda etapa, realizamos uma pesquisa de campo junto a Diretoria de Ensino de Presidente Prudente, que contou com a participação de 26 professores de Educação Física atuantes nos Ciclo I, 01 professor de Educação Física que atua nas séries iniciais do Ensino Fundamental; 01 Assistente Técnico Pedagógico; 01 Dirigente de Ensino, 01 colaboradora e o pesquisador. Para a coleta de dados, utilizamos entrevistas semi-estruturadas e observações dos encontros neste grupo de pesquisa. O trabalho investigou a experiência vivida pelos professores na procura da qualidade em suas ações docentes. Ao fazermos à análise e discussão dos encontros, possibilitou-nos discutir alguns problemas da prática pedagógica e como lidar com eles, a troca de experiências, práticas e de conhecimentos teóricos que dão sentido ao ato de educar. Nos encontros não só se otimizaram e se elucidaram alguns pontos da prática pedagógica, mas, sobretudo foram encontros de descobertas, possibilitando o aumento da auto estima dos professores dando novo ânimo em busca da realização profissional com ações pedagógicas de mudança. / O presente estudo buscou refletir sobre a questão da atuação do professor de educação física nas séries iniciais, considerando-se que no estado de São Paulo houve um hiato entre os anos de 1995 quando houve a suspensão das aulas e 2003 com o retorno das aulas de Educação Física para séries iniciais. O objetivo desta pesquisa foi constituir junto com os professores uma nova ação pedagógica a partir de referenciais de mudança. Procurando destacar as experiências e vivências dos professores A presente pesquisa é de natureza qualitativa com referencial teórico na pesquisa colaborativa. A preocupação desta pesquisa foi procurar investigar como os professores de Educação Física podem construir um trabalho coletivo em que as dimensões da teoria e da prática se relacionem de forma integrada, recíproca e unitária. Princípios e fundamentos para a prática pedagógica em Educação Física Escolar que se pretende libertadora e conscientizadora do corpo em movimento são analisados. A pesquisa configurou-se em duas etapas. Na primeira etapa, realizamos uma pesquisa bibliográfica e documental na qual buscamos organizar um material bibliográfico que nos pudesse fornecer uma fundamentação teórica para a pesquisa. A pesquisa documental, também foi importante para nos fornecer dados sobre os sujeitos históricos, ações governamentais e opções políticas que permearam o objeto de estudo da pesquisa. Na segunda etapa, realizamos uma pesquisa de campo junto a Diretoria de Ensino de Presidente Prudente, que contou com a participação de 26 professores de Educação Física atuantes nos Ciclo I, 01 professor de Educação Física que atua nas séries iniciais do Ensino Fundamental; 01 Assistente Técnico Pedagógico; 01 Dirigente de Ensino, 01 colaboradora e o pesquisador. Para a coleta de dados, utilizamos entrevistas semi-estruturadas e observações dos encontros neste grupo de pesquisa. O trabalho investigou a experiência vivida pelos professores na procura da qualidade em suas ações docentes. Ao fazermos à análise e discussão dos encontros, possibilitou-nos discutir alguns problemas da prática pedagógica e como lidar com eles, a troca de experiências, práticas e de conhecimentos teóricos que dão sentido ao ato de educar. Nos encontros não só se otimizaram e se elucidaram alguns pontos da prática pedagógica, mas, sobretudo foram encontros de descobertas, possibilitando o aumento da auto estima dos professores dando novo ânimo em busca da realização profissional com ações pedagógicas de mudança

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2017-07-07T19:39:26Z No. of bitstreams: 1 Renato Fabio Espadaro.pdf: 1789028 bytes, checksum: 6e8c7e83e176e23c8a006b46c7c53bca (MD5) / Made available in DSpace on 2017-07-07T19:39:26Z (GMT). No. of bitstreams: 1 Renato Fabio Espadaro.pdf: 1789028 bytes, checksum: 6e8c7e83e176e23c8a006b46c7c53bca (MD5) Previous issue date: 2017-05-03 / The present study, titled Realistic Simulation in Nursing Training: teachers and students perception ", aimed at the perception of teachers and students about the efficacy of Realistic Simulation in nursing learning. The problem that stimulated this research was based on the following question: Does Realistic Simulation, as a method of teaching and learning in nursing, facilitate the work of teachers and students, especially in learning? In the search for an answer to this question, the research work began with the survey of theories of significant learning for adults and, in this universe, Paulo Freire was found as a theoretical reference for the research. The category of analysis chosen, in the Freirian legacy, to verify this model of learning was the "dialogue". Referring to methods and procedures, a bibliographical research was carried out to collect dialogue, teaching in nursing and Realistic Simulation. A qualitative and quantitative descriptive and exploratory field research was also carried out, building a profile of students and teachers, opinion research and semi-structured interviews. The results indicated that the majority of students and teachers understand that Realistic Simulation is a methodology that influences the quality of nursing learning, especially with respect to a consolidated training in safety and efficiency standards. / O presente estudo, intitulado Simulação Realística na Formação em Enfermagem: percepção de docentes e discentes”, teve como objeto a percepção de docentes e discentes sobre a eficácia da Simulação Realística na aprendizagem em enfermagem. A problemática que estimulou esta pesquisa partiu da seguinte questão: A Simulação Realística, como método de ensino e de aprendizagem em enfermagem, facilita o trabalho de docentes e de discentes, mormente o do aprendizado? Na busca de resposta para esta questão, iniciou-se o trabalho de investigação com o levantamento de teorias da aprendizagem significativa para adultos e, nesse universo, encontrou-se Paulo Freire como um referencial teórico para a pesquisa. A categoria de análise escolhida, no legado freiriano, para verificar esse modelo de aprendizagem foi o “diálogo”. Referentemente aos métodos e procedimentos, foi realizada uma pesquisa bibliográfica para levantamento de diálogo, ensino em enfermagem e Simulação Realística. Também foi realizada uma pesquisa de campo de caráter quali-quantitativo, descritiva e exploratória, construindo perfil de alunos e docentes, pesquisa de opinião e entrevistas semiestruturadas. Os resultados indicaram que a maioria dos alunos e docentes entendem que a Simulação Realística é uma metodologia que influencia na qualidade da aprendizagem em enfermagem, especialmente no que diz respeito a uma formação consolidada em padrões de segurança e eficiência.

