Orientador: Anna Regina Lanner de Moura / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-14T09:33:01Z (GMT). No. of bitstreams: 1 Marco_FabianaFiorezide_D.pdf: 4103548 bytes, checksum: b7def0d0894f31ead47b4146adc069ee (MD5) Previous issue date: 2009 / Resumo: Esta pesquisa investigou as implicações didáticas provenientes da vivência de atividades de ensino e da produção de atividades computacionais de ensino de futuros professores de matemática e as possíveis influências que daí decorrem na formação inicial desses licenciandos. As atividades desenvolvidas foram denominadas de ensino e pesquisa, pois, além de proporcionarem a problematização do ensino e da aprendizagem de conceitos matemáticos, serviram de fontes de informações para a pesquisa. Para esta investigação, tivemos como protagonistas 16 licenciandos do curso de Licenciatura em Matemática da Universidade Federal de Uberlândia e suas produções escritas, como portfólios, relatórios de atividades desenvolvidas, depoimentos audiogravados e atividades computacionais de ensino por eles elaboradas compuseram o cenário de nossas análises. As informações foram construídas em dois momentos distintos, porém inter-relacionados: o primeiro consistiu na vivência e na exploração das atividades de ensino pelos licenciandos, e as informações então produzidas foram analisadas segundo duas categorias: (re)significação conceitual e significação da futura prática pedagógica. O segundo momento consistiu na produção das atividades computacionais de ensino, que foram analisadas por outras duas categorias: interação social e mediação pedagógica em ambiente computacional; e necessidade - motivo/objetivo. As análises tiveram fundamentação teórica com base na teoria histórico-cultural, principalmente em Vigotski, Davidov, Leontiev. Esta pesquisa caracteriza-se como uma pesquisa de intervenção, com análise interpretativa das informações nela produzidas. Como resultados, as análises indicam que os protagonistas da pesquisa desenvolveram um processo de reflexão sobre a atividade de ensino, concebendo-a como geradora da necessidade e do motivo para ensinar e aprender matemática; indicam também que eles procuraram transpor esses elementos para as atividades computacionais que produziram, caracterizando uma atividade de ensino segundo Moura. Supõe-se que algumas das implicações didáticas para a formação inicial dos protagonistas são: o reconhecimento da importância, por parte deles, da construção coletiva das soluções propostas pelas atividades de ensino; o reconhecimento da vivência e a produção de atividades de ensino como elementos de formação profissional e de saberes docentes; a consideração, na atividade, da necessidade e do motivo para ensinar e aprender. / Abstract: This research has investigated the didactic implications from the experience of teaching activities and from the production of computational teaching activities of Mathematics student teachers as well as the resulting possible influences in the initial formation of these future teachers. The activities developed were named teaching and research, since, beyond providing the problematization of teaching and learning of mathematical concepts, they also composed the information data for the research process. Among all the protagonists of the research scenario we focus closer to 16 student teachers from the course of Mathematics of the Universidade Federal de Uberlândia and their written productions, such as portfolios, reports of activities, recorded statements and computational teaching activities elaborated by them. The research data were built in two different, but interrelated, moments: the first consisted on the experience and on the exploration of some selected teaching activities by the student teachers, and the information produced was then analyzed according to two categories: conceptual (re)meaning and meaning of the future pedagogical practice. The second moment consisted on the production of computational teaching activities, which were analyzed by two other categories: social interaction and pedagogical mediation in computational environment; and necessity - motive/objective. The analyses were based on the cultural-historical theory, especially in Vigotski, Davidov, Leontiev. This research could be characterized as intervention research, with interpretative analysis of the information produced. The analysis of the research data pointed out that the protagonists of our research developed a process of reflection on the teaching activity, conceiving it as generating the necessity and the motive to teach and learn Mathematics; they also show that they tried to transpose these elements to the computational activities that were produced, what characterizes a teaching activity according to Moura. It is assumed that some of the didactic implications for the initial development of the student teachers are: the recognition of the importance, of the collective construction of the solutions proposed by the teaching activities; the recognition, by the student teachers, of the richness of the experience and the production of teaching activities as elements of professional development and of knowledge of teachers; the consideration, in the activity, of the necessity and of the motive to teach and learn. / Doutorado / Educação Matematica / Doutor em Educação

