Orientador: Fernando Bastos / Banca: Gilberto Luiz Alves / Banca: Roberto Nardi / Banca: Sandra Escovedo Selles / Banca: Washington Luiz Pacheco de Carvalho / Resumo: A evolução biológica é uma teoria unificadora nas ciências biológicas, sendo postulada, nos Parâmetros Curriculares Nacionais, como um dos eixos para se organizar o currículo de biologia no ensino médio. Apesar de existir um consenso entre os biólogos sobre a sua importância para compreensão da diversidade biológica, pesquisas desenvolvidas na área de ensino de ciências tem destacado que estudantes e professores tem dificuldades para o entendimento de conceitos basilares do pensamento evolutivo. Nesta perspectiva, tendo como referencial teórico a ciência da história, o principal objetivo deste estudo é contribuir para a melhoria do ensino de evolução biológica na escola básica. Para tanto, no presente trabalho buscou-se analisar o alcance de um processo de formação continuada centrado em uma temática única -evolução biológica - e no estudo de obras clássicas do pensamento evolutivo. Esta alternativa está pautada na hipótese que propostas centradas no domínio específico podem se constituir numa estratégia fecunda para aprofundar conhecimentos da área de formação inicial e, também, para tratar outros conhecimentos essenciais para o trabalho docente. Para a obtenção de dados empíricos foi desenvolvido o curso de extensão "Subsídios teóricos e metodológicos para o ensino de evolução biológica na educação básica", com professores da rede pública estadual de Mato Grosso do Sul. Tendo como orientação a abordagem qualitativa, durante o curso vários instrumentos foram utilizados para coleta de dados. Pela análise, constatou-se que dois aspectos, diretamente relacionados, dificultaram a leitura dos textos selecionados: a organização do trabalho didático vigente na escola e a exaustiva rotina de trabalho dos professores. Dentre as contribuições da pesquisa, destacam-se: os professores foram muito receptivos a proposta de formação centrada... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Biological evolution is a unifer theory in the biological sciences, according to the National Curricular Parameters, as one of the axes to organize the biology curriculum in high school. Despite a consensus among biologists about the importance of the comprehension of biological diversity, researches conducted in the area of science teaching have highlighted that teachers and students have difficulties in understanding basic concepts of the evolutionary thinking. Under such assumption and based on the theoretical guidelines of science of history, the main objective of the current study is to contribute to enhance the biological evolution teaching in elementary and secondary school. In order to accomplish that, the current study analyzed the outcomes fo a process of ongoing teacher development focused on an only theme - biological evolution - and in the study of classical theories of evolutionary thinking. This choice relies on the hypothesis that proposals centered on specific domains might build a strategy to deep knowledge in pre-service teacher development and also to treat other essential knowledge to the teaching career. Empirical data gathering was obtain in a community course, "theoretical and methodological subsides to the teaching of evolution in elementary and high school" addressed to public school teachers in the State of Mato Grosso do Sul, under a qualitative approach several data gathering instruments. Analysis shows that two related aspects contributed to participants have difficulties in reading selected texts: didactic work organization in schools and teachers workload. Research demonstrated some contributions such as: teachers were very receptive in relation to the teacher development centered in an only theme of specific domain; the group of teachers chose as an assessment propose, the elaboration of a didactic project to deal with the topic in high school... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-03-08Bitstream added on 2014-06-13T20:02:41Z : No. of bitstreams: 1 mianutti_j_dr_bauru.pdf: 724258 bytes, checksum: dd2f72493ac715a050ee7d7c1cb69542 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A evolução biológica é uma teoria unificadora nas ciências biológicas, sendo postulada, nos Parâmetros Curriculares Nacionais, como um dos eixos para se organizar o currículo de biologia no ensino médio. Apesar de existir um consenso entre os biólogos sobre a sua importância para compreensão da diversidade biológica, pesquisas desenvolvidas na área de ensino de ciências tem destacado que estudantes e professores tem dificuldades para o entendimento de conceitos basilares do pensamento evolutivo. Nesta perspectiva, tendo como referencial teórico a ciência da história, o principal objetivo deste estudo é contribuir para a melhoria do ensino de evolução biológica na escola básica. Para tanto, no presente trabalho buscou-se analisar o alcance de um processo de formação continuada centrado em uma temática única -evolução biológica - e no estudo de obras clássicas do pensamento evolutivo. Esta alternativa está pautada na hipótese que propostas centradas no domínio específico podem se constituir numa estratégia fecunda para aprofundar conhecimentos da área de formação inicial e, também, para tratar outros conhecimentos essenciais para o trabalho docente. Para a obtenção de dados