No description available.

No description available.

No description available.

No description available.

No description available.

The cross-case analysis described in this study explores the patterns of practice that support the induction needs of Alternatively Certified Teachers (ACTs) in the high school educational environment of a large suburban school district. Bronfenbrenner's (1976) systemic model of the educational environment that envisions a series of nested, interacting sub-systems is utilized as a roadmap for exploration. Data were collected beginning in the macro-system and continuing through the exo-system, meso-system, and micro-system of the educational environment. Interviews with teacher educators at the macro-system level, with central office staff at the exo-system level, with school administrators at the meso-system level, and with ACTs at the micro-system level were the primary means of data collection. Case study schools included three "high-ACT schools" with the largest number of ACTs in the district and two "norm-ACT schools" that reflected the average number of ACTs in the remaining five high schools in the district. Observations at teacher induction activities and mentor training sessions and analysis of relevant documents, including mentor program evaluation responses, were used to triangulate the data. Evolving display matrices were the primary strategy for data analysis. Themes were identified at each level of the educational environment. Differences among the sub-systems and between the "high-ACT" and "norm-ACT" schools were described. Findings revealed the following consistent themes within the levels of the high school environment: (a) the use of creative recruitment practices that include recognition of the value of ACTs as an important resource for finding new teachers; (b) emphasis on the role of personal qualities and teacher beliefs in equipping an individual to make a successful transition to teaching; (c) the pervasive sense of culture shock that ACTs experience; (d) the emphasis on establishing a wide network of formal and informal mentors; and (e) the emphasis on learning the connection between classroom management and good instruction. The study concluded that the general patterns of practice supporting ACTs in the high school educational environment can be organized into the following categories: (a) blending theory and practice by infusing university expertise into the schoolhouse; (b) promoting formal and informal mentoring; and (c) differentiating support to meet the special needs of ACTs. / Ed. D.

This study proposes to show the progress made in the in-service education program of Johnson County and to determine the effectiveness of its newly adopted in-service program.

The problem in this study is to determine the role of speech in general education and to make certain suggestions for teacher training in keeping with the aims of general education which seek to develop the democratic concepts.

published_or_final_version / Education / Master / Master of Education

Os cursos de licenciatura são uma primeira oportunidade para que os saberes da profissionalidade docente sejam trabalhados. É possível que o estudo dos saberes a respeito da educação ambiental e do meio ambiente contribua para reconhecer a existência destes saberes entre os licenciandos e prepara-los para compreender a crise ambiental e suas implicações para a forma de trabalho do professor com uma atuação docente efetiva nas questões socioambientais. Saberes são entendidos enquanto como os conhecimentos que fundamentam o ato de ensinar no ambiente escolar, não sendo apenas os conhecimentos relativos a pedagogia, mas também uma série de conhecimentos, habilidade e atitudes docentes. Assim, a importância de relacionar a formação de professores à educação ambiental reside na atual crise ambiental pela qual a humanidade passa, resultado de uma visão cartesiana de mundo. Neste interim a educação ambiental pode ser uma oportunidade para a construção de um posicionamento crítico frente ao ambiente, tal como indicam os autores da área e os documentos sobre educação ambiental. A presente pesquisa teve como objetivo caracterizar e entender os saberes docentes a respeito da educação ambiental e meio ambiente a partir das ideias expressas pelos licenciandos de dois cursos de Licenciatura da ESALQ-USP. Para realizar a investigação qualitativa que busca compreender o objeto dentro de seu contexto histórico e social, foram realizados dois grupos focais, em 2014 e em 2015 com licenciandos voluntários, o primeiro com quatro participantes e o segundo com três, com a realização de oito reuniões cada a respeito de meios ambiente, educação ambiental para analisar os saberes docentes expressos. Como forma de análise, as ideias chave apresentadas pelos participantes em cada reunião foram organizadas em quadros síntese. Estes orientaram a análise das falas dos participantes de forma contextualizada, considerando a perspectiva do outro. Existe classificação dos saberes docentes por autores da área, de modo que estes balizaram a construção das metodologias utilizadas em cada reunião (por exemplo, a fonte social destes saberes). Como resultado, o grupo focal foi avaliado pelos participantes como um espaço para articular e organizar suas ideias. Os participantes do primeiro grupo não demonstraram articulação entre os saberes docentes, nem relacionam o curso de licenciatura aos saberes da prática profissional, não tendo assim questionamentos ou construções de saberes da prática, a visão de educação ambiental expressa por esses se pautou principalmente em questões comportamentais e aos temas ambientais presentes na escola, embora valorizassem a importância de uma educação crítica. Os participantes do segundo grupo apresentaram suas ideias mais articuladas a respeito da educação ambiental e profissionalidade docente, valorizando a educação ambiental crítica e a interdisciplinaridade, mas não apresentando clareza a respeito de como estas se desenvolveriam na escola. Ambos os grupos expressam que o ser humano é parte da natureza porque interage com ela, estes também explicitaram a visão de natureza enquanto o não urbano. Os participantes expressam que a docência se aprende no exercício da pratica cotidiana sendo a partir desta que o professor aprende a realizar a educação ambiental. / The Teacher Training Undergraduate Courses are the first opportunity for the knowledge of the teaching profession to be worked. It is possible that the study of the environmental education knowledge and the environment contribute to acknowledge the existence of this knowledge among undergraduates and prepare them to understand the environmental crisis and its implications for the way teachers work with an effective teaching practice in environmental issues. Knowledge here is understood as the knowledge underlying the act of teaching in the school environment, it is not only the knowledge of pedagogy, but also all the knowledge, skills and attitudes of the teachers. Thus, the importance of linking the training of teachers in environmental education lies in the current environmental crisis that humanity is going through, that results from a cartesian view of the world. In this scenario, environmental education can be an opportunity to build a critical position relative to the environment, as indicated by the authors of the area and the documents on environmental education. This study aimed to characterize and understand the teachers knowledge about the environmental education and the environment using the ideas expressed by pre-service teachers from two teacher training undergraduate courses at ESALQ-USP. To conduct the qualitative research that seeks the understanding of the object within its historical and social context, two focus groups were conducted in 2014 and in 2015 with pre-service teachers volunteers, the first with four participants and the second with three, with eight meetings being performed with each group about environmental media and environmental education to analyze the teaching knowledge expressed. To do so, the key ideas presented by participants at each meeting were organized in summary tables. These summary tables guided the analysis of the speeches of the participants in a contextualized way, considering the perspective of the others. There is a classification of teaching knowledge made by authors of the field that led the construction of the methodologies used in each meeting (for example, the social source of this knowledge). As a result, the focus group was evaluated by the participants as a space to articulate and organize their ideas. Participants in the first group showed no articulation with different kinds of teaching knowledge neither related the teacher training undergraduate course to the knowledge of professional practice, thus not questioning or setting up pratical knowledge. The environmental education vision expressed by them was based mainly on behavioral and environmental issues present in the school, although they valued the importance of a critical education. Participants in the second group presented their most articulated ideas about the environmental education and the teaching profession, valuing the critical environmental education and interdisciplinarity, but showing no clarity as to how these would develop in school. Both groups expressed that the human being is part of nature because it interacts with it, they also made explicit the vision of nature as the non-urban. Participants expressed that teaching is learned in the course of daily practice, being from it that the teacher learns to carry out environmental education.