Durante as duas últimas décadas a discussão a respeito do papel da argumentação no ensino de ciências vem se destacando em vários países. No Brasil são ainda escassos os estudos dedicados à temática, especialmente com relação ao ensino de química. Vários pesquisadores afirmam que a sua prática pode favorecer a compreensão de conceitos científicos, o desenvolvimento do pensamento crítico e o entendimento sobre a natureza da ciência pelos alunos. No presente trabalho investigamos aspectos relacionados à elaboração e aplicação de oficinas de formação sobre a argumentação, tendo em vista o entendimento das suas contribuições na preparação e implementação, por parte dos licenciandos, de projetos de regência que fomentem a sua manifestação no ensino básico de química. Procuramos também analisar as características de argumentos produzidos pelos licenciandos na busca de explicações para a ocorrência de um fenômeno natural e identificar se valorizam a argumentação na prática pedagógica. Lançamos mão do Modelo de Argumentação de Sampson e Blanchard para analisar as características dos argumentos produzidos pelos licenciandos durante o processo de formação e verificamos que estes, em sua maioria, não apresentam todos os elementos esperados em uma argumentação científica, de acordo com o referido Modelo. Para avaliarmos em que medida os licenciandos valorizam a argumentação como uma alternativa para melhorar o ensino e a aprendizagem de ciências nos pautamos na análise dos projetos de regência elaborados e de entrevistas semiestruturadas realizadas ao final do processo. As estratégias e objetivos adotados na elaboração dos projetos se mostraram alinhados com aqueles enfatizados nas oficinas de formação e os depoimentos prestados revelaram indícios de valorização da argumentação por parte dos licenciandos. Analisamos ainda as regências com a finalidade de investigar a forma como os licenciandos se apropriam do discurso argumentativo e realizam ações pró-argumentação, assim como a possível influência do processo de formação na adoção de tal postura. Nas regências dos licenciandos identificamos ações desencadeadoras de processos argumentativos, como posicionar-se na construção dos argumentos e justificar com evidências. Estas ações sugerem a influência e as contribuições das oficinas no planejamento e execução das regências, uma vez que nas oficinas os licenciandos participaram de atividades cujos objetivos residiam, principalmente, no oferecimento de estratégias de ensino promotoras da argumentação e na caracterização da argumentação e distinção entre os diferentes componentes que constituem um argumento. Os resultados indicaram a relevância do processo de formação e proporcionaram subsídios para a análise e reflexão sobre o potencial da argumentação na prática educativa em química. / Over the last two decades, the discussion concerning the role of argumentation in science teaching has come to the forefront in various countries. In Brazil, there are still few studies regarding this subject, especially in relation to chemistry teaching. Various researchers state that its practice can help students understand scientific concepts, develop critical thinking and understand the nature of science. In this thesis, we investigate aspects related to developing and running training workshops on argumentation, with a view to understanding pre-service teachers´ contributions in the preparation and implementation of conducting projects which foment argumentation in chemistry teaching. We also attempted to analyse the characteristics of arguments produced by pre-service teachers to look for explanations for the occurrence of a natural phenomenon and identify if they value argumentation in the pedagogical practice. We lay hold of the Argumentation Model proposed by Sampson and Blanchard to analyse characteristics of the arguments produced by the pre-service teachers during the training process and observed that, on the whole, they do not present all the elements expected in scientific argumentation, according to the aforementioned model. In order to evaluate the extent to which the pre-service teachers value argumentation as an alternative to improve science teaching and learning, we used as a base the analysis of the developed projects and semi-structured interviews carried out at the end of the process. The strategies and objectives adopted in the projects development showed to be compatible with those emphasized in the training workshops and the testimonies given showed evidence of the pre-service teachers valuing argumentation. Furthermore, we analysed the dominion provided by the pre-service teachers so as to investigate the way the pre-service teachers take control of the argumentative discourse and take pro-argumentation actions, as well as the possible influence of the training process in adopting such a posture. When the pre-service teachers took command, we identified triggering actions of argumentative processes, such as positioning oneself when putting forward arguments and giving reasons based on evidence. These actions suggest the influence and contributions from the workshops in planning and taking command, as in the workshops the pre-service teachers took part in activities whose objectives were mainly to offer teaching strategies to encourage argumentation and argumentation characterisation, as well as distinguishing between the different components that comprise an argument. The results showed the importance of the training process and provided a basis to analyse and reflect on the potential aspect of argumentation in the educational practice in chemistry.

