Thesis (M.A.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2497. Includes bibliographical references (leaves 288-295).

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 2001. / Document électronique également accessible en format PDF. CaQCU

Thesis (M.A.)--University of North Carolina at Wilmington, 2005. / Includes appendexis. Includes bibliographical references (leaves: [98]-101)

Este estudo insere-se na linha de pesquisa sobre a formação de professores para a Educação Superior e tem como objetivo compreender e analisar como os professores iniciantes configuram as funções de ensino, pesquisa e extensão como indissociáveis ao processo de profissionalidade docente, na fase inicial da carreira na USP-RP. O tema acerca do professor iniciante no Brasil constitui-se relevante para a compreensão da docência universitária, principalmente na sua fase inicial, tendo em vista a orientação política e ideológica que norteia a educação superior nos dias atuais. A investigação apoia-se principalmente em Dias Sobrinho, Sousa Santos, Cunha, Nóvoa, Zabalza e Huberman. A pesquisa, de abordagem qualitativa, utilizou como instrumentos de coleta de dados a análise documental e entrevistas semiestruturadas; para a interpretação dos resultados utilizou-se a análise de conteúdoTendo em vista a dimensão dos dados obtidos na fase documental da investigação, optou-se por um recorte, selecionando um professor iniciante por unidade. Os resultados revelam que os professores possuem background na formação específica, ou seja, conhecimento técnico, demonstrando que os mesmos não possuem formação pedagógica para o desempenho das atividades da docência. Os professores iniciantes assinalam em seus depoimentos alguns dos dilemas relacionados à gestão da disciplina em sala de aula, considerando a motivação dos estudantes, a organização do trabalho em classe, relacionamentos interpessoais com os estudantes e com os colegas. Foi relatado pelos professores quanto ao desconhecimento sobre a organização administrativa e acadêmica da universidade, os processos de avaliação docente, bem como as funções referentes ao ensino, pesquisa e extensão, a orientação de estudantes na iniciação científica, e na pós-graduação. O distanciamento de informações sobre o fomento para o financiamento de pesquisas e extensão são expressos como dificuldades enfrentadas pelos professores iniciantes, sendo essas atividades necessárias para a produção científica, inerente a atividade da docência. Estes professores apontam os processos de gestão da universidade pública, a ausência da formação para docência, ser professor e pesquisador, os dilemas em conciliar as funções exigidas para a função docente, necessidade de apoio dos colegas e da instituição como balizadores no âmbito das questões que envolvem o professor iniciante. / This study is part of the research on teacher education for Higher Education and aims to understand and analyze how beginner teachers reconfigure the teaching, research and extension functions as inseparable from the process of teacher professionalism in the initial phase of career at USP-RP. The theme about the novice teacher in Brazil is relevant for understanding of university teaching, especially in its initial phase, given the political and ideological orientation that guides higher education in the present day. The research, of qualitative approach, used as instruments of data collection the documentary analysis and semi-structured interviews; for the interpretation of the results the content analysis was used. The research had theoretical support based mainly on Cunha, Dias Sobrinho, Souza Santos and Nóvoa, among others. Considering the dimension of the data obtained in the documentary phase of the research, a cut was chosen, selecting a novice teacher per unit. The results show that teachers have background in the specific training, which is, technical knowledge, demonstrating that they do not have pedagogical training for the performance of teaching activities. Novice teachers point out in their testimonies of some dilemmas related to the management of the discipline in the classroom, considering students\' motivation, the organization of class work, interpersonal relationships with students and with colleagues. It was reported by the professors regarding the lack of knowledge about the administrative and academic organization of the university, the processes of teacher evaluation, as well as some functions related to teaching, research and extension, the orientation of students in scientific initiation, and in graduate studies. The distancing of information on the promotion of research funding and extension are expressed as difficulties faced by novice teachers, and these activities are necessary for scientific production, inherent to teaching activity. These teachers point out the processes of management of the public university, the absence of training for teaching, being a teacher and researcher, the dilemmas in reconciling the functions required for the teaching function, the need to support colleagues and the institution as involve the novice teacher.

The diploma thesis is aimed at the teaching methods used in the setting of schools with few classes. The theoretical part engages in the issue of teaching methods, their characteristics, historical development and classification according to various authors. Selected teaching methods are then described in bigger detail. The next section is devoted to the schools with few classes. They are viewed here as community schools or as a pedagogic alternative, the thesis describes the history of schools with few classes and both advantages and disadvantages of their aktivity. The practical part of the thesis was realized via an observing method. The aim of this section of the thesis was to map teaching methods use dat three selected schools with few classes. Results are presented via an analysis of observed classes and chart, which contains the most widely used teaching methods at individual schools.

