In recent decades, technology has played a significant role in English language teaching. Current Indonesian policies in education encourage teachers to integrate technology into teaching and learning activities to bolster the effectiveness and efficiency of their teaching practice (Ministry of National Education Indonesia, 2013). Previous studies found that various technology-based pedagogies yielded rewarding results for learners’ language skills in Indonesia, yet teachers report a lack of skills and knowledge necessary for CALL (Computer Assisted Language Learning) integration (Cahyani & Cahyono, 2012; Ridwan, 2017). There are, however, limited studies examining teachers’ readiness and skills to implement technology use in their classroom instructions. Therefore, the present study investigates teachers’ technological skills to implement CALL-based English as Foreign Language (EFL) instructions, particularly in Maluku, Indonesia using the TPACK (Technology, Pedagogy, and Content Knowledge) Framework (Koehler & Mishra, 2006). EFL high school teachers (N=43) from Maluku, Indonesia participated in the study. The data were collected using an online TPACK survey (Schmidt et al, 2009; Sahin, 2011) and follow-up interviews (Nila, 2013). The teachers showed interest and awareness of the use of technology to facilitate efficient and effective EFL instruction. The majority of participants demonstrated their perceived understanding of utilizing and combining technology with their pedagogical practices. Further, the interviews uncovered the fact that a handful of technology tools were already employed to improve students’ practice of English inside and beyond classrooms. These findings shed light on the reality that Indonesian EFL teachers are prepared to enact CALL. Nevertheless, participants encountered challenges for effective enactment of CALL-based EFL instruction such as a lack of CALL training and accessible technology to facilitate learning. The findings then suggest a need for training modules for technology incorporation in ELT, quality school facilities, and assistance in developing technology based EFL teaching.

Made available in DSpace on 2014-06-11T19:27:53Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-10-15Bitstream added on 2014-06-13T20:17:25Z : No. of bitstreams: 1 camargo_peb_me_rcla.pdf: 721910 bytes, checksum: 0e8d19707e56d957beaf89404a161676 (MD5) / Uma investigação envolvendo saberes e práticas docentes sobre o ensino do espaço local (lugar), através de Atlas Municipais Escolares, em terceiras e quartas séries do Ensino Fundamental é o foco principal da pesquisa. Desta forma busca compreender as relações estabelecidas entre os diferentes sujeitos dos universos escolares investigados quanto ao tema proposto pelas pesquisas ao qual as professores participavam sendo que foram investigados três universos e suas respectivas professoras que se encontravam, na época, envolvidas em projetos mais amplos que, no caso de duas professoras, buscou integrar universidade e escola, por meio de uma pesquisa em colaboração envolvendo os municípios de Rio Claro e Ipeúna, ambos deste Estado e, no outro caso, uma ação entre assessores externos e a Prefeitura Municipal de Sumaré/SP, para elaboração de um Atlas Municipal Escolar daquele município. São três localidades, três professoras e seus universos aqui investigados que, através dos registros etnográficos de observações de suas aulas e entrevistas com as professoras, enquanto coleta de dados, trabalhando com e sobre a idéia de lugar como tema recorrente aos Atlas. Sendo assim, o lugar construiu-se/constituíu-se através das práticas das professoras, cada qual a sua maneira. / An investigation involving knowings and teachers practices about local (place) instruction, through Municipal School Atlas, in third and forth grades of Elementary School is the main focus of this research. This way it searches to comprehend the relations established between the differents individuals of the schools universes investigated as far as the theme proposed by the researches witch the teachers participated goes being that three universes and their respective teachers were investigated, and that at the time found themselves involved in bigger projects, in the case of two teachers, it seeked to integrate university and school by means of a research in cooperation with the municipal districts of Rio Claro and Ipeúna, both from the state of São Paulo, and in other case, an action between outside assessors and the Municipal City Hall of Sumaré/SP, to the elaboration of an School Municipal Atlas of that municipal district. There are three locations, three teachers and their universes investigated here that through ethnography records about observation of their lessons and interviews with the teachers, while collecting information, working with and on the idea of space as a theme of the Atlas. Therefore the space build up through teachers skills, each on your own way.

