The term Community of Practice (CoP) is often used rather loosely to describe many types of instructional settings that support more constructivist or social learning settings. This study differentiates CoP from other learning communities with greater discipline in defining CoP, as characterized by sustained self-organization for example. Such a CoP sits quite apart from the typical intent of instructional settings. The literature on intentional CoP suggests that the greatest challenges are a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajectory for the CoP's future. The purpose of this case study was to attend to these issues with an online initiative to nurture CoP among practicing teachers in a reading-specialist, graduate program. For the course under study, learners engaged only in cooperative projects with the support of a community worksite (Sakai). Throughout the term, the worksite was promoted as a community place independent of the course and program, a place where they could continue to share indefinitely; and they were encouraged to think of what formal and informal activities the system could support, and how. The study explored how participants responded verbally and behaviorally to the community worksite and the other technologies employed to better support their group work and sharing of knowledge in general. The group's technical skills, competing cultures and practices, and the level of authenticity were all significant challenges. The study's findings challenge the application of this learning theory at the course level of academics, and they inform future design of online support for intentional CoP. / Ph. D.

This study discussed the need for a broader public discourse on high-stakes accountability-based school reform that underscores teachers' perspectives. Also, the study discussed the need for fuller disclosure of the possible undesirable classroom effects of the reform. To address these needs, the study described teachers' perspectives on the Standards of Learning (SOL) school reform in Virginia, focusing upon teachers' views on the reform's classroom effects. The domains of interest were (1) the adequacy of curriculum and the diversity of teachers' instructional strategies, (2) the quality of student learning, (3) teachers' sense of professional autonomy and level of teacher tension, and (4) school quality. The study examined whether there are differences in teachers' views based the income level of the school locale where teachers teach (low-, middle-, or high-income), the school type (elementary, middle, or high school) in which they teach, and teachers' status on whether they teach a SOL-tested subject (yes/no). The participants of the study included 360 randomly selected teachers who were listed as members of Virginia Education Association (VEA). A survey research design was employed. The instrument included 80 Likert-type items, eight demographic items, and three open-ended questions. Inferential and descriptive statistics were reported for eight scales of the survey as were thematic trends in the qualitative data. The study's results suggested that the SOL program contributes to a hurried, high-pressure classroom culture that depletes the potentiality of the very ends of education the program is intended to achieve. Teachers tended to report (1) an inadequacy of the SOL content standards, (2) a reduction of teachers' use of diverse instructional strategies and an inability of the SOL program to meet diverse student needs, (3) arbitrary SOL test cut-scores, (4) an inadequacy of the SOL pass rates to represent school quality, (5) a lack of diagnostic usefulness of SOL test scores, (6) an inadequacy of SOL testing and SOL test scores to hold schools accountable, (7) teachers' sense of diminished professional autonomy, and (8) teachers' mounting tension in the classroom. These results were juxtaposed to the views of policymakers and business leaders, the public at large, parents, and scholars in the field of education concerning the issue of high-stakes accountability-based school reform. Finally, the study discussed a conflict related to the purpose of public schooling between a prevailing narrative of many policymakers and business leaders and what have been the marginalized views of classroom teachers. / Ph. D.

