Research from the fields of psychology and education suggests that a student’s mindset (beliefs about their intelligence or ability) has a tremendous impact on their setting of goals, reactions to setbacks and failures, and academic performance (Aronson, Fried, & Good, 2002; Blackwell, Trzensiewski, & Dweck, 2007; Dweck, 2000; Dweck, 2006; Good, Aronson, & Inzlicht, 2003; Good, Rattan, & Dweck, 2012; Hong, Chiu, Dweck, Lin, & Wan, 1999). It has also been found that teachers’ mindsets do not necessarily predict their students’ mindsets, namely because teachers do not always teach in ways that align with their mindset. Instead, their beliefs about the nature of mathematics have been found to predict student mindset (Sun, 2015). This may be because if teachers believe that mathematics is a subject of creativity and sense making (a multidimensional belief), they are more likely to teach in ways that emphasize conceptual development and reasoning (practices that convey a growth mindset to students), no matter their personal mindset. Whereas if teachers believe mathematics is more about the rote learning of facts and procedures (a one dimensional belief), they will present it as such (practices that convey a fixed mindset to students). The purpose of this study is to explore the relationship between pre-service mathematics teachers’ beliefs and the mindset messages conveyed through their assessment practices. The study focuses on two beliefs: (1) beliefs about mathematics and (2) beliefs about ability (mindset); and three assessment practices: (1) the assessments pre-service teachers create, (2) the feedback they provide students on those assessments, and (3) the next steps they propose after analyzing student performance on the assessment. Using a mixed-methods approach, this study combines a beliefs survey with an in-depth examination of assessments, and accompanying commentaries, submitted by six pre-service mathematics teachers. Assessments and commentaries were evaluated to determine the degree to which the described (and displayed) practices conveyed growth mindset messages, accomplished through the use of pre-existing rubrics created for the educative Teacher Preparation Assessment (edTPA), along with principles of grounded theory and the research on teaching practices that promote growth mindsets in students. Results suggested that having a growth mindset had some relation to pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, and (3) providing of feedback related to students’ efforts. Whereas pre-service teachers with fixed mindsets appeared to leave (1) more technical feedback and (2) more feedback overall. Additionally, stronger multidimensional views appeared more related to the pre-service teachers’ (1) planning of growth mindset assessments, (2) use of multiple representations in assessments, (3) praising a student’s use of a solution method or property, (4) attempting a “strengths-needs” feedback structure, and (5) allowing students to resubmit work. Weaker multidimensional views appeared related to teachers leaving feedback that praised a students’ grade. Findings of this study suggest that interventions aiming to change teacher mindsets may be insufficient for ensuring teachers engage in growth mindset practices. Instead, interventions should focus on changing teacher beliefs and practice concurrently (Philipp, 2007). Providing pre-service teachers with more specific training in the types of assessment practices that convey growth mindset messages to students, as well as requiring them to routinely reflect on their beliefs and practice, may help to accomplish these goals.

The study examined the reading and character growth of elementary school students (n = 2144) in urban public charter school classrooms (n = 88), focusing on the relationship between the students’ growth and a character-focused lesson. Reading growth, as measured by in-classroom reading assessments, and character growth, as measured by self- and teacher- report surveys focused on either grit or self-control, were the outcomes of interest. The study employed a mixed-methods design, combining quantitative methods (i.e., descriptive statistics, correlations, and multi-variable linear regression) and qualitative methods (i.e., video observations, surveys, and interviews) to both describe and better understand the relationship between these outcomes. The average reading and character growth of the students in the study was notable, with students—on average—making 1.24 years of reading progress (as measured by grade level equivalency) over one school year and demonstrating character growth beyond expectation. Students in classrooms focused on the character strength of grit grew more with respect to strength of character than did their peers in classrooms focused on self-control. Also, students demonstrating higher levels of grit grew more with respect to reading than did their peers with lower levels of grit. Counter to the study’s hypothesis, the character-focused lessons were negatively (though weakly) associated with students’ character growth. Qualitative examination of a subset of the lessons indicated that (a) grit was often positioned as the more “academic” strength, while self-control was often positioned as the more “social” strength and (b) stronger lessons may have heightened students’ reference bias, such that students had a more ambitious vision of grit or self-control as a result. In interviews with a subset of the teachers in the sample, those who led their students to notably above-average character growth all had consistent, robust character education in their schools, in stark contrast to the teachers who led their students to notably below-average character growth. The study’s findings suggest that particular non-cognitive strengths—in this case, grit—are associated with desirable academic outcomes, even in young school children, and that in-classroom and school-wide character education may help to support the growth and development of these strengths.