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2017-04-17T11:42:34Z No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-04-17T11:52:58Z (GMT) No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-17T11:52:58Z (GMT). No. of bitstreams: 2 Tese - Tatiana Diello Borges - 2017.pdf: 2153806 bytes, checksum: fa1752b077fb1d1d1154781be12be116 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-03-31 / This research was carried out in a Modern Language Course at a federal university in central western Brazil and aimed at investigating the beliefs of an English language teacher educator about what it means to be a good English language teacher educator in the process of teaching and learning, and also at verifying the reflections of the English language teacher educator’s students, pre-service English teachers, about her beliefs. The theoretical framework was based on the field of language teachers’ education (PERRENOUD, 1999; CELANI, 2001, 2003; ALARCÃO, 2002, 2011; MATEUS, 2002; VIEIRA-ABRAHÃO, 2002; ARAÚJO, 2004; MIZUKAMI, 2005; OLIVEIRA, 2008; MAZZA; ALVAREZ, 2011; NASCIMENTO, 2011; VIANA, 2011; HALU, 2014) and beliefs about foreign language teaching/learning (PAJARES, 1992; GIMENEZ, 1994; JOHNSON, 1994; BARCELOS, 1995; HORWITZ, 1999; SILVA, 2005; SOARES; BEJARANO, 2008; PERINE, 2012; MARQUES DE OLIVEIRA, 2013; HAYASHI, 2015). The case study methodology was employed and the following data collection instruments were used: questionnaires, narrative, interviews, class observations (supported by field notes and audio recordings), and group discussion. Regarding the teacher educator’s beliefs, results suggest that she believes that the good teacher educator makes use of pair/group work, employs ludic activities in classes, values continuous education, uses technological resources, works not only with intellectuality, but also with emotions/feelings, and can influence the adoption of postures throughout pre-service teacher’s academic education and teaching practice. The data obtained also reveal the existence of a central belief in which the other beliefs of the English language teacher educator are held: the good teacher educator must pay careful attention to the learning environment so that the learner can feel comfortable to learn. It is also verified that there is congruence between the teacher educator’s beliefs and her pedagogical actions. As for the reflections of students, pre-service teachers, concerning their teacher educator’s beliefs, results indicate that they share her beliefs and understand that they influence in a positive way both their academic education and teaching practices, since they already work as English language teachers. The analysis of the students’ reflections also suggests that the teacher educator’s central belief - the good teacher educator must pay careful attention to the learning environment so that the learner can feel comfortable to learn - seems to be understood in a positive way by the students, once they demonstrate a more humanized posture because they acknowledge that the learners’ emotional framework must be taken into consideration. This study indicates the importance of seriously considering the possibility of teacher educator’s influence in relation to their undergraduate students. It is imperative to keep this in mind when dealing with teachers’ education, since teacher educator’s beliefs and actions can influence both positively and negatively. / Esta pesquisa, realizada em um curso de Letras Inglês de uma universidade pública da região centro-oeste do Brasil, teve como objetivo investigar as crenças de uma professora formadora de língua inglesa acerca do que significa ser um bom professor formador de inglês ao longo do processo de se ensinar/aprender, além de verificar as reflexões de seus alunos, professores em formação, acerca de suas crenças. O referencial teórico apoiou-se na área de formação de professores de línguas (PERRENOUD, 1999; CELANI, 2001, 2003; ALARCÃO, 2002, 2011; MATEUS, 2002; VIEIRA-ABRAHÃO, 2002; ARAÚJO, 2004; MIZUKAMI, 2005; OLIVEIRA, 2008; MAZZA; ALVAREZ, 2011; NASCIMENTO, 2011; VIANA, 2011; HALU, 2014) e de crenças no campo de ensino/aprendizagem de línguas (PAJARES, 1992; GIMENEZ, 1994; JOHNSON, 1994; BARCELOS, 1995; HORWITZ, 1999; SILVA, 2005; SOARES; BEJARANO, 2008; PERINE, 2012; MARQUES DE OLIVEIRA, 2013; HAYASHI, 2015). A metodologia escolhida foi o estudo de caso, e os seguintes instrumentos de coleta de dados foram utilizados: questionários, narrativa, entrevistas, observações de aulas, acompanhadas de anotações de campo e gravações em áudio, e grupo de discussão. Quanto às crenças da professora formadora, os resultados sugerem que ela acredita que o bom professor formador faz uso de trabalho em pares/grupos, emprega atividades lúdicas em suas aulas, preza pela formação contínua, utiliza recursos tecnológicos, não trabalha apenas com intelectualidade, mas também com emoções/sentimentos, e pode influenciar a adoção de posturas ao longo da formação e prática docente do professor em formação. Os dados obtidos também revelam a existência de uma crença central na qual se sustentam as demais crenças da professora formadora: o bom professor formador deve estar atento ao ambiente para que o aprendiz se sinta confortável para aprender. Verifica-se ainda que há congruência entre as crenças da formadora e suas ações pedagógicas. No tocante às reflexões dos alunos, professores em formação, em relação às crenças de sua docente formadora, os resultados indicam que eles compartilham de suas crenças e percebem que influenciam de modo positivo tanto em sua formação acadêmica quanto em suas práticas docentes, uma vez que já atuam como professores de língua inglesa. A análise das reflexões dos acadêmicos sugere também que a crença central da docente formadora de que o bom docente formador se preocupa em tornar o contexto de aprendizagem o mais favorável possível parece ser entendida por seus alunos positivamente, uma vez que demonstram uma postura mais humanizadora porque reconhecem que os aspectos emocionais dos aprendizes devem ser levados em consideração. Este estudo evidencia a importância de considerarmos seriamente a possibilidade de influência do docente formador em relação a seus formandos. É imprescindível ter isso em mente ao se formar professores, pois as crenças e ações dos formadores podem influenciar tanto de modo positivo quanto negativo.

