Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms! / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

The study developed and designed a pedagogical content knowledge framework to guide and support the professional development of pedagogical content knowledge to about 130 statistics teachers. It captured the experiences of teachers during the development of pedagogical content knowledge, to come up with the main themes that describe pedagogical content knowledge as the relevant knowledge for teaching Grade 11 and 12 statistics. The study was overall qualitative in nature and supported by some quantitative data. Questionnaires, in-class facilitated tasks/activities, in-class facilitated discussions and observations were used as the main data collection instruments. This process revealed some significant themes, described as “missed opportunities”, which were defined as incidents in which pedagogical content knowledge was needed but not used. The thesis contributes to the theoretical and knowledge base of secondary school statistics teachers in the education system by providing measures that can be used to determine professional development needs of teachers. / Mathematics Education / D. Ed. (Mathematics Education)

Thesis (MA (Psychology))--University of Stellenbosch, 2005. / Attention-Deficit/Hyperactivity Disorder (ADHD) is a serious disorder that effects approximately 5% of South African children. Teachers are seen as one of the most valuable sources of information with regard to referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social and emotional success for children with ADHD. However as there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfil this important role, this study aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in towns on the periphery of the Cape Town Metropole.

O objetivo desta dissertação é compreender de que maneira o olhar do formador influencia nas práticas e contribui para as aprendizagens de professores de inglês dentro de um contexto de formação em que o diálogo entre esses agentes é parte das premissas do programa de formação. Trata-se de pesquisa qualitativa, de natureza descritiva e exploratória (COHEN, MANION, 2002). Utiliza-se dos procedimentos delineados pela metodologia de análise de conteúdo (MORAES, 1999) para encontrar e compreender as mudanças e permanências de ações dos professores após a participação em Oficinas de Formação e durante as sessões de Acompanhamento (Feedback). Apoia-se, principalmente, nos conceitos de desenvolvimento profissional (OLIVEIRA-FORMOSINHO, 2009), nos saberes docentes (TARDIF, 2012) e nos modelos de formação de professores com perspectiva crítico-reflexiva (NUNES e NUNES, 2013). Reflete sobre a formação inicial do professor de inglês e a valorização das línguas estrangeiras nas escolas públicas brasileiras (FERRO,1998; DINIZ-PEREIRA, 1999; LEFFA, 2001; PAIVA, 1997, 2003; BUSNARDI e FERNANDES, 2010) e consequentemente sobre os desafios para a formação contínua de professores de inglês para crianças (ROCHA, 2007; IALAOGA e DURAN, 2008; SEGANFREDO e BENEDETTTI, 2009). Conclui que um olhar que integra os conhecimentos dos agentes da formação (professor e formador) aos conhecimentos da formação promove mais aprendizagens, contudo, não é determinante, há mais o que se considerar. Finalmente, aponta para a necessidade de valorização dos saberes da prática e das concepções de ensino-aprendizagem, não só dos saberes disciplinares, para a criação de programas de formação de formadores. / This dissertation aims to understand how the vision of the education influences and contributes to teacher development in a context where dialogue between them is part of the premise of the teacher educator program. It is a qualitative research of exploratory and descriptive nature (COHEN, MANION, 2002). It relies on procedures from content analysis (MORAES, 1999) to search and comprehend changes or stagnation of teachers action after the course of workshops and during feedback meetings. The text is mainly grounded in the concepts of professional development (OLIVEIRA-FORMOSINHO, 2009) and teacher knowledge (TARDIF, 2012) as well as model for teacher development based on a critical-reflective perspective (NUNES e NUNES, 2013). It discusses under-graduation courses for English teachers and the value or not - of foreign languages in Brazilian public schools (FERRO, 1998; DINIZ-PEREIRA, 1999; LEFFA, 2001; PAIVA, 1997, 2003; BUSNARDI e FERNANDES, 2010); therefore, it brings out the challenges for English teachers when they attend in-service courses for teaching children (ROCHA, 2007; IALAOGA e DURAN, 2008; SEGANFREDO e BENEDETTTI, 2009). It concludes that if the trainer looks at the teacher and his/her knowledge in an integrative way, the teacher is more likely to gain new knowledge. However, the look is not determining, there is more to it. Finally, this dissertation suggests the need to value not only teacher educators academic knowledge, but experience and learning and teaching concepts as principles for being a teacher educator, among other criteria.