Submitted by Rosivalda Pereira (mrs.pereira@ufma.br) on 2017-08-21T18:47:23Z No. of bitstreams: 1 FernandaVieira.pdf: 1151229 bytes, checksum: d09b1281c83b1f54334c0f47657208e7 (MD5) / Made available in DSpace on 2017-08-21T18:47:23Z (GMT). No. of bitstreams: 1 FernandaVieira.pdf: 1151229 bytes, checksum: d09b1281c83b1f54334c0f47657208e7 (MD5) Previous issue date: 2017-07-31 / This research is the result of many concerns about the field of teacher training in Mathematics. Teacher training, in service, through the National Plan for the Training of Teachers of Basic Education is a rich object of study, since schools, as spaces of instruction, education and training of subjects require multiple perspectives to understand The phenomena that are manifested in the educational universe. As a support for the theoretical discussions along with the information captured from the research subjects, we have contributions in the field of Educational Policy (MINAYO, 2012; GONZAGA, 2006; PIMENTA; GHEDIN; FRANCO, 2006). In this paper, we present the results of a study conducted in Brazil, in the field of research and development, In this paper, we present the results of the literature on the teaching of Mathematics in the teaching of Mathematics (Freitas, 2002, 2004, 2007, 2014 and Maúes, 2003, 2011, 2013, 2015) AMBROSIO, 1999, 2005, 2006, 2012). We developed a qualitative research, seeking to understand what the effects of the training in pedagogical practices were through the reports of the subjects that composed the Mathematics Degree Course / PARFOR, in the São Luís - Monte Castelo Campus. With the use of semi-structured interviews, we collected the empirical material with three student-teachers and three teachers who taught subjects at different times in the Course, in addition to having the collaboration of the PARFOR General Coordinator and the Course Coordinator. With the students-teachers who participated in this initial training, I was able to collect information about the effects of this training in the educational practice in the basic education school, from their point of view. I used the field diary to enrich and broaden the research data. The singularities seized in the narratives of the subjects investigated, in cross with our restlessness, composed the corpus of this research. The results point out conceptions and actions that make the teaching of mathematics in basic education schools, aligned in three categories of analysis: research, interdisciplinarity and contextualization / Esta pesquisa é fruto de muitas inquietações sobre o campo da formação de professores de Matemática. A formação docente, em serviço, por meio do Plano Nacional de Formação de Professores da Educação Básica é um rico objeto de estudo, visto que as escolas, como espaços de instrução, de educação e de formação de sujeitos requerem olhares múltiplos para compreender os fenômenos que se manifestam no universo educacional. Como esteio para as discussões teóricas junto com as informações capturadas dos sujeitos da pesquisa, contamos com as contribuições no campo da Metodologia da Pesquisa (MINAYO, 2012; GONZAGA, 2006; PIMENTA; GHEDIN; FRANCO, 2006), no campo das Políticas Educacionais (CASTRO, 2011; DOURADO, 2001, 2007, 2009, 2010; BRZENZINSKI, 1999, 2002, 2008; GATTI, 2004, 2005, 2008, 2010, 2011, 2013, 2014; NASCIMENTO; MELO, 2011, 2015), no campo da Formação de Professores (FREITAS, 2002, 2004, 2007, 2014; MAUÉS, 2003, 2011, 2013, 2015) e no campo do Ensino da Matemática (PIMENTA, 1997, 2002; FIORENTINI, 1995, 1999, 2003, 2006 e D’AMBROSIO, 1999, 2005, 2006, 2012). Desenvolvemos uma pesquisa qualitativa, buscando apreender quais foram os efeitos da formação nas práticas pedagógicas por meio dos relatos dos sujeitos que compuseram o Curso de Licenciatura em Matemática/PARFOR, no Campus São Luís/Monte Castelo. Com o uso de entrevistas semi-estruturadas coletamos o material empírico junto a três alunos-professores e três docentes que ministraram disciplinas em diferentes momentos no Curso, além de ainda contar com a colaboração da Coordenadora Geral do PARFOR e o Coordenador de Curso. Com os alunos-professores que participaram dessa formação inicial, pude coletar as informações sobre quais eram os efeitos dessa formação na prática educativa na escola de educação básica, sob seus pontos de vista. Usei o diário de campo para enriquecer e ampliar os dados da investigação. As singularidades apreendidas nas narrativas dos sujeitos investigados, em cruzamento com as nossas inquietações, compuseram o corpus desta pesquisa. Os resultados apontam concepções e ações que fazem o ensino da matemática nas escolas de educação básica, alinhadas em três categorias de análises: a pesquisa, a interdisciplinaridade e a contextualização.

