No description available.

A autoetnografia foi o viés metodológico escolhido nesta pesquisa para dar suporte ao objetivo da investigação, ou seja, a formação de formador de professores, na qual o papel do pesquisador se funde com sua atuação caracterizada pelo binômio sujeito/objeto de pesquisa. Este aporte metodológico proporciona ao pesquisador uma experiência incômoda, na qual sua intimidade é desvelada, ao passo que suas histórias de vida funcionam como um pano de fundo para caracterizar o objetivo da pesquisa. Neste sentido, busca-se por meio do papel do formador de professores/investigador e seus diversos contextos de atuação por meio de seus questionamentos impulsionados tanto por aportes teóricos quanto sua experiência em sala de aula e de mundo. Esta tese organiza-se da seguinte forma: no primeiro capítulo apresenta-se uma reflexão e discussão teórica acerca do processo metodológico escolhido nesta investigação, a autoetnografia, alinhavada com narrativas, que compõem uma das características desta investigação, prenunciando o lócus de enunciação. O capítulo II constitui-se por um mergulho no processo autoetnográfico focado na formação do formador de professores de língua inglesa, com narrativas que representam a algumas epifanias oriundas da história e experiência de vida do pesquisador no percurso de investigação, assim como pressupostos teóricos pautados pelo pensamento pós-moderno, pós-colonial, construção de sentidos, Novos Letramentos/Multiletramentos e Letramento crítico. No último capítulo são apresentados os desdobramentos deste processo autoetnográfico por meio da apresentação de Exercícios Espitemológicos e Ontológicos na/para a formação do formador de professores, retomando as reflexões dos capítulos anteriores e levantando questionamentos para futuras investigações nesta área.Por fim, nas considerações finais, apresenta-se uma análise geral do trabalho, considerações, ponderações, sentimentos e emoções causado pela necessária finalização desta proposta de investigação. / Autoethnography was chosen as the methodological perspective for this research to support the investigation aims, i.e., the teacher educator and the teacher education program, in which the research role merge with his attitudes as a teacher educator characterized by the binomial subject/object.This methodological contribution provides the researcher with an uncomfortable experience in which his intimacy is revealed, while his life histories function as a background to characterize the purpose of the research. In this sense, it is sought through the role of the teacher educator/ researcher and his various contexts of action through his inquiries driven by both theoretical contributions and his experiences in the classroom and in the world. This work is organized as follows: an introduction which shows work objectives and foreshadowing the researchers locus of enunciation. The first chapter presents a theoretical discussion and debate about the methodological process chosen in this research, the autoethnography, aligned with narratives, which make up one of the characteristics of this investigation. Chapter II consists of a dive into the autoethnographic process focused on the English-language teacher educator, with narratives that represent some epiphanies from the history and life experience of the investigator in the course of research, as well as theoretical presuppositions guided by the Postmodern thinking, postcolonial, meaningmaking, New Literacies / Multilitreacies, and Critical Literacy. In the last chapter the unfolding of this autoethnographic process is presented through the presentation of Espitemological and Ontological Exercises in the education of the teacher educator, resuming the reflections of the previous chapters and raising questions for future investigations in this area. Finally, in the final considerations, it presented a general analysis of the work caused by the necessary completion of this research proposal.

No description available.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1969. / Vita. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

