Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-06-30T18:27:47Z No. of bitstreams: 1 Joelma Silveira G. de Lima.pdf: 2524220 bytes, checksum: de471699b435944576494db48a003f9d (MD5) / Made available in DSpace on 2017-06-30T18:27:47Z (GMT). No. of bitstreams: 1 Joelma Silveira G. de Lima.pdf: 2524220 bytes, checksum: de471699b435944576494db48a003f9d (MD5) Previous issue date: 2017-03-10 / The research developed with teachers of Elementary School II (EF II), aims to identify the perceptions of teachers about their formation and performance. The text is based on theoretical references, which deal with teacher training and professionalism, and especially Freire's theory (Freire, 2007, 2010, 2014, 2016), revisiting the concepts of dialogicity, action-reflection and awareness. It is based on the assumption that the pedagogical work is constituted by the teachers' perception of the context and the school culture, of the management, of their relation with the student, of the social valorization of the profession, of their social history of life and of their Training and acting throughout the professional career. The focus of the study focuses on the perceptions of EF II teachers, because there is little research on this teaching stage, and they are directed towards understanding the formation and the teaching performance. The qualitative research was developed in three stages: bibliographic survey on the theme in question; Interviews with managers, students and teachers in public schools of the municipal network of Santos and in-depth interviews with four (04) teachers from four different schools in order to deepen understanding about the data collected earlier. Through the content analysis technique (BARDIN, 2007), data were organized in the following dimensions of analysis - Teacher Training and Teaching - and their respective categories of analysis - Initial and Continuing Education, Political Pedagogical Project (PPP) and Difficulties Of Teaching -, as well as the sense units, since they understand the perceptions of EF II teachers on the subject matter. The results point to the need to review: 1st the initial training of teachers in the different undergraduate courses - in order to know their trajectory of formation and to understand how (re) constitutes the personal and professional identity; Moreover, to favor a better articulation between theory and practice; 2º ongoing formation - seeking to foster, for HTPC, more participative practices and exchanges of experiences in order to promote moments of dialogue, action-reflection and awareness; 3º the PPP - so that it is possible to encourage the participation of teachers and other professionals of the School in its (re) construction, through planned actions, executed and evaluated continuously; 4º the relationship of teachers with students and their families - so that it is strengthened and encouraged by the School (managers, teachers and students), thus seeking to minimize many of the difficulties in teaching work. It is also considered that effective studies and policies of action need to be improved and guaranteed, including quality training and improvements in salary and working conditions. / A pesquisa, desenvolvida com professores do Ensino Fundamental II (EF II), tem como objetivo identificar as percepções dos professores sobre sua formação e atuação. O texto fundamenta-se em referenciais teóricos, que tratam da formação e da profissionalização docente, e, em especial, na teoria freireana (FREIRE, 2007, 2010, 2014, 2016), revisitando os conceitos de dialogicidade, ação-reflexão e conscientização. Parte-se do pressuposto de que o trabalho pedagógico se constitui pela percepção dos professores a respeito do contexto e da cultura escolar, da gestão, de sua relação com o aluno, da valorização social da profissão, de seu histórico social de vida e de sua formação e atuação ao longo da carreira profissional. O foco do estudo se concentra nas percepções dos professores de EF II, porque há poucas investigações sobre esta etapa de ensino, e que se direcionam para compreender a formação e a atuação docente.A pesquisa de abordagem qualitativa foi desenvolvida em três etapas: levantamento bibliográfico sobre a temática em questão; entrevistas com gestores, alunos e professores em escolas públicas da rede municipal de Santos e entrevistas de aprofundamento com quatro (04) professores do EF II de escolas diferentes, a fim de aprofundar a compreensão sobre os dados coletados anteriormente. Por meio da técnica da análise de conteúdo (BARDIN, 2007), os dados foram organizados nas seguintes dimensões