本研究旨在瞭解國民中學校長分布式領導、教師專業社群學習與教師教學效能之現況，並分析不同背景變項之教師對於校長分布式領導、教師專業社群學習與教師教學效能知覺之差異情形，且探討三者之間的關係，最後則探討國民中學校長分布式領導、教師專業社群學習對教師教學效能之預測力。 本研究採問卷調查法，共計抽樣48所國民中學，發出445份問卷，回收423份有效問卷，問卷有效率達95.1%，問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方法進行統計分析。 本研究最後獲得以下結論： 一、國民中學教師知覺校長分布式領導為中高程度，以「校長專業自信與謙遜」之知覺程度為最高，「營造適當的變革時機」之知覺程度為最低。 二、國民中學教師知覺教師專業社群學習為中高程度，以「關注學生學習」之知覺程度為最高，「分享教學實務」之知覺程度為最低。 三、國民中學教師知覺教師教學效能為高等程度，以「教學氣氛」之知覺程度為最高，「教學策略」之知覺程度為最低。 四、國民中學教師，因年齡、擔任職務、學校地區、及學校規模之不同，在知覺校長分布式領導上有顯著差異。 五、國民中學教師，因性別、學校地區、及學校規模之不同，在知覺教師專業社群學習上有顯著差異。 六、國民中學教師，因性別、擔任職務、及服務年資之不同，在知覺教師教學效能上有顯著差異。 七、國民中學校長分布式領導、教師專業社群學習與教師教學效能整體及各層面，彼此之間具有正相關的關係。 八、國民中學校長分布式領導、教師專業社群學習對教師教學效能具有預測作用，以「教師專業社群學習」的預測力最佳。 / The purpose of this study was to investigate the current development of principals’ distributed leadership, teachers’ professional learning community, and teachers’ teaching effectiveness in junior high schools, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ teaching effectiveness through principals’ distributed leadership and teachers' professional learning community. Through the use of questionnaire survey method, data were collected from 48 junior high schools, distributing 445 questionnaires in total. Valid questionnaires of 423 were collected, with a usable rate of 95.1%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The conclusions of this study are as follows: 1. Junior high school teachers’ perception of principals’ distributed leadership is above average, in which the dimension “principals’ self-confidence and modesty” was the highest, and “construction of a proper turning point” was the lowest. 2. Junior high school teachers’ perception of teacher professional learning community is above average, in which the dimension “focusing on students’ learning” was the highest, and “sharing teaching practices” was the lowest. 3. Junior high school teachers’ perception of teachers’ teaching effectiveness is above average, in which the dimension “teaching environment” was the highest, and “teaching strategy” was the lowest. 4. There are significant differences in the junior high school teachers’ perception of principals’ distributed leadership in terms of age, position, location of school, and scale of school. 5. There are significant differences in the junior high school teachers’ perception of teacher professional learning community in terms of gender, location of school, and scale of school. 6. There are significant differences in the junior high school teachers’ perception of teachers’ teaching effectiveness in terms of gender, position, and years of service. 7. There is a positive correlation among the principals’ distributed leadership, teacher professional learning community, and teachers’ teaching effectiveness. 8. Principals’ distributed leadership and teacher professional learning community have a predictive effect on teachers’ teaching effectiveness.

Thesis (MEd)--Stellenbosch University, 2012. / Bibliography / This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.

O presente trabalho discute a inserção das geociências na prática pedagógica de seis formadores de professores, que carregam como características comuns a pós-graduação em Ensino e História de Ciências da Terra pelo Instituto de Geociências da Universidade Estadual de Campinas e a atuação em disciplinas de metodologias de ensino e/ou em disciplinas de estágios supervisionados. Assumimos como formadores de professores todos os profissionais envolvidos com o processo de docência de futuros professores, tais como: docentes de disciplinas pedagógicas, metodológicas, estágios supervisionados e de disciplinas específicas. O principal objetivo desta pesquisa é entender como as geociências estão difundindo-se na prática desses formadores. Para tanto, partimos do princípio de que a formação neste programa de pós-graduação, as experiências profissionais e as experiências pessoais propiciam o desenvolvimento e/ou a ressignificação de práticas interdisciplinares que carregam alguns fundamentos históricos, epistemológicos e teórico-metodológicos das geociências articulados à Educação Ambiental, ao enfoque da Ciência, Tecnologia e Sociedade (CTS) e à História da Ciência. Para entendermos como práticas, metodologias e concepções deste campo do saber imbricam-se na atuação docente, recorremos à história oral temática por meio de entrevistas semiestruturadas buscando desvelar quais foram os caminhos percorridos para que as geociências fossem incorporadas e legitimadas no processo de desenvolvimento da atuação docente. Com o propósito de construir uma análise mais frutífera, tornando a interlocução mais clara, ao longo dos capítulos as discussões teóricas foram permeadas pelas falas dos formadores, ou seja, as análises das entrevistas foram realizadas juntamente com a bibliografia a respeito dos temas delimitados, de modo a tornar constante o diálogo entre