A cultura de aprender e ensinar uma língua estrangeira baseia-se em teorias implícitas que são compostas por fatores como crenças, motivações, memórias, intuições e imagens, dentre outros. Dessa forma, as concepções dos agentes envolvidos na operação global do ensino de línguas exercem profunda influência em todo o processo, já que cada indivíduo, permeado por seu contexto sócio-histórico-discursivo tem suas crenças que embasam as atitudes que norteiam seu comportamento em face do complexo processo de ensino-aprendizagem de línguas. Diante do exposto, esta tese tem como escopo analisar as crenças de professores de espanhol-língua estrangeira (E-LE) em formação inicial, no que diz respeito ao processo de aquisição/aprendizagem da língua estrangeira e ao tratamento unidade e diversidade linguística experimentada pelo espanhol no contexto do ensino desta língua para brasileiros; todas essas reflexões mediadas pelo cinema. Guiamo-nos pela pergunta de pesquisa: se e como se transformam, com a mediação do cinema, as crenças de professores de espanhol em formação inicial acerca do processo de aquisição/aprendizagem da língua estrangeira e do tratamento da unidade e diversidade linguística no ensino de espanhol-língua estrangeira para brasileiros? Trata-se de uma pesquisa qualitativa de cunho etnográfico que se iniciou com a compreensão panorâmica do nosso contexto e, a partir de um grupo focal, traçou um levantamento das crenças dos participantes antes, durante e depois das oportunidades de reflexão propiciadas ao longo do semestre 2013.2, de forma a compreender, no processo, como elas se transformavam ou não por meio das atividades de reflexão propostas. A fundamentação teórica do trabalho está ancorada na perspectiva sociocultural, na formação de professores de línguas, na reflexão a respeito das crenças que permeiam o complexo processo de ensino-aprendizagem de línguas e no papel do cinema como artefato semiótico mediador. A experiência reforçou nossa tese de que o cinema pode contribuir significativamente na formação inicial de professores de espanhol língua-estrangeira promovendo a conscientização linguística a respeito de como se adquire/aprende a língua, bem como possibilitando o trabalho com a variação linguística no ensino deste idioma para brasileiros a partir do cinema, considerado conforme a perspectiva sociocultural que adotamos como artefato cultural, ferramenta de mediação simbólica potencializadora do desenvolvimento humano. Concluímos ressaltando a necessidade da difusão do espanhol como língua estrangeira multidimensional e intercultural para brasileiros no âmbito da integração latino-americana, bem como a importância da promoção de espaços de mediação na busca pela transformação de conceitos cotidianos, iluminados por conceitos científicos, possibilitados por meio de atividades que se proponham promover o pensamento reflexivo acerca das crenças, estratégias e atitudes envolvidas no processo de aprendizagem de línguas estrangeiras, almejando potencializar o engajamento do aprendiz e o autogerenciamento da sua aprendizagem. / The culture of learning and teaching a foreign language is based on implicit theories involving beliefs, motivations, memories, insights and images, among others. In this sense, the concepts of the agents behind the overall operation of language teaching exert a profound influence on the whole process, since each individual, permeated by his socio-historical-discursive context, carries beliefs which ground their attitudes and behavior towards the complex process of teaching/learning languages. Considering the above, this dissertation aims at analyzing the beliefs of pre- service foreign language teachers of Spanish, with regard to their acquisition/learning of the language and the linguistic unit vs linguistic dichotomy experienced by Spanish teachers and learners in Brazil. These reflections will be mediated by the cultural and linguistic diversity of Spanish-speaking films. Our research questions whether the mediation of cinema would contribute to change the beliefs of pre-service teachers of Spanish towards the acquisition/learning of foreign languages and the linguistic diversity in the teaching of Spanish as a foreign language in Brazil. Under the framework of ethnography and qualitative research, our study started by understanding the larger context, and using the focus group methodology, we surveyed the beliefs of the participants before, during and after the reflection encounters offered throughout the second semester of 2013, in order to detect whether these beliefs changed in the course of the discussions. Our theoretical framework is grounded on a sociocultural perspective, and drawn from studies on teacher education, on the role of beliefs on foreign language teaching/learning, and on the role of cinema as an artifact of semiotic mediation. The experience has strengthened our contention that cinema can significantly contribute to pre-service training of teachers of Spanish by promoting language awareness and language learning metacognition. Moreover, films, when regarded as cultural artifacts and tools of symbolic mediation that amplify human development, enable a deeper understanding of cultural and linguistic variation. We conclude by stressing the Spanish should be taught as a multidimensional, intercultural foreign language in Brazil, in the context of Latin American integration. We would also like to emphasize the importance of promoting spaces of mediation, since they may contribute to the transformation of everyday concepts, enlightened by scientific concepts, afforded through activities that promote reflection on the beliefs, attitudes and strategies involved in the process of learning a foreign language, and these may ultimately encourage learners autonomy and the self-management.

