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Programa de orientação a professores para o desenvolvimento de projeto educativo : efeito na aprendizagem acerca de alimentação saudável /Detregiachi, Claúdia Rucco Penteado. January 2008 (has links)
Orientador: Tânia Moron Saes Braga / Banca: Maria de Lourdes Morales Horiguela / Banca: Sadao Omote / Banca: Denise Giácomo da Motta / Banca: Maria Rita Marques de Oliveira / Resumo: O ambiente escolar é apontado como local privilegiado para o desenvolvimento de programas de educação nutricional que visam à promoção de práticas alimentares saudáveis. Entretanto, avaliações dos resultados devem fazer parte desses programas de modo a permitir abordagens criativas e inovadoras. Assim, o objetivo deste estudo é verificar o efeito de um programa de educação nutricional dirigido a escolares de 1ª a 4ª séries do ensino fundamental de escolas públicas, na aquisição de conhecimento acerca de alimentação saudável. O trabalho foi realizado em duas escolas públicas - Escolas A e B, nas quais foi desenvolvido um programa de educação nutricional, sendo que na Escola A tal programa foi apoiado e acompanhado por um profissional nutricionista, fato que caracterizou esta escola como grupo intervenção. Antes e após o desenvolvimento do projeto educativo foi aplicado um instrumento para avaliar o conhecimento dos escolares sobre alimentação e nutrição, e também, pais ou responsáveis pelos escolares da Escola A responderam a um questionário informando as preferências e hábitos alimentares do seu(a) filho(a). Após o desenvolvimento do projeto educativo na Escola A, avaliou-se a percepção dos pais ou responsáveis em relação a mudanças nos comentários e atitudes do escolar referentes à alimentação. Os professores responsáveis pelas séries escolares da Escola A responderam a um questionário informando o desenvolvimento do programa em sala de aula. Os escolares da Escola A apresentaram mudança significante (p<0,01) no conhecimento de alimentação e nutrição após o desenvolvimento do projeto educativo, o que não ocorreu entre os escolares da Escola B, exceto entre os da 3ª série que também apresentaram mudança (p<0,05). Os hábitos e preferências alimentares dos escolares da Escola A não tiveram mudança significante após o desenvolvimento do projeto educativo. / Abstract: The school environment is considered as an appropriate place for the development of nutritional education programs aimed at promoting healthy eating practices. Nevertheless, evaluations of results should be part of these programs in order to allow creative and innovative approaches. Therefore, the present study aims to verify the effect of a nutritional education program intended for students who attend from 1st to 4th levels of elementary teaching in public schools, in relation to the acquisition of knowledge on healthy feeding. The research was performed in two public schools - Schools "A" and "B", in which there was the development of a nutritional education program; in school "A", the program was supported and followed by a nutritionist, and this fact characterized this school as an intervention group. The students' knowledge on feeding and nutrition was evaluated before and after the development of the educational program and parents of (or the ones in charge of) the students in School "A" answered a questionnaire on the students' preferences and eating habits. After the development of the educative program in School "A", there was an evaluation of the parents' perception in relation to changes in the comments and attitudes of the students referring to feeding. The teachers in charge of the groups in School "A" answered a questionnaire informing about the program development inside the classrooms. The students in School "A" presented a significant change (p < 0.01) in the knowledge on feeding and nutrition after the development of the educative project, which did not occur among the students in School "B", except among the ones of the 3rd level who also presented a change (p < 0.05). The eating habits and preferences of the students in School "A" did not present a significant change after the development of the educative program. / Doutor
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Conhecimentos docentes dos alunos da licenciatura em geografia da Universidade Pedagógica-Maputo / Teacher's knowledge of students of degree in geography of the Pedagogical University - MaputoBuque, Suzete Lourenço 05 November 2013 (has links)
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Previous issue date: 2013-11-05 / It is understood that the discipline of Geography has in school, in combination with other
curriculum subjects, a role to play in the formation of students. For this reason, it is
considered that the institutions of initial training must provide certain basic knowledge for
which the future teachers can work with autonomy and make the discipline Geography
significant for their students. For this to happen there is a need to adopt new didacticpedagogical
practices that leverage the knowledge construction of teaching future teachers.
