Demand for highly effective, qualified teachers grew as legislation such as No Child Left Behind (NCLB) and the Individuals With Disabilities Education Act (IDEA) raised the requirements for teachers and paraprofessionals. One suggestion for meeting this demand for teachers who can bring about the required classroom outcomes is to encourage paraprofessionals to become certified teachers—with the expectation that paraprofessionals' prior experience in the school environment will make them likely to excel as teachers. This study examined whether Brigham Young University Special Education teacher candidates with paraprofessional experience differed from candidates without paraprofessional experience in terms of performance scores during a mentored teaching practicum. The teaching skills of classroom and behavior management, teacher competency and knowledge, and professionalism and organization were measured through the scores earned by 37 candidates on their behavior management plans, math and reading lesson plans, and professionalism evaluations. Results indicated no significant difference between candidates with and without prior paraprofessional experience. However, a significant difference was found between the scores in the areas of reading and math lesson plans of the students who were and were not paraprofessionals prior to entering the program. The variance in the scores of the paraprofessionals was significant, meaning some students with paraprofessional background scored low and others scored high in these two areas.

Studiens övergripande syfte är att undersöka möjligheter och hin-der till att genomföra sex- och samlevnadsundervisning inom gym-nasiesärskole- och habiliteringsverksamheter. Bakgrunden är att unga med intellektuella funktionsnedsättningar har sämre kun-skaper om kropp, sexualitet och samlevnad än andra. Studien syftar till att undersöka personalens attityder till och erfarenheter av sex- och samlevnadsundervisning. Fokus ligger på 1) målsättningen med sex- och samlevnadsundervisning, 2) sexualitet, könsnormer och heteronormen, och 3) egna förutsättningar att arbeta med sex- och samlevnadsundervisning. Empirin insamlades med hjälp av kvalita-tiva fokusgrupper och analyserades med stöd av teorin om sociala representationer. Studiens resultat visar bl.a. att sexualitet hos unga med intellektuella funktionsnedsättningar främst ses ur ett riskper-spektiv. De tillskrivs ett ansvar att hantera sexuella risker samtidigt som de anses sakna förmåga att ta detta ansvar. Deras sexualitet görs till en annorlunda typ av sexualitet där den s.k. normala sexua-liteten definieras som den hos personer utan intellektuella funkt-ionsnedsättningar. Flickors och homo-, bi, -trans- och queerperso-ners sexualitet problematiseras oftare jämfört med pojkars och heterosexuella ungdomars. Personalen anser sig sakna utbildning och mandat från arbetsgivares sida att arbeta med ämnet. Studien visar på vikten av utbildnings- och stödinsatser riktade till gymnasi-esärskole- och vuxenhabiliteringspersonalen avseende sex- och samlevnadsundervisning, vilket kommer unga med intellektuella funktionsnedsättningar till gagn. / The overall aim is to investigate the possibilities and barriers to the implementation of sexuality education in special schools and habili-tation services in Sweden. Young people with intellectual disabilities have less knowledge about their body, sexuality and relationships compared to others. The study aims to examine attitudes to and ex-periences of sex education among staff in special schools and habili-ation services. It focuses on their view on 1) the objective of sex and relationship education, 2) sexuality, gender norms and heteronor-mativity, and 3) the staff´s own abilities to work with sexuality edu-cation. The empirical data has been collected using qualitative focus groups and analyzed on the basis of the theory of social representa-tions. The results demonstrate among other things that sexuality in young people with intellectual disabilities is mainly viewed from a risk perspective. They are attributed a responsibility to deal with sexual risks while lacking the capacity to take on this responsibility. Their sexuality is made to a different type, where the so-called nor-mal sexuality is defined as that in individuals without intellectual disabilities. Girls and lesbian, gay, bi, trans and queer people's sexu-ality is problematized more often than that of boys and heterosexual adolescents. Staff lacks training and support to work on the topic. The study shows the importance of education and support interven-tions aimed at special schools and habilitation services regarding sexuality education, which will be beneficial young people with in-tellectual disabilities.