Enactment of social justice education is an important step toward rectifying pervasive discrimination woven into public schools and other American institutions. A social justice educator must develop diverse cultural competencies and also recognize oneself as a racialized participant in a system of racial inequity. The demographics of an overwhelmingly White teaching force and increasingly diverse student body creates both need and opportunity to understand the development of White multicultural educators. This is a case study of two White, female, middle-class first-year urban teachers who had completed a social justice-oriented preparation program. Written reflections, interviews, and focus groups captured teachers’ perspectives on their first-year intercultural, urban teaching experiences. Findings illuminated experiences with cultural disequilibrium, culturally relevant teaching, critical consciousness, learning to teach, relationships, and navigating institutional knowledge. Teachers negotiated cultural disequilibrium by both seeking new cultural knowledge, and seeking or creating experiences more consistent with schooling they experienced as students. Culturally relevant teaching emerged through teachers’ critiques of academic policy and practices that disadvantaged their students, yet were coupled with constraints that inhibited cultural synchronization in classrooms. Student achievement was considered a primary responsibility, but teachers were frustrated by accountability to fill perceived large academic gaps. Teachers simultaneously participated in and critiqued the dominant structures, stereotypes, and narratives in place in their schools Teachers viewed themselves as life-long learners and valued foundational preservice experiences and school-based relationships to build knowledge of teaching. Teachers understood the value of relationships with families and students yet felt constrained in developing those relationships to enhance culturally relevant teaching practices. Teaching in a culture of high stakes accountability and monitoring stifled innovative teaching. Implications for teacher supports during induction include preparing teachers to enter the induction process with an experience bank and foundational critical consciousness from which they can build in new contexts, providing opportunities for teachers to build community- and school-based knowledge and relationships as early as possible, and providing supportive mentoring that guides teachers’ critical consciousness in their new school contexts.

Urban schools exist within everyday parlance as an ongoing quandary within American public schools. However, historical, social, cultural, and discursive meanings intersect and compose urban school contexts (re)producing what is known and understandable. Early–career teachers work within these intersections. How they work within and think about these intersections influence their teaching and classroom pedagogical practices. In other words, urban school discourses influence and impact curriculum, which is navigated and mediated by early–career teachers. Through Critical Race Theory and poststructural lenses, this research interrogates normative assumptions and interpretations undergirding these historical (re)productions which often constitute the families and students within these school communities. I conducted this study through individual interviews and a focus group session with six teachers who graduated from a graduate–level, university–based Urban Teacher Residency teacher preparation program and who have worked completed between three to six years as teachers in urban school settings. By focusing on the lived experiences of these early–career teachers, this study contributes to teacher education programs and to in–service induction teaching. These early–career teachers navigate district– and school–level discourses, both professionally in how they conduct their classrooms and personally in how they process their emotional lives. They continuously seek ways in which to maintain their vision for social justice and equity within urban school settings and to maintain an ethic of care for their students. Therefore, the analysis includes my reading and interpretation of teacher and student discourses within these conversations. Throughout these interpretations, I write through, integrate, and interrogate my own experiences and positionalities as an African–American woman, former student, and educator in urban school contexts. Finally, I construct a counter–story in which the teachers grapple with and support an ethic of care for their students. Counter–stories center the voices and experiences of teachers of color as they attend to systemic school inequalities. This research provides a platform for examining and revising the oft–repeated stories of urban schools so that they might become vehicles for transforming structural and cultural norms that have subordinated access and equity for all students, and especially in the context of urban schools, students of color.

Current research into data use suggests that the intersection of assessment, reform, and public accountability and their impact on teacher practice are under-conceptualized and not well researched, especially when the data are derived from assessments that are locally produced by teachers. This qualitative case study investigates the development and use of local assessments in public schools in order to better understand how the act of creating local assessments and using data derived from local assessments influences teacher practice within the current state accountability policy environment. The conceptual frame and methodology of the study draw from existing literature on data use, teacher agency, as well as sense making theory. In particular, data use literature and sense making theory view teacher practice and teacher agency as situated in social and institutional contexts. Data for this study are derived from a year-long study of small groups of teachers in one suburban New York district who are engaged in professional development to develop and use assessments to inform their practice. The teams were trained through the Performance Assessment Design Initiative (PADI) where they developed learning objectives, rubrics as well as pre- and post-assessments based on state and local standards. The data in the study include assessment materials, non-participant observations, and individual interviews of teachers and team facilitators.

