Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-05T11:47:10Z No. of bitstreams: 1 Josafá Miranda dos Santos.pdf: 1279825 bytes, checksum: 3679e589b2f9f82677a4cf69dd585499 (MD5) / Made available in DSpace on 2018-12-05T11:47:10Z (GMT). No. of bitstreams: 1 Josafá Miranda dos Santos.pdf: 1279825 bytes, checksum: 3679e589b2f9f82677a4cf69dd585499 (MD5) Previous issue date: 2018-10-22 / This research aims to critically analyze how the Creative Chain and Critical-Collaborative Research could contribute to the implementation of the development of the Final Paper processes (trabalho de conclusão de curso, TCC, acronym in Portuguese) in the 3rd years of secondary education using their theoretical and methodological concepts. and, at the same time, collaborate with the development of managers, teachers and students as researchers in the 3rd years of secondary education. The research was based on the following question: 'How to implement the practice of the Final Paper processes in the 3rd years of High School through Creative Chain?” involving critically and creatively researchers from three instances - management team, teachers and students? This study is based on the principles of Socio- Historical-Cultural Activity Theory, focusing on the understanding of the historical, social and cultural development process of the teachers and students involved in this research. In order to answer the question, a Critical-Collaborative research was carried out, with the participation of -administrators, coordinators, teachers from different areas of knowledge, researchers from PUC-SP, and students from a school located in the city of Guarulhos, São Paulo. Data collection was carried out by audio and video recordings from several activities (meetings with researchers, management team and teachers, and meetings among teachers, coordinators and students), as well as summaries for the assignments developed by students. The analysis, through actions of critical reflection (Describe, Inform, Confront and Reconstruct), allowed both to conduct data discussion and to enable the development of this project. Results show that the group achieved collaborative work when it comes to the development of the participants as researchers as well as the proposals to implement the Final Paper processes, since the participants interacted, exchanged experiences, researched and performed critical analysis of reality. This study made it possible to create circumstances for the implementation and organization of the Final Paper as a permanent activity of the school unit, collaborating with teacher development process and pedagogical action / Esta pesquisa tem por objetivo analisar criticamente a implementação do trabalho de conclusão de curso (TCC), nos 3º anos do ensino médio de uma escola pública estadual, utilizando as concepções teóricas e metodológicas de cadeia criativa (CC) e de Pesquisa Crítica de Colaboração (PCCol). A investigação deu-se a partir do seguinte questionamento: “como implementar um trabalho de conclusão de curso nos 3º anos do ensino médio, por meio da cadeia criativa?”. A pesquisa está fundamentada nos princípios da Teoria da Atividade Sócio- Histórico-Cultural, focando a compreensão do processo de desenvolvimento histórico, social e cultural dos docentes e discentes colaboradores neste estudo. Para responder à pergunta, foi realizada uma pesquisa crítica de colaboração da qual participaram os gestores, os professores das diversas áreas do conhecimento e os alunos de uma escola situada no município de Guarulhos, pertencente à rede pública estadual de São Paulo, além das pesquisadoras da PUCSP. Para a coleta de dados, foram realizadas gravações em áudio e vídeo de diversas atividades (reuniões com pesquisadores; reuniões da equipe gestora e professores; reuniões entre professores coordenadores e alunos), além dos resumos dos trabalhos desenvolvidos pelos alunos. A análise, por meio de ações da reflexão crítica (descrever, informar, confrontar e reconstruir), permitiu tanto realizar a discussão dos dados como viabilizar o desenvolvimento do projeto. Os resultados demonstram que foi construído um trabalho colaborativo no contexto da formação, conduzindo-o ao encontro da proposta de implementação do trabalho de conclusão de curso, uma vez que os participantes interagiram, trocando experiências, pesquisando e realizando análises crítico-reflexivas da realidade. Esse aprofundamento nos estudos de formação possibilitou a ideia de implementação e organização do trabalho de conclusão de curso como uma atividade permanente da unidade escolar, colaborando com o processo de formação e da ação pedagógica dos professores

