Made available in DSpace on 2016-03-15T19:43:30Z (GMT). No. of bitstreams: 1 Maria Isabel Pedroso Fragoso.pdf: 1292256 bytes, checksum: 497970ba9340779b6badb08805e3e865 (MD5) Previous issue date: 2009-01-29 / Fundo Mackenzie de Pesquisa / The search for results more and more satisfactory is a constant in the teacher's life. It is consensus that the process teaching-learning success only does not give only by the education professional's academic formation, but also by the good relationship established with the student, besides, for sure, teacher s autonomy in the construction of his knowledge. For that interdiscplinary is essential. This research has for main goal to argue the pedagogical practice through interdisciplinary projects, as well as to present concrete results of the project "By seas never navigated before", developed with students of the 9th year of high school from l Albert Sabin School. / A busca por resultados cada vez mais satisfatórios é uma constante na vida do professor. É consenso que o sucesso do processo ensino-aprendizagem não se dá somente pela formação acadêmica do profissional da educação, mas também pelo bom relacionamento estabelecido com o aluno, além, é claro, da autonomia do discente na construção do seu conhecimento. Para isso a interdisciplinaridade é imprescindível. Essa pesquisa tem por objetivo principal discutir a prática pedagógica por meio de projetos interdisciplinares, bem como apresentar resultados concretos do projeto Por mares nunca dantes navegados, desenvolvido com alunos do 9º ano do Ensino Fundamental do Colégio Albert Sabin.

This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of culturally and linguistically diverse students. As a former teacher, I conducted a practitioner research case study of four successful colleagues in a bilingual Pre-K-8 school in Washington, DC. When given flexibility in curriculum, teachers integrated knowledge from their relationships with students to foster a caring environment that supports learning and created their own systems of accountability by deciding what data matters. Teachers centered student engagement as what drives their curriculum and used a variety of differentiation methods based on their own “toolbox” of instructional strategies. Findings suggest a flexible curriculum model allows teachers to be curriculum makers who actively go beyond the standards to integrate knowledge from their practice and relationships with students to create curriculum that successfully supports language learners.

This thesis reports on an investigation of the schemata of trainee teachers from a range of different ethnic and language groups in KwaZulu-Natal who had been educated in racially segregated school systems. Informed by the insight that schemata are the products of life experience and that they constrain linguistic choices (see Tannen 1979), it was hypothesised at the outset that different ethnic groups have some different assumptions of what constitutes appropriate classroom behaviour and that this schematic knowledge is reflected in the surface linguistic forms used by teachers and pupils in classroom discourse. These differences in schemata could have unfortunate consequences for pupils of a different ethnic group from their teacher, and, in particular, those pupils from historically disempowered groups. Data was collected using an eclectic mix of quantitative and qualitative methods. Firstly, students responded to a questionnaire which elicited responses concerning pupil and teacher roles. This was followed by interviews with selected student teachers during which they were asked to comment on those statements in the questionnaire which exhibited the greatest differences between respondents who attended schools administered by racially different educational authorities. Finally, a story recall experiment was conducted. Respondents/subjects were all trainee teachers at a multi-racial college of education. The analyses of the findings of the quantitative questionnaire revealed significant differences between subjects from different education systems. The interview data, however, revealed that the differences were less marked than the findings of the questionnaire suggested. The analyses of the recall experiment suggested that while some differences between the subjects who had attended schools administered by racially segregated authorities do exist, these are not as great as initially hypothesised. Teachers need to be made aware of the problems inherent in cross-cultural encounters, and this awareness should be extended to pupils. This awareness, together with goodwill, should ensure that pupils having different schemata from their teacher and/or other pupils in the classroom will not be disadvantaged. / Thesis (M.A.)-University of Natal, 1997.

This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of culturally and linguistically diverse students. As a former teacher, I conducted a practitioner research case study of four successful colleagues in a bilingual Pre-K-8 school in Washington, DC. When given flexibility in curriculum, teachers integrated knowledge from their relationships with students to foster a caring environment that supports learning and created their own systems of accountability by deciding what data matters. Teachers centered student engagement as what drives their curriculum and used a variety of differentiation methods based on their own “toolbox” of instructional strategies. Findings suggest a flexible curriculum model allows teachers to be curriculum makers who actively go beyond the standards to integrate knowledge from their practice and relationships with students to create curriculum that successfully supports language learners.

