This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but there are also significant differences. One the one hand, German teachers can be described as more active in their CPD than their Swedish colleagues in relation to particular aspects of their profession such as assessment, and more suspicious of knowledge from elsewhere, on the other. In order to understand the differences, I argue for an extended focus on the impact of the national context, in terms of socially and historically significant structures and traditions of the teaching profession. The thesis focuses on a crucial aspect with a particular explanatory value for differing CPD tendencies in various national contexts: Autonomy from a governance perspective. This phenomenon, which does indeed change across time and space, is investigated from a socio-historical perspective in both contexts, building on Margaret Archer’s analytic dualism of structure and agency, and a dual pronged model of teacher autonomy. The latter distinguishes institutional autonomy, regarding legal or status issues, from service autonomy related to the practical issues in schools and classrooms. Since these dimensions can be either extended or restricted, different categories evolve which enable us to understand the differences between the two cases. Finally, by using the findings on the German and Swedish teaching profession, a theoretical framework is presented that relates the certain forms of teacher autonomy in particular national contexts to likely CPD cultures that teachers share.

This thesis examines the impact of local and national education policies on teachers' practice in six secondary schools in two similar, non-contiguous, metropolitan authorities. Ten propositions on the relationship between policy and action were generated from a literature review and related to literature on school organisation and culture. Empirical data to test them were collected between September 1987 and July 1989, during the development of National Curriculum legislation and statutory instruments but prior to its implementation in secondary schools. Extended interviews were conducted with sixty-six teachers, the six Headteachers, and both Chief Inspectors. Detailed interview reports were confirmed as accurate with each interviewee. National influences were found to be important, particularly public examination reforms. This was attributed to their public use as indicators of school effectiveness, and to teachers' own positions resting on their own examination success for legitimacy. Personal professional values led to the LEA and its officers being dismissed as insignificant: factors internal to the school were more important. Chief among these was teachers' relationships with their departmental colleagues, especially how their perception of their needs and obligations as teachers of particular subjects, with particular epistemologies, affected departmental opportunities as management units to influence individual practice and require conformity to external requirements. Relations with senior staff were also important, and how far informal networks of power and influence operated against the formal hierarchies. Lastly, personal professional values stressed classroom experience as the only satisfactory basis for offering direction or guidance to teachers. This view of the teacher as expert emphasised that teachers must ultimately have autonomy to decide how best to handle classroom situations, and not only downgraded LEA staff and teacher education as sources of assistance, but also worked to prevent teachers from acknowledging problems to their colleagues.

[pt] A pesquisa investiga como professores de História da rede municipal do Rio de Janeiro reinterpretam a política curricular (entendida como orientações e cadernos pedagógicos) em vista da sua autonomia docente e do contexto de sua escola. O referencial teórico utilizado inclui: ciclo de políticas de Ball e Bowe (1996), teoria crítica e pós-crítica de currículo de Giroux (1997), conceito de autonomia docente e autonomia da escola de Barroso (1996) e Contreras (2012) e conceitos sobre ensino da disciplina história com base em Bittencourt (2011). Trata-se de um estudo qualitativo, utilizando-se entrevistas que foram realizadas, em sua maioria, durante a greve dos professores ocorrida no ano de 2013, sendo essa mobilização fundamental para perceber como a política educacional é reinterpretada pelos sujeitos da pesquisa. As conclusões revelam que a aplicação das orientações e dos cadernos pedagógicos não segue um padrão. Os professores fazem adaptações tendo em vista: tornar o conhecimento histórico significativo aos estudantes, as condições materiais e o contexto sociocultural da escola em que atuam. Outro aspecto a ressaltar diz respeito à atuação da gestão que interfere na política reduzindo ou ampliando a margem de autonomia dos professores quanto à seleção e a aplicação de materiais didáticos, pois a questão da aprovação dos alunos é supervalorizada por causa da política de metas e bonificação das escolas. / [en] The present research investigates how History teachers of Rio de Janeiro’s county public schools reinterpret the curriculum policy (understood as guidelines and pedagogical material) in view of their teaching autonomy and context of their school. The theoretical framework used includes: police cycle approach of Ball and Bowe (1996), critical theory and post-critical curriculum of Giroux (1997) concept of teaching autonomy and school autonomy of Barroso (1996) and Contreras (2012) and concepts about teaching history discipline based on Bittencourt (2011). This is a qualitative research using interviews that were conducted mostly during the teachers strike occurred in 2013, this mobilization being fundamental to understand how educational policy is reinterpreted by the research subjects. The findings reveal that the application of guidelines and pedagogical notebooks do not follow a unique pattern. Teachers make adjustments in order to: make the historical knowledge significant to students, in view of the material conditions of the school and the sociocultural context in which they operate. Another aspect to be emphasized concerns the proceeding of the management that interferes with policy, reducing or enlarging the margin of autonomy of teachers on the selection and implementation of teaching materials, for the question of the approval of the students is overvalued because of the goals of policy and schools bonuses.