Orientador: Rosângela Doin de Almeida / Banca: Jader Janer Moreira Lopes / Banca: Samira Peduti Kahil / Resumo: Uma investigação envolvendo saberes e práticas docentes sobre o ensino do espaço local (lugar), através de Atlas Municipais Escolares, em terceiras e quartas séries do Ensino Fundamental é o foco principal da pesquisa. Desta forma busca compreender as relações estabelecidas entre os diferentes sujeitos dos universos escolares investigados quanto ao tema proposto pelas pesquisas ao qual as professores participavam sendo que foram investigados três universos e suas respectivas professoras que se encontravam, na época, envolvidas em projetos mais amplos que, no caso de duas professoras, buscou integrar universidade e escola, por meio de uma pesquisa em colaboração envolvendo os municípios de Rio Claro e Ipeúna, ambos deste Estado e, no outro caso, uma ação entre assessores externos e a Prefeitura Municipal de Sumaré/SP, para elaboração de um Atlas Municipal Escolar daquele município. São três localidades, três professoras e seus universos aqui investigados que, através dos registros etnográficos de observações de suas aulas e entrevistas com as professoras, enquanto coleta de dados, trabalhando com e sobre a idéia de lugar como tema recorrente aos Atlas. Sendo assim, o lugar construiu-se/constituíu-se através das práticas das professoras, cada qual a sua maneira. / Abstract:An investigation involving knowings and teachers practices about local (place) instruction, through Municipal School Atlas, in third and forth grades of Elementary School is the main focus of this research. This way it searches to comprehend the relations established between the differents individuals of the schools universes investigated as far as the theme proposed by the researches witch the teachers participated goes being that three universes and their respective teachers were investigated, and that at the time found themselves involved in bigger projects, in the case of two teachers, it seeked to integrate university and school by means of a research in cooperation with the municipal districts of Rio Claro and Ipeúna, both from the state of São Paulo, and in other case, an action between outside assessors and the Municipal City Hall of Sumaré/SP, to the elaboration of an School Municipal Atlas of that municipal district. There are three locations, three teachers and their universes investigated here that through ethnography records about observation of their lessons and interviews with the teachers, while collecting information, working with and on the idea of space as a theme of the Atlas. Therefore the space build up through teachers skills, each on your own way. / Mestre

Betydelsen av att läsa med god läsförståelse ökar på grund av informationssamhällets framväxt. I PIRLS-undersökningen som genomfördes 2016 visades en förbättring på elevers läsförståelse gentemot den undersökning som gjordes 2011. Att elever undervisas betydligt mindre i lässtrategier i Sverige än i andra länder var också något som uppmärksammades. Syftet med denna litteraturstudie är att bidra med kunskap om hur undervisning i lässtrategier kan bidra till utveckling av elevers läsförståelse. Utifrån syftet har dessa frågeställningar utformats: Hur kan lässtrategier utveckla elevers läsförståelse? Hur kan lärares kunskap om lässtrategier bidra till utveckling av elevers läsförståelse? Detta är en litteraturstudie där olika publikationstyper har analyserats utifrån studiens syfte. Studien innefattar både nationella och internationella publikationer så som två doktorsavhandlingar, nio vetenskapliga artiklar och en licentiatavhandling. Resultaten visar att användandet av lässtrategier har en positiv effekt på elevers läsförståelseutveckling. Flera studier belyser samspelet, både mellan elever och mellan lärare och elever, som en betydelsefull faktor. Slutsatsen av resultatet är att lässtrategier är ett viktigt stöd för att utveckla läsförståelsen hos elever. / The importance of reading with good reading comprehension is increasing due to the emergence of the information society. The PIRLS survey, conducted in 2016, showed an improvement in the reading comprehension of students compared with the survey made in 2011. That pupils are taught significantly less in reading strategies in Sweden than in other countries was also something that was noted. The purpose of this literature study is to provide knowledge about how teaching in reading strategies contribute to the development of students' reading comprehension. Based on the purpose, these issues have been formulated:  How can reading strategies develop students' reading comprehension? How can teachers' knowledge of reading strategies contribute to the development of students' reading comprehension?  This is a literature study where different types of publication have been analyzed based on the purpose of the study. The study includes both national and international publications such as two doctoral dissertations, nine scientific articles and a licentiate dissertation. The results show that the use of reading strategies has a positive impact on students' reading comprehension development. Several studies illustrate interaction, between students and between teachers and students, as an important factor. The conclusion of the result is that reading strategies are an important support for developing reading comprehension among students.