A pesquisa tem por objetivo, compreender as possibilidades e os desafios da prática pedagógica do professor-tutor no curso Veredas, destinado à habilitação de professores das séries iniciais do ensino fundamental, na modalidade de Educação a Distância EaD). O estudo da prática do tutor no Veredas se deu por meio de pesquisa de campo, na Universidade Federal de Uberlândia (AFOR UFU), em Uberlândia, MG, no período de janeiro de 2003 a julho de 2005. Para melhor compreender de que modo e em que condições o tutor desenvolveu sua função de mediação pedagógica na formação de professores e qual a percepção dos tutores acerca da própria prática, observamos as atividades dos tutores nos encontros presenciais do curso. Realizamos entrevista semiestruturada com tutores e coordenadores, grupo focal com cursistas e análise documental. Participaram da pesquisa, dez tutores e trinta cursistas do total de 42 tutores e 630 professores cursistas. Os resultados mostraram que o Veredas apresentou avanços e inovação no que diz respeito à formação superior de professores das séries iniciais do ensino fundamental em EaD. Entretanto, a pesquisa aponta aspectos que precisam ser corrigidos e aperfeiçoados para melhor atender às necessidades de cursistas e tutores. Esses aspectos envolvem desde o processo seletivo dos tutores, as condições de trabalho até a criação de espaços autoformativos e formativos para o desempenho das funções que exercem. A EaD requer um professor-tutor capaz de refletir e pesquisar a própria prática, com vistas a transformá-la e ressignificá-la. O discurso e prática dos tutores são mesclados por inconsistentes concepções de educação, EaD, professor-tutor, ensino e aprendizagem. Transitam entre abordagens tradicionais, construtivistas e sociointeracionistas e explicitam reduzidos conhecimentos acerca destes elementos e da modalidade à distância. Na maior parte dos encontros presenciais, os tutores se mostram confusos, inseguros, carentes de orientações e de apoio didático-pedagógico, metodológico, tecnológico e administrativo. Apresentaram dificuldades com o planejamento, a coordenação de atividades interativas, colaborativas e significativas, orientações do estágio, monografia e memorial. Demonstraram fragilidades teórico-prática sobre os diversos saberes, competências e habilidades que envolvem a docência, na perspectiva crítico-reflexiva-investigativa em EaD. Consideramos que ficou comprometida a mediação pedagógica e a orientação acadêmica, no sentido de desenvolver nos cursistas práticas reflexivas, interativas e cooperativas, a articulação teoria-prática, autogestão e autonomia no aprendizado. Tal cenário confirma e explicita a urgência e necessidade de autoformação, de formação contínua do professor-tutor em serviço para dar conta de uma formação superior de professores qualificada em EaD. / The purpose of this paper is to comprehend the possibilities and the challenges of the pedagogic practice of a teacher-tutor in the Veredas course, aimed at enabling teachers in the initial grades of elementary schools, Distance Education System (EaD). The study of the tutor practice in Veredas course was through a field research in the Federal University of Uberlândia (AFOR UFU) in the city of Uberlândia, state of Minas Gerais, from January 2003 through July 2005. To better comprehend how and in what conditions the tutor developed his/her job of pedagogic mediation in the teachers development and the perceptions of the tutors concerning their own practice, we observed the activities of the tutors in the physical on site meetings during the course. We performed semistructured interviews with tutors and coordinators, focus group with students and document analysis. Some ten tutors and thirty students, out of 42 tutors and 630 student teachers, participated in the research. The results demonstrated that the Veredas course showed advancement and innovation concerning the development of the under graduate course of the initial grade teachers of elementary schools in distance education. However, the research shows aspects that need to be corrected and improved to better suit the needs of the teacher students and tutors. These aspects entangle since the selection procedure of the tutors, the working conditions up to the creation of self-formative and formative spaces to perform their tasks. Distance education requires a teacher-tutor that is able to reflect and research his/her own practice aiming at changing them and giving them a new meaning. The speech and practice of the tutors are mixed with inconsistent conceptions of education, distance education, teacher-tutor, teaching, and learning. They use traditional approach, constructivism, and social-interactionism and show little knowledge concerning these aspects as well as the distance education. In most part of the on site meetings, the tutors seemed confused, insecure, with lack of directions and lack of didactic-pedagogic, methodological, technological, and administrative support. They showed difficulty with the planning and the coordination of the interactive collaborative and significative tasks, internship orientation, dissertation, and the other reflective papers about practices. They also showed little theoretical-practical knowledge concerning various subjects, competence and abilities which entangle the teaching in a critic-reflective-investigative perspective in distance education. We conclude that the pedagogic mediation and academic orientation have been compromised in the way to develop in the teacher students reflective, interactive and cooperative practices, the theoretical-practical articulation, self management and autonomy in the learning process. Such scenario confirms and unveils the urgent need of self-development, continuous development of the working teacher-tutor to be able to carry out the task of majoring teachers in distance education.

