Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-09-10Bitstream added on 2014-06-13T19:52:00Z : No. of bitstreams: 1 souza_ea_me_arafcl.pdf: 551382 bytes, checksum: d034f042ae0987f2eec7ce4a8f8a7d0a (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O nosso interesse por esse estudo originou-se de indagações acerca da prática docente, desde o inicio da carreira profissional como professora, ainda na condição de formanda. Essa vivência e possibilidade de atuação permitiram-nos compreender a importância da teoria na fundamentação da prática. Daí o nosso interesse pela relação entre a teoria e a prática, compreendidas como uma totalidade e, desta forma, não atribuindo primazia a nenhuma delas. A investigação desses temas faz com que eles predominem nos programas de formação de professores que, desta forma, estão voltados exatamente para a prática reflexiva, em nome da qual pretendemos a melhora da qualidade de ensino, buscando responder ao “eterno” dilema de como se ensinar, o que e para quem? Diante deste quadro, este estudo examina o pensamento de autores como Dewey (1959) Tardif (2002) e Schön (2000) que discutem a formação dos docentes e a sua prática contribuindo com a difusão de idéias que apresentam a teoria e o conhecimento como secundários em relação à prática na formação e na atuação do professor. Esperamos com esse trabalho contribuir para a discussão sobre a epistemologia da prática docente, tema hoje constante de todos os espaços que tratam da formação docente. / This study was motivated by the uncertainties derived from our experience as a teacher, since the beginning of our career as a trainee. This experience allowed us comprehend the importance of theory as a fundament for the teaching practice, provoking the interest by the relation between theory and practice, which must be comprehended as a totality, not attributing, though, primacy to any of them. From the growing investigation of these themes results their predominance in teacher training programs, which has turned to be centered in the reflexive practice. Thus, the reflexive practice has been related to a better quality in the teaching processes, as a try to solve the classic dilemmas: how to teach? Teach what and whom? Therefore, this study examines the ideas of authors such as Dewey (1959), Tardif (2002) and Schön (2000), which contribute to the diffusion of ideas that consider theory and knowledge as second-hand aspects in teacher training process and professional practice. We expect to contribute to the discussion on the teacher professional practice epistemology, a theme present nowadays in all places which debate the teacher training process.

Made available in DSpace on 2014-07-29T15:00:27Z (GMT). No. of bitstreams: 1 dissertacao janderson souza.pdf: 352457 bytes, checksum: 9c143dc12d27a54fb0b080f92384265b (MD5) Previous issue date: 2009-11-03 / This work is intended to show aspects of the professional identity of a - ome math teachers in the city of Goiania, belonging to the Central Regional Unit. It seeks to understand how these teachers understand and incorporate the structure named \ Cycles of Formation and Human Development, the Light of Ethnomathematics. Therefore, we performed a case study that, at first, one of the main documentary research proposals and guidelines that drive work in cycles of the municipality of Goiania, since its implementation in 1998. Subsequently, interviews were conducted with nine teachers of mathematics belonging to one of the regional units of the city, having as one of the criteria for the selection of teachers who possess experience with cycle III for at least three years. The survey revealed that teachers experience many conflicts on the environment school, from the limited understanding of the proposal Political Educator Municipal Education of Goiania to a rethinking of pedagogical praxis. These conflicts give rise to criticism of the deployment and concepts that guide the proposal of cycles. In also addressed the identity of the teacher of mathematics in perspective of Ethnomathematics and, through this, thoughts proposals related to some aspects as grouping according to age, the role of automatic promotion in call cycled schools - contributing to a discussion of the role of school as an institution, debate on the grid parity, the current isolation of mathematics in relation to other curriculum components and reflections on the curriculum / Este trabalho tem o propósito de mostrar aspectos da identidade profissional de a- lguns professores de matemática do município de Goiânia, pertencentes à Unidade Re- gional Central. Procura-se entender como tais professores compreendem e incorporam a estrutura denominada \Ciclos de Formação e Desenvolvimento Humano", à Luz da Etno- matemática. Para tanto, foi realizado um Estudo de Caso, que, num primeiro momento, ¯z uma investigação documental das principais propostas e diretrizes que conduzem os trabalhos em ciclos da prefeitura de Goiânia, desde sua implementação, no ano de 1998. Num segundo momento, foram realizadas entrevistas com nove professores de matemática pertencentes a uma das unidades regionais deste município, tendo como um dos critérios para a seleção dos professores que possuíssem experiência com ciclo III há, pelo menos, três anos. A pesquisa revelou que os professores vivenciam vários conflitos no ambiente escolar, desde a restrita compreensão da Proposta Político Pedagógica da Secretaria Mu- nicipal de Educação de Goiânia até um repensar da práxis pedagógica. Esses conflitos fazem surgir críticas à implantação e concepções que norteiam a proposta de ciclos. Além disso, foi abordada a identidade profissional do professor de matemática na perspectiva da Etnomatemática e, por meio desta, propostas reflexões relacionadas a alguns aspectos como: agrupamento conforme faixa etária, papel da chamada promoção automática em escolas cicladas - contribuindo para uma reflexão da função da escola como instituição, debate sobre a grade paritária, o atual isolamento da matemática em relação aos outros componentes curriculares e reflexões sobre o currículo