The aim is to contribute to knowledge about teachers´work with motivation in mathematics teaching in compulsory schools for pupils with intellectual disabilities. This essay investigates what strategies teachers use and how teachers plan and teach to motivate their pupils. Furthermore the authors investigates what factors in education teachers find promote, respectively complicate the students´ ability to find motivation in the subject mathematics. The theoretical foundation consists of Bruner´s motivation theory. In the essay the authors consider the external motivation and the inner motivation from Bruner, to see what motivates the pupils mostly. The external motivation is created from grades and teachers´ credit. The inner motivation is created from curiosity, competence and reciprocity, according to Bruner´s theory. The reason why the essay uses Bruner´s motivation theory is because he has mathematic as example in his studies about motivation in education and several other essays and books refer to his theories (Alexandersson, 2009; Hein, 2012). The starting point of this essay is a qualitative study which contains interviews with ten teachers from eight different municipalities in the middle region of Sweden. The research articles this study is based upon show that teachers motivate pupils by using a variety of methods, differentiated teaching, uses concrete material and graphic organizers. In summary, the result indicates that teachers motivate pupils with a variety of methods and they differentiat the teaching for each pupil, they use concrete material and graphic organizers. In order to motivate the pupils in the subject of mathematics, it is of great importance to maintain good relations, starting by looking at their pupils´ different areas of interest and their own experiences. It is also important to divide the math lesson into smaller parts, so the pupils know what is going to happen and for how long they should work in order to keep up their motivation. The result of this essay indicates that teachers describe that their work in motivating pupils in mathematic teaching, is being sensitivity to the group, but also to the individual. Al of the teachers describe how they always reprioritize and alter their lesson planning in order to preserve and keep their pupils´ motivation.

Philosophiae Doctor - PhD / This thesis relates the teaching of ecology in schools to the requirements of the National Curriculum Statements, Grades R-9 and Grades 10-12, for Natural and Life Sciences. It examines the conceptual understanding of the learners to determine their level of bioliteracy. The effectiveness of various teaching strategies in enhancing bioliteracy is considered. The study was a case study involving classroom observations of Grades 4 to 7 at a primary school and Grades 8 to 11 at a high school in the Western Cape of South Africa, and the administration of a misconceptions questionnaire to learners in Grades 8 to 11. The Department of Education did not allow researchers into the Grade 12 classes. To counter this, the misconceptions questionnaire was also administered to first-year Life Science students and to students in one second-year course in the Department of Biodiversity and Conservation Biology. It was administered to a small sample of the Postgraduate Certificate in Education (PGCE) students (prospective teachers) at the University of the Western Cape, in order to determine whether misconceptions would be carried into their teaching. In-depth interviews which focussed on the particular student's misconceptions were used to verify the misconceptions which the first-year students held. The questionnaire revealed that learners lacked an understanding of photosynthesis and respiration, which forms the basis for an understanding of food chains and energy flow within an ecosystem. Learners were confused about ecology and did not understand basic concepts. The misconceptions held in high school carried over to university, as shown by the fact that the first-year Life Science students, tested before they had had any lectures, still held many of the misconceptions that were found among the high school learners. A few second-year students still held misconceptions, but their understanding of photosynthesis and respiration was better than that of first-year students. The questionnaire also revealed that learners lack language skills. Good language skills are necessary for the development of scientific literacy.

In this study, I investigate how foreign language anxiety affects students’ performance during oral presentations. The study also explores how secondary school teachers in Sweden work with anxious students before, during and after an oral presentation and what approaches and exercises they find effective to use when doing so. Foreign language anxiety is a relatively new subject within language education and impacts language learning in various, mostly negative, ways. The data is collected from interviews with secondary school teachers in Sweden. The result show how these teachers identify FLA and what effects they believe it has on their students. The result also gives insight into how the teachers approach all three stages of an oral presentation to reduce symptoms that lead to increased anxiety. The study concludes by comparing the teachers’ choices to theories within language teaching to establish a pattern of what strategies are effective when dealing with FLA. In this study, I highlight the benefits of using oral presentations based on research and why every student should be given help to overcome their anxiety, so that they are prepared to use their English in high-pressure situations, such as during an oral presentation.