Essa pesquisa qualitativa investiga a leitura do texto literário em aulas de Literatura Inglesa e Norte Americana dentro do curso de Letras em universidades particulares da Grande São Paulo. A pesquisa observa o papel da leitura de textos literários ingleses e norte americanos, visando analisar a competência interpretativa dos alunos do ensino superior. Para tanto, foram observadas e analisadas aulas e entrevistados alunos e professores de literatura inglesa e Norte Americana. Essa pesquisa também dialoga com outras pesquisas que tiveram como foco a sala de aula de literaturas em língua inglesa no ensino universitário. Duas características se revelam nos dados sobre a educação literária: 1) a transmissão de dados relacionados com o texto literário e 2) a sala de aula de literatura ser vista pelos alunos apenas como um espaço onde se obter informações sobre literatura. Tais observações conduzem à percepção do predomínio da \"reprodução de leituras\" nessa área. Esses trabalho também apresenta resultados de experiências em que a interpretação e a construção de sentidos são enfatizadas nos estudos literários. A proposta pedagógica nas atividades dessas experiências parte da premissa de que as aulas de Literatura Estrangeira constituem um espaço transformador que pode contribuir para o crescimento crítico dos estudantes e para a formação de professores / This ethnography-based report attempts at researching the reading of literary texts in English and North American literature classes in undergraduate courses in private universities in São Paulo region. This research looks at the role of reading literary English and North American texts, focusing on the analysis of the interpretative competence of under graduate students. It is accomplished by class observations and analyses and interviews with university teachers and students of English and North American literature. This research also dialogues with previous researches that had focused the teaching of literature in English in Brazilian universities. Two main traits have shown out in the data about literary education: 1) the transmission of data related to the literary text and 2) the literary class seen by students as a place where they gather information about literature. As for that, the observations lead to the perception of the predominance of \"reproductive reading\" in the area. This research also presents the results of experiences in which the interpretation and the meaning construction are emphasized in the literary studies. The pedagogic proposal in the mentioned experiences looks at the literature classroom as site for promoting reflection, awareness, meaning construction, and critical sense which may contribute to the development of critical literacy of students and teachers-to-be

Made available in DSpace on 2016-04-27T14:32:52Z (GMT). No. of bitstreams: 1 Juliana Ferrari de Oliveira.pdf: 1307127 bytes, checksum: 4f8f29dc4385f09b7c80e5d2ffdde0e8 (MD5) Previous issue date: 2010-08-13 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aimed at analysing the pedagogical development of Law university teachers in Brazil through its Master and Doctor`s degree courses. The declared objectives of such courses were analyzed as well as how they translate what they claim as objectives into their disciplines and programs. In order to do so, the data were collected from the Capes website based on the 2008 evaluation. Such evaluation contains data related to the program (PR), to its technical production (PT), to its disciplines (DI), to its proposal (PO), to its thesis and dissertations (TE), to its artistic production (PA), to its research lines (LP), to its teachers` performance (DA), to its bibliographic production (PB), to its teachers` curricula (CD), to its research projects (PP) and to its teachers` production (DP). The result was that among the 62 Law programs analyzed, 1) none of them contain research lines related to education; 2) 6 (10%) contain research projects with emphasis on teaching; 3) 15 (24%) produced thesis and dissertations about