Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Supporters of the National Board for Professional Teaching Standards (NBPTS), founded in 1987, hoped that its certification process would create a cadre of publicly recognized master teachers who would take on professional roles that have traditionally been the responsibility of administrators rather than teachers. Such a change would allow teaching to become a true profession, regulated collegially instead of bureaucratically. A national survey of national board certified teachers (NBCTs) administered in 2001 found little evidence that they were in fact taking on new professional roles. This study examines fifteen schools with large numbers of NBCTs in three North Carolina school districts to determine if NBCTs in these exceptional places are gaining new professional roles, and what factors are enabling or preventing that change. Telephone interviews were conducted with state level officials in North Carolina, district level officials in each of the school districts, and one NBCT, the principal, and one non-NBCT at each school. Interviews were transcribed and coded for analysis. The results indicate that NBCTs in these schools are not taking on significant new professional roles as a result of their certification, and suggest two reasons for this lack of change. One is structural: the NBPTS, the state of North Carolina, and the three school districts studied appear to have narrowed the focus of national board certification so that it is concerned primarily with identifying and rewarding excellence in classroom teaching. This study found few explicit attempts to use NBCTs in professional leadership roles or to provide them with opportunities for professional leadership in addition to classroom teaching. Another concerns the perceived validity of the certification process: board certification is not broadly accepted among study respondents as a consistent and accurate designation of teaching excellence. The results of this study also raise questions about the persistence of egalitarian norms among teachers in schools with significant numbers of NBCTs. / 2031-01-01

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-26T13:17:59Z No. of bitstreams: 1 Maria de Fatima Costa Leal.pdf: 2055773 bytes, checksum: 66b61d3dc17291a64e02a8c330c763ce (MD5) / Made available in DSpace on 2016-08-26T13:17:59Z (GMT). No. of bitstreams: 1 Maria de Fatima Costa Leal.pdf: 2055773 bytes, checksum: 66b61d3dc17291a64e02a8c330c763ce (MD5) Previous issue date: 2016-03-16 / This study was carried out under the Graduate Program in Mathematics Education of the Pontifícia Universidade Católica de São Paulo as part of the Research Project "Curricular Development in Mathematics and Teacher Training". We sought to further studies exploring the forms of coordination between the ‘theory’ and ‘practice’ dimensions proposed and developed in the Political-Pedagogic Project (PPP) of a teaching certification program in Mathematics in Bahia state. To this end, the following research questions were addressed: Does the program described in the PPP have mechanisms for coordinating theory and practice? What kinds of implicit and formalized knowledge envisaged in the PPP help the student to acquire practical knowledge of teaching? What do students at different stages of the program disclose regarding the knowledge provided by the syllabus? The nature of the information collected and the methods adopted for its treatment characterize this research as a qualitative study of the case-study type. The theoretical references – Fiorentini (2005), Schön (2000), Tardif (2000) and Candau and Lelis (1999) – were chosen to provide tools that would help produce the research report. The PPP for the teaching certification program in Mathematics of the Universidade do Estado da Bahia was initially employed as the information source. In addition, the study drew on the statements of nine students who had completed at least half of the program and, from their reports, we sought to identify to what extent the proposals contained in the PPP enabled or otherwise the inter-relationship between theory and practice. Treatment of the information collected showed that the introductory texts from the PPP for the teaching certification program in Mathematics reiterated the importance of coordinating theory and practice in teacher training, thereby complying with the resolutions outlined in law. However, the examples of coordination between theory and practice did not favor the relationship of unity advocated in the curriculum proposed in the PPP. The mechanisms employed to promote this coordination exhibited inherent weaknesses, particularly regarding the inclusion of practice as a curricular component. The statements of the students interviewed indicated that, despite a curriculum organized into different aspects of training, there was a predominance of practical activities which served only to apply the theories studied during the program. More specifically, according