Made available in DSpace on 2014-08-20T13:48:04Z (GMT). No. of bitstreams: 1 Thais Philipsen Grutzmann_Teses.pdf: 5545760 bytes, checksum: 9f39960f0b57ed814ad9d18aa38a8075 (MD5) Previous issue date: 2013-08-30 / The pedagogic structuring of Distance Learning has been analyzed by different approaches, providing a considerable potential for researches. The present PhD Thesis on Education, linked to the themes Curriculum, Profissionalization and Teaching Work, aimed to reflect on the teaching knowledge of virtual tutors, active subjects in the teaching-learning process in the distance learning courses. As the main theoretical framework, Maurice Tardif and Cecília Borges were chosen, concerning the teacher knowledge; Daniel Mill, who studies about politeaching in Distance Learning and, Basil Bernstein, sociologist who developed a theory concerning the structuring of the teaching discourse. Through readings and reflections, these authors engaged in talks about the research problem proposed: how does the distance tutor of the Distance Math Teaching Course (DMTC) re-contextualizes his teaching knowledge in the field of Distance Learning? The research was carried out at the Federal University of Pelotas in the Distance Math Teaching Course, which started its academic activities in 2006 and which currently serves 30 places and around 770 students. The proposed research had a qualitative approach, being defined as a case study. The subjects researched were distance tutors from the DMTC. The data was collected through online questionnaires, semi-structured interview and a non-systematic observation of the tutors practice, and were later analyzed through Bardin s Content Analysis and Bernstein s theory. The main results obtained were that the re-contextualization of teacher knowledge in the tutoring practice occurs by the restructuring and reorganization of the contents; by the type of communication held with the students, mainly written; by the differentiated way in which the materials and activities need to be presented, invariably in a more detailed way in order to enable the student to study individually as well as in a group; and by the continuous contact between the tutor and the student, respecting the time for return of 24 hours, according to the tutor assignments, a CAPES scholar. The feedback for the student takes place mainly through writing and is individualized. The re-contextualization occurs in the affectivity and interaction with the student which happens virtually and in a more private setting, mediated by the technologies. It was clearly evident that the temporal-spatial dynamics of Distance Learning has its specific peculiarities, demanding the understanding of synchronous and asynchronous moments as learning potentials of the students. / A estruturação pedagógica da Educação a Distância vem sendo analisada sobre diferentes enfoques, proporcionando uma gama potencial de pesquisas. Esta Tese de Doutorado em Educação, vinculada à linha Currículo, Profissionalização e Trabalho Docente, buscou refletir sobre os saberes docentes dos tutores virtuais, sujeitos ativos no processo de ensino-aprendizagem dentro dos cursos na modalidade a distância. Como referencial teórico principal, foram escolhidos Maurice Tardif e Cecília Borges, em relação aos saberes docentes; Daniel Mill, que estuda sobre a polidocência na Educação a Distância e, Basil Bernstein, sociólogo que desenvolveu uma teoria sobre a estruturação do discurso pedagógico. Por meio de leituras e reflexões, esses autores foram levados a dialogarem com o problema de pesquisa proposto: como o tutor a distância do Curso de Licenciatura em Matemática a Distância (CLMD) recontextualiza os seus saberes docentes na atuação em Educação a Distância? O lócus de pesquisa foi o Curso de Licenciatura em Matemática a Distância da Universidade Federal de Pelotas, o qual iniciou suas atividades acadêmicas em 2006 e que, atualmente, atende 30 polos e aproximadamente 770 acadêmicos. A pesquisa proposta teve o caráter qualitativo, sendo definida como um estudo de caso. Os sujeitos pesquisados foram os tutores a distância do CLMD. Os dados foram coletados através de questionário online, entrevista semi-estruturada e observação não sistemática da prática dos tutores, e posteriormente, analisados através da Análise de Conteúdo de Bardin e da teoria de Bernstein. Os principais resultados obtidos foram que a recontextualização dos saberes docentes na prática da tutoria acontece pela reestruturação e reorganização dos conteúdos; pelo tipo de comunicação realizada com os estudantes, principalmente na forma escrita; pela forma diferenciada com que os materiais e as atividades precisam ser apresentados, invariavelmente de forma mais detalhada a fim de que o estudante possa estudar de forma individual e também no coletivo; e através do contato contínuo entre tutor e estudante, respeitando o prazo para retorno de 24 horas, conforme as atribuições do tutor, bolsista da CAPES. O retorno ao aluno feedback − acontece de forma predominantemente escrita e é individualizado. A recontextualização também se configura na afetividade e na interação com o aluno que acontece de forma virtual e mais particularizada, mediada pelas tecnologias. Ficou evidente que a dinâmica espaço-temporal da EaD tem especificidades, exigindo a compreensão dos momentos síncronos e assíncronos como potenciais de aprendizagem dos acadêmicos.

