abstract: ABSTRACT Much of teacher feedback research is conducted in the L1 and L2 contexts. There is a paucity of research about feedback in the Teaching Chinese as a Foreign Language (TCFL) context. Particularly, little is known about teachers' feedback practices and student views of teacher feedback. The present study was undertaken to fill the research gap by focusing on teachers'written feedback. Student data from surveying 38 students was interpreted with teacher data gained from interviewing three teachers. The findings indicate that teacher written feedback, which occurred in a multiple-draft writing cycle, generally accorded with recommended feedback principles. Students responded favorably to teacher written feedback. The results also reveal discrepancies between teachers' feedback practices and student perceptions of and preferences regarding teacher feedback. The results show that students wanted more written comments from teachers, though most teachers didn't prioritize written comments. Despite teachers' practices and their inclination toward offering coded indirect error correction, students in the study expressed their preferences for direct error correction. Most students are interested in receiving teacher feedback that addresses all aspects of writing rather than primarily focusing on language accuracy. The reasons that may account for the disjuncture are also discussed in the study. The study concludes that it is important for teachers to be aware of student attitudes and expectations regarding teacher feedback. Teachers should be flexible enough to provide individualized feedback. Pedagogical implications are included in the paper in the hope of shedding light on the development of effective and helpful teacher feedback. / Dissertation/Thesis / M.A. Asian Languages and Civilizations 2012

This qualitative study deals with Chinese middle school teachers' and Swedish upper secondary school teachers' beliefs and practices regarding the use of L1 in the EFL classroom. Through semi-structured interview questions, data were collected from five Chinese teachers and five Swedish teachers. The interviews with the Chinese teachers were conducted by the researcher on a one-to-one basis, while five Swedish teachers were asked to answer the same questions via email. The results of this study showed that there were both differences and similarities between the two groups of teachers. The Swedish teachers had a fairly negative view regarding the usage of L1 in the EFL classroom and most of them claimed that the only time they codeswitched was when giving individual feedback, when making direct comparisons to the Swedish language or when the class got out of hand. Most of the five Chinese teachers deemed target language exclusivity not logically feasible and codeswitched mostly with the students' comprehension in mind. The findings mostly agreed with previous research. / Denna kvalitativa studie handlar om kinesiska högstadielärares och svenska gymnasielärares åsikter och bruk när det gäller användningen av moderspråket i engelskundervisningen. Genom semistrukturerade intervjuer samlades data in från fem kinesiska lärare. Intervjuerna med de kinesiska lärarna genomfördes, en i taget. Fem svenska engelsklärare ombads att svara på samma frågor via epost. Resultaten av denna studie visade både skillnader och likheter i åsikter och bruk hos de tio lärarna. De svenska engelsklärarna hade en ganska negativ syn på användningen av modersmålet i engelskunderviningen och kodväxlade mestadels när de gav individuell feedback, när de gjorde direkta jämförelser med det svenska språket och när de förlorade kontrollen över klassen. De flesta av de fem kinesiska lärarna ansåg att exklusiv användning av målspråket inte var logiskt rimligt med tanke på elevernas förståelse. Resultaten stämde mestadels överens med tidigare forskning.