Submitted by Irene Nascimento (irene.kessia@ufpe.br) on 2016-09-19T19:21:41Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Priscila Lima.pdf: 4417746 bytes, checksum: 83b0ecf6ed6d9f3ab9800feb7f2911c8 (MD5) / Made available in DSpace on 2016-09-19T19:21:41Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Priscila Lima.pdf: 4417746 bytes, checksum: 83b0ecf6ed6d9f3ab9800feb7f2911c8 (MD5) Previous issue date: 2016-02-29 / Esta pesquisa tem o objetivo de analisar práticas de ensino de Matemática de três professores que atuam noCiclo de Alfabetização. Os professores sujeitos desta investigação participaramem 2014, do programa de formação continuada no âmbito do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) e atuamna rede pública do município deRecife/PE. Para isso, fizemos a identificação dos conhecimentos pedagógicos geral, pedagógico do conteúdo e do currículo mobilizados por estes professores caracterizando as formas de organização de ensino presentes nas aulas de Matemática. O pressuposto teórico sobre o qual nos reclinamos são as teoriasda base do conhecimento do professor sobrevindas das pesquisas de Lee S. Shulman. Esta pesquisa nos levou também a identificar como a Matemática é abordada em sala de aula, a escolha e uso dos recursos didáticos (com destaque:livro didático, o quadroe o caderno) e o conhecimento presente no raciocínio pedagógico doprofessor.A coleta de dados ocorreu por meio de observações de aulas, registros no Caderno de Observação e entrevistas semiestruturadas.A partir dos dados coletados, sinalizamos que a prática do professor é singulare tem sido pouco guiada pelos elementos que deveriam ser norteadores da atividade docente:planejamento e currículo. Percebemos que o professor precisa desenvolver em base do conhecimento denovas estratégias que ultrapassem a priorização do ensino de outras áreas de conhecimento em detrimento da Matemática, a maior ênfase em um bloco de conteúdos e o trabalho que perceba e envolva a Matemática além da que é trabalhada formalmente e explicitamente. / This research's objective is to analyze mathematics teaching techniques of three Literacy Cycle teachers. These teachers, the research subjects, participated during 2014 of a continued education program under the Pacto Nacional pela Alfabetização da Idade Certa (PNAIC) andare acting in public schools in the city of Recife/Pe. To accomplish it, we identified the general pedagogical knowledge, pedagogical content knowledge, and curriculum knowledge mobilized by polyvalent teachers that act in the Literacy Cycle characterizing the way teaching is organized in mathematic classes. The theoretical assumption in which we are inclined is that the teacher's knowledge base is that of Lee S. Shulman’s research. The field work was done through class observations, records in the observation notepad, and semi-structured interviews. This research also leadedus to identify how mathematics is explored inside the classroom, the didactic resources use and choice (with feature: the book, board and notebook) and pedagogical reasoning behind teacher knowledge. Based on the data collected, we noticed teacher’spractice is unique and has not been as guided as it should be by the teacher’sactivity elements: planning and curriculum. We realized teacher needs to developthroughknowledge base new strategies to surpass: other knowledge areas teaching prioritization but math, focus better in one specific content block and the mathematics perception and involvement worked mostly formally and in an explicit way.

Although the term CLIL standing for Content and Language Integrated Learning appeared as early as in 1994, and the European Union recognized it very quickly as a prospective and effective way of learning and teaching languages, it seems neither to have been used extensively within the Czech education system, nor there appears to be a general awareness of the method. However, this approach represents a great opportunity for creating more authentic atmosphere within language classrooms and simultaneously teaching and learning a content subject. When speaking of CLIL, several factors must be considered, such as its objectives, principles, methodology, discourse and materials, furthermore we have to take into account the criteria for designing and analysing material for language teaching (of course also in the view of the chosen content subject principles and objectives). In order to raise the awareness of CLIL as an effective approach to language and subject content teaching and to partly supply the lack of CLIL-focused materials, this thesis aims to take into account all the factors and present and analyse them in logical sequences, so finally an effective piece of material usable in CLIL classes could be created and subsequently analysed and evaluated. The present thesis is divided into three parts...

The diploma thesis "Creativity of teachers in the educational process in special elementary school" focuses on teachers in special elementary schools at this moment. The thesis is divided into four parts. First three chapters sumarizes the facts about creativity gained from the special literature. The first chapter sumarizes generall knowledges about creativity. It describes the notion of creativity and compares the definitions of various authors. In the second chapter it describes creativity from the view of the special pedagogues and describes the creative methods which may be used by them during the educational process. The second chapter also describes the barriers which can appeares on the way to creativity. The third chapter focuses on the meaning of special pedagogues for the special elementary schools. It describes special elemetary schools and how can special pedagogues develop their own creativity and which creative methodes they can use during teaching. The fourth chapter focuses on the use of creative methods. The main target is the analysis of the educational programme for the special elementary schools. In detailes it describes the part Art and Culture. At the end it sumarizes the resaultes of the questionnaire survey of special pedagogues at the special schools and their knowledges...