teoria e prática. Dessa forma, apresentamos primeiramente, as questões que permeiam o desenvolvimento profissional docente e suas múltiplas dimensões, destacando que a formação docente enquanto continuum se constitui através da reflexão crítica sobre as práticas e da (re)construção permanente da identidade pessoal. Por conseguinte, essas práticas pedagógicas conferem à atuação docente singularidade, uma vez que são delineadas por diferentes vivências, incertezas, reflexões e experiências. Em um segundo momento, esses fundamentos são aprofundados, trazendo à tona a constituição de diferentes práticas interdisciplinares concebidas por meio de alguns princípios da epistemologia das geociências, das práticas geocientíficas com ênfase para os trabalhos de campo; da utilização das linguagens e representações; e da constituição dos museus e das coleções. Por fim, realçamos a importância da interdisciplinaridade enquanto ferramenta de articulação do processo de ensino e aprendizagem, salientando que a ação interdisciplinar se constitui na própria prática e vivência do sujeito. Nesse contexto, as práticas interdisciplinares desvelam-se de diferentes maneiras e em inúmeras possibilidades de atuação docente, algumas vezes integrando os conteúdos, outras integrando o currículo e a construção de conhecimento. Tais concepções vão ao encontro das falas dos formadores, visto que as práticas se estabelecem por meio de diferentes áreas do conhecimento, como a Educação Ambiental, a discussão CTS, a História da Ciência, as geociências, a própria área do conhecimento do docente etc. / This study discusses the inclusion of geoscience in the educational practice of six teacher educators, who have in common graduate education in Teaching and History of Earth Sciences at Instituto de Geociências, Universidade Estadual de Campinas, and the work in disciplines of teaching methodologies and or in supervised internship courses. We consider teacher educators all the professionals involved in the teaching of future teachers, such as: teachers of educational and methodological disciplines, supervised internships, and specific disciplines. The main objective of this research is to understand how geosciences are disseminating in the practice of these educators. Therefore, we assume that training in this graduate program, professional experiences and personal experiences promote the development and or the reinterpretation of interdisciplinary practices that have some historical, epistemological and theoretical-methodological foundations of geosciences linked to Environmental Education, Science, Technology and Society (STS) approach and History of Science. To understand how practices, methodologies and concepts of this field of knowledge intertwine in teaching, we resort to thematic oral history through semi-structured interviews, seeking to uncover what paths have been taken so that geosciences were incorporated and legitimized in the development of teaching. In order to build a more fruitful analysis, making the interlocution clearer, throughout the chapters, the theoretical discussions have been permeated by the speeches of educators, that is, the analysis of the interviews was conducted along with the literature discussion on the topics delimited, so as to make the dialogue between theory and practice constant. Thus first we present the issues that permeate the professional development of teachers and their multiple dimensions, emphasizing that, as a continuum, teacher education is constituted through critical reflection on practice and through the permanent (re)construction of personal identity. Consequently, these educational practices confer uniqueness to the teaching work, since they are delineated by various experiences, uncertainties and reflections. In a second step, these foundations are further discussed, bringing to light the constitution of different interdisciplinary practices conceived through some principles of epistemology of geosciences, of geoscience practices with an emphasis on field work; of the use of languages and representations; and of the establishment of museums and collections. Finally, we emphasize the importance of interdisciplinarity as an articulation tool for the teaching and learning process, stressing that interdisciplinary actions are constituted in the practice and experience of the subjects. In this context, interdisciplinary practices show themselves in different ways and numerous possibilities of teaching practice, sometimes integrating content and sometimes integrating the curriculum and the construction of knowledge. Such conceptions are consistent with the discourse of the educators, since the practices are established through different areas of knowledge, such as Environmental Education, the STS discussion, the History of Science, Geosciences, the area of expertise of each teacher etc.