Assim como o professor que ele pretende educar, o formador também traz consigo suas crenças, suas experiências pessoais e modelos que incorporou ao longo de sua própria formação e caminhada como profissional. Desse modo, o formador também é um sujeito que enfrenta dificuldades, que se submete a riscos, que se encontra dividido entre seus medos e seus desejos, submetido à sua inteligência e sua intuição e é vítima de seus contrastes. Por isso, focalizamos nossa atenção no formador, investigando suas ações e questionamentos no interior dos cursos de formação continuada, especialmente no que se refere ao enfrentamento de seus impasses. Privilegiando os aspectos da subjetividade dos formadores, tentaremos compreender em que medida essas ações e questionamentos, explícita e implicitamente, podem influenciar a prática dos formadores e gerar impacto sobre os professores em formação. No contexto das ações e questionamentos, exploramos os referenciais teóricos da reflexão-ação (D. Schön) e do professor reflexivo (K. Zeichner), cujas origens remontam ao pensamento reflexivo (J. Dewey). Uma vez que esses modelos teóricos, crescentemente valorizados no campo da formação continuada, não consideram que o plano inconsciente atua e intervém nos pensamentos e nas ações dos sujeitos, discutimos e ampliamos seus limites enquanto teoria e prática, à luz do referencial teórico da psicanálise. S. Freud, J. Lacan e demais autores que acreditam na possibilidade de articular psicanálise e educação, serviram como suporte para as nossas análises. Em particular, exploramos principalmente os conceitos de transferência, Outro, gozo e desejo, analisando as posições subjetivas dos sujeitos pesquisados em relação a esses elementos, enquanto exercem a função de ou assumem um lugar como formadores de professores. Neste trabalho, sustentamos a tese de que o questionamento das posições subjetivas dos sujeitos, por meio da prática de uma reflexão mais profunda e perturbadora, revele-se mais promissora para se alcançar mudanças satisfatórias na prática docente. Por fim, são sugeridas algumas pistas que podem auxiliar na construção de um novo formato para os cursos de formação. / Just like the teacher they intend to educate, a teacher educator also holds their beliefs, their personal experience and models, which they have acquired throughout their own education and professional development. Therefore, the educator is also someone who faces difficulties, who is subject to taking risks, who finds themselves at a crossroads, divided over their fears and wishes, victims of their contrasts, and submitted to their intelligence and intuition. For this reason, we have turned our attention to the educator, studying their actions and queries along continuing education courses, mainly concerning the way they deal with their dilemmas. Focusing on the educators subjective aspects, we are going to try to understand to what extent their actions and queries may, either explicitly or implicitly, influence the educators practice and impact on the teachers being prepared. As far as actions and queries are concerned, we have stuck to the theoretical references of the reflection-action (D. Schön) as well as to those of the reflexive professor (K. Zeichner), the origins of which are found in the reflexive thought (J. Dewey). Since these theoretical models, increasingly valued within the continuing education scope, do not take into consideration that the unconscious level works and interferes in peoples thoughts and actions, we have discussed and widened their limits regarding theory and practice according to psychoanalysis theoretical reference. S. Freud, J. Lacan and other authors who believe it is possible to articulate psychoanalysis and education provided the support for our analysis. We were mainly concerned with the concepts of transference, the Other, enjoyment and desire, analyzing the subjective attitude of the individuals studied in relation to these elements, as they play the role or take over the position of teacher educators. In this study, we support the idea that questioning educators subjective attitudes, through a deeper and disturbing reflection, may turn out to be more promising in the search for satisfactory changes in teaching practice. Finally, we provide some hints which may help pave the way for a new format for teacher education courses.

Este trabalho teve por objetivo investigar e analisar expressões da formação de professores na constituição e mobilização de saberes docentes, e em que aspectos tal formação tem contribuído para a construção de práticas que respondam aos atuais desafios da educação básica no estado de São Paulo. Elege como referencial empírico a prática docente de professoras que cursaram o Programa Especial de Formação de Professores de 1ª a 4ª Séries do Ensino Fundamental conhecido como PEC-Municípios (2003-2004), pela sua relevância no âmbito das novas modalidades de formação de professores. A pesquisa busca compreender as influências do programa no cotidiano escolar, na prática e nos saberes docentes por meio de uma perspectiva etnográfica que se utiliza de trabalho de campo, análise documental e estudo de caso. O trabalho etnográfico envolveu observações em campo em uma escola da rede pública de ensino fundamental do município de São Paulo e a realização de estudo de caso junto a uma professora egressa do PEC-Municípios. A análise do material empírico fundamenta-se nas contribuições teóricas de autores que discutem os temas da formação de professores, processos de escolarização e saberes docentes cotidianos em uma perspectiva histórica e crítica, quer no campo da Educação, quer da Psicologia Escolar. No contexto deste trabalho, torna-se relevante a concepção de Ruth Mercado Maldonado sobre os saberes docentes cotidianos como saberes mobilizados na experiência prática dos professores com seus alunos e que são constituídos a partir do diálogo que se estabelece com vozes provenientes de distintos âmbitos sociais e momentos históricos que são articuladas pelo professor ao trabalhar com os alunos. Os resultados obtidos apontam para a importância dos programas de formação promoverem uma articulação entre conhecimentos acadêmicoeducacionais e prática docente, fornecendo subsídios para a apropriação e mobilização de saberes docentes que correspondam às demandas do trabalho com os alunos. A articulação entre teoria e prática promovida pelo programa estimulou o desenvolvimento de práticas de ensino apoiadas na análise da realidade cotidiana das crianças. No trabalho cotidiano em sala de aula, o favorecimento da construção de conhecimento pelos alunos a partir da articulação dos conhecimentos escolares com aspectos da realidade cotidiana assume uma centralidade fundamental na prática docente. Assim, a construção da aula ocorre por meio de um processo coletivo, em que a prática docente é frequentemente articulada em relação aos alunos, com os sucessos, dificuldades, interesses e contribuições que as crianças possam trazer ao contexto do trabalho em sala de aula. Identificou-se que os saberes são apropriados e mobilizados por meio do diálogo com as reformas educativas presentes e passadas, a experiência com alunos, a formação continuada, bem como com as condições concretas do trabalho docente. Se por um lado a iniciativa estatal de promover a formação para os professores efetivos da rede de ensino é uma ação fundamental para melhorar a qualidade do ensino oferecido na escola pública, por outro lado os resultados demonstram que a estratégia da formação