empíricos foi desenvolvido o curso de extensão Subsídios teóricos e metodológicos para o ensino de evolução biológica na educação básica, com professores da rede pública estadual de Mato Grosso do Sul. Tendo como orientação a abordagem qualitativa, durante o curso vários instrumentos foram utilizados para coleta de dados. Pela análise, constatou-se que dois aspectos, diretamente relacionados, dificultaram a leitura dos textos selecionados: a organização do trabalho didático vigente na escola e a exaustiva rotina de trabalho dos professores. Dentre as contribuições da pesquisa, destacam-se: os professores foram muito receptivos a proposta de formação centrada... / Biological evolution is a unifer theory in the biological sciences, according to the National Curricular Parameters, as one of the axes to organize the biology curriculum in high school. Despite a consensus among biologists about the importance of the comprehension of biological diversity, researches conducted in the area of science teaching have highlighted that teachers and students have difficulties in understanding basic concepts of the evolutionary thinking. Under such assumption and based on the theoretical guidelines of science of history, the main objective of the current study is to contribute to enhance the biological evolution teaching in elementary and secondary school. In order to accomplish that, the current study analyzed the outcomes fo a process of ongoing teacher development focused on an only theme - biological evolution - and in the study of classical theories of evolutionary thinking. This choice relies on the hypothesis that proposals centered on specific domains might build a strategy to deep knowledge in pre-service teacher development and also to treat other essential knowledge to the teaching career. Empirical data gathering was obtain in a community course, theoretical and methodological subsides to the teaching of evolution in elementary and high school addressed to public school teachers in the State of Mato Grosso do Sul, under a qualitative approach several data gathering instruments. Analysis shows that two related aspects contributed to participants have difficulties in reading selected texts: didactic work organization in schools and teachers workload. Research demonstrated some contributions such as: teachers were very receptive in relation to the teacher development centered in an only theme of specific domain; the group of teachers chose as an assessment propose, the elaboration of a didactic project to deal with the topic in high school... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:31:41Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-08-10Bitstream added on 2014-06-13T20:22:41Z : No. of bitstreams: 1 camargo_s_dr_bauru.pdf: 1753453 bytes, checksum: 610b52635458267a6ccdb3563862c2ef (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Este estudo trata da formação inicial de professores de Física, tendo como pano de fundo o processo de reestruturação de um projeto político-pedagógico de um curso de licenciatura em Física de uma universidade pública. Discursos de licenciandos, docentes universitários e professores em exercício ouvidos durante o processo foram analisados, procurando-se entender como as demandas dos diversos grupos influenciaram na estrutura curricular resultante deste processo. Para a leitura e interpretação dos efeitos de sentidos presentes em documentos e discursos dos sujeitos envolvidos nesse processo foram adotados referenciais teórico-metodológicos embasados em teorias críticas sobre o desenvolvimento curricular e na Análise de Discurso de linha francesa, proposta por Michel Pêcheux (2002), bem como em noções derivadas dos estudos deste autor desenvolvidas no Brasil por Orlandi (2001; 2003). Discute-se a natureza da proposta pedagógica final, que se situou entre as exigências legais e a realidade acadêmica. A legislação consultada, os professores em exercício, os licenciandos e os formadores na Universidade, cada qual falando a partir de posições definidas, forneceram subsídios ou sinalizaram o que e como a estrutura curricular e o projeto pedagógico deste Curso de Licenciatura em Física poderia ter ou ser alterado. / This research deals with physics teachers pre-service education, having as background a physics education undergraduate program' curriculum reestructuration process, carried out in a public university. Pre-service, in-service physics teachers and university professors' discourses were analyzed during the process, in order to search for understanding how the claims from the different groups influenced in the resultant curricular structure. To read and interpret the sense effects present in documents and subjects evolved in this process discourses heoretic-methodological referential based on curricular development critical theories and the Michel Pechêux (2002) French approach discourse analysis were adopted, as well as those derived from this author's developed in Brazil by Orlandi (2001, 2003). The restructured pedagogical proposal form, which was placed between the legal demand and the academic reality, is discussed. The legislation consulted, the in-service teachers, the future teachers and the university professors, which one speaking from defined position, whether provided subsides or signalized what and how the curricular structure and the pedagogical project should have or be changed.