A autoetnografia foi o viés metodológico escolhido nesta pesquisa para dar suporte ao objetivo da investigação, ou seja, a formação de formador de professores, na qual o papel do pesquisador se funde com sua atuação caracterizada pelo binômio sujeito/objeto de pesquisa. Este aporte metodológico proporciona ao pesquisador uma experiência incômoda, na qual sua intimidade é desvelada, ao passo que suas histórias de vida funcionam como um pano de fundo para caracterizar o objetivo da pesquisa. Neste sentido, busca-se por meio do papel do formador de professores/investigador e seus diversos contextos de atuação por meio de seus questionamentos impulsionados tanto por aportes teóricos quanto sua experiência em sala de aula e de mundo. Esta tese organiza-se da seguinte forma: no primeiro capítulo apresenta-se uma reflexão e discussão teórica acerca do processo metodológico escolhido nesta investigação, a autoetnografia, alinhavada com narrativas, que compõem uma das características desta investigação, prenunciando o lócus de enunciação. O capítulo II constitui-se por um mergulho no processo autoetnográfico focado na formação do formador de professores de língua inglesa, com narrativas que representam a algumas epifanias oriundas da história e experiência de vida do pesquisador no percurso de investigação, assim como pressupostos teóricos pautados pelo pensamento pós-moderno, pós-colonial, construção de sentidos, Novos Letramentos/Multiletramentos e Letramento crítico. No último capítulo são apresentados os desdobramentos deste processo autoetnográfico por meio da apresentação de Exercícios Espitemológicos e Ontológicos na/para a formação do formador de professores, retomando as reflexões dos capítulos anteriores e levantando questionamentos para futuras investigações nesta área.Por fim, nas considerações finais, apresenta-se uma análise geral do trabalho, considerações, ponderações, sentimentos e emoções causado pela necessária finalização desta proposta de investigação. / Autoethnography was chosen as the methodological perspective for this research to support the investigation aims, i.e., the teacher educator and the teacher education program, in which the research role merge with his attitudes as a teacher educator characterized by the binomial subject/object.This methodological contribution provides the researcher with an uncomfortable experience in which his intimacy is revealed, while his life histories function as a background to characterize the purpose of the research. In this sense, it is sought through the role of the teacher educator/ researcher and his various contexts of action through his inquiries driven by both theoretical contributions and his experiences in the classroom and in the world. This work is organized as follows: an introduction which shows work objectives and foreshadowing the researchers locus of enunciation. The first chapter presents a theoretical discussion and debate about the methodological process chosen in this research, the autoethnography, aligned with narratives, which make up one of the characteristics of this investigation. Chapter II consists of a dive into the autoethnographic process focused on the English-language teacher educator, with narratives that represent some epiphanies from the history and life experience of the investigator in the course of research, as well as theoretical presuppositions guided by the Postmodern thinking, postcolonial, meaningmaking, New Literacies / Multilitreacies, and Critical Literacy. In the last chapter the unfolding of this autoethnographic process is presented through the presentation of Espitemological and Ontological Exercises in the education of the teacher educator, resuming the reflections of the previous chapters and raising questions for future investigations in this area. Finally, in the final considerations, it presented a general analysis of the work caused by the necessary completion of this research proposal.

