This study investigated the individual power of teachers as subordinates in elementary schools. It focused on the informal social structure in "good" elementary schools and the roles played by principals, teachers who held formal governance positions, itinerant teachers, and participants in the district's career ladder pilot program. Roles sampled were (1) providers of moral support, (2) sources of teaching expertise, (3) dispensers of procedural information, and (4) those able to "get things done" in the school. Peer and principal dependency data were also collected. Teachers and principals in five elementary schools in a single school district were sampled twice in a two year period. Findings were: (1) Although "good" principals received high total scores for providing resources to the faculty, there were instances when individual teachers scored as high or higher than the principal. (2) Faculty and principals depended on providers of moral support more than they depended on any of the traditionally power-producing roles. (3) Teachers depended on peers mostly for moral support, less for teaching expertise and "getting things done," and least for information. Teachers depended on the principal for moral support and information, less for "getting things done," and least for teaching expertise. (4) Full-time classroom teachers and specialists were most active in the social structure. Part-time teachers, itinerant teachers, and special services personnel, such as psychologists, speech/language pathologists, etc., were not key participants. Some full-time teachers, such as fine arts, physical education, and self-contained special education teachers were less active. (5) Teachers holding formal governance positions in the school established or gained influence while holding the formal positions, and they apparently did not lose influence the year after leaving the positions. Formal positions were held by full-time classroom teachers and only occasionally by a specialist. (6) Career ladder candidates or participants established or gained influence in the school's social structure during the career ladder process. Itinerant teachers and individuals who teach specialized curricula were more active in the career ladder program than they were in the school governance network.

Submitted in fulfillment for the Degree Doctor of Education in the Department of Educational Psychology in the Faculty of Education at the University of Zululand. = Afr: Proefskrif voorgele ter nakoming van die Vereistes vir die Graad Doctor Educationis in die Departement Opvoedkundlge Sielkunde van die Fakulteit Opvoedkunde aan die Universiteit van Zoeloeland, 1994. / Eng = The aim of this study was to determine whether white teachers maintain certain perceptions regarding the black teacher's occupational world as life-world. From the literature study it became clear that the implementation of the policy of separate development caused black and white teachers to exercise their professions separately and therefore had little or no opportunity for professional contact. Separate subsystems of education, each with it's own standard, caused black and white teachers to form different perceptions of one another's occupational worlds. Resistance to the policy of separate development influenced the education system and led to the crisis in black education. Education became the battlefield of political ideologies. This crisis culminated in the Soweto uprisings of 1976. Both pupils and teachers took to unacceptable behaviour such as stay-aways, strikes, and boycotts in order to accomplish certain political goals. In order to determine white teachers perceptions of the black teachers occupational world, an empirical study was undertaken. The content of the self structured questionnaire dealt with certain relevant aspects of the teachers occupational world. From this research it became clear that white teachers are of the opinion that the black teacher's training is not always of a high professional standard and that black teachers often act in an unprofessional manner. Results from the empirical research indicated that white teachers have a very limited knowledge of the black teacher's occupational world as life-world. As a result of the findings of this research certain recommendations were made: * A Council for Teachers must be established. * All teachers must be compelled to register with the recommended Council. * All curricula for both the training of student teachers and permanentteachers who wish to improve their qualifications, must