abstract: This study is a narrative inquiry into teachers' and instructional coaches' experiences of new curriculum policy implementation at the classroom and district levels. This study took place during the initial year of implementation of the third grade Common Core State Standards in Mathematics (CCSSM). Interviews were conducted with individuals directly involved in policy implementation at the classroom level, including several teachers and the school's instructional coach. Observations of the teachers' instruction and professional practice were also conducted. As an embedded researcher, I used this data to create a series of fictionalized narratives of the initial policy implementation experience. My analysis of the narratives suggests that accountability structures shaped individual's sense-making of the original policy. This sense-making process consequently influenced individuals' actions during implementation by directing them towards certain policy actions and ultimately altered how the policy unfolded in this school and district. In particular, accountability structures directed participants' attention to the technical instructional `forms' of the reform, such as the presence of written responses on assessments and how standards were distributed between grade levels, rather than the overall principled shifts in practice intended by the policy's creators. / Dissertation/Thesis / Doctoral Dissertation Educational Administration and Supervision 2015

abstract: This teacher research study examined the effects of utilizing an intervention of Science Writing Heuristics (SWH) as a tool to increase learning during laboratory activities. Five of my eighth grade general science classes participated in this study. Two classes utilized SWH during their laboratory activities (the treatment group) and three classes performed and wrote up their labs in the more traditional, teacher-directed approach (the control group). The assessment scores of the students in the treatment group were compared to the assessment scores of the students in the control group. The post-assessments were analyzed utilizing a t-test. I was teacher in this study and the teacher of all five classes. Data from 41 students were analyzed in this study. A pre-assessment, six laboratory activities, instruction, and a post-assessment occurred within three weeks. The assessments were generated by myself and I performed a t-test using a two-sample analysis, assuming unequal variances (n=16 for treatment group, n=25 for control group) to compare the post-assessments from each group. Results indicated that there was no significant difference between the post-assessment scores of the treatment group with the post-assessment scores of control group (p=0.25). However, the t-test results revealed that when the pre- and post-assessments were compared, there was a significant difference (p=<0.05 for treatment group, p=<0.05 for control group). Each group showed considerable cognitive improvement between pre-assessment (mean scores: 52%-treatment group and 53%-control group) and the post-assessment (mean scores: 72%-treatment group and 80%-control group). This suggests that the presentation of the curriculum lacked a clear distinction between the treatment group and the control group yet benefited most students. Due to circumstances described in the limitations, further research is warranted. / Dissertation/Thesis / Masters Thesis Curriculum and Instruction 2015

Följande kvalitativa studie beskriver de möjligheter och hinder några pedagoger i skolår 4-6 uppmärksammar med utomhuspedagogik i ämnet engelska, samt de aspekter som dessa pedagoger erfar kan underlätta vid genomförandet av utomhuspedagogik. Utomhuspedagogik innebär att flytta undervisningen utomhus. Genom expectancy-value theory (förväntan-värde teorin) har studien försökt att beskriva och förstå vad dessa möjligheter och hinder kan grundas i. För att besvara forskningsfrågorna har fyra semistrukturerade intervjuer utförts med pedagoger verksamma i årskurs 4-6, dessa pedagoger har varierad mängd erfarenhet vad gäller arbetssättet. Studiens resultat visar att litteraturen inom ämnet i stora drag stämmer överens med de medverkande pedagogernas uttalanden. Positivt gällande möjligheterna är den sociala påverkan som arbetssättet har på elevgruppen. Hindren relaterar till största delen tid för planering samt osäkerhet inför vilket ämnesinnehåll som kan behandlas genom arbetssättet och hur undervisningen kan struktureras. Slutligen, gällande aspekter som kan underlätta vid undervisningen, relaterar dessa till pedagogens erfarenhet, samarbete med andra pedagoger samt kontakt med elevernas hem.