ABSTRACT LINKS AND DISCONNECTS BETWEEN THIRD GRADE TEACHERS’ BELIEFS, KNOWLEDGE, AND PRACTICES REGARDING NONFICTION READING COMPREHENSION INSTRUCTION FOR STRUGGLING READERS by Nicole P. Maxwell In the current era of accountability, U. S. teachers face strict demands from No Child Left Behind (NCLB) to ensure that all students’ reading achievement meets the requirements of their respective grade levels (Coburn, Pearson, & Woulfin, 2011). These demands are especially stressful when teachers have students who struggle with reading. Regrettably, many students grapple with reading difficulties, particularly with comprehending fiction and nonfiction texts (Allington, 2011). The purpose of this study was to examine the beliefs and understandings three third grade teachers held concerning nonfiction reading comprehension instruction for struggling readers and how these beliefs and knowledge influenced their pedagogical practices. This qualitative, interpretive case study examined their beliefs using the theoretical lenses of epistemology (Crotty, 2007; Cunningham & Fitzgerald, 1996; Dillon, O’Brien, & Heilman, 2004; Magrini, 2009), social constructivism (Vygotsky, 1978), transactional theory of reading (Rosenblatt, 1994), and the sociocognitive interactive model of reading (Ruddell & Unrau, 2004). The following research questions guided this inquiry: (1) How do third grade teachers support struggling readers when navigating nonfiction texts? (2) What are these third grade teachers’ beliefs and understandings about struggling readers? (3) How do these beliefs influence the third grade teachers’ pedagogical practices with struggling readers? Data collection lasted for five months and involved interviews, classroom observations, teacher debriefs, and the collection of artifacts, including DeFord’s (1985) Theoretical Orientation to Reading Profile (TORP). Data analysis was conducted using the constant comparative approach (Glaser & Strauss, 1967). The findings in this study revealed links and disconnects between the accommodations teachers believed their struggling readers needed and what they actually provided their struggling readers. These teachers faced pressures of time constraints and a focus on testing, which affected their pedagogical practices. Furthermore, they demonstrated a reliance on content area textbooks and dissatisfaction with the accessibility of nonfiction materials. These findings highlight the need for pre-service and in-service teachers to have access to quality nonfiction materials to use in the classroom and instruction on how to provide nonfiction comprehension instruction to their struggling readers.

PAIVA, Ana Carine dos Santos de Sousa. O desenvolvimento da linguagem oral no contexto da educação infantil: concepções e práticas docentes em uma creche Municipal de Fortaleza. 2016. 230f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2016. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2016-09-08T12:23:35Z No. of bitstreams: 1 2016_dis_acsspaiva.pdf: 3497070 bytes, checksum: 2dd008b91e62849fffb2ea00f15973e6 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-08T12:25:15Z (GMT) No. of bitstreams: 1 2016_dis_acsspaiva.pdf: 3497070 bytes, checksum: 2dd008b91e62849fffb2ea00f15973e6 (MD5) / Made available in DSpace on 2016-09-08T12:25:15Z (GMT). No. of bitstreams: 1 2016_dis_acsspaiva.pdf: 3497070 bytes, checksum: 2dd008b91e62849fffb2ea00f15973e6 (MD5) Previous issue date: 2016 / This research took place in early childhood education and sought to know the practices and conceptions of teachers of children 1 to 3 years of age about children's oral language development. We try to understand how teachers observe the children's oral language development in the class where they work; to know how they analyze the role they play in the development of oral language of children; identify pedagogical practices carried out by the teacher in the routine that contribute the development of oral language of children; analyze the quality of these practices. We support this work in the studies of Piaget (1983; 1986; 2009), Vygotsky (1998; 2007; 2008) and Wallon (1995; 2007; 2008) about the importance of the emergence of oral language and how it contributes to the integral development and the interactions of the subjects; as well as in the discussions proposed by Bondioli and Mantovani (1998), Cruz (2011), Kishimoto (2011), Malaguzzi (1999), Oliveira - Formosinho (2011), about training and teaching profession in this stage of education. We used the case study with qualitative approach, in a municipal day care center of Fortaleza that serves children from one to three years old. We used as instruments: questionnaires, interviews and observation of three teachers and their teaching practices during three months. We adopted the