de análise - Formação Docente e Atuação Docente ¿ e suas respectivas categorias de análise ¿ Formação Inicial e Continuada, Projeto Político Pedagógico (PPP) e Dificuldades da Docência ¿, além das unidades de sentido, por considerar que as mesmas compreendem as percepções dos professores do EF II sobre a temática em questão. Os resultados apontam para a necessidade de se rever: 1º a formação inicial dos professores nos diferentes cursos de licenciatura ¿ de modo a conhecer suas trajetórias de formação e compreender como se (re)constitui a identidade pessoal e profissional; além disso, privilegiar uma melhor articulação entre a teoria e a prática; 2º a formação continuada ¿ procurando fomentar, para a HTPC, práticas mais participativas e de trocas de experiências no sentido de oportunizar a dialogicidade, a ação-reflexão e a conscientização; 3º o PPP ¿ de forma a que seja possível incentivar a participação dos professores e demais profissionais da Escola em sua (re)construção, por meio de ações planejadas, executadas e avaliadas de forma contínua; 4º a relação dos professores com os alunos e com suas famílias ¿ a fim de que a mesma seja fortalecida e incentivada pela Escola (gestores, professores e alunos), procurando minimizar, dessa forma, muitas das dificuldades em torno do trabalho docente. Considera-se, ainda, que estudos e políticas efetivas de ação precisam ser aprimoradas e garantidas, incluindo a formação de qualidade e melhorias no salário e nas condições de trabalho.

Esta tese investiga trajetórias de formação de professoras de escolas rurais do Brasil, da Bolívia e do México. Por meio de entrevistas biográficas buscou-se a partir das memórias de vida e formação das professoras, relações, diferenças e articulações em seus relatos de vida e itinerários formativos. A tese se desenvolve na linha de quatro grandes questionamentos que foram organizados em quatro partes. A primeira se ocupa das questões teóricas, na qual são apresentadas discussões mais gerais sobre formação de professores até as especificidades da educação rural no Brasil, na Bolívia e no México. Especificamente no contexto brasileiro apresenta-se um levantamento de dados sobre as pesquisas acerca da formação de professores de escolas rurais produzidas nos anos de 2000 a 2011, disponíveis no banco de dados da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) situando as principais questões presentes no debate nacional sobre formação de professores de escolas rurais. Além disso, há discussões sobre a formação de professores de escolas rurais no Maranhão, de onde são provenientes três das cinco professoras entrevistadas nesta pesquisa. A segunda parte trata do método e contexto de realização da pesquisa ou o campo de pesquisa, um quilombo, um assentamento vinculado ao Movimento dos Trabalhadores Rurais Sem Terra (MST), uma comunidade sem vínculo com os movimentos sociais, no caso brasileiro; uma comunidade rural chamada San Juan del Chaco, na Bolívia e Oaxaca, no México. Discute-se o método biográfico e abordagem da análise de conteúdo como abordagens teórico-metodológicas da pesquisa, além das cinco categorias de análise: trajetórias de formação profissional, práticas de docência, conhecimento da profissão, permanência na profissão e na docência rural e memórias da vida, trabalho e formação. A terceira é devotada à análise dos dados. Nela se verifica, dentre outras questões, que as cinco professoras são pertencentes à classe popular, tiveram dificuldades de acesso aos processos de escolarização e profissionalização docente, possuem, portanto, memórias de sofrimento e superação, encontraram na militância em organizações e movimentos sociais formas de combater a invisibilidade das escolas rurais, assim como, de compreender suas trajetórias de vida e de formação. A quarta, e última, parte apresenta considerações finais, limitações da pesquisa e, finalmente, propostas para as escolas rurais e formação de professores. A tese constata, deste modo, que não há nos três países políticas públicas consolidadas de educação rural, bem como, de formação de professores para as áreas rurais. / This thesis investigates learning paths of rural school teachers from Brazil, Bolivia and Mexico. Through biographical interviews it sought since the living memories and training of teachers, relationships, differences and joints in their reports of life and training routes. The thesis develops in the line of four major questions that were organized in four parts. The first, deals with the theoretical questions, in which are presented the general discussions from teacher training to