This chapter presents the application of the method of the Analytical Short Film in teacher education seminars and the main results of an accompanying research. Central findings indicate that the usage of the method increases the students’ abilities of reasoning on a scientific basis and improves their levels of reflection (Roters 2012).

This master thesis aims to describe the strategies, methods and forms of work, which are effective in teaching gifted pupils at primary school. Another aim is to compare the possibility of their applications in integrated and segregated forms of gifted education. The theoretical part summarizes findings about this issue and the aim is to specify the issue of gifted children in relation to the intelligence, creativity and heredity. Based on the analysis of Czech, but mostly foreign literature, this work definine the strategies and methods of teaching gifted students, which are nowadays used in the classroom. The practical part is focus on a qualitative research method aimed at comparing the work of teachers of gifted students in integrated and segregated forms of teaching. Based on the analysis of teaching and subsequent in-depth interviews with teachers, this thesis is trying to figure out how the teacher in a particular form of teaching is working with talented pupil, which teaching strategies he or she is selecting and how these strategies correspond with the literature search in the theoretical part. In terms of research, it is possible to observe the individual approach of teachers who were surveyed on the issue of gifted.

As a topic of my thesis I chose Current Methods of Teaching of Initial Reading (with a specific focus on the SFUMATO method). In the theoretical part I deal with the issue of reading literacy in pre-primary and primary education. I also describe the division and development of methods from a historical point of view. Further chapters are devoted to the most used methods of elementary reading teaching at present. In more detail I tried to describe the less well-known methodology of Sfumato. The practical part of my diploma thesis was used as a research probe in teaching using the Sfumato methodology and comparison with control groups in which the analytic-synthetic method and the genetic method are used to teach elementary reading. The results of my work show that the Sfumato methodology can be beneficial for both children and pupils and can help in avoiding unwanted reading habits.

The current study was based in one higher education institution and examined pre-service teachers’ use of social media to support their own professional development whilst on school placement, through a community of practice lens. The trainees were registered on a one year secondary course designed to lead to a Post Graduate Certificate in Education with 60 credits at Masters Level combined with Qualified Teacher Status (QTS) for England and Wales during which the researcher repeatedly interviewed a focus group sample from each subject cohort and analysed transcripts of these interviews through the lens of Wenger’s (1998) concept of a community of practice. The research took place in a national context of review and reform of teacher education in England. Some trainees, for example those studying at the higher education establishment at question, might experience considerable challenge in the school placement. Authentic self-reflection requires a safe place in which pre-service teachers can openly articulate with others what they might see as their own failures as well as successes in the classroom in order to develop a greater sense of self-efficacy and new ideas about teaching. In some instances, such as in the area of behaviour management, the national focus on maintaining good order means that it may become even more challenging and ultimately riskier to share the experience of failure because acknowledgement of this risks the possibility of failing to achieve the requisite standard for qualified teacher status. Besides, to gain qualified teacher status a trainee must attain the Teachers’ Standards (DfE, 2013) which include a requirement that a professional teacher upholds the ethos of the school to which the trainee might not be sympathetic. Findings from this research cannot be generalised. However, in this small-scale study it was found that pre-service teachers used private social media to support each other on the course in a number of ways: to establish a group that might be viewed as a community of practice and then, as part of the core enterprise of becoming a qualified teacher, to offer or to receive shared practice or support from another pre-service teacher in the role of more knowledgeable other and to broker new ideas about teaching to each other and to schools themselves from the other communities to which they belonged. Those who networked socially as part of the community of practice were more organised around deadlines. They also more likely to manage risky and stressful situations collaboratively and present an enhanced image of “…a body of common knowledge, practices and approaches” (Wenger, McDermott and Snyder, 2007, pp. 4-5) during their school placement which was unavailable to the trainee who did not participate within the online community. The scope for openly sharing practice and the development of learning communities among pre-service teachers is potentially restricted by the current national and local context of teacher education. However, one conclusion from this study might be that social media can potentially enable pre-service teachers to communicate privately in important ways that support their professional development whilst undertaking their training.

In Diploma thesis, the author addresses the issue of educating a pupil with Duchenne Muscular Dystrophy (DMD). In the introduction, she explains her choice of the theme. In the theoretical part the author presents muscular dystrophy, its course, manifestations, treatment options and support, based on a study of professional medical, pedagogical, psychological and specifically pedagogical literature, It will also describe the specifics of the disease in relation to education of pupils with Duchenne muscular dystrophy and will list the educational possibilities for pupils with this disease in the Czech Republic. In the practical part, the author presents a qualitative research conducted through the analysis of a case study of a particular pupil, from his passive as well as participating observation in the classroom, from semi-structured interviews with the pupil's mother, with his teachers and his teaching assistant, with this particular pupil with DMD and his classmates. In addition to this the analysis of school documents, SPC reports and medical reports are considered. The author evaluates the possibilities of education of pupils with Duchenne muscular dystrophy. This issue is viewed from the side of the pupil himself, his classmates, teachers, teaching assistants and parents. Based on her...

