Researchers have explored second language (L2) teachers' knowledge focusing not only on their prior language learning experience, previous L2 teacher education, and teaching practices, but also on specific curricular areas, such as teaching L2 grammar, teaching L2 reading, and teaching L2 writing. This line of research has contributed to L2 teacher education, particularly how to develop an effective knowledge base for teacher candidates. This dissertation was conducted to investigate English as a foreign language (EFL) teachers' knowledge of vocabulary instruction. Specifically, employing three qualitative techniques for data collection (i.e., interviews, classroom observations, and stimulated recall), the study examined seven Chinese EFL university teachers'knowledge of vocabulary instruction from four dimensions: their beliefs about vocabulary learning, their understandings about vocabulary teaching, the relationship between their knowledge of vocabulary instruction and vocabulary teaching practices, and the sources of their knowledge about vocabulary instruction. The findings of the study indicate that Chinese EFL teachers have well-developed content knowledge of EFL vocabulary. They also have well-established belief systems about how to learn and teach vocabulary. Moreover, their beliefs about vocabulary teaching tend to be consistent with their vocabulary teaching practices though some inconsistencies have been identified as well. It was also found that Chinese EFL teachers¡¯ knowledge of vocabulary instruction is derived from a variety of sources, of which formal EFL education and teaching practices are considered as the two most influential. EFL teachers' individual differences were also identified to impact their beliefs about vocabulary instruction. This dissertation has at least three potential contributions. As one of the first attempts to investigate teacher knowledge of vocabulary instruction in the field of L2 teacher education, this research expands studies on L2 teachers' knowledge base. It also provides information about L2 teachers' knowledge in one less studied context, i.e., Chinese EFL vocabulary teaching. Finally, the use of observations, interviews, and stimulated recall to collect data in this study serves as an impetus for enriching techniques to examine Chinese EFL teacher knowledge.

The purpose of this study is to examine the effects of a mathematics teaching methods course on pre-service elementary mathematics teachers&rsquo / content knowledge for teaching mathematics (CKTM). In order to accomplish this purpose, pre-service mathematics teachers&rsquo / understanding of basic concepts and procedures in school mathematics, use of mathematical definitions, presentation of mathematical content to students, identification of common errors, misconceptions and solution strategies and evaluation of unusual solution methods were examined with the help of a multiple choice test. The data were collected from 43 senior pre-service mathematics teachers from a teacher education program at a large public university in Ankara. The participants were given an 83-item test to measure their content knowledge for mathematics teaching at the beginning and after the methods course. The purpose of the pre- and post-test assessment was to measure the amount of change in the participants&#039 / knowledge for mathematics teaching. The test was developed and piloted at the University of Michigan in the USA for Learning Mathematics for Teaching (LMT) Project. Quantitative data analysis techniques were used to answer the research questions. The results indicated that there was a significant effect of the mathematics teaching methods course on pre-service teachers&rsquo / content knowledge for teaching mathematics. Moreover, the findings showed that there is no significant mean difference between male and female pre-service teachers, and between the pre-service teachers who have taken at least one mathematics teaching elective course and the ones who have not taken any elective course related to mathematics teaching in terms of their CKTM. Also, the study showed that there is a significant positive relationship between pre-service teachers&rsquo / CKTM and their academic achievement on undergraduate mathematics content courses. The study is expected to make important contributions to the literature by providing information about whether the methods courses significantly contribute to pre-service teachers&rsquo / understanding of knowledge for mathematics teaching. Moreover, the findings of the study is hoped to inform teacher educators and policy makers about the needs and improvements in teacher preparation programs.

The purpose of this study was to investigate the prospective teachers&rsquo / knowledge of mistakes held by elementary students in fractions and their proposed strategies to overcome those mistakes. The data were collected from 149 prospective elementary mathematics teachers enrolled in the elementary mathematics education programs from a public university in Central Anatolian Region. Fraction Knowledge Questionnaire was used to accomplish the purpose of the study. The data collection tool included nine open ended questions, and each question had two sub-tasks. In this study, the items in the &ldquo / Fraction Knowledge Questionnaire&rdquo / were analyzed in-depth in order to reach a detailed description of prospective teachers&rsquo / knowledge about students&rsquo / mistakes on fractions. The results of this study revealed that prospective elementary mathematics teachers mostly could identify the students&rsquo / mistakes. However, although prospective teachers could notice the students&rsquo / mistakes, they could give superficial reasons for these mistakes. Furthermore, verbal explanations, using area representation, using real life model, reviewing prior knowledge, teaching standard algorithm, asking guided questions, using simple examples, using counter examples, using drill and practice, making students aware of their mistakes, and increasing students&rsquo / motivation were the suggested strategies by prospective teachers in order to overcome students&rsquo / mistakes in fractions.

