This study aimed to investigate what constituted the professional practical knowledge of EFL experienced teachers in the Egyptian context and what the sources of their knowledge were. It also aimed to examine the relationship between the teachers’ knowledge and the contextual factors intervening in action. By delineating its focus as such, the study responds to call for reconceptualising the core of the knowledge base of teaching to focus on teaching as a knowledge-based activity and an act of common sense and reasoning, the pedagogy by which teaching is done, and the context in which it is done. The study was carried out using multiple methods for collecting qualitative and quantitative data. This design was chosen to investigate the participants’ views of professional practical knowledge and to construct their different understandings and interpretations which they brought with them. Questionnaires completed by 236 EFL experienced teachers, semi-structured interviews conducted with 14 of them and stimulated recall classroom observation data with three of them were the data collected for the current study. Although it provided a parsimonious view, quantitative questionnaire data made an important contribution to the bricolage of information built up during the study. A more in-depth understanding was gained from qualitative data using responses to the open-ended section of the questionnaire, interviews and classroom observation. Based on quantitative and qualitative data analyses, six core areas of teacher knowledge were constructed from the participants’ responses and accounts. These were: subject matter, pedagogy, students, classroom learning environment, curriculum and self. The findings also revealed a variety of sources which shaped the teachers’ professional practical knowledge including: experience, teacher education, university study in the subject department, student and peer feedback, in-service training, expert advice, student output and postgraduate study. The findings also revealed that the relationship between teacher knowledge and practice was reflected in two ways. The first was that teacher knowledge represented an operative model which underpinned practice. The second was that it informed the classroom decisions. However, not all teacher knowledge found application in practice. A variety of intervening contextual challenges were revealed to deter the actualisation of teacher knowledge in action such as the EFL exam policy, lack of time, support and resources, mismatch between teacher purposes and students’ expectations and needs, and large class size. These findings were discussed in relation to existing research evidence and context. Implications for pre-service and in-service teacher learning were also drawn based on the findings of the study.

Orientador: Roseli Aparecida Cação Fontana / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-21T18:35:34Z (GMT). No. of bitstreams: 1 Mourao_RosangelaMariaMazzieiro_D.pdf: 3207214 bytes, checksum: 3c2e08db63cf79c05bb79170017f7e65 (MD5) Previous issue date: 2012 / Resumo: Este é um estudo sobre as relações que se tecem no processo de formação continuada entre professores, formadores e textos profissionais, entendidos como um conjunto de produções que engloba textos acadêmicos, teóricos ou relativos a resultados de pesquisa, e textos de caráter teórico-didático. Para sua realização, a pesquisadora inseriu-se, pelo período de um ano, no espaço de formação continuada semanal - Hora de Trabalho Pedagógico Coletivo (HTPC) -, de uma escola pública estadual, para ali documentar através de gravações em áudio e de registros escritos em um caderno de apontamentos, nos moldes da pesquisa participante, a dinâmica enunciativa, instaurada e mediada pela leitura dos textos profissionais, entre professoras-alfabetizadoras e a formadora-pesquisadora. Os encontros de formação foram a fonte de indícios dos sentidos produzidos tanto sobre o que foi lido, quanto sobre o processo da leitura em suas condições de apropriação e elaboração. A compreensão interpretativa desses indicadores apoiou-se, fundamentalmente, nas teses de Mikhail Bakhtin sobre a determinação histórica dos processos de significação e sobre seus estudos acerca dos gêneros do discurso. Essa opção teórica implicou o trabalho articulado com diferentes campos de conhecimento que tematizam a leitura, seu ensino e a formação de professores, tais como o dos estudos da História e da Antropologia da Leitura, da Linguística, da Linguística Aplicada, da Análise de Discurso, da História da Educação e das teorias pedagógicas. Os indicadores reunidos e analisados explicitaram a necessidade de que os professores aprendam a ler os textos profissionais mediados por formadores que conheçam seu funcionamento discursivo, como condição para que a leitura de tais textos não apenas se efetive, mas seja valorizada como interlocutora e mediadora privilegiada das práticas docentes. / Abstract: This dissertation has its focus on the relationships woven throughout the teacher development process between teachers, teacher trainers and professional texts, seen as a set of productions that includes academic essays, theoretical or related to research results, and texts of theoretical-didactic nature. For its implementation,the researcher participated,for the period of one year, in a weekly pedagogical programme entitled (HTPC) provided by a public state school. This enabled her to register the enunciative dynamics through the use of audio recordings in combination with hand-written notes , following the "participant observation research mode".Such dynamics was set and mediated through the reading of professional texts by teachers, literacy trainers and the teacher trainer/ researcher.The in-service training meetings provided indicators of the participants' understanding of what was read as well as the process of reading in its conditions of appropriation and elaboration . An interpretative analysis of these indicators was fundamentally supported by MikailBaktin's theses on the historical determination of the processes of meaning and by his studies of discourse genres. Some fields of knowledge that privilege reading, its teaching and teacher education were dealt with from a very articulated perspective .This included the study of History and Anthropology of Reading, Linguistics, Applied Linguistics and Discourse Analysis, History of Education and pedagogical theories . The indicators collected and analysed proved the need for teachers to learn how to read professional texts under mediation by trainers who know its discursive function. Such mediation is seen as an important requirement to guarantee that the reading of these texts not only takes place but that it is also highly valued as a privileged interlocutor and mediator of teaching practices. / Doutorado / Ensino e Práticas Culturais / Doutora em Educação