Studiens syfte är att med hjälp av aktuell forskning ta reda på hur lärares kompetenser och undervisningsmetoder kan främja lågstadieelevers läsutveckling. För att uppnå studiens syfte valdes systematisk litteratursökning som metod. Teorin som studien utgår ifrån är the Simple View of Reading där två komponenter, avkodning och språkförståelse, är beroende av varandra och är nödvändiga att behärska för att uppnå god läsförmåga. Det hittades elva studier av relevans i sammanhanget. Resultatet från dessa elva studier visade att lärare behöver behärska tre olika kompetenser för att utveckla elevers läsförmåga nämligen didaktisk kompetens, relationskompetens och ledarskapskompetens. De olika undervisningsmetoder som visat sig vara framgångsrika var en intensiv bokstavsinlärning, olika metoder kring högläsning samt olika läsaktiviter där eleverna får träna på att läsa antingen individuellt, i par, grupper eller i helklass. Slutsatsen som kan dras är att lärarens kompetenser och val av metoder har stor betydelse för elevers läsutveckling och det är därför angeläget att lärare håller sig uppdaterade kring den senaste forskningen.

abstract: This study examined directors’, master teachers’, graduate and undergraduate String Project teachers’ perspectives of the skills and behaviors important for teaching strings. Participants were from the 40 String Projects listed on the National String Project Consortium website, including String Project directors (n = 16), master teachers (n = 7), graduate (n = 6) and undergraduate string teachers (n = 46) involved in String Projects across the United States. Participants ranged in age from 18 to 72 years old. The survey for this study was based on Teachout’s 1997 survey pertaining to teachers’ skills and behaviors in three categories: teaching, personal, musical. A cover letter containing a link to the electronic survey was sent to directors and master teachers for the 40 String Projects, requesting their participation and the participation of their string teachers. Seventy-five participants from 19 String Projects completed the survey. Means and standard deviations were calculated for each item for each of the four participant groups. Overall means for each category of skills and behaviors were calculated followed by a one-way Multivariate Analysis of Variance (MANOVA) to determine which of the three categories the teachers and directors believed most important. Three one-way MANOVAs were used to analyze participants’ perspectives for three broad categories of skills and behaviors (personal, teaching, and musical) across the four participant groups. No significant differences were found across all three MANOVA analyses. Additionally, descriptive statistics were used to determine the rankings of importance for the four participant groups on 40 survey items. Results showed that participants in all four groups believed that personal skills and behaviors were more important than teaching and musical skills and behaviors. Also conducted were Pearson Product-Moment Correlations, which analyses revealed a strong positive relationship between the ranked perceptions of musical and teaching skills and behaviors (r = .78, p = .00), between musical and personal skills and behaviors (r = .65, p = .00), and between personal and teaching skills and behaviors (r = .84, p = .00). Strong positive correlations were found between the three categories. Recommendations for research and practice were given. / Dissertation/Thesis / Doctoral Dissertation Music Education 2019