Esta pesquisa, vinculada à linha Universidade Teoria e Prática - Formação de Professores - procurou destacar e analisar a importância que professores e formadores de professores atribuem ao uso do corpo, como facilitador, nas situações de ensino-aprendizagem. Tal proposição investigativa decorreu da disposição de inter-relacionar a aprendizagem escolar e vivências práticas de movimentação do corpo e exploração do espaço vivido. Os alunos, atendidos através desta prática, durante 24 anos de experiência clínica, obtiveram resultados positivos em seu desempenho, o que criou condições de uma visão mais abrangente de suas potencialidades de aprender, a todos que convivem com eles. Neste estudo, são analisados currículos da formação de professores, estabelecendo um contraponto entre o conteúdo descrito entre as diretrizes do MEC e os currículos e súmulas das duas IES envolvidas na pesquisa. Os dados obtidos apontam a necessidade de qualificar o ensino, por meio de conteúdos que instiguem o conhecimento de aspectos básicos da ação psicomotora, para os educadores que irão atuar no Ensino Básico. A metodologia empregada no estudo foi qualitativa, e o método, o de Estudo de Caso. Foi feita a observação da prática de estagiários do Curso de Pedagogia, de duas Instituições de Ensino Superior - e posterior entrevista semiestruturada, com os licenciandos. O estudo também resultou de análise das mudanças apontadas pelos currículos das IES pesquisadas, estabelecidos a partir de 2007, obedecendo à Resolução CNE/CP nº. 1, 15 de maio de 2006. Na discussão, foi feito o contraponto entre o pensamento de autores destacados, no contexto do tema em questão, como: Hargreaves, Apple, Ajuriaguerra, Aucouturier, Bergès, Lapierre, Le Boulch, Piaget, Vayer e Winnicott, entre outros, e o comentário dos achados, a partir das situações observadas e dados das entrevistas. São feitas sugestões, visando a qualificar os Cursos de Pedagogia: que os conteúdos nos currículos instiguem o conhecimento de aspectos básicos da ação psicomotora, e que, no planejamento e ação dos professores, exista interdisciplinaridade real, para efetivo aproveitamento dos conteúdos trabalhados nas diversas disciplinas. Com base na pesquisa, entende-se que os futuros professores da Educação Básica deverão ter aulas, na Universidade, que lhes possibilitem entender que o que é dito, no processo de ensino-aprendizagem, precisa ser ouvido e sentido com o corpo e não somente com os ouvidos. / This study, linked to the research line University Theory and Practice – Teacher Training, intended to underscore and examine the importance that teachers and teacher training practitioners ascribe to the use of the body as a facilitator in teaching-learning situations. Such investigatory proposition is a result of the willingness to relate school learning and practical experiences in moving the body and exploring the lived space. Students served through that practice along 24 years of clinical experience had positive performances, which created conditions for a more comprehensive view of their potential to learn to all those in contact with them. In this study, teacher training curricula are examined, establishing a contrast between the described content by Ministry of Education and Culture guidelines and curricula and syllabus of the two Higher Education Institutions involved in the research. Results point out the need to improve teaching through contents that instigate knowledge on basic aspects of psychomotor action for educators who will act in primary school level. The methodology used was qualitative and the method was Case Study. Observation was conducted on the practice of interns at the Pedagogy Course in two Higher Education Institutions –and a later semi-structured interview when they graduate. The study has also resulted from an analysis of changes pointed out by those Institutions’ curricula, established in 2007, following the National Education Council’s Resolution no. 1, May 15, 2006. At Discussion, the thoughts of well-known authors in the subject in question, such as Hargreaves, Apple, Ajuriaguerra, Aucouturier, Bergès, Lapierre, Le Boulch, Piaget, Vayer, and Winnicott, are compared to the commentary of findings, based on situations observed and data from interviews. Suggestions are presented in order to improve Pedagogy Courses: curricula contents should instigate knowledge of basic aspects of psychomotor action and teachers’ planning and action should include real interdisciplinarity for an effective use of contents treated in the distinct disciplines. Based on the research, it is understood that future Primary School teachers should attend classes at universities that allow them to understand what is said in the teaching-learning process. It needs to be heard with their bodies rather than only with their ears.

