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The thesis is focused on the issue of difficulties which beginning teachers have to cope with. The theoretical part deals with characteristics of the career development of teachers with special emphasis on the stage of beginning teachers. It provides insight into the specific problems of beginning teachers. The practical part was realized through the method of in-depth interviews with selected beginning teachers. The aim of the practical part was to find out which problems beginning teachers face in their first years of teaching. The respondents marked as the main problem teaching subjects in which they have not got a degree, time demands and insufficient pedagogical training in didactic-methodological and diagnostic fields.

Made available in DSpace on 2016-06-02T19:38:56Z (GMT). No. of bitstreams: 1 2021.pdf: 1440849 bytes, checksum: 8b478cb5df9e1adef639a582b68a487b (MD5) Previous issue date: 2008-09-14 / Financiadora de Estudos e Projetos / This research aims to investigate the contributions of UFSCar s Teaching License in Mathematics and the experiences of teachers at the beginning of their careers when introducing and using the Information and Communication Technology ICT in their classes. This is a qualitative-based study which consisted of three different moments: in the first one, I used a questionnaire to try to identify the graduates who were working as teachers and using any technology in their practices. In the second moment, teachers who said they use some kind of technology answered another questionnaire in order to provide information about the contributions of initial education regarding the use of ICT. Finally, in the last moment, four teachers were selected for the semi-structured interviews so that I could identify their experiences at the beginning of their careers in the introduction and use of technologies. During the analysis, I made a first attempt to organize the data in tables for an easier viewing of all the answers. Then I did a more systematic analysis of this data, making inferences, forming hypotheses and getting in contact with the literature of the area. This process resulted in three categories of analysis: (1) the contributions of initial education for the use of Information and Communication Technology, (2) the characteristics of the survival and (3) the characteristics of the discovery. Within the categories on the characteristics of survival and discovery, I was able to identify the particular aspects of the beginning of career and also some others that have arisen when teachers made use of technologies. The discussion of the results showed that the teaching license in mathematics from UFSCar provided the contact of the graduates with environments of discussion and reflection on the use of ICT, enabling them to become self-directed to seek new ways to teach the mathematical content. Even tough the initial education had dealt with this issue, many dilemmas and challenges were identified in the teachers experiences, what demonstrates the complexity that permeates this practice. Besides the difficulties, questions, fears, anxieties and insecurities, frequent in the beginning of career to maintain discipline in the classroom, to motivate the students, to complete the program, the fear of failing to teach and to start giving a class when the school year is already under way highlighted by national and international literature on this subject, others are due to the increased use of such tools, such as: insufficient number of equipment, a large number of students per class, lack of maintenance of computers, laboratories with inappropriate structure to receive a large number of students, students lack of knowledge regarding the technologies, specific softwares to teach mathematics not installed in the computers and fear because of the unpredictability of these classes. However, the various ways in which the technologies were used showed great creativity and clarity of objectives, and the positive experiences that were at that stage may have contributed to minimize the shock of reality and, moreover, other experiences such as participation in continuing education courses and support of collaborative groups may have helped in the stage of professional development. / Esta pesquisa buscou investigar as contribuições da Licenciatura em Matemática da UFSCar e as vivências dos professores em início de carreira ao introduzirem e utilizarem as Tecnologias da Informação e Comunicação TIC em suas aulas. Esse estudo é de natureza qualitativa e constou de três momentos distintos: no primeiro, tentei, por meio de questionários, identificar os formados na Licenciatura que estavam atuando no magistério e que utilizavam algum recurso tecnológico em suas práticas; no segundo, os professores que disseram utilizar as tecnologias responderam a outro questionário com o intuito de se apreender as contribuições da formação inicial no que se refere ao uso das