Grupos colaborativos de professores e tutorias individuais nas escolas são modelos de formação continuada que podem ser alternativas aos tradicionais cursos oferecidos aos professores. Nossa pesquisa teve o objetivo de investigar como a colaboração e a tutoria auxiliam no desenvolvimento profissional de um grupo de professores de Química. Constituímos um grupo colaborativo de professores de Química na região sul de São Paulo/SP, em 2012, e investigamos o processo de desenvolvimento profissional experimentado por eles. Realizamos trinta e oito encontros do grupo colaborativo entre os anos de 2012 e 2015 aos sábados de manhã, sendo que selecionamos doze deles para a análise. Dentre os vinte e quatro professores que participaram do grupo colaborativo, foram investigados os seis mais assíduos, sendo que três dos professores investigados também participaram de encontros individuais de tutoria em suas escolas. A coleta de dados envolveu gravações dos encontros do grupo colaborativo em vídeo, gravações em áudio das tutorias, questionários, notas de campo, entrevistas semiestruturadas e um protocolo de observação de aulas. Foram realizados e analisados, ao todo, vinte e três encontros individuais de tutorias. No grupo colaborativo e nas tutorias, os professores definiram os conteúdos que queriam discutir e as atividades que gostariam de realizar. Nossa participação tinha como objetivo promover a reflexão sobre as experiências de ensino e sobre as atividades apresentadas pelos professores. O desenvolvimento profissional foi analisado considerando as necessidades formativas dos professores de ciências que foram priorizadas pelos sujeitos da pesquisa, os obstáculos ao desenvolvimento profissional que eles manifestaram e suas intenções comportamentais quanto à contextualização, experimentação e interação dialógica nas aulas. Nossos resultados mostraram que tanto o grupo colaborativo quanto a tutoria são modos eficazes de promoção do desenvolvimento profissional, pois possibilitaram que os professores rompessem o isolamento profissional, compartilhassem experiências de ensino, refletissem sobre os problemas vivenciados em suas aulas, construíssem colaborativamente soluções e modificassem concepções educacionais. Os resultados ainda indicam que essas estratégias são complementares e que o grupo colaborativo pode alcançar resultados melhores quando mediado por um formador. Embora os professores tenham refletido bastante sobre o ensino e a aprendizagem de conceitos químicos e sobre atividades didáticas para seu ensino, eles pouco se envolveram em discussões sobre avaliação e sobre aspectos pedagógicos mais teóricos, que poderiam contribuir também para seu desenvolvimento profissional. / Collaborative groups and individual tutoring in schools are models of in-service teacher education that may be an alternative to traditional courses. Our research aimed to investigate how collaboration and tutoring can help teachers in their professional development. Twenty-four Chemistry teachers gathered, on Saturday mornings, in a school located at the South area of São Paulo city, in Brazil, during thirty-eight collaborative meetings, from 2012 to 2015. We selected twelve meetings in order to analyze the professional development process experienced by these teachers. We also investigated the ideas of the six assiduous teachers, and three of them who attended individual mentoring meetings at their schools. Data collection took place from 2013 to 2015 by video recordings of collaborative group meetings, audio recordings of tutoring, surveys, field notes, semi-structured interviews and a protocol to classes\' observation. We also carried out and analyzed twenty-three individual tutorial meetings held with three teachers. During the collaborative meetings and tutoring, secondary teachers were responsible for define discussion contents, and activities they would like to do. The tutor\'s aimed was to promote teachers\' reflection on self-teaching experiences and school activities. The professional development process was analyzed taking into account pedagogical content knowledge, obstacles to achieve professional development, behavioral intentions regarding to teaching context-based approach, experimentation, and dialogic interaction among students and teacher. The results showed that both collaborative group and tutoring were effective ways to promote teachers\' professional development, since they allowed educators to overcome their professional isolation, share teaching experiences, reflect on problems experienced in their classes, solve problems collaboratively and modify educational conceptions. The results also indicated that both strategies, collaborative groups and tutoring, are integrated. The collaborative group can achieve better results by means of mediated action of a more experienced Science educator. Although teachers were able to reflect on teaching and learning chemical concepts and pedagogical activities, they were poorly engaged in discussions about assessment and teaching-learning theories.

