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Constructing the space for professional action : a case study of professionalism in educationMassey, Alan G. January 2010 (has links)
This research seeks to understand the perceptions of professionalism in education. In particular it focuses on the constructions of the space for professional action. A case study focuses on people, including teachers and non-teachers, who work in a special school for young people with SEBD. The perceptions of professionalism in education held by those in this case have been carefully listened to and analysed. Using an interpretive approach I have analysed data from interviews of members of the case. This reveals that a common language is used to describe professionalism but this is not commonly defined. There is an assumption that all share a common definition. In addition, other factors affect professional action. The experiences and life trajectories of the respondents are seen to colour and shape professional action. The construction of the space for professional action is problematic. There is a wide range of definition. The findings reveal that professionalism is complex and common language hides a wide spectrum of definition and meaning. Professionalism, as a concept, is often confused and misused. Foregrounding these confusions have contributed to the understanding of professionalism. There is tension between the constructions of professionalism. The person trying to enact professionalism in education has to interpret, sometimes incongruent, discourses and locate themselves within persuasive discourses. Awareness of these differences and tensions can help understand and allow them to make their own choices. The development of typologies as an analysis tool has been effective in understanding the space for professional action in this case. It is suggested that this might be used as a basis for professional discussion for others who are engaging in development in their own context. Professionalism in education is important as this impacts on the performance of each person and this performance effects the young people. It is argued that people trying to enact it should engage in professional discussion and agreement making to establish what is good and worthwhile in professionalism.
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Coaching foundation phase literacy teachers as leaders in a school in the Western Cape Province : a professional development strategyRutgers, Linda 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2012. / Includes bibliography / ENGLISH ABSTRACT: The South African education system needs literacy teachers with the capacity to lead
innovative and appropriate literacy instruction in schools. Schools can benefit from
suitable continuous professional development strategies that have the potential to
build the leadership capacity of literacy teachers to sustain literacy improvement
efforts.
Coaching has proven to be an effective development strategy in the business sector
and in the field of sport. However, the field of coaching in the educational context is
under-explored in research in South Africa. Coaching is a situated practice, which is
aimed at the learning and development of individuals within a specific context.
Coaching is an on-going professional development strategy for teachers and leaders
as opposed to traditional one-shot professional development activities such as
workshops or training sessions.
There is a need for evidence-based research on alternative professional
development strategies, such as coaching. In this research study the researcher
argued that coaching has the potential to provide a more effective and sustainable
capacity-building strategy for the continuous professional development of teacher
leaders. It argued further that the recognition of their own capacity as teacher leaders
can empower teachers to take ownership of decision-making for on-going literacy
improvement in schools.
The specific context for coaching in this study was the professional development of
literacy teachers as leaders for the improvement of literacy teaching and learning. In
the absence of a suitable coaching model, the Integrated Capacity Coaching model
and a coaching programme were purposefully designed by the researcher for the
development of literacy teachers as leaders in this study. Cognitive coaching, peer
coaching and coaching circles were incorporated as coaching methods in the
coaching programme.
This study was designed to determine what can be learnt from using coaching as a
professional development strategy within the formal structures of the school and its
current constraints. Findings from the data indicated a number of positive learning insights about coaching as a continuous professional development strategy to build
internal leadership capacity for literacy improvement in schools. This study is
significant because the outcome of the study extended the existing body of
knowledge and evidence-based research on coaching in the educational context.
The implementation of these findings could lead to improvements in the nature and
characteristics of future continuous professional development of literacy teachers as
leaders to sustain literacy improvement in schools.
The proposed model shows potential as a capacity-building coaching model for the
education sector, but further research is needed to determine the impact of this
coaching model and the coaching approach in different school contexts. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse onderwyssisteem benodig geletterdheidsonderwysers met die
kapasiteit om leiding te gee ten opsigte van innoverende en toepaslike
geletterdheidsonderrig in skole. Skole kan voordeel trek uit toepaslike voortgesette
professionele ontwikkelingstrategieë wat die potensiaal toon om leierskapkapasiteit
in onderwysers te bou met die doel om die verbetering van geletterdheid te volhou.