Efforts to increase time and opportunity to learn science in urban, underserved elementary schools have focused on improving teachers’ science instruction through school-based professional development. This dissertation examined how the social justice science teacher identities of two co-teachers of color developed and shaped while participating in a yearlong, school-based professional development in science. It also examined how two teachers of color and one White teacher activated the human and nonhuman resources provided by the science professional development to transform or maintain their science teaching practices and understandings. The theoretical frameworks included situated perspective of learning, social justice science teacher identity, social structures as schemas and resources, and the relationship between structure, agency, and science teacher identity. Data collection methods included interviews, teacher questionnaires, researcher field notes, and teacher-created documents, such as science slides and student handouts. Data analysis methods are drawn from grounded theory and multiple case study. The findings suggest that teachers’ experiences, orientations, views, existing identities as teachers and in relation to science, as well as their philosophies of students and learning all influenced how they participated in the science professional development, the meanings they constructed through participation, and the ways their teaching practices changed. Teachers at different phases in their careers also wanted and needed different kinds of PD supports. The findings suggest that science teacher educators who are developing science professional development models and workshops should be cognizant of all of these influencing factors on teacher learning and provide differentiated PD activities to support the various learning needs, identities, and personal and professional goals of elementary teachers.

Science teachers in the United States are not prepared to teach the students in their classrooms. Teachers are most often White females, while the children in their classrooms are from diverse backgrounds. Multicultural pedagogies exist, but teachers must be educated during their teacher preparation courses to understand their own relationship with race before they can enact such pedagogies in their classrooms. This qualitative study sought to examine the lived experiences of eight science education doctoral students in a course called Critical Voices in Teacher Education, through the qualitative method approach of transcendental phenomenology. The participants’ experiences were examined through three theoretical frameworks: transformative learning theory, White racial identity, and racial literacy. Interviews, field notes, and student reflections were used to collect data for this phenomenological study. The findings showed that through the process of critical reflection and group discussion, participants had a transformative experience in which their racial identities developed, and perceptions of students and curriculum shifted to include multicultural pedagogical approaches. The findings from this study supported the idea that teacher education programs must use racial identity development and multicultural curriculum as a foundation for all education programs.