Made available in DSpace on 2016-04-28T20:56:21Z (GMT). No. of bitstreams: 1 Nayana Cristina Gomes Teles.pdf: 484982 bytes, checksum: ace7aa1d034aa4a773db79cfe9b48a59 (MD5) Previous issue date: 2010-12-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The main focus of this research is the discussion on the training process of the dual degree students in science, mathematics-physics, chemistry-biology. These courses, which keep many specificities, are part of an innovative and recent experience of some universities in the North Region of the country. The goal was to analyze the extent to which future graduates in science are being prepared to meet the needs of teachers in primary school. The methodology involved interviews with four teacher educators, questionnaires with a hundred and fifty students of these courses, and analysis of pedagogical projects of a university in the Northern Region. In addition, five teachers were interviewed and the principal of a primary school (5th to 8th year) school, in the city where the university is located, because it was believed necessary to hear from the schools themselves what knowledge, skills and competencies were considered mandatory for their future teachers. The theoretical references of this research focused on the contributions of Tardif (2007), Shulman, Garcia (1999, 2009) and Roldão (2005, 2007). The findings of this study provide the knowledge, skills and competencies that emerged from the discourse of our subjects, disciplinary or curriculum knowledge, content teaching knowledge, experience knowledge, general knowledge and other scientific fields, knowledge of context and educational purposes, pedagogical and professional knowledge. Identifying the different teaching professional knowledge is an important resource for new proposals from the initial training courses, since it provides guides on what we think is necessary for the future teacher to develop this first stage of training / O foco desta pesquisa inscreve-se nas discussões acerca do processo de formação dos alunos dos cursos de licenciatura dupla em ciências: Matemática-Física, Química- Biologia. Estes cursos, que guardam inúmeras especificidades, fazem parte de uma experiência recente e inovadora de algumas universidades da região Norte do país. Nosso objetivo foi analisar em que medida os futuros licenciados em Ciências estão sendo preparados para atender as necessidades da docência na escola básica. A metodologia envolveu entrevistas com quatro professores formadores, questionários com cento e cinquenta estudantes destas licenciaturas, e análise dos Projetos Pedagógicos de uma universidade da região Norte. Além disso, foram entrevistados cinco professores e a diretora de uma escola de ensino médio, do município em que está situada a universidade, pois julgamos que era preciso ouvir das próprias escolas quais conhecimentos, habilidades e competências julgavam ser necessárias aos seus fututros professores. O referencial teórico desta pesquisa centrou-se nas contribuições de Tardif (2007), Shulman , Garcia (1999, 2009) e Roldão (2005, 2007). As conclusões deste estudo trazem os conhecimentos, habilidades e competências que emergiram do discurso de nossos sujeitos: saberes disciplinares ou curriculares, conhecimento didático do conteúdo, saberes da experiência, conhecimentos gerais e de outros campos científicos, conhecimento do contexto e das finalidades educativas, saberes pedagógicos e profissionais. Acreditamos que identificar os diferentes conhecimentos profissionais docentes é um recurso importante para novas propostas dos cursos de formação inicial, pois fornece indicativos para pensarmos o que é necessário que o licenciando desenvolva nesta primeira etapa de formação profissional

Made available in DSpace on 2016-04-28T20:56:24Z (GMT). No. of bitstreams: 1 Roberta Rotta Messias de Andrade.pdf: 1141461 bytes, checksum: 9a66be308c05f40677856e1d54a5795a (MD5) Previous issue date: 2011-06-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research focuses on teacher professional development of teachers of Colleges of Technology. The objectives were: identify who are these teachers who work at Colleges of Technology and joined the teaching profession, how are their views on the teaching profession, which sources they considered most important for the professional development, and what are the educational needs perceived by them. A survey research was conducted with 101 teachers working in Colleges of Technology in three Higher Education Institutions (IES) in the city of São Paulo. Part of the teachers working in Higher Education Technology, 37%, followed some mid-level technical course, everyone took graduate, 70% completed post-graduate-sense, 49% is a master completed and 5% finished the Doctor degree. The majority, 67% had no formal teacher training. Among the teachers: 65% are male, 75% are between 30 and 49 years, 45% has two children, 54% work between 11 and 30 hours