Orientador: Ernesta Zamboni / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T09:09:22Z (GMT). No. of bitstreams: 1 Lima_ElaineAparecidaBarretoGomesde_D.pdf: 2995368 bytes, checksum: 4f0ea0f27b78d6ce258852b116c6be2a (MD5) Previous issue date: 2013 / Resumo: Esta pesquisa, de natureza qualitativo-quantitativa, realizou-se em 2010 e envolveu 46 professores voluntários da área de Ciências Humanas e seus alunos de oitavos e nonos anos do Ensino Fundamental de duas escolas da Rede Municipal de Itatiba- SP. Buscou estudar a intertextualidade da cultura contemporânea nas práticas pedagógicas dos docentes em aulas de História nos últimos anos do Ensino Fundamental; identificar como os professores compreendem a sedução exercida pelos artefatos da cultura contemporânea nos jovens em suas aulas e como agem em relação a eles; identificar a presença da cultura contemporânea nas aulas de História nos últimos anos do Ensino Fundamental; caracterizar o perfil socioeconômico e cultural do grupo de docentes pesquisados e contribuir para outras formas de pensar o ensino de História na escola atualmente. Utilizou, como instrumentos para coleta de dados, observações diretas das aulas e um questionário para levantamento do perfil econômico e sociocultural dos professores, com perguntas abertas, fechadas e semiabertas. O tratamento dos dados fez uso de análises de conteúdo e várias estratégias estatísticas. Os questionários revelaram inúmeras possibilidades para que a prática pedagógica aliada à cultura acontecesse, mas isso não foi detectado nas observações da prática pedagógica. Constatou-se também que os professores recriam formas de fazer dentro de suas salas a partir das produções culturais da sociedade, mas tais produções nem sempre estão efetivamente disponíveis para os professores. Os grupos de professores pesquisados apresentaram perfis semelhantes nos dados relativos à formação acadêmica e profissional; ao tempo de atuação no magistério; ao local de nascimento; aos saberes que valorizam, como leitura, programas televisivos e acesso à cultura. / Abstract: This qualitative and quantitative research took place in 2010 and involved 46 volunteer teachers, from Humanities area of study and students from eighth and ninth grades of elementary education in two local public schools of Itatiba, San Paulo. This research sought to study the intertextuality of contemporary culture in the pedagogical practices of teachers in History lessons in the last years of elementary school; identify how teachers understand the seduction exercised by the artifacts of contemporary culture in young people in their classes and how they act towards them; identify the presence of contemporary culture in History lessons in the last years of elementary school; characterize the socioeconomic and cultural group of teachers surveyed and contribute to other ways of thinking about the teaching of History in schools nowadays. Direct observation of classes were done for data collection and a questionnaire to survey the economic and socio-cultural profile of teachers with open, semi-open and closed items. Various strategies and content statistics have been used for the data analysis. The questionnaires revealed numerous opportunities for teaching practice joining culture, although it was not detected in teaching practice observations. It was also found that teachers recreate ways to teach within their classrooms from the cultural productions of society, but not always such productions are actually available for teachers. The groups of teachers surveyed had similar data on profiles from academic and professional training, the time of work in the teaching profession, place of birth, also knowledge worthy as reading, television programs and access to culture. / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutora em Educação

The purpose of this study was to evaluate the effectiveness of the teacher education program in the Department of Elementary Education at Utah State University. The program has been in effect for only a few years and the department desired that an evaluation b e conducted to determine its present strengths and weaknesses. The procedure used to collect data for this study involved several instruments. Letters were sent to 150 universities in the United States to determine what they had done to evaluate their teacher education programs. Questionnaires were sent to 399 graduates from 1974, 1975, and 1976 to ask their opinions of the program. Questionnaires were also sent to 101 principals of these graduates asking them to evaluate the graduates as products of the program. Visits were made to a random sample of 20 graduates and principals. Recommendations for the program were requested of the graduates and principals on the questionnaires and during visits. The results of this study showed strengths in the program in the subject areas of language arts, math, and social studies. Weaknesses were found in the areas of art, music, physical education, reading, and science. In the teaching competencies major strengths were found in the areas of positive personality traits, capturing interest and attention, encouraging creative activity, collecting and using media and materials, and gaining trust and building student self-concept. Major weaknesses were found in the areas of helping students of varied ethnic backgrounds, correlating curriculum with that in the grades preceeding and following, making interest centers and learning stations, caring for health, safety, and muscle coordination, helping students to use inductive and deductive thinking, and helping students develop visual and auditory perception. It was also found that the principals feel differently about graduates' performance than the graduates do. The principals rated the majority of the graduates slightly above average compared to other beginning teachers, while the graduates rated themselves above or below their principals' ratings. The correlations of individual pairs of graduates and principals were, therefore, very low. The overall ratings of graduates and principals, obtained through the questionnaires and interviews, were similar. The college supervisors and cooperating teachers also showed agreement. However, the graduates and principals did not agree with the college supervisors and cooperating teachers in their ratings.