The pressure to have students perform well on standardized tests can serve as a stressor to some teachers in their efforts to autonomously teach their students, particularly those of low socioeconomic status (SES). However, the relationship between teachers' sense of autonomy, teachers' attitudes and behaviors, SES, and student's academic success remains unclear. The purpose of this quantitative study was to examine the relationship between teachers' autonomy to make decisions about classroom teaching practices and specific science curricula, school-wide student achievement in science, and students' SES. Freire's empowerment theory served as the theoretical framework. The research questions investigated the extent that student SES background moderated the relationship between teacher autonomy, curricula, and school district science achievement. Data sources were student Florida Comprehensive Assessment Test science achievement scores and teacher autonomy data from 108 eighth grade science teachers in 16 school districts. Data were analyzed using hierarchical linear regression analysis. Results revealed no significant relationships between eighth-grade science teachers' perceptions of their autonomy, teaching practices, their science curriculum, and district eighth-grade science achievement scores (p > .001). Although the results were not significant, this study provides insights into 8th grade science education which may benefit students, teachers, and administration. Factors such as SES and teacher perception of autonomy can be advantegeously considered in science classes to increase student achievement. Such considerations can influence positive social change by increasing the science capacity of students at all SES levels.

The purpose of this study was to analyze select factors that impact teacher morale within the learning setting of two independent public charter schools by focusing on teacher autonomy, teacher evaluation, teacher resource support, teacher collegiality, and teachers’ perception of administrative leadership styles. The findings of this study will inform both local and national leaders in regards to variables that affect teacher morale; and thus, teacher shortage. Furthermore, this will provide guidance for current trending methods of teacher retention, which will improve the performance of advantage and disadvantage schools alike. Quantitative data points were the primarily source used to synthesize and compile data to identify emergent themes. The findings of this study concluded that there were moderate positive significant relationships between teacher morale and teacher evaluation; teacher morale and teacher autonomy; teacher morale and teachers’ perception of administrative leadership style within an independent public charter school setting.