diary, photographs, voice recording and video with the intention of capturing the interactions of teachers with children and children with children. In this study we found that the teachers knows the importance of their participation in oral development language of children, but only one of them ensures quality work with this language in their practices with children. We found that the teachers do not realize that the development of this language happens in all routine moments, even those with greater emphasis on care actions (food and hygiene). Two teachers do not favor the development of oral language of children because they provide poor verbal interactions between teachers and children. This study reveals that training meetings (initial and ongoing) should explore themes that help the teacher in teaching the children from zero to three years of age who are, day by day, in educational institutions. / A presente pesquisa situa-se na área da Educação Infantil e buscou conhecer as práticas e as concepções de professoras de creche em relação ao desenvolvimento da linguagem oral das crianças. Assim, procuramos apreender as compreensões das professoras sobre o desenvolvimento da linguagem oral das crianças com as quais trabalham; conhecer o papel que as professoras atribuem a si mesmas, no desenvolvimento da linguagem oral das crianças; identificar as práticas realizadas nos diversos momentos da rotina pela professora que interferem no desenvolvimento da oralidade das crianças; analisar a qualidade dessas práticas. Respaldamos este trabalho nos estudos de Piaget (1983; 1986; 2009), Vigotski (1998; 2007; 2008) e Wallon (1995; 2007; 2008) sobre a importância do surgimento da linguagem oral e o papel desta no desenvolvimento integral e nas interações dos sujeitos; assim como nas discussões propostas por Bondioli e Mantovani (1998), Cruz (2011), Kishimoto (2011), Malaguzzi (1999), Oliveira-Formosinho (2011), acerca da formação e da profissionalidade docente nesta etapa da educação. A pesquisa de campo foi de abordagem qualitativa do tipo estudo de caso, realizada em uma creche municipal de Fortaleza que atende crianças de um a três anos de idade. Utilizamos como instrumentos investigativos: a aplicação de questionário e realização de entrevista com as três professoras e a observação das suas práticas pedagógicas, durante três meses. Adotamos como estratégias de registros o diário de campo, fotografias, gravação de voz e vídeo com a intenção de capturar as interações das docentes com as crianças e das crianças entre si. Nessa pesquisa, constatamos que as docentes compreendem a importância do seu papel no desenvolvimento da linguagem oral das crianças, porém, apenas uma delas garante um trabalho de qualidade com essa linguagem em suas práticas com as crianças. Identificamos que as docentes não percebem que o desenvolvimento dessa linguagem acontece em todos os momentos da rotina, mesmo os que têm maior ênfase em ações de cuidado (alimentação e higiene). Duas das professoras não favorecem o desenvolvimento da linguagem oral das crianças, em suas turmas, ocorrem precárias interações verbais entre docente e crianças. Este estudo destaca ainda que a temática sobre o desenvolvimento da linguagem oral das crianças necessita de um olhar mais atento nas formações (inicial e continuada) de professores, que devem ainda dar maior visibilidade às especificidades do trabalho docente com as crianças de zero a três anos de idade, que vivem, cotidianamente, uma parcela significativa de tempo em instituições de Educação Infantil.

Submitted by Thiago Bronzeado de Andrade (thiago@ch.uepb.edu.br) on 2018-06-11T14:52:57Z No. of bitstreams: 1 PDF - Deuzanete Cândido da Costa.pdf: 42256481 bytes, checksum: e0c0194ba83eb4a18898b8c4f802f934 (MD5) / Approved for entry into archive by Milena Araújo (milaborges@ch.uepb.edu.br) on 2018-06-11T15:18:13Z (GMT) No. of bitstreams: 1 PDF - Deuzanete Cândido da Costa.pdf: 42256481 bytes, checksum: e0c0194ba83eb4a18898b8c4f802f934 (MD5) / Made available in DSpace on 2018-06-11T15:18:13Z (GMT). No. of bitstreams: 1 PDF - Deuzanete Cândido da Costa.pdf: 42256481 bytes, checksum: e0c0194ba83eb4a18898b8c4f802f934 (MD5) Previous issue date: 2015-08-28 / CAPES / Working with the reading in the classroom should include the wide variety of texts and textual / discursive genres that circulate socially, thus favoring diversified practices of reading, enabling the inclusion of multiple literacies. From this perspective, the research that developed seeks to understand to what extent the lack of student interest in reading is related to the absence of working with textual / discursive genres in school. And from that understanding, we want to contribute to improving the practice of reading in the classroom, with the use of textual / discursive genres, so