The study investigates the rise of online platforms that support teacher-to-teacher knowledge mobilisation. The adoption of the interpretative approach focuses the investigation on how the online platforms, their resources and the learning opportunities they provide are conceptualised by teachers in relation to their broader teaching practice, workplace culture and professional learning. The study is framed by two overarching research questions. (1) What is the nature of the knowledge being shared and reconstructed by teachers in Internet-mediated knowledge mobilisation? (2) What is the nature of the learning arising from teacher-to-teacher Internet-mediated knowledge mobilisation? The study employs a multiple case-study design to investigate two United States based online platforms, which facilitate teacher-to-teacher knowledge sharing. Twenty teachers from across the two cases were selected to participate in the study. A qualitative methodology was utilised. Teachers participated in an individual, face-to-face interview. In the two months following the initial interview teachers completed a weekly journal log detailing their engagement with the platform. Upon the completion of their journal logs, teachers participated in a follow-up interview via Skype. To help to contextualise the individual teachers within the broader case and to enrich their personal stories, observations of the platforms occurred throughout the data collection period. The study proposes a new theoretical model for how to conceptualise Internet-mediated knowledge mobilisation, the knowledge that is produced and the learning that occurs through the reconstruction process. It emphasises the connection between offline and online contexts and the role the platforms play in breaking down the boundaries between teachers' school-based practice and online resources and learning opportunities. The framework encapsulates the combining of the individual and their contexts of action, together with the platform and the information and knowledge it contains, to determine and shape the operation of the knowledge reconstruction process and the learning that transpires. Internet-mediated knowledge mobilisation facilitates the development of teachers' personal, practical knowledge by providing insight into the instructional practice of teachers and exposing teachers to new ideas and perspectives, which support the expansion of their propositional structures and episodic knowledge. Access to relevant, teacher-created materials increases the efficiency and effectiveness with which teachers can undertake elements of their practice, while also promoting learning through participation in work-based tasks. Individualism emerges as the dominant mode of engagement and learning in the study, with individual teachers regulating not only how and when they engage but also determining the outcomes they construct from their actions. The Internet, as a knowledge mediator, opens up new possibilities that are not available in teachers' offline contexts. It not only breaks down boundaries between teachers, but it also collapses boundaries between the various settings of teachers' professional practice and learning, effectively merging the offline and online contexts of teachers' work. The dual contexts of the platforms offer specific affordances that help to shape teachers' engagement, while also acting to promote new learning processes that do not exist in offline knowledge mobilisation.