university teaching; 4) 41(66%) declared having, among their purposes, the aim of developing teacher education and 5) 34 (55%) offer pedagogical disciplines (with different number of hours). Concerning the teachers of the pedagogical disciplines, only 3 of the programs (11%) offer teachers with PhD in Education to teach the disciplines named as University Teaching Methodology. The study concluded that the Law university teacher development lacks attention and investment. At the end of this research, some proposals for thinking about Law teaching development are offered / Este estudo teve o objetivo de analisar a formação pedagógica de professores para o ensino superior jurídico no Brasil, através de seus cursos formadores, quais sejam, seus mestrados e doutorados. Foram analisados os objetivos declarados pelos cursos de mestrado e doutorado em Direito no Brasil e como eles traduzem, em suas disciplinas e seus programas, o que proclamam como objetivos. Para tal, utilizou-se, como fonte de dados, o caderno de indicadores de cada curso de pós-graduação sticto sensu em Direito no país disponibilizado no "site" da Capes. Este caderno apresenta dados referentes ao programa (PR), à produção técnica (PT), às disciplinas (DI), à proposta do programa (PO), às teses e dissertações (TE), à produção artística (PA), às linhas de pesquisa (LP), à atuação docente (DA), à produção bibliográfica (PB), ao corpo docente vínculo formação (CD), aos projetos de pesquisa (PP) e à produção docente (DP). Como resultado, tem-se que dos 62 programas analisados, a) nenhum apresenta linhas de pesquisa ligadas à educação; b) 6 (10%) apresentam projetos de pesquisa com enfoque no ensino; c) 15 (24%) produziram teses e dissertações sobre o Ensino Superior; d) 41(66%) declaram ter, dentre seus objetivos, a formação de professores; e e) 34 (55%) oferecem disciplinas pedagógicas, com carga horária variada. Em relação aos professores das disciplinas pedagógicas, apenas 3 (11%) possuem professores com doutorado em Educação lecionando a disciplina de Metodologia do Ensino Superior. Feitas tais constatações, conclui-se que a formação de professores para o magistério jurídico superior carece de atenção e investimento, por isso, subsídios para pensar tal formação são oferecidos ao final da pesquisa

This thesis documents my exploration of professional development of four experienced English language teachers of diverse background taking the MA TESOL programme at the University of Manchester. Having considered professional development to be about change construed broadly to professional identity and teacher beliefs, I explored it through a series of individual in-depth interviews held throughout the programme. The majority of the interviews focused on the teachers' ongoing life and development and allowed the teachers space to make meaning of what they were going through and how they were developing as they engaged in the programme. On the basis of the interviews, stories about the teachers and their year were constructed. Within the stories, I synthesized what I had learned about the teachers' experience and highlighted the changes that I could see had happened to their professional identity and teacher beliefs. The stories provide a vivid example of professional development of experienced English language teachers through a master's degree. They also bring to the fore the significance of future-directed thoughts for how teachers develop professionally, which is rarely acknowledged in the existing literature. I further use the stories as a ground to conceptualize professional development of the four teachers to account for the important role their thoughts about the future played in it. Using the concepts of imagined identity and antenarrative, which I borrow from the literature, I describe it as an iterative pursuit of an ever-evolving imagined identity, or identities, and antenarrative, or antenarratives. Finally, I examine the cases using the conceptualization as a lens and offer some further insights about professional development in TESOL.