the specificities of rural education in the three countries. Specifically in the Brazilian context is presented a data collection on researches about the formation of rural school teachers produced in the years 2000-2011, available in the database of Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) [Higher Education Personnel Improvement Coordination], placing the main issues present in the national debate on training rural school teachers. In addition, there are discussions about the formation of rural school teachers in Maranhão, from where came three of the five teachers interviewed for this research. The second part deals with the method and the context of achievement the research or of the research field, a quilombo, a settlement linked to the Movimento dos Trabalhadores Rurais Sem Terra (MST) [Landless Workers\' Movement], a community without ties with the social movements in the Brazilian case; a rural community called San Juan del Chaco in Bolivia and Oaxaca, in Mexico. It discusses the biographical method and the approach of content analysis as a theoretical and methodological approaches to research, besides the five categories of analysis: professional learning paths, teaching practices, professional knowledge, permanence in the profession and in the rural teaching and memories Life, work and training. The third is devoted to data analysis. Here can be verified, among other issues, that the five teachers are belonging to the working class, had poor access to schooling processes and teaching professionalization, hold thus suffering and overcoming memories, found in the militancy in social organizations and movements forms of combat invisibility of rural schools, as well as to understand their paths of life and training. The fourth, and final, part presents final considerations, research limitations and, finally, proposals for rural schools and teacher training. The thesis notes, therefore, that there are no publics polices consolidated in the three countries on rural education as well as on training teachers for rural areas.

No âmbito da Educação a Distância (EaD) tutor e tutoria têm sido objetos de interesse de várias pesquisas que vêm sendo desenvolvidas em níveis de mestrado e doutorado. Diante da complexidade que envolve a atividade de tutoria, se faz necessário aprofundar as questões subjacentes a ela, em especial, as atribuições do tutor. Esse aprofundamento se mostra pertinente no que diz respeito à sua formação para o exercício da tutoria, sendo que ele desempenha a função docente perante a sala virtual. Sob essa premissa, a presente pesquisa teve como objetivo geral identificar as atribuições didático-pedagógicas dos tutores apresentadas em editais e documentos legais, disponibilizados pelas instituições públicas de ensino superior (IPES) que compõem o Sistema Universidade Aberta do Brasil (UAB) e analisar o posicionamento de tutores em exercício, nos cursos oferecidos pela UAB em relação às atribuições didático-pedagógicas, com o intuito de oferecer subsídios para o desenvolvimento de matriz de formação de tutores. Optou-se por desenvolver uma metodologia de pesquisa qualitativa do tipo estudo de caso descritivo, mediante uma abordagem dialética na análise dos dados. Pretendeu-se apreender o fenômeno da tutoria em cursos a distância, via internet, em sua complexidade. Para tanto, utilizou-se os seguintes instrumentos de coleta de dados: questionário survey, grupo focal on-line, análise de documentos legais referentes à EaD e processos seletivos de tutores do Sistema UAB, obtendo-se, assim, dados documentais, empíricos e teóricos. A análise do material desta pesquisa foi realizada por meio da técnica da triangulação, refletindo sobre a compreensão do fenômeno investigado. A pesquisa levantou dados que permitiram captar a essencial importância dada pelos tutores às atribuições didático-pedagógicas desenvolvidas em atividade de tutoria, bem como revelaram suas concepções de docência. Diante do que foi exposto pelos tutores respondentes, ficou clara a deficiência na formação e a falta de conhecimento diante das situações problemas que se apresentam na rotina da tutoria. Acredita-se que para alcançar a complexidade presente no processo de tutoria, a formação do tutor necessita estar amparada em um programa curricular que proporcione processos formativos mais abrangentes e com carga horária ampliada, em especial, no que se refere às ações didático-pedagógicas do tutor. As revelações apresentadas auxiliaram na construção da matriz de atribuições ligadas às atividades didático-pedagógicas do tutor, sendo que ela se constitui