Orientador: Raquel Salek Fiad / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-11T02:59:59Z (GMT). No. of bitstreams: 1 Sartori_AdrianeTeresinha_D.pdf: 1418165 bytes, checksum: d2379cf1b9c5e53e38dab8927efb3355 (MD5) Previous issue date: 2008 / Resumo: Esta tese investiga Memoriais de Formação, gênero discursivo produzido por discentes do Proesf, programa coordenado pela Faculdade de Educação da Unicamp, visando à licenciatura em Pedagogia de docentes em exercício na educação infantil e primeiras séries do ensino fundamental da região metropolitana de Campinas. O objetivo geral deste trabalho é discutir este gênero como uma ferramenta relevante na formação de professores, com base na teoria delineada pelo Círculo de Bakhtin. Para a realização da pesquisa, foram selecionados quarenta Memoriais de Formação, vinte produzidos em 2005 e vinte em 2006, em relação aos quais se procedeu a investigação quanto à forma composicional, ao tema e ao estilo. Procurando-se construir uma articulação entre a micro e a macroanálise do objeto de pesquisa, buscou-se explorar dados da situação enunciativa e, em conseqüência de alterações de alguns aspectos dessa situação, produziram-se diferenças significativas entre os dois grupos de textos. De forma geral, a análise da forma composicional permite constatar que o Memorial de Formação é um gênero repleto de intercalação de vozes de diversas esferas, a acadêmica e a literária especialmente. A partir da escolha de relatos sobre a formação profissional, os temas dos Memoriais de Formação parecem indicar que a apreciação positiva de um curso de formação está diretamente relacionada à sua capacidade de conduzir o sujeito a um movimento de contraposição ao passado, revogando-o. A análise estilística permite concluir que, do entrecruzamento da orquestração de vozes e do processo de auto/hetero-referenciação que o professor põe em relevo na materialidade discursiva, emerge seu posicionamento autoral e, concomitantemente, seu posicionamento identitário profissional. Na confluência de forma composicional, temas e estilos, é possível concluir que o Memorial de Formação é um relevante instrumento no processo formativo do professor, especialmente por possibilitar reavaliação de experiências pessoais e profissionais / Abstract: This thesis investigates Written Records of Professional Development, a discourse genre produced by the students of Proesf, a program coordinated by the School of Education at Unicamp, having in mind the teacher training Pedagogy Course for in-service teachers in infant education and the first years of elementary school of the metropolitan region of Campinas. The main aim of this work is to discuss the genre as a relevant tool in teacher development, based on the theory outlined by the Bakhtin Circle. For the realization of the research, forty Written Records of Professional Development were selected, twenty in 2005 and twenty in 2006, on which the survey was performed in relation to the compositional form, the theme and the style. On trying to build an articulation between the micro and macro-analysis of the object of research, the exploration of data from the enunciative situation was tried and as a consequence of the alteration of some aspects in this situation, significant differences were produced between the two groups of texts. In general, the analysis of the compositional form allowed us to verify that the Written Record of Professional Development is a genre full of voice intercalations from different spheres, the academy and especially the literary. From the choice of records about professional development, the themes of the Written Records of Professional Development seem to indicate that the positive appreciation of a teacher training course is directly related to its capacity of guiding the subject towards a contrary movement in relation to the past, which will then be revoked. Conclusions from the stylistic analysis point to the intersection of the orchestration of voices and the process of self/heteroreferencing which the teachers underline in their material discourse, their authorial position and moreover, their position in relation to professional identity. In the confluence of compositional form, themes and styles, it is possible to conclude that a Written Record of Professional Development is a relevant tool in the formative process of teachers, especially because it makes re-evaluation of personal and professional experiences possible / Doutorado / Lingua Materna / Doutor em Linguística Aplicada

Orientador: Roseli Aparecida Cação Fontana / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T18:35:34Z (GMT). No. of bitstreams: 1 Mourao_RosangelaMariaMazzieiro_D.pdf: 3207214 bytes, checksum: 3c2e08db63cf79c05bb79170017f7e65 (MD5) Previous issue date: 2012 / Resumo: Este é um estudo sobre as relações que se tecem no processo de formação continuada entre professores, formadores e textos profissionais, entendidos como um conjunto de produções que engloba textos acadêmicos, teóricos ou relativos a resultados de pesquisa, e textos de caráter teórico-didático. Para sua realização, a pesquisadora inseriu-se, pelo período de um ano, no espaço de formação continuada semanal - Hora de Trabalho Pedagógico Coletivo (HTPC) -, de uma escola pública estadual, para ali documentar através de gravações em áudio e de registros escritos em um caderno de apontamentos, nos moldes da pesquisa participante, a dinâmica enunciativa, instaurada e mediada pela leitura dos textos profissionais, entre professoras-alfabetizadoras e a formadora-pesquisadora. Os encontros de formação foram a fonte de indícios dos sentidos produzidos tanto sobre