docente não tem se articulado com as mudanças necessárias no funcionamento institucional do sistema escolar. A partir destas análises, conclui-se que a formação docente, quando eleita como única estratégia, depara-se com limites em produzir mudanças na instituição escolar de modo a promover a elevação da qualidade da educação escolar / The objective of this work was to investigate and analyze expressions from the teachers formation in the constitution and mobilization of teachers knowledge and in which aspects this formation has contributed in the construction of practices that answer present challenges of the basic education in the São Paulo state. The empirical reference was the practice of teachers that attended the Special Formation Program for 1st to 4th Grade Teachers also known as PEC-Municípios (2003-2004) , for its relevance in the scope of new modalities of teachers formation. The research intends to understand the influence of the program in school everyday life and in teachers practice and knowledge, through an ethnographic perspective based on fieldwork, documental analysis and a case study. The ethnographic study involved field observations in a public elementary school in São Paulo City and a study case of a teacher that came from PEC-Municípios. The analysis of this material is based on the theoretical contributions of authors that discuss the teachers formation, schooling processes and daily teachers knowledge in a historic and critic perspective, either on the Education or the Educational Psychology. In this context, its relevant the conception of Ruth Mercado Maldonado about the teachers daily knowledge as a mobilized knowledge in the practice of teachers with their students, relation built through a dialogue between voices that come from different social conditions and historical moments, managed by the teacher, when working with the students. The obtained results point to the importance of the formation programs to answer the demands of the work with students. The articulation between theory and practice promoted by the program stimulated the development of teaching practices based on the analysis of the reality of the children. In the daily work in classroom, favoring the students knowledge construction through the articulation of school knowledge and daily life aspects assumes an important centrality in teachers practice. Thus, the construction of the lessons happens as a collective process, in which the teachers practice is frequently articulated with the students, with its successes, issues, interests and contributions that the children may bring to the classroom. It was identified that the knowledge is appropriated and mobilized through the conversation among present and past educative reforms, the experience with students, the continuing formation and the concrete conditions of teachers work. If on the one hand the state initiative on promoting formation to actual teachers is a fundamental action to improve the quality of the education offered by the public network, in the other hand the results demonstrate that the teachers formation strategy doesnt articulate with the necessary changes on the institutional operation of the school system. From these analyses, the conclusion is that teachers formation, when elected as the only strategy, is limited in order to produce changes in the school as to promote the quality rise in the school education

Quality mathematics education relies on effective pedagogy which offers students appropriate and rich opportunities to develop their mathematical proficiency (MP) and intellectual autonomy in learning mathematics. This qualitative case study aimed to explore and analyse selected effective mathematics teachers' proficiency in the area of geometry in five secondary schools in five different Namibia educational regions. The sample was purposefully selected and comprised five mathematics teachers, identified locally as being effective practitioners by their peers, Education Ministry officials and the staff of the University of Namibia (UNAM). The schools where the selected teachers taught were all high performing Namibian schools in terms of students' mathematics performance in the annual national examinations. The general picture of students' poor performance in mathematics in Namibia is no different to other sub-Saharan countries and it is the teachers who unfortunately bear the brunt of the criticism. There are, however, beacons of excellence in Namibia and these often go unnoticed and are seldom written about. It is the purpose of this study to focus on these high achievers and analyse the practices of these teachers so that the rest of Namibia can learn from their practices and experience what is possible in the Namibian context. The mathematical content and context focus of this study was geometry. This qualitative study adopted a multiple case study approach and was framed within an interpretive paradigm. The data were collected through individual questionnaires, classroom lesson observations and in-depth open-ended and semi-structured interviews with the participating teachers. These interviews took the form of post lesson reflective and stimulated recall analysis sessions. An adapted framework based on the Kilpatrick, Swafford and Findell's (2001) five strands of teaching for MP was developed as a conceptual and analytical lens to analyse the selected teachers' practice. The developed coding and the descriptive narrative vignettes of their teaching enabled a qualitative analysis of what teachers said contributed to their effectiveness and how they developed MP in students. An enactivist theoretical lens was used to complement the Kilpatrick et al.'s (2001) analytical framework. This enabled a deeper analysis of teacher teaching practice in terms of their embodied mathematical knowledge, actions and interactions with students. procedural fluency (PF) and productive disposition (PD), were addressed regularly by all five participating teachers. Evidence of addressing either the development of students' strategic competence (SC) or adaptive reasoning (AR) appeared rarely. Of particular interest in this study was that the strand of PD was the glue that held the other four strands of MP together. PD was manifested in many different ways in varying degrees. PD was characterised by a high level of content knowledge, rich personal experience, sustained commitment, effective and careful preparation for lessons, high expectations of themselves and learners, collegiality, passion for mathematics and an excellent work ethic. In addition, the teachers' geometry teaching practices were characterised by making use of real-world connections, manipulatives and representations, encouraging a collaborative approach and working together to show that geometry constituted a bridge between the concrete and abstract. The findings of the study have led me, the author, to suggest a ten (10) principles framework and seven (7) key interrelated factors for effective teaching, as a practical guide for teachers. This study argues that the instructional practices enacted by the participating teachers, who were perceived to be effective, aligned well with practices informed by the five strands of the Kilpatrick et al.'s (2001) model and the four concepts of autopoesis, co-emergence, structural determinism and embodiment of the enactivist approach. The study concludes with recommendations for effective pedagogical practices in the teaching of geometry, and opportunities for further research.