This work deals with the English language teacher training approaches administered at the Department of English Language and Literature of the Faculty of Education, Charles University in Prague. The work seeks answers to which aspects of teacher competence are developed by each of the approaches. As almost half of the trainees involved in the research had a previous teaching experience, the role of teaching experience on the development of teaching skills is also examined. Teacher trainees' written reflections on their teaching practice are analyzed using a combination of quantitative and qualitative methods. The results are related to current trends in teacher education.

Made available in DSpace on 2017-07-21T20:31:30Z (GMT). No. of bitstreams: 1 Fabiana Leifeld.pdf: 1704367 bytes, checksum: 7206d7642313194e6c130c0352117d6d (MD5) Previous issue date: 2016-03-21 / This work has as object of study the knowledge and teaching skills of Physical Education teachers to thematize the sport in Physical Education from the final years of elementary school. The research is characterized as qualitative. The central question of research that seeks to answer is: What are the knowledge and teaching skills of Physical Education teachers to thematize the sport in Physical Education from the final years of elementary school? The research objectives are: a) Identify the knowledge and teaching skills of Physical Education teachers to thematize the sport in Physical Education from the final years of primary education; b) To analyze the knowledge and teaching skills used by the teacher to thematize the sport in Physical Education from the final years of primary education c) Check the origin of students' knowledge about the sport. The theoretical basis of the research was substantiated by related studies: the school sports (BRACHT, 2005; KUNZ, 2000a, 2000b; BETTI, 1995, 1999, 2009; FREIRE, 1989; COLETIVO DE AUTORES, 1992; NEIRA, 2009, 2014); the concepts related to sports as a phenomenon sociocultural (TUBINO, 2006, 2010); issues related to pedagogy of school sport (REVERDITO; SCAGLIA, 2009; PAES; BALBINO, 2014; SADI, 2010; TANI; BENTO; PETERSEN, 2006); the teacher knowledge and teaching knowledge (TARDIF, 2009, 2014; GAUTHIER et al., 2006 SHULMAN, 2005; BORGES, 2004); the assumptions on Brazilian education (SAVIANI, 2008); and the concepts of habitus and field (BOURDIEU, 1983a, 1983b, 2013; NOGUEIRA, NOGUEIRA, 2009). The methodological routing work was foundation studies Flick (2004), Sampieri et al. (2013), Gil (2008) and Bardin (2011). The survey was conducted in three (3) schools from public schools in the city of Carambeí/PR, with the subject three (3) Physical Education teachers, sixty-eight (68) students from 8 years and seventy-two (72) students in the 9th grade of elementary school, totaling one hundred forty-three (143) subjects participating of the research. As research instruments the research were used observation, interview and questionnaire. The survey data were organized and analyzed in accordance with the assumptions of Content Analysis (BARDIN, 2011). The survey results indicate that the Physical Education teacher has knowledge and expertise in the area, which are made throughout his career as well as his subjectivity, both of which contribute to the theming of the sport in Physical Education classes the final years of elementary school. / Este trabalho tem como objeto de estudo os saberes e conhecimentos docentes dos professores de Educação Física para tematizar o esporte nas aulas de Educação Física dos anos finais do ensino fundamental. A pesquisa caracteriza-se como qualitativa. A questão central da pesquisa que se busca responder é: Quais são os saberes e conhecimentos docentes dos professores de Educação Física para tematizar o esporte nas aulas de Educação Física dos anos finais do ensino fundamental? Os objetivos da pesquisa são: a) Identificar os saberes e conhecimentos docentes dos professores de Educação Física para tematizar o esporte nas aulas de Educação Física dos anos finais do ensino fundamental; b) Analisar os saberes e conhecimentos docentes utilizados pelo professor para tematizar o esporte nas aulas de Educação Física dos anos finais do ensino fundamental c) Verificar a origem dos conhecimentos dos alunos sobre o esporte. A fundamentação teórica da pesquisa foi consubstanciada por estudos referentes: ao esporte