in the teaching profession (54%) and 68% asserted to engage in other professional activities. Most of the teachers have professional experienced outside of teaching for more years than in teaching and 59% are employed with a formal contract. In general, teachers work in more than one graduate course, among them Bachelor, and teacher education courses and subject matters related to specific knowledge of their professional occupation. Start the teaching profession was encouraged by others: teachers from school, undergraduate courses, graduate courses, their students or peers. For them, teaching is understood as knowledge mediation, transmission of knowledge, a mission, personal fulfillment, and opportunity for continuous learning. Among the sources of teacher professional development, the most cited is their practice of everyday life, followed by close observation of the development of students with whom they work, and exchange experiences with colleagues in the working group. They asserted that the most important knowledge to teach is the pedagogical knowledge and specific knowledge. The most cited skill is knowing how to communicate clearly. Teaching attitudes are: patience, dedication, commitment and dynamism. The main educational needs perceived by teachers are related to the acquisition of didactic and pedagogic knowledge / Esta pesquisa tem como foco o desenvolvimento profissional de docentes atuantes em Cursos Superiores de Tecnologia. Os objetivos foram: conhecer quem são os professores que atuam em nesses cursos; como ingressaram na docência; quais suas concepções sobre a profissão docente; quais as fontes que consideram mais importantes para o desenvolvimento profissional; e quais as necessidades de formação percebidas por eles. Foi realizada uma pesquisa do tipo survey, com 101 professores atuantes em Cursos Superiores de Tecnologia em três Instituições de Ensino Superior (IES) da cidade de São Paulo. Parte dos professores atuantes em Cursos Superiores de Tecnologia, 37%, fez algum curso técnico de nível médio, todos fizeram graduação, 70% concluiu Pós-graduação lato-senso, 49% é mestre e 5% concluiu o doutorado. A maioria, 67%, não teve formação pedagógica formal. Encontrou-se que entre os docentes: 65% é do sexo masculino; 75% tem entre 30 e 49 anos; 45% tem até dois filhos; 54% trabalha entre 11 e 30 horas semanais no magistério (54%); e 68% declarou exercer outra atividade profissional. Os professores, em sua maioria, possuem tempo de experiência profissional fora do magistério maior do que o tempo no magistério e 59% são contratados com carteira de trabalho assinada. Em geral, os professores atuam em mais de um curso de graduação, entre eles Bacharelados e Licenciaturas, em disciplinas de conhecimento específico à profissão que desempenham. O ingresso na docência foi incentivado por terceiros: professores de escola, de graduação, de Pós-graduação, ou colegas de trabalho. Para eles, a docência é entendida como: mediação do conhecimento; transmissão do conhecimento; uma missão; realização pessoal; e possibilidade de aprendizado contínuo. Entre as fontes de desenvolvimento profissional docente, a mais citada é a prática do dia a dia, seguida da observação atenta do desenvolvimento dos alunos com os quais trabalham, e a troca de experiências com os colegas no grupo de trabalho. Os conhecimentos mais importantes para eles são o conhecimento pedagógico ou didático geral e o conhecimento do conteúdo da disciplina. A habilidade mais citada é saber comunicar-se de forma clara. As atitudes necessárias à docência são: paciência, dedicação, comprometimento e dinamismo. A principal necessidade de formação percebida pelos docentes relaciona-se com a aquisição de conhecimento didático-pedagógico

Made available in DSpace on 2016-04-28T20:56:33Z (GMT). No. of bitstreams: 1 Dayse Goncalves.pdf: 853212 bytes, checksum: cb70501a8b6af592d9289c8f1c40a0cc (MD5) Previous issue date: 2012-10-24 / This study analyzes the ongoing teacher education model offered to early childhood education professionals at the researched school. This model is organized in situations when the group of teachers collectively works in planning, evaluating, analyzing and reflecting about their practice. In this context, teacher education must deal with issues regarding classroom practice. Thus, this study investigates how this educational model has favored the development of professional and organizational processes. Moreover, this research s objective was to investigate the conditions offered by the school to foster innovative processes through collaborative work. Two discussion groups of five teachers were organized to evaluate formative actions regarding teaching how to read, to signal the more meaningful ones as well as indicate what kind of professional knowledge had been constructed from these actions and, lastly, to what extent their practice had been affected by these actions. Data analysis led to the creation of