The purpose of this research study was to examine the instructional strategies, rationale, understandings, and perceptions of an elementary music specialist, Michelle Roberts, regarding the integration of traditional core content areas (TCCAs) in the kindergarten music classroom. This study sought to scrutinize the characteristics and details of Michelle’s teaching through Elliot Eisner’s notions of educational connoisseurship and criticism and through his conceptualization of educational research and practice as art. A number of early childhood educators and researchers have stressed the importance and pedagogical efficacy of using interdisciplinary, holistic instructional approaches with young children. Such approaches have the potential to create space for a humanizing education in the early childhood classroom. This qualitative research study was conducted at a public elementary school in a large, urban district in Texas, between September 18, 2009 and January 26, 2010. The participant was Michelle Roberts, an elementary music specialist with nearly 25 years of teaching experience. Data sources included classroom observations, examination of instructional artifacts, and semi-structured interviews. Following analysis of the data, three conclusions concerning the music specialist’s rationale, understandings, and perceptions regarding the integration of traditional core content areas and kindergarten music instruction were drawn. First, Michelle’s rationale, understandings, and perceptions regarding the integration of the TCCAs and kindergarten music instruction were grounded in her wealth of teacher knowledge and skills and in her beliefs regarding teaching. Second, Michelle’s rationale for the integration of the TCCAs and kindergarten music instruction was that it allowed her to educate her students in the most fitting manner possible and that it made learning “solid” or “a complete picture” for the students. Third, Michelle’s perceptions and understandings regarding the integration of the TCCAs and kindergarten music instruction were grounded in three beliefs: (a) the integration of the TCCAs and music instruction is beneficial for young children; (b) it is important to maintain the integrity of the discipline of music when integrating instruction in the TCCAs and kindergarten music instruction; and (c) music cannot be taught in isolation from other content areas. / text

This study examines the experiences of five teachers who lead and participate in adventure biking trips with students. The narrative case study was framed by the author’s autoethnographic writing: her personal narratives about leading adventure education trips, teaching experiences and reflections on the concept of learning. The meaning four other trip leaders made of their adventure biking experiences was investigated through conversational style interviews characterized by open ended questions and a list of issues to be explored. The purpose of the study was two-fold: to discover what meaning teachers make of adventure bike trip experiences and what happens when teachers collectively explore that meaning in relation to their teaching practice. The voices of the participants uncovered four meaningful elements of the trip experience: personal challenge, shifting perceptions of students and student learning, the opportunity to shed the teacher facade and positive collaboration with colleagues. As the participants collectively reflected upon these meanings they began to examine their in-school teaching practices in relation to the trip spaces. Tension between the two spaces opened up a dialogue where the participants began to challenge their teaching identity, enabling them to imagine their classrooms in a different light. The results of this study point to the need for teachers to have opportunities to participate in unique and novel teaching experiences (such as the adventure education trip) that hold within them the potential to initiate change in practice. In order to challenge education experiences, time and space need to be provided for teachers to reflect and develop teacher knowledge that can transfer into the development of positive, effective learning communities with colleagues and in their classrooms.