TIC; e, por fim, no último momento, foram selecionados quatro docentes para conceder entrevistas semi-estruturadas com o objetivo de identificar suas vivências do início de carreira na introdução e utilização das tecnologias. Na fase de análise, realizei uma primeira tentativa de organização dos dados em tabelas para facilitar a visualização da totalidade das respostas e depois empreendi uma análise mais sistemática desses dados, fazendo inferências, levantando hipóteses e dialogando com a literatura da área. Desse processo resultaram três categorias de análise: (1) as contribuições da formação inicial para a utilização das Tecnologias da Informação e Comunicação, (2) as características da sobrevivência e (3) as características da descoberta. Nas categorias sobre as características da sobrevivência e da descoberta, identifiquei aspectos próprios do início de carreira, como também alguns outros que surgiram quando os professores fizeram uso das tecnologias. A discussão dos resultados evidenciou que a Licenciatura em Matemática da UFSCar proporcionou o contato dos formados com ambientes de discussão e reflexão sobre a utilização das TIC, possibilitando que se tornassem autônomos para buscar novas formas para abordar os conteúdos matemáticos. Apesar de essa formação inicial ter abordado essa temática, nas vivências dos docentes foram identificados muitos dilemas e desafios, demonstrando a complexidade que permeia essa prática. Além das dificuldades, questionamentos, medos, angústias e inseguranças freqüentes no início de carreira manter a disciplina na sala de aula, conseguir motivar os alunos, cumprir todo o programa, medo de não conseguir ensinar e começar a lecionar para uma turma já durante o andamento do ano letivo , apontadas pela literatura nacional e internacional sobre essa temática, outras são acrescidas devido à utilização dessas ferramentas, entre as quais destaco: número insuficiente de equipamentos, a grande quantidade de alunos por turma, a falta de manutenção dos computadores, laboratórios de informática que não têm estrutura para receber uma grande quantidade de estudantes, falta de conhecimento dos alunos sobre as tecnologias, falta de softwares específicos para o ensino de Matemática instalados nos computadores e medo devido a imprevisibilidade dessas aulas. Contudo, as diversas maneiras com que foram utilizadas as tecnologias evidenciaram muita criatividade e clareza dos objetivos, sendo que as experiências positivas dessa fase podem ter contribuído para minimizar o choque de realidade e, além disso, outras vivências, como a participação em cursos de formação continuada e o apoio de grupos colaborativos, podem ter ajudado nessa fase do desenvolvimento profissional.

Orientador: Maria Carolina Boverio Galzerani / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-06T04:43:19Z (GMT). No. of bitstreams: 1 Paim_ElisonAntonio_D.pdf: 1712204 bytes, checksum: 47ff214bf95fea6fbf6e3c54449b19d6 (MD5) Previous issue date: 2005 / Resumo: Esta tese desenvolveu-se a partir de experiência vividas como professor de Prática de Ensino de História na Universidade Comunitária Regional de Chapecó. Após o término do trabalho com cada turma surgiam preocupações em relação ao que acontecia como eram as relações e atividades desenvolvidas por estes professores iniciantes. Neste sentido, busquei através do diálogo com ex-alunos, as possíveis respostas para o seguinte problema: Como os alunos egressos, do Curso de História da UNOESC ¿ Chapecó, nos anos de 1998 e 1999, avaliam as experiências vivenciadas na passagem de acadêmicos para profissionais? Como objetivos elenquei: verificar como os professores de História em início de carreira avaliam suas experiências, enquanto profissionais; perceber como é o fazer-se profissional dos professores de História em início de carreira. Para nortear a pesquisa utilizei-me de questões calcadas nos aspectos: da subjetividade do novo professor; das atividades docentes; do relacionamento profissional; da avaliação da formação inicial; da participação nas lutas da categoria; da formação continuada. Como fontes de pesquisa utilizei relatórios de estágio e de pesquisa produzidos pelos professores depoentes, materiais técnicos da universidade, além das memórias e experiência vividas pelos professores em início de carreira. Como ferramentas teóricas contribuíram Mikhail Bakhtin, Walter Benjamin, Eduard Thompson e Lev Vygotsky. Como foi possível captar elementos que vão além da idéia de formar professores, que há um fazer-se professor. Nesse sentido percebo um emaranhado de relações que se constituem quando os professores se relacionam com diferentes sujeitos. Ao produzir conhecimentos numa perspectiva dialógica procurei ver os fragmentos, os estilhaços das relações nas narrativas das professoras, mas também a totalidade ao pensar as relações desenvolvidas na escola racionalizada. Possibilitou-me perceber nessa relação com o outro dos depoentes, o quanto é necessário para nós pesquisadores respeitarmos