be accredited with the Council for Teachers. * All teachers must undergo a period of internship. * All teachers must be professionally equipped for a new education dispensation. With this research an effort was made to establish certain recommendations in order to improve the relationship between black and white teachers in a new educational dispensation. It is trusted that this study on teacher perceptions will eventually lead to a better quality of education for all the children of South Africa. Afr =Die doel van hierdie studie was om vas te stel of wit onderwysers sekere persepsies rakende die beroepswereld as leefwereld van swart onderwysers huldig. Uit die Iiteratuurstudie het dit geblyk dat die implementering van die beleid van afsonderlike ontwikkeling daartoe gelei dat swart en wit onderwysers hulle professies apart moes beoefen en gevolglik min geleentheid tot professionele kontak gehad het. Afsonderlike substelsels vir onderwys, elk met eiesoortige standaarde het veroorsaak dat wit en swart onderwysers sekere persepsies van mekaar se beroepswerelde gevorm het. Verset teen die beleid van afsonderJike ontwikkeling wat na die onderwys oorgespoel het, het swart onderwys in 'n krisis gedompel. Onderwys het die politieke slagveld van ideologiese doelwitte geword. Hierdie krisis het in die Soweto-opstande van 1976 gekulmineer. Nie net het leerlinge hulle aan onaanvaarbare gedrag begin skuldig maak nie, maar onderwysers het hulle ook al hoe meer tot onprofessionele gedrag 5005 wegbly-aksies, stakings en boikotte gewend ten einde sekere doelwitte te bereik. Ten einde die aard van die wit onderwysers se persepsie van die swart onderwyser se beroepswereld te bepaal, is 'n empiriese ondersoek deur middel van 'n selfgestruktureerde vraelys onderneem. Die inhoud van die vraelys het gehandel oar sekere aspekte van die onderwyser se beroepswereld. Uit die ondersoek het dit geblyk dat die wit onderwyser van mening is dat swart onderwysopleiding nie van hoogstaande professionele gehalte is nie en dat swart onderwysers hulle dikwels aan onprofessionele gedrag skuldig maak. By die verwerking van die statistiese data het dit geblyk dat wit onderwysers 'n beperkte kennis en insig rakende die swart onderwyser se beroepswereld as leefwereld het. Op grand van die bevindinge van die ondersoek word die volgende aanbevelings gemaak: * * * Oat die daarstelling van 'n Raad vir Onderwysers oorweeg sal word. Oat daar van alle onderwysers in die toekoms verwag sal word om by 'n Raad vir Onderwysers te registreer. Oat alle kurrikula vir die opleiding van onderwysers by die Raad vir Onderwysers geakkrediteer sal word. Met hierdie navorsing is daar gepoog om aanbevelings te maak wat die verhouding tussen wit en swart onderwysers in 'n nuwe onderwysbedeling sal verbeter. Die hoop word uitgespreek dat die verbetering van die swart onderwyser se kwalifikasies sy professionele gedrag sal bevorder en uiteindelik tot 'n beter gehalte onderwys vir al die kinders van Suid-Afrika mag lei.

Inclusive education and the abolishment of corporal punishment by the National Department of Education have a profound influence on the behaviour of the learners in the classroom. Behaviour displayed by learners challenges the authority of educators and stand in direct contrast to a peaceful classroom setting which is a key element of the learning process. Educators found themselves at a loss, not knowing how to retain order and discipline while valuable teaching time is lost. The aim of this study is to identify and determine how educators can be empowered to deal with challenging behaviour in their high school classrooms. A qualitative study was conducted for this purpose, in four high schools which is situated in the Northern Areas of Port Elizabeth in the Eastern Cape. To obtain the necessary data different data-collection techniques were used, namely questionnaires and interviews. Learners, educators and parents were participants in the study. The findings suggested that most educators do not have the skills and/or knowledge to cope with challenging behaviour displayed by learners in the classroom. Conditions where educators are unable to control the behaviour of learners undoubtedly leads to the degradation of teaching and learning, so the need to address the problem was real. The concluding chapter recommends strategies of dealing with challenging behaviour through classroom management, educator skills as well as disciplinary strategies. An environment that is conducive for teaching and learning will be created by such strategies.