中国大陆自2001年实施基础教育第八次课程改革以来，对教师提出了一系列新的角色要求，要求教师成为领导者，引领课程和学生学习的积极变革，而这首先要求教师成为自身学习的领导者，进而提高教育质量。本研究以“教师领导与教师学习的互动为核心关注，运用质化取向的案例研究，以北京市两所小学为案例，呈现和探讨了两所学校中教师领导与教师学习在学校、教研组和个人层面的互动过程。研究主要通过访谈收集资料，共访谈教师、学校中层领导、校长等43人次。 / 研究所见，首先，官方规定的学习目标为学校教师学习和教师领导仅提供了有限空间。学校的教师学习为此而发展出自我适应的学校教师学习活动结构。在此受限的教师学习结构中，教师发挥领导的空间也受到一定规限。第二，在官方规定的学习目标之下，教研组成为调节外部学习要求与教师个体学习需求的重要学习情境。第三，学校固有的科层体制与科层式学习文化是限制教师领导与教师学习的主要因素。教师领导集中体现为教研组内微观学习情境的营造和教师学习活动规则的重塑；其中是否能够平等协作、积极参与、共商组内小目标是教师领导力能否积极体现的关键。 / 本研究以文化历史活动理论为概念框架，基于中国学校情境中教师学习活动结构的变迁实例，为活动理论提供了本土理解。研究所见，学校固有的科层体制与科层式学习文化透过教研组内的分工与规则，影响教师领导和教师学习的互动。学校传统的“老带新教研组文化、僵化的制度性角色分工、应试压力等科层结构与文化，限制了个体教师充分发挥领导的意愿或行动。少部分教师若能抓住改变的契机，通过组内共同参与、平等协作，共商组内教师学习的小目标时，则可能形成共同参与、流动的教师领导力，并改变组内的微观学习生态，出现教师领导与教师学习的良性互动。在两者互动过程中，中层领导在教师领导与教师学习的良性互动中扮演重要角色；主体如何共商目标是带动形成整个活动结构与发展的关键节点；教师是否具有合作意愿和正式领导职位、是否得到合作的教研组文化和学校支持是影响教师临近发展区的因素。这些都为活动理论提供了本土理解。 / Since 2001, the 8th curriculum reform in mainland China has proposed various role expectations for teachers. All these requirements expect teachers to be leaders, so as to improve curriculum implementation, promote students’ development, and enhance education quality. To fulfill these expectations, teachers, in the first place, should be leaders of their own learning to transform education. / This research takes the interaction between teacher leadership & teacher learning as the foci. By employing qualitative research method, the research demonstrates and discusses about how teacher leadership and teacher learning in two primary schools (S & Q) in Beijing interact with each other in school. The data collection method mainly based on interview and document analysis. Totally, 43 teachers, middle managers, and principals have been interviewed. / The research found, first of all, the goal of teacher learning come from superior authorities, which only left limited space for both teacher learning and teacher leadership at school. The school teacher learning was a self-adapting structure which always followed the external goal. In such a structure, teacher leadership were also limited. / Secondly, subject group was an important learning situation for teachers. It played mediating role between the learning demand from the external authorities and from teachers themselves. / Thirdly, the bureaucratic structure and bureaucratic learning culture was the main factor limiting both teacher leadership and teacher learning. Teacher leadership showed the ability to rebuild micro learning situation and learning rules within certain subject group. If teachers could negotiate reciprocal goal through equal collaboration and mutual engagement within the subject group, teacher leadership would demonstrate positive power. / With CHAT as the conceptual framework, this research provided an indigenous interpretation of CHAT based on empirical cases, thus enriched understanding of teacher learning and teacher leadership in Chinese context. Our study found, the overwhelming bureaucratic structure and learning culture in school S&Q, influenced the interaction between teacher learning & teacher leadership, through division of labor and rule in subject group. The traditional subject group culture as “lao dai xin (in which senior teachers direct novice teachers), the rigid institutional role