Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2017-02-07T15:36:03Z No. of bitstreams: 1 Paulo Gaspar Graziola Junior_.pdf: 1139919 bytes, checksum: eb5c068e018e228c5a92e3d98a929318 (MD5) / Made available in DSpace on 2017-02-07T15:36:03Z (GMT). No. of bitstreams: 1 Paulo Gaspar Graziola Junior_.pdf: 1139919 bytes, checksum: eb5c068e018e228c5a92e3d98a929318 (MD5) Previous issue date: 2016-09-21 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O desenvolvimento profissional docente é um processo contínuo, sistemático, organizado e auto-reflexivo, envolvendo os percursos trilhados pelos professores na dimensão pessoal e na interpessoal, na construção de um repertório de conhecimentos, saberes e fazeres, abarcando desde a formação inicial até o exercício continuado da docência. A Formação como trajetória pressupõe o conhecimento dos sujeitos em formação para poder compreender suas expectativas e potencializar seus saberes. Trata-se de um processo exigente e localizado, que conta com um diálogo comum entre formadores e formandos. É importante que valorize o protagonismo dos envolvidos tanto na escolha dos temas como na eleição das formas de abordagem. Assumir a formação como trajetória requer, ainda, uma preocupação com a continuidade desta formação, para poder avaliá-la, realimentá-la no sentido da “humana formação” nas palavras de Arroyo (2013). Nessa perspectiva é possível assumir a formação como uma real experiência. Neste trabalho, tomou-se como objeto de pesquisa a experiência formativa no contexto da Rede Nacional de Formação Continuada de Professores, no qual a Universidade Federal do Paraná (UFPR) possui um Programa intitulado “Formação continuada de professores da Educação Básica da cidade de Curitiba e da sua região metropolitana do Paraná”. O Programa teve como objetivo geral promover a formação continuada de professores dos anos ou séries iniciais do ensino fundamental da rede pública de ensino, contribuindo para elevar a qualidade do ensino e da aprendizagem. Procurou-se compreender “como a experiência de formação, no contexto da COPEFOR, assume uma condição formativa tanto para os Coordenadores como para os cursistas?” Para explorar o problema de pesquisa, tomou-se duas dimensões de aprofundamento e análise: a) as propostas dos Cursos e a compreensão de formação dos formadores; b) o Curso como uma experiência na trajetória formativa dos professores/cursistas. A pesquisa assumiu uma abordagem exploratória qualitativa, através do Estudo de Caso. Dentre a oferta de Cursos de Extensão para a Educação Básica, foram escolhidos dois cursos e, em cada um deles, dois formadores e cinco cursistas. A coleta de dados foi realizada através de entrevistas semi-estruturadas e grupo focal. A análise dos documentos auxiliaram a compreensão da proposta. Os principais resultados indicam a satisfação dos professores com a experiência de formação em que destacam: a relação teórico-prática, o trabalho colaborativo por meio do diálogo entre pares, a reflexão sobre o que realizam salientando o especial papel da relação universidade escola. / The Professional Teacher Development is a continuous, systematic, organized and self-reflective process which involves the paths trailed by the teachers, in a personal and in the interpersonal dimension with the creation of a repertoire of knowledge, skills and practices that embraces initial training up until the continued practice of teaching. Formation as a trajectory presupposes the knowledge of the individuals in training in order to understand their expectations and enhance their knowledge. This is a demanding and localized process, which counts on a common dialogue between trainers and trainees. It is important to appreciate the protagonism of those involved in the selection of the topics such as the election of the forms of approach. Assuming training as a course requires also a concern for the continuity of this formation in order to evaluate it, feed and re-feed it in the meaning of "human formation" in the words of Arroyo (2013). In this perspective it is possible to take the training as a real experience. In this paper, the research object chosen was formative experience in the context of the National Network of Continuous Teacher Training, in which the "Universidade Federal do Paraná" (Federal University of Paraná) has a program entitled "Formação continuada de professores da Educação Básica da cidade de Curitiba e da sua região metropolitana do Paraná" (Continuous teachers training of the primary education in the city of Curitiba and its metropolitan region of Paraná). The program aimed to promote continuous formation for teachers of the early elementary school public network, helping to raise the quality of teaching and learning. It was tried to comprehend "how the experience of formation in the context of the Coordenação de Políticas de Formação do Professor (COPEFOR - Teacher Education Policy Coordination) assumes a formative condition for both the Managers and to the course participants?". To explore the research problem, it took up two dimensions of depth and analysis: a) the proposals of courses and understanding the training of trainers; b) the course as a formative experience in the trajectory of teachers/course members. The research took a qualitative exploratory approach, through the Case Study. Among the Extension Courses offers for Basic Education, two courses were chosen and in each of them two teachers and five course members. Data collection was conducted through semi-structured interviews and focus groups. The analysis of the documents helped in the comprehension of the proposal. The main results indicate the satisfaction of the teachers with training experience in which they emphasize: the theoretical and practical relationship, collaborative work through dialogue among peers, reflection on what they accomplish pointing out the special role of the university/school relationship.

Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

Professional development of beginning teachers through induction and mentoring has been commonly viewed as important for teachers' success and continuation in the teaching profession. Induction and specifically mentoring programs focus attention on transitions from one stage of teacher development to another. The three phases of teacher development are initial teacher education, known as pre-service, the induction phase and the ongoing teacher in-service education. The move from student to teacher is the most demanding change in learning to teach. The beginning teacher in this change must adjust from thinking and acting as a student, absorbed with his or her own learning and performance, to thinking and acting as a teacher, accepting responsibility for the learning and performance of others. Beginning teachers are fully engaged in this essential development, and mentoring programs are purposely intended to support them through this period of change. This study has established that beginning teachers in Papua New Guinea (PNG) do experience challenges in the first few months of teaching but these issues lapse over time with the support and assistance of mentors/supervisors. Mentoring has great potential for group effort and transformational teacher learning within schools as professional learning communities. In order for mentors to perform their tasks well and draw benefits from mentoring, appropriate support and training for mentors is recommended. As well as support and training, other incentives for mentors such as salary increments and reduced teaching loads would be a welcome step to enhancing induction and mentoring programs in PNG primary schools.

<p>This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.</p>

本質化敘事研究旨在探討英語教師如何於正規及非正規專業發展領域中發展個人職能概念。研究對象為一位擁有多年補教與國高中教學經驗的英語教師。研究方法主要包含研究對象的口說敘述及半結構式訪談，目的在於完整記載研究對象之動態專業發展歷程。資料分析方式採用¬「整體─內容」分析法 (Lieblich, Tuveal-Mashiasch, & Zilber, 1998)與「關鍵事件」方法 (Webster & Mertova, 2007)。研究結果顯示，研究對象之教師發展出自於其主動作為並連結至其認為之與教學相關之要務。其中引領研究對象教師發展之關鍵為其個人與其所在之補教或學校場域的互動關係。也就是說，她如何看待及解讀場域中有關於教學與教師之價值，並以此價值為基礎發展個人職能概念。此外，研究對象之教師職能概念為一螺旋型過程，其過程強調一學習過程之結束引領另一新的學習發展；於專業發展領域之互動中動態發展。另一方面，藉由研究對象於正規與非正規學校場域中發展職能概念之經驗對照，本質化個案研究對於宏觀之正規及非正規教育系統在協助教師發展的設計，目前所面臨的兩難獲得更深入的了解。本研究期許針對教師教育、甚至於教育政策持續改善，提供可能之方向，使其更能符合教師於個人職能發展的實際需要。在本研究最後，針對於研究結果提出教學與研究上之建議做為參考。 / This study explores the development of an English teacher’s professional identity across formal and informal educational contexts. The informant invited in the study is an English teacher who has cross-contextual professional development experience. Data collection methods primarily included an oral narrative and semi-structured interviews in order to document the dynamic professional development trajectory of the teacher informant. The data collected were analyzed with a holistic-content method (Lieblich, Tuveal-Mashiasch, & Zilber, 1998) and a critical events approach (Webster & Mertova, 2007). The findings of the study indicate that teacher development is undertaken by the teacher herself and her concerns. What is really critical in guiding teacher development is the interaction between the teacher and her contexts; namely, how the teacher perceives and interprets the value of teaching and the meaning of being a teacher from the contexts, which is the basis to develop her professional identities. Furthermore, teacher professional identity is constructed dynamically as a spiral process in interaction with contexts. A better understanding of the tensions existing in the macro-level formal educational system is also obtained in the comparison with formal and informal professional development experience of the English teacher in the study. The study provides a possible direction for further improvement of teacher education program and for educational policy reforms to better take care of the actual professional development needs of teachers. Based on the findings, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.