This knowledge becomes necessarily by the capacity that the future teacher needs to have for
the linkage between the knowledge of specific subjects and the pedagogical. To reflect about
this the study has as theme the initial training of teachers and as object the knowledge
teachers of students in the process of initial training in Degree in Geography of Pedagogical
University of Mozambique. The overall objective is to understand the process of
construction/mobilization of knowledge teachers of students of degree in Geography and the
formative practices that potentiate. The specific are: characterize the initial training of the
Degree course in Geography of the Pedagogical University of Mozambique, highlighting the
components of the curriculum structure and the principles that guide ; analyze the knowledge
teachers that the students in the process of initial training build/mobilize for the planning and
simulation of classes in scope the discipline Pedagogical Practice II; analyze the
representations that the students in the process of initial training has about the contribution of
initial training for the construction of their knowledge teachers; reflect on the practices that
most formative potentiate the construction of knowledge teachers of students in initial training
in Geography. The approach selected is the qualitative research, the type case study. Use it if
as instruments for data collection bibliographic research, documentary research, and
questionnaire, observation of lessons, focal group and production of narratives. The research
subjects were students of the 6th semester of the Degree course in Geography in 2012. In
relation to the process of initial training and their relation with the construction of knowledge
teachers, the results indicate that, in spite of the current curricular plan of the Degree course in
Geography submit an intentionality to train teachers of Geography, with critical domain,
articulate manner, knowledge of the components of general training, training of the specific
area and educational training, point-if some difficulties of institutional framework and the
teaching practice in its implementation. It was also found that the students of initial training in
Geography mobilize knowledge teachers and present some evidence of knowledge of didactic
content in discipline practices carried out in Pedagogical Practice in Geography II. It is
considered that the teaching strategies that have contributed to the construction of knowledge
teachers in the course it was a collective learning, fieldwork and metacognition. With the aim
of improving the use of the strategies mentioned above, it is considered that the classrooms
based on foundations of dialectic methodology constitutes a possibility. The use of this
methodology in the training of teachers of geography, the faculty of the university must be
aware of what the future teacher needs possess theoretical-conceptual bases of both
pedagogical area regarding the Geography as a Science and, still, knowing the formative
purpose of geography in school. It is important, moreover, that the faculty of the university, to
teach their classes, consider the problematization of school geography and research as axes of
training. / Entende-se que a disciplina de Geografia tem na escola, em combinação com outras
disciplinas curriculares, um papel a desempenhar na formação dos alunos. Por isso, considerase
que as instituições de formação inicial devem proporcionar certos conhecimentos básicos
para que os futuros professores possam trabalhar com autonomia e tornar a disciplina
Geografia significativa para seus alunos. Para que isso aconteça há necessidade de se
adotarem práticas didático-pedagógicas que potencializem a construção do conhecimento
docente dos futuros professores. Esse conhecimento passa necessariamente pela capacidade
que o futuro professor precisa ter para a articulação entre o conhecimento das disciplinas
especificas e o das pedagógicas. Para refletir sobre isso este estudo tem como temática a
formação inicial de professores e como objeto os conhecimentos docentes dos alunos em
processo de formação inicial no curso de Licenciatura em Geografia da Universidade
Pedagógica - Maputo. O objetivo geral é compreender o processo de construção/mobilização
de conhecimentos docentes dos alunos da licenciatura em Geografia e as práticas formativas
que os potencializam. Os objetivos específicos são: caracterizar a formação inicial do curso de
Licenciatura em Geografia da Universidade Pedagógica de Moçambique, destacando os
componentes da estrutura curricular e os princípios que a orientam; analisar os conhecimentos
docentes que os alunos em processo de formação inicial constroem/mobilizam para o
planejamento e simulação de aulas no âmbito da disciplina Prática Pedagógica II; analisar as
representações que os alunos em processo de formação inicial têm sobre a contribuição da
formação inicial para a construção de seus conhecimentos docentes; refletir sobre as práticas
formativas que mais potencializam a construção dos conhecimentos docentes dos alunos em
formação inicial em Geografia. A abordagem selecionada é a investigação qualitativa, do tipo
estudo de caso. Utilizam-se como instrumentos de coleta de dados pesquisa bibliográfica,
pesquisa documental, questionário, observação de aulas, grupo focal e produção de narrativas.