Esta investigação, de natureza qualitativa, visou conhecer as concepções e práticas de professores dos anos iniciais sobre o ensino de ciências e promover reflexões sobre tal ensino. O trabalho teve como base o Processo de Reflexão Orientada (PRO), uma estratégia para o desenvolvimento profissional a partir do enfoque de questões da prática docente. As questões de investigação foram: Como professores dos anos iniciais concebem, refletem, planejam e realizam o ensino de Ciências? E como refletem e realizam o ensino de Ciências a partir de um Processo de Reflexão Orientado (PRO)? E, ainda, como, a partir de um Processo de Reflexão Orientado (PRO) para professores dos anos iniciais do Ensino Fundamental avaliam o seu próprio desenvolvimento profissional? Os dados foram obtidos a partir de questionários, entrevistas, planejamentos escritos e de vídeogravações dos encontros e de aulas ministradas. A análise dos dados foi feita a partir da análise de conteúdo. As ideias manifestadas pelas professoras sobre ensino de ciências foram classificadas dentro de uma abordagem oscilando entre cognitivista e sócio-cultural. Seus modelos didáticos revelaram ideias pouco consistentes sobre o processo de ensino e aprendizagem, com pouca coerência em relação a modelos de orientação construtivista. Cada professora propôs uma sequência de ensino visando alcançar graus mais complexos. As sequências foram discutidas, novas reflexões foram realizadas e reelaborações foram propostas. As aulas desenvolvidas evidenciaram um progresso de Lívia com relação à participação dos alunos, com a proposição de uma situação-problema, da consideração das ideias prévias dos alunos, embora apresentasse ainda dificuldade de promover uma discussão orientada, que pudesse favorecer a argumentação dos alunos e a compreensão do fenômeno. Já, nas aulas de Roberta observaram-se atividades que privilegiaram a participação dos alunos. Nas aulas das duas professoras ficaram evidentes a proposição de um problema e a sistematização do conhecimento, a partir da elaboração de sínteses orais e escritas e da apresentação para outras classes. Embora as professoras valorizassem o ensino de ciências e a participação ativa das crianças, havia dificuldades para a realização de aulas de ciências por investigação, pois não consideravam a problematização, a exploração das ideias dos alunos, a sistematização do conhecimento e as explicações científicas. O processo de reflexão orientada (PRO) mostrou ser uma estratégia importante para o desenvolvimento profissional dessas professoras, possibilitando reflexões significativas sobre a própria prática, bem como a tomada de consciência de uma nova sistematização das ações docentes, com vistas a uma atuação mais eficaz para promover o ensino de Ciências por investigação. / This research aimed to identify primary teachers\' conceptions and practices about science teaching and promote reflection on such teaching. The work was based on the Reflection-Oriented Process (PRO), a strategy for teacher professional development based on teaching practice. The main research questions were: How primary teachers conceive, reflect, plan, and carry out science teaching? How they reflect and plan science classes taking into account the Reflection-Oriented Process (PRO)? Furthermore, how these teachers evaluate their own professional development? Data was collected through questionnaires, interviews, and class plans. In addition, teachers meetings and classes were video recorded. Data analysis was made by content analysis. Teachers\' ideas about science education were classified into ranging from cognitive and socio-cultural approach. Their teaching models revealed inconsistent conceptions about the process of teaching and learning, and with the constructivist orientation models. Teachers` lesson plans contemplated most pedagogical elements to carry out an investigative approach of science teaching. These plans were analyzed according to an investigative level. Each teacher proposed a didactic sequence aiming at reach more complex levels. The didactic sequences were discussed, modified, and applied to their pupils. Livia and Roberta promoted students\' engagement in class, proposing a problem and considering students` previous ideas. These teachers still presented some difficulty in guiding discussions, which could favor the development of students\' understanding and argumentation in class and also applying investigative approach, possibly because they have difficulties in asking questions, exploring the students\' ideas, systematize knowledge and scientific explanations. Therefore, Reflection-Oriented Process (PRO) was an important strategy for the professional development of these teachers, enabling significant reflections on their own practice as well as the awareness of possibilities of teaching actions, in order to promote an investigative approach in science classes.