The main purpose of this study was to explore the influence of a Continuing Professional Development (CPD) programme on the classroom practices and professional development of Technology Education teachers. Clarity was sought on how those Technology Education teachers who had participated in the CPD programme were influenced by the outcomes of the CPD programme in terms of their classroom practices and professional development. Although the school set-up and its management structure was not part of the outcomes of the CPD programme, the researcher felt that it was also important to highlight and describe from teachers’ point of view the nature of support (if any) that the teachers received from their respective schools to enhance their professional development and growth. A qualitative approach to research, in the form of multiple case studies was used in this study. Purposeful sampling was applied to select the three teachers who participated in this study. Data was collected using multiple qualitative data collection strategies and instruments that included the use of once-off semi-structured interviews, classroom observations and documents analysis. Findings from this study revealed that those Technology Education teachers who participated in the CPD programme under review in this study had their classroom practices and professional development, to some extent influenced by the outcomes of the CPD programme. Teachers confirmed that most of the teaching strategies they apply in their classes were adopted from the CPD programme under review. Teachers acknowledged that they had acquired new teacher Technology Education-specific teacher knowledge which in turn helped their learners to learn effectively in class. There is also evidence from the results of this study that suggest that teachers had been greatly motivated by the CPD programme to improve their Technology Education-specific teacher knowledge. However, teachers still lacked the ‘drawing skills’ that are critical to procedural knowledge. Further, the study revealed the need for the development of structured classroom activities that will assist novice Technology Education teachers to deal with the dynamics of the subject with much ease. Lack of effective curriculum management and support in schools were highlighted as inhibitors to the professional development and growth of Technology Education teachers. / Dissertation MEd--University of Pretoria, 2014 / gm2014 / Science, Mathematics and Technology Education / Unrestricted

Orientador: Ana Maria Falcão de Aragão / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T09:04:37Z (GMT). No. of bitstreams: 1 Lopretti_TamaraAbraoPina_D.pdf: 10931680 bytes, checksum: 652d8ff96380c864498924361253e22f (MD5) Previous issue date: 2013 / Resumo: O presente trabalho se inscreve no campo de investigação sobre a formação de professores e o processo de produção, mobilização e significação dos saberes e conhecimentos docentes e discentes. Pautado na Teoria Histórico-Cultural e na abordagem narrativa e autobiográfica em pesquisa, o objetivo do estudo foi compreender o diálogo entre os saberes docentes e discentes decorrentes do processo reflexivo da professora-pesquisadora e de seus alunos, bem como as implicações desse processo para o desenvolvimento pessoal e profissional da docente. A pesquisa foi realizada a partir do trabalho desenvolvido pela professora com seus estudantes, localizado em duas escolas públicas do Município de Campinas: sendo uma da Rede Estadual e outra da Rede Municipal de ensino. Os dados foram produzidos a partir de todo o material pedagógico elaborado pela professora e o grupo de alunos nos anos de 2009 e 2010, além da realização de nove sessões de autoscopia com a professora e seus estudantes, nesse mesmo período. Essa produção resultou em um conjunto de narrativas acerca dos sentidos de ensinar e de aprender na escola, correspondendo aos dados de análise. As narrativas foram analisadas sob a luz do Paradigma Indiciário e da proposta dos Núcleos de Significação, o que permitiu indiciar um conjunto de saberes reveladores de importantes dimensões do trabalho e do desenvolvimento pessoal e profissional docente configurando os seguintes núcleos: - das relações interpessoais - sentidos da afetividade, dos diálogos e histórias (com)partilhadas; - das (não) coincidências nas relações de ensino - sentidos de aprendizagem, desenvolvimento e formação; - das fragilidades do trabalho docente - sentidos de uma militância em construção. A compreensão de cada um dos núcleos de significação permitiu a construção de um olhar sensível e, ao mesmo tempo, apurado para o processo de desenvolvimento pessoal e profissional docente inscrito nas relações de aprendizagem tecidas pela professora com seus estudantes, o que possibilitou defender a tese de que há uma especificidade do movimento de produção dos saberes docentes que se dá no intenso diálogo/confronto com os saberes discentes, fruto da vida que acontece na sala de aula e que precisa ser investigado, compreendido e explicitado como uma importante dimensão do processo de trabalho e formação docente, de constituição de uma identidade profissional e que se faz nos espaços-tempos cotidianos da escola. / Abstract : This study is about teacher training and the process of knowledge production for teachers and students. Based on the Social-Historical Psychology and Autobiographical Narrative research, the objective of this study was to understand the dialogue between teacher knowledge and student, made possible by the process of reflective teacher with students, as well as the implications of this process for personal and professional teachers 'development. The survey was conducted from the work of the teacher with his students at two public schools located in the city of Campinas. As a source of data production were performed nine sessions autoscopy with the teacher and his students , in the years 2009 and 2010, and all the teaching materials produced by the group , which resulted in a set of narratives about the way of teaching and learn in school . Data were analyzed from the Evidential Paradigm and the proposal of "Nucleus of Meaning", allowing indicate a set of knowledge