Os sujeitos da pesquisa eram alunos do 6ºsemestre do curso de Licenciatura em Geografia em
2012. No que se refere ao processo de formação inicial e sua relação com a construção de
conhecimentos docentes, os resultados apontam que, apesar de o atual plano curricular do
curso de Licenciatura em Geografia apresentar uma intencionalidade de formar professores de
Geografia críticos, com domínio, de forma articulada, de conhecimentos das componentes de
formação geral, formação da área especifica e formação educacional, apontam-se algumas
dificuldades de âmbito institucional e da prática docente na sua implementação. Verificou-se
também que os alunos da formação inicial em Geografia mobilizam conhecimentos docentes
e apresentam algumas evidências de conhecimento didático de conteúdo nas práticas
realizadas na disciplina Prática Pedagógica em Geografia II. Considera-se que as estratégias
de ensino que mais contribuíram para a construção de conhecimentos docentes no curso foram
a aprendizagem coletiva, trabalho de campo e metacognição. Com o objetivo de se melhorar a
utilização das estratégias mencionadas, considera-se que a aula baseada em fundamentos da
metodologia dialética constitui uma possibilidade. Na utilização dessa metodologia na
formação de professores de geografia, os docentes da universidade devem ter consciência de
que o futuro professor precisa possuir bases teórico-conceituais tanto da área pedagógica
quanto da Geografia como Ciência e, ainda, conhecer a finalidade formativa da geografia na
escola. É importante, ainda, que o docente da universidade, ao ministrar suas aulas, considere
a problematização da geografia escolar e a pesquisa como eixos da formação.
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A prática como componente curricular na perspectiva da formação inicial do professor de geografia para a educação básica / Practice as a curricular component in the initial training perspective of geography teachers for elementary educationOliveira, Morgana Garda de 10 June 2015 (has links)
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Previous issue date: 2015-06-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Research on initial teacher training have gained ground in recent decades and as a result add some attributes in the construction of educational policies, such as the creation of the National Curriculum Guidelines for the training of teachers for Elementary Education (DCN's / 2002). Movements to deepen discussions on the challenges of teacher training, also appears in Geography. The DCN's and resulting resolutions pointed to changes in teacher training courses, such as targeting at least 400 hours of the course load to develop Practice as a Curricular Component (PCC). This reformulation proposed new basis for curricular and methodological organization to degree courses, allowing changes. Aiming to contribute to the debate on the formation of Geography teachers, the focus of this research is on the conception of teacher trainers about the formation process of licensing in Geography from the State University of Western Paraná (Unioeste) - Campus Francisco Beltrão - Paraná, specifically emphasizing the PCC. The survey aimed to discover what the training process of licensing in Geography at Unioeste campus of Francisco Beltrão is like, with emphasis on the development and conceptions of the PCC in the course. It occurred as a case study and was performed with analysis of the political and pedagogical projects of the course of the years 2006, 2003 and 1999 and of 23 (twenty three) teaching plans of 2014, of the respective disciplines. As well as through questionnaires together with undergraduates of the last year and the teacher trainers of the year 2014. The results allowed us to understand that there is a gap between what the law prescribes and what actually occurs in relation to the PCC. Teacher trainers and undergraduates show some weaknesses on the meaning of PCC. There are different conceptions of trainers on PCC, some understand it as the application of theoretical concepts in practice, others, in a practitioner perspective, as a bureaucratic attribute of the Course, mistaking it for practical activities, such as field work, seminar presentations and reporting. There are, however, some trainers who develop innovative proposals. / As pesquisas sobre formação inicial de professores têm ganhado espaço nas últimas décadas e, como resultado acrescentam alguns atributos na construção de políticas educacionais, como a criação das Diretrizes Curriculares Nacionais para a formação de professores para a Educação Básica (DCN s/2002). Movimento para aprofundar discussões sobre os desafios da formação de professores, também aparecem na Geografia. As DCN s e as resoluções decorrentes apontaram para transformações nos cursos de formação de professores, como o direcionamento de no mínimo 400 horas da carga horária dos cursos para desenvolver a Prática como Componente Curricular (PCC). Essa reformulação propôs novas bases para a organização curricular e metodológica aos cursos de licenciatura, possibilitando transformações. Almejando contribuir para o debate na formação de professores de Geografia, o foco desta pesquisa é para a concepção dos professores formadores sobre o processo formativo do licenciando em Geografia da Universidade Estadual do Oeste do Paraná (Unioeste) - campus de Francisco Beltrão - Paraná, especificadamente com ênfase na PCC. A pesquisa teve como objetivo averiguar como é o processo formativo do licenciando em Geografia da Unioeste, campus de Francisco Beltrão, com ênfase no desenvolvimento e concepções da PCC no curso. Ocorreu como um estudo de caso e foi realizada com análise dos Projetos Políticos e Pedagógicos do Curso dos anos de 2006, 2003 e 1999 e de 23 (vinte e três) planos de ensino do ano de 2014, das respectivas disciplinas. Bem como por meio de questionários junto aos licenciandos do último ano e com os professores formadores do ano de 2014. Os resultados permitiram compreender que há lacuna entre aquilo que a legislação prescreve e o que, de fato, ocorre na prática em relação à PCC. Os professores formadores e os licenciandos demonstram algumas fragilidades sobre o significado da PCC. Há diferentes concepções, dos formadores, sobre PCC, alguns a entendem como aplicação de conteúdos teóricos na prática, outros, numa perspectiva praticista, como um atributo burocrático do Curso, confundindo-a com atividades práticas, como: trabalho de campo, apresentação de seminários e produção de relatórios. Há, no entanto, alguns formadores que desenvolvem propostas inovadoras.