Made available in DSpace on 2016-07-27T13:54:18Z (GMT). No. of bitstreams: 1 JOICY MARA REZENDE ROLINDO.pdf: 889362 bytes, checksum: c7733a9787cadb75712009b3a9b0c87e (MD5) Previous issue date: 2008-08-20 / The significant growth of the undergraduate teaching in our country has making educational system worry about the teaching formation of those teachers who work in this educational level. Based in the necessity of looking at carefully to teaching education, this work tried to identify how teachers who do not have a specific formation to teaching realize their own formation and qualification to work at colleges (ensino superior). We have comprehended and known about the representations they have about themselves as teachers and how they act in during the teaching action. For that, it was necessary to get some elements which make part of their professionalism as teacher, their views about the requirement of teaching and action in the classroom. We chose and selected the graduation course of Agricultural Engineering at Goiás State University (UEG) as the research context, where thirty teachers have answered a questionnaire, and five teachers were interviewed and gave us permission to observe their classes for a semester. The reason why we have chosen this course is that the most part of teachers do not have a specific, didactic and pedagogic education. The theory which we use as a basis for this study was: data analisys avaliable in bibliography about the university pedagogy and teaching education presented by foreign researchers such as Tardif, Nóvoa, Shulman, Ariza and Toscano and Brazilian researchers such as Masetto, Cunha, Morosini, Veiga, Vasconcelos, Pimenta, Pimenta e Anastasiou e Libâneo. In the research we used the qualitative method and a case study. In the first moment the subjects of this research answered a questionnaire in which we could obtain data about personal identification, academic and educational formation and their professional life. In a second moment, we selected five teachers who were interviewed and whose classes we observed. We still used as instruments for this research the Project politician. Pedagogic of the institution and the lesson plans of those teachers. The analisys showed that a) based on the their representations, the academic teachers do not consider the pedagogic formation as a basis of the professional identity and their action in the classroom. They consider most their knowledge in their specific area; b) the pedagogic formation, in the studied context, is based on their own professional experience and in their own practice through a right and wrong process; c) there is a favorable motivation to teacher occupation. The conclusions point to the necessity of having an academic and teaching formation based in the theorical and scientific dimension in a specific area in which those teachers act and the necessity of techniques and practice involving a professional and specific preparation to teaching, in which we must include a didactic knowledge education (Cf. Libâneo, 1994, p.27) / O aumento significativo das instituições de Ensino Superior no país tem levado a uma crescente preocupação com a qualificação dos professores que atuam nesse nível de ensino. Diante da necessidade de uma atenção maior à formação docente, este estudo buscou captar como professores sem formação específica para a docência representam seu próprio preparo para atuação no ensino superior. Tratouse de saber as representações que fazem de si próprios como professores e como elas atuam na configuração de sua prática docente. Para isso, foi necessário buscar alguns elementos da constituição de sua profissionalidade como professor, suas percepções sobre requisitos da atividade docente e sua atuação em sala de aula Foi escolhido como campo de pesquisa o curso de Engenharia Agrícola da Universidade Estadual de Goiás, onde trinta professores responderam a um questionário, dos quais cinco passaram por entrevistas e tiveram suas aulas observadas por um período de um semestre. A escolha desse curso deu-se em razão de existir maior probabilidade de seus professores não possuírem formação pedagógico-didática específica. A fundamentação teórica para estudo e análise dos dados foi obtida na bibliografia disponível sobre pedagogia universitária e formação de professores, tendo sido consultados autores estrangeiros, como Tardif, Nóvoa, Shulman, Ariza e Toscano e nacionais, como Masetto, Cunha, Morosini, Veiga, Vasconcelos, Pimenta, Pimenta e Anastasiou e Libâneo. A pesquisa realizada foi qualitativa, utilizando-se o estudo de caso. Na primeira etapa, os docentes responderam a questionário visando obter dados referentes à identificação, formação acadêmica e desenvolvimento profissional. Na segunda etapa, foram selecionados cinco os professores para serem entrevistados e serem observados em suas aulas. Foram utilizados, também, como instrumentos de pesquisa, o projeto Pedagógico da instituição e os Planos de Ensino dos professores. A análise de dados mostrou que: a) segundo suas representações, os docentes universitários não consideram a formação pedagógica como base de identidade profissional e nem de usa prática docente. Esta tem como peso significativo os saberes da área específica; b) a formação pedagógica, no âmbito do curso estudado, se dá pela prática e pela experiência adquirida na própria prática por um processo de erro e acerto; c) há uma motivação favorável à profissão de professor. As conclusões a que se chegou estão em conformidade com as necessidades de formação do docente universitário com a abrangência de duas dimensões: a teórico-científica na área específica de atuação e a técnico-prática visando à preparação profissional específica para a docência, incluindo aqui o conhecimento didático ( Cf. Libâneo, 1994, p. 27)