Dit is bewys dat afrigting ’n effektiewe ontwikkelingstrategie in die besigheidsektor en
op sportgebied is. Navorsing in die veld van afrigting in die onderwyssektor is egter
onderverken. Afrigting is ’n gesitueerde praktyk wat gerig is op die leer en
ontwikkeling van indiwidue in ’n spesifieke konteks. Afrigting wat as ’n voortgesette
professionele ontwikkelingstrategie vir onderwysers en leiers beskou word, verskil
van tradisionele “enkele geleenthede” van professionele ontwikkeling soos
werkswinkels en opleidingsessies.
Daar is ’n behoefte aan bewysgebaseerde navorsing oor alternatiewe strategieë
soos afrigting vir professionele ontwikkeling. In hierdie navorsingstudie argumenteer
die navorser dat afrigting potensieel ’n meer effektiewe en volhoubare
kapasiteitsboustrategie vir die professionele ontwikkeling van onderwysers as leiers
blyk te wees. Daar word verder geargumenteer dat onderwysers bemagtig kan word
om eienaarskap te neem van besluite oor die verbetering van geletterdheidsvlakke in
die skool indien hulle bewus word van hul kapasiteit as onderwyserleiers.
Die spesifieke konteks vir afrigting in hierdie studie was die professionele
ontwikkeling van geletterdheidsonderwysers as leiers ter verbetering van
geletterdheidsonderrig. In die afwesigheid van ’n toepaslike afrigtingsmodel is ’n
toepaslike model vir afrigting, naamlik die Geïntegreerde Kapasiteitsafrigtingsmodel
en ’n toepaslike afrigtingsprogram deur die navorser ontwikkel. Hierdie model is
spesifiek ontwikkel vir die afrigting van geletterdheidsonderwysers as leiers in die
studie. Kognitiewe afrigting, portuurafrigting en afrigtingsirkels is as
afrigtingsmetodes in die model geïnkorporeer.
Die studie is ontwerp om binne die formele strukture en huidige beperkinge in die
skool te bepaal wat geleer kan word indien afrigting as professionele ontwikkelingstrategie gebruik word. Die bevindinge het ’n aantal positiewe leerinsigte
oor afrigting as ’n voortgesette professionele ontwikkelingstrategie getoon en om
leierskapkapasiteitvir die verbetering van geletterdheid in skole te bou. Die studie is
betekenisvol, want die uitkoms van die studie sal die bestaande kennis en
bewysgebaseerde navorsing oor afrigting in die onderwyskonteks uitbrei. Die
implementering van hierdie bevindinge kan lei tot die verbetering van die aard en
kenmerke van voortgesette professionele ontwikkeling vir geletterdheidsonderwysers
as leiers, om die volhoubaarheid van geletterdheidsverbetering in skole te verseker.
Die voorgestelde model toon potensiaal as ’n kapasiteitsbou-afrigtingsmodel vir die
onderwyssektor, maar verdere navorsing is nodig om die impak van hierdie
afrigtingsmodel en die afrigtingsbenadering in verskillende skoolkontekste te
ondersoek.