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Possibilidades formativas das HTPC'S: um olhar a partir de professores polivalentes / Training possibilities for HTPC's: a view from the polyvalent teachersInnocenti, Thamirys Desirée 25 February 2016 (has links)
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Previous issue date: 2016-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aimed to investigate which are the formative possibilities developed in the Collective Pedagogical Work Time (HTPC, in Portuguese) of a public school located in Baixada Santista region and understand how the training possibilities are in the HTPC¿s having as research subjects polyvalent teachers in the early years of elementary school. Initially, a literature and document research was performed in order to find data that subsidize the training, social, and legal issues associated with the theme. The research, along its process showed that this is a case study, focusing on their study of the HTPC¿s. For this, we used the theoretical support of researchers like Fusari, Charlot, Nóvoa, Imbernón, Garcia, Sacristan, Pimenta, Franco, Ghedin, Libâneo, Silva Junior, among others. The field research was developed through a qualitative approach, and data collection; we used the technique of observation, guided by Vianna, held in March and May 2015 in a total of seven comments in morning, intermediate and evening periods. The survey data showed limits and training opportunities present in the space/time of HTPC¿s. The limits found in HTPC¿s were regarding: the chronological time used for their realization; the absence of Technical and Pedagogical Team; and the interaction of polyvalent teachers in HTPC¿s. The formative possibilities were presented in three categories: HTPC as space/time for listen; HTPC as space/time for training; HTPC as space/time of exchange of experience/knowledge. / O presente trabalho teve por finalidade investigar quais são as possibilidades formativas desenvolvidas na Hora de Trabalho Pedagógico Coletivo de uma escola pública da Baixada Santista e compreender como as possibilidades formativas se constituem nas HTPC¿s tendo como sujeitos de pesquisa professores polivalentes dos anos iniciais do Ensino Fundamental I. Inicialmente, foi realizada uma pesquisa bibliográfica e documental, onde se buscou dados que subsidiassem as questões formativas, sociais e legais associadas à temática. A pesquisa ao longo de seu processo evidenciou tratar-se de um estudo de caso, tendo como foco de seu estudo as HTPC¿s. Para isto, recorreu-se ao aporte teórico de pesquisadores como Fusari, Charlot, Nóvoa, Imbernón, Garcia, Sacristán, Pimenta, Franco, Ghedin, Libâneo, Silva Junior, entre outros. A pesquisa de campo foi elaborada através de uma abordagem qualitativa e, para a coleta de dados, foi utilizada a técnica da observação, orientada por Vianna, realizada nos meses de março a maio de 2015, em um total de sete observações, nos períodos matutino, intermediário e vespertino. Os dados da pesquisa evidenciaram limites e possibilidades formativas presentes no espaço/tempo das HTPC¿s. Os limites encontrados nas HTPC¿s foram referentes: ao tempo cronológico destinado à sua realização; a ausência da Equipe Técnico-Pedagógica e; a interação dos professores polivalentes nas HTPC¿s. Já as possibilidades formativas se apresentaram em três categorias: HTPC como espaço/tempo de escuta; HTPC como espaço/tempo de formação e; HTPC como espaço/tempo de troca de experiências/conhecimentos.