Despite high achievement by many Māori (indigenous people of Aotearoa New Zealand) students there is still a disparity between the achievements of Māori students and Non Māori students in the New Zealand educational context. Given that over 85% of Māori students are currently in mainstream settings rather than Māori medium settings the Government has initiated and supported teacher professional development approaches in efforts to enhance teacher effectiveness for teachers working with Māori in mainstream settings. This investigation looks specifically at the practice of four teachers who have been on the Te Kauhua/Māori in Mainstream Pilot project in a decile1 5 Intermediate school in the South Island of New Zealand. An important aspect of this investigation is that it listens to and includes the voices and opinions of eight students who are in the classes of these teachers. Early on in the Te Kauhua project teachers at the school articulated that it was the lack of engagement from their Māori students that was the problem and they wanted to look at ways in which they could maximise Māori student engagement in the classroom learning contexts. The particular aim of this investigation was to look at specific strategies and practices that teachers used to successfully maximise Māori student engagement in the classroom curriculum. The results highlighted the importance of the quality of the relationship between the teacher and the students, the positive impact of the extra effort that teachers applied to engage their students and the students’ preferences for working in small groups. Underpinning these aspects of practice was the importance that teachers placed on developing their reflective practice and the participation in small learning professional learning groups.

The roles and responsibilities of middle school teachers are never ending. From instructing students on state-mandated curriculum to the enrichment of character and inquiry, teachers make daily decisions about how and what to disclose to their students. The current study reexamines Hosek and Thompson’s (2009) study on how teachers develop privacy rules and coordinate boundaries using Petronio’s Communication Privacy Management as the theoretical framework. Studying middle school teachers, in lieu of college instructors, allows for a better understanding of how privacy rules and boundaries are constructed and used within the middle school. This provides a better understanding of the important factors that influence teachers’ communicative decision making within the classroom.

The main purpose of the present study is to explore how the ethical relationship between teacher and student in the classroom can be described and understood from the approach of the French philosopher Emmanuel Lévinas. I also examine the theoretical concepts that can be derived from Lévinas’ ideas in order to be able to interpret the manner in which this ethical relationship manifests itself in the classroom. The empirical data was generated through observation of the kind often found in ethnographical studies like microanalyses using a variety of digital techniques. I also made use of direct observation and stimulated recall interviews in close connection with the classroom events. The study was carried out at two Swedish schools and the focus was placed on classroom practice and ethical communication in the classroom. Facial expressions, eye contact, gestures and other non-verbal communication was of great interest. Through microanalysis of classroom interaction I have attempted to uncover what exists under the surface of the classroom communication in more detail. According to Lévinas, ethics is understood as a relation of the infinitive responsibility to the Other person. In a pedagogical context, we may speak of the ”first meeting” face-to-face before any categorization of the other individual is formulated. The key concepts are Saying (in relation to the Said), the Other, the Face, asymmetrical relationships and alterity. In their encounter with the empirical data collected, the concepts have been freighted with edagogical significance. These original ethical thoughts of Lévinas, much of which challenge what has previously been taken for granted, can provide new insight into educational work. This investigation has provided other insights into the ethical dimension of education, especially as the teacher-student relationship is concerned. The close connection between vulnerability and interdependence in the teacher-student relationship, and communication as self-exposure, are important findings that can help teachers and pedagogues to understand the ethical dimension of the educational encounter with the student. Throughout the study, a relational ethical perspective has been developed as an alternative interpretative tool for analyzing and reflecting upon the teacher-student relationship.

No description available.