Cette recherche porte sur la pertinence et la faisabilité d’un programme de formation continue à distance des enseignants qualifiés de l’enseignement secondaire général public du Bénin. Elle a deux objectifs spécifiques : l’identification et l’analyse des besoins de formation continue des enseignants du secondaire du Bénin et l’étude des modalités administratives, pédagogiques et techniques de mise en place d’un tel programme dans le contexte béninois. Les recherches sont effectuées sur la base de la mise en œuvre de la technique du groupe nominal (TGN) qui a permis de générer un premier questionnaire soumis à un échantillon de 278 enseignants représentatifs des 1 488 enseignants qualifiés de l’enseignement secondaire général public du Bénin et trois autres questionnaires, basés sur la technique Delphi, adressés à 13 experts du système éducatif béninois. Il apparaît qu’un futur programme de formation continue à distance des enseignants du secondaire devrait comporter, principalement, les trois thèmes ci-après, classés par ordre de priorité : «Technologies de l’information et de la communication »; «Méthodes pédagogiques» et « Matière de spécialité ». L’utilisation de la technique Delphi a permis d’établir une liste de 23 items correspondant aux modalités administratives, pédagogiques et techniques pour la mise en œuvre de la formation. L’analyse des résultats de la technique Delphi et celle des réponses au questionnaire adressé aux enseignants ont permis d’opérer un choix de médias à utiliser et/ou à intégrer pour transmettre le savoir et soutenir l’apprentissage. Il ressort des résultats de la recherche que les enseignants béninois du secondaire ont d’importants besoins de formation continue et que la conception et la mise en œuvre d’un programme de formation à distance axée sur l’utilisation des TIC sont pertinentes et faisables au Bénin. Un modèle organisationnel de formation continue à distance a été proposé. / This study focuses on the relevance and feasibility using Information and Communications Technologies (ICT) for in-service training of qualified teachers of secondary general public school in Republic of Benin through a distance education program. There were two specific objectives: the identification and analysis of in-service training needs of teachers and the study of administrative procedures, educational and technological development of such a program in the context of Republic of Benin. The population of the study was made up of 1 488 qualified teachers and a sample of 278 teachers representing them in general secondary public education of the Republic of Benin. The research was conducted on the basis of the implementation of two types of questionnaire. We used the Nominal Group Technique (NGT) to generate a data bank for designing a questionnaire to collect information from qualified teachers, and three questionnaires based on the Delphi Technique were submitted to 13 experts from the Beninese education system. It was found that a future in-service training program on distance education for secondary school teachers should include mainly the following three themes, in order of priority: 1. Information Technologies and Communications; 2. Teaching methods; 3. Specific subject areas. Experts from the Beninese education system used the Delphi Technique and established a list of 23 items corresponding to the administrative procedures, and teaching techniques for the implementation of training. Analysis of the results of the Delphi technique and the answers of the questionnaire to teachers showed that the use/integration of a variety of media to transmit knowledge and support learning is very necessary. The results of the research also showed that teachers in general secondary education need continuing education which can be facilitated by the use of distance education with the aid of ICT. An organizational model of in-service training based on the use of ICT has been suggested.