This thesis reports on how primary and secondary teachers' knowledge influenced the implementation of a Year 1-10 science syllabus which was introduced into Queensland in 1999. The study investigated how the teachers' knowledge of the primary and secondary teachers differed and how teachers' knowledge impacted on the implementation of the science curriculum. Teacher knowledge otherwise referred to as teacher beliefs and practices has been acknowledged as an influence in the implementation of curriculum. Yet, a considerable portion of curriculum evaluation has focused on measuring the successful implementation of the intended curriculum and not the enactment. As a result, few studies have investigated how the curriculum has been influenced by teacher knowledge or have compared primary and secondary teacher knowledge. Furthermore, in order to provide a seamless grade one to ten science syllabus it is necessary to compare primary and secondary teacher beliefs and practices to determine whether or not the beliefs and practices held by these two groups of teachers is similar or dissimilar and how these beliefs and practices in turn, impact on the implementation of a curriculum. The research adopted Eisner's (1991) methodology of educational criticism and used a comparative case study approach to investigate the teacher knowledge of four primary and three secondary teachers. Data were presented as a dialogue between three composite characters, a lower primary, a middle/upper primary and a secondary teacher. The results revealed that teachers utilised three sets of beliefs to shape the implementation of the science curriculum. These were categorised as expressed, entrenched and manifested beliefs. The primary and secondary teachers did possess similar sets of beliefs and knowledge bases but their strategies for implementation in some instances were different. Furthermore, these sets of beliefs and knowledge bases served as motivator or an inhibitor to teach science in the manner that they did. A theoretical model was developed to explain how these sets of beliefs influenced the curriculum. This study provides professional developers with a framework to observe teacher beliefs in action and thereby to assist in the facilitation of curriculum change.

The inspectorial system is a legacy of the colonial era. The functions, responsibilities and strategies of the inspectorial system in PNG schools were introduced during the colonial era and since its inception there have been insignificant changes made. There are perceived problems being experienced due to the growth of the education system and the complex management of education services as a result of the centralized and decentralized organizational functions introduced some thirty years ago. The multiple, conflicting and confusing roles of the inspectorial system developed over the years and the organizational cultures of agencies responsible for the inspectorial system have further complicated the work of inspectors. Thus the question of how effectively the inspectorial system works and how it serves its functions needs to be addressed, particularly on how it enhances the teaching profession. Although the inspectorial system was introduced as a means of quality assurance, which is still being emphasized in PNG, the analysis reveals that supervision and professional development strategies are applied by inspectors as interactive strategies to pursue better education standards and quality education. These strategies supposedly ensure teacher professionalism is sustained and improved in order to impact on the quality of education provided by the schools. However a lack of clear understanding of teacher professionalism, despite changes and developments within the education system, may be also having an influence on how effective the inspectorial system is. The inspectorial system has developed into a complicated system. Therefore the need for clear demarcations of its functions, responsibilities and strategies is investigated in this study so that the inspectorial system is improved or developed into a more functional system that may produce tangible outcomes. The study explores the experiences, beliefs and perceptions of teachers, head teachers and inspectors about the inspectorial system, teacher professionalism and their relationships. It does so by answering the main question, how and to what extent does the inspectorial system enhance and hinder teacher professionalism in primary schools in PNG, as well as specifically answering the following key questions: • How does the inspectorial system operate in primary schools in PNG? • What are the dimensions of teacher professionalism that are perceived by teachers, head teachers and inspectors? • How are these dimensions of teacher professionalism linked to the interactive strategies applied by inspectors on teachers and head teachers? • What redeveloped conceptual framework grounded in the realities of teachers’, head teachers’ and inspectors’ experiences, beliefs and perceptions about the inspectorial interactive strategies can enhance teacher professionalism? In doing so, the interactive strategies of the inspectorial system (including quality assurance, professional development and professional ethics) and the dimensions of teacher professionalism (including teacher compliance, teacher knowledge, teacher leadership, teacher professional development and teacher professional ethics) are disclosed and their linkages identified. For example, professional development interactive strategies are linked directly to teacher professional development as experienced and perceived by teachers, head teachers and inspectors. This is done so that the direct impacts of each inspectorial interactive strategy on the dimensions of teacher professionalism are identified, and this leads to the creation of a conceptual framework for an inspectorial system that enhances teacher professionalism. The conceptual framework can guide supervisors, either school-based or externally based, to develop and execute an efficient supervisory system that can have a direct impact on an evolving teaching profession.