escolar (BRACHT, 2005; KUNZ, 2000a, 2000b; BETTI, 1995, 1999, 2009; FREIRE, 1989; COLETIVO DE AUTORES, 1992; NEIRA, 2009, 2014); aos conceitos relacionados ao esporte enquanto fenômeno sócio cultural (TUBINO, 2006, 2010); as questões relacionadas à pedagogia do esporte escolar (REVERDITO; SCAGLIA, 2009; PAES; BALBINO, 2014; SADI, 2010; TANI; BENTO; PETERSEN, 2006); aos saberes docentes e conhecimentos docentes (TARDIF, 2009, 2014; GAUTHIER et al., 2006, SHULMAN, 2005; BORGES, 2004); aos pressupostos sobre a educação brasileira (SAVIANI, 2008); e aos conceitos de habitus e campo (BOURDIEU, 1983a, 1983b, 2013; NOGUEIRA; NOGUEIRA, 2009). O encaminhamento metodológico do trabalho teve como fundamentação os estudos de Flick (2004), Sampieri et al. (2013), Gil (2008) e Bardin (2011). A pesquisa foi realizada em três (3) escolas da rede pública estadual de ensino da cidade de Carambeí/PR, tendo como sujeitos três (3) professores de Educação Física, sessenta e oito (68) alunos dos 8º anos e setenta e dois (72) alunos dos 9º anos do ensino fundamental, totalizando cento e quarenta e três (143) sujeitos participantes da pesquisa. Como instrumentos da pesquisa foram utilizados a observação, a entrevista e o questionário. Os dados da pesquisa foram sistematizados e analisados de acordo com os pressupostos da Análise de Conteúdo (BARDIN, 2011). Os resultados da pesquisa indicam que o professor de Educação Física possui saberes e conhecimentos específicos da área, os quais são constituídos ao longo da sua trajetória profissional, bem como de sua subjetividade, sendo que ambos contribuem para a tematização do esporte nas aulas de Educação Física dos anos finais do ensino fundamental.

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Resent research has demonstrated that age does not play as big a part in second language (L2) acquisition as was previously thought. However, L2 acquisition is markedly affected by: (i) the amount of L2 in a pupil’s daily life, (ii) how well teachers are trained in teaching a new language to young learners and (iii) how many hours are given to the subject each week. In Swedish schools there is great variation around when and how English is taught. In order to ensure future equality in L2 teaching we need to find out why this variation exists. One important step towards doing this is to obtain primary school teachers’ views on teaching English. Using a questionnaire, I gathered views from Swedish primary school teachers regarding their own English teaching skills and when they believe English should be taught. The findings show that views on when to start teaching English differ markedly among teachers, varying from year 1 to year 3, as does any relevant guidance from schools/municipalities. It is also apparent that many teachers, 65% of the respondents in this study to be exact, have not had English as an obligatory part of their teacher training. The findings offer a valuable insight into potential underlying reasons for the variability that exists in L2 teaching. / Forskningen under senare år har visat att ålder inte har en lika stor roll i andraspråksinlärning som man tidigare trott. Dock påverkas andraspråksinlärning märkbart av: (i) hur mycket av ett andraspråk som finns med i elevernas dagliga liv, (ii) hur utbildade lärare är inom området för att lära ut ett nytt språk till yngre elever och (iii) hur många timmar som ges till ämnet varje vecka. En stor variation finns inom den svenska skolan när det gäller när och hur engelska lärs ut. För att försäkra oss om en likvärdig utbildning i framtiden så måste vi undersöka varför det är en sådan variation. En viktig del i detta är att få reda på lågstadielärarnas egna åsikter om att lära ut engelska. Genom ett frågeformulär samlade jag in åsikter från svenska lågstadielärare när det gäller deras lärarkunskaper inom engelska och när de anser att engelska bör läras ut. Resultaten visar att det finns delade åsikter inom lärarprofessionen angående när undervisning i engelska bör påbörjas, allt från åk 1 till åk 3, detta gäller även vägledning från skolor/kommuner. Det är också tydligt att många lärare, 65% av respondenterna i denna studie för att vara mer precis, inte har haft engelska som en obligatorisk del av sin lärarutbildning. Resultaten ger en viktig inblick i eventuella bakomliggande orsaker till variabiliteten som existerar när det gäller andraspråksundervisning.