[pt] O presente estudo desenvolve-se em torno do conceito de profissionalidade docente, entendido como um conjunto de comportamentos, conhecimentos, destrezas, atitudes e valores que constituem a especificidade de ser professor. Neste sentido, entendo que estão inscritas na profissionalidade a identidade profissional e as especificidades da docência. Assim, interessada em compreender como os professores exercem sua profissionalidade na instituição escolar e se possuem algum tipo de autonomia sobre a organização do trabalho dentro da escola, a finalidade desta pesquisa foi compreender os modos como os professores vivem a profissão docente e como enfrentam os desafios do cotidiano no ambiente de uma unidade escolar pertencente a uma grande rede de escolas privadas. O referido estudo se insere na pesquisa O trabalho docente em escolas privadas para setores populares: um objeto esquecido que está seno realizado pelo GEPPE (Grupo de Estudos e Pesquisas sobre o Professor e o Ensino), coordenado pela professora Isabel Lelis, no Departamento de Educação da Pontifícia Universidade Católica do Rio de Janeiro (PUC-Rio). Foi realizado através de entrevistas semiestruturadas com 10 professoras dos anos iniciais do ensino fundamental de uma unidade escolar filantrópica, localizada em uma favela do Rio de Janeiro, pertencente a uma rede de escolas privadas. A rede de escolas privadas em estudo é composta por 27 unidades escolares e possui algumas peculiaridades em sua organização, localização e gestão pedagógica que justificaram o interesse de estudo, como o material didático padronizado comprado de um sistema de ensino, projetos comprados de outro sistema de ensino, provas padronizadas para toda a rede e a utilização de manuais para instrumentalização do trabalho docente. Deste modo, buscando alcançar o objetivo delimitado, a análise dos dados obtidos sinaliza para o trabalho docente. Abordo, então, aspectos referentes ao uso do conhecimento específico docente, desafios do exercício profissional no cotidiano da escola, o exercício da autonomia docente, fatores de (des)motivação e (des)investimento dos professores na profissão e relação entre os pares profissionais, revelando os diferentes modos dos docentes desenvolverem e viverem a profissionalidade. Todo esse conjunto de fatores aponta para a construção de compromissos profissionais bastante divergentes no espaço escolar, que podem estar no cerne de um novo modelo (se não realizado, almejado por grandes sistemas de ensino) de profissionalização docente. O relato das professoras mostrou diferentes formas de lidar com a profissionalidade diante das adversidades e pressões da rede, características do modelo organizacional desse tipo de escola, refletindo negativamente no desenvolvimento e afirmação da profissionalidade docente. Com efeito, o estudo permite verificar que as circunstâncias do ambiente de trabalho trazem implicações para o desenvolvimento da profissionalidade docente, acarretando sentimentos variados nos professores que vão da desmotivação à tecnização do trabalho docente provocando, em geral, o isolamento dos professores e dificultando a construção de uma cultura profissional colaborativa. / [en] This study is developed around the concept of teachers professionality understood as a set of behaviors, knowledge, skills, attitudes and values that constitute the specificity of being a teacher. In this sense, are subscribed in the teachers professionality the construction of professional identity and specific knowledge of teaching. So, interested in understanding how the teachers practice their professionality in the school and if they have some kind of autonomy in work organization within the school, the purpose of this research was to understand the ways how teachers live the teaching profession and how they face the challenges of everyday into the environment of a school unit pertaining to a large network of private schools. The study is part of the research The teacher work in private schools for popular sectors: a forgotten object being conducted by GEPPE (Group of Studies and Research on Teacher and Teaching), coordinated by Professor Isabel Lelis in the Department of Education of the Pontifical Catholic University of Rio de Janeiro (PUC-Rio), was conducted through semi-structured interviews with 10 teachers of the early years of elementary school in a philanthropic school unit, located in a slum in Rio de Janeiro, belonging to a large network of private schools. A network of private schools studied is composed of 27 school units and has some peculiarities in their organization, localization and pedagogical management justifying the interest of study, such as standardized teaching material purchased from a education system, designs purchased from another education system, standardized tests for the whole network and the use of manuals for instrumentation of teachers work. Thus, seeking to achieve the objective set, the analysis of the data produced is delineated from the teacher work. Approach issues related to the use of specific teaching knowledge, challenges of professional practice in everyday school, practice of teaching autonomy, factors (de) motivation and (dis) investment of teachers with the profession a their relationship among the pairs revealing the different ways teachers develop and live the professionality. All dates show for the construction of very different professional cultures within the school that may be at the core of a new model (if not unrealized, desired by large school systems) of teacher professionalization. The teachers interviews revealed different ways of dealing with the professionality before the adversity and pressure of the network characteristics of the organizational model of this kind of school, reflecting negatively on the development and affirmation of teacher professionality. Indeed, the study found that the circumstances of the work environment have implications for the development of teacher professionality resulting in feelings varied in the teachers which ranging from the motivation up to the technical realization of teacher work which usually cause the isolation of teachers hindering the construction of a professional culture more colaborative.