No description available.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-05T11:46:28Z No. of bitstreams: 1 Camila Domingues.pdf: 2666827 bytes, checksum: 4fe4cbb8448711f17cf853f609aab2df (MD5) / Made available in DSpace on 2018-12-05T11:46:28Z (GMT). No. of bitstreams: 1 Camila Domingues.pdf: 2666827 bytes, checksum: 4fe4cbb8448711f17cf853f609aab2df (MD5) Previous issue date: 2018-10-26 / This research refers to the meanings of teachers who are readapted on the working conditions of teachers and their implications in the process of becoming ill. The idea that guides it is related to the precarious way in which the working conditions experienced by the readapted teacher are configured, given that in the area of education many professionals are affected by the contradictions inherent in the profession in such a way that they even trigger or aggravate processes of illness that are often irreversible. The general objective of this study is to identify and analyze the relationships between the meanings of these teachers and their illness processes. For its elaboration, two specific objectives were outlined: a) to analyze the significations of the teacher about the constitution of his current professional condition and b) to analyze the significations of the teacher about the possibilities of illness generated in the professional activity. The illness of the teacher prevents him from acting professionally in his function of origin, directing him to a category of employees in the margins of his effective profession. However, it is believed that looking at this reality based on the Historical and Dialectical Materialist method and from the perspective of Socio-historical Psychology makes it possible for the analysis and interpretation of the statements of a group of readapted teachers to express meanings in relation to their current working condition , facilitating the dialogue as well as the enrichment of the discussions and propositions about the problematic. The group, composed of three PEB I readapted teachers, linked to the São José dos Campos-SP Education Department of the state teaching system of São Paulo, answered a questionnaire and participated in a meeting that was recorded and transcribed. Consistent with the aforementioned theoretical-methodological assumptions, the procedure of analysis and interpretation of the information called Nuclei of Meanings (AGUIAR; OZELLA, 2006, 2013; AGUIAR; MACHADO; SOARES, 2015) was chosen. This procedure enabled the analysis of meanings revealed by the group, expressed from statements about coping with the process of becoming and remaining a readapted teacher, a process that generates suffering, especially due to the daily experience of invisibility. The analysis of this study suggests that the valorization of the readapted teacher should be linked to the policies of training, career valorization and health, with a focus on self-knowledge and recognition as a professional in education / Esta pesquisa se refere às significações de professores readaptados sobre as condições de trabalho docente e suas implicações no processo de adoecimento. A ideia que a orienta se relaciona à forma precarizada como se configuram as condições de trabalho vivenciadas pelo professor readaptado, dado que, na área da educação, muitos profissionais são afetados pelas contradições próprias da profissão de uma forma tão acentuada que chegam a desencadear ou agravar processos de adoecimento muitas vezes irreversíveis. O objetivo geral deste estudo é identificar e analisar as relações entre as significações desses professores e seus processos de adoecimento. Para sua elaboração, dois objetivos específicos foram delineados: a) analisar as significações do professor acerca da constituição de sua atual condição profissional e b) analisar as significações do professor acerca das possibilidades de adoecimento geradas na atividade profissional. O adoecimento do professor impede-o de atuar profissionalmente em sua função de origem, direcionando-o a uma categoria de funcionários à margem de sua efetiva profissão, denominada readaptados. Contudo, acredita-se que olhar essa realidade fundamentada no método Materialista Histórico e Dialético e sob a perspectiva da Psicologia Sócio-histórica possibilite que a análise e a interpretação das falas de um grupo de professores readaptados expressem significações em relação à sua atual condição de trabalho, propiciando o diálogo bem como o enriquecimento das discussões e proposições acerca da problemática. O grupo, composto por três professoras readaptadas PEB I, vinculado à Diretoria de Ensino de São José dos Campos-SP da rede estadual de São Paulo, respondeu a um questionário e participou de um encontro que foi gravado e transcrito. Coerente com os pressupostos teórico-metodológicos supracitados, elegeu-se o procedimento de análise e interpretação das informações denominado Núcleos de Significação (AGUIAR; OZELLA, 2006, 2013; AGUIAR; MACHADO; SOARES, 2015). Esse procedimento possibilitou a análise de significações reveladas pelo grupo, expressas a partir de falas sobre o enfrentamento do processo de tornar-se e manter-se um professor readaptado, processo gerador de sofrimento, especialmente, devido à experiência de invisibilidade. A análise deste estudo sugere que a valorização do professor readaptado deva estar atrelada às políticas de formação, valorização da carreira e saúde, com foco em seu autoconhecimento e em seu reconhecimento como profissional da educação