Made available in DSpace on 2016-07-27T13:44:41Z (GMT). No. of bitstreams: 1 LEIGH MARIA DE SOUZA.pdf: 1215491 bytes, checksum: 063f7e6b6b392edae2b0b912e64e4516 (MD5) Previous issue date: 2012-09-27 / This doctoral thesis is connected to the research line "Education, Society and Culture", developed in the PHd. Education Program at PUC Goiás. In recent years, the discussion about the teaching knowledge occupied considerable space in the discussion on school education practice, resulting in the creation of various types of knowledge and the materialization of efforts to build a guided epistemology to recognize the complex nature of the teaching activity. The investigation started from the teachers relationship with their work, as well as the ways of being and acting of this profession, at the Technical Course in Agriculture Integrated to High School, in a school whose culture is guided by the shape of an agricultural education. The theory focuses mainly on Pierre Bourdieu´s sociological concepts. The analyses are based on his concept of habitus. This habitus consists of the life styles, manners and tastes incorporated in the life history of teachers, their psychic dispositions. And all these related to the process of teaching. Thus, the analyses take in the methodologies and assimilated attitudes in the teaching experience, initially experienced as students and then as teachers and knowledge professionals of the field, and other experiences in different formative spaces or different instances of socialization. In specific, the thesis was based on existing production in the institutional field, based on the Culture Theory, whose foundations were sought in Williams, Cevasco, and contributions from other studies about the teaching culture, based in the concepts of teaching culture - discussed by Viñao Frago, Dominique Julia, Jean-Claude Forquin, and Pérez Gómez and teaching skills, developed by Tardif, Nóvoa and Perrenoud (1993, 2001, 2002). It dialogues, also, with the literature in the area of Labor and Education, about the purposes and goals of professional education. This is mostly a qualitative research that, in terms of methodology, involves the identification and the study of bibliographical sources; data collection through documental analysis; the use of questionnaires; semistructured interviews with selected teachers, according to the research criteria; also the systematic observation of teachers´ everyday life in the school facility. Data related to student and family trajectories were collected in addition to teaching practices on professional education. It was identified a teacher habitus in the teaching practices and in the professional education. There is a construction through the history of this teacher and it is inscribed on profession rituals, memories of primary socialization and different conceptions about teaching, diluted in the formation courses of professional education teachers. And all these make the professional teaching culture unique. This study represents the achievement of new insights and, in a broader perspective, it appears as an important contribution in the range of academic productions on this theme because it is relevant and still underexplored. / A presente tese de doutorado vincula-se à Linha de Pesquisa Educação, Sociedade e Cultura do Programa de Pós-Graduação em Educação - PPGE da Pontifícia Universidade Católica de Goiás - PUC Goiás. Nesta pesquisa, investigou-se a relação dos docentes com seu trabalho, suas formas de ser e agir, em uma escola cuja cultura é pautada pelo formato da educação profissional agrícola. Está centrada, teoricamente, nos conceitos sociológicos de Bourdieu, na análise do habitus dos docentes da educação profissional, considerando suas disposições psíquicas, estilos de vida, maneiras e gostos incorporados na trajetória de vida, por meio de metodologias e atitudes assimiladas nas experiências de ensino, vividas inicialmente como alunos e depois, como docentes e profissionais da área de conhecimento, além de outras experiências em espaços formativos diversos ou diferentes instâncias de socialização. Fundamentou-se na produção existente no campo institucional, segundo a teoria da cultura, em Williams e Cevasco, e as contribuições aos estudos da cultura escolar discutidos por Viñao Frago, Dominique Julia, Forquin e Pérez Gómez e nos conceitos de saberes docentes, desenvolvido por Tardif, Nóvoa e Perrenoud. Dialogou-se com a literatura da área de trabalho e educação, acerca dos fins e objetivos da educação profissional. Considerando essas reflexões, apresentaram-se algumas questões norteadoras com relação aos docentes do Curso Técnico em Agropecuária