Thesis (M.Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 81-85) Also available in print.

Thesis (Ed. D.)--Illinois State University, 2004. / Title from title page screen, viewed November 22, 2005. Dissertation Committee: Thomas P. Crumpler (chair), Susan W. Nall, Dent M. Rhodes, Beatrice B. Smith. Includes bibliographical references (leaves 138-146) and abstract. Also available in print.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Charles Imwold, Florida State University, College of Education, Dept. of Sport Management, Recreation Management, and Physical Education. Title and description from dissertation home page (viewed Jan. 12, 2006). Document formatted into pages; contains x, 226 pages. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (site viewed on Nov. 13, 2006). PDF text: 190 p. : ill. ; 0.91Mb. UMI publication number: AAT 3216103. Includes bibliographical references. Also available in microfilm and microfiche format.

Thesis (Ph.D.)--Ohio University, June, 2004. / Title from PDF t.p. Includes bibliographical references (p. 193-207)

Thesis (Ph.D. (Education)) - Rhodes University, 2007.

Orientador: Yoshie Ussami Ferrari Leite / Banca: Alberto Albuquerque Gomes / Banca: Helena Faria de Barros / Resumo: Relacionado à linha de pesquisa - Políticas Públicas, Organização Escolar e Formação de Professores - este trabalho, que aborda "O estágio como espaço de elaboração do saber docente e a formação do professor", teve como ponto de partida refletir sobre o papel do estágio na elaboração dos saberes docentes, na formação do professor. Os objetivos que guiaram esta pesquisa foram realizar um estudo sobre os saberes que poderão ser elaborados a partir das experiências que o futuro professor adquire nas atividades de estágio; investigar e analisar como são previstos os estágios supervisionados no projeto pedagógico do curso de licenciatura em Pedagogia, bem como analisar como os saberes docentes são construídos durante o estágio, a partir das opiniões dos egressos do curso de Pedagogia da Unesp de Presidente Prudente.Devido à natureza desses objetivos, optou-se pela abordagem qualitativa, que permite uma melhor compreensão de fenômenos por meio da obtenção de dados, da análise e da interpretação. Foram analisados o Projeto Pedagógico do Curso de Pedagogia e os Programas de Ensino das disciplinas relacionadas ao estágio. Egressos do curso de Pedagogia, diurno e noturno, que se formaram na Faculdade de Ciências e Tecnologia - UNESP de Presidente Prudente-SP, em 2005, foram selecionados como sujeitos da pesquisa porque já estariam trabalhando e, por isso, poderiam avaliar melhor a relação entre o que aprenderam durante a graduação, a vivência do estágio e a realidade na prática das salas de aula. 39 egressos responderam um questionário para a caracterização do perfil dos sujeitos, nove dos quais foram também entrevistados, visando ao aprofundamento das informações coletadas por escrito. A análise dos dados mostrou que o Projeto Pedagógico do curso pesquisado precisa de uma reestruturação curricular... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Related to the research group - Public Policies, School Organization, and Teacher Education - "Training as teachers' knowledge development activity and teacher education" is the theme of this paper that had its start with the question: what role does training play in elaborating teachers' knowledge during their graduation course? To answer that question, Pedagogy graduates who got their Education Major from Faculdade de Ciências e Tecnologia - UNESP/PP in 2005 were chosen as subjects to undergo an investigation whose aim has been to find out how training can help student teachers to acquire the knowledge they must have in order to be prepared for their professional practice. Those graduates have been chosen mainly because most of them have already been teaching and so they would be entitled to evaluate the relation between what they learned during their graduation course and the reality in elementary classroom practices. Investigating in which way Supervised Training Programs are inserted in the university Pedagogic Project, as well as analyzing graduates' opinions about what kind of knowledge can be developed during training activities are also objectives which have guided this research. Due to the nature of those objectives, a qualitative investigation has been chosen as methodological procedure since it allows phenomena understanding by means of data collecting, analysis, and interpretation. Graduation Teaching Programs and Pedagogic Projects have been analyzed, and 86 daytime and nighttime graduated students have answered... (Complete abstract click electronic access below) / Mestre

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