that encourages students to develop interest in this skill. Our hypothesis is that students find no relationship in reading worked in the classroom with their reality and this is related to the lack of language approach from the perspective of textual / discursive genres. The research corpus comprises a questionnaire for teachers and another for students of two classes of 5th and 9th grades of elementary school and classroom observation in two groups of state school in primary and secondary Carlota barrier, located in the urban area. After the questionnaire are suggested reading activities that include the textual / discourse genres to be applied in the classroom, from didactic sequences. The research is ethnographic, with the presence of the researcher in the field. We carry out action research, to intervene in the observed context. Our research is justified by concern for the creation of real conditions of use of various forms speech and writing so that students understand the functionality of the texts circulating socially and hence also understand the functionality of the language to then read with broader purposes they are not just mere compliance with schoolwork. Authors who guided our research are, among others: Soares (1999), contributed to the theory of literacy; Kleiman (2013) bringing his contribution about reading; Antunes (2009; 2010), with its contribution on the teaching of Portuguese; Marcuschi (2008), with input about the genres; Dolz and Scheneuwly (2013), bringing his theory about instructional sequence, besides having as reference the advocating the NCP. The results point to the need for a redirection of work and reading in the classroom, in order to include diverse strategies through textual / discursive genres in an interactional perspective of language that may contribute to the perception by students of the social function reading, reading the interactive side and hence to the development of teaching and learning of reading process. / O trabalho com a leitura em sala de aula deve contemplar a grande variedade de textos e gêneros textuais/discursivos que circulam socialmente, favorecendo, assim, práticas diversificadas de leitura, possibilitando a inserção de múltiplos letramentos. Nessa perspectiva, a pesquisa que desenvolvemos busca compreender até que ponto a falta de interesse dos alunos pela leitura está relacionada com a ausência do trabalho com os gêneros textuais/discursivos na escola. E, a partir dessa compreensão, queremos contribuir para melhorar a prática de leitura em sala de aula, com o uso dos gêneros textuais/discursivos, de modo que estimule os alunos a desenvolverem o interesse por essa habilidade. Partimos da hipótese de que os alunos não encontram relação na leitura trabalhada em sala de aula com a realidade deles e isso está relacionado à ausência da abordagem da linguagem na perspectiva dos gêneros textuais/discursivos. O corpus da pesquisa compreende um questionário destinado aos docentes e outro aos discentes de duas turmas do 5º e 9º anos do ensino fundamental e observação de aulas nas duas turmas da escola pública estadual de Ensino Fundamental e Médio Carlota Barreira, localizada na zona urbana. Após a aplicação do questionário, são propostas atividades de leitura que contemplam os gêneros textuais/discursivos para serem aplicadas em sala de aula, a partir de sequências didáticas. A pesquisa é de cunho etnográfico, com a presença da pesquisadora em campo. Realizamos a pesquisa-ação, para intervir no contexto observado. Nossa pesquisa se justifica pela preocupação com a criação de condições reais de uso das diversas modalidades de fala e escrita para que os alunos percebam a funcionalidade dos textos que circulam socialmente e, consequentemente percebam também a funcionalidade da língua para então, ler com propósitos mais amplos que não sejam apenas o mero cumprimento de tarefas escolares. Os autores que nortearam nossa pesquisa são, dentre outros: Soares (1999), contribuindo com a teoria do letramento; Kleiman (2013) trazendo sua contribuição a respeito da leitura; Antunes (2009; 2010), com sua contribuição sobre o ensino da Língua Portuguesa; Marcuschi (2008), com a contribuição acerca dos gêneros textuais; Dolz e Scheneuwly (2013), trazendo a sua teoria a respeito de sequência didática, além de ter como referencial o que preconizam os PCN. Os resultados apontam para a necessidade de um redirecionamento do trabalho com a leitura na sala de aula, a fim de contemplar estratégias diversificadas através dos gêneros textuais/discursivos, numa perspectiva interacionista de linguagem que possam contribuir para a percepção por parte do aluno da função social da leitura, do lado interativo da leitura e, consequentemente, para o desenvolvimento do processo de ensino e de aprendizagem da leitura.