Orientador: João Antonio Telles / Banca: Stela Miller / Banca: Nelson Viana / Resumo: Estudos recentes mostram que nem sempre é possível para o professor colocar suas crenças em prática. Tendo em vista tal perspectiva, nesta dissertação, parti do pressuposto que fatores contextuais são um dos grandes responsáveis pela dissonância entre as crenças e as práticas pedagógicas dos professores de línguas estrangeiras. Meus objetivos foram (a) explicitar e analisar minhas crenças e as da professora participante sobre o ensino de línguas estrangeiras; (b) detectar e analisar quais são nossas práticas pedagógicas; (c) por meio desse processo de interlocução, buscar possíveis relações entre o que acreditamos e o que fazemos em sala de aula; (d) produzir conhecimentos que possam contribuir para a formação continuada de professores de língua inglesa e para intervenções mais adequadas, segundo seus contextos de ensino. As perguntas que orientaram esta dissertação foram: (1) quais são as crenças sobre o processo de ensino-aprendizagem de língua estrangeira de duas professoras de língua inglesa da rede pública de ensino? (2) quais as possíveis relações que se estabelecem entre essas crenças e as práticas pedagógicas das duas participantes? O arcabouço teórico deste estudo se fundamenta em um conceito de língua como instrumento de interação e nos estudos sobre crenças. O arcabouço metodológico se fundamenta na Pesquisa Narrativa, por meio da qual escrevo textos de pesquisa, tentando tecer significados acerca de nossas crenças e práticas a partir do material documentário coletado - (a) as histórias de nossa prática pedagógica narradas por mim e pela professora participante, (b) encontros reflexivos, (c) entrevista semiestruturada, (d) filmagem de aulas e (e) observações de aulas. Baseada nos princípios da Hermenêutica, a análise do material documentário objetivou confrontar nossos discursos e ações como professoras de línguas ...(Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Recent studies on teachers' beliefs show that they are not necessarily expressed in their pedagogical practice. This dissertation is grounded on such perspective and on the presupposition that contextual factors are mainly responsible for the discontinuity between foreign language teachers' beliefs and their work in the classroom. The objectives of this study were: (a) to make explicit and to analyze my own beliefs regarding foreign language teaching and those of my participant teacher; (b) to detect and to analyze our pedagogical practices; (c) by means of shared reflection, to search for possible relationships between what we believe in and what we do in our classrooms; (d) to produce knowledge as to contribute with the continuing development of teachers of English and adequate intervention in their respective teaching contexts. The research questions that guided my inquiry were the following: (a) what are the beliefs regarding the teaching/learning processes of two public schools teachers of English? (b) what possible relationships can be traced between the beliefs and the pedagogical practice of both participants? The theoretical framework of this study is grounded on a concept of language as an instrument of interaction and on the studies about teachers' beliefs. The methodological framework draws on the principles of Narrative Inquiry in which I write research texts trying to weave meanings about our beliefs and practices based on the documentary materials that were collected - a) the stories that were told by me and my participant; (b) reflective conversations; (c) semi-structured interviews; (d) video-taped classes; and (e) classroom observation. The analysis of the documentary material was based on hermeneutic principles and aimed at confronting our discourses and actions as foreign language teachers...(Complete abstract, click electronic access below) / Mestre

Submitted by Fernanda Ciolfi (fernanda.ciolfi@puc-campinas.edu.br) on 2016-05-11T12:45:41Z No. of bitstreams: 1 Domenico Gallicchio Neto.pdf: 1206431 bytes, checksum: 23c09151ef436d2eccd6cca6ab0698a5 (MD5) / Made available in DSpace on 2016-05-11T12:45:41Z (GMT). No. of bitstreams: 1 Domenico Gallicchio Neto.pdf: 1206431 bytes, checksum: 23c09151ef436d2eccd6cca6ab0698a5 (MD5) Previous issue date: 2016-02-02 / This research brings considerations about the contributions deriving from a teacher development course for Cycle II (4th year of Elementary school) teachers, promoted by the Municipal Education Department of Campinas. The leading question was: what indications about the resignification of teaching and learning Mathematics can be found in the utterances of teachers inserted in this teacher development space??. Thus, the general purpose of this research was to investigate if and how this teacher development space influenced the knowledge and beliefs of Elementary school teachers. It was assumed that contributions would be made possible from the centering of the development course in the professional performance locus of those teachers; and the course aimed at promoting studies and research