o que foi lido, quanto sobre o processo da leitura em suas condições de apropriação e elaboração. A compreensão interpretativa desses indicadores apoiou-se, fundamentalmente, nas teses de Mikhail Bakhtin sobre a determinação histórica dos processos de significação e sobre seus estudos acerca dos gêneros do discurso. Essa opção teórica implicou o trabalho articulado com diferentes campos de conhecimento que tematizam a leitura, seu ensino e a formação de professores, tais como o dos estudos da História e da Antropologia da Leitura, da Linguística, da Linguística Aplicada, da Análise de Discurso, da História da Educação e das teorias pedagógicas. Os indicadores reunidos e analisados explicitaram a necessidade de que os professores aprendam a ler os textos profissionais mediados por formadores que conheçam seu funcionamento discursivo, como condição para que a leitura de tais textos não apenas se efetive, mas seja valorizada como interlocutora e mediadora privilegiada das práticas docentes. / Abstract: This dissertation has its focus on the relationships woven throughout the teacher development process between teachers, teacher trainers and professional texts, seen as a set of productions that includes academic essays, theoretical or related to research results, and texts of theoretical-didactic nature. For its implementation,the researcher participated,for the period of one year, in a weekly pedagogical programme entitled (HTPC) provided by a public state school. This enabled her to register the enunciative dynamics through the use of audio recordings in combination with hand-written notes , following the "participant observation research mode".Such dynamics was set and mediated through the reading of professional texts by teachers, literacy trainers and the teacher trainer/ researcher.The in-service training meetings provided indicators of the participants' understanding of what was read as well as the process of reading in its conditions of appropriation and elaboration . An interpretative analysis of these indicators was fundamentally supported by MikailBaktin's theses on the historical determination of the processes of meaning and by his studies of discourse genres. Some fields of knowledge that privilege reading, its teaching and teacher education were dealt with from a very articulated perspective .This included the study of History and Anthropology of Reading, Linguistics, Applied Linguistics and Discourse Analysis, History of Education and pedagogical theories . The indicators collected and analysed proved the need for teachers to learn how to read professional texts under mediation by trainers who know its discursive function. Such mediation is seen as an important requirement to guarantee that the reading of these texts not only takes place but that it is also highly valued as a privileged interlocutor and mediator of teaching practices. / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Magister Educationis (Adult Learning and Global Change) - MEd(AL) / Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.

abstract: The purpose of the study is to examine how professional growth is sustained over time through exploring a teacher’s narrative of personal and professional growth. The central question of this dissertation is: What creates sustainable and continuous positive professional change and growth in a teacher’s professional life? In this study, I discuss my journey towards understanding my practice while teaching a collegiate course and the implications of my journey for continual professional and personal growth. I used self-study methods to interrogate the personal, professional, and contextual experiences that shaped my thinking about teaching, learning, and my practice. The process of reflection was prompted by various data sources, including journal entries, storytelling, memory work, an experience matrix, concept-mapping, and education-related life histories. This self-study also includes action research projects that I conducted while teaching a college course over seven semesters. Data for action research projects included student reflective writing, observations of their learning, video recordings of group project meetings, and student value-creation stories. Through reflection on how my personal, professional, and contextual knowledge of teaching developed, I examine how the values I held, the inquiries I undertook, and the communities in which I engaged affected my learning about teaching and shaped both my continuing professional development and who I am becoming as a teacher. Values that emerged in my teaching practice included: creating a student-friendly learning atmosphere, building a learning community, and being a reflective learner. Change agency functioned as a teacher lens and impacted student learning. I also analyzed patterns between my instructional plans, actions, and learning experiences in multiple professional communities. Professional and personal development relied not only on formal learning but was also promoted by informal learning opportunities and a personal learning process. Findings suggest that teachers’ attempts to engage with external resources and awareness of their personal orientations as internal resources appear essential for sustainable change in teaching practice. Teacher professional growth requires exercising positive personal qualities, such as confidence, compassion, and courage, as well as resilience as an educator and a lifelong learner. Teacher reflection and self-study play a pivotal role in enabling teachers to sustain professional growth. / Dissertation/Thesis / Doctoral Dissertation Music Education 2020