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-16T22:30:40Z No. of bitstreams: 1 JanainaBolson.pdf: 566563 bytes, checksum: 3ffd85e30407b2f15baf9e8c28d44354 (MD5) / Made available in DSpace on 2015-07-16T22:30:40Z (GMT). No. of bitstreams: 1 JanainaBolson.pdf: 566563 bytes, checksum: 3ffd85e30407b2f15baf9e8c28d44354 (MD5) Previous issue date: 2011-01-12 / Nenhuma / A dissertação tem como objeto de estudo práticas de desempoderamento docente em curso na escola contemporânea. Baseada nas contribuições teóricas de Contreras, Foucault, Nóvoa, Tardif, Lugli e Vicentini, o estudo teve como objetivos: a) identificar o funcionamento de práticas de desempoderamento docente no cotidiano da escola e investigar como essas práticas são entendidas pelos professores; b) analisar como essas práticas vêm sendo incorporadas ao contexto escolar. A investigação que deu origem a esta dissertação foi desenvolvida por meio de uma abordagem qualitativa em que foram entrevistados nove professores de escolas públicas em efetiva regência de classe e com tempos diferenciados de docência, através da técnica da entrevista semi-estruturada. As análises foram desenvolvidas ao redor de cinco eixos principais – 1) saberes docentes e competência profissional; 2) reuniões pedagógicas e ação docente; 3) contexto escolar e valorização docente; 4) processos avaliativos e docência; 5) autonomia docente – e apontam evidências desse processo de desempoderamento a que se veem submetidos as professoras atuais, além de colocarem em relevo evidências de que as professoras vêm exercendo sua profissão de modo individualizado e pouco cooperativo, o que indica a necessidade de mudanças nas formas de organização desses profissionais. Como contribuições à reflexão no campo da formação de professores são delineadas intenções de resistência por parte dos docentes como coletividade para o resgate da autonomia e do poder docente inerente ao exercício de sua profissão. Finalmente, são apontados alguns desafios a serem enfrentados pelos docentes enquanto coletividade e responsáveis socialmente pelo ensino, como o fato de estabelecerem com a sociedade uma relação de divulgação a respeito do trabalho docente para que assim um movimento de valorização e reconhecimento comece a se instaurar no cotidiano escolar. / The dissertation has as object of study teacher disempowerment practices at contemporary schools. Based on theoretical ideas of Contreras, Foucault, Nóvoa, Tardif, Lugli and Vicentini, the study had as goals: a) identify how the teacher disempowerment practices work in the daily school events and investigate how those practices are understood by the teachers; b) analyze how those practices are being incorporated to the school environment. The investigation that originated this dissertation was developed through a qualitative approach, in which nine working teachers from public schools with different teaching times were interviewed through the semi-structured interview technique. The analysis was developed among five main issues – 1) teaching knowledge and professional competence; 2) pedagogical meetings and teacher action; 3) school environment and teacher valuation; 4) evaluative processes and teaching; 5) teacher autonomy – which indicate evidences of that disempowerment process that nowadays teachers are suffering from and show evidences that teachers are working individually and not much cooperatively, what indicates that changes on the way of these professionals organization are needed. As contributions to consider in the teacher training area, intentions of resistance from teachers as a group for the retrieval of autonomy and teacher power inherent to their professional practice have been outlined. Finally, some challenges that need to be faced by the teachers as a group and as social responsible for teaching are pointed, like the need of establishing with the society the disclosure of respect for the teaching job, so then a valuation and acknowledgement movement can be introduced to the daily school environment.