como subsídio para elaboração e desenvolvimento de matriz de formação de tutores. Ao findar esta pesquisa, conclui-se que a temática é vasta, com diversas facetas a ser explorada. No entanto, evidencia-se que o tutor é docente e como tal, carece de reconhecimento profissional e formação condizente ao desenvolvimento da atividade de tutoria. / Under Distance Education (DE) tutor and tutoring have been objects of interest of several studies that have been developed in master\'s and doctoral degrees. Given the complexity that involves mentoring activity, it is necessary to deepen the issues underlying it, in particular the tutor duties. This deepening has become relevant in regard to their training for the practice of mentoring, as they work as teachers in the virtual room. Under this assumption, the present study aimed to identify the didactic and pedagogical responsibilities of tutors, that were released in public notices and legal documents and made available by public institutions of higher education that make up the Open University of Brazil (UAB) System. We have analyzed the tutors place and their didactic and pedagogical assignments, while they are acting in courses offered by UAB, in order to provide subsidies for the development of tutor training matrix. We chose to develop a qualitative research methodology in a study case, by a dialectical approach. It was intended to learn about the tutoring phenomenon in distance learning courses via the Internet, and its complexity. Therefore, the following instruments of data collection were used: survey questionnaire, on-line focus group, analysis of legal documents related to distance education, and selection processes of the UAB System tutors, thus obtaining documentary, empirical and theoretical data. Analysis of the material was carried out through the triangulation technique, in order to understand the phenomenon investigated. The results allowed us to learn the essential importance of didactic and pedagogical assignments developed in the tutoring activity, and revealed their teaching concepts as well. According to what has been exposed by the respondents, there is a clear deficiency in training, and lack of knowledge on the problem situations that arise in routine mentoring. It is believed that in order to achieve the complexity presented in the mentoring process, tutor formation needs to be supported by a study program that provides more comprehensive training processes and increased workload, in particular as regards the tutor didactic and pedagogical actions. The revelations have assisted us to construct an assignments matrix related to the tutor didactic and pedagogical activities, being it a subsidy for the development of tutors training matrix. It is concluded that the subject is vast, with many facets to be explored. However, it is evident that the tutor is a teacher, and, as such, lacks professional recognition and consistent training to the development of the mentoring activity.

Progress monitoring and data analysis are essential skills needed by classroom teachers within the implementation of multi-tiered systems of support for making data-based decisions about student progress and instruction. Within the early childhood MTSS research, consideration of teacher-collected progress monitoring data followed by data-based decision-making is rare. To provide teachers with a robust progress monitoring strategy, I trained preschool teachers of inclusive classrooms to use direct behavioral observations to collect data and inform their instruction. The project experimentally evaluated teachers’ generalization of acquired behaviors within the context of a single-case research design. The project’s independent variable, teacher training, consisted of a video-based multimedia presentation and in-vivo feedback. The primary dependent variable was teachers’ implementation of teacher-directed behavior observation procedures. Results indicate that teacher training was effective for three teachers, as evidenced by teachers reaching criterion levels of performance across consecutive days and sessions. Data on the durations of teacher training activities indicate that an average of 21 minutes of in-vivo feedback was provided to the teachers throughout training. Social and ecological validity data suggest that teachers perceived the training activities to be relatively non-intrusiveness and that the target progress monitoring strategies were of value to the teachers. A functional relation was established between training and teachers’ implementation of direct behavioral observation procedures.