e valorizarmos o outro na relação de pesquisa fazendo com que o outro -o depoente - se torne sujeito, que também tenha autoria / Abstract: This thesis developed itself out of experiences lived as a professor of Teaching Practice of History at Universidade Comunitária Regional de Chapecó. After finishing the work with each group, worries came up towards what happened and how the relations and activities were developed by these beginner teachers. In this sense, I searched through dialogue with ex-students, the possible answers for the following issue: How did the students who egressed the History Course at UNOESC ¿ Chapecó in 1998 and 1999 evaluate experiences lived in the passage from students to professionals? As objectives I ranged: Verifying how the History teachers at the beginning of their careers evaluate their experiences as professionals: Realizing how it is making professionals of the History teachers at the beginning of career. To lead the search I made use of issues based on aspects from: the subjectivity of the new teacher; teaching activities; professional relationship; evaluation of the initial degree; participation in the struggles of the category; continuous Teacher education. As sources of research I made use of internship and research reports made by the interviewed teachers, technical materials of the university, besides the memories and experiences lived by the teachers at the beginning of career. As theoretical tools I had the contribution of Mikhail Bakhtin, Walter Benjamin, Eduard Thompson and Lev Vygotsky. As it was possible to captive elements which go beyond the idea of forming teachers, that there is the makings of a teacher. In this sense I have realized an entanglement of relationships that constitute when the teachers relate themselves with different subjects. While producing knowledge in a dialogic perspective I tried to observe the fragments, parts from the relationships in the teachers¿ narratives, however, the totality while thinking the relationships developed in the rationalized school as well. It was possible to be realized in this relation with the other of the deponents, how much it is necessary for us researchers to respect and give value to the other in the research relation making the other ¿ the deponent ¿ becomes himself/herself the subject, who also has authorshi / Doutorado / Educação, Conhecimento, Linguagem e Arte / Doutor em Educação

Made available in DSpace on 2016-01-26T18:49:48Z (GMT). No. of bitstreams: 1 DISSERTACAO FINAL WILLIAM[1].pdf: 757637 bytes, checksum: 00d2c337c55a7b6405f19d7925c6d73d (MD5) Previous issue date: 2012-12-06 / The purpose of this study was to identify, according to teachers of public schools of São Paulo State, (1) the factors of dissatisfaction, (2) the factors of motivation in their respective career phases, (3) suggestions of challenging goals in their professional careers, (4) their preferences between individual and collective challenges, and (5) stimuli which can be used in a leveraging plan, within the parameters of State Teaching Statute. The choice of subjects was done in two public schools of the state of São Paulo, both situated in the city of Presidente Prudente. The first one is located in the central area of the city, has 3000 students, being classified as of great size and, according to the Map of Social Exclusion of Presidente Prudente, is situated In the area of social inclusion. Located in a neighborhood of "mean social exclusion", according to the same geographical criterion applied to the first school, the second school has 1300 students, being classified as of medium size. The method chosen was a qualitative research study classified as a two case study. The data collection was conducted through a semi-structured interview guide, taking care of eliminating name, date or data that could lead to the identification of the teacher interviewed. Fourteen teachers of every career phase and age were interviewed. An observation guide of teacher work places was also utilized with the purpose of supporting and validating the statements collected through the interview. Finally, stimuli, which can be used as motivating factors, were identified by the teachers in the present legislation. Among the most relevant results of the study, an almost unanimity was found in relation to teacher career valorization and recognition, salary revision and a medium and long range plan for the profession. All these proposals were amply supported by the literature review, which highlights the need to remunerate, reward and recognize those professionals for eliminating their dissatisfactions, as a prerequisite for their motivation through which their performance will be better, overcoming the obstacles mentioned in the study and working more and qualitatively better. Finally, in the conclusions of the study the suggestion of an action plan based on the results of the study was presented. This plan intends to lead the teachers to compensate and overcome