in Mathematics Education, as well as reflections on the pedagogical practices of those educators. The specific objectives of this research were: a) to identify the knowledge about Mathematics that the teachers-participants would reveal during the data compilation and if/how that knowledge would be altered during the course; b) to identify the knowledge of the teachers-participants about Mathematics learning ? how they themselves would learn and how they would identify their learning at the moment of data compilation; and c) to identify the knowledge and beliefs of the teachersparticipants about how to teach Mathematics ? how they envisaged their practices and how they started to identify their learning from the teachers development course at the moment of data compilation. This research, using a qualitative approach, counted on three teachers-participants of in-service continuing professional development and the data was obtained via three main sources:1) the life narratives of those professionals, from elementary school students themselves to starting their teaching careers; 2) the transcripts of the semi-structured interviews, one made at the end of the development course and another ten months after that; and 3) the transcripts of the oral narratives of the last meeting of the development course that were recorded in audio and video. Triangulation of the sources was used to configure and analyze the data. The results indicate that those teachers bring negative experiences in relation to Mathematics stemming from their initial education, and also, that their beliefs about teaching and learning Math built during their own student history influence their pedagogical practice. In-service continuing teacher education, conducted in the teachers workplace, emerges as a space for professionalization, development, knowledge, assistance to the multiple situations pertaining teaching and learning of Mathematics and, also, for overcoming the challenges of change for the professional development of those teachers. / Esta pesquisa traz considera??es sobre as contribui??es advindas de um curso de forma??o continuada promovido pela Secretaria Municipal de Educa??o de Campinas aos professores do Ciclo II, 4? ano do Ensino Fundamental. A quest?o norteadora desta pesquisa foi assim enunciada: quais ind?cios de ressignifica??o sobre ensinar e aprender matem?tica evidenciam-se nas enuncia??es de professores inseridos num espa?o formativo? Teve como objetivo geral investigar se e como ocorreram influ?ncias de um espa?o formativo nas cren?as e nos saberes dos professores dos anos iniciais do Ensino Fundamental. Partimos do pressuposto de que contribui??es seriam poss?veis a partir da forma??o continuada realizada no l?cus da atua??o profissional desses professores, a qual buscava promover estudos e pesquisas em Educa??o Matem?tica, assim como reflex?es sobre as pr?ticas pedag?gicas desses docentes. Os objetivos espec?ficos da pesquisa configuraramse em (a) identificar os conhecimentos sobre a matem?tica que os professoresparticipantes evidenciam durante a produ??o dos dados e se/como tais conhecimentos transformam-se; (b) identificar os conhecimentos sobre a aprendizagem matem?tica dos professores- participantes ? como aprenderam e como identificam suas aprendizagens no momento da produ??o dos dados ?; e (c) identificar as cren?as e os conhecimentos dos professores-participantes sobre como ensinar matem?tica ? como concebiam suas pr?ticas e como identificam suas aprendizagens a partir do curso de forma??o no momento da produ??o dos dados. A pesquisa, de abordagem qualitativa, contou com tr?s professores-participantes da forma??o em servi?o, e os dados constitu?ram-se por meio de tr?s recursos principais: 1) as narrativas de hist?ria de vida desses profissionais, desde quando alunos dos anos iniciais at? quando iniciaram a carreira docente; 2) as transcri??es das entrevistas semiestruturadas, uma realizada ao final da forma??o, e outra, dez meses ap?s o t?rmino do curso; e 3) as transcri??es das narrativas orais do ?ltimo encontro da forma??o, que foram gravadas em ?udio e v?deo. Utilizamos a triangula??o de fontes de dados para configura??o e an?lise dos dados. Os resultados apontam que esses professores trazem experi?ncias negativas em rela??o ? matem?tica advindas da sua forma??o inicial. As cren?as sobre ensinar e aprender matem?tica constru?das ao longo das suas trajet?rias estudantis influenciam suas pr?ticas pedag?gicas. A forma??o em servi?o, desenvolvida no local de trabalho dos professores, apresenta-se como um espa?o de profissionaliza??o, de desenvolvimento, de saberes, de atendimento ?s m?ltiplas situa??es referentes ao ensino e ? aprendizagem da matem?tica e, tamb?m, de supera??o dos desafios de mudan?a para o desenvolvimento profissional desses docentes.