Submitted by LARISSA VIANA (larissaviana@id.uff.br) on 2017-08-31T17:47:31Z No. of bitstreams: 1 A história local e suas abordagens na sala de aula da rede municipal de educação de Nova Friburgo.pdf: 1008119 bytes, checksum: 16501e171cb6e64a6505e7b2f5ab0303 (MD5) / Approved for entry into archive by Jussara Moore (jussaramoore@id.uff.br) on 2017-09-22T13:02:43Z (GMT) No. of bitstreams: 1 A história local e suas abordagens na sala de aula da rede municipal de educação de Nova Friburgo.pdf: 1008119 bytes, checksum: 16501e171cb6e64a6505e7b2f5ab0303 (MD5) / Made available in DSpace on 2017-09-22T13:02:43Z (GMT). No. of bitstreams: 1 A história local e suas abordagens na sala de aula da rede municipal de educação de Nova Friburgo.pdf: 1008119 bytes, checksum: 16501e171cb6e64a6505e7b2f5ab0303 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente trabalho foca no impacto das pesquisas sobre a formação histórica de Nova Friburgo, realizadas pelos historiadores vinculados à Faculdade de Filosofia Santa Dorotéia, no trabalho com o segundo segmento do ensino fundamental da rede municipal de educação. Tal investigação buscará, através dos relatos de três professoras regentes da rede municipal de ensino, as suas abordagens em sala de aula sobre a história local. A nossa análise terá como fundamento teórico a articulação entre os conceitos de saber acadêmico, saber docente e saber escolar, além de tratar das condições de trabalho dos professores, sob uma perspectiva de “proletarização” da carreira docente, como obstáculo a um suposto ideal do professor prático reflexivo. E, ainda, apresenta como produto didático-pedagógico, uma proposta de trabalho da história local como metodologia da disciplina, através de um Guia de Estudo do Local da área central da cidade, tendo como cenário a Praça Getúlio Vargas, sob o viés das memórias silenciadas e da circularidade entre a atividade humana e a paisagem / This work focuses on the impact of the research on the historical formation of Nova Friburgo, conducted by historians linked to the Faculty of Philosophy Saint Dorothy, in working with the second segment of elementary school in the municipal education network. This research will seek, through the reports of three regent’s teachers of municipal schools, their approaches in the classroom about the local history. Our analysis will have as theoretical support the concepts of academic knowledge, teaching knowledge and school knowledge, and deal with the working conditions of teachers, from a perspective of "proletarianization" of the teaching profession, as an obstacle to the ideal of reflective practical teacher. And yet, it has the didactic and pedagogical product, a work proposal of local history as a method of discipline, through a Local Study Guide from the central area of the city, against the backdrop of the square Getúlio Vargas, under bias of the silenced and circularity memories between human activity and the landscape.