presently existing barriers in the profession. / O propósito desta pesquisa foi identificar junto a professores de escolas públicas do Estado de São Paulo (1) as causas de insatisfação, (2) os fatores de motivação em suas respectivas fases de carreira, (3) sugestões de metas desafiadoras em suas carreiras profissionais, (4) suas preferências entre desafios individuais e coletivos, e (5) dentro dos parâmetros do Estatuto do Magistério estadual, estímulos que possam ser usados em um plano alavancador da qualidade de ensino. A escolha dos sujeitos foi feita em duas escolas públicas do Estado de São Paulo, ambas situadas na cidade de Presidente Prudente. A primeira localiza-se na área central da cidade, tem 3000 alunos, classificando-se como de grande porte, e, segundo o Mapa de Exclusão Social de Presidente Prudente, está situada na área de inclusão social. A segunda escola, localizada em bairro de média exclusão social , segundo o mesmo critério geográfico aplicado à primeira escola, tem 1300 alunos, classificando-se como de porte médio. O método escolhido foi o de pesquisa qualitativa, utilizando o estudo de dois casos. A coleta de dados foi realizada mediante um roteiro de entrevista semiestruturada, tomando-se o cuidado de eliminar nome, data ou dados que pudessem levar à identificação do professor entrevistado. Foram entrevistados catorze professores de todas as fases de carreira e idade. Também foi utilizada a observação dos locais de trabalho do professor visando amparar e dar suporte às declarações colhidas, validando-as. Por fim, foram identificados pelos professores na atual legislação estímulos que podem ser usados como fatores motivacionais. Entre os resultados mais relevantes da pesquisa, encontrou-se uma quase unanimidade em relação à necessidade de valorização e reconhecimento da carreira, revisão salarial e um plano de médio/longo prazo para a profissão. Todas essas propostas foram comprovadas fartamente pela revisão da literatura, destacando-se a necessidade de remunerar, recompensar e reconhecer esses profissionais da educação, eliminando suas insatisfações, como pré-requisito para uma situação de motivação, mediante a qual seu desempenho será melhor, superando os entraves mencionados no estudo e trabalhando mais e qualitativamente melhor. Finalmente, foi apresentada nas conclusões do estudo a sugestão de um plano de ação baseado no resultado da pesquisa. Esse plano pretende levar os professores a compensar e superar os entraves existentes atualmente na profissão.

Made available in DSpace on 2016-07-18T17:54:18Z (GMT). No. of bitstreams: 1 DISSERTACAO FINAL WILLIAM[1].pdf: 757637 bytes, checksum: 00d2c337c55a7b6405f19d7925c6d73d (MD5) Previous issue date: 2012-12-06 / The purpose of this study was to identify, according to teachers of public schools of São Paulo State, (1) the factors of dissatisfaction, (2) the factors of motivation in their respective career phases, (3) suggestions of challenging goals in their professional careers, (4) their preferences between individual and collective challenges, and (5) stimuli which can be used in a leveraging plan, within the parameters of State Teaching Statute. The choice of subjects was done in two public schools of the state of São Paulo, both situated in the city of Presidente Prudente. The first one is located in the central area of the city, has 3000 students, being classified as of great size and, according to the Map of Social Exclusion of Presidente Prudente, is situated In the area of social inclusion. Located in a neighborhood of "mean social exclusion", according to the same geographical criterion applied to the first school, the second school has 1300 students, being classified as of medium size. The method chosen was a qualitative research study classified as a two case study. The data collection was conducted through a semi-structured interview guide, taking care of eliminating name, date or data that could lead to the identification of the teacher interviewed. Fourteen teachers of every career phase and age were interviewed. An observation guide of teacher work places was also utilized with the purpose of supporting and validating the statements collected through the interview. Finally, stimuli, which can be used as motivating factors, were identified by the teachers in the present legislation. Among the most relevant results of the study, an almost unanimity was found in relation to teacher career valorization and recognition, salary revision and a medium and long range plan for the profession. All these proposals were amply supported by the literature review, which highlights the need to remunerate, reward and recognize those professionals for eliminating their dissatisfactions, as a prerequisite for their motivation through which their performance will be better, overcoming the obstacles mentioned in the study and working more and qualitatively better. Finally, in the conclusions of the study the suggestion of an action plan based on the results