Made available in DSpace on 2014-08-20T13:48:28Z (GMT). No. of bitstreams: 1 Cintia_Silva_Vasconcelos_Neves_Dissertacao.pdf: 561589 bytes, checksum: bf85a52579805375d23a6060a86d4b49 (MD5) Previous issue date: 2011-07-08 / This study attempted to understand issues about Supervised Curricular Internship (SCI) and teacher professional identity (TPI), in the teacher training process. The landmark question of this research was to understand which are the possible influences of regency class held in Supervised Curricular Internship for the construction of teacher professional identity of students in the Faculty of Pedagogy of Federal University of Rio Grande - FURG. The pathway trodden by this research chose methodological paths that opted for a qualitative research, which collected data through semi-structured interviews involving six people, of two classes, in the fourth year of the course in question, of both shifts: morning and night. Through analysis and interpretation of data it was possible realize that the initial formation attended the National Curriculum Guidelines, though having gaps in their curriculum setting and it was through this training process that trainees come to the stage of regency of class of the SCI and, after this period could recognized themselves as teachers, showing that the activities and responsibilities in assume the front of a class are manifested in contributions that the regency of class provides for the construction of TPI / Este trabalho buscou compreender questões acerca do Estágio Curricular Supervisionado (ECS) e da Identidade Profissional (IP) de Professor, no processo de formação dos professores. A questão balizadora dessa pesquisa consistiu em entender quais as possíveis influências da regência de classe realizada no Estágio Curricular Supervisionado para a construção da Identidade Profissional de professor dos alunos do curso de Pedagogia da Universidade Federal do Rio Grande FURG. O percurso trilhado por essa investigação escolheu caminhos metodológicos que optaram por uma pesquisa de abordagem qualitativa, a qual coletou dados por meio de entrevista semiestruturada envolvendo seis colaboradoras de duas turmas do quarto ano do curso referido, do turno da manhã e da noite. Por meio da análise e interpretação dos dados foi possível perceber que, a formação inicial atendeu às Diretrizes Curriculares Nacionais, embora apresentasse lacunas em sua configuração curricular e foi através desse processo formativo que as estagiárias chegaram à etapa da regência de classe do ECS e, após esse período conseguiram se reconhecer como professoras, evidenciando que as atividades e as responsabilidades em assumir a frente de uma turma manifestam-se em contribuições que a regência de classe oferece para a construção da IP de professor

