Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1431. Adviser: Melvyn Hill.

Thesis (Ph.D.)--Indiana University, School of Education, 2005. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0123. Adviser: Peter W. Kloosterman. Title from dissertation home page (viewed Oct. 11, 2006)

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2404. Adviser: Paul Thurston. Includes bibliographical references (leaves 111-113) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2539. Adviser: Kevin Miller. Includes bibliographical references (leaves 158-168) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006. / "Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2121. Adviser: Thomas Brush.

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2006. / "Title from dissertation home page (viewed June 26, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2128. Adviser: Thomas A. Brush.

Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2012-02-24Bitstream added on 2014-06-13T18:53:52Z : No. of bitstreams: 1 franca_ssa_me_prud.pdf: 522871 bytes, checksum: ba21403a7b62e2c4a461c43ea939bfc7 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Relacionado à linha de pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores”, o presente trabalho aborda as “Políticas para formação de professores: reflexões sobre o estágio supervisionado – do legal ao real”. Tendo como ponto de partida a reflexão do estágio curricular supervisionado no Curso de Pedagogia, inserido em seu contexto histórico, político, econômico e social, este trabalho pretende compreender as relações que se estabelecem entre as políticas públicas de formação de professores e o estágio supervisionado enquanto uma atividade que prevê a associação entre teoria e prática e que possibilitaria a emancipação do futuro educador. O objetivo é refletirmos sobre o estágio supervisionado para além de seus aspectos positivos e negativos, mas sim, com base na abordagem histórica dialética, discutir os fundamentos do estágio, questionando a visão estática da realidade. Os procedimentos metodológicos adotados para o desenvolvimento da pesquisa foram: a análise documental da legislação federal a partir da LDB de 1996 e diplomas afins; levantamento dos trabalhos científicos (teses, dissertações, livros, artigos, relatórios) sobre o tema do estágio na formação de professores... / Related to the research line on Public Policy, School Organization and Training of Teachers, this work addresses the Policies for training of teachers: reflections on the supervised trainee – from the legal to the real. Taking as its starting point the discussion of the supervised curricular training in Pedagogy Course, inserted in their historical, political, economic, and social context, this work aims to understand the relationships that are established between the public policies for the training of teachers and the supervised training while an activity that provides for the association between theory and practice and that would allow the emancipation of the future educator. The goal is to reflect on the supervised training in addition to their positive and negative aspects, but rather, based on historical dialectical approach, discuss the foundations of the internship, and questioning the static view of reality. The methodological procedures adopted for the development of the research were: The documentary analysis of federal legislation since the LDB/1996 and other rules, survey of scientific papers (theses, dissertations, books, articles, reports) on the theme of the stage in the training of teachers of the elementary... (Complete abstract click electronic access below)