While professional development on the use of technology in the classroom aids educators to implement new teaching strategies, little is known about teachers' concerns with professional development specifically for adopting mobile technologies like iPads in their classrooms. The purpose of this study was to discover teachers' attitudes and perceptions toward teacher training for integration of the iPad into their classroom instruction. Using a case study approach and the concerns-based adoption model as a framework, this study examined teachers' concerns about their training for using the iPads in the classroom. Participants were 7 teachers from a small, suburban, Catholic K-8 school who rated their lowest and highest concerns about using iPads in the classroom. Data sources included the Stages of Concern Questionnaire, Levels of Use observation rubric, and one-on-one interviews. Data analysis included open and axial coding for identification of themes and patterns. Results indicated teachers had little concern with gaining extra training on classroom time and organization and with conflicts between their interests and teaching responsibilities when integrating iPads. Results also indicated they had high levels of concern regarding developing working relationships with fellow faculty members to maximize the benefits of iPad training, as well as about receiving additional iPad training. Finally, results indicated teachers' concerns with acquiring more iPads for students, as well as acquiring greater network connectivity within the school. These results will aid administrators and designers with making positive changes to professional development that both improve and increase teachers' successful integration of mobile technology in their classrooms.

New Jersey is 1 of 46 states to enroll in President Obama's Race-to-the-Top Initiative. Participating states must adopt national standards, revise teacher evaluation procedures, and administer new state assessments. States are prioritizing quality professional development (PD) to prepare teachers for these rapid shifts. The overall problem studied was how high school teachers perceive the quality of PD in a high school in New Jersey. While substandard PD alone is not enough to lose tenure, it has recently become one of the evaluative measures for teacher performance according to a new tenure law signed in 2012 by Governor Chris Christie. Such added pressures could impact teachers' attitudes toward their professional growth. The study was based on Mezirow and Knowles' theory of adult learning as well as social constructivism. Several questions guided this study, such as how can teachers' perceptions shape the current PD program in the featured high school and if the current shifts in educational reform affect their perception. A case study was used as the research design, and interviews were employed as the main method of gathering qualitative data. Subsequently, 7 educators in various content-specialties were interviewed. Once the interviews were analyzed, transcribed, and coded, 5 significant themes emerged: (a) organized and relevant training, (b) in-class support, (c) continuity and constructive feedback, (d) accountability of transference, and (e) a culture of respectful collaboration and partnership. The implications for social change for this project would be that an effective PD program at the high school might improve the high school teachers' attitudes toward their own professional growth. Improved attitudes might motivate teachers to apply new knowledge, which will increase student performance, faculty morale, and community & family relations.

La scolarisation dans le secteur spécialisé des élèves avec autisme fait émerger des problématiques diverses et les réponses apportées sont variables. L’objectif principal de ce travail de doctorat est de questionner l’adéquation de la formation des enseignants en poste spécialisé avec l’accueil de ces élèves dans ces dispositifs. La méthodologie de recherche se compose de trois moyens distincts et complémentaires : 1. Diffusion de deux questionnaires en ligne, un à destination des enseignants référents et un à destination des enseignants en poste spécialisé ; 2. captations vidéo de séances d’enseignement ; 3. entretiens d’auto-confrontation des enseignants à leurs propres pratiques. Notre enquête montre notamment que plus de 80% des enseignants en poste spécialisé se déclarent insuffisamment formés pour prendre en charge des élèves avec autisme. La formation semble donc majoritairement insuffisante, les entretiens confirmant ces données. Le sentiment de confiance que procure une formation suffisante est pourtant un facteur déterminant car il permet de pouvoir poser un regard suffisamment rassuré sur sa pratique, de l’analyser et de projeter des évolutions possibles. Au terme de ce travail de recherche et sur la base de nos résultats, nous proposons un ensemble de préconisations. / Schooling in the specialized sector of pupils with autism brings out various problems and the answers given are variable. The main objective of this doctoral work is to question the adequacy of the training of teachers with specialized positions with how of these students are welcomed in these classes. The research methodology consists of three distinct and complementary means: 1. Dissemination of two online questionnaires, one for reference teachers and one for teachers in specialized positions; 2. video recordings of teaching; 3. interviews with teachers confronted by their own practices. Our survey shows that more than 80% of teachers in specialized positions declare themselves insufficiently trained to support students with autism. The training seems therefore largely insufficient, as confirmed by the interviews. The feeling of confidence that comes from having sufficient training is nevertheless a determining factor because it allows one to be able to take a sufficiently reassured look at one's practice, to analyze it and project possible evolutions. At the end of this research and on the basis of our results, we propose a set of recommendations.