Although there has been a substantial amount of research on the topic of teacher professional development, few studies adequately captured the types and frequency of formal and informal professional learning teachers undertake to improve as educators. The purpose of this study was to examine the types of activities middle and high school mathematics teachers engaged in to improve their abilities as educators, analyzed by the participants’ school setting, years of teaching experience, level of education, degree major, certificate type, and their school’s Title I status. Teachers from two large school districts in Florida participated. The Teachers’ Opportunity to Learn (TOTL) survey was used to collect the data. The TOTL measured the professional learning activities of teachers based on seven learning categories: (a) workshops, (b) teacher collaboration, (c) university courses, (d) conferences, (e) mentoring/coaching, (f) informal communication, and (g) individual learning activities. Teachers were solicited to participate two times; which generated 245 responses for analysis. The results of this study indicated that teachers devoted an extensive amount of time on professional development, with the majority of time spent on informal learning activities. Every participant in the study engaged in at least one professional development activity; most engaged in four or more activities. The activity with the highest amount of participation (99.2%) and greatest amount of time spent (36.62 hours per month) was individual learning activities. Other notable areas of participation were professional development programming, teacher collaboration, and informal communication. When the activities were analyzed by demographic variable, 16 comparisons were found to be statistically significant. Mentoring/coaching activities produced more significant results than any other activity in the study. Analyses also confirmed that the professional learning practices of new teachers were significantly different from their more experienced peers. The findings from this study could serve as the impetus for programmatic changes and policy reform within the education community. School districts could benefit by creating professional development programs that support teacher collaboration, informal communication, and self-directed learning. State education departments could encourage these endeavors by redirecting funding and redesigning certification systems to recognize these non-traditional individualized activities.

The shift towards collegiality is a new setting for many teachers. Most teachers work alone, in isolation from their colleagues and collegial collaboration requires organisational structures. The aim of the study is to describe and analyse upper secondary mathematics teachers’ collective practice,developed in a professional development initiative. This study is a case study and the empirical data is generated through observations and an interview of a group of four teachers at a school who met on a weekly basis throughout a term. Their discussions focused on the mathematical concept of slope in a setting of learning study. This thesis is the case of when mathematics teachers focus discussions on slope and draws on Wenger’s Communities of Practice Perspective, as a unitof analysis, and addresses the question: What are the characteristics of practice when upper secondary mathematics teachers focus discussions on slope in the setting of a learning study? The analysis accounts for characteristics of the aspects of practice, through the coherence of mutual engagement, joint enterprise and shared repertoire in the community of practice. The teachers are engaged around finding small changes in their teaching that could give major effect in students learning. They negotiate what the students need to know in order to understand the relation between Δy and Δx. The characteristic of practice is a conceptual mapping of the concept of slope. It reveals students’ partial understanding of related concepts due to how they were given meaning through previous teaching. The conceptual mapping of slope goes back as far as to the student’s partial understanding of the meaning of subtraction. However, what emerges is in relation to the teachers’ experience of avoiding students’ difficulties with negative difference when teaching slope. It turns out to be a negotiation and a renegotiation of teaching slope for instrumental understanding or conceptual understanding. An overall characteristic of practice is that it develops in a present teaching culture.