Thesis (M Ed.) -- University of the North, 1981 / Refer to the document

Cross-cultural transfers of policies, programs, and technologies are intended to replicate the successful implementation experienced in the originating context. Replication of success, however, is neither guaranteed nor has it been reliably demonstrated when such transfers have been attempted from developed to developing contexts. This study offers a strategy for assessing the feasibility of cross-cultural transfer of innovations. / Specifically, the policy of self-regulation of professional practices for teachers has proven to be very effective as implemented in Florida. A transfer of this policy from Florida to Jamaica is proposed as one means of enhancing the professionalism of Jamaican teachers. To determine the feasibility of transferring this policy from Florida to the Jamaican education system, four factors were selected as indicators that transfer could be successfully implemented: (1) the degree to which the policy would fit within the existing network of policies in the recipient context; (2) demonstrated evidence of a need for the policy; (3) the array of support for or opposition to the policy; and (4) the degree to which the basic assumptions of the policy would be compatible with cultural values of the recipient context. / Results of the study indicate that: (1) the policy of self-regulation would fit with minimal disruption within the existing network of educational policies; (2) there is evidence of deficiencies in the current system that suggests a need for the policy; (3) there is support for the policy among the interest groups who demonstrate power in the policy process; and (4) while the assumption that standards of conduct for teachers should be enforced is highly compatible with cultural values of Jamaican society, successful transfer of a policy of self-regulation would require accommodation to Jamaican cultural ambivalence toward the notion of independence. / Source: Dissertation Abstracts International, Volume: 53-03, Section: A, page: 0743. / Major Professor: Clyde Maurice. / Thesis (Ph.D.)--The Florida State University, 1992.

The purpose of this study was to experimentally manipulate two levels of motivation, Attention and Confidence, in a course context, and observe the effect of these manipulations on the relevant subscales of the Instructional Materials Motivation Survey (IMMS) and on achievement. Considering the lack of evidence of discriminant validity in the IMMS under controlled conditions, it was hoped that this study would help determine whether these two factors could be varied independently or were too highly correlated to stand alone as conceptual components. In this study, three sets of printed self-instructional materials were used to test for influences on attention and confidence. One set enhanced attention, the second enhanced confidence, and the third was relatively neutral in these respects. There were three groups of subjects, each receiving one of the three sets of materials. Upon completion of the lesson, students in all three treatments responded to the IMMS, and then took the posttest. / There were seven hypotheses to test. An analysis of variance was undertaken to compare treatment and control group scores on each of the dependent variables: the four IMMS subscales (A, R, C, S), the IMMS Total score, and achievement. / The results showed that students who completed the revised lesson with enhanced attention had a higher score on the attention subscale than the control group and the confidence treatment group which both had similar scores on that subscale. Moreover, the three groups scored similarly on the relevance and satisfaction subscales, but the lesson with enhanced confidence had no effect on the confidence subscale. There was no significant effect of the treatments on achievement or on IMMS Total score. / Source: Dissertation Abstracts International, Volume: 52-06, Section: A, page: 2112. / Major Professor: John Keller. / Thesis (Ph.D.)--The Florida State University, 1991.

The purpose of this study was to descriptively investigate sample associations between mentors' emotional empathic tendency, proteges' perception of the mentoring relationship, and proteges' teacher self-efficacy belief. To provide the data for these calculations, three questionnaires were administered to 26 mentor-protege pairs in the Florida State University Early Childhood Teacher Education Program, who had been teaching together for three semesters in primary (K-3) classrooms. Scores were paired, and Pearson Product Moment correlations were calculated. Mentor and protege perceptions of the mentor-protege relationship, and mentor suggestions for enhancement of the program were studied using mentor and protege written responses to open-ended questions. / Findings indicated some sample evidence that linear relationships existed between mentors' level of emotional empathy, the proteges perception of the mentor-protege relationship, and the proteges' teacher self-efficacy belief. The scores on the instruments suggested some interesting and supportive observations. The mentors had a relatively high level of emotional empathic tendency, the proteges rated their mentor-protege relationships highly, and the proteges had a high level of teacher self-efficacy belief. / Mentors and proteges were very satisfied overall with the program, and felt that the long-term placement had allowed time and opportunity for the development of the mentor-protege relationship, which contributed to the proteges' teaching confidence and competence. / A number of commonalities were found in the mentor and protege perceptions of their relationship. Three categories of important mentor characteristics were identified under the headings of mentor as nurturer, expert colleague, and role model. Mentors and proteges described a successful mentor-protege relationship as a close friendship, characterized by honesty, mutual respect, and professionalism. / Mentor suggestions for program enhancement included increased collaboration between mentors and university faculty, mentor input into the syllabi for protege methods courses, opportunities for mentors to help teach methods classes, and increased involvement of university faculty in the public school classrooms. / Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 3084. / Major Professor: Virginia P. Green. / Thesis (Ph.D.)--The Florida State University, 1995.