do Instituto Federal Goiano - Câmpus Urutaí: Quais habitus mobilizam sua prática? Quais os fundamentos da cultura escolar que sintetiza o habitus professoral? Há especificidades em relação ao habitus, em se tratando da profissão docente dessa modalidade? Quais concepções de ensino norteiam a constituição do habitus professoral nesse campo? No delineamento da pesquisa de matriz metodológica qualitativa, foram utilizados como procedimentos para a base empírica: análise documental, questionários, entrevistas e observações. Utilizou-se a análise de conteúdo para organização e categorização dos dados, que foram interpretados a partir dos pressupostos do método dialético. Constatouse que no exercício da docência, há um habitus professoral construído por meio da trajetória do docente em estudo e nele estão inscritos rituais da profissão, memórias da socialização e diferentes concepções sobre a docência, diluídas nos fazeres docente. Esta investigação visa colaborar com a compreensão do modo como os docentes constroem a docência e convivem com as especificidades do campo da educação profissional, possibilitado pela compreensão do habitus professoral e, a partir dele, contribuir para em outros domínios da cultura da escola. Visa, ainda, provocar a reflexão sobre os aspectos constitutivos do habitus professoral dos docentes da Educação Profissional, gerando elementos impulsionadores de debates entre os formadores e entre os próprios docentes, possibilitando o aperfeiçoamento e a qualificação do trabalho nessa modalidade de ensino. Apresenta contribuições sobre a produção e a natureza do habitus, considerando que o trabalho docente na Educação Profissional se realiza por meio de um habitus professoral, independente da formação específica para a docência. Apresenta relevância no conjunto das produções acadêmicas, uma vez que é pouco explorado, principalmente, em termos de educação profissional agrícola e, ainda, contribui, de forma significativa, com o desvelamento e a compreensão do desenvolvimento institucional da escola.

Este estudo apresentou como meta contribuir para o ensino da disciplina de administração de enfermagem hospitalar, através de uma experiência de desenvolvimento profissional de professores-pesquisadores, em um processo crítico-reflexivo sobre a sua prática docente. A trajetória metodológica da pesquisa-ação, foi operacionalizada em duas etapas: na primeira, foram identificadas as situações dilemáticas acontecidas no estágio disciplinar, por intermédio da reflexão sobre a reflexão-na-ação feita por uma professora após a supervisão diária dos alunos; na segunda, foram efetuados os círculos de reflexão por todos os professores que ministraram a disciplina no período da coleta de dados, utilizando como ponto de partida as situações dilemáticas identificadas anteriormente. A análise temática dos dados coletados nos círculos de reflexão revelou que a reflexão realizada entre os pares possibilitou a objetivação dos saberes experienciais dos professores, assim como a construção de novos saberes pedagógicos. Os saberes docentes elaborados durante os círculos de reflexão foram utilizados para propor mudanças na referida disciplina. / This study aims to contribute to the teaching of the subject Hospital Management Nursing, through an experience of professional empowerment of teachers-researchers, using a critical-reflexive approach to their teaching practices. The study followed the action-research methods, in two stages: first, the “dilemma" situations teachers faced in the disciplinary training of students, were identified through the reflection about the “reflection-on-action" process, used by a teacher after daily supervision of students; second, all the teachers responsible for the classes during the data collection period, participated of “reflection circles", using as starting point, the “dilemma" situations previously identified. Thematic content analysis of data obtained on these “reflection circles" revealed that reflection done among pairs turned objective the experiential knowledge of the teachers, and also made possible the construction of new pedagogic knowledge. This teaching knowledge was used to propose a change on the subject of Hospital Management Nursing for a graduation course.