A presente pesquisa situa-se na Ãrea da EducaÃÃo Infantil e buscou conhecer as prÃticas e as concepÃÃes de professoras de creche em relaÃÃo ao desenvolvimento da linguagem oral das crianÃas. Assim, procuramos apreender as compreensÃes das professoras sobre o desenvolvimento da linguagem oral das crianÃas com as quais trabalham; conhecer o papel que as professoras atribuem a si mesmas, no desenvolvimento da linguagem oral das crianÃas; identificar as prÃticas realizadas nos diversos momentos da rotina pela professora que interferem no desenvolvimento da oralidade das crianÃas; analisar a qualidade dessas prÃticas. Respaldamos este trabalho nos estudos de Piaget (1983; 1986; 2009), Vigotski (1998; 2007; 2008) e Wallon (1995; 2007; 2008) sobre a importÃncia do surgimento da linguagem oral e o papel desta no desenvolvimento integral e nas interaÃÃes dos sujeitos; assim como nas discussÃes propostas por Bondioli e Mantovani (1998), Cruz (2011), Kishimoto (2011), Malaguzzi (1999), Oliveira-Formosinho (2011), acerca da formaÃÃo e da profissionalidade docente nesta etapa da educaÃÃo. A pesquisa de campo foi de abordagem qualitativa do tipo estudo de caso, realizada em uma creche municipal de Fortaleza que atende crianÃas de um a trÃs anos de idade. Utilizamos como instrumentos investigativos: a aplicaÃÃo de questionÃrio e realizaÃÃo de entrevista com as trÃs professoras e a observaÃÃo das suas prÃticas pedagÃgicas, durante trÃs meses. Adotamos como estratÃgias de registros o diÃrio de campo, fotografias, gravaÃÃo de voz e vÃdeo com a intenÃÃo de capturar as interaÃÃes das docentes com as crianÃas e das crianÃas entre si. Nessa pesquisa, constatamos que as docentes compreendem a importÃncia do seu papel no desenvolvimento da linguagem oral das crianÃas, porÃm, apenas uma delas garante um trabalho de qualidade com essa linguagem em suas prÃticas com as crianÃas. Identificamos que as docentes nÃo percebem que o desenvolvimento dessa linguagem acontece em todos os momentos da rotina, mesmo os que tÃm maior Ãnfase em aÃÃes de cuidado (alimentaÃÃo e higiene). Duas das professoras nÃo favorecem o desenvolvimento da linguagem oral das crianÃas, em suas turmas, ocorrem precÃrias interaÃÃes verbais entre docente e crianÃas. Este estudo destaca ainda que a temÃtica sobre o desenvolvimento da linguagem oral das crianÃas necessita de um olhar mais atento nas formaÃÃes (inicial e continuada) de professores, que devem ainda dar maior visibilidade Ãs especificidades do trabalho docente com as crianÃas de zero a trÃs anos de idade, que vivem, cotidianamente, uma parcela significativa de tempo em instituiÃÃes de EducaÃÃo Infantil.