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nÃo hà / O problema da educaÃÃo ambiental à complexo e plural em suas caracterÃsticas e pungente em sua importÃncia, frente à crise socioambiental instaurada em todo globo. Perquirir tal temÃtica demanda compreender o processo acadÃmico em educaÃÃo ambiental, assim como as concepÃÃes tidas pelos docentes e como os mesmos desenvolvem seus trabalhos no campo, em especial no Estado do CearÃ. Partindo-se do pressuposto que toda educaÃÃo deve ser ambiental, surgiu o interesse de investigar as concepÃÃes acerca desse tema presentes nos discursos de professores e alunos, confrontando com o arcabouÃo legal vigente, lei 9.795/99, texto constitucional, alÃm de documentos internacionais especÃficos do campo. Nesse Ãnterim, buscou-se iniciar a pesquisa com um estudo crÃtico, sistemÃtico e axiolÃgico dos respectivos documentos, com Ãnfase especial na polÃtica nacional de educaÃÃo ambiental (PNEA), extraindo-se do conteÃdo da mesma, a definiÃÃo, princÃpios, objetivos e execuÃÃo da EA. Tal interpretaÃÃo conduzida no primeiro capÃtulo justifica sua importÃncia para situar na dimensÃo normativa os conceitos legais e filosÃficos que orbitam nessa seara. No segundo capÃtulo os esforÃos foram concentrados em se fazer uma tessitura dos fatores que obstam a execuÃÃo a EA, tidos nesse trabalho como desafios na formaÃÃo de educadores ambientais. A discussÃo objetivou-se em estabelecer os limites e as possibilidades de execuÃÃo da EA e da prÃpria formaÃÃo docente no setor. No terceiro capÃtulo, apresentou-se o resultado de uma pesquisa do tipo levantamento de dados, cujos instrumentos foram questionÃrios aplicados a acadÃmicos e professores. Sendo 176 acadÃmicos da Universidade Federal do Cearà de diversos cursos, inclusive aqueles que nÃo sÃo de licenciatura, visto que a EA deve ser transversal no ensino formal. E a 49 professores em exercÃcio no mesmo Estado (Fortaleza, Iguatu, Limoeiro do Norte, MaracanaÃ, Sobral e CrateÃs), cujo objetivo foi avaliar a amplitude de suas concepÃÃes sobre ambiente, educaÃÃo ambiental, conhecimentos acerca de documentos importantes e sobre suas prÃticas na Ãrea. Destarte, tal coleta de dados possibilitou rico material de anÃlise que desvelou o contexto da concepÃÃo de discentes e docentes quanto a EA, alÃm de melhor compreensÃo dos tipos de atividades realizadas nesse Ãmbito nos espaÃos formais de ensino e saber. No Ãltimo capÃtulo foi apresentado um produto que consta no site âEducadores Ambientaisâ (www.educadoresambientais.com.br) cujo intento à disseminar a EA e corroborar com a formaÃÃo de educadores ambientais. / The problem of environmental education (EE) is complex and plural. It also has a worrying importance when faced to the socio-environmental crisis spread in the globe. Investigating such theme demands an understanding about the EE academic process, as well as the teachers‟ conceptions about it − built in their jobs on the camp − especially in Cearà State. Having in mind that all kind of education must be environmental, we got quite interested to investigate the conceptions about that issue in the speech of teachers and students, confronting with the current legal framework, law 9.795/99, constitutional text, besides specific international documents of the camp. This study was developed based on a critical, systematic and axiological way of analyzing the already mentioned documents, with special emphasis on the National Policy of Environmental Education (PNEA) − where definition, principles, objectives and execution of environmental education were taken from. The first chapter points out the normative dimension of the legal and philosophical conceptions found in EE. The second chapter analyses the factors that make the execution of EE difficult, considered − on this research − as a challenge on the training of environmental educators. The discussion aimed establishing the limits and possibilities on the execution of EE and teacher training. The third chapter presented the results of a collecting data research where questionnaires to academics and students were the instruments analyzed. 176 academics from different courses of the Federal University of Cearà (UFC) − including the ones who don‟t teach in training for teaching undergraduate courses whereas EE must be transversal in formal education answered the questionnaire. The objective of analyzing the answers of 49 professors from the same state (Fortaleza, Iguatu, Limoeiro do Norte, MaracanaÃ, Sobral e CrateÃs) was evaluating: the amplitude of their conceptions about the environment, EE, knowledge about important documents, and their practices in the area. The answers of those questionnaires revealed the context of teachers and students in EE conceptions. They also helped us to better understand the different kinds of activities used in EE in formal education. The last chapter presented the web site: âEnvironmental Educatorsâ (www.educadoresambientais.com.br) whose objective is spreading EE to support environmental educators‟ formation.

There is a significant lack of educational research in which teachers’ talk about teaching is not mediated by researchers. In the public sphere, teachers’ voices rarely reach us unfiltered by the media, union and school district representatives, education reformers, and policymakers. What if we could listen to teachers talk about teaching unconstrained by any topic or agenda, in a conversation initiated by them? The StoryCorps National Teachers Initiative (SCNTI) provides an unparalleled opportunity to answer this question. In 2011-2012, hundreds of teachers talked about teaching with someone significant to them. Listening to these conversations enables understanding of teaching from the perspective of those doing the work, in their own voice. This study addresses the meanings and conceptualizations of teaching articulated by teachers. Three basic assumptions guide this research. First, because teaching is an uncertain craft (McDonald, 1992), I suggest poetics of teaching (Hansen, 2004) as a listening lens. Second, because the experiences of teaching are expressed in conversation, I suggest a prosaic approach to language (Morson & Emerson, 1990) which considers form and function. Third, I conceptualize teacher voice as a source of knowledge about teaching and the phenomenon by which we can comprehend its humanity, uncertainty, and unfinalizability (Bakhtin, 1981). Building on this conceptual framework, I propose a unique empirical approach to studying teacher voice: a synthesis of hermeneutics, metaphor analysis, and portraiture. The answer to the question When teachers speak of teaching, what do they say? is in the form of a portrait, a portrait of teaching composed of teachers’ voices. I find that teachers talk about four essential human phenomena: love, learning, power, and purpose. Within these constructs, I provide a critical interpretation of teacher talk about teaching that illuminates the complex and varied nature of teaching work. This study privileges teacher voice—literally and epistemologically—and presents research as an act of listening. It transmits and amplifies teacher voice to constitute a refreshed and reexamined cultural record (Lamothe & Horowitz, 2006) of teaching. And as critical interpretation of human experience, this research invites participation: a response to teacher voice. / Education Policy, Leadership, and Instructional Practice