本研究旨在瞭解國小教師知識管理、教學檔案管理與教師專業發展之指標、內涵與現況，探討其關係，進而建構及驗證其互動模式，並依研究結果提出建議。 首先進行文獻探討，作為架構研究的理論基礎；接著，實地訪談12位現場教育工作者、問卷調查702位教師（臺北市、臺北縣、基隆市、桃園縣、宜蘭縣五縣市共發出1000份問卷，有效卷702份）以分析現況、驗證理論；最後，依研究結果進行討論與結論建議。研究主要發現如下： 一、國小教師知識管理、教學檔案管理及教師專業發展的指標、內涵及其現況： （一）教師知識管理包括知識獲取、知識儲存、知識創新、知識分享四向度；其整體、分向度得分均為中上，其中以教師知識獲取得分最高。 （二）教學檔案管理包括專業背景資料、檔案結構系統、教學規劃設計、專業省思記錄四向度；其整體、分向度得分均為中上，其中以教學規劃設計得分最高。 （三）教師專業發展包括專業知識、專業能力、專業精神三向度；其整體、分向度得分均為中上，其中以教師專業能力得分情形最高。 二、不同背景變項在教師知識管理、教學檔案管理及教師專業發展之差異情形： （一）不同背景變項在教師知識管理的得分方面：研究發現在性別、最高學歷、服務年資、現任職務有顯著差異，年齡及學校區域沒有顯著差異。 （二）不同背景變項在教學檔案管理的得分方面：研究發現在最高學歷、現任職務有顯著差異，但性別、年齡、服務年資及學校區域沒有顯著差異。 （三）不同背景變項在教師專業發展的得分方面：研究發現在性別、年齡、最高學歷、服務年資、現任職務有顯著差異，但學校區域並沒有顯著差異。 三、教師知識管理、教學檔案管理與教師專業發展之相關情形： （一）整體教師知識管理與整體教學檔案管理間呈顯著中度正相關，教學檔案管理各分向度中，以專業背景資料與教師知識管理總量表之相關程度最高。 （二）整體教師知識管理與整體教師專業發展間呈顯著中度正相關，教師專業發展各分向度中，以教師專業精神與教師知識管理之相關程度最高。 （三）整體教學檔案管理與整體教師專業發展間呈顯著中度正相關，教師專業發展各分向度中，以教師專業知識與教學檔案管理之相關程度最高。 四、教師知識管理、教學檔案管理各向度對於教師專業發展的預測情形： 教師知識管理之知識獲得、知識儲存、知識分享、知識創新變項對整體教師專業發展的有顯著的預測力；教學檔案管理之檔案結構系統、專業背景資料、教學規劃設計、專業省思記錄變項對整體教師專業發展的有顯著的預測力。 五、教師知識管理、教學檔案管理各向度對教師專業發展的互動模式各項適配度指標佳，上游潛在變項一（教師知識管理）與上游潛在變項二（教學檔案管理）對下游潛在變項（教師專業發展）具有顯著的影響力。 最後，本研究根據研究的發現，提出相關建議，俾供教育行政機關、國民小學、國小教師及後續研究參考。 / The main purpose of this study was to investigate the teacher knowledge management, teaching portfolio management and teacher professional development of elementary school teachers.The study included literature analysis, survey method with an interview, and survey method with a questionnaire.The purpose of literature analysis was aimed to explore the teacher knowledge management, teaching portfolio management and teacher professional development. The purpose of survey method with 12 specialists were aimed to explore the opinions of specialists. Questionnaire of survey based on opinions of principals and teachers of elementary about the teacher knowledge management, teaching portfolio management and teacher professional development. The subjects of the questionnaire included principals and teachers of elementary in Taipei City, Taipei County, Keelung City, Yilan County and Taoyuan County. Data were analyzed 702 sampling subjects by description statistics, t-test, correlation and ANOVA, Multiple Regression and LISREL model. Based on the statistics analysis of the questionnaire, this study finds reaches the following results： A. In the aspect of teacher knowledge management: 1. The teacher knowledge management include four parts: (1) knowledge acquisition, (2)knowledge storage, (3)knowledge innovation,(4) knowledge sharing. The perception of principals and teachers were above average agreement of the four parts. For teachers, the best dimension is "teacher knowledge acquisition ". 2. Teachers’ sexual, highest educational degree, years of service, and position of service have significant influences on teacher knowledge management. But teachers’ age and school size do not have any significant influences. B. In the aspect of teaching portfolio management: 1. The teaching portfolio management include four parts: (1) professional background materials, (2) portfolio structure system, (3) teaching planning and design, (4) professional reflective record. The perception of principals and teachers were above average agreement of the four parts. For teachers, the best dimension is " teaching planning and design ". 2. Teachers’ highest educational degree and position of service have significant influences on teaching portfolio management. But teachers’ sexual, age, years of service, and school size do not have any significant influences. C. In the aspect of teacher professional development: 1. The teacher professional development include four parts: (1) professional knowledge, (2) professional ability, (3) professional spirit. The perception of principals and teachers were above average agreement of the three parts. For teachers, the best dimension is " professional ability ". 2. Teachers’ sexual, teachers’ age, highest educational degree, years of service, and position of service have significant influences on teaching portfolio management. But school size do not have any significant influences. D.In the aspect of relationships among teacher knowledge management, teaching portfolio management and teacher professional development: 1. There was positive correlation and regression existed among teacher knowledge management, teaching portfolio management and teacher professional development. 2.Teachers’ knowledge management and teaching portfolio management did promote teachers’ teaching effectiveness. In the last part, the researcher, based on the findings, proposes some suggestions for the education authorities, the teacher training institutions, the elementary schools principals and teachers, and the future researchers, hoping to benefit the development of elementary school education in the future.