Submitted by Fernanda Ciolfi (fernanda.ciolfi@puc-campinas.edu.br) on 2016-05-11T12:45:41Z No. of bitstreams: 1 Domenico Gallicchio Neto.pdf: 1206431 bytes, checksum: 23c09151ef436d2eccd6cca6ab0698a5 (MD5) / Made available in DSpace on 2016-05-11T12:45:41Z (GMT). No. of bitstreams: 1 Domenico Gallicchio Neto.pdf: 1206431 bytes, checksum: 23c09151ef436d2eccd6cca6ab0698a5 (MD5) Previous issue date: 2016-02-02 / This research brings considerations about the contributions deriving from a teacher development course for Cycle II (4th year of Elementary school) teachers, promoted by the Municipal Education Department of Campinas. The leading question was: what indications about the resignification of teaching and learning Mathematics can be found in the utterances of teachers inserted in this teacher development space??. Thus, the general purpose of this research was to investigate if and how this teacher development space influenced the knowledge and beliefs of Elementary school teachers. It was assumed that contributions would be made possible from the centering of the development course in the professional performance locus of those teachers; and the course aimed at promoting studies and research in Mathematics Education, as well as reflections on the pedagogical practices of those educators. The specific objectives of this research were: a) to identify the knowledge about Mathematics that the teachers-participants would reveal during the data compilation and if/how that knowledge would be altered during the course; b) to identify the knowledge of the teachers-participants about Mathematics learning ? how they themselves would learn and how they would identify their learning at the moment of data compilation; and c) to identify the knowledge and beliefs of the teachersparticipants about how to teach Mathematics ? how they envisaged their practices and how they started to identify their learning from the teachers development course at the moment of data compilation. This research, using a qualitative approach, counted on three teachers-participants of in-service continuing professional development and the data was obtained via three main sources:1) the life narratives of those professionals, from elementary school students themselves to starting their teaching careers; 2) the transcripts of the semi-structured interviews, one made at the end of the development course and another ten months after that; and 3) the transcripts of the oral narratives of the last meeting of the development course that were recorded in audio and video. Triangulation of the sources was used to configure and analyze the data. The results indicate that those teachers bring negative experiences in relation to Mathematics stemming from their initial education, and also, that their beliefs about teaching and learning Math built during their own student history influence their pedagogical practice. In-service continuing teacher education, conducted in the teachers workplace, emerges as a space for professionalization, development, knowledge, assistance to the multiple situations pertaining teaching and learning of Mathematics and, also, for overcoming the challenges of change for the professional development of those teachers. / Esta pesquisa traz considera??es sobre as contribui??es advindas de um curso de forma??o continuada promovido pela Secretaria Municipal de Educa??o de Campinas aos professores do Ciclo II, 4? ano do Ensino Fundamental. A quest?o norteadora desta pesquisa foi assim enunciada: quais ind?cios de ressignifica??o sobre ensinar e aprender matem?tica evidenciam-se nas enuncia??es de professores inseridos num espa?o formativo? Teve como objetivo geral investigar se e como ocorreram influ?ncias de um espa?o formativo nas cren?as e nos saberes dos professores dos anos iniciais do Ensino Fundamental. Partimos do pressuposto de que contribui??es seriam poss?veis a partir da forma??o continuada realizada no l?cus da atua??o profissional desses professores, a qual buscava promover estudos e pesquisas em Educa??o Matem?tica, assim como reflex?es sobre as pr?ticas pedag?gicas desses docentes. Os objetivos espec?ficos da pesquisa configuraramse em (a) identificar os conhecimentos sobre a matem?tica que os professoresparticipantes evidenciam durante a produ??o dos dados e se/como tais conhecimentos transformam-se; (b) identificar os conhecimentos sobre a aprendizagem matem?tica dos professores- participantes ? como aprenderam e como identificam suas aprendizagens no momento da produ??o dos dados ?; e (c) identificar as cren?as e os conhecimentos dos professores-participantes sobre como ensinar matem?tica ? como concebiam suas pr?ticas e como identificam suas aprendizagens a partir do curso de forma??o no momento da produ??o dos dados. A pesquisa, de abordagem qualitativa, contou com tr?s professores-participantes da forma??o em servi?o, e os dados constitu?ram-se por meio de tr?s recursos principais: 1) as narrativas de hist?ria de vida desses profissionais, desde quando alunos dos anos iniciais at? quando iniciaram a carreira docente; 2) as transcri??es das entrevistas semiestruturadas, uma realizada ao final da forma??o, e outra, dez meses ap?s o t?rmino do curso; e 3) as transcri??es das narrativas orais do ?ltimo encontro da forma??o, que foram gravadas em ?udio e v?deo. Utilizamos a triangula??o de fontes de dados para configura??o e an?lise dos dados. Os resultados apontam que esses professores trazem experi?ncias negativas em rela??o ? matem?tica advindas da sua forma??o inicial. As cren?as sobre ensinar e aprender matem?tica constru?das ao longo das suas trajet?rias estudantis influenciam suas pr?ticas pedag?gicas. A forma??o em servi?o, desenvolvida no local de trabalho dos professores, apresenta-se como um espa?o de profissionaliza??o, de desenvolvimento, de saberes, de atendimento ?s m?ltiplas situa??es referentes ao ensino e ? aprendizagem da matem?tica e, tamb?m, de supera??o dos desafios de mudan?a para o desenvolvimento profissional desses docentes.