nÃo hà / Esta pesquisa, de carÃter qualitativo, constituiu-se em uma pesquisa-aÃÃo sobre um professor de mÃsica recÃm-ingresso no sistema pÃblico de ensino e sua turma de 9 ano do Ensino Fundamental II, tendo como objetivo geral investigar como se estabeleciam as relaÃÃes de diÃlogo entre ele e seus alunos. A rotina desgastante do professor, atuante em 26 turmas de 4 escolas diferentes, somada Ãs resistÃncias dos estudantes e à ausÃncia de tempo para reflexÃo sobre a sua prÃtica, fizeram com que ele, atuante em turmas de Artes, desistisse de dar Ãnfase à mÃsica em suas aulas. De forma a intervir positivamente nesta realidade, foram realizadas algumas atividades musicais, baseadas nos jogos dialogais e de improvisaÃÃo propostos por H. J. Koellreutter, que proporcionaram ao sujeito um caminho de reinserÃÃo da mÃsica nas suas aulas, alÃm de um contato mais prÃximo com os estudantes. Junto com as ideias de Koellreutter, o pensamento de Paulo Freire e Ira Shor serviram de referÃncia para a busca de uma prÃtica pedagÃgica dialÃgica, e, aliados Ãs propostas do educador musical R. M. Schafer, indicaram caminhos para a valorizaÃÃo da escuta e do silÃncio nÃo passivo em sala de aula. As principais tÃcnicas de coleta de dados utilizadas foram a observaÃÃo participante, a entrevista semiestruturada e o grupo focal, sendo feito os registros em diÃrio de campo e gravaÃÃes em Ãudio. A pesquisa teve um impacto positivo na prÃtica do professor, especialmente por ter proporcionado um tempo em sua rotina para a reflexÃo sobre sua prÃpria prÃtica. Observou-se uma lacuna em sua formaÃÃo, especialmente no EstÃgio, que nÃo o preparou devidamente para a realidade do ensino bÃsico pÃblico, bem como a ausÃncia de polÃticas de inserÃÃo na escola. AlÃm disso, pode-se destacar que: a carga horÃria mÃnima da disciplina de Artes, a cultura escolar trazida pelos alunos e a desvalorizaÃÃo da MÃsica como Ãrea do conhecimento sÃo os principais fatores que dificultaram, a priori, a realizaÃÃo de uma prÃtica pedagÃgica dialÃgica no caso estudado. / This qualitative research is a research-action about a music teacher recently admitted to the public system of education and his class of the last year of middle school (9th grade in Brazil), with the main objective to investigate how the dialogue relationships were estabilished between him and his students. The Art teacher's exhausting routine, working in 26 classes from 4 different schools, added to the resistance of the students and the lack of time to reflect about his practice, forced him to stop emphasizing on music in his classes. In order to intervene positively in this reality, some musical activities were done based on the dialogical and improvisational games of H. J. Koellreutter, that provided to the subject a way of reinsertion of the music in its classes, besides a closer contact with the students. Along with Koellreutter's ideas, Paulo Freire's and Ira Shor's thinkings were useful as reference to the search for a dialogical pedagogical practice, and, together with the thought of musical educator R. M. Schafer, they indicated ways to value listening and non-passive silence in the classroom. The main data collection techniques used were the participant observation, a semistructured interview and the focus group,which were recorded in field diary and audio files. The research had a positive impact on the teacher's practice, especially for having given him some time in his routine for reflection on his practice. It was found a gap in his academic education, especially in the internship, which did not prepare him properly for the reality of basic public education, as well as the lack of insertion policies in the school. In addition, it should be noted that: the minimum workload of the Art discipline, the school culture brought by the students and the devaluation of Music as a knowledge area are the main factors that made difficult the implementation of a dialogical practice in the case studied.

Made available in DSpace on 2016-08-17T13:54:06Z (GMT). No. of bitstreams: 1 Josenildo Brussio.pdf: 2379471 bytes, checksum: c8fc731b8d521df9f2799a0a91246335 (MD5) Previous issue date: 2008-02-26 / Approach the relationship between teacher and student in the hall-of-classroom by the Theory of Imaginary, aiming to seize the archetypal images that permeate the relationship between students and teachers in the teaching-learning process. As theoretical reference and methodological tools, we expect isotopic classification of images of Gilbert Durand (1997), the poetic of dreams and poetic of the area of Gaston Bachelard (2006/1998) and the concept of archetypes of Carl Jung (1996). Still use the design freedom and the narrative, in addition to the questionnaire open and the observation of the field for the capture of images. Thus, we reviewed them and found that if organized into three main areas: 1 - images for the school, 2 - images for the teacher and 3 - images for the student. Also noticed that the images suggested a possible enchantment exist in the relationship between teachers and students in the teaching-learning process. / Aborda-se a relação entre professor e aluno na sala-de-aula pela Teoria do Imaginário, objetivando apreender as imagens arquetípicas que permeiam essa relação entre discentes e docentes no processo ensino-aprendizagem. Como referencial teórico e instrumentos metodológicos, contamos com a classificação isotópica das imagens de Gilbert Durand (1997), as poéticas do devaneio e do espaço de Gaston Bachelard (2006/1998) e a noção de arquétipos de Carl Jung (1996). Utilizamos ainda o desenho livre e a narrativa, além do questionário aberto e a observação de campo para a captação de imagens. Dessa forma, pudemos analisá-las e constatamos que se organizavam em três grandes eixos: 1 - imagens referentes à escola, 2 - imagens referentes ao professor e 3 - imagens referentes ao aluno. Percebemos ainda que as imagens sugeriram existir um possível encantamento na relação entre professores e alunos no processo ensino-aprendizagem.