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-02-23T12:24:34Z No. of bitstreams: 1 Márcia Rosane Juppen Fogaça_.pdf: 892559 bytes, checksum: d284d11908e7e195b52d23aff8cbb8bf (MD5) / Made available in DSpace on 2018-02-23T12:24:34Z (GMT). No. of bitstreams: 1 Márcia Rosane Juppen Fogaça_.pdf: 892559 bytes, checksum: d284d11908e7e195b52d23aff8cbb8bf (MD5) Previous issue date: 2017-08-25 / Nenhuma / O trabalho tem como objetivo geral analisar os motivos pelos quais professores bacharéis que não possuem formação pedagógica formal são considerados “bem-sucedidos” na atuação na Educação Profissional. Os objetivos específicos são conhecer como se processou o ingresso do bacharel, que não possui formação pedagógica formal, na Educação Profissional; analisar como se deu a construção da identidade docente; discutir sobre quais competências e saberes são mobilizados na docência pelo bacharel que, mesmo não possuindo formação pedagógica formal, é considerado um professor “bem-sucedido”, examinando como essas competências e saberes se expressam em sua prática pedagógica. O problema de pesquisa que norteia o estudo é como os professores bacharéis que não possuem formação pedagógica formal são considerados “bem-sucedidos” em sua atuação na Educação profissional. Nessa perspectiva, a metodologia utilizada é qualitativa, e o procedimento metodológico é a entrevista semiestruturada, gravada e posteriormente transcrita. A pesquisa é realizada em uma empresa do Sistema S, localizada na cidade de Porto Alegre. Participam do estudo 7 professores efetivos da instituição que não possuem formação pedagógica e atuam na docência há mais de três anos. Para dar suporte teórico à pesquisa, realiza-se uma revisão bibliográfica de trabalhos que versam sobre saberes e competências docentes e uma breve análise da Lei de Diretrizes e Bases da Educação Nacional de 1996, que trata, dentre outros aspectos, da formação profissional para diplomados que atuam na educação básica. Os principais autores abordados são Cunha, Gauthier, Perrenoud, Pimenta e Tardif. A análise do material de pesquisa permite afirmar que a prática pedagógica do professor bacharel sem formação pedagógica formal se dá a partir das experiências vividas durante a formação, com base na recordação de seus próprios professores. A prática do professor modifica-se ao longo de suas experiências, com o desenvolvimento dos saberes docentes necessários à atuação. Apesar do reconhecimento, os entrevistados necessitam a formação pedagógica formal para desenvolver conhecimentos pedagógicos, que também são necessários ao docente da Educação Profissional. / This dissertation’s general objective is to analyze how bachelor professors who do not acquired formal pedagogical education are considered “successful” in their Professional education activities. Its specific objectives are as follows: to know was the entry process of the bachelor who lacks of formal pedagogical education into the Professional education field; to analyze how its self identit as a professor has been built; to discuss about which competencies and knowledge are used by the bachelor when teaching, who despite lacking of formal pedagogical education is considered a “successful” professor through examining how these competencies and knowledge are expressed during his/hers pedagogical practice. The dissertation problem that guided this study was how bachelor professor who lack of formal pedagogical training are considered “successful” in their professional education activities? Qualitative methodology was applied through recorded semi-structured interviews that were transcribed afterward its completion. The A partner company of the “S System” based in Porto Alegre was the research ground field for the interviews that counted with seven full-time professors that did not underwent formal pedagogical training but had been teaching for over three years by the time when interviewed. In order to provide theoretical support for the research, a bibliographical review of previously published papers regarding teaching skills and competencies was performed and it was also carried out a brief analysis of Brazils National Guidelines and Bases ofor Education Act, 1996 “Lei de Diretrizes e Bases da Educação Nacional de 1996”, which states about professional training for graduates aiming a career in basic education. The main authors who gave theoretical support to the study are the following: Cunha, Gauthier, Perrenoud, Pimenta, and Tardif. The analysis of the research material made it possible to affirm that the pedagogical practice of the bachelors teacher with lack of formal pedagogical training is based on his/hers experiences during his/hers formation, based on the memories of his good and bad teachers. The practices of these teachers change throughout their experiences by developing the necessary teaching knowledge for the activities. In addition, even being recognized as professors, interviewees emphasized the need of formal pedagogical training to develop pedagogical knowledge, which are also necessary for the Professional Education teacher.