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Examination Of Chemistry TeachersAydin, Sevgi 01 May 2012 (has links) (PDF)
The purpose of this study was to examine topic-specific nature of pedagogical content knowledge (PCK). Two experienced chemistry teachers&rsquo / PCK was examined in electrochemistry and radioactivity. To capture participants&rsquo / PCK, all PCK components were studied. To get deep and rich answers to research questions asked, qualitative methodology was used. Participants were selected through purposeful sampling. Data were gathered through card-sorting activity, Content Representation (CoRe), semi-structured interviews, classroom observations, and field notes. Results revealed that participants had two types of PCK, namely, PCK A for teaching electrochemistry and PCK B for teaching radioactivity. PCK A included content-based and teacher-centered instruction, many links to other topics in chemistry and in physics. The assessment was coherent which included different types of assessment strategies used at the beginning, during, and at the end of teaching. In PCK B, it was less teacher-centered. The link to other topics was limited. Additionally, teachers used fragmented assessment and were less knowledgeable about learners&rsquo / difficulties and misconceptions in radioactivity than they were in electrochemistry. Differences between PCK A and B may be related to nature of the topics. Learners need to have much pre-requisite knowledge both from chemistry and physics to learn electrochemistry. Also, there are more concepts in electrochemistry than there are in radioactivity. It seems that when teachers have to focus on more concepts to teach, they may have a tendency to teach more-teacher centered to save time. Teacher education programs should focus on topic-specific nature of PCK and provide topic-specific training to teachers.
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The Design And Development Of An Online Professional Development Material For Science And Technology Teachers On Assessment And EvaluationMutlu, Neset 01 November 2012 (has links) (PDF)
The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was carried out. In this part, ADDIE model with rapid prototyping procedure was used in three phases. To gather science and technology teachers&rsquo / perceptions and attitudes towards prototypes, semi-structured interview schedule, Internet Tutorial Attitude Questionnaire, and a Checklist for Product Evaluation was conducted to 21 science and technology teachers in total. These data were analyzed using both qualitative and quantitative methods to reveal considerations of science and technology teachers about these prototypes and to make adjustments on these prototypes accordingly. In second part, final version of this material was evaluated. In this phase, researcher used self-efficacy questionnaire about alternative assessment and evaluation methods and a checklist for material validation. These instruments were administered both before and after use of final version of online professional development material. Descriptive data analysis was conducted to reveal differences in participants&rsquo / perceived-knowledge, beliefs, and applications about alternative assessment and evaluation methods after use of online professional development material. Research results disclosed participants&rsquo / beliefs and attitudes towards content, design and usability issues of online professional development material. Besides, validation of online professional development material revealed positive changes in participants&rsquo / perceived-knowledge, their classroom practices, self-efficacy beliefs and their perceptions about appropriateness of alternative assessment methods&rsquo / usage in classroom.
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Investigating Elt InstructorsCanbolat, Nilay 01 February 2013 (has links) (PDF)
This study aims at finding out instructors&rsquo / perceived competencies in Teachers
of English to Speakers of Other Languages (TESOL) and Ministry of Education
(MONE) competencies, and accordingly exploring strengths and weaknesses of
the ELT undergraduate program as well as providing suggestions for a more
effective and fruitful program. At the first phase of the research, a questionnaire
is given to seventy-five participants, working in the department of Foreign
Languages at various universities. For the second phase of the study, an
interview prepared in the light of the questionnaire results is conducted with
thirty-four of aforementioned participants.
The results of this study illustrate that the participants find themselves more
competent in learning, language proficiency, planning, instructing, and content
than assessing, identity and context, and commitment and professionalism since
the participants believe in the need of improving themselves in latter standards.
Similarly, they consider the methodology, general education and language
components of the ELT undergraduate program effective because they find
those components practical and focused during the program while the literature
and linguistics components are thought to be ineffective in preparing them for
the profession as the methodology of these components, which is not integratedwith ELT enough. Lastly, in the lights of these findings, some suggestions are
made for improving the program.
For further research, all ELT teachers&rsquo / perceptions in Turkey can be
investigated and suggestions for a better undergraduate program can be asked.