This diploma thesis deals with teaching styles, teaching and educational methods and looks for relationship to organizational forms of teaching. The work is focused on the second stage of primary schools and corresponding years of multi-year grammar school. In the first part of the theoretical part I deal with individual forms of education, their definitions, meanings and possible influences of the teacher on individual parts. The second section is devoted to teaching and teaching methods that can be used in physical education lessons. I examine the development of teaching methods, the work of various authors, their views and their division of methods. The third section is dedicated to the teacher as a very important determinant of teaching. Because the teacher has a huge influence on the teaching style and the choice of teaching methods, I deal with his personality, expression and other influencing factors. The whole fourth section of the theoretical part is devoted to the teaching styles themselves. The fifth section is devoted to those organizational forms of teaching that can be used in physical education lessons. The sixth section includes didactic principles, their adherence, and the relationship to previous research terms. The aim of this work is to introduce individual forms of education,...

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-06-26T15:08:41Z No. of bitstreams: 2 ZENI.pdf: 1553792 bytes, checksum: 696cb8a05dbcedaa65778103d8728de5 (MD5) ZENI - ANEXO 1.pdf: 234409 bytes, checksum: a60b7177cb6097187cc991d388c3e493 (MD5) / Made available in DSpace on 2017-06-26T15:08:41Z (GMT). No. of bitstreams: 2 ZENI.pdf: 1553792 bytes, checksum: 696cb8a05dbcedaa65778103d8728de5 (MD5) ZENI - ANEXO 1.pdf: 234409 bytes, checksum: a60b7177cb6097187cc991d388c3e493 (MD5) Previous issue date: 2017-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Historically, in our educational context, the performance of teachers, especially for the newly graduated, faces several challenges, especially when it comes to literacy in the initial grades of Elementary School. The teacher who starts his or her literacy career usually faces large classrooms and needs to deal with students who have different knowledge and experience, and some students often have difficulties in acquiring reading and writing and need interventions adjusted to their real needs. The present research proposes an investigation into the challenges faced by newly trained literacy teachers, based on the following problem: what challenges does a newly trained teacher face in a literacy room, in interaction with the knowledge and practices of their literacy practice? We have developed a literature review on teacher education, Pedagogy, Literacy/Literacy and Training Policies for literacy students, with the following theoretical main references: Tardif (2014); Nóvoa, 2009; Gatti and Barreto (2009); Saviani (2005; 2008); Libâneo (2006; 2010; 2012); Pimenta (2012); Franco (2003; 2005; 2012); Bahia (2016); Gatti (2010; 2013; 2014); Gatti, Barreto and André (2011); Monteiro (2014); Mortatti (2000, 2006); Albuquerque (2007); Ferreiro and Teberosky (1985) and Teberosky (1997). We conducted a field research, with the participation of five literacy teachers from the public school of Santo André. The instruments for the data collection and analysis were composed of a questionnaire to delineate the profile of the subjects and conduct deepening interviews. The data analysis of the interviews is based on the Content Analysis Methodology, proposed by Franco (2003). The analyzed categories considered self-presentation and career choice; initial and continuing training/knowledge; literacy-theories and practices; the internship as a pedagogical practice, as well as the attributions that mark and define the constitution of the newly formed teacher-literate identity. Regarding the challenges, we observe as results: weak initial training that distances the theory of practice; classrooms crowded with students; gaps in supervision; curriculum with more emphasis on theories than on literacy practices/ methodologies; lack of planning or even of a political pedagogical project that guides the newly trained teacher-literate in his/her work; besides the discontinuation of the policies of continuous formation. / Historicamente, em nosso contexto educacional, a atuação dos docentes, especialmente para os recém-formados, passa por vários desafios, principalmente quando se trata da alfabetização nas séries iniciais do Ensino Fundamental. O professor que inicia sua carreira na alfabetização, geralmente enfrenta salas numerosas e precisa lidar com alunos que possuem diferentes conhecimentos e experiências, muitas vezes, alguns alunos apresentam dificuldades em relação à aquisição da leitura e da escrita e necessitam de intervenções ajustadas às suas reais necessidades. A presente pesquisa propõe uma investigação sobre os desafios enfrentados por professores alfabetizadores recém-formados, a partir do seguinte problema: “Quais os desafios que um professor recém-formado enfrenta em uma sala de alfabetização, em interface com os saberes e fazeres de sua prática alfabetizadora?”. Desenvolvemos uma revisão da literatura sobre a formação de professores, a Pedagogia, a Alfabetização/Letramento e as Políticas de Formação para alfabetizadores, tendo como referenciais teóricos principais: Tardif (2014); Nóvoa (2009); Gatti e Barreto (2009); Saviani (2005; 2008); Libâneo (2006; 2010; 2012); Pimenta (2012); Franco (2003; 2005; 2012); Bahia (2016); Gatti (2010; 2013; 2014); Gatti, Barreto e André (2011); Monteiro (2014); Mortatti (2000; 2006); Albuquerque (2007); Ferreiro e Teberosky (1985) e Teberosky (1997). Realizamos uma pesquisa de campo, com a participação de cinco professores-alfabetizadores da rede pública de ensino municipal de Santo André. Os instrumentos para a coleta e análise de dados foram compostos por questionário para o delineamento do perfil dos sujeitos e realização de entrevistas de aprofundamento. As análises dos dados das entrevistas apoiam-se na Metodologia de Análise de Conteúdo, proposta por Franco (2003). As categorias analisadas consideraram a apresentação de si e escolha da carreira; formação inicial e continuada/saberes; alfabetização – teorias e práticas; o estágio enquanto prática pedagógica, bem como abordam as atribuições que marcam e definem a constituição da identidade do professor-alfabetizador recém-formado. Em relação aos desafios, observamos como resultados: formação inicial fragilizada que acaba distanciando a teoria da prática; salas de aulas com muitos alunos; estágios realizados com lacunas nas supervisões; currículo de formação com mais ênfase nas teorias do que nas práticas/metodologias alfabetizadoras; falta de um planejamento, ou mesmo, de um projeto político pedagógico que oriente o professor-alfabetizador recém-formado em seu fazer; além da descontinuidade das políticas de formação continuada.