Durant ces dernières années, les problèmes liés à l'amélioration de la qualité des systèmes éducatifs mondiaux préoccupent bon nombre de partenaires impliqués directement ou indirectement dans le domaine de l'enseignement. Le Rwanda, après le génocide de 1994, n'a pas échappé à une série de difficultés de retisser l'univers pédagogique. C'est dans ce contexte que nous avons voulu examiner la situation-problème d'apprentissage du français langue étrangère aux étudiants anglophones de l'Ecole Pratique des Langues Modernes (EPLM) qui fonctionne au sein de l'Université Nationale du Rwanda (UNR). Le thème abordé est intitulé : « Evaluation critériée et approche par intégration des compétences de base scripturales en français langue étrangère ». 72 sujets ont été tirés au hasard d'une population de référence estimée à 129 étudiants anglophones. La taille de l'échantillon représente 55.8% de l'univers de référence. Cet échantillon a été distribué aléatoirement dans un plan expérimental constitué de deux groupes expérimental (GE) et contrôle (GC). La condition expérimentale était basée sur la pratique de l'approche par intégration des compétences de base scripturales en français langue étrangère et la condition contrôle sur celle de la pédagogie traditionnelle. Notre hypothèse supposait la supériorité du niveau de maîtrise des performances scripturales du groupe expérimental à celui du groupe contrôle. La validation des résultats empiriques a été assurée par une série de procédures d'analyse statistique. Nous avons vérifié successivement le degré de fiabilité entre les scores des deux correcteurs indépendants au moyen de l'analyse statistique (1) du coefficient d'accords interjuges K de Cohen (1960), (2) du coefficient de corrélation r et (3) du coefficient de détermination R2 de Pearson. Toutes ces vérifications ont attesté le degré de fiabilité très significatif entre les scores des deux groupes indépendants. Le degré de fiabilité des résultats interjuges nous a permis d'appliquer le test d'hypothèse de Student pour échantillons indépendants sur les moyennes des deux groupes au prétest et au post-test. En définitive, nos résultats confirment l'effet supérieur de la pédagogie de l'intégration des compétences de base (Roegiers et De Ketele, 2000 ; Roegiers, 2005 ; De Ketele et Gérard, 2005 ; Tardif, 2006) à celui de la pédagogie plus transmissive des connaissances. Le groupe expérimental qui a été initié à l'approche par intégration des compétences de base du savoir-résumer en FLE a enregistré un taux de réussite de 66.7% contre un taux de réussite de 36.1% observé chez des sujets du groupe contrôle ayant suivi des activités d'apprentissage centrées sur la pédagogie de transmission des connaissances rédactionnelles. Bien plus, la méthode d'apprentissage intégrative des savoirs appris a enregistré un gain moyen d'apprentissage de 4.38 points sur 20 points qui s'avère légèrement supérieur au gain moyen d'apprentissage reconnu à l'échelle internationale selon la pratique pédagogique conçue en termes d'approche par compétences de base (Aden et Roegiers, 2003). / The purpose of this study is to compare the effects of the approach through the skills to those resulting from the traditional pedagogy in a learning situation of French as a foreign language (FLE). After the experimental processing and the statistical analysis of the results emerging from the experimental group and the control group, it appears that the approach through the basic skills produces more significant effects (66.7%) than those emerging from the transmission of knowledges pedagogy (36.1%) in writing production of the text summarizing.