placement, examination, etc., played together and limited teachers resorting to leadership. If a few teachers could grasp the changing opportunities, they might work out a mutual engaged, fluid leadership capacity, through mutual engagement, equal collaboration, and negotiating reciprocal learning goal within the group. This would help to transform the learning situation within the subject group, and to foster a positive interaction between teacher leadership & teacher learning. During the interaction, middle manager, such as teaching director (jiao xue zhu ren), played an important mediating role; how activity subject negotiate the reciprocal learning object was the foci in the process of activity structure formation and activity development; teacher’s intention to cooperate with others, official position or designation as leader, collaborative culture in subject group, and school support were all important factors influencing teachers’ Zone of Proximal Development. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 曾豔. / "2013年3月". / "2013 nian 3 yue". / Thesis (Ph.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 297-312). / Abstract in Chinese and English. / Zeng Yan. / 摘要 --- p.i / Abstract --- p.ii / 致谢 --- p.iv / 目录 --- p.vi / 图表目录 --- p.xii / Chapter 第一章 --- 导论 --- p.1 / Chapter 第一节 --- 研究背景 --- p.1 / Chapter 一、 --- 实践背景 --- p.1 / Chapter 二、 --- 理论背景 --- p.7 / Chapter 第二节 --- 研究目的与研究问题 --- p.13 / Chapter 一、 --- 研究目的 --- p.13 / Chapter 第三节 --- 研究意义 --- p.14 / Chapter 二、 --- 研究问题 --- p.14 / Chapter 一、 --- 理论意义 --- p.14 / Chapter 二、 --- 实践意义 --- p.15 / Chapter 第二章 --- 文献综述 --- p.17 / Chapter 第一节 --- 教师领导：概念内涵 --- p.17 / Chapter 一、 --- 教师领导的源起：概念的提出 --- p.17 / Chapter 二、 --- 教师领导的理据：思想溯源 --- p.19 / Chapter 三、 --- 教师领导作为既存现象：矛盾的并存 --- p.22 / Chapter 四、 --- 教师领导作为规范性概念：概念内涵 --- p.28 / Chapter 五、 --- 结语：教师领导的多层次内涵 --- p.32 / Chapter 第二节 --- 教师领导：实践机制 --- p.34 / Chapter 一、 --- 三种教师领导的发展思路及其认识论基础 --- p.34 / Chapter 二、 --- 教师领导的发生机制 --- p.41 / Chapter 三、 --- 本章结语：教师领导实践机制的概念框架 --- p.51 / Chapter 第三节 --- 教师学习：理论视角的梳理 --- p.53 / Chapter 一、 --- 教师学习的兴起：从教师专业发展到教师学习 --- p.53 / Chapter 二、 --- 理解教师学习 --- p.54 / Chapter 第四节 --- 教师学习：文化历史活动理论(CHAT)的视角 --- p.67 / Chapter 一、 --- CHAT的历史脉络 --- p.67 / Chapter 二、 --- CHAT的主要观点 --- p.69 / Chapter 三、 --- 教师学习的再概念化 --- p.79 / Chapter 第五节 --- 教师学习与教师领导 --- p.84 / Chapter 一、 --- 教师领导与教师学习：已有观点及其不足 --- p.84 / Chapter 二、 --- 学习与领导 --- p.85 / Chapter 三、 --- 结语 --- p.90 / Chapter 第六节 --- 本章结语暨分析框架的提出 --- p.92 / Chapter 一、 --- 本章结语 --- p.92 / Chapter 二、 --- 分析框架的提出 --- p.94 / Chapter 第三章 --- 研究方法和研究设计 --- p.100 / Chapter 第一节 --- 研究目的、问题与框架 --- p.100 / Chapter 一、 --- 研究目的与问题 --- p.100 / Chapter 二、 --- 分析框架 --- p.101 / Chapter 三、 --- 主要概念的操作定义 --- p.102 / Chapter 第二节 --- 研究方法 --- p.103 / Chapter 一、 --- 选择质的研究取向 --- p.103 / Chapter 二、 --- 选择案例研究方法 --- p.104 / Chapter 三、 --- 选择质化取向的案例研究方法 --- p.106 / Chapter 第三节 --- 研究设计 --- p.107 / Chapter 一、 --- 界定案例范围（分析单位） --- p.107 / Chapter 二、 --- 个案选择 --- p.109 / Chapter 三、 --- 资料收集 --- p.113 / Chapter 四、 --- 资料分析 --- p.114 / Chapter 第四节 --- 研究的可靠性和研究伦理 --- p.115 / Chapter 一、 --- 研究的可靠性 --- p.115 / Chapter 二、 --- 研究伦理 --- p.116 / Chapter 第四章 --- 教师学习为教师领导提供的条件 --- p.117 / Chapter 第一节 --- 教师感知的教师学习 --- p.117 / Chapter 一、 --- 形式多样的教师学习活动类型与倾斜的时间分配 --- p.117 / Chapter 二、 --- 