Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-02-14T12:37:55Z No. of bitstreams: 1 MENDES_Agatha_2016.pdf: 106870683 bytes, checksum: 7515d486a2fba327125c31710578df17 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-02-14T12:38:07Z (GMT) No. of bitstreams: 1 MENDES_Agatha_2016.pdf: 106870683 bytes, checksum: 7515d486a2fba327125c31710578df17 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-02-14T12:38:18Z (GMT) No. of bitstreams: 1 MENDES_Agatha_2016.pdf: 106870683 bytes, checksum: 7515d486a2fba327125c31710578df17 (MD5) / Made available in DSpace on 2017-02-14T12:38:28Z (GMT). No. of bitstreams: 1 MENDES_Agatha_2016.pdf: 106870683 bytes, checksum: 7515d486a2fba327125c31710578df17 (MD5) Previous issue date: 2016-04-29 / Não recebi financiamento / This study aimed to investigate how is the mediation in teaching do about the teaching and learning of written language, and demonstrate how this work may have been impacted by the areas of continuing education. Therefore, we take as the object of analysis the work of a teacher with a class of 3rd year of elementary school in a public school in the state of São Paulo. The study also aimed to understand the meanings attributed by the teacher about the pedagogical proposal of the school and its influences to the teaching practice; the structuring of the pedagogical work in the pedagogical mediation in textual production activities and the perceptions of the teacher on the practices, activities and studies that are configured as a possibility for development for students in relation to textual production, and the teacher in relation to their teaching practice. The research was configured as a case study, using as methodological procedures participant observation and an interview with the participating teacher of this investigation. Descriptions and analyzes of the data produced during this process have been made taking as the theoretical foundations of the Theory Historical-Cultural. The results showed that the proposed studies and training undertaken at school was perceived as important for the teacher and influenced changes in their teaching practices, educational activities related to text production were organized systematically with mediation as an essential aspect in the activities proposals. This has contributed to advances in students' learning processes and influencing the teaching own relationship with knowledge. It discusses the important role of mediation and systematic and intentional interventions by the teacher as well as capabilities that arise from organized labor and grounded in theoretical foundations that depict the worldviews and subject to be formed. / Este trabalho teve como objetivo investigar como ocorre a mediação pedagógica no fazer docente em relação ao ensino-aprendizagem da linguagem escrita, além de demonstrar como esse trabalho pode ter sido impactado pelos espaços de formação continuada. Para tanto, tomamos como objeto de análise o trabalho de uma professora com uma turma do 3º ano do Ensino Fundamental, em uma escola pública no interior do Estado de São Paulo. O estudo também visou compreender os sentidos atribuídos pela professora acerca da proposta pedagógica da escola e suas influências para a prática docente; a estruturação do trabalho pedagógico em relação à mediação docente nas atividades de produção textual e quais as percepções da professora sobre as práticas, atividades e os estudos que se configuraram enquanto possibilidade de desenvolvimento para os alunos, em relação à produção textual, e para a professora, em relação à sua prática docente. A pesquisa configurou-se como um estudo de caso, utilizando como procedimentos metodológicos a observação participante e uma entrevista realizada com a professora participante dessa investigação. As descrições e análises dos dados produzidos ao longo deste processo, foram feitas tomando como aporte teórico os fundamentos da Teoria Histórico-Cultural. Os resultados apontaram que a proposta de estudos e formação realizada na escola foi percebida como importante para a professora e influenciou mudanças em suas práticas pedagógicas, as ações educativas referentes à produção de texto foram organizadas de forma sistemática tendo a mediação como um aspecto essencial nas atividades propostas. Isto contribuiu para avanços nos processos de aprendizagem dos alunos e influenciando a relação do próprio docente com o conhecimento. Discute-se a importância do papel da mediação e das intervenções sistemáticas e intencionais pelo professor além de potencialidades que se apresentam a partir de um trabalho organizado e embasado em fundamentos teóricos que evidenciem as visões de mundo e de sujeito que se pretende formar.