Cette recherche porte sur la pertinence et la faisabilité d’un programme de formation continue à distance des enseignants qualifiés de l’enseignement secondaire général public du Bénin. Elle a deux objectifs spécifiques : l’identification et l’analyse des besoins de formation continue des enseignants du secondaire du Bénin et l’étude des modalités administratives, pédagogiques et techniques de mise en place d’un tel programme dans le contexte béninois. Les recherches sont effectuées sur la base de la mise en œuvre de la technique du groupe nominal (TGN) qui a permis de générer un premier questionnaire soumis à un échantillon de 278 enseignants représentatifs des 1 488 enseignants qualifiés de l’enseignement secondaire général public du Bénin et trois autres questionnaires, basés sur la technique Delphi, adressés à 13 experts du système éducatif béninois. Il apparaît qu’un futur programme de formation continue à distance des enseignants du secondaire devrait comporter, principalement, les trois thèmes ci-après, classés par ordre de priorité : «Technologies de l’information et de la communication »; «Méthodes pédagogiques» et « Matière de spécialité ». L’utilisation de la technique Delphi a permis d’établir une liste de 23 items correspondant aux modalités administratives, pédagogiques et techniques pour la mise en œuvre de la formation. L’analyse des résultats de la technique Delphi et celle des réponses au questionnaire adressé aux enseignants ont permis d’opérer un choix de médias à utiliser et/ou à intégrer pour transmettre le savoir et soutenir l’apprentissage. Il ressort des résultats de la recherche que les enseignants béninois du secondaire ont d’importants besoins de formation continue et que la conception et la mise en œuvre d’un programme de formation à distance axée sur l’utilisation des TIC sont pertinentes et faisables au Bénin. Un modèle organisationnel de formation continue à distance a été proposé. / This study focuses on the relevance and feasibility using Information and Communications Technologies (ICT) for in-service training of qualified teachers of secondary general public school in Republic of Benin through a distance education program. There were two specific objectives: the identification and analysis of in-service training needs of teachers and the study of administrative procedures, educational and technological development of such a program in the context of Republic of Benin. The population of the study was made up of 1 488 qualified teachers and a sample of 278 teachers representing them in general secondary public education of the Republic of Benin. The research was conducted on the basis of the implementation of two types of questionnaire. We used the Nominal Group Technique (NGT) to generate a data bank for designing a questionnaire to collect information from qualified teachers, and three questionnaires based on the Delphi Technique were submitted to 13 experts from the Beninese education system. It was found that a future in-service training program on distance education for secondary school teachers should include mainly the following three themes, in order of priority: 1. Information Technologies and Communications; 2. Teaching methods; 3. Specific subject areas. Experts from the Beninese education system used the Delphi Technique and established a list of 23 items corresponding to the administrative procedures, and teaching techniques for the implementation of training. Analysis of the results of the Delphi technique and the answers of the questionnaire to teachers showed that the use/integration of a variety of media to transmit knowledge and support learning is very necessary. The results of the research also showed that teachers in general secondary education need continuing education which can be facilitated by the use of distance education with the aid of ICT. An organizational model of in-service training based on the use of ICT has been suggested.

Undersökningens syfte är att synliggöra förskollärares upplevelser gällande att kunna tillgodose varje enskilt barns behov i förskolan samt att problematisera de faktorer som påverkar huruvida förskollärare kan tillgodose dessa. Datainsamlingen gjordes genom semistrukturerade intervjuer med sex olika förskollärare där fokuset var att synliggöra aktörernas upplevelser och vad som ansågs var viktigt  för att kunna tillgodose varje enskilt barns behov. Eftersom de pedagogiska relationerna mellan förskollärare och barn är centrala när det gäller förskollärares arbete med barnens behov, inramas studien teoretiskt med den relationella pedagogiken. Studien bygger på en kvalitativ ansats och analysen följde en abduktiv logik där datamaterialet analyserades på ett systematiskt sätt utifrån det teoretiska ramverket. Det resultat som presenteras i studien synliggör förskollärares syn på begreppet “varje enskilt barns behov” samt de faktorer studiedeltagarana anser ligger till grund för och skapar förutsättningar  för att de ska kunna tillgodose varje enskilt barns behov. Den påverkansfaktor som de förskollärare som intervjuats främst syftade på som en bidragande orsak var personalbristen, både sjukfrånvaro samt förskolans grundbemanning. Detta kan ibland upplevas leda till tidsbrist som i sin tur gör det svårt att skapa och upprätthålla relationer till vart och ett av barnen och därmed också påverka i vilken utsträckning varje enskilt barns behov kan tillgodoses. Att inte kunna bidra till varken relationsskapandet eller att tillgodose varje enskilt barns behov i önskad omfattning framställs av de förskollärare som intervjuats som påfrestande och upplevs som ett misslyckande.