to the students, the program syllabus favors and reaffirms the dichotomy between theory and practice. In conclusion, we believe that one of the main contributions of this research report lies in the fact that the students, through their discourse, have provided insights on the relationship between theory and practice outlined in the PPP for the program. These insights are revealed amid a concern held by students of not perceiving themselves as future teachers who are confident and prepared to commence professional practice / Esta pesquisa foi desenvolvida no âmbito do Programa de Pós-Graduação em Educação Matemática da Pontifícia Universidade Católica de São Paulo, vinculada ao Projeto de Pesquisa “Desenvolvimento Curricular em Matemática e Formação de Professores”. Nela procuramos contribuir para os estudos que buscam compreender as formas de articulação entre a dimensão ‘teoria’ e a dimensão ‘prática’ propostas e desenvolvidas no Projeto Político-Pedagógico (PPP) de um curso de licenciatura em Matemática no estado da Bahia. Para isso, nos propusemos a responder às seguintes questões de pesquisa: O curso descrito no PPP apresenta mecanismos de articulação teoria-prática? Que tipos de conhecimentos do saber fazer previstos no PPP favorecem o licenciando para a aquisição do conhecimento prático do ensinar? O que revelam os estudantes que estão em diferentes momentos do curso em relação aos saberes provenientes da matriz curricular? A natureza das informações coletadas e as formas adotadas para seu tratamento enquadram nosso estudo no conjunto de pesquisas qualitativas associadas ao estudo de caso. O referencial teórico – Fiorentini (2005), Schön (2000), Tardif (2000) e Candau e Lelis (1999) – foi selecionado com o propósito de oferecer ferramentas que contribuíssem para a composição do relatório de pesquisa. Como fonte de informação, utilizamos inicialmente o PPP do curso de licenciatura em Matemática da Universidade do Estado da Bahia. Além disso, tivemos a contribuição do depoimento de nove estudantes que já cumpriram no mínimo a primeira metade do curso e, em seus relatos, buscaram identificar em que medida as propostas inseridas no PPP possibilitaram ou não a inter-relação entre teoria e prática. A partir do tratamento das informações coletadas, constatamos que os textos introdutórios do PPP do curso de licenciatura em Matemática reafirmam a importância de se articular teoria e prática na formação de professores, concordando, portanto, com as deliberações previstas na legislação. No entanto, as referências de articulação entre teoria e prática não favorecem a relação de unidade defendida na proposta curricular no PPP. Os mecanismos utilizados para sua operacionalização apresentam fragilidades, principalmente na inserção da prática como componente curricular. Os depoimentos dos licenciandos entrevistados nos permitiram entender que, mesmo diante de um currículo organizado em eixos de formação, predominam atividades práticas que servem apenas para a aplicação de teorias estudadas durante o curso. Mais especificamente, para os estudantes a matriz curricular do curso favorece e reafirma a dicotomia entre teoria e prática. Como conclusão, acreditamos que uma das principais contribuições deste relatório de pesquisa está na compreensão de que os licenciandos trazem, por meio de seus discursos, entendimentos sobre a relação entre teoria e prática desenvolvida no PPP do curso, e que estes lhes são revelados sob uma tensão de não se reconhecerem como futuros professores, seguros e preparados para o enfrentamento da prática profissional

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-17T10:47:04Z No. of bitstreams: 1 Iara Zimmer.pdf: 1438592 bytes, checksum: 69596bd5a1daf9ffe3f540d6ca05ae3c (MD5) / Made available in DSpace on 2017-04-17T10:47:04Z (GMT). No. of bitstreams: 1 Iara Zimmer.pdf: 1438592 bytes, checksum: 69596bd5a1daf9ffe3f540d6ca05ae3c (MD5) Previous issue date: 2017-03-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The mentored curricular internship required of students attending undergraduate teaching certification programs in mathematics in Brazil was selected as the focus of this investigation. The internship is a field of experience where teacher training can be integrated with the social setting in which educational practices take place, thus constituting a crucial period in the training of teachers, providing them with the opportunity to experience the school context and expand the heterogeneous nature of learning acquisition in terms of teaching practices, enabling mathematics students to develop knowledge and skills. Drawing on classroom observations and practices, these students are led to reflect on what teaching consists of and how mathematics should be taught—essential elements in building their professional identities. The fact that this is not currently the predominant conception of internship within teaching certification programs prompted this investigation, as did the dearth of studies on how this type of