The purpose of this study is to determine the impact on student use of electronic information systems when teachers have been given instruction on their use. By providing teachers with a solid introduction to the technology, a handy reference book, and an easy-to-use evaluation tool, it is expected that they will incorporate information found on the internet into their lessons at least twice a month. In addition, teachers will allow students to access information on their own, provided computers and Internet access are available, at least once a month.

A multi component training package (live training, video modeling, role playing, and feedback) was used to train teachers to assess and instruct students with profound multiple disabilities. Phase 1 of the study included training seven in-service teachers to conduct assessment in three areas: (a) preference assessment (i.e., potential reinforcing items), (b) controlled body movement assessment (i.e., gross and fin motor skills), and (c) access skill assessment (i.e., assessment of basic skills or prerequisite skills that are necessary for student to master before entering into further instruction). The assessment result yielded the following information for each student participant: (a) a list of three to four preferred items, (b) a list of body movements in which the study reliably uses to respond, and (c) a list of access skills that are mastered and not mastered. Four teacher/student pairs from Phase 1 participated in Phase 2, which consisted of using the multi component training package (same components as Phase 1) to train teachers to instruct students on non mastered access skills. Teachers were trained to use one of the following instructional strategies to teach non mastered access skills: least-to-most prompting, most-to-least prompting, time delay, or graduate guidance. A multiple baseline design across four teacher participants was used to determine if the instructional training was effective in increasing the percentage of correctly implemented instructional steps. Data from Phase 1 suggested that the multi component training package was effective in increasing teachers' skills in assessing students with profound multiple disabilities, as the percentage of correctly implemented assessment steps increased for all seven teacher participants from pre training to post training. Additionally, data from Phase 2 indicated that the training was effective in increasing the percentage of correctly implemented instructional steps from baseline to post training sessions, across multiple access skills. Data from student participants showed that overall, students were responsive to teachers' instruction, as the percentage of independently performed student responses also increased from baseline to post training sessions.

The preparation of new college teachers of composition has been a disciplinary topic of interest as well as an institutional concern since the establishment in the late 1800s of the modern English department. In this project, I offer a critical history of the treatment of the topic of the preparation of teachers of college composition by the three most historically significant organizations to English as a discipline and Composition as a field of study within that discipline: the Modern Language Association, the National Council of Teachers of English, and the Conference on College Composition and Communication. By analyzing the treatment of the topic of the preparation college teachers of composition by the major publications of these three organizations during their formative years, I provide a topic specific history of the marginalization of composition within the discipline and its organizations. This project expands on the work of individuals such as James Berlin, Albert Kitzhaber, Stephen North, Robert Connors, and others who have written on the historical marginalization of composition within the discipline and Academy and offers a more specific interrogation of the position of composition within the discipline and the Academy in general. In my work, I argue that the contemporaneous founding of the modern English department and the Modern Language Association allowed for the institutionalized relegation to a low status of composition and teachers of composition. That institutionalized low status eventually led to the marginalization, fractionalization, and specialization of a group of composition scholars who believed teaching to be a central concern for the discipline, as well as to the development of NCTE and CCCC. I further argue that a similar fractionalization and specialization within these smaller groups has left intact the institutionalized notions of status that led to their formation in the first place. I conclude by suggesting that in order to raise the status of composition in the discipline and the Academy, it is necessary to address the sources of marginalization directly as opposed to fractionalizing and specializing in reaction to it.