教师学习的内容与目标：“理念与“行为的单向关系 --- p.120 / Chapter 三、 --- 教师学习的方式（一）：经验对经验的技艺操练 --- p.123 / Chapter 四、 --- 教师学习的方式（二）：安排合作与学科/年级的分割 --- p.129 / Chapter 五、 --- 受规限的学校教师学习 --- p.132 / Chapter 第二节 --- 学校教师学习中的教师领导建构 --- p.132 / Chapter 一、 --- 教研员阴影中的教师领导 --- p.133 / Chapter 二、 --- 技艺操练式学习中的教师领导 --- p.137 / Chapter 三、 --- 考评制度中的教师领导 --- p.140 / Chapter 四、 --- 教师学习组织结构与教师领导：被年级与学科分割的教师领导力 --- p.142 / Chapter 五、 --- 新教师的教师领导 --- p.148 / Chapter 六、 --- 内外条件限制中的教师领导 --- p.151 / Chapter 第三节 --- 教师学习对教师领导的影响：活动理论的分析 --- p.151 / Chapter 一、 --- 作为结构的教师学习：外部目标规约下的自我适应 --- p.152 / Chapter 二、 --- 作为能动的教师领导：受限结构中的有限能动性 --- p.156 / Chapter 三、 --- 受限结构中的有限能动性：规限的教师学习与教师领导 --- p.161 / Chapter 本章结语 --- p.163 / Chapter 第五章 --- 教师领导如何影响教师学习：个案分析 --- p.168 / Chapter 第一节 --- 具有不同教师领导力的教研组 --- p.168 / Chapter 第二节 --- S校六年级语文组：共同探索“思维导图教学法 --- p.169 / Chapter 一、 --- “思维导图教学法的诞生：写作教学的需要 --- p.170 / Chapter 二、 --- 对“思维导图教学法的不同探索和尝试 --- p.170 / Chapter 三、 --- 引入外力支援 --- p.173 / Chapter 四、 --- 外来的压力与动力 --- p.174 / Chapter 五、 --- S六语组教师学习的特点：“螺旋上升的合作学习 --- p.176 / Chapter 六、 --- 教师领导的作用 --- p.177 / Chapter 第三节 --- Q校三年级组：新老搭配的发展困境 --- p.180 / Chapter 一、 --- Q三年级组教研活动的常态 --- p.181 / Chapter 二、 --- 知识交换：从老到新的单向给予 --- p.181 / Chapter 三、 --- 知识消耗：单方面、一次性的消耗 --- p.184 / Chapter 四、 --- 四位知识生产者：情感上相互依赖、目标上彼此断裂 --- p.186 / Chapter 五、 --- Q三年级组教师学习的特点：单向运行的“滑轮组 --- p.188 / Chapter 六、 --- 教师领导的作用 --- p.189 / Chapter 第四节 --- S校三年级数学组：“任务驱动的有限合作 --- p.191 / Chapter 一、 --- S三数组中的共享与交换 --- p.191 / Chapter 二、 --- 三位教师的学习观：个人探究的倾向 --- p.194 / Chapter 三、 --- S三数组中教师学习的特点：偶有交集的平行线 --- p.196 / Chapter 四、 --- 教师领导的作用 --- p.197 / Chapter 第五节 --- Q校艺术组：失落的理想与消极应对 --- p.198 / Chapter 一、 --- 组内教师学习的常态：具体经验的简单模仿 --- p.198 / Chapter 二、 --- 失落的理想与消极应对 --- p.199 / Chapter 三、 --- Q校艺术组中的教师学习特点：倦怠的知识搬运工 --- p.202 / Chapter 四、 --- 教师领导的作用 --- p.202 / Chapter 第六节 --- 讨论：不同层面的教师领导与教师学习 --- p.204 / Chapter 一、 --- 不同类型的教师领导者与能动性 --- p.204 / Chapter 二、 --- 影响个体能动性的因素 --- p.207 / Chapter 三、 --- 不同的教师领导力与知识再生产能力 --- p.208 / Chapter 四、 --- 影响群体领导力的因素：目标协商 --- p.209 / Chapter 本章结语 --- p.212 / Chapter 第六章 --- 教师学习与教师领导的互动：个案分析 --- p.217 / Chapter 第一节 --- D老师的学习经历：从语文骨干到数学骨干 --- p.217 / Chapter 一、 --- 调岗后的挫败与压力 --- p.218 / Chapter 二、 --- “卧薪尝胆的孤独奋斗 --- p.219 / Chapter 三、 --- 数学骨干的养成 --- p.222 / Chapter 四、 --- 未来的期待 --- p.227 / Chapter 五、 --- D老师学习经历中的教师领导与教师学习 --- p.228 / Chapter 第二节 --- L老师的学习经历：“出走的辉煌与困境 --- p.230 / Chapter 一、 --- 学习的动机：寻求自己生活的意义 --- p.230 / Chapter 二、 --- 成为骨干的历程 --- p.231 / Chapter 三、 --- 作为教师领导者的影响力 --- p.236 / Chapter 四、 --- 发展停滞期 --- p.238 / Chapter 五、 --- L老师学习经历中的教师领导与教师学习 --- p.239 / Chapter 第三节 --- ZH老师的学习经历：始终“独行的学习者 --- p.241 / Chapter 一、 --- O校的学习工作经历：“单打独斗 --- p.241 / Chapter 二、 --- S校的学习工作经历：个人化学习倾向的延续和微调 --- p.242 / Chapter 三、 --- ZH老师的学习现状：具有个人化倾向的务实的学习者 --- p.245 / Chapter 四、 --- ZH老师学习经历中的教师领导与教师学习 --- p.252 / 本章结语 --- p.254 / Chapter 一、 --- 教师领导与教师学习的互动 --- p.254 / Chapter 二、 --- 活动边界` --- p.259 / Chapter 三、 --- 教师学习系统：个人与结构的互动 --- p.260 / Chapter 四、 --- 临近发展区及其影响因素 --- p.260 / Chapter 第七章 --- 结论 --- p.262 / Chapter 第一节 --- 研究结论 --- p.262 / Chapter 一、 --- 研究发现 --- p.263 / Chapter 二、 --- 研究结论 --- p.273 / Chapter 第二节 --- 研究贡献 --- p.279 / Chapter 一、 --- 理论贡献 --- p.280 / Chapter 二、 --- 对实践的启示 --- p.291 / Chapter 第三节 --- 研究限制与后续研究 --- p.293 / Chapter 一、 --- 研究限制 --- p.294 / Chapter 二、 --- 后续研究 --- p.295 / p.297 / Chapter 附录一： --- 访谈人员编号说明 --- p.313 / Chapter 附录二： --- 访谈人员构成 --- p.313 / Chapter 附录三： --- 访谈提纲 --- p.314