In line with international developments, the Department of Education in South Africa (SA) recognises environmental education as a key vehicle to respond to the national and global environmental crisis (DoE, 2001, P. 3). For this reason, the post-1994 education provision sought to infuse environmental education into the new curriculum called Curriculum 2005. The White Paper on Education and Training (RSA, 1995) perceived environmental education as a means to a better quality of life for all people and argued that it should be integrated at all levels of the SA Education and Training system. The White Paper further stated that “environmental education, involving an inter-disciplinary, integrated and active approach to learning, must be a vital element of all levels and programmes of the education and training system, in order to create environmentally literate and active citizens and ensure that all South Africans, present and future, enjoy a decent quality of life through the sustainable use of resources” (RSA, 1995, P. 22). How have the schools responded to this challenge by the new integration policy? How is the environmental learning provided for in the primary school curriculum across SA? What resources exist to make environmental policy workable in schools, and how are these resources mobilised and organised to promote learning? These and other questions formed the basis for the present inquiry An Opportunity to Learn (OTL) study was conducted to explore how one primary school in SA provides OTL about the environment. The main aim of the study was to understand the manner in which teachers integrate environmental learning in the school curriculum. A qualitative research approach was used as a mode of inquiry for this study. Interviews, classroom observations and document analysis were used as data collection methods. The findings of the study suggest that Sechaba Primary School has managed to integrate environmental learning in its curriculum through the help of non-governmental organisations (NGOs) and other stakeholders. The research concluded by arguing that OTL about the environment appear to be enhanced where there are strong connections between the schools and NGOs. Specifically, the following set of recommendations was documented: First, local leadership and agency are required to pursue the various opportunities and resources to build the school’s capacity for environmental learning. Schools should be encouraged to designate and support local leaders to take responsibility for driving the integration of environmental learning into their curriculum. Such integration is too important and maybe too demanding to be left to individual teachers independently in their own classrooms. Second, converting the latent capacity and/or physical and intellectual infrastructure for environmental learning into real OTL about the environment for the students will continue to remain a challenge for some of the teachers while others have managed the integration in some exemplary fashion. Opportunities for teachers to observe each other, plan together and work collaboratively on issues of integration should be created at school and district level. Third, it is critical that all teachers undergo in service training regarding the implementation of environmental education, and such training should provide teachers with enough time to learn. One of the major limitations of the Department of Education’s programme of implementation of the new environmental learning policy has been the inability to provide teachers with enough time to learn and implement the new ideas of the revised national curriculum statement. Finally, it is important to reiterate the importance of providing adequate resources for implementation of environmental learning from the Department of Education. Having said that, however, the case of Sechaba has demonstrated how such resources can also be mobilised from elsewhere outside the system. Encouraging beneficial partnerships between schools and NGOs may in itself be a valuable resource to encourage many primary schools in SA for whom government resources in this field continue to remain inadequate. / Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2008. / Curriculum Studies / unrestricted

This study investigates teacher cognition and technology use within a context of teaching Arabic to speakers of other languages. Specifically, teacher cognition is examined in relation to early learning experiences, teacher education, classroom practice, and work environment. Following a case study approach, three in-service teachers have been selected to represent different perspectives on using Information and Communications Technology (ICT) in language instruction. Findings suggest that teachers’ cognitions about teaching and learning, and about themselves as Arabic language professionals, shape technology use, determine reactions to perceived challenges, and illuminate differences between practitioners working within the same environment with regard to the integration of ICT into their practice. The research suggests that despite the absence of digital learning opportunities in early schooling and teacher education, these experiences still influence the choice of instructional strategies employed by teachers to support technology use. The study accentuates the role of context as a mediating force, supporting teacher cognition and ICT use, but also creating dissonance between them. Teacher cognition determines the weight that practitioners assign to different contextual factors. While lack of time is identified as the most significant barrier to adoption, peer collaboration is recognized as the most effective enabler for technology integration. Other key factors emerging in this study include institutional philosophy and policy, learning opportunities, and technical support. Conceptual, methodological, and professional contributions are addressed, and potential for further research is identified.

Providing professional development to in-service teachers remains a high priority when attempting to meet state and federal school accountability requirements, yet principals may neglect teacher motivation and the teacher change process when facilitating teacher learning. Drawing on self-determination theory, this research examined social and environmental factors shaping teacher motivation in the context of lesson study with open approach. This descriptive case study included the perceptions of eight secondary mathematics teachers who engaged lesson study as a form of professional development. Thematic analysis of semi-structured interviews suggested the following contextual factors improve motivation: emerging proficiency, synergy, interpersonal dynamics, volition, and internalization. Additionally, apprehension, minor barriers, and contentious interpersonal dynamics may reduce intrinsic-like motivation. As teachers encountered supportive contextual factors, they satisfied their need to experience competence, relatedness, and autonomy which encouraged value internalization of new learning manifesting as an epistemological shift in teaching paradigm. By internalizing the value of new learning, teachers may become more likely to authentically enact new pedagogy in their classrooms. The results of this study indicated lesson study with open approach may provide a robust form of learning capable of changing prior instructional beliefs. These findings suggest principals create and maintain contextual factors (with deliberate intent) that promote intrinsic-like motivation and the teacher change process to enhance the healthy development of teacher learning.

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