No description available.

Made available in DSpace on 2016-06-02T19:35:49Z (GMT). No. of bitstreams: 1 5091.pdf: 2353289 bytes, checksum: a03a2b48adaadd1d406e11e67b689dbe (MD5) Previous issue date: 2013-02-28 / In this investigation, the aim is to analyse the contributions and limits of a continuous online training project for the professional development of teachers of the 1st year of basic education. The research question is: What are the limits and contributions of an online teacher-training course in the professional development of teachers? This development is related to the learning and teaching processes and of being a professional teacher, and acts as a knowledge basis for teaching. The methodological reference adopted is supported by a constructive-collaborative interaction model between teachers and researchers and focusses on the construction of investigation strategies and the promotion of professional development processes for teachers. The training strategies used were carried out in distance mode through the digital learning environment of the Teachers portal of the UFSCar. The course, with a total of 120 hours and focussing on teaching the initial years of primary education, was developed in the period between Sept. 2010 and May 2011. It was based on the understanding that professional teacher development takes place throughout their careers and continuous teacher training can contribute to this process. Its contributions and limitations are being investigated through the eyes of the teachers, that is, we take into account what they told us in the different data collection instruments and at different points of the training process. Our interpretations are based on the learning, the difficulties and the teacher knowledge required to teach the 1st year of primary education. The narratives constructed during the interventions by three experienced teachers represent the data interpreted in the study. Other instruments used in this process are: reflective memorials, training reports, teaching cases, reflective journals, a forum, individual summaries on a reference framework on the student knowledge base, and an initial questionnaire. As a result of the investigation, it was found that there was a contribution to professional teacher development in the following aspects: the training content contextualized to the teaching work carried out in the initial years; the feedback on what the participating group`s investigation found; sharing experiences on literacy with teachers from different Brazilian states; the possibility of reviewing the inherent role when teaching the 1st year of basic education; the discussion of the knowledge that composes the teaching basis; the specifics of the teaching content; the overall pedagogy and the pedagogical content. The limits are related to the difficulties in obtaining effective participation from all the teachers and the challenges presented by the dynamic and flexible digital learning environments used to create a collaborative network. / Nesta investigação, objetiva-se analisar as contribuições e limites de um projeto de formação continuada on-line para o desenvolvimento profissional de professores do 1º ano do Ensino Fundamental. Tal desenvolvimento está relacionado aos processos de aprendizagem de aprender a ensinar e a ser um profissional docente e serve como base de conhecimento para o ensino. O referencial metodológico adotado apoia-se num modelo construtivo-colaborativo de interação entre professores-pesquisadores e teve como foco a construção de estratégias de investigação e de promoção de processos de desenvolvimento profissional docente. Essas foram realizadas em curso na modalidade à distância, com acesso viabilizado pelo ambiente digital de aprendizagem do Portal dos Professores/UFSCar. O curso, com enfoque na docência dos anos iniciais do Ensino Fundamental, com carga horária de 120 horas, foi desenvolvido no período de setembro de 2010 a maio de 2011. Com a compreensão que o desenvolvimento profissional docente acontece ao longo da carreira e a formação continuada de professores pode contribuir nesse processo. Numa perspectiva em que as contribuições