The research reported in this study is located in a major curriculum reform programme commissioned by the Cypriot government and introduced into all public primary schools in September 2011. The study has a specific focus on teacher professional identity in changing times, not least through examining how teachers engage with an external intervention. The study identifies and deploys conceptual tools to examine how and why teachers have been positioned through this reform, and how there is a need to recognise their role as architects and key agents to curriculum reform policies. This research uses a case study approach and operates on three levels. At the micro level, I report on four primary school teachers’ professional lives utilising multiple sources of evidence. At the meso level, I locate these four teachers into a wider context by reporting on data collected from 308 questionnaires distributed to teachers in 29 schools before the implementation of the reform programme and a year after. Finally, at the macro level I report on the national policy context by looking at documents and interviews with two purposively selected curriculum coordinators. Research data revealed that teachers’ professional identity and its underpinning constructs such as emotions, job satisfaction and professional commitment, autonomy, and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors were found to affect to a great extent teachers’ identity. The unfolding of the research findings derived from the three levels of this research and the use of Foucauldian governmentality as a theoretical lens led to the exposition of the power relations embedded in teachers’ professional lives and contributed to the further analysis of teachers’ identity within educational policy. The case is made that the complexity of professional identity needs to be taken into account by reform designers because teachers are the ones who embrace, reinterpret and develop such efforts. The way and degree to which teachers understand, adjust, perceive and enact on reforms are affected by the extent to which these innovations interact with and challenge existing identities. This research project examines how policy interplays with practice as well as how teachers in a highly centralised system experience and respond to changes in their professional lives, what constitutes, shapes, supports and undermines their practice, thus, making a contribution to the evidence and theory base for the educational policy field. The study enriches the international literature on professional identity and fills in the gaps with respect to teachers’ professional identity at a time of system wide change at a national level in Cyprus. Finally, there is a methodological contribution as it concentrates on primary teachers and utilises methods which are not widely used as the majority of undertaken research is based mainly on surveys and interviews and focuses on secondary teachers.

Made available in DSpace on 2016-04-27T14:48:46Z (GMT). No. of bitstreams: 1 Vanessa Bispo Lima.pdf: 709919 bytes, checksum: 4ffbd2246ec96c964e469d9a8ec0f36b (MD5) Previous issue date: 2015-09-24 / This document presents a study about the different proposals of literacy and their contributions to the pedagogical action developed in the classroom by literacy teachers. The aim is to investigate the different formations for literacy teachers on public schools. From a methodological point of view, the present work was developed according to the methodology of non-directive perspective of qualitative research. The research study looks at how knowledge about literacy proposals helps the teachers to practice it. The current situation of literacy methods in education, built from numerous scientific data created the idea of magic solutions, as if this or that method was the revolutionary solution that lacked on literacy. In this context, it's necessary an analysis of the ideas brought by literacy methods an d how this contribute to the school literacy teachers practice , showing us an issue that goes much further, demanding an open epistemological posture, to see, and not to accept dichotomies that divide the field between right and wrong / Este trabalho apresenta um estudo sobre as diferentes propostas de alfabetização e suas contribuições para com a ação pedagógica desenvolvida em sala de aula pelo professor alfabetizador. O objetivo é investigar a constituição de diferentes propostas de alfabetização e a forma de apropriação pelos professores alfabetizadores de escola pública. Do ponto de vista metodológico, o presente trabalho foi desenvolvido segundo a metodologia da perspectiva não diretiva da pesquisa qualitativa. A pesquisa analisa como o conhecimento sobre as propostas de alfabetização ajuda o professor a embasar sua prática. Tendo em vista a atual conjuntura dos métodos de alfabetização na educação, construída sobre inúmeros confrontos científicos, criou-se a ideia de soluções mágicas, como se este ou aquele método fosse a resolução revolucionária que faltava à alfabetização. É neste contexto que se faz necessária uma análise das ideias trazidas pelos métodos de alfabetização, e como esses contribuem para a prática escolar do professor alfabetizador, apontando-nos para uma questão que vai muito mais além, exigindo uma postura epistemológica mais aberta, propensa a enxergar e a não aceitar dicotomias que dividem o campo entre o certo e o errado