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Marcas da experiência na formação docente em gênero e diversidade sexual: um olhar sobre o curso \"Gênero e diversidade na escola\" (GDE) / Traces of experience in teachers training on gender and sexual diversity: a look at the program Gender and sexual diversityGarcia, Osmar Arruda 22 May 2015 (has links)
Essa dissertação de mestrado teve por objetivo analisar as experiências em gênero e diversidade sexual, com base em narrativas de professores e professoras que realizaram o curso Gênero e Diversidade na Escola (GDE). Buscou-se compreender, também, os processos de comprometimento com o tema no que tange à quebra do silenciamento dos temas gênero e diversidade sexual imposto nos âmbitos social, acadêmico e escolar. Desse modo, pretende-se contribuir com o debate sobre a formação docente em gênero e diversidade sexual, por meio da discussão da formação continuada oferecida no GDE. O GDE examinado foi oferecido pela UNESP campus de Rio Claro na cidade de Jaú, interior de São Paulo. A formação foi ofertada aos (as) professores (as) da educação básica da rede eestadual e da rede municipal duas vezes entre 2009 e 2010. Nessa pesquisa, são analisadas as discussões, realizadas em fóruns, e os memoriais entregues por 30 professores-cursistas de uma turma do polo de Jaú, no ano de 2009. Por meio de uma análise qualitativa e do método da análise de prosa (ANDRÉ, 1983), essa pesquisa analisa as marcas da experiência em gênero e diversidade sexual que esses (as) professores (as) revelaram durante o curso. Com base nos estudos de Jorge Larrosa (2002, 2011) examina-se o GDE enquanto experiência e verifica-se como essa experiência criou comprometimentos dos sujeitos envolvidos com o tema e deixou marcas em seu pensar e agir. Tais marcas revelaram que os (as) professores (as) buscaram a formação por meio de diferentes aspirações relacionadas a duas dimensões de comprometimento com o tema, a dimensão pessoal e a profissional. Desse modo, a pesquisa revela que a maneira pela qual cada um (uma) apreendeu os conceitos do curso e (trans)formou sua subjetividade a partir das reflexões realizadas foi única, tendo diferentes intensidades. Revelou, ainda, que os processos pelos quais se consolidam e reelaboram os próprios conceitos sobre gênero e diversidade sexual são contraditórios e marcados por pausas, avanços ou retrocessos. Contudo, o GDE demonstra ser um impulsionador para a reflexão acerca do gênero e da diversidade sexual, revelando ter potencial para iniciar (trans)formações das práticas escolares relacionadas a essas questões. / The purpose of this dissertation is to analyze the experiences on gender and sexual diversity based on narratives of teachers who attended the training program Gênero e Diversidade na Escola (Gender and Sexual Diversity) GDE. Additionally, I seek to understand the process of commitment to the issue considering the breach of the silence imposed in social, academic and school contexts about gender and sexual diversity. I intend to contribute to the debate about teachers training on gender and sexual diversity by discussing the continuing education offered by GDE. The training was offered twice between 2009 and 2010 to basic education teachers working in both city and state public education networks. In this research I analyze discussions held in forums and memorials written by 30 teachers who attended the course in Jaú São Paulo State, in 2009. Through qualitative research and prose analysis method (André, 1983), this investigation examines traces of experience in gender and sexual diversity revealed by teachers during the course. Based on Jorge Larrosas work (2002, 2011), I investigate GDE teachers training program as an experience, trying to explore the ways this experience constructed teachers commitments to the issue as well as what traces it may have left on their thinking and action abilities. Such traces indicated that teachers looked for this particular course inspired by different desires basically relating to two dimensions of commitment to the issue, the personal and the professional dimensions. Therefore the research indicates that the way each teacher learned the concepts discussed in the course - and transformed his/her subjectivity - was unique and had different levels of intensity. Results show that the process through which teachers consolidate and resignify their own concepts of gender and sexual diversity are contradictory and characterized by breaks, advances or regressions. However, GDE appears to promote the reflection about gender and sexual diversity, pointing out its potential to start off transformation of school practices on these issues.
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CONSTRUÇÃO DE CONHECIMENTOS PEDAGÓGICOS COMPARTILHADOS NA RADEP VIRTUAL: DESAFIOS PARA A EDUCAÇÃO SUPERIORWeingärtner, Thiago da Silva 01 August 2005 (has links)