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The COVID-19 Pandemic forced educators to move course delivery to online learning with little or no training or preparation. Teachers' virtual instruction preparedness, pre-service teachers, and school districts are still lacking, despite technology goals instituted by the Board of Education. One of the immediate concerns of the online course delivery was school districts' capabilities for virtual instruction regarding infrastructure and resources. Funding, lack of equipment, and resources to maintain hardware and training prove to be common obstacles schools and staff face. Another concern was SBAE teachers’ readiness to use the online learning tools available to school districts. Teacher pedagogy, knowledge, skills, and confidence prevent teachers and pre-service teachers from exploring and utilizing technology in their classrooms. Additionally, moving all students to online learning environments presented a challenge for those teachers who knew little about educational technology tools or other online resources. This study aims to assess if SBAEs in Illinois are adequately prepared to use technology as the sole source of instruction for virtual learning and whether Illinois schools are capable of virtual instruction. To meet both the educational needs of the current generation of learners and are meeting educational standards set by the Illinois State Board of Education requirements, even in a virtual learning environment. As well as determine what gaps may be present in SBAE teacher education programs concerning the preparation of student teachers to utilize classroom technology to teach virtually. Some skill gaps identified include utilizing the flipped classroom approach, incorporating mobile applications into lessons, and utilizing virtual instruction for student collaboration and assessment. Most teachers indicated they felt somewhat prepared for virtual instruction and moderately prepared to incorporate technology into their lessons through teacher education programs, school districts, and professional organizations. Recommendations included future in-service training for SBAE teachers regarding using educational technologies and virtual learning platforms. Also, training for SBAE teachers on synchronous online learning platforms and the use of 1:1 technology is warranted. Pre-service programs are recommended to include coursework on educational technologies and virtual instruction. Faculty in preparation programs for SBAE teachers are encouraged to adapt curricula to support these skills and promote pre-service teachers practicing the utilization of virtual instruction in authentic classroom settings.

Teacher education programs have been known to omit critical aspects of technology preparation among undergraduates. Teaching practices are constantly evolving to accommodate the latest innovations in society; therefore, change is required in how we prepare educators to integrate technology into the classroom. As technology continues to change, teachers' practices need to reflect on how teachers are prepared to integrate technology into teaching and learning. Researchers have often found various ways to help prepare teachers to incorporate technology, including field experiences and various program design models. There has been a lack of research within School-Based Agricultural Education (SBAE) of preservice teachers integrating technology into the classroom. A qualitative phenomenology was conducted among nine preservice SBAE teachers regarding their experiences integrating technology during their time in their teacher education program. The Unified Theory of Acceptance and Usage of Technology (UTAUT) served as the theoretical framework to aid in conceptualizing the experiences of preservice SBAE teachers. The thematic findings from this study address the lack of preparation from their teacher education programs, support and expectations, challenges integrating technology into the classroom, succession of technology integration, and technology strategies for teaching and learning. / Doctor of Philosophy / The use of technology in education is more prevalent in today's classrooms than ever before, and teachers are required to revitalize their methods for ensuring student success. Developing an understanding of how technology can appropriately assist both students and teachers in classrooms is vital to ensuring success. Postsecondary teacher education programs are not adequately preparing teachers to effectively integrate technology into their classrooms and curriculum. As graduates leave these programs and enter the classrooms, it is critical that they understand the implications of the various types of technology on student learning. This qualitative research study focuses on understanding how School-Based Agricultural Education (SBAE) teacher education programs prepare preservice teachers to integrate technology into the classroom. Nine preservice SBAE teachers from the Southeastern region of the United States participated in this study through semi-structured interviews and document collections of course syllabi and lesson plans they created. The preservice teachers showcase a lack of understanding of how to adequately integrate technology in the classroom and highlight the challenges they experience during their student teaching practicum. Additionally, SBAE teacher education programs are not preparing teachers to integrate technology which is a proven challenge among the participants. SBAE teacher education programs should reconsider how they scaffold this to their preservice teachers.