The path taken along this research had the objective of analyzing the relationship of the Pedagogical Coordinator with the Continued Training of Teachers in Service in the State Public Schools of Sergipe. With the backing of the line of thought of renowned authors such as Bernard Charlot and Maria Amélia do Rosário Santoro Franco, we chose our direction, and to build our conception of Ongoing Teacher Training, we have taken steps in the theories of Imbernón (2010), Tardif 2002, 2007) and Perrenoud (2001, 2002). As this conception of Continuing Formation brings in itself a specific Pedagogical Coordinator profile, we walk side by side with the ideas of Almeida and Placco (2005) and Domingues (2014). We also have documentary sources for the theoretical reference of this work. As a qualitative study, based on a survey conducted with schools in the capital and the region of Greater Aracaju, we conducted a documentary analysis and a semi-structured interview with ten Pedagogical Coordinators, selected by schools with a larger number of students in the year of 2016 In some moments, we can also observe formations promoted by the SEF - Service of Elementary Education, sector that is part of the DED - Department of Education, SEED - Secretary of State for Education. These observations were from the formative meetings with a much larger audience, and in several regional directorates of the State. For data analysis, we use Bardin's theory (2008), considering the statements of the Pedagogical Coordinator what their perceptions and knowledge about the Continued Training of Teachers in Service. What we can see from what has been covered is that the Pedagogical Coordinators of schools in the State of Sergipe have a conflictive relationship with the Continuing Education of Teachers in Service, since they can not develop a trainer profile due to the demands of the other assignments and to the functional structure of the Magisterium in the State. However, positively, the data show that these coordinators wish to develop this training profile and recognize the need for continuous training that promotes the professional development of teachers / O caminho percorrido ao longo dessa pesquisa teve o objetivo de analisar a relação do Coordenador Pedagógico com a Formação Continuada de Professores em Serviço nas Escolas Públicas Estaduais de Sergipe. Com respaldo na linha de pensamento de autores consagrados como Bernard Charlot e Maria Amélia do Rosário Santoro Franco, escolhemos nossa direção e, para construir nossa concepção de Formação Continuada de Professores em Serviço, demos passos firmados nas teorias de Imbernón (2010), Tardif (2002; 2007) e Perrenoud (2001; 2002). Como essa concepção de Formação Continuada traz em si um perfil específico de Coordenador Pedagógico, caminhamos lado a lado com as ideias de Almeida e Placco (2005) e Domingues (2014). Contamos também com fontes documentais, para o referencial teórico desse trabalho. Por ser uma caminhada qualitativa, trilhada a partir da pesquisa participante, baseada numa amostragem realizada com escolas da capital e da região da Grande Aracaju, fizemos uma análise documental e uma entrevista semiestruturada com dez Coordenadores Pedagógicos, selecionados por escolas com maior quantitativo de alunos no ano de 2016. Em alguns momentos, podemos também observar formações promovidas pelo SEF – Serviço de Ensino Fundamental, setor que faz parte do DED - Departamento de Educação da SEED – Secretaria de Estado da Educação. Essas observações foram dos encontros formativos com um público bem maior e em diversas diretorias regionais do Estado. Para análise dos dados, utilizamos a teoria de Bardin (2011), considerando as falas do Coordenador Pedagógico, quais as percepções e saberes destes sobre a Formação Continuada de Professores em Serviço. O que podemos constatar do que foi percorrido é que os Coordenadores Pedagógicos de escolas do Estado de Sergipe possuem uma relação conflituosa com a Formação Continuada dos Professores em Serviço, visto que não conseguem desenvolver um perfil de formador devido às demandas das demais atribuições e à estrutura funcional do quadro do Magistério no Estado. Contudo, positivamente, os dados revelam que esses coordenadores desejam desenvolver esse perfil formador e reconhecem a necessidade de uma formação continuada que promova o desenvolvimento profissional dos professores. / São Cristóvão, SE