This study is inserted in the Research Line of Professional Formation, Knowledge and Development in the Post Graduation Program in Education at UFSM (Federal University of Santa Maria RS Brazil). This research works from virtual meetings of teachers formation, involving 10 professors from the Administration Course Systems Analysis at FSG (Faculdade da Serra Gaúcha Caxias do Sul RS Brazil). These meetings were organized in five scenarios, each one of them with a question as a guideline. The goal is to identify how these professors construct their shared pedagogical knowledge, through a virtual interactive net for professional development (RADEP Academic Net for Professional Development). The main question in this research is: how professors construct shared pedagogical knowledge in virtual RADEP? The research is based in the theory of teachers formation and development, shared pedagogical knowledge, collaborative nets and new ways on how to learn how to be a teacher/professor. The approach, of a qualitative point of view, works with content analysis to capture the new emergent from teachers shared experiences. To come up these goals, the study brings up some reflections for the professors on the necessary knowledge for a pedagogical action, sharing experiences and aiming solutions for educative actions. Having as context nowadays technology, it is verified how a virtual environment may provide appropriation and expansion of pedagogical knowledge and, at the same time, the possibility for the professors to be mediators and mediated in a collaborative process in Superior Education. Though, RADEP is seen as an informational instrument that may provide shared pedagogical knowledge construction. Findings indicate that this kind of knowledge involves, systemically, several categories: pedagogical anguish, passivity related to formation, resistance in sharing knowledge, self-development and transformation. / O presente estudo está inserido na Linha de Pesquisa: Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da UFSM. A pesquisa trabalha a partir das reuniões virtuais de formação docente, envolvendo 10 professores do curso de Administração - Análise de Sistemas da FSG. Estas reuniões organizam-se em cinco cenários orientados, cada um, por uma questão norteadora. O objetivo é identificar como se dá a construção do conhecimento pedagógico compartilhado por esses docentes, via rede interativa virtual para o desenvolvimento profissional. (RADEP - Rede Acadêmica de Desenvolvimento Profissional). O problema da pesquisa é: Como os professores do ensino superior constroem conhecimentos pedagógicos compartilhados na RADEP virtual? A pesquisa utiliza como aportes teóricos: formação e desenvolvimento profissional docente, conhecimento pedagógico compartilhado, redes colaborativas e novas modalidades de aprender a ser professor. A abordagem, de cunho qualitativo, trabalha com a análise de conteúdo para capturar o novo emergente das experiências compartilhadas pelos professores. Para atingir esses objetivos, o estudo proporciona aos docentes reflexões sobre os saberes necessários ao exercício pedagógico, compartilhando experiências e buscando soluções para as práticas educativas. Tendo por contexto as tecnologias atuais, verifica-se como um ambiente virtual proporciona a apropriação e expansão dos conhecimentos pedagógicos e, ao mesmo tempo, a possibilidade dos professores serem mediadores e mediados dentro de um processo de colaboração na Educação Superior. Assim a RADEP é vista como um instrumento informacional que pode proporcionar a construção de conhecimentos pedagógicos compartilhados. Os achados indicam que este tipo de conhecimento envolve, de forma sistêmica, diversas categorias explicativas: angústia pedagógica; passividade frente à formação; resistência ao compartilhamento; auto-desenvolvimento e transformação.
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Marcas da experiência na formação docente em gênero e diversidade sexual: um olhar sobre o curso \"Gênero e diversidade na escola\" (GDE) / Traces of experience in teachers training on gender and sexual diversity: a look at the program Gender and sexual diversityOsmar Arruda Garcia 22 May 2015 (has links)