蘇碧姸. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 134-147. / Su Biyan. / 謝詞 --- p.I / 論文摘要 --- p.II / 內容目次 --- p.III-IV / 附表目錄 --- p.V / 附圖目錄 --- p.VI / Chapter 第一章 --- 緖論 / Chapter 第一節： --- 問題的背景與研究動機 --- p.1-5 / Chapter 第二節： --- 硏究的目的 --- p.6 / Chapter 第三節： --- 主要的硏究問題 --- p.7-8 / Chapter 第四節： --- 硏究意義 --- p.9-10 / Chapter 第五節： --- 名詞定義 --- p.11-13 / Chapter 第二章 --- 文獻探討 / Chapter 第一節： --- 在職教師教育的理論槪念的發展 --- p.14 -17 / Chapter 第二節： --- 在職教師教育課程的槪念度向 --- p.18-21 / Chapter 第三節： --- 知識與教師專業的關係 --- p.22 -24 / Chapter 第四節： --- 在職教師教育課程的課程內容 --- p.25-28 / Chapter 第五節： --- 課程評鑑 --- p.29-38 / Chapter 第六節： --- 普羅佛斯的差距模式 --- p.39-41 / Chapter 第三章 --- 硏究方法 / Chapter 第一節： --- 硏究設計 --- p.42-43 / Chapter 第二節： --- 硏究對象 --- p.44-45 / Chapter 第三節： --- 工具 --- p.46-50 / Chapter 第四節： --- 資料蒐集程序 --- p.51-65 / Chapter 第四章 --- 硏究結果與討論 / Chapter 第一節： --- 教育界人士對理想中在職小學教師教育(學位） 課程的期望 --- p.66-82 / Chapter 第二節： --- 現實中兩所專上院校的應界畢業學生，對他們 現時所就讀的課程的意見 --- p.83-108 / Chapter 第三節： --- 差距評鑑模式的分析：理想與現實 --- p.109-121 / Chapter 第五章 --- 結論 / Chapter 第一節： --- 硏究結果及討論 --- p.122-129 / Chapter 第二節： --- 硏究限制 --- p.130-131 / Chapter 第三節： --- 建議 --- p.132-133 / 參考書目 --- p.134-147 / 附 錄 / Chapter 附錄一： --- 特爾斐硏究：第一階段研究之邀請信 --- p.148 / Chapter 附錄二： --- 導師介紹信 --- p.149 / Chapter 附錄三： --- 特爾斐硏究法之中、英文簡介 --- p.150-151 / Chapter 附錄四： --- 特爾斐硏究之應邀回條 --- p.152 / Chapter 附錄五： --- 特爾斐研究：第一階段問卷 --- p.153-154 / Chapter 附錄六： --- 特爾斐硏究：第二段問卷之邀請信 --- p.155 / Chapter 附錄七： --- 特爾斐硏究:第二階段問卷 --- p.156-159 / Chapter 附錄八： --- 特爾斐研究:第二階段問卷之建議 --- p.160-163 / Chapter 附錄九： --- 特爾斐硏究：第三階段問卷之邀請信 --- p.164-165 / Chapter 附錄十： --- 特爾斐研究:第三階段問卷 --- p.166-174 / Chapter 附錄十一： --- 特爾斐硏究：第三階段問卷之建議 --- p.175-183 / Chapter 附錄十二： --- 特爾斐硏究之專家簡介 --- p.184-189 / Chapter 附錄十三： --- 學生意見調查問卷 --- p.190-194 / Chapter 附錄十四： --- 邀請浸會大學持續進修學院參與本研究之邀請信 --- p.195-196

Made available in DSpace on 2016-12-23T14:01:42Z (GMT). No. of bitstreams: 1 Walkyria Barcelos Sperandio.pdf: 2830342 bytes, checksum: 867ceb11dd2916364cedb5283d7cd94e (MD5) Previous issue date: 2013-04-19 / Esta pesquisa, vinculada à Linha de Pesquisa Cultura, Currículo e Formação de Educadores, do Programa de Pós-Graduação em Educação da Universidade Federal do Espírito Santo, investiga a formação continuada de professores do ensino médio sob o viés discursivo dos docentes, com o objetivo de compreender como esse processo se desenvolve no contexto da escola pública do campo. O estudo está fundamentado na abordagem histórico-cultural e buscamos no pensamento de Bakhtin (2003, 2010, 2011) e Freire (1967, 1987, 1997, 2010) os conceitos de linguagem, dialogismo, inacabamento e educação; dialogamos com a ideia de cultura da escola discutida por Forquin (1993) e com Nóvoa (1995) que concebe os professores profissionais com autonomia para pensar sua formação e as mudanças cabíveis à realidade com quem estão comprometidos, dentre outros pesquisadores que nos ajudam a compreender os contornos e os desafios da formação continuada de professores do ensino médio. A pesquisa se deu por meio de um estudo de caso realizado com docentes em uma escola de ensino fundamental e médio da rede pública estadual de ensino do estado Espírito Santo, situada no município