three categories: teacher education in context, collaborative work construction and the connection between a collaborative culture and an organizational mood as promoters of favorable contexts to professional and institutional development processes. The academic references are Canário (1998, 2000, 2001, 2007), Nóvoa (1999, 2007, 2009), Imbernón (1994, 2010), Marcelo (1999, 2009), Roldão (1998, 2005, 2007, 2009), Lerner (2002, 2007), Brunet (1999) and Fullan and Hargreaves (2000). The results reinforce the importance of the context in teacher education as well as the collaborative character of the teachers work in pedagogical meetings which are, at the same time, formative meetings and meetings to construct collective work projects. In this way, the importance of guaranteeing certain conditions regarding the organizational mood - in order to foster respectful and trusting relationships between all actors and to guarantee that the collective work actually happens and is valued - is evident. Furthermore, it is when teachers must be seen as lead characters not only in the changes they make, but also in the processes of constructing pedagogical and didactic knowledge / Neste estudo procurou-se analisar o modelo de formação continuada oferecido pela escola-campo a seus professores de Educação Infantil, orientado para a organização de situações coletivas de planejamento, de avaliação e de análise e reflexão sobre a prática. Partindo do pressuposto que a formação em contexto deve estar a serviço da resolução dos problemas relacionados à prática em sala de aula, neste estudo procurou-se investigar em que medida o modelo de formação desenvolvido favoreceu os processos de desenvolvimento profissional e organizacional. Portanto, o objetivo da pesquisa foi investigar as condições oferecidas pela escola-campo no sentido de levar os professores a processos de inovação através do trabalho colaborativo. Para tanto, foram organizados dois grupos de discussão com os professores, ambos compostos por cinco professores, nos quais eles avaliaram as ações formativas voltadas para o ensino da leitura no segmento em que atuam, apontaram aquelas que tinham sido mais significativas, bem como indicaram que tipo de conhecimento de natureza profissional tinham construído a partir destas ações e, por último, em que medida sua prática tinha sido afetada por estas ações. A análise dos dados levou à criação de três categorias: formação em contexto; a construção do trabalho colaborativo e a relação entre cultura colaborativa e o clima organizacional como promotores de contextos favoráveis aos processos de desenvolvimento profissional e institucional. O referencial teórico se constituiu em Canário (1998, 2000, 2001, 2007), Nóvoa (1999, 2007, 2009), Imbernón (1994, 2010), Marcelo (1999, 2009), Roldão (1998, 2005, 2007, 2009), Lerner (2002, 2007), Brunet (1999) e Fullan e Hargreaves (2000). Os resultados reforçam a importância do contexto em práticas de formação continuada, bem como do caráter colaborativo do trabalho realizado pelos professores nos encontros de reunião pedagógica, que são, a um só tempo, encontros de formação e de construção de projetos coletivos de trabalho. Assim com evidenciam a importância de serem salvaguardadas determinadas condições no que diz respeito ao clima organizacional para que as relações entre todos os atores envolvidos no processo de formação e de inovação sejam de respeito e confiança, e também para que o trabalho coletivo aconteça e seja valorizado. E, ademais, onde os professores sejam vistos como protagonistas não só das mudanças que realizam, mas também dos processos de construção de conhecimento de natureza pedagógica e didática

Made available in DSpace on 2016-04-27T14:31:30Z (GMT). No. of bitstreams: 1 Mary Gracy e Silva Lima.pdf: 1479691 bytes, checksum: 93e26ca81345d3ad09bcdb1b7dae3ca8 (MD5) Previous issue date: 2014-12-05 / The object of study of the present research is the professional development of novice teachers recently graduated in Pedagogy. This is a qualitative survey carried out at a public college in the state of Maranhão, in the northeast of Brazil. The subjects of the survey were novice teachers, recently graduated from this public institution. The initial questionnaire used with them aimed at a establishing a profile of the group, so that, subsequently, a more reflective narrative interview with them could be carried out. The springboard of this study was the reflective question: How does the professional development of the recently graduated students in Pedagogy happen, based on their initial formation and teaching practice?. Based on this question the general objective was defined: to investigate how the professional development of recently graduated teachers in Pedagogy happen, focusing on needs and perspectives, determined during the course of their teaching practice, with a view to raise formative indicators, so as to contribute to the re-thinking of the syllabus