that expose important dimensions of work and personal and professional teacher¿s development. Were created three analysis nucleus: - interpersonal relationships - senses of affection , dialogues and stories shared with students; - the coincidence relationships education - ways of learning, development and training; - the weaknesses of teaching - senses a militancy under construction. Understanding each axis will make us able to contribute to the construction of a sensitive and at the same time , determined for the process of personal and professional teachers¿ development, which stand out as elements of this fundamental development process: the teacher reflexivity and the role that students perform privileged as trainers of teachers. / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T17:08:36Z No. of bitstreams: 1 ludmillasavrydossantosalmeida.pdf: 3399435 bytes, checksum: d4a0728c7c5713a024fa0cf775d27dc5 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T20:38:10Z (GMT) No. of bitstreams: 1 ludmillasavrydossantosalmeida.pdf: 3399435 bytes, checksum: d4a0728c7c5713a024fa0cf775d27dc5 (MD5) / Made available in DSpace on 2015-12-14T20:38:10Z (GMT). No. of bitstreams: 1 ludmillasavrydossantosalmeida.pdf: 3399435 bytes, checksum: d4a0728c7c5713a024fa0cf775d27dc5 (MD5) Previous issue date: 2015-04-03 / Futuros professores, durante seu processo de profissionalização, (re)elaboram constantemente seus saberes, que devem ser considerados saberes docentes em formação. Para o início do curso de Graduação, eles trazem saberes anteriores, socialmente construídos, que passam a conviver e confrontar-se com outros saberes, característicos de sua disciplina. Compreender como se efetiva esse relacionamento entre modalidades distintas de saberes docentes é um desafio que interessa a um amplo universo de áreas de conhecimento distintas. A presente tese trata dessa questão mais abrangente a partir de uma abordagem específica que incorpora reflexões teóricas oriundas do campo do Ensino de História e da própria natureza do conhecimento histórico, principalmente no que se refere à História Antiga, a fim de perceber como a compreensão da História Antiga, bem como suas implicações em relação à compreensão de tempo e conhecimento histórico se modifica no jovem futuro professor ao longo do curso de Graduação. Para que essas alterações pudessem ser visualizadas, foi necessário estabelecer uma análise comparativa entre os conceitos expressos nos discursos dos alunos iniciantes e concluintes. Tal levantamento foi realizado entre os anos de 2011 e 2014 com discentes do curso de História da Universidade Federal de Juiz de Fora. As vozes desses alunos foram captadas através de questionários (sistematizados pela ferramenta wordle disponível na internet) e atividades propostas em sala de aula com alunos ingressantes e formandos. Também foi realizado um grupo focal com alunos concluintes para debater como eles avaliam as transformações ocorridas de seus saberes, principalmente como eles (re)constroem os sentidos que atribuem à Antiguidade como período histórico e de que forma a associam às discussões que envolvem o significado do Ensino de História. Para embasar as reflexões que foram desenvolvidas nessa pesquisa, foi necessário estabelecer um diálogo com autores como Maurice Tardif, no que se refere à questão dos saberes docentes; Walter Benjamin a respeito das múltiplas possibilidades de articulação entre as dimensões temporais do presente, passado e futuro; François Hartog, Jacques Revel e Fernando Catroga sobre do conceito de usos políticos do passado e Reinhard Koselleck, acerca do conceito moderno de História. Na análise dos discursos dos alunos acerca dos sentidos de Antiguidade foi essencial a inclusão de conceitos de Mikhail Bakhtin. / Future teachers, during their professionalization process, constantly (re)elaborate their knowledge, which should be considered as teachers' knowledge in development. For the beginning of the Undergraduate course, they bring previous, socially built knowledge that starts to coexist and confront other knowledge, characteristic of their discipline. Understanding how this relationship is effective between different modalities of teacher knowledge represents a challenge that concerns a broad universe of different knowledge areas. The present dissertation addresses this broader issue from a specific approach that incorporates theoretical reflections originating from the field of History Teaching and the own nature of historical knowledge, especially with regard to Ancient History, in order to realize how the understanding of Ancient History, as well as its implications for the understanding of time and historical knowledge changes in the young future teacher during the course of Undergraduate Studies. For these changes to be seen, it was necessary to establish a comparative analysis between the concepts expressed in the speeches of beginners and graduating students. This survey was conducted between 2011 and 2014 with students from the course of History at the Federal University of Juiz de Fora. The voices of these students were heard through questionnaires (systematized by wordle, a tool available on the internet) and proposed activities in the classroom with entrant and senior students. A focus group was also conducted with senior students to discuss how they evaluate the changes occurring in their knowledge, especially regarding how they (re)construct the meanings that contribute to Antiquity as being a historical period and how they associate it to the discussions involving the meaning of History Teaching. To support the reflections that were developed in this study, it was necessary to establish a dialog with authors such as Maurice Tardif, with regard to the issue of teacher knowledge; Walter Benjamin, about the multiple possibilities of articulation between the temporal dimensions of the present, past and future; François Hartog, Jacques Revel and Fernando Catroga, on the concept of political uses of the past; and Reinhard Koselleck, about the modern concept of history. In the analysis of the students' discourse regarding the sense of antiquity, it was essential to include concepts of Mikhail Bakhtin.