The thesis, on the subject of "The ideal nursery-school teacher in the eyes of parents", surveys the perspective of parents of children attending nursery school and investigates their point of view as to what the perfect nursery-school teacher should be like, while taking into consideration the gender of the respondents. The author focuses primarily on the theoretical specification of the nursery-school teacher's personality and professional competence, differentiation of teacher typology, education styles, the concept of authority and the related work agenda and demands connected with practising this profession. She also outlines the scientific discipline of pedeutology and existing research. In the practical section, a quantitative research investigation is made by way of questionnaire. The questionnaire is anonymous so as to protect the anonymity of the respondents. The research sample comprises the parents of children attending nursery school in the town of Písek. The responses reflect the respondents' opinions with respect to their idea of the perfect nursery-school teacher, and will be compared with hypotheses and then analysed. The thesis aims to ascertain the respondents' majority view as to the nursery-teacher ideal, the characteristics they most often want/prefer, the type of teacher (according to the typology in the theoretical section of the thesis) to which these characteristics best correspond, and whether or how ideas about the perfect nursery-school teacher vary.

This diploma thesis deals with various factors affecting effective teaching of adults from teacher's perspective. The aim of this work is to determinate discrepancy of attitude to this issue based on knowledge from literature and professional teacher's experience. First of all the thesis defines term (effective) teaching of adults and then presents its key aspects. Then it identifies the nature of teaching objectives, (andro)didactic principles and defines main characteristics and competencies of an effective teacher in this context. The thesis also describes impact of learning environment on effective teaching and characterizes (study) stress as well as its impact on effective teaching adults. Key words: teaching of adults, teaching objectives, (andro)didactic principles, teacher, teaching environment, (study) stress