This study investigated beliefs of members of an online Community of Practice (WIA) on the role of the community on professional development, teaching, and on Web 2.0 use. Through the analyses of the questionnaire, it was aimed at finding out the members&rsquo / ideas about the group as an online CoP and benefits of belonging to an online CoP. The data were collected from seventy nine members of the Webheads in Action from various countries by using an online questionnaire. Then, the responses to the multiple choice items were analyzed using PASSW. The data collected from the last section of the questionnairre were analyzed through content analysis and pattern coding. The findings revealed that the members believe that WIA plays an important role in the process of developing multiltiteracies skills and the Web 2.0 tools used in classroom teaching and for professional development. The findings also revealed that the participants believe that being a WIA member leads to motivation, collaboration and discovery. These beliefs are thought to provide insights about the advantages and disadvantages of learning in online CoPs and their effects on the members&rsquo / Web 2.0 use. The findings can also be beneficial for researchers, teacher trainers, and teachers wishing to join CoPs for professional development. They can understand the advantages and disadvantages, and the participation process in more detail. Moreover, these findings can indicate that online CoPs can provide a medium for coping with the increasing amount of information thanks to the recent technological developments, and acquiring new skills.

This study investigated beliefs of members of an online Community of Practice (WIA) on the role of the community on professional development, teaching, and on Web 2.0 use. Through the analyses of the questionnaire, it was aimed at finding out the members&rsquo / ideas about the group as an online CoP and benefits of belonging to an online CoP. The data were collected from seventy nine members of the Webheads in Action from various countries by using an online questionnaire. Then, the responses to the multiple choice items were analyzed using PASSW. The data collected from the last section of the questionnairre were analyzed through content analysis and pattern coding. The findings revealed that the members believe that WIA plays an important role in the process of developing multiltiteracies skills and the Web 2.0 tools used in classroom teaching and for professional development. The findings further revealed that the participants believe that being a WIA member leads to motivation, collaboration and discovery. These beliefs are thought to provide insights about the advantages and disadvantages of learning in online CoPs and their effects on the members&rsquo / Web 2.0 use. The findings can also be beneficial for researchers, teacher trainers, and teachers wishing to join CoPs for professional development. They can understand the advantages and disadvantages, and the participation process in more detail. Moreover, these findings can indicate that online CoPs can provide a medium for coping with the increasing amount of information thanks to the recent technological developments, and acquiring new skills.

<p>This mini-thesis attempts to explain the Information and Communications Technology (ICT) infrastructure in public schools in the Western Cape. The mini-thesis uses the case study as research design to explore aspects such as the motivation for using ICT, funding models, infrastructure models, ICT curriculum integration and teacher development. In order to gather data on the above, interviews and observations are used as research tools. The study begins with the exploration of the history of ICT infrastructure in South African schools and subsequently an international perspective is added through the literature review. Officials and teachers of the Western Cape Education Department (WCED) were interviewed to obtain their perspectives and a school was visited to observe procured ICT infrastructure. The results revealed that the WCED is using the Khanya project to deliver an ICT infrastructure to schools and to provide facilitation in the integration of ICT into the curriculum. It further showed that due to the rapid change in technology, Khanya had to adapt the hardware configuration on a regular basis and that this put considerable strain on and already small budget for ICT. The challenge that emerged is the lack of adequate ICT training for teachers. This could potentially hamper the integration of ICT and if not addressed, could serious hamper the WCED in its quest to deliver a technology based curriculum. The study concludes with conclusions drawn for the data as well as recommendations for effective ICT integration.</p>

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.

Information and communication technology (ICT) has become part of education as it has, in many cases, become the mode of choice of communication with people in all spheres of life. It provides teachers with the opportunity to access information from a vast array of resources that assists them in their teaching practices. Education in South Africa is constantly transforming to new requirements from the National Department of Education (NDoE). The fundamentals of Outcomes Based Education are lifelong learning and the development of 21st century skills that allow learners to use information for different contexts. ICT enables teachers and learners to access computer systems to develop skills, interact with their peers, colleagues, and the global society. Even though teachers know the value of ICT in teaching and learning, the pedagogical use of ICT in South African schools remains limited. In the SITES 2006, South African teachers acknowledged that they were enthusiastic to explore new ways to make teaching and learning more interesting, but that they encountered many barriers that hinder the pedagogical use of ICT for mathematics. This research has determined that the teachers’ ICT pedagogical knowledge contributed towards more effective teaching and learning practices of mathematics in South African schools. The study also describes how insufficient ICT pedagogical knowledge affected teachers’ confidence to explore ICT tools. This study followed a secondary data analysis (SDA) of the Second International Information Technology in Education Study of 2006 (SITES 2006) data from the 640 participating mathematics teachers in South Africa. The correlated data describes the technological pedagogical content knowledge (TPCK) of mathematics teachers while making use of ICT. Continuous professional teacher development is required to focus on the attainment of information technology pedagogical knowledge to further the use of ICT on the teaching of Mathematics. The study also indicates that South Africa lags far behind the other 22 countries that participated in SITES 2006. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.