This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.

The project's goal is to develop training courseware for new faculty at California State University, San Bernardino. The courseware presents classroom learning scenarios and teaching strategies that support the construction of the faculty member's teaching and learning philosophy and a five year plan.

<p>U&nbsp; doktorskoj&nbsp; disertaciji&nbsp; je&nbsp; prezentovano&nbsp; pedago&scaron;ko&nbsp; istraživanje&nbsp; koje&nbsp; se&nbsp; odnosi&nbsp; na&nbsp; teorijsko&nbsp; i eksperimentalno&nbsp; ispitivanje&nbsp; efekata&nbsp; primene&nbsp; metodskih&nbsp; pristupa&nbsp; zasnovanih&nbsp; na&nbsp; matematičkom modelovanju u obradi izvoda funkcije i njegove primene u visokom strukovnom obrazovanju. Na osnovu teorijskih principa na kojima je zasnovan proces matematičkog modelovanja, osmi&scaron;ljen je način za implementaciju modelovanja u nastavni proces i kreirani su modeli za realizaciju obrade sadržaja iz oblasti izvoda funkcije i njegove primene. Predložen je i originalni pristup matematičkom modelovanju koji se realizuje u računarskom okruženju i istaknute su sve prednosti novog pristupa<br />koje&nbsp; se&nbsp; tiču&nbsp; realizacije&nbsp; nastavnog&nbsp; procesa&nbsp; i&nbsp; rezultata&nbsp; učenja&nbsp; i&nbsp; poučavanja.&nbsp; Disertacija&nbsp; se&nbsp; bavi&nbsp; i savremenim trendovima u obrazovanju nastavnika i njegovom unapređenju. Poseban akcenat je stavljen&nbsp; na&nbsp; osmi&scaron;ljavanje&nbsp; elemenata&nbsp; obuke&nbsp; nastavnika&nbsp; za&nbsp; primenu&nbsp; matematičkog&nbsp; modelovanja&nbsp; u &scaron;kolskoj praksi.<br />Istraživanje o efektima primene matematičkog modelovanja je sprovedeno u dva ciklusa. Prvi ciklus istraživanja je realizovan u periodu od 2009-2014. godine sa četiri generacije studenata strukovnih studija. U eksperimentu je učestvovalo ukupno 555 studenata organizovanih u paralelne grupe. U prvom&nbsp; ciklusu&nbsp; istraživanja&nbsp; je&nbsp; praćen&nbsp; uticaj&nbsp; primene&nbsp; matematičkog&nbsp; modelovanja&nbsp; na&nbsp; postignuća studenata iz oblasti izvoda funkcije i njegove primene. Od instrumenata primenjenih za ispitivanje postignuća&nbsp; studenata&nbsp; su&nbsp; kori&scaron;ćeni&nbsp; testovi&nbsp; znanja&nbsp; (kolokvijum&nbsp; i&nbsp; ispit)&nbsp; i&nbsp; anketa&nbsp; koja&nbsp; je&nbsp; ispitivala stavove studenata o realizaciji nastave matematike i njenoj korisnosti.<br />Drugi&nbsp; ciklus&nbsp; istraživanja&nbsp; je&nbsp; sproveden&nbsp; &scaron;kolske&nbsp; 2016/2017.&nbsp; godine.&nbsp; Eksperiment&nbsp; je&nbsp; realizovan&nbsp; sa paralelnim grupama u kojima su učestvovala 204 studenta Visoke&nbsp; tehničke &scaron;kole&nbsp; strukovnih&nbsp; studija.U&nbsp; drugom&nbsp; ciklusu&nbsp; istraživanja&nbsp; su&nbsp; ispitani&nbsp; efekti&nbsp; primene&nbsp; novog&nbsp; pristupa&nbsp; matematičkom modelovanju&nbsp; u&nbsp; računarskom&nbsp; okruženju&nbsp; na&nbsp; znanja&nbsp; studenata&nbsp; iz&nbsp; oblasti&nbsp; izvoda&nbsp; funkcije&nbsp; i&nbsp; njegovih primena (eksperimentalna grupa) i dobijeni rezultati su&nbsp; upoređeni sa rezultatima koje su studenti ostvarili&nbsp; kada&nbsp; je&nbsp; nastava&nbsp; realizovana&nbsp; primenom&nbsp; tradicionalnog&nbsp; ciklusa&nbsp; modelovanja&nbsp; (kontrolna<br />grupa).Na&nbsp; osnovu&nbsp; rezultata&nbsp; oba&nbsp; pedago&scaron;ka&nbsp; istraživanja,&nbsp; utvrđeno&nbsp; je&nbsp; da&nbsp; realizacija&nbsp; nastave&nbsp; matematike primenom matematičkog modelovanja, kao i matematičkog modelovanja u računarskom okruženju, na obradu pojma izvoda funkcije i njegovih primena&nbsp; ima značajan uticaj na kvalitet znanja studenata i ostvarenost optimalnih rezultata u učenju, razumevanju nastavnih sadržaja i nji hovoj primeni na re&scaron;avanje problema iz ove oblasti.</p> / <p>In the doctoral dissertation, pedagogical research is presented, which refers to the theoretical and experimental examination of the effects of the application of methodological approaches based on mathematical modeling in the field of the&nbsp; derivative of the function and its application in college education.<br />Based on the theoretical principles on which the process of mathematical modeling is based, a way has been devised for the implementation of modeling in the teaching process and models have been created for the teaching process in the field of function &nbsp; derivative and its applications. An original approach to mathematical modeling that is realized in a computer environment is also proposed, and all the advantages of the new &nbsp; approach concerning the realization of the teaching process and the results of learning and teaching are highlighted. The dissertation also deals with modern trends in teacher education and its improvement. Special emphasis is placed on designing elements&nbsp; of&nbsp; teacher&nbsp; training&nbsp; for&nbsp; the&nbsp; application&nbsp; of&nbsp; mathematical&nbsp; modeling&nbsp; in&nbsp; school&nbsp; practice.