Essa dissertação de mestrado teve por objetivo analisar as experiências em gênero e diversidade sexual, com base em narrativas de professores e professoras que realizaram o curso Gênero e Diversidade na Escola (GDE). Buscou-se compreender, também, os processos de comprometimento com o tema no que tange à quebra do silenciamento dos temas gênero e diversidade sexual imposto nos âmbitos social, acadêmico e escolar. Desse modo, pretende-se contribuir com o debate sobre a formação docente em gênero e diversidade sexual, por meio da discussão da formação continuada oferecida no GDE. O GDE examinado foi oferecido pela UNESP campus de Rio Claro na cidade de Jaú, interior de São Paulo. A formação foi ofertada aos (as) professores (as) da educação básica da rede eestadual e da rede municipal duas vezes entre 2009 e 2010. Nessa pesquisa, são analisadas as discussões, realizadas em fóruns, e os memoriais entregues por 30 professores-cursistas de uma turma do polo de Jaú, no ano de 2009. Por meio de uma análise qualitativa e do método da análise de prosa (ANDRÉ, 1983), essa pesquisa analisa as marcas da experiência em gênero e diversidade sexual que esses (as) professores (as) revelaram durante o curso. Com base nos estudos de Jorge Larrosa (2002, 2011) examina-se o GDE enquanto experiência e verifica-se como essa experiência criou comprometimentos dos sujeitos envolvidos com o tema e deixou marcas em seu pensar e agir. Tais marcas revelaram que os (as) professores (as) buscaram a formação por meio de diferentes aspirações relacionadas a duas dimensões de comprometimento com o tema, a dimensão pessoal e a profissional. Desse modo, a pesquisa revela que a maneira pela qual cada um (uma) apreendeu os conceitos do curso e (trans)formou sua subjetividade a partir das reflexões realizadas foi única, tendo diferentes intensidades. Revelou, ainda, que os processos pelos quais se consolidam e reelaboram os próprios conceitos sobre gênero e diversidade sexual são contraditórios e marcados por pausas, avanços ou retrocessos. Contudo, o GDE demonstra ser um impulsionador para a reflexão acerca do gênero e da diversidade sexual, revelando ter potencial para iniciar (trans)formações das práticas escolares relacionadas a essas questões. / The purpose of this dissertation is to analyze the experiences on gender and sexual diversity based on narratives of teachers who attended the training program Gênero e Diversidade na Escola (Gender and Sexual Diversity) GDE. Additionally, I seek to understand the process of commitment to the issue considering the breach of the silence imposed in social, academic and school contexts about gender and sexual diversity. I intend to contribute to the debate about teachers training on gender and sexual diversity by discussing the continuing education offered by GDE. The training was offered twice between 2009 and 2010 to basic education teachers working in both city and state public education networks. In this research I analyze discussions held in forums and memorials written by 30 teachers who attended the course in Jaú São Paulo State, in 2009. Through qualitative research and prose analysis method (André, 1983), this investigation examines traces of experience in gender and sexual diversity revealed by teachers during the course. Based on Jorge Larrosas work (2002, 2011), I investigate GDE teachers training program as an experience, trying to explore the ways this experience constructed teachers commitments to the issue as well as what traces it may have left on their thinking and action abilities. Such traces indicated that teachers looked for this particular course inspired by different desires basically relating to two dimensions of commitment to the issue, the personal and the professional dimensions. Therefore the research indicates that the way each teacher learned the concepts discussed in the course - and transformed his/her subjectivity - was unique and had different levels of intensity. Results show that the process through which teachers consolidate and resignify their own concepts of gender and sexual diversity are contradictory and characterized by breaks, advances or regressions. However, GDE appears to promote the reflection about gender and sexual diversity, pointing out its potential to start off transformation of school practices on these issues.
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Mathematics Professional Learning Communities: Opportunities and Challenges in an Elementary School ContextFranks, Douglas 13 April 2012 (has links)
School-based professional learning communities (PLCs) have become an important means of “building capacity” among teachers in a wide variety of areas, including those with a subject focus. Very often, these PLCs are mandated by administration, and operate under an established structure. This paper describes an attempt by a mathematics coordinator and school level “lead’ teachers to
establish relatively informal PLCs in mathematics in an effort to improve mathematics teaching, and thus student learning, in an environment that focused very much on literacy. The four PLCs created are discussed, as are the opportunities and the challenges that go with the relative freedom offered to the teachers. Sustainability is a central challenge to these groups.
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Investigating the Impact of a University-based Professional Development Program for Teachers of English Language Learners in Ohio—A Mixed Methods Study of Teacher Learning and ChangeZhang, Yunyan 10 October 2014 (has links)
No description available.