of the study was presented. This plan intends to lead the teachers to compensate and overcome presently existing barriers in the profession. / O propósito desta pesquisa foi identificar junto a professores de escolas públicas do Estado de São Paulo (1) as causas de insatisfação, (2) os fatores de motivação em suas respectivas fases de carreira, (3) sugestões de metas desafiadoras em suas carreiras profissionais, (4) suas preferências entre desafios individuais e coletivos, e (5) dentro dos parâmetros do Estatuto do Magistério estadual, estímulos que possam ser usados em um plano alavancador da qualidade de ensino. A escolha dos sujeitos foi feita em duas escolas públicas do Estado de São Paulo, ambas situadas na cidade de Presidente Prudente. A primeira localiza-se na área central da cidade, tem 3000 alunos, classificando-se como de grande porte, e, segundo o Mapa de Exclusão Social de Presidente Prudente, está situada na área de inclusão social. A segunda escola, localizada em bairro de média exclusão social , segundo o mesmo critério geográfico aplicado à primeira escola, tem 1300 alunos, classificando-se como de porte médio. O método escolhido foi o de pesquisa qualitativa, utilizando o estudo de dois casos. A coleta de dados foi realizada mediante um roteiro de entrevista semiestruturada, tomando-se o cuidado de eliminar nome, data ou dados que pudessem levar à identificação do professor entrevistado. Foram entrevistados catorze professores de todas as fases de carreira e idade. Também foi utilizada a observação dos locais de trabalho do professor visando amparar e dar suporte às declarações colhidas, validando-as. Por fim, foram identificados pelos professores na atual legislação estímulos que podem ser usados como fatores motivacionais. Entre os resultados mais relevantes da pesquisa, encontrou-se uma quase unanimidade em relação à necessidade de valorização e reconhecimento da carreira, revisão salarial e um plano de médio/longo prazo para a profissão. Todas essas propostas foram comprovadas fartamente pela revisão da literatura, destacando-se a necessidade de remunerar, recompensar e reconhecer esses profissionais da educação, eliminando suas insatisfações, como pré-requisito para uma situação de motivação, mediante a qual seu desempenho será melhor, superando os entraves mencionados no estudo e trabalhando mais e qualitativamente melhor. Finalmente, foi apresentada nas conclusões do estudo a sugestão de um plano de ação baseado no resultado da pesquisa. Esse plano pretende levar os professores a compensar e superar os entraves existentes atualmente na profissão.

The purpose of this study was to gain an in-depth understanding of whether or not, and how teachers in a resource-constrained rural school sustain their motivation in and commitment to teaching over a life-span. The Social Cognitive Career Theory was chosen as theoretical framework because it recognises the importance that factors in the environment play when the career paths of individuals unfold. A conceptual framework for ‘teacher career resilience’ was developed by merging current thinking on resilience, teacher resilience and career resilience. The life-history design was framed methodologically as biographical research with participatory principles. Teacher participants (n=5, 3=female and 2=male) were selected according to purposive sampling. Data were generated through participatory interview-conversations, which were audio-recorded and transcribed verbatim, as well as memory books, joint photograph-taking and field notes in a researcher diary. Five themes emerged from the guided phenomenological analysis process (Hycner, 1985) and narrative comparison. First, this study exposes illiteracy of learners’ parents, demotivated learners, and a negative national teacher fraternity as sources of adversity not previously noted as significant for teachers in rural settings. Second, rural teachers in this study drew strength from their own life experiences of adversity (being from rural areas themselves); and they relied on their own agency in problem solving. Third, in addition participating rural teachers make use of encouraging memories of their own teachers from childhood and partake in informal professional development activities such as collaborative peer discussions rather than mentoring to grow professionally. Fourth, participating teachers in rural resource-constrained South Africa thus use similar internal protective resources (problem solving, strategizing, cognitive restructuring and emotional regulation) in their adaptive coping repertoire to those of other teachers globally. Fifth, teachers did not enter the teaching profession in the same way as has been documented elsewhere; but entered the teaching profession as a result of socio-political and financial influences, chance happenings and the influence of significant teachers in their past. Teachers seem to balance their use of protective resources between internal and external resources