internship actually occurs in these programs. The theoretical framework that guided the analysis addressed the educational legislation, teacher training, training of future mathematics teachers, and mentored curricular internships. Under a qualitative research approach, the study entailed the analysis of pedagogical projects of teaching certification programs in mathematics offered at five federal universities, one from each Brazilian region. Seven internship mentors and 20 interns were interviewed. Data interpretation drew on elements of Laurence Bardin‘s content analysis. Broadly, the mentored curricular internship was found to approach the conception of internship as a space where theory and practice, in interconnection with school contexts, promote, with the contribution of teachers‘ experience, the construction of learning about school-based education and teaching. Most of the pedagogical projects investigated reported that internship format had been remodeled to comply with changes in legislation—an aspect also highlighted by interviewees. However, both mentors and interns reported a lack of coordination between teaching certification programs and internships, which causes internship success to hinge on the efforts of teachers, or groups thereof—whether serving at departments of mathematics or schools of education—who are aware of their own roles as trainers of future teachers. Mentors pointed out that recent discussions and new norms have not translated to changes in the actual functioning of teaching certification programs, still largely founded on a theory-based focus typical of non-teaching bachelor degree programs. While teaching certification programs in mathematics continue to be shaped after this model, faculty members will be unable to give the mentored curricular internship as much value as they have assigned to more theoretical curricular components. As a result, internships tend to remain disconnected, and their importance as a formative period will continue to depend on individual efforts, resulting in typically slow changes to the structure of teaching certification programs in mathematics / Este estudo teve por objetivo investigar o estágio curricular supervisionado em cursos de licenciatura em matemática, por se tratar de um campo de experiência que integra a formação docente com o campo social em que se realizam as práticas educativas – portanto um espaço fundamental nos cursos de formação de professores, por permitir-lhes experiências no contexto escolar, potencializando a heterogeneidade de aprendizagens da prática docente e possibilitando ao licenciando desenvolver conhecimentos, habilidades e reflexões com base nas observações e práticas de como é o ensino e como é ensinar matemática, essenciais à construção da identidade profissional. A pesquisa foi motivada por não ser esta a concepção dominante nos cursos de licenciatura e pela falta de estudos sobre como tal estágio ocorre realmente nesses cursos. Os aportes teóricos que embasaram as análises estão relacionados à legislação, à formação docente, à formação do futuro professor de matemática e ao estágio curricular supervisionado. Utilizando uma abordagem qualitativa de pesquisa, analisamos os projetos pedagógicos das licenciaturas em matemática de cinco universidades federais, uma de cada região brasileira, e entrevistamos sete professores orientadores e 20 estagiários. Para interpretar os dados, utilizamos elementos da análise de conteúdo de Bardin. A constatação geral que obtivemos foi a de um estágio curricular supervisionado que se aproxima da concepção de estágio como espaço em que a teoria e as práticas, em interconexão com os contextos escolares, propiciam a construção de aprendizagens sobre a educação escolar e a docência, com a contribuição da experiência de docentes. A maioria dos projetos pedagógicos analisados explicita que o estágio curricular supervisionado teve seu formato renovado em atendimento à legislação, o que também foi apontado pelos entrevistados. Tanto os professores orientadores quanto os estagiários consideraram, porém, haver desarticulação entre a licenciatura e o estágio curricular supervisionado, fazendo com que o sucesso deste continue atrelado às ações de professores ou grupos de docentes – tanto dos departamentos de matemática quanto das faculdades de educação – que estão conscientes de serem formadores de professores. Os professores orientadores apontam que as discussões e normatizações mais recentemente ocorridas não alteraram o modo de funcionamento do curso. Ao que tudo indica, enquanto essa tradição acadêmica bacharelesca permanecer vigente nos cursos de licenciatura em matemática, o estágio curricular supervisionado não será assumido pelo corpo docente como componente curricular tão valorizado quanto outros. Assim, o estágio tende a continuar desarticulado e seu desenvolvimento como espaço formativo dependerá de esforços individuais, resultando em mudanças tipicamente lentas na estrutura dos cursos de licenciatura em matemática