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2018-08-30T18:48:28Z No. of bitstreams: 1 José Renato Spina Martins.pdf: 15589283 bytes, checksum: 676751663be399e692c754413e75ec00 (MD5) / Made available in DSpace on 2018-08-30T18:48:28Z (GMT). No. of bitstreams: 1 José Renato Spina Martins.pdf: 15589283 bytes, checksum: 676751663be399e692c754413e75ec00 (MD5) Previous issue date: 2018-06-27 / Universidade Católica de Santos - Católica de Santos / O presente trabalho tem como temática o processo de construção da docência do engenheiro no ensino superior, especificamente nos cursos de engenharia civil. A problemática desta pesquisa emerge do contexto formativo do engenheiro no curso de bacharelado, ou mesmo em cursos de pós-graduação que não visa à formação de docentes, o que me motivou a investigar como os engenheiros enfrentam os desafios da docência. Com esta pesquisa, busco compreender como os engenheiros se tornam professores e conhecer as concepções sobre os saberes pedagógicos que constroem nesse processo. Para o desenvolvimento da pesquisa de abordagem qualitativa, foram realizadas entrevistas semiestruturadas com três engenheiros-professores que lecionam em cursos de Engenharia Civil, em diferentes instituições de ensino superior da Baixada Santista, que conta com um total de sete instituições que oferecem esse curso. A opção pelas entrevistas com um licenciado, um mestre e um doutor, parte do pressuposto de que, em função de seu percurso acadêmico, podem ter sistematizado as competências e saberes pedagógicos que consideram relevantes para a docência, podendo contribuir de forma mais efetiva com os propósitos desta pesquisa. Inicialmente foi efetuada uma revisão bibliográfica sobre as artigos e trabalhos publicados no banco de teses e dissertações da CAPES, na Revista de Educação em Engenharia e em periódicos da SciELO, assim como nos anais de edições do Congresso Brasileiro do Educação de Engenharia ¿ COBENGE. A pesquisa também incluiu um levantamento das grades curriculares dos cursos de mestrado em Engenharia Civil, no intuito de identificar disciplinas pedagógicas neles oferecidas. Na etapa posterior, organizamos dados que consideramos relevantes sobre o histórico dos cursos de engenharia, com base nos estudos realizados por Bazzo e Pereira e Valente, e problematizamos as diretrizes curriculares atuais. As análises dos dados das entrevistas foram realizadas com o aporte teórico de pesquisadores renomados na área de Educação, entre eles, Pimenta e Anastasiou, Almeida, Nóvoa, Garcia, Sacristán, Masetto e Gaeta, e Franco. O método para a coleta dos dados da pesquisa qualitativa utilizou entrevistas semiestruturadas, tomando por base os estudos de Ludke e André, além de Szymanski, sendo que a análise de conteúdo das entrevistas foi realizada com base nos estudos de Bardin e Franco. Entre os resultados, concluiu-se que a (trans) formação do engenheiro-professor envolve muitos fatores, entre eles, a aprendizagem da docência por meio da própria prática, a colaboração dos colegas mais experientes, a formação contínua, e o apoio institucional. Nesse aspecto, destaca-se a importância do empenho das instituições em incentivar e aprimorar a formação continuada dos professores para a melhoria do desenvolvimento profissional do engenheiro-professor na docência da engenharia civil. / The present work deals with the transition process from engineer to teacher in higher education, specifically in civil engineering courses. The problem of this research emerges from the training context of the engineer in the baccalaureate course, or even in postgraduate courses that do not aim at the training of teachers, which motivates us to investigate how the engineers face the challenges of teaching. We intend, with this research, to understand the professional path of the engineers who become teachers and to investigate what are their conceptions of education and the pedagogical knowledge that they construct in this process. For the development of the qualitative approach research, we chose semi-structured interviews with three engineer-teachers who teach in Civil Engineering courses, in different institutions of the Baixada Santista, which has a total of seven institutions that offer this course. The choice of interviews with a licensee, a master and a doctor is based on the assumption that, depending on their academic background, they may have systematized the pedagogical skills and knowledge they consider relevant to teaching, and can contribute more effectively to purposes of this research. Initially, a bibliographic review was done on the articles and papers published in the theses and dissertations database of CAPES, in the Journal of Education in Engineering and journals of the SciELO electronic bookstore, as well as in the annals of the previous editions of the Brazilian Conference on Engineering Education - COBENGE , concluding this phase with a research on the CAPES website, in the curricular areas of the master's degree courses in civil engineering, in order to identify pedagogical disciplines offered in them. In the next step, we organize data that we consider relevant to the history of the engineering courses, based on the studies carried out by Bazzo and Pereira and Valente, and discuss the current curricular guidelines. The analyzes of the manifestations of the teachers-coordinators interviewed were carried out with the theoretical contribution of renowned researchers in the area of Education, among them, Pimenta and Anastasiou, Almeida, Nóvoa, García, Sacristán, Masetto and Gaeta, and Franco. The qualitative research data collection method used semi-structured interviews, based on the studies of Ludke and André and Szymanski and analyzed the content of the interviews based on the studies of Badin and Franco, concluding with the importance of the institutions to improve the continuous formation for an improvement the professional development of the engineer-teacher in the teaching of civil engineering.