Made available in DSpace on 2016-07-18T17:54:15Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 1757306 bytes, checksum: a16869a4a6298b683bd20b6570e385e0 (MD5) Previous issue date: 2011-08-31 / This research aimed at understand the trajectory and knowledge of active teachers in the Pedagogy course at a private institution (college), analyzing their formation, their concepts on education, experiences and suffered influences in order to outline a profile of teachers working in Pedagogy course. The research was developed in the qualitative approach, using the procedure as a case study. The research procedures that enabled the achievement of intended goals were questionnaires, documentary research and semi-structured interviews. Teachers participated in the study of the Pedagogy Course from a private institution in Minas Gerais. The faculty participants were selected by a core training which is structured the curriculum of the course: basic studies and further studies integrators. Selected by lot, two teachers from each core, which had more than one year of performance in the teaching pedagogy course and which have agreed to participate anonymously in the survey. These tests results are expressed in chapters entitled: 1) the Brazil´s trajectory of higher education and pedagogy course, 2) the profile and career training of the actant teachers on the pedagogy course 3) the process of inclusion and educational performance on the higher education, 4) the knowledge of the actant teacher in the pedagogy course. The analysis of collected data revealed significant aspects with regard their formation and expertise, namely: absence of didactic training and preparation for teaching in higher education, the privilege of teaching and low involvement of teachers with research and extension activities, the predominance of expositive class and lack organization and development of projects and interdisciplinary. Finally we understand that teaching involves a framework of knowledge that presented itself in the classroom. This refers to the understanding that teaching is concretized through praxis, theory and practice in relation referenced on reflexivity (action-reflection-action). / Esta pesquisa teve como objetivo compreender a trajetória e os saberes dos professores atuantes no curso de Pedagogia em uma instituição privada (faculdade), analisando a sua formação, suas concepções sobre educação, influências sofridas e experiências vividas, a fim de traçar um perfil do professor atuante no curso de Pedagogia. A pesquisa se desenvolveu na abordagem qualitativa. Os procedimentos de pesquisa que viabilizaram a consecução do objetivo pretendido foram: aplicação de questionários, pesquisa documental e entrevistas semiestruturadas. Participaram da pesquisa professores do Curso de Pedagogia de uma instituição privada do interior de Minas Gerais. Os docentes participantes da pesquisa foram selecionados por núcleo de formação no qual está estruturada a matriz curricular do curso: estudos básicos, aprofundamento e estudos integradores. Selecionamos, por sorteio, dois docentes de cada núcleo, que possuíam mais de um ano de atuação docente no curso de Pedagogia e concordaram em participar de forma anônima da pesquisa. Os resultados desta pesquisa encontram-se expressos em capítulos intitulados: 1) a trajetória do ensino superior e do curso de Pedagogia no Brasil; 2) o perfil e a trajetória formativa dos professores atuantes no curso de Pedagogia 3) o processo de inserção e atuação docente no ensino superior; 4) os saberes do professor atuante no curso de pedagogia. A análise dos dados coletados revelou aspectos significativos no tocante à sua formação e atuação, a saber: ausência de formação e preparação didática para a docência no ensino superior, privilégio do ensino e pouco envolvimento dos docentes com atividades de pesquisa e a extensão, predominância de aulas expositivas e falta organização e desenvolvimento de projetos coletivos e interdisciplinares. O ensinar envolve um arcabouço de saberes que influenciam na própria ação docente. Isso remete à compreensão de que o trabalho docente se concretiza por meio da práxis, na relação teoria e prática referendada na reflexividade (ação-reflexão-ação).