<br />The research on the effects of the application of mathematical modeling was conducted &nbsp; in two cycles. The first cycle of research was realized in the period from 2009-2014 with&nbsp; four generations of students. A total of 555 students organized in parallel groups participated in the experiment. In the&nbsp; first&nbsp; cycle&nbsp; of&nbsp; research,&nbsp; the&nbsp; influence&nbsp; of&nbsp; the&nbsp; application&nbsp; of&nbsp; mathematical&nbsp; modeling&nbsp; on&nbsp; the achievements of students in the field of function derivative and its applications was examined. Among the instruments used to examine students achievements, knowledge tests (colloquium and final&nbsp; exam)&nbsp; and&nbsp; a&nbsp; survey&nbsp; that&nbsp; examined&nbsp; students&#39;&nbsp; attitudes&nbsp; toward&nbsp; the&nbsp; teaching&nbsp; process&nbsp; and usefulness of mathematics were created and used.<br />The second cycle of research was conducted in the 2016/2017 school year. The experiment was realized&nbsp; with&nbsp; parallel&nbsp; groups&nbsp; in&nbsp; which&nbsp; participated&nbsp; 204&nbsp; students&nbsp; of&nbsp; the&nbsp; Technical&nbsp; College&nbsp; of Applied Sciences. In the second cycle of the research, the effects of applying a new approach to mathematical&nbsp; modeling&nbsp; in&nbsp; the&nbsp; computer&nbsp; environment&nbsp; on&nbsp; students&#39;&nbsp; knowledge&nbsp; of&nbsp; function derivative and its applications (experimental group) were examined and the obtained results were compared&nbsp; with&nbsp; the&nbsp; results&nbsp; achieved&nbsp; by&nbsp; students&nbsp; using&nbsp; traditional&nbsp; modeling&nbsp; cycle&nbsp; (the&nbsp; control group).<br />Based&nbsp; on&nbsp; the&nbsp; results&nbsp; obtained&nbsp; from&nbsp; both&nbsp; pedagogical&nbsp; researches,&nbsp; it&nbsp; was&nbsp; determined&nbsp; that&nbsp; the realization of teaching mathematics by applying mathematical modeling, as well as mathematical modeling&nbsp; in&nbsp; the&nbsp; computer&nbsp; environment,&nbsp; has&nbsp; a&nbsp; significant&nbsp; impact&nbsp; on&nbsp; the&nbsp; quality&nbsp; of&nbsp; students&#39; knowledge and the realization of optimal learning outcomes, and their application on solving the problems from this area.</p>

Syfte Syftet med uppsatsen är att undersöka hur de lärosäten i Sverige som erbjuder ämneslärarprogrammet för gymnasiet med ingång idrott och hälsa, tolkar och tillämpar det centrala innehållet spänningsreglering och mental träning från kursen idrott och hälsa 1. Genom intervjuer med utvalda representanter från lärosätena samt en genomförd dokumentanalys av relevanta dokument ämnar vi att finna svaren på följande frågeställningar: 1. Vad finns i lärosätenas utbildning kopplat till det centrala innehållet spänningsreglering och mental träning? 2. Vilka kunskaper ska studenterna få med sig inom det centrala innehållet spänningsreglering och mental träning efter genomförd lärarutbildning? 3. Hur ser diskursen ut om prestation och hälsa i relation till begreppen spänningsreglering och mental träning? 4. Anser lärosätena att spänningsreglering och mental träning är relevanta begrepp inom utbildningen?  Metod I den första delen av uppsatsen användes en dokumentanalys utifrån Bergs (2003) modell för att undersöka utvalda kursplaner. En intervju genomfördes med vardera representant från lärosätena och kodades därefter med stöd av Watts Boolsens (2007) innehållsanalys. Tolkningarna gjordes med hjälp av Lindes läroplansanalys (2012), vilket var studiens teoretiska ramverk. Urvalet i intervjuerna var studierektor eller närliggande yrkestitel, från de sju lärosäten som erbjuder ämneslärarutbildning för gymnasiet med ingång idrott och hälsa samt utvalda kursplaner och styrdokument från lärosätena och Skolverket. Resultat Lärosätena anser att det är svårt att tolka begreppen. Spänningsreglering är det begrepp som används mest frekvent medan begreppet mental träning ofta väljs bort till förmån för andra begrepp. Hälsa utifrån ett salutogent synsätt är en gemensam utgångspunkt vid alla lärosäten, varje representant använde något av verktygen yoga, tai-chi eller aktiviteter ute i naturmiljö i deras utbildning vilket går i linje med Skolverkets bedömningsstöd. Användandet och inställning till idrottspsykologiska metoder ser olika ut bland lärosätena, framförallt prestationsinriktad idrottspsykologi kopplat till mental träning är