The education of tourism teachers and their work in private higher education institutions in Cuiabá, MT, are the objectives of this research. The study deals with teachers practices and their conceptions on education. From this field, the central question: Which conceptions of education and teaching practices do the tourism teachers have in the private institutions of Cuiabá? Then, the specific objectives. First, to search what the tourism teachers think about education versus higher education and their role in society. Second, to identify the teachers practices developed in classroom. Third, to describe the pedagogical knowledges of tourism teachers, revealed in their very practices. Fourth, to point out the tourism teachers profile, as they feel it. Finally, just as a methodological goal, to describe the tourism teachers profile in Cuiabá, MT. The theoretical foundation was built on four conceptions, according their authors respective thinkings: Higher Education in Brazil, Tourism Course and its renovation: Romanelli (1998), Cunha (2000), Ghiraldelli Jr. (1994), Andrade (2002), Oliveira (2005), Matias (2002), Barreto et al (2004), Neto and Maciel (2002); Teachers Education Basic Approaches: Pimenta and Anastasiou (2008), Pimenta (1996), Imbernón (2009), Zabalza (2004), Benedito (1995), Masetto (2003), Gaeta (2001) and Nascimento (2002); Conception of Education and Teachers Practices: Brandão (2007), Pimenta et al (2002), Tura et al (2004), Mizukami (1986 e 2002), Veiga (1992), Luckesi (1994), Shon (1992), Sacristán and Perez Gomez (1998), Tardif (2008), Pimenta (2009 e 2010) and Nóvoa (1999); Methodological Foundation: Rezende (1990), Moreira (2004), Dartigues (2003), Merleau Ponty (1971), Husserl (s/d), Panosso Neto (2005), Bogdan and Biklen (1994), Gil (2002), Gamboa (2008) and Marconi e Lakatos (2009). The research was made with ten tourism teachers from five private institutions which offer tourism graduations. It is a nonprobabilistic sample. Data were collected according to qualitative and phaenomenological approaches questionairies and interviews. The main results from the research are: the tourism teachers think education as school teaching and learning and see higher education as people training for work market. They reveal rich teaching habilities, without deeper pedagogical insights, as if they repeat in their teaching practices what they lived before, in their learning processes. They do reflect on their practice, but only focused on the classroom problems. They also revealed that a good tourism teacher is the well succeeded worker in tourism, not in education. Finally, the study showed that the tourism teachers consider their occupation and other professions as fields of work where we must prove the same professionalism. / Esta pesquisa tem como objeto de estudo a formação de professores turismólogos e sua atuação em instituições particulares de ensino superior em Cuiabá/MT. O estudo trata das práticas docentes e concepções de educação destes professores, onde destaca-se como questão central: Quais concepções de educação e de práticas docentes narram os professores turismólogos no ensino superior da rede particular em que atuam em Cuiabá/MT? Os objetivos específicos foram: Analisar a compreensão dos professores turismólogos sobre a educação versus educação superior e seu papel na sociedade; Identificar as práticas docentes desenvolvidas pelos professores turismólogos no curso; Descrever os conhecimentos pedagógicos partilhados pelos professores considerando a análise sobre as próprias práticas; Apontar, com base nos próprios docentes, qual seria o perfil de professor para o curso de turismo. E como objetivo metodológico: Descrever um perfil dos docentes turismólogos atuantes em Cuiabá/MT. Para a construção da fundamentação teórica optou-se por quatro categorias conceituais e nos pensamentos dos respectivos autores: Ensino Superior no Brasil, o Curso de Turismo e sua renovação: Romanelli (1998), Cunha (2000), Ghiraldelli Jr. (1994), Andrade (2002), Oliveira (2005), Matias (2002), Barreto et al (2004), Neto e Maciel (2002); Formação de Professores - Prelúdios Básicos: Pimenta e Anastasiou (2008), Pimenta (1996), Imbernón (2009), Zabalza (2004), Benedito (1995), Masetto (2003), Gaeta (2001) e Nascimento (2002); Concepções de Educação e