Spelling suggestions: "subject:"beacher professionalism."" "subject:"ateacher professionalism.""
31 |
Percorrendo caminhos para além do espaço: a construção do "território pedagógico" como um elemento constituidor da profissionalidade docente na educação infantilAmaral, Carla Tatiana Moreira do 27 February 2014 (has links)
Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-13T14:06:22Z
No. of bitstreams: 1
Carla Tatiana Moreira do Amaral.pdf: 3971660 bytes, checksum: 4095f59898fab380c01cf2c2653d71db (MD5) / Made available in DSpace on 2015-07-13T14:06:22Z (GMT). No. of bitstreams: 1
Carla Tatiana Moreira do Amaral.pdf: 3971660 bytes, checksum: 4095f59898fab380c01cf2c2653d71db (MD5)
Previous issue date: 2014-02-27 / FAPERGS - Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul / Permeando o vasto campo que envolve as infâncias e suas multiplicidades/especificidades, buscou-se configurar/desfigurar esse universo, a fim de propor novos olhares. Nesse caminho, formulou-se o conceito de "território pedagógico", com o objetivo de analisar e compreender como tal concepção e os fatores que a circulam/influenciam podem contribuir na constituição da profissionalidade docente do professor de Educação Infantil. A pesquisa foi realizada em uma Escola Municipal de Educação Infantil do município de Taquara/RS. Investiu-se na compreensão das concepções de infância/tempo e espaço dos docentes, bem como nos percursos formativos trilhados pelas cinco interlocutoras do estudo. Os argumentos construídos constituíram-se a partir de pesquisas bibliográficas sobre as concepções e conceitos que subsidiaram o estudo e de opções metodológicas de cunho qualitativo, as quais envolveram, como recursos metodológicos, observações, fotografias e reuniões de grupos focais. A pesquisa fundamentou-se em: Barbosa (1998, 2000, 2006, 2010), Frabboni (1998), Horn (1998, 2003, 2013), Narodowski (2001), Oliveira (2002) entre outros autores e legislações que subsidiam o pensar a infância e a educação infantil. Também se recorreu a autores clássicos da pedagogia que contribuíram com concepções sobre o processo de ensino e aprendizagem e a organização dos espaços para a infância, como: Froebel, Montessori, Freinet, Vygotsky e Wallon. Com relação aos conceitos de espaço e território, buscou-se sustentação em Forneiro (1998), Haesbaert (2004), Neto (2000, 2008) e Souza (2001). Também se recorreu a autores que se dedicam a pesquisar a formação docente e a constituição da profissionalidade, como Freire e Shor (1986), Nóvoa (1991, 2011), Pereira (1996), Sacristán (1991), Tardif (2002, 2005) e a profissionalidade docente na infância Formosinho (2002). O estudo evidenciou concepções de crianças enquanto protagonistas do processo de aprendizagem na escola infantil. Constatou-se que o espaço precisa possibilitar a livre escolha e o fácil acesso dos alunos aos materiais e brinquedos que compõem a sala de aula, sendo constante a sua (re)organização em função das próprias crianças e de seus interesses, que também estão em constante mudança. Com relação ao tempo, detectou-se que ele necessita ser vivido, ou seja, representar um "cotidiano" de possibilidades. Destacaram-se, ainda, tensionamentos vividos pelos docentes neste percurso. A profissionalidade do educador de infância passa a ser entendida como contínua, como uma caminhada, uma formação ao longo da vida pessoal e profissional. Nesse processo, constatou-se as dimensões física, funcional, relacional e temporal e, ainda, indicadores como a docência compartilhada, o olhar e a atuação da coordenação pedagógica e fatores relacionais como crescimento, organização e reorganização do arranjo espacial e participação dos pais, que tornam o "território pedagógico" um elemento capaz de constituir a profissionalidade docente na primeira etapa da educação básica. / Through the vast field that surrounds childhood and its multiplicities/specificities, it was attempted to configure/disfigure this universe in order to propose new perspectives. In this sense, the concept of “pedagogical territory” was constructed aiming to analyze and comprehend how this conception and the aspects the surround/influence it can contribute for the teacher professionalism in Early Childhood Education. The research was carried out in a Municipal Preschool in the city of Taquara/RS. It focused on the comprehension of concepts regarding childhood/time and space of teachers, as well as training paths pursed by the five interlocutors of the study. The formulated arguments were based on literature review of conceptions and concepts that supported the study and qualitative methods of research, which involved as methodological resources: observations, photographs, and focus group meetings. The research was based on: Barbosa (1998, 2000, 2006, 2010), Frabboni (1998), Horn (1998, 2003, 2013), Narodowski (2001), Oliveira (2002), among other authors and legislations that subsidize the childhood and the early childhood education thinking. Classical authors from the pedagogy field that contributed to conceptions about teaching and learning and the organization of spaces for children, such as Froebel, Montessori, Freinet, Vygotsky, and Wallon, were also used. Regarding concepts of space and territory, the study was supported by the concepts of Forneiro (1998), Haesbaert (2004), Neto (2000, 2008) and Souza (2001). Likewise, authors who are dedicated to research teacher education and the professionalism constitution, such as Freire and Shor (1986), Nóvoa (1991, 2011), Pereira (1996), Sacristan (1991), Tardif (2002, 2005), as well as Formosinho (2002) for the teacher professionalism, were used. The study showed the concept of children as protagonists of the leaning process in early childhood education. It also evidenced that the space needs to enable the students’ free choice and easy access to the materials and toys that are part of the classroom, since it needs constant (re)organization due to the children and their interests, that are also in constant change. Regarding time, it was detected that it needs to be lived, i.e., to be represented as an “everyday” possibility. Additionally, it was highlighted the tensioning lived by the teachers during this course. The teacher professionalism of an early childhood educator is understood as continuous, like a journey, a lifelong learning. In this process, it was found out the physical, functional, relational and temporal dimensions, and also indicators regarding shared teaching, perspectives and performance of the pedagogical coordination, and related factors, such as growth, organization and reorganization of space and parents participation, which makes the “pedagogical territory” an element capable of building the teacher professionalism in the first stage of basic education.