Reducing student dropout is of extreme importance to the United States. The loss in revenue as well as in human terms is huge. Several problems exist concerning students placed at-risk for dropping out. These include no agreed upon method of calculating drop out rates, differing opinions on the causes of school dropout, and a body of literature that is sparse concerning educational approaches for keeping students placed at-risk in school. This study examined the impact of the Samantha Academy of Creative Education (SACE) on the students placed at-risk and the teacher perceptions of the SACE program by the teachers working in the program at a suburban high school of Southwest Texas. The population of this mixed-methods study consisted of secondary general education students from a large suburban high school in Southwest Texas who had been placed at-risk. One of these groups consisted of students that participated in the SACE program while the other group consisted of a similar group of students not participating in SACE. Statistical tests were conducted to determine if a difference existed between the two groups with regard to graduation rate, attendance rate, and core grade average. Perceptions of the SACE program by the teachers that worked within the SACE program were gathered. Results indicate that student placed at-risk who participated in the SACE program had higher core grade averages, higher rates of graduation, and higher rates of attendance compared to students placed at-risk within the same high school who did not participate in SACE. Teachers perceived that the SACE program was efficacious for students placed at risk because of three broad themes. This study further demonstrated that effective programs aimed at helping students placed at-risk can be developed within the context of a regular high school setting. Recommendations for further research and implications for practice were provided.

Orientador: Washington Luiz Pacheco de Carvalho / Banca: Otavio Aloísio Maldaner / Banca: Widson Luiz Pereira dos Santos / Banca: Odete Pacubi Baierl Teixeira / Banca: Luciana Maria Lunardi Campos / Resumo: A perspectiva Ciência, Tecnologia, Sociedade e Ambiente (CTSA), nas últimas décadas, tem se constituído uma alternativa de renovação curricular para o ensino de ciências em vários países do mundo. Assim, currículos de ciências, projetos escolares e pesquisas didáticas tem adotado, en seus fundamentos, orientações desta perspectiva. No entanto, apresentam-se problemas no desenvolvimento da perspectiva CTSA nas práticas docentes dos professores de ciências em serviço. Neste contexto, esta pesquisa teve como objetivo estudar as contribuições e as dificuldades da abordagem de QSC para a Formação Continuada de Professores de Ciências, através de uma análise de discurso crítica sobre o trabalho realizado com professores de ciências em serviço durante o decorrer da disciplina "Ensino de Ciências com enfoque CTSA, a partir de questões sociocientíficas" oferecida em um curso de mestrado em docência da química. A pesquisa foi fundamentada na concepção crítica da formação de professores e envolveu uma metodologia qualitativa de corte crítico, na qual, as brechas existentes entre a teoria e a prática são a fonte dos problemas educacionais. Para a discussão dos dados nos embasamos na análise do discurso crítica, porque oferece um dispositivo analítico interessante para estudar o discurso em processos de mudança educacional. A partir das análises realizadas defendemos a tese que a abordagem de QSC na prática docente pode contribuir à Formação Continuada de Professores de Ciências em termos de problematizar a ideologia tecnicista do currículo tradicional de ciências, a partir da linguagem crítica e da linguagem da possibilidade, bem como pode contribuir para fortalecer a autonomia docente encorajando os professores no desenvolvimento de pesquisas sobre sua própria prática. As análises também evidenciam que as interações dialógicas de persuasão... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The perspective Science, Technology, Society and Environment (STSE) in recent decades, has become an alternative curriculum renewal for the Teaching of Science in countries around the world. Thus, science curricula, teaching and research school projects have adopted, in its fundamentals, guidelines from this perspective. However, there are problems in the development of perspective in teaching practices of science teachers in service. In this context, this research was to study the contributions and the difficulties of the approach to QSC for Continuing Education of Science Teachers, through a Critical Discourse Analysis on the work with science teachers in-service during the course of a discipline "Teaching Science with focus STSE, from social-sicentific issues", offered in a masters course in Teaching of Chemistry. The research was based on the critical perspective of teacher education and qualitative methodology involved a critical cut, in which the gaps between theory and practice are the