of the Pedagogy Course, taking into consideration a more innovative approach. Based on the findings of this research, it is important to acknowledge that these teachers are in the initial stages of their professional development, which happens gradually, while they go through their professional assignments and training, and that it is based on: (1) the knowledge they acquired in their initial training, (2) the knowledge they acquired through the experiential formation at the school where they teach, (3) the exchange of knowledge with other teachers and (3) the continuity of their academic studies and acquisition of other professional qualifications. The findings show the need to offer a type of formation that enables the teachers to start their career in a more confident and efficient way, mainly concerning the experiences during the teacher s learning opportunities, which should be incorporated as early as the supervised curricular internship. Regarding teacher training processes, this research shows how fundamental it is that Pedagogy courses be (re) though, prioritising the meeting of student s needs and expectations, when they are confronted with the demands of their everyday reality, as well as their concerns related to their future professional development. The present study also points to issues regarding the curriculum and contributes with reflections on possible adjustments to the Political Pedagogical Project, based on the understanding of the challenges and formative needs faced by future teachers and recently graduated teachers. It is also important to highlight the need to prepare novice teachers to articulate theory and practice as one of the means to overcome the challenges faced in their teaching contexts, even more so when one takes into consideration the adversities found in the promotion of being a teacher and professional development programmes in restrictive areas, especially in inland towns in the Brazilian Northeast / Esta pesquisa teve como objeto de estudo o desenvolvimento profissional de professoras iniciantes egressas do Curso de Pedagogia. Trata-se de uma pesquisa qualitativa desenvolvida em uma Instituição de Ensino Superior pública do estado do Maranhão, interior do Nordeste do Brasil. Participaram como sujeitos, professoras iniciantes, egressas do curso de Pedagogia desta IES. Inicialmente, foram aplicados questionários com a finalidade de traçar o perfil das professoras, para posteriormente realizar a entrevista narrativa reflexiva. Este estudo centrou-se na seguinte questão problematizadora: Como ocorre o desenvolvimento profissional dos egressos do Curso de Pedagogia a partir da formação inicial e da sua prática docente?. Traçou-se como objetivo geral investigar como ocorre o desenvolvimento profissional de professores iniciantes egressos do curso de Pedagogia, a partir da sua formação inicial evidenciando-se necessidades e perspectivas demarcadas no percurso da prática docente com vistas a possibilitar indicadores formativos no sentido de contribuir para o (re) pensar do currículo, mediante a consideração de características inovadoras para o Curso de Pedagogia. Com base nos resultados obtidos nesta pesquisa é pertinente afirmar que as professoras encontram-se na etapa inicial do desenvolvimento profissional e, este processo vem ocorrendo de forma gradual no desempenho da atividade docente e da formação profissional, a partir da mobilização dos saberes produzidos, na formação inicial, nas aprendizagens resultantes das vivências de formação na escola, na troca de experiências com outros professores, e da continuidade nos estudos acadêmicos e de qualificação profissional. Os dados mostram a necessidade de uma formação que possibilite ao professor iniciar na profissão de forma mais eficiente e segura, sobretudo, no que se refere à vivência de situações de aprendizagens da docência a serem consolidadas desde o estágio curricular supervisionado. Em relação ao processo de formação docente, esta pesquisa assinala como fundamental que os os cursos de Pedagogia sejam (re) pensados considerando como premente atender às expectativas de seus estudantes quando confrontadas com as exigências do cotidiano e com as questões ligadas ao seu futuro desenvolvimento profissional. O presente estudo, ainda, ao apontar aspectos referentes às questões do currículo contribui com reflexões em direção a possíveis adequações no Projeto Político Pedagógico do Curso de Pedagogia, tendo como parâmetro o reconhecimento das dificuldades e das necessidades formativas dos futuros professores e egressos. Destaca-se a necessidade de que o professor iniciante seja preparado para articular a teoria e a prática, como uma das formas de enfrentamento e de superação dos desafios impostos pelo contexto docente, ainda mais se considerar as adversidades em áreas ainda restritivas à promoção da condição do ser professor e ao desenvolvimento profissional, sobretudo, no interior do Nordeste brasileiro