|
32 |
'n Metabletiese ondersoek na Bruin professionele onderwysverenigings en onderwysvakbonde in the RSA met spesifieke verwysing na hul eenheidstrewe in die onderwysMuller, Gregorius Daniel 11 1900 (has links)
Text in Afrikaans / Organised trade unionism in the South African education
sector is a new phenomenon. In this study the emergence and development of Coloured professional
teacher associations and teacher trade unions is researched. Although Coloured teacher associations
like the Teachers' League were great exponents of professionalism, they nevertheless showed
characteristics of modern trade unionism.
The development of Coloured professional teacher associations and trade unions is discussed
against the background of their quest for teacher unity in South Africa. Since the establishment of
the Teachers' League in 1913, the policy of Coloured teacher organizations on teacher unity
underwent a remarkable change from mainly ethnic teacher unity (1913-1969) to unity across ethnic
divisions (since the late seventies). This policy shift is contextualised in the ever changing
political, social and economic milieu in South Africa.
Finally recommendations on the professional teacher association enterprise and teacher trade
unionism in South Africa is given. / Die georganiseerde vakbondwese in die Suid-Afrikaanse onderwys is 'n nuwe verskynsel. In die
studie is die ontstaan en ontwikkeling van die Bruin onderwysverenigingsbedryf en
onderwysvakbondwese in Suid Afrika nagevors. Alhoewel die vroeere Bruin professionele
onderwysverenigings soos die Teachers' League 'n sterk professionle karakter getoon het, het hulle
kerumerke van die moderne vakbondwese, veral ten aansien van hul salarisonderhandelinge met
onderwysowerhede, geopenbaar wat deurgaans in die verhandeling belig is.
Die metabletiese ondersoek na Bruin professionele onderwysverenigings en -vakbonde is onderneem
teen die agtergrond van hul etniese en nie-etniese eenheidstrewe in die onderwys. Die eenheidstrewe
van Bruin onderwysersverenigings het 'n merkwaardige verruiming sedert die onstaan van die TLSA in
1913 ondergaan - 'n aspek wat in die lig van die deurlopende veranderende sosiale, politieke en
ekonomiese klimaat in Suid-Afrika belig is.
Ten slotte word aanbevelings ten opsigte van die onderwysverenigingsbedryf en die
onderwysvakbondwese in die nuwe Suid-Afrika gemaak. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
|
33 |
Likvärdig och rättvis betygssättning : I spänningsfältet mellan elevens rättssäkerhet och lärarens professionalism / Equal and equitable grading : Tensions between pupils’ legal security and teachers’ professionalismNaumanen, Hampus January 2024 (has links)
Equal and fair grading is crucial for the grading system to be perceived as legitimate by society and for the selection to higher education to be legally secure for the student. In a grading system where the teacher has a high degree of autonomy in the grading process, demands are placed on the teacher's integrity and professionalism. This systematic literature study examines which assessment and grading practices can strengthen equal and fair grading, and which difficulties may arise in the tension between the student's legal security and the teacher's professionalism. The study is based on an organizational justice theory with three different perspectives: distributive justice, procedural justice, and interpersonal justice. The main result of the study is that relational and caring assessment and grading practices, a collective interpretation of the grading criteria at national level, and high validity and reliability in the assessment method are strengthening for equal and fair grading. In addition, difficulties arise regarding teachers' assessment and grading practices when the teacher's role as grader is questioned, and the grading process is influenced by internal or external factors. This has consequences for the student's legal security since the teacher's professional judgment stands as the sole guardian of maintaining it. The conclusion is that grading systems that aspire to be equal and fair need principles for how the balance between individual and impartial assessments should be applied.
|
Page generated in 0.0984 seconds