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2016-06-08T13:19:48Z No. of bitstreams: 1 Jhonnes Alberto Vaz.pdf: 1820714 bytes, checksum: 73d24aa89b733b5a7bb70ec0888712e2 (MD5) / Made available in DSpace on 2016-06-08T13:19:48Z (GMT). No. of bitstreams: 1 Jhonnes Alberto Vaz.pdf: 1820714 bytes, checksum: 73d24aa89b733b5a7bb70ec0888712e2 (MD5) Previous issue date: 2016-02-18 / Universidade Católica de Santos - Católica de Santos / This study aimed to investigate how the teacher engineer builds his teaching profession, in order to understand issues about training for teaching of engineering in higher education and how the professional career of Professor Engineer contributes to the building of professionalism and identity the teacher. At first, the research turned to the Education area of studies in Engineering and discussions being held on the teacher's professional development engineer in this area. For this, we used to reading articles published in Revista de Ensino de Engenharia, Journal of Engineering Education, European Journal of Engineering Education, in addition to papers published in the Annals of the Brazilian Congress of Engineering Education. Based on the literature review of the subject, it was made the study of theoretical contribution of renowned researchers in the field of Education, among them pepper and Anastasiou, Imbernon, Marcelo Garcia, Masetto, Almeida, Contreras and Cunha. The method for the collection of qualitative research used semi-structured interviews, based on the studies of Szymanski. Interviews were conducted with three teacher¿s engineers of a public university in the state of Rio de Janeiro. For transcription and categorization of data we used the Atlas Ti software. The initial data analysis was supported by Bardin, such as content analysis technique. To support the methodological point of view, Bardin, Franco, Szymanski, Sanchez Gamboa and Stake gave the necessary theoretical support. Based on the results of the interviews were made, initially, three categories of analysis: 1) teacher engineer training and the beginning of teaching; 2) the challenges and difficulties of the development of the teaching profession; and 3) the new challenges of teacher engineer and the construction of identity and the teaching profession. The survey results showed that the process of building the teaching profession teacher engineer occurs during practice, between hits and misses, considering that lack oriented training for teachers. Also showed that the difficulties and challenges that engineers face when teachers enter the teaching profession are being settled with the teaching time and experience in the classroom. However, new demands and new challenges are ever toward engineers to teachers, which has required new solutions and the creation of institutional spaces dedicated to improving the training of these teachers. / O presente trabalho teve por finalidade investigar o processo de formação do engenheiro para a docência no Ensino Superior e como a trajetória desse profissional contribui para a construção da profissionalidade e da identidade do docente. Em um primeiro momento, a pesquisa voltou-se para os estudos da área da Educação em Engenharia e as discussões que estão sendo realizadas sobre o a docência do engenheiro professor nessa área. Para isso, recorreu-se à leitura de artigos publicados na Revista de Ensino de Engenharia, Journal of Engineering Education, European Journal of Engineering Education, além de trabalhos publicados nos Anais dos Congressos Brasileiro de Educação em Engenharia. Com base na revisão bibliográfica da temática, foi feito o estudo do aporte teórico de pesquisadores renomados da área da Educação, entre eles, Pimenta e Anastasiou, Imbernón, Marcelo Garcia, Masetto, Almeida, Contreras e Cunha. O método para a coleta dos dados da pesquisa qualitativa utilizou entrevistas semi-estruturadas, tomando por base os estudos de Szymanski. As entrevistas foram realizadas com três engenheiros professores de uma Universidade pública localizada no estado do Rio de Janeiro. Para transcrição e categorização dos dados foi utilizado o software Atlas Ti. A análise inicial dos dados obtidos teve o apoio de Bardin, como técnica de análise de conteúdo. Para embasar o ponto de vista metodológico, Bardin, Franco, Szymanski, Sanchéz Gamboa e Stake deram o suporte teórico necessário. Com base nos resultados das entrevistas, foram elaboradas, inicialmente, três categorias de análise: 1) a formação do engenheiro professor e o início da docência; 2) os desafios e dificuldades do desenvolvimento da profissão docente; e 3) os novos desafios do engenheiro professor e a construção da identidade e da profissionalidade docente. Os resultados da pesquisa mostraram que o processo de construção da profissionalidade docente do engenheiro professor ocorre durante a prática, entre acertos e erros, considerando que falta uma formação voltada para a docência. Mostraram, também, que as dificuldades e os desafios que os professores engenheiros enfrentam ao ingressar na carreira docente vão sendo dirimidos com o tempo de ensino e a experiência em sala de aula. No entanto, novas demandas e novos desafios são postos continuamente aos professores engenheiros, o que tem exigido novas soluções e a criação de espaços institucionais voltados para a melhoria da formação desses docentes.