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台北市公立幼稚園教師利用資訊資源之研究 / A Study on the use of information resources of kindergarten teachers in Taipei許修嬋, Hsu, Hsiu Chan Unknown Date (has links)
近年來,我國出生率逐年遞減,少子化的現象普遍存在,家長及社會對於幼兒的教育十分重視,幼教老師在教學實施上備受壓力;而網路與科技媒體的蓬勃發展,更促使幼教老師必須重新思考教學的方式。教師如要運用教學媒體教授幼兒知識,須具備一定的資訊素養,懂得從各種管道尋獲教學資源。 / 本研究針對台北市公立幼稚園教師進行研究,期瞭解幼兒教師的資訊尋求行為概況;探討教師如何利用圖書館和網路資源準備教學;分析教師如何運用資訊資源進行專業成長;並瞭解幼教老師利用Blog的經驗。透過問卷調查和深度訪談來瞭解幼教老師利用資訊資源於教學上之概況。 / 研究發現,台北市公立幼稚園教師仍以女性教師為主,大部分教育程度在大學以上,年齡則以41~50歲居多,教師教學經驗豐富,六成的教師已從事教學達15年以上。高達92.5%的教師會使用網際網路,教師具有中上的資訊素養能力,且學歷較高和新進教師的教師具有較高的資訊素養。教師使用多種管道找尋合適的資源與媒體以支援教學,並將其評估、處理成為教材。在找尋資源時會考量資訊的正確性與方便性。 / 關於利用圖書館資源準備教學方面:教師至圖書館的目的為找尋教學相關資源;使用校內圖書室和台北市立圖書館找尋教學資源;使用繪本和影音資料為主。在利用網路資源協助教學上:教師利用網路資源準備教學;應用網路多媒體協助教學實施;參與網路社群分享教學資源及經驗;藉由網路平台紀錄教學活動;與家長進行親師溝通。而利用資訊資源進行專業成長上教師透過閱讀獲取專業知識;利用網路資源自我學習,並進行個人知識管理。此外,教師亦會運用Blog搜尋教學資源、分享教學經驗、整理學生學習歷程檔案、建置幼稚園網頁、記錄教學與整理教師教學檔案及建置個人Blog。 / 最後建議:(1)教育主管機關應鼓勵教師參與線上讀書會與成長團體,精進個人之專業知識;辦理各式資訊素養研習以提昇教師的資訊素養能力;委託相關單位編製資源示意圖協助教師準備教學;建置幼教專業知識共享平台,便於教師找尋及取得資源、整理個人教學知識,持續進行個人專業成長。(2)幼稚園圖書室應與鄰近圖書館合作並共享資源;協助教師充分利用圖書館資源準備教學。(3)幼稚園教師應充分利用資訊資源支援教學活動、進行終身學習;積極參與網路社群,利用Blog等網路平台與家長共同指導幼兒。
關鍵字:幼稚園教師;資訊尋求行為;教師專業成長;部落格 / This research focused on the utilization of information resources of public kindergarten teachers in Taipei. The purpose is to reveal the information seeking behaviors of kindergarten teachers, such as how the teachers use the library and internet resources to prepare for teaching; how teachers use the information resources to upgrade teachers' professional development; and the use of Blog. The study applies the questionnaire and in-depth interview to find out how the kindergarten teachers use the information resources. / According to this study, most of public kindergarten teachers in Taipei are female, hold bachelor degree, and the majority of them are about forties to fifties. Teachers are well experienced. Ninety two point percent teachers are able to use internet, most teachers are well equipped with information literacy. / Finally, suggestion were made as follows: (1) The Department of Education, Taipei City Government should encourage teachers to participate the online reading club and growth group for enhancing professional development; conducting all kinds of information literacy courses, compiling the pathfinders and setting up professional portal for professional growth. (2) The kindergarten library should cooperate with the neighboring libraries to share resources, and play the important role in assisting teachers using information resources. (3) Kindergarten teachers should learn how to utilize the information resources widely for supporting the teaching and achieve the life-long learning; participating in internet communities to upgrade their professional knowledge and core competences; and use the Blog and other social software to instruct kids with their parents together.
Keywords:Kindergarten Teachers;Information Seeking Behavior;Teachers' professional development;Blog
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Sentidos da profissão docenteCericato, Itale Luciane 16 December 2010 (has links)
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Previous issue date: 2010-12-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to understand the senses and meanings attributed by teachers to their
professional activity throughout their teaching experience. To this end, we interviewed three
high school teachers working in the public educational system of São Paulo, each of them
being in a different career time. The data were analyzed in the light of the postulates of the
social-historical psychology, focusing on two central categories: meaning and significance.
The findings indicated that the meanings attributed by each of the three teachers to their
teaching activities are unique and singular, although sharing some common features.
Among these representations, some are worth mentioning: a) the fact that teaching is
defined by common sense ideas, which reproduce and, consequently, perpetuated a same
discourse through generations of teachers. As a result, the necessarily knowledge
constructed by the specialized literature about the teaching, and the teaching profession, is
absolutely not considered; b) students are seen as unmotivated for learning; c) experience is
perceived as more valuable for teaching than teaching formation or continuing education.
All teachers pointed out that it is impossible to promote learning in all students,
exposing, consequently, a lacks of political commitment with the role of Education.