Submitted by Raiza Fernandes Bessa de Oliveira (raizafbessa@gmail.com) on 2018-08-23T21:24:36Z No. of bitstreams: 1 Saberes e fazeres de uma professora de bebês na Educação Infantil_ OLIVEIRA, Raiza Fernandes Bessa de..pdf: 1400417 bytes, checksum: b7651b17ac7cc6ed22e468555c1bd274 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-08-24T12:31:16Z (GMT) No. of bitstreams: 1 oliveira_rfb_me_sjrp.pdf: 1451908 bytes, checksum: 7f493c3f8f23564e60dcd2b5832a1f0d (MD5) / Made available in DSpace on 2018-08-24T12:31:16Z (GMT). No. of bitstreams: 1 oliveira_rfb_me_sjrp.pdf: 1451908 bytes, checksum: 7f493c3f8f23564e60dcd2b5832a1f0d (MD5) Previous issue date: 2018-07-12 / Com esta pesquisa, realizada em uma instituição de Educação Infantil pública municipal de uma cidade localizada no noroeste do estado de São Paulo, busca-se colaborar na construção de uma Pedagogia da Primeiríssima Infância, ao passo em que esclarece a profissionalidade e intencionalidade educativas presentes na prática docente de uma profissional que trabalha com bebês. A partir da Constituição Federal de 1988, a Educação Infantil passa a fazer parte do contexto educacional formal no Brasil. Em 1996, a Lei de Diretrizes e Bases da Educação Nacional determina a Educação Infantil como primeira etapa da Educação Básica. Com isso, o atendimento das crianças de 0 a 3 anos de idade em ambientes educacionais formais vêm aumentando, assim, evidencia-se a necessidade de que os pequenos tenham acesso a uma educação de qualidade, em que sejam respeitados como sujeitos históricos e de direitos, e que possibilite seu aprendizado e desenvolvimento. Portanto, esta pesquisa apresenta como tema central os saberes e fazeres das profissionais que atuam com os bebês e as crianças pequenas nas instituições de Educação Infantil. Considerando que ainda são poucos os estudos que tratam especificamente das práticas pedagógicas para os bebês, foi desenvolvida esta pesquisa, que tem como objetivo geral descrever e discutir os saberes e fazeres de uma professora de bebês. Como objetivos específicos, busca-se: caracterizar a professora participante da pesquisa; identificar e analisar os saberes que fundamentam a atuação de uma professora de bebês; relatar e discutir os fazeres presentes no dia a dia de uma professora de bebês; identificar as fontes dos saberes e fazeres da professora de bebês. Dessa forma, a pesquisa foi desenvolvida com base em abordagem qualitativa por meio de observação de campo em um agrupamento de Berçário II (crianças de 1 a 2 anos de idade) e entrevistas com a docente sujeito da pesquisa. Os resultados indicam diversos saberes e fazeres da docência com os bebês e as crianças bem pequenas em ambientes de educação formal e coletiva, possibilitando a discussão acerca dos obstáculos e desafios deste trabalho, além de abordar diferentes aspectos que dizem respeito ao atendimento de qualidade na Educação Infantil. Os dados revelados por meio desta pesquisa indicam a necessidade de discussão a respeito da qualidade da formação dos profissionais que atuam com a Primeiríssima Infância, tornando possível a consolidação de práticas pautadas por teorias educacionais, permitindo a construção de um currículo que atenda às demandas e especificidades de cuidado e educação das crianças de 0 a 3 anos nas escolas de Educação Infantil. Além disso, são discutidas diversas outras problemáticas que surgiram ao longo da coleta e pareceram relevantes para o atendimento de qualidade nas turmas de Berçário. Faz-se necessária também, a valorização da profissionalidade presente na ação educativa com as crianças de 0 a 3 anos e a ampliação dos estudos que tenham a Primeiríssima Infância como foco e que permitam a discussão acerca dos saberes e práticas dos professores que atuam com esta faixa etária, de modo que se torne possível alcançar os objetivos da Educação Infantil junto aos bebês e crianças bem pequenas. / With this research, carried out in a municipal public education institution of a city located in the northwest of São Paulo state, Brazil, we aim to collaborate in the construction of a Pedagogy of the very First Childhood, while clarifying the educational professionalism and intentionality present in the teaching practice of a professional working with babies. With the Federal Constitution of 1988, Infant Education becomes part of the formal educational context in Brazil. In 1996, the Law of Guidelines and Bases of National Education states that Early Childhood Education is the first stage of Basic Education. With that, the attendance of children from 0 to 3 years of age in formal educational environments has been increasing, thus, the need for children to have access to a quality education is evident, so that they are respected as historical and rightful subjects, and allowing their learning and development. Therefore, this research presents as central subject the knowledges and actions of the professionals who work with infants and young children in the institutions of Early Childhood Education. Considering that there are still few studies that deal specifically with the pedagogical practices for infants, this research was developed, whose general objective is to describe and discuss the knowledge and practices of a baby teacher. As specific objectives, we aim to: characterize the teacher participating in the research; identify and analyze knowledge that underlies the performance of a teacher of babies; report and discuss the daily activities of a teacher of babies; identify the sources of the knowledge and actions of the baby teacher. Thus, the research was developed based on a qualitative approachthrough field observation in a grouping of Nursery II (children from 1 to 2 years of age) and interviews with the subjects of the research. The results indicate different knowledge and practices of teaching infants and very small children in formal and collective education environments, enabling discussions about the obstacles and challenges of this work, as well as addressing different aspects related to quality of service in Education Child. The data revealed through this research indicate the need for discussion about the quality of the training of professionals who work with the First Childhood, making possible the consolidation of practices guided by educational theories, allowing the construction of a curriculum that fills the needs and specificities of care and education of children from 0 to 3 years of age in the schools of Early Childhood Education. In addition, we discuss several other problems that appeared during the data collection and seemed to be relevant for the quality care in the classes of Nursery II. It is also necessary to appreciate the professionalism present in the educational action with this age group and the expansion of studies that have the First Childhood as a focus and that allow the discussion about the knowledges and practices of teachers working with this age group, so that it becomes possible to achieve theobjectives of Early Childhood Education with infants and very young children.