This research investigated the career trajectories of mathematics professors of African heritage. The principal objective was to determine the factors that promoted self-efficacy, which made them complete a PhD in mathematics or an EdD in mathematics education regardless of the obstacles they encountered. I investigated 10 professors, males and females, of African heritage at the City University of the Northeast by using open-ended biographical questionnaires and individual interviews Several themes emerged from the data collected. The major themes that impacted the career trajectories of African American male and female mathematics professors were (a) family influence; (b) teacher influence; (c) peer influence; (d) problem solving approach; (e) perceptions of mathematics; (f) prior experience; (g) and individual perseverance (determination) and commitment (obligation). The findings of this research suggested that there are opportunities for young men and women of African heritage to develop into successful mathematicians (the term successful mathematicians is used to denote those men and women of African heritage who have completed their terminal degree, in mathematics or mathematics related subjects) provided that parents, teachers, and peers act their part.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-05T12:09:56Z No. of bitstreams: 1 Lidiane dos Anjos Santos Andrade.pdf: 1119190 bytes, checksum: 9c19dc7f021a1878d01ce44df52a9820 (MD5) / Made available in DSpace on 2018-09-05T12:09:56Z (GMT). No. of bitstreams: 1 Lidiane dos Anjos Santos Andrade.pdf: 1119190 bytes, checksum: 9c19dc7f021a1878d01ce44df52a9820 (MD5) Previous issue date: 2018-03-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Understanding the University as a space of psychosocial transformative and emancipatory action, we seek to analyze the precariousness of teachers' work, understanding their social relevance in the historical course, and in a relationship with the Government, the society, the capitalist ideology and the daily work. This study proposes, based on a general analysis of the relations of Capitalism with the themes of research – as Work and Education – to establish ways of overcoming alienation for an effective social transformation, from the speech of the teachers that creates daily the environment to education. For that, a quantitative-qualitative research was carried out from a questionnaire available online to the target public: private higher education teachers in Brazil. The results point to a confirmation of education as a commodity and the teacher as subservient to this culture established by a new model of education in the country, analyzed in a socio-historical context / Compreendendo a Universidade como um espaço de atuação psicossocial transformadora e emancipadora, busca-se analisar a precarização do trabalho dos professores, entendendo sua relevância social, no percurso histórico, no que tange a relação com o Estado, a sociedade, a ideologia capitalista e o cotidiano do trabalho. A proposta deste estudo é partir de uma análise geral das relações do Capitalismo com os temas pesquisados, sejam eles Trabalho e Educação, e estabelecer, a partir da fala dos sujeitos formadores do cotidiano pesquisado, formas de superação da alienação e propostas de meios para uma transformação social realmente efetiva. Para tanto, realizou-se uma pesquisa quanti-qualitativa a partir de questionário disponibilizado online ao público-alvo – professores do ensino superior privado no Brasil. Os dados foram analisados a partir de métodos quanti e qualitativos e os resultados apontam para um quadro de confirmação da educação enquanto mercadoria e do trabalhador docente como subserviente a esta cultura instaurada por este novo modelo de educação no país, analisado num contexto sócio-histórico

Schools face a great challenge in recruiting and retaining quality teachers, given the documented importance of, variability in, and difficulty observing and predicting teacher quality. One option schools have is to identify what more effective teachers do and use that information to train less effective teachers to get better. Unfortunately, there is little empirical support for much traditional teacher training, as measured by gains in student test scores. Models of collaborative, team-based learning – such as Professional Learning Communities and Japanese lesson study – have been widely touted, and there is some evidence that they may be effective in certain contexts. Economic theory suggests this could be because of peer monitoring, peer pressure, specialization, knowledge-sharing, or market failure in pre-service training, particularly if learning to teach is primarily experiential. However, not all collaboration is good due to concerns about free-riding and substituting for more productive individual activity, so unbridled enthusiasm for collaborative professional development may need to be tempered. This dissertation examines the effectiveness of a specific form of teacher collaboration in the form of inquiry teams, groups of teachers and administrators jointly engaged in action research projects with the aim of uncovering innovative instructional strategies and sharing effective approaches. It takes advantage of the phase-in of teams, eventually to all teachers in a large, urban school district in the northeastern United States from 2007-2010 to estimate the results of three natural experiments using difference-in-differences and instrumental variables approaches. The effects of teamwork on teacher value-added, teacher retention, and student test scores are small and sensitive to year, specification, and outcome, although results are mostly positive and occasionally statistically significant, suggesting that overall effects are potentially positive but modest at best. Further examination of heterogeneity and four qualitative case studies of teams suggest that small average effects mask considerable differences in team processes, and that under certain conditions, inquiry team work may be far more effective. A cost analysis reveals that, although it is costly to do inquiry work well, given the low-intensity of average treatment and the large number of students affected, the benefits of inquiry work could exceed the costs if the policy were more targeted. Overall, the policy recommendation is to temper unqualified enthusiasm about teacher collaboration, as without appropriate structures and supports it has little measurable effect on the outcomes examined here. As a policy lever, a universal mandate to participate on collaborative inquiry teams is unlikely to be effective or pass a cost-benefit test. Nonetheless, smaller-scale, higher intensity forms of collaboration that allow for more active leadership support and participation may be more promising, and more cost-effective than alternative forms of professional development, particularly for some sub-groups of teachers such as those in their first year of teaching.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

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.