en vattendelare. Slutligen anser lärosätena enhetligt att ett förtydligande av begreppen krävs, på grund av faktorer kopplat till samhällets förändring samt en otydlighet i att begreppen är utskrivna i centralt innehåll men inte återfinns som ett kunskapskrav vilket Skolverket har ansvar över. Slutsatser Mental träning är ett begrepp som lärosätena inte har tagit till sig i stor utsträckning vid utbildningarna, vilket syns i kursplanernas innehåll samt i representanternas svar. En kommunikation finns mellan lärosätena kring flera undervisningsområden men inte om det centrala innehållet spänningsreglering och mental träning, samtidigt som att representanterna uttrycker en osäkerhet i tolkningen av begreppen, vilket vi har identifierat som ett problem. Det finns en diskurs om prestation och hälsa i relation till spänningsreglering och mental träning, representanternas har olika åsikter gällande användning av begreppen. En majoritet anser att de kan arbeta med prestationsinriktning om innehållet kontextualiseras till skolans miljö, men trots det syns det inte i nuläget i stor utsträckning i kursplanerna på utbildningarna. / Aim The aim of the thesis is to investigate how the universities in Sweden that offer the PE-teacher program for upper secondary school, interpret and apply the central content of tension adjustment and mental training for the course physical education and health 1. Through interviews with selected representatives from the universities and a document analysis of relevant documents, we aim to find the answers to the following questions: 1. What is in the universities education linked to the central content of tension adjustment1 and mental training? 2. What knowledge should the students acquire linked to the central content tension adjustment and mental training after completed education?3. What does the discourse look like about performance and health in relation to the concepts of tension adjustment and mental training? 4. Does the universities think tension adjustment and mental training are considered as relevant concepts through the education? Method In the first part of the essay, a document analysis based on Berg's (2003) model was used to examine selected curriculums and course plans. For the main part of the essay, an interview guide was created based on a qualitative open-ended form of interviews (Hassmèn &amp; Hassmèn, 2008). An interview were conducted with each representative from the universities and were then coded with the support of Watts Boolsen's (2007) content analysis. The interpretations were made with the help of Linde's curriculum analysis (2012). The sample for the interviews was the director of studies or related professional titles at the seven universities that offer PE-teacher education for upper secondary school, as well as selected syllabus and governing documents from the universities and the The Swedish National Agency for Education. Results The universities consider it difficult to interpret the concepts. Tension adjustment is the term most frequently used while the term mental training is questioned and is often excluded in favor of other concepts. The work with health from a salutogenic approach is common at all universities, each representative use the tools yoga, tai-chi or activities in the environment in their education, which is in line with The Swedish National Agency for Education. The use and attitude to sport psychology methods looks different among the universities, and then above all performance-oriented sports psychology methods linked to mental training is a watershed. Finally, the universities unanimously believe that a clarification of the conceptis required, due to factors like changes in the society and the current unclear content in Skolverkets central content but which is not included as a knowledge requirement.  Conclusions Mental training is not a concept that the universities have adopted much in their educations, based on the the representatives' answers and in the curriculum. There is a communication between the universities how they work within other teaching areas, but not about this and at the same time the representatives express an uncertainty in the interpretation of the concepts, which we have identified as a problem. There is a discourse in performance and health in relation to tension adjustment and mental training, the representatives have different opinions regarding the use of terms. The majority of the representatives believe that it is possible to work with performance focus if the content is contextualized to the school. But right now it ́s not a big part because it ́s not included in the curriculum of the universities.