Furthermore, all teachers reported an absence of collaborative work within the school,
confirming that the teaching activities are conducted primarily in isolation. Differently, the
changes introduced in the recently implemented educational policies of São Paulo - such as
the use of text books elaborated by the state or receiving credit for the school s results in
students performance evaluation - are seen by each teacher in a particular way. The
meanings attributed to the teaching activity itself are various: it is defined as the ability to
transmit knowledge to a person devoid of it, or as the fulfillment of a goal that someone had
always pursued, or yet as a daily and unfair struggle, given the stress involved in teaching.
Based on these findings, the conclusion is that the teaching profession needs to be changed
in several aspects, namely: the initial training, as it is currently defined, is not sufficient to
provide future guidance in the profession, so that the offer of continuing education in a
systematic way and within the schools themselves is imperative. Finally, it is extremely
necessary to replace the culture of isolation by a collaborative one, allowing teachers to
learn with their peers in exchanging their successful and painful experiences / Este estudo objetiva compreender os sentidos atribuídos por professores à sua atividade
profissional. Foram entrevistadas três professoras do ensino médio da rede pública
paulista, com diferentes tempos de carreira. Os dados foram analisados com base no
referencial teórico da Psicologia Sócio-histórica, com foco nas categorias sentido e
significado. As conclusões apontam para o fato de que os sentidos atribuídos pelas
professoras às suas atuações são únicos e singulares, embora partilhem muitos aspectos
comuns. Dentre estes últimos, percebemos que a docência é definida mais por critérios
do senso comum e pela reprodução de discursos perpetuados ao longo de gerações do
que, como seria esperado, pelos conhecimentos produzidos pela literatura especializada.
Além disso, verificamos que os alunos são considerados desmotivados para a
aprendizagem, e os conhecimentos produzidos em função da prática cotidiana são mais
valorizados do que a formação continuada. É unânime a constatação de não ser possível
ensinar a todos os alunos, inferindo-se dessa proposição uma postura de acomodação.
Comum a todas as professoras também é a ausência de um trabalho colaborativo no
interior da escola, confirmando que a atividade docente é realizada prioritariamente de
maneira isolada. Mudanças recentes nas políticas educacionais paulistas como o uso
dos cadernos de disciplina, a bonificação por desempenho e a avaliação dos índices de
rendimento da escola são vistas de modo diferente pelas professoras. Diferentes
também são os sentidos atribuídos à própria atividade: a docência ora é definida como
possibilidade de transmitir um saber a uma pessoa dele desprovida; ora é apresentada
como a realização de algo que sempre se quis fazer; ora é considerada uma luta
cotidiana e desleal, dado o desgaste envolvido no ensinar. Com base nesses achados,
afirmamos que a docência precisa mudar em dois aspectos fundamentais: a formação
inicial que, em seus moldes atuais, não é suficiente para fornecer diretrizes aos futuros
professores e a formação continuada que é mais bem realizada quando ocorre de
maneira sistemática e no interior das próprias escolas. Concluímos que é urgente
substituir a cultura do isolamento docente por uma cultura do trabalho colaborativo, que
permita aos professores a troca de experiências bem-sucedidas sobre suas atuações
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Enfrentando a lógica do homogêneo: aspectos centrais para um trabalho diversificado junto aos educandosRachman, Vivian Carla Bohm 17 April 2013 (has links)
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Previous issue date: 2013-04-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study was to develop a collaborative method to be adopted in teachers
professional development. Guided by the assumptions of Sociocultural Psychology and
Historical-Critical Pedagogy, it was sought to offer subsidies to the teachers, helping them to
perform diversified tasks with students having different knowledge and experiences. To this
purpose, it was intentionally selected a private school of the city of São Paulo, SP, Brazil.
After identifying the needs and key aspects of the school institutional culture, it was more
closely analyzed the pedagogical activity of a 4th grade teacher. During a whole semester, she
received help from the researcher in order to complete the following cycle: plan her activities,
carry them out and evaluate them. At the end of these cycles, strengths and weak points were
shared with the group of kindergarten and elementary school teachers working at the school.