e limites estão sendo investigados na ótica das falas das professoras, ou seja, o que elas nos informaram em diferentes instrumentos de coletas, como também em diferentes momentos do processo formativo. Nossas interpretações tem base nas aprendizagens e dificuldades, bem como, nos conhecimentos docentes necessários para atuar no 1º ano do Ensino Fundamental. As narrativas docentes, de três professoras experientes, construídas durante a intervenção são os dados interpretados na pesquisa. Os instrumentos utilizados nesse processo são: memorial reflexivo, relato de formação, casos de ensino, diário reflexivo, fórum, síntese individual em quadro de referência sobre a base de conhecimento do estudante e questionário. Como resultado da investigação, constatou-se a contribuição, para o desenvolvimento profissional docente, dos seguintes aspectos: o conteúdo da formação, contextualizado ao trabalho do docente em exercício nos anos iniciais e em particular no 1º ano; os feedbacks com devolutivas que inquiriram o grupo participante; o compartilhamento de experiências sobre alfabetização com professores de diferentes estados do Brasil; a possibilidade de revisitar o processo de ensino e aprendizagem no exercício da docência do 1º ano do Ensino Fundamental; a discussão dos conhecimentos que compõem a base da docência: o específico do conteúdo, o pedagógico geral e o pedagógico do conteúdo. E os limites estão relacionados às dificuldades na participação efetiva de todas as professoras e aos desafios pertinentes aos ambientes digitais de aprendizagem dinâmicos e flexíveis, para formação de uma rede colaborativa.

Made available in DSpace on 2016-06-02T20:24:01Z (GMT). No. of bitstreams: 1 6063.pdf: 11722779 bytes, checksum: bcfaf760050555140e39a837baf0e0de (MD5) Previous issue date: 2014-06-30 / Financiadora de Estudos e Projetos / This study aims at investigating the effects of using the swalesian genre analysis theory in the process of teacher education. The participants are pre-service teachers of English as a foreign language, who are in the third-year of their undergraduate course in Languages and Literature. The theoretical frameworks of this research combine the theory and pedagogy of genres and the theory of teacher education, the latter in light of the teacher cognition studies. The investigation can be classified as essentially qualitative, with an interpretive and ethnographic perspective. The data analysis process reveals that the use of the genre theory in language teacher education can be considered an adequate instrument for both, a better understanding of the text, ultimately promoting a better understanding of the situated use of the target language by student-teachers, as well as an exercise of methodological choices and implementation of education. These aspects, together, converged on an improvement of teacher knowledge. In this sense, this study contributes to the affirmation of the genre theory in English language teacher education by providing both, subsidy and varied perspectives to the process. / Este estudo objetiva investigar os reflexos da utilização da teoria de gêneros textuais sob a perspectiva swalesiana no processo de formação pré-serviço de professores de inglês como língua estrangeira, mais precisamente entre alunos do terceiro ano de um curso de Letras. Tendo como pilares teóricos a teoria e pedagogia de gêneros e a formação de professores à luz dos estudos em cognição, trata-se de uma investigação essencialmente qualitativa, de perspectiva interpretativista e de base etnográfica. Por meio das análises realizadas, verificamos que a abordagem da teoria de gêneros na formação de professores de línguas se revelou um instrumento tanto para a melhor relação com o texto, em última instância para a melhor compreensão do uso situado da língua-alvo pelos alunos-professores, quanto para o exercício de escolhas metodológicas e de concretização do ensino. Tais aspectos, juntos, convergiram para o aprimoramento do conhecimento docente. Nesse sentido, este trabalho contribui para a afirmação da teoria de gêneros na formação de professores de inglês pelo subsídio e perspectivas que fornece ao processo.