Práticas Docentes: Brandão (2007), Pimenta et al (2002), Tura et al (2004), Mizukami (1986 e 2002), Veiga (1992), Luckesi (1994), Shon (1992), Sacristán e Perez Gomez (1998), Tardif (2008), Pimenta (2009 e 2010) e Nóvoa (1999); Percurso Metodológico: Rezende (1990), Moreira (2004), Dartigues (2003), Merleau Ponty (1971), Husserl (s/d), Panosso Neto (2005), Bogdan e Biklen (1994), Gil (2002), Gamboa (2008) e Marconi e Lakatos (2009). O universo de pesquisa contou com cinco instituições particulares de ensino que possuem o curso de Turismo e turmas em andamento e com 10 turismólogos docentes, tratando-se de uma amostra não probabilística. A coleta de dados foi baseada nas técnicas da abordagem qualitativa com enfoque fenomenológico (questionários e entrevistas). Os resultados observados no trabalho relatam que os sujeitos reduzem a educação ao aspecto escolar e creditam à educação superior o papel de formar mão-de-obra para o mercado de trabalho; os sujeitos da pesquisa manifestaram inúmeras habilidades de ensino, porém ainda carecem aprofundar seus conhecimentos pedagógicos, pois o seu fazer ainda é muito intuitivo, onde a prática tende a repetir a prática; os professores pensam sobre suas práticas, mas ainda não refletem sobre as mesmas, pois percebeu-se um pensamento simples e focado nas atividades em sala de aula; os entrevistados consideram a prática de mercado como a principal característica para ser um bom professor de turismo; e ainda compreendeu-se que a docência no ensino superior exige também um profissionalismo semelhante àquele exigido para o exercício de qualquer outra profissão.

Cette thèse se situe dans le courant de recherche de l’école efficace et porte sur le leadership et le climat scolaire comme étant les deux « principaux » facteurs d’efficacité. À partir des entretiens menés avec des directeurs de lycées autour de deux profils de leadership « pédagogique et transformationnel » et à partir d’une enquête sur le climat scolaire auprès des enseignants et des élèves, nous tentons d’approcher la façon dont les directeurs, jouissant d’une certaine autonomie, exercent leur leadership en faveur de la réussite des élèves. Nous cherchons ainsi à identifier les pratiques des directeurs les plus associées à la bonne réussite. Nos résultats montrent que dans un contexte ayant des interactions assez complexes et dans lequel la perception du climat scolaire par les élèves ou par les enseignants n’est pas toujours « idéale », le rôle d’un directeur vis-à-vis de la réussite des élèves n’est pas évident ; les directeurs peuvent pourtant y apporter une contribution indirecte appréciable. Ainsi, selon la majorité des élèves et des enseignants interrogés, la réussite des élèves est au cœur des priorités des directeurs (ce n’est pas le cas dans le lycée dont les élèves réussissent le moins bien). Par ailleurs, la majorité des directeurs rencontrés pensent que les pratiques d’un directeur peuvent influer sur les pratiques des enseignants même s’ils ont une tendance à privilégier un leadership peu centré sur les aspects pédagogiques. Au- delà de leur travail organisationnel et administratif pour « mettre les choses en ordre », les directeurs tendent à élaborer leurs propres dispositifs pour influer sur les pratiques des enseignants en l’absence de normes professionnelles précises. / This thesis is situated in the field of school effectiveness research. It focuses on leadership and school climate as being the two "key" factors of effectiveness. Based on the interviews conducted with high school directors about two leadership profiles " pedagogical and transformational" and on the basis of a survey on school climate conducted among teachers and pupils, we try to approach how the directors, enjoying a certain autonomy, exercise their leadership in favour of pupils' success. We aim thus to identify the best directors' practices associated with the success. Our results show that, in a context having rather complex interactions, and in which the perception of the school climate by the pupils or by the teachers is not always "ideal", the director’s role towards the success of pupils is not obvious; however, the directors can make a major indirect contribution to this success. According to the majority of pupils and teachers surveyed, the success of pupils is at the centre of priorities of the directors (this is not the case in the high school whose pupils were the least successful). Moreover, most of directors interviewed think that the directors’ practices can influence teachers' practices even if these directors tend to favour a leadership that is focused a little bit on the pedagogic aspects. The directors tend to develop their own methods to influence the practices of teachers in the absence of clear professional standards, beyond their organizational and administrative work « for putting things in order ».