The procedures for data collection involved, firstly, just to be in the classroom in order to
observe the way the teacher performed in teaching. Secondly, helping her to accomplish this
task and, lastly, verify if the teacher could do it alone, but in a new and better level. In relation
to teaching, it was possible to note changes in four aspects: 1) a shifting focus from the
teacher to the students, 2) the old booklet material was not any more exclusively used; 3) the
social reality of early learners was taken into account in the planning, offering them an
education that considered their prior knowledge and interests; and, finally, 4) the constituent
elements of the teaching-learning started to be seen in a more complex way. The changes in
the evaluation of the pupils were also observed, particularly in the elaboration of assessment
instruments, something expected since the teacher s conception of evaluation had also been
modified. Besides these aspects, the teacher, her colleagues and the management team
considered the experienced training process as a positive one, despite stressing and too
laborious. Other aspects, such as the difficulty of keeping the collaborative character of the
teaching professional development training, were also emphasized as important to enhance
the process of learning and teaching / O objetivo deste trabalho foi desenvolver uma modalidade de formação docente em conjunto
com as professoras envolvidas na pesquisa e, particularmente, com uma delas. Pautada nos
pressupostos da Psicologia Sócio-Histórica e da Pedagogia Histórico-Crítica, buscou-se
contribuir para a formação de professores no Brasil, na tentativa de lhes oferecer subsídios
para realizar trabalhos diversificados junto a alunos com diferentes saberes e experiências.
Para tanto, foi selecionada uma escola da rede privada da cidade de São Paulo. Após conhecer
as necessidades e os aspectos centrais da cultura institucional, acompanhou-se mais de perto a
atividade de uma professora que lecionava para crianças do 4º ano do Ensino Fundamental I, a
grande maioria com nove anos de idade. Durante um semestre, a professora recebeu auxílio
para planejar atividades, realizá-las e avaliá-las. Ao final de cada um desses ciclos, aspectos
frágeis e avanços conquistados eram partilhados com o grupo de docentes da Educação
Infantil e Ensino Fundamental I da referida escola. Os procedimentos adotados envolveram
conhecer primeiro como a professora planejava e realizava sua aula para, em seguida, fazer
isso mediante auxílio da pesquisadora e, finalmente, sem nenhum ajuda, esperando conquistar
um novo e melhor patamar do que o anterior. Entre os instrumentos de pesquisa, a filmagem
das atividades realizadas pela docente, seguidas de discussão sobre o que tinha sido
registrado, foram os mais importantes, pois possibilitaram a reflexão conjunta sobre a
atividade realizada, a que deixou de ser realizada e, ainda, sobre como melhorar o que foi
feito e diversificar as maneiras de fazê-lo. Os resultados sinalizaram mudanças tanto nas
condições necessárias para a entrada em sala de aula, nas próprias aulas e na avaliação da
aprendizagem dos alunos. No tocante ao primeiro aspecto, observou-se uma maior atenção ao
planejamento, buscando respaldo teórico para conduzir a aula, além da seleção e preparo do
material a ser utilizado. Em relação às aulas, notaram-se mudanças em quatro aspectos: 1) nas
aulas, um deslocando o protagonismo do professor para o dos educandos; 2) na organização
da atividade, o material apostilado deixou de ser exclusivamente usado, passando-se a adotar
as etapas previstas na proposta da Pedagogia Histórico-Crítica; 3) nos planejamentos, passouse
a levar em conta a realidade social inicial dos educandos, oferecendo-lhes um ensino que
partia de seu conhecimento prévio e de seus interesses; e, por fim 4) na situação de ensinoaprendizagem,
ampliou-se o olhar para seus elementos constitutivos, que deixaram de ser
vistos de modo simplista para serem apreendidos em sua dinamicidade e multiplicidade. No
que concerne à avaliação, mudanças também foram observadas, sobretudo no que dizia
respeito à elaboração dos instrumentos de aferição de aprendizagem, algo que se justifica em
função de se ter modificado a concepção de avaliação. Além destes aspectos, professora,
equipe gestora e grupo de professoras avaliaram o processo vivido como positivo, destacando,
no entanto, seu caráter excessivamente trabalhoso. Outros aspectos, como a dificuldade de se
manter a colaboração da pesquisadora com os professores, são também ressaltados como
interessantes para aprimorar a formação docente
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