Este trabalho trata de uma investigação sobre a construção do conhecimentosolidariedade em EAD. Tanto a pesquisa como os estudos realizados objetivam, principalmente, contribuir para a implementação de ações pedagógicas em EAD, na perspectiva do conhecimento-solidariedade. A partir, principalmente, dos referenciais de Boaventura Santos, Jean Piaget e Yves de La Taille, procura-se compreender o que vem a ser conhecimento-solidariedade, bem como os valores e saberes que favorecem seu desenvolvimento em ações pedagógicas de professores e alunos em EAD. Os estudos apontam que agir de acordo com o conhecimento-solidariedade exige competência cognitiva (saber ser solidário), competência afetiva (querer ser solidário) e, ainda, um contexto favorável (poder ser solidário). As conclusões evidenciam que o conhecimento–solidariedade, em ações pedagógicas na modalidade EAD, está fortemente vinculado aos saberes éticos, técnicos, pedagógicos, comunicacionais e de gestão; que se trata de um saber construído progressivamente, em experiências permeadas por respeito mútuo, reciprocidade e empatia, tendo a cooperação como principal estratégia. Mas, e fundamentalmente, que a ocorrência de ações, na perspectiva do conhecimento-solidariedade, é dependente de contextos individuais de origem complexa, pois envolvem a interação de vários aspectos interligados (como: hábitos, valores, sentimentos, capacidades,...) e de contextos coletivos dinâmicos (como ambientes cooperativos ou coercitivos, entre pares ou “superiores”, na presença de autoridade que incentiva ou que desfavorece a solidariedade). / This work reports a research that investigates the construction of solidarityknowledge in Distant Learning. The main objective of this study is contributing to the implementation of pedagogical actions in Distant Learning in the solidarity-knowledge perspective. From, mainly, the references of Boaventura Santos, Jean Piaget and Yves de La Taille we try to understand what solidarity-knowledge is about, as well as the values and knowledge that favor its development in pedagogical actions of teachers and students in Distant Learning. Studies point out that acting according to solidarityknowledge demands cognitive competence (knowing how to be supportive), affection competence (wanting to be supportive), and also a favorable context (being allowed to be supportive). The conclusions show that the solidarity-knowledge in pedagogical actions in the Distant Learning modality is strongly linked to the ethical, technical, pedagogical, communicative and managing knowledge; that this is about an acquirement progressively constructed in experiences permeated by mutual respect, reciprocity, and empathy, having the cooperation as the main strategy. However, and fundamentally, that the occurrence of actions, in the solidarity-knowledge perspective, is dependent on individual contexts of complex origin, because it involves the interaction of several connected aspects (such as habits, values, feelings, capabilities) and also collective dynamic aspects (such as cooperative or coercive environments, among pairs or "superiors", in the presence of an authority who encourages or is unfavorable to solidarity).

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