D.Ed. / Education for the Deaf in South Africa appears to be insufficiently researched, contributing to a less than ideal educational situation. Teachers are not trained to address the special needs of Deaf learners, there is limited cohesive instructional theory and the educational policy focussing on the needs of Deaf learners is limited in both range and depth. Due to the ineffectiveness of Deaf education in South Africa, the majority of Deaf school leavers leave school linguistically impoverished, 'disabled' by the lack of effective educational opportunities, thus carrying the main barrier to learning' with them into life. In an effort to ascertain why the educational system is deemed ineffectual, I identified the lack of training programmes for teachers of the Deaf in South Africa as a main cause of inadequate Deaf education in South Africa. In order to assess this working hypothesis, I initiated an investigation into the perceptions of the crucial role players in Deaf education, namely the teachers of the Deaf and Deaf adults (former learners). The purpose of the study was thus to find out why the Deaf education system is ineffectual. An inquiry was therefor conducted into the emic views of teachers of the Deaf and also Deaf adults who had experienced the education system in South Africa first-hand. I aimed to study rigorously and methodically these perceptions and experiences with the view of contributing to the discourse about the improvement of Deaf education in South Africa. These personal views were obtained in a 'bottom-up' research mode and could be essential in contributing to the sparse body of knowledge on Deaf education in South Africa from the Deaf adult's perspective. The study should also contribute to the Deaf community's move toward empowerment and equality. The findings that emerged from the study support the hypothesis that the present situation in Deaf education is unacceptable to both educators and learners alike and that specialised training for teachers of the Deaf, including knowledge of Sign Language, is essential. The investigation concludes with a consolidation of the findings into a framework for a proposed teacher training programme for teachers of the Deaf, which is presented within the outcomes based paradigm.

M.Ed. (Educational Management) / This research has shown that developing educators who can compete locally and globally within the education sector is to a large extent the responsibility of school principals. The research further shows that educators can be developed effectively through the use of clinical supervision. Clinical supervision in this research is viewed as a strategy to improve the knowledge base, teaching skills and competencies of educators. Furthermore, the research reveals that in today's competitive environment, continuous educator development is key to enhancing the quality of education and classroom practice. One of the major challenges facing school principals today is to continually create and maintain contexts for effective teaching and learning. New demands for survival include the ability to provide better education, accessibility to learnership regardless of the diminishing essential resources. The background, aims, and research methods are provided in chapter one. The qualitative research approach was employed in the investigation of clinical supervision as a strategy to develop educators in the school. The literature search revealed that the principal as the supervisor can use different methods to develop educators. However, clinical supervision was identified as the most effective way of assisting educators to grapple with their day-today actions in the classroom. The data was collected and analysed using the constant comparative method. Focus group interviews were conducted with two groups of educators and individual interviews with two principals of senior secondary schools, in Mantserre Circuit in the Rustenburg District of Education, North West Province. The research revealed that some principals are not aware of clinical supervision as a strategy to assist educators with lesson preparation and effective teaching. In all schools that the researcher conducted interviews, the concept was strange. On the other hand, the research revealed that educators expected their principals to guide them with the execution of their work...

M.Ed. / The study examines the nature of English competence in both learners and teachers in black schools. It was conducted as a result of the investigator in this study being directly involved in teaching English as a second language in a black high school and being a beneficiary of English language teaching projects. As is shown in the study, these projects do not effectively serve their stated purpose, that is, to improve teacher and learner competency in English. The study was conducted by exploring existing literature on the topic and investigations already undertaken. An empirical component is included comprising an observation of an English lesson in progress. The conclusion reached in the study is that an unfortunate cycle still persists where learners taught by teachers who are incompetent in English go through the existing inadequate and inefficient milieu in education to become incompetent English language teachers themselves. The recommendations in this study are that there needs to be a re-evaluation of present English language teaching methods particularly in the light of the fact that the government is in the process of implementing a new educational system called Outcomes Based Education. Furthermore, this study draws attention to the inadequacies prevalent in teacher training and subsequent teacher practice in the classroom.