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A Need Analysis Study For Faculty Development Programs In Metu And Structural Equation Modeling Of Faculty NeedsMoeini, Hosein 01 September 2003 (has links) (PDF)
The purpose of this doctoral thesis research study was first to investigate the
needs for a faculty development program in Middle East Technical University
(METU). Later, in the second phase, models that explained the linear structural
relationships among factors that might be influential on faculty& / #146 / s perceived
competencies about the skills necessary for the instructional practices, personal,
professional and organizational developments were proposed and compared.
In this study, a questionnaire considering different aspects of faculty
developments were sent to all of the academicians in METU. After collecting data
from faculty members and research assistants, they were analyzed both
descriptively and using principal component factor analysis. Based on the results of
factor analysis, linear structural relations models fitting the data were generated
through LISREL-SIMPLIS computer program runs.
The descriptive results indicated that there was a feeling for need to improve
the faculty' / s self-proficiency in different instructional issues. On the other hand,
both descriptive results and LISREL modeling results indicated that faculty
members and research assistants show different characteristics based on their needs
and factors affecting their self-proficiencies. These aspects will lead us to prepare
different faculty development programs based on their needs and priorities.
The result for both faculty members and research assistants showed that in a
faculty, instructional self-proficiency cannot be considered as a single absolute
parameter. Rather, it should be considered as several interrelated parameters
connected to different aspects of faculty' / s proficiencies.
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A Study On Preservice Elementary Mathematics TeachersKayan, Fatma 01 January 2007 (has links) (PDF)
This study analyzes the kinds of beliefs pre-service elementary mathematics teachers hold about mathematical problem solving, and investigates whether, or not, gender and university attended have any significant effect on their problem solving beliefs. The sample of the present study consisted of 244 senior undergraduate students studying in Elementary Mathematics Teacher Education programs at 5 different universities located in Ankara, Bolu, and Samsun. Data were collected in spring semester of 2005-2006 academic years. Participants completed a survey composed of three parts as demographic information sheet, questionnaire items, and non-routine mathematics problems.
The results of the study showed that in general the pre-service elementary mathematics teachers indicated positive beliefs about mathematical problem solving. However, they still had several traditional beliefs related to the importance of computational skills in mathematics education, and following predetermined sequence of steps while solving problems. Moreover, a number of pre-service teachers appeared to highly value problems that are directly related to the mathematics curriculum, and do not require spending too much time. Also, it was found that although the pre-service teachers theoretically appreciated the importance and role of the technology while solving problems, this belief was not apparent in their comments about non-routine problems. In addition to these, the present study indicated that female and male pre-service teachers did not differ in terms of their beliefs about mathematical problem solving. However, the pre-service teachers&rsquo / beliefs showed significant difference when the universities attended was concerned.
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A Case Study Of Online Communities Of Practice For Teacher Education: Motivators, Barriers And OutcomesBaran, Bahar 01 May 2007 (has links) (PDF)
The aim of the study was to investigate the dynamics of two online communities of practice (oCoP) for preservice teachers. The research process encompassed three main phases. Phase 1 was related to the design and development of online environment. By the help of existing literature and a pilot study, a portal which is called as &ldquo / Professional Development Circle (PDC)&rdquo / was developed. In Phase-2, 28 preservice teachers from three different universities participated to an online course as a part of an undergraduate course. During the term, they discussed on different video cases which were recorded in real classroom environments and produced new lesson plans for these lessons in the light of given suggestions. In the third phase, the same preservice teachers got involved in a different online environment without any grading motivation in the Phase 2. They discussed on some hot topics in mathematics teaching with other preservice teachers, academicians and experienced teachers.
This research study was mainly a qualitative study. Two cases of the study were two oCoP which included mandatory or voluntary participation of preservice teachers to discussions. The data were collected through written reflection reports, observations and interviews. In addition, private e-mail exchange with participants and discussion list message history were rich data sources. The data were analyzed according to qualitative data analysis techniques.
The design principles and findings of this research study were discussed in the frame of Activity Theory. This study revealed outcomes of two online communities of practice environments in preservice teacher education. In addition, motivators and barriers to be active in oCoP environments were discussed. Some of the motivators were getting more responsibility, self confidance, sociable personality, altruism, sincerity in the environment, and quality of materials while some of the barriers were not wanting to enter a fight, lack of time, the idea &ldquo / max benefit minimum effort&rdquo / , feeling availability of others, and Internet access and computer availability.
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