de São Roque do Canaã. Utilizamos como procedimentos para a produção de dados a observação, questionário, entrevista e ampliamos o percurso metodológico com a análise documental. O contexto investigado aponta que o processo de formação continuada dos professores do ensino médio envolve percursos formativos plurais, iniciados no processo de socialização humana, passando pela formação acadêmica, estendendo-se a cursos e situações reflexivas ocorridas nas relações estabelecidas na vida, nas interações no exercício da função docente, na dinâmica do trabalho escolar. Argumentamos que o professor de forma singular se constitui sujeito de sua formação ao reconhecer sua condição de inacabamento e necessidade de completude pelo(s) o(s) outro(s). Esse processo formativo se configura em iniciativas protagonizadas pelos docentes que se abrem à reflexão de suas experiências e práticas na escola à procura de significação de suas relações com o mundo social, cultural e profissional frente aos desafios vividos na escola média do campo / This research, linked to the Line of Research Culture, Curriculum and Training of Educators, of the PostGraduation Program in Education, of the Federal University of Espírito Santo, investigates the continuing education of high school teachers in discursive bias of teachers, with the purpose to understand how this process develops in the context of the countryside public school. The study is based on the historical-cultural approach seeks in the thoughts of Bakhtin (2003, 2010, 2011) and Freire (1967, 1987, 1997, 2010) concepts of language, dialogism, incompleteness and education; we dialogue with the idea of school culture discussed by Forquin (1993) and with Nóvoa (1995) that conceives professionals teachers with autonomy to think their continuing education and the applicable changes to the reality in which they are committed, among other researchers who help us to understand the contours and challenges of the continuing education of high school teachers. The research developed from the study of a particular case occurred by a case study accomplished with teachers in an elementary and high school in a public school on the state of Espírito Santo, located in the municipality of São Roque do Canaã. We used as procedures for the production of data the observation, the questionnaire, the interview and we expanded the methodological route with documentary analysis. The investigated context suggests that the process of continuing education for high school teachers involves education pathways that started in the human socialization process, through academic, extending up to the courses and reflexive situations that occurred in the relations established in life, in the interactions on exercise of the teaching function, in the dynamics of school work. We argue that the teacher singularly constitutes himself subject of his formation to recognize the condition of his incompleteness and his need for completeness by the other. This formation process is configured in initiatives protagonized by teachers who are open to reflect about their experiences and practices in the school seaching for meaning in their relations with the social, cultural and professional world in front of the challenges experienced in the countryside middle school