source of educational problems. For discussion of the data based it on the Critical Discourse Analysis, as it offers an interesting analytical device to study the discourse in processes of educational change. From the analysis carried defend the thesis that the approach of socioscientific issues (SSI) in teaching practice can contribute to the Continuing Education of Science Teachers in terms of questioning the ideology of the traditional curriculum technicalities of Sciences, from the language of criticism and the language of possibility, and can contribute to strengthening the teaching autonomy by encouraging teachers to developed research on their own practice. The analysis also showed that the interactions of persuasion and the dialogic interactions polyphonic represent and important element of discourse production to develop training processes between in-service science teachers and university... (Complete abstract click electronic access below) / Doutor

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-07-30Bitstream added on 2014-06-13T19:42:10Z : No. of bitstreams: 1 martinezperez_lf_dr_bauru.pdf: 4033729 bytes, checksum: 032d36a0f511776fb913f3e73852d4d1 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A perspectiva Ciência, Tecnologia, Sociedade e Ambiente (CTSA), nas últimas décadas, tem se constituído uma alternativa de renovação curricular para o ensino de ciências em vários países do mundo. Assim, currículos de ciências, projetos escolares e pesquisas didáticas tem adotado, en seus fundamentos, orientações desta perspectiva. No entanto, apresentam-se problemas no desenvolvimento da perspectiva CTSA nas práticas docentes dos professores de ciências em serviço. Neste contexto, esta pesquisa teve como objetivo estudar as contribuições e as dificuldades da abordagem de QSC para a Formação Continuada de Professores de Ciências, através de uma análise de discurso crítica sobre o trabalho realizado com professores de ciências em serviço durante o decorrer da disciplina Ensino de Ciências com enfoque CTSA, a partir de questões sociocientíficas oferecida em um curso de mestrado em docência da química. A pesquisa foi fundamentada na concepção crítica da formação de professores e envolveu uma metodologia qualitativa de corte crítico, na qual, as brechas existentes entre a teoria e a prática são a fonte dos problemas educacionais. Para a discussão dos dados nos embasamos na análise do discurso crítica, porque oferece um dispositivo analítico interessante para estudar o discurso em processos de mudança educacional. A partir das análises realizadas defendemos a tese que a abordagem de QSC na prática docente pode contribuir à Formação Continuada de Professores de Ciências em termos de problematizar a ideologia tecnicista do currículo tradicional de ciências, a partir da linguagem crítica e da linguagem da possibilidade, bem como pode contribuir para fortalecer a autonomia docente encorajando os professores no desenvolvimento de pesquisas sobre sua própria prática. As análises também evidenciam que as interações dialógicas de persuasão... / The perspective Science, Technology, Society and Environment (STSE) in recent decades, has become an alternative curriculum renewal for the Teaching of Science in countries around the world. Thus, science curricula, teaching and research school projects have adopted, in its fundamentals, guidelines from this perspective. However, there are problems in the development of perspective in teaching practices of science teachers in service. In this context, this research was to study the contributions and the difficulties of the approach to QSC for Continuing Education of Science Teachers, through a Critical Discourse Analysis on the work with science teachers in-service during the course of a discipline Teaching Science with focus STSE, from social-sicentific issues, offered in a masters course in Teaching of Chemistry. The research was based on the critical perspective of teacher education and qualitative methodology involved a critical cut, in which the gaps between theory and practice are the source of educational problems. For discussion of the data based it on the Critical Discourse Analysis, as it offers an interesting analytical device to study the discourse in processes of educational change. From the analysis carried defend the thesis that the approach of socioscientific issues (SSI) in teaching practice can contribute to the Continuing Education of Science Teachers in terms of questioning the ideology of the traditional curriculum technicalities of Sciences, from the language of criticism and the language of possibility, and can contribute to strengthening the teaching autonomy by encouraging teachers to developed research on their own practice. The analysis also showed that the interactions of persuasion and the dialogic interactions polyphonic represent and important element of discourse production to develop training processes between in-service science teachers and university... (Complete abstract click electronic access below)