This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.

M.Ed. (Media Studies) / Please refer to full text to view abstract

M.Ed. (Education and Curriculum Studies) / In future, the twentieth century will be remembered as the century in which an unparalleled explosion 'occurred in knowledge, population, expectations and technology. Wherever people and progress are present, needs arise which may escalate out of proportion if there is not a certain measure of restraint or control over the tempo of augmentation and/or progress. As a result of certain critical deficiencies, the Southern African community finds itself battling with the challenges and problematic nature of the twentieth century. An area in which one of these deficiencies has reached alarming proportions is the area of skilled manpower, especially in terms of technology provisioning. To cope with this deficiency, more people had to be trained. This resulted in an acute shortage of appropriately qualified trainers and teachers. In an attempt to address" this further, underqualified and even unqualified teachers were appointed to meet the original need. Now, however, the formal training of prospective teachers is receiving urgent attention. The nature of formal training programmes is such that the growing number of under- or unqualified teachers cannot be accommodated. Even the formal groups who have received a more theoretical training and who have completed training, prove that there is an urgent need for practice directed training in particular. While this group of under- and unqualified teachers cannot be dispensed with, nor replaced on account of shortages and moral considerations, and, in most instances, do not comply with the minimum admission requirements for formal training, they are conveying knowledge in a "hit-ormiss" way and are acquiring experience (Kruger, 1980:4-5).

M.Ed. (Education) / This study focuses on the teaching of linguistic rules and structures in rural informal Settlement Schools. The inquiry was undertaken with the aim of determining what the nature of instruction of grammar, specifically tense, is and what teachers' conceptions of the pedagogy of grammar are. The rationale for the study was that there is virtually no research on the language pedagogy knowledge of practice of unqualified teachers in community schools. Teachers in this type of setting needed to be exposed to contemporary theory of Second Language instruction with the view of improving their pedagogy. This also needed to be researched in order to contribute to the body of knowledge..The rural settlement schools where semi-qualified teachers are still found in increasing numbers, need competent teachers who can teach students to function socially as well as linguistically. For relevant teacher education curricula research is needed to inform policy. Literature review was done and field investigation was conducted to determine teachers' conceptions of grammar and tenses. Data were collected through interviews and observations. These data were consolidated and clustered across five sources of different methods. The categories of data indicated that teachers' knowledge of rules was limited. The research was concluded with suggestions pertaining to the researcher's experience of semi-qualified teachers. It was suggested that teachers should not only concentrate on grammar knowledge but also on the knowledge about pedagogy and linguistics. The involvement of INSET programmes in this respect was strongly recommended.

M.A. (Politics) / Public administration enables public institution officials to do their work, for instance educators to teach. The activity of public administration comprises six generic processes which are functions because they all have a specific purpose aimed at particular outputs. Secondary schools would not function without policy-making, organising, financing, determination of work procedures, control and staffing processes which are imperative to expedite functional activities. This studyis primarily based on the staffing process and staff development in particular. One of the mostserious and disturbing educational problems confronting educationists, policy-makers, learners, parents and the community is the restoration of the culture of teaching and learning. This studywill identify contributing factors towards the low performance morale of educators as a result of which mosteducators feel less motivated and committed to their tasks. Someeducators feel that they are not involved in all matters that affect their field of work, e.g. the budget. Staff development will ensure that educators' confidence is enhanced for the delivery of qualityeducation. The studywill indicate the role of the Department of Education, the principal and the governing bodiesin staff development and training activities. Intensive in-service training and retraining of educators is regarded as being essential for the successful implementation of the new education system of outcome-based education (OBE). The purpose of this studyis to cover such staff development aspects as the motivation of educators who lack commitment, the induction and orientation of newly appointed educators, building of a team spirit as stressed by OBE, delegation of authority for empowerment and the training and development for sustained performance...