Doctor of Philosophy (PhD) / University students are known to have a high prevalence of body dissatisfaction, dieting and disordered eating and exercise behaviours. Those enrolled in food and exercise related degree areas have been found to be particularly vulnerable. Part 1 of this study compared the body image, body dissatisfaction, dieting, disordered eating and exercise behaviours of first year male and female trainee physical education [PE; N = 295] teachers and undergraduates enrolled in non food and exercise related degree areas [Non PE; N = 207]. Male and female PE participants had a lower body image and higher body dissatisfaction and were significantly more likely to be dieting and engaging in disordered eating behaviours than Non PE participants. These findings provide empirical evidence of anecdotal suspicions that trainee physical education teachers are susceptible to body image problems and eating disorders; and create a demand for for intervention programs to improve the body image, body dissatisfaction, dieting and disordered eating and exercise behaviours of this population. Part 2 of this study involved the development of a dissonance and self esteem based (Intervention 1) and a dissonance, and media literacy based intervention that built self esteem and used computer technologies (Intervention 2) to be implemented into trainee physical education teachers’ [N= 170] undergraduate training. Both interventions were successful in improving the body image, and disordered eating behaviours of trainee PE teachers compared to a control group; which suggests that the inclusion of intervention programs in trainee teacher’s undergraduate training is both feasible and effective. Further research should investigate the effects of intervention programs to improve body image and eating behaviours among trainee physical education teachers; and male university students. The development of standardised measures and approaches toward the improvement of body image, body dissatisfaction and disordered eating and exercise behaviours that are specifically designed for males is also encouraged.

Occupational stress among teachers is a painful, prevalent and costly phenomenon, one which impacts on individuals, families, schools and wider society. A growing body of evidence suggests that individuals' susceptibility to occupational stress is not determined exclusively by environmental or personality factors, but by the cognitive and behavioural transactions between the individual and potentially stressful events. Two major factors which contribute to individual stress are a person's appraisal of events as threatening or demanding, and the strategies they use in coping with those events. The purpose of this study is to explore the relationship between experience, stress levels and coping patterns in a group of primary school teachers. Two groups of teachers were surveyed, 'Starters' who were in their first year of teaching and 'Stayers' who had at least 10 years of teaching experience. Stayers were divided, on the basis of their responses, into Low-stress, Moderate-stress and High-stress groups. The aspects of coping which were explored are: 1. The range of coping strategies used by teachers in each group, 2. The frequency of use of those coping strategies for each group, and 3. The coping styles preferred by teachers in each group. The results of this study show no direct connexion between stress level and any of the demographic variables (sex, age, religion, piety, teaching experience, full-time teaching, part-time teaching and time away from teaching). Nor are significant differences found between the coping patterns of more or less experienced and more or less stress teachers. A pattern is suggested by correlational analysis, wherein inexperienced teachers (Starters) and highly-stressed experienced teachers (High-stress Stayers) show the same preference for coping styles. It is hypothesized that this similarity of preference relates to role of control in reducing stress, and that these groups are examples of different stages of adaptation to teaching. Implications for the use of these preferences in detecting teacher stress, and for the inclusion of coping strategies in teacher training are discussed.

This study was designed to examine how the teacher education program impacts preservice teacher candidates' knowledge of culturally responsive teaching and the implementation of these practices in their classroom. For the purposes of this study, a sequential explanatory mixed methods approach was utilized to collect and analyze data through semi-structured interviews, focus groups and surveys. The participants in this study were (n=82) elementary preservice teachers and (n=11) teacher educators who taught a professional education course or supervised field or clinical experiences. This mixed method study was fourfold. First, this study sought to examine preservice teacher candidates' perceptions of the teacher education program in developing culturally responsive teachers. Second, it sought to examine if preservice teacher candidates perceptions about culturally responsive teaching change as a result of their student teaching experiences. Third, it was designed to examine how teacher educators prepare preservice teachers to teach culturally diverse student populations? Finally, how are teacher educators preparing elementary preservice teacher candidates to work in urban educational settings? / The study revealed several key findings: (a) preservice teacher candidates' professional preparation has an effect on their preparedness to teach culturally diverse student populations; (b) preservice teachers believed that more diverse field experiences is one factor that has the potential to increase participant preparedness to teach in a diverse educational setting; (c) teacher educators prepared teacher candidates to differentiate instruction for diverse learners; and (d) teacher educators preparation of preservice teacher candidates to teach in a diverse educational setting is limited because of the locale of the university. / Keywords: preservice teacher candidate, culturally responsive teaching, diversity, multicultural education, critical race theory