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Technology is advancing at a rapid pace and more digital tools find their way into theclassrooms as a means for educational purposes. The English language has also taken morespace in our everyday life and is almost a necessity in today's global society. However, canthe teachers in the Swedish educational society keep up with the rapid growth of both thesesubjects? The aim with this study is to get a better understanding about teachers’ perspectiveand knowledge about digital tools as an aid for English language development for younglearners, as well as what challenges and benefits they find with using digital tools as a meansfor English language development.This study will present a summary of theoretical and literature background regarding the topicat hand. The data for this study was collected through interviews with five K-3 teachers infour different schools located in south of Sweden. The result showed that a majority of thefive interviewed teachers, saw digital tools to be beneficial in the English classroomenvironment, and they had a positive view on English as a subject and its importance foryoung learners. However, the data collected exposed that the absence of guidelines,inadequate knowledge about how to use the tools within an educational approach,malfunctioning equipment and the lack of time to teach and plan the lessons was a substantialdilemma

The aim of this study was to investigate the role of Technology teachers’ knowledge in promoting learners’ higher order thinking skills. This aim was addressed by conducting the relevant literature survey and an empirical investigation. Four schools were selected in the Johannesburg West District. Here, twelve Grade 7 Technology teachers, three from each school, were interviewed and observations conducted. The data was analysed and findings presented ultimately. The findings reveal that Technology teachers who possess a greater depth of technological content knowledge, pedagogical knowledge and assessment knowledge are more effective in as far as promoting learners’ higher order thinking. On the other hand, Technology teachers who possess a shallow technological content knowledge, pedagogical knowledge and assessment knowledge struggle to promote learners’ higher order thinking. The main conclusions drawn from this study are that Technology teachers’ knowledge can play a role in learners’ acquisition of higher order thinking skills. Therefore, Technology teachers should acquire a sound technological knowledge in order to be able to promote learners’ acquisition of higher order thinking skills. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) / Technology -- Study and teaching (Secondary) -- South Africa -- Johannesburg -- Case studies / Critical thinking -- South Africa -- Johannesburg -- Case studies

Studiens syfte var att undersöka framgångsfaktorer för undervisning av elever med språkstörning i ämnet svenska och därför intervjuades fem klasslärare. För att en elev ska få möjlighet att lyckas i klassrummet behöver läraren ha kunskap om språkstörning, språkteori samt hur man utvecklar en läskompetens. Det är även bra att vara förberedd och ligga steget före för att skapa en positiv lärmiljö. Resultatet analyserades med utgångspunkt i det sociokulturella perspektivet och då framkom att ett framgångsrikt lärande ofta sker genom att man får härma, antingen genom att barnet visas en metod via scaffolding eller samspel med andra vuxna eller kamrater. Det är också betydelsefullt att alla elever får vara med i den gemensamma lärandeprocessen och att skolan har en inkluderande undervisning. När eleven sedan ska arbeta på egen hand kan dock uppgifterna vara individanpassade utifrån elevens proximala utvecklingszon. Ett sätt att få denna nödvändiga kunskap, som klasslärare, är genom specialläraren som då kan hjälpa till med reflektioner, men även för att stötta läraren praktiskt i klassrummet på olika sätt. / The aim of this study was to find out how education in the subject of Swedish for pupils with Specific Language Impairment could be successful. Five interviews were therefore conducted with class teachers. The result shows that it's very important that the theacher has knowledge about Specific Language Impairment, linguistics and how children develop basic reading skills. It's also important for the teacher to be prepared and stay ahead to create a positive learning environment. The results were analysed using a sociocultural perspective, which revealed that successful learning was likely to take place in situations where the child is given the chance to imitate; either in interaction with a teacher or classmates, or in situations where the teacher uses scaffolding and shows the pupil how something is done. It's wssential that most classroom activities are common to all, but when the child is to work on her/his own, one can use individualised tasks in the next zone of proximal development. Special education teacher could help the class teachers gain knowledge by using reflection and helping the teacher with insights/methods that could be useful in practice when teaching pupils with Specific Language Impairment.