in their current practice. Over time, however they draw more on internal protective resources. Teachers conceptualised their teacher career resilience on a continuum: persevering through adversity, both as young children, and as growing professionals. They use their self-efficacy beliefs, embedded in an adversity drenched past, to manage, overcome and cope despite current chronic adversity. Teachers’ overt behavior in adaptive coping processes was dependent on the interrelatedness between their attributes (especially internal protective resources), the environment (chronic adversity) and the continuous loop of influence (appraisal) between these three factors. Teachers became skilled in resilience processes because of the chronic adversity they face. Teachers’ self-efficacy beliefs about their adaptive coping extended beyond what they themselves can achieve to what their efforts in teaching may mean to model hope to learners, as their teachers modelled to them, fostering a certain altruistic career anchor. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Educational Psychology / unrestricted

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本研究主要目的為探討原鄉教育路對幼師生涯發展的影響，透過四位烏來地區非原住民幼師的個案研究，瞭解幼師的生涯發展、影響幼師生涯發展因素、幼師的原鄉教育路及原鄉教育路如何影響幼師生涯發展，期望能提供到原住民族地區任教的其他非原住民教師在生涯規劃上的參考或協助。 本研究探討教師生涯發展主要以三位學者的理論為依據：Newman的週期論、Katz的階段論，與Fessler的循環論。影響幼師生涯發展因素則從以下的面向做討論：工作內容、人際交往、經濟報酬、文化因素等。幼師的原鄉教育路則分別從四個面向做討論：政策與制度、原鄉幼教師資、幼師與社區的關係與文化回應教學。 本研究採個案研究法，輔以半結構訪談方式蒐集資料，本研究綜合分析結果發現：個性、志向與家庭是影響教師生涯發展的風向球。個性、專業與關注方向會影響教師生涯發展模式的改變。人際關係、經濟報酬與福利影響幼師職涯變動。選擇原鄉教育路與幼師過去經驗有關。角色衝突與文化認同主宰文化回應教學的成效。 / The main purpose of this study was exploring the influences for the career development of preschool teachers working in indigenous areas. To understand the career development of preschool teachers, teacher career development factors, the working situation of preschool teachers in indigenous areas, and the influences for the career development of preschool teachers working in indigenous areas through four non-indigenous preschool teachers in Wulai. Hopefully, this study can be a reference to the preschool teachers when they plan their career development or make the career decisions. This study investigated that teacher career development mainly based on the theories of three scholars: the phase theory of Newman, the stage theory of Katz, and the cycle theory of Fessler. Career development factors of preschool teachers were discussed as follows: work content, interpersonal relationship, finance, and culture factors. The working situations of preschool teachers in indigenous areas were discussed as follows: policies and institutions, the profession of preschool teachers, the relationship between preschool teachers and community, and culturally responsive teaching. This study adopted multiple-case study, combined with semi-structured interviews to collect data. The results of this study were summarized as follows: Personality, ambition and family influence teachers' career development. Personality, profession and concerns will affect the model of teacher career development. Interpersonal relations, finance and welfare effect the career decisions of preschool teachers. Working in indigenous areas is related with the preschool teachers’ past experiences. Role conflict and culture identity dominate the effects of culturally responsive teaching.

Historically, being self-reflective has not been evidenced as critical to the career advancement of teachers aspiring to leadership roles. Five teacher leaders in a southwestern school district participated in a district Teacher Leadership Certificate Program (TLCP), which included self-reflective practices to broaden their understanding of the tools necessary to be an effective leader in 21st century schools. Theories of change suggest that teachers must acquire new knowledge and apply this new knowledge in practice. The theoretical framework for this project study was Mezirow's transformative learning theory. A narrative design was employed to identify the change process experienced by the 5 teacher leaders using elements of transformational theory. A questionnaire, observation protocol, and multiple interview instruments were used to examine 1 elementary and 4 secondary school teacher leaders, concluding with an essay. Interviews focused on the perceptions of the participants through inquiry that described their transformation to leaders as agents of change. Emergent themes were identified from the data through open coding and thematic analysis. Themes included teachers using self-reflection to enhance leadership goals and career development. The subsequent project was a 3 day professional development for all teachers at the study site on developing teacher leadership. The implications for promoting positive social change include providing research results to the local site on the use of self-reflection practices of teacher leaders and supporting professional development to improve teacher leadership educational practices.