This research explores the responses of eleven teachers, drawn from teaching, managerial, policy, and union levels, to their involvement in the development and implementation of Teacher Review and Development (TRAD) and Individual Development Plans (IDP). Through a case study methodology that uses a phenomenological approach, this research found that TRAD and IDP had little credibility as tools of teacher development or appraisal for teachers because of a range of complexities that included the politicisation of the processes, a lack of financial and resource support, and varied quality control measures. The research elicited a list of criteria for successful design and development of appraisal processes. These are detailed in Chapter Five of the thesis. They are rigorous monitoring and modelling of the processes, clear goals with stated end dates and recognition for involvement, appraisal that is integrated in existing work practices and based on shared understandings of work value, the provision of resources and time targeted at the appraisal process, a commitment to identifying and acting on inefficiencies, appraisal that is focused on teacher development and not directly linked to salary "reward". The research concludes that authentic teacher review and development will not take place until teachers themselves take on the responsibility, as a professional group, external to their employer, for the design of teacher review and development.

@font-face { font-family: "Cambria"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 10pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }p.MsoNormalCxSpFirst, li.MsoNormalCxSpFirst, div.MsoNormalCxSpFirst { margin: 0in 0in 0.0001pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }p.MsoNormalCxSpMiddle, li.MsoNormalCxSpMiddle, div.MsoNormalCxSpMiddle { margin: 0in 0in 0.0001pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }p.MsoNormalCxSpLast, li.MsoNormalCxSpLast, div.MsoNormalCxSpLast { margin: 0in 0in 10pt; line-height: 200%; font-size: 12pt; font-family: "Times New Roman"; }.MsoChpDefault { font-size: 10pt; font-family: Cambria; }div.WordSection1 { page: WordSection1; } @font-face { font-family: "Times"; }@font-face { font-family: "ＭＳ 明朝"; }@font-face { font-family: "Cambria Math"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0in 0in 10pt; font-size: 12pt; font-family: "Times New Roman"; }.MsoChpDefault { font-size: 10pt; font-family: Cambria; }.MsoPapDefault { margin-bottom: 10pt; }div.WordSection1 { page: WordSection1; } The central goal of elementary reading instruction is to teach students to make sense of the range of texts that they encounter during their school careers and lives. The issue of interest in this study is to better understand educational practice for upper elementary reading comprehension instruction. Using a case study design within the framework of symbolic interactionism, I studied four upper elementary teachers and examined the nature of their experiences with organizing, carrying out, and learning about reading comprehension instruction. Three weeks of classroom observations of each teachers’ language arts instruction and three interviews of each teacher constitute the major sources of data for this study. Results suggest that each teacher provided her students a different type of instructional experience around reading comprehension, despite having access to same kinds of instructional materials and assessment information. The instructional experiences offered by the teachers were contingent upon the teachers’ perspectives on the construct of reading comprehension and the factors that weighed most heavily in their individual decision-making processes about reading comprehension instruction. Several additional patterns emerged across the teachers. All four teachers made adaptations to their core reading program, utilized a small, consistent set of instructional routines in day-to-day instruction, and identified working with struggling students as an area of concern with which they felt unprepared to handle well. None of the teachers were observed or reported consistently employing direct, explicit, accountable ways of talking with students about texts or about ways of thinking through texts. These findings suggest future research and professional development efforts to improve reading comprehension instruction should begin with the ways in which teachers think about reading comprehension and the kinds of decisions teachers make as a result of their working definitions. In addition, more attention needs to be paid to supporting teachers in making thoughtful adaptations to their curriculum materials, in expanding the range of instructional routines employed on a regular basis, and in learning how to meet the needs of students struggling with comprehension. Finally, greater emphasis needs to be placed on fostering the kinds of talk amongst teachers and students that leads to the most robust reading comprehension development.