This study is concerned with the problem of determining the competencies which inservice kindergarten teachers and kindergarten-teacher trainers consider most important for teaching kindergarten. There are four purposes of the study: to identify specific competencies needed to teach kindergarten, to determine the teacher competencies considered most important by kindergarten teachers, to determine teacher competencies considered most important by teacher trainers, and to compare the rankings of teacher competencies by kindergarten teachers and kindergarten-teacher trainers.

The purpose of this study is to identify and evaluate the competencies that a person who desires to teach should possess in order to be an effective classroom teacher. Identification of these competencies will be made from evidence obtained through a consensus of student's opinions, these opinions to be solicited from students currently enrolled in courses required for a major in elementary education, and from the consensus of faculty members who ware currently teaching these courses.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2016-05-04T15:58:03Z No. of bitstreams: 1 GILDEMBERG DA CUNHA SILVA_.pdf: 648750 bytes, checksum: 2fe465c64b4c58eee4e8b08bab9f2aca (MD5) / Made available in DSpace on 2016-05-04T15:58:03Z (GMT). No. of bitstreams: 1 GILDEMBERG DA CUNHA SILVA_.pdf: 648750 bytes, checksum: 2fe465c64b4c58eee4e8b08bab9f2aca (MD5) Previous issue date: 2016-01-21 / IFTO - Instituto Federal de Educação Ciência e Tecnologia do Tocantins / A partir da visão do mercado da engenharia de produção no Norte do Brasil, este trabalho tem como objetivo geral identificar as competências demandadas pelos setores da indústria e serviços na formação do engenheiro de produção. O avanço do agronegócio no norte do Brasil e a instalação de grandes empresas da indústria alimentícia e de tecnologia na região vêm demandando por profissionais com habilidades e competências nas áreas e subáreas de atuação do engenheiro de produção, fomentando advento de profissionais (contadores, economistas, administradores e engenheiros) de diversas áreas do Brasil. Nesse sentido, buscou-se apresentar os conhecimentos e habilidades que os cursos de engenharia de produção das Instituições de Ensino Superior (IES) da Região Norte do Brasil tem priorizado e apresentar as competências e habilidades que as empresas/indústrias do Norte vêm demandando deste profissional. Pesquisas levantadas apontaram que o ensino por competências, com foco na formação do profissional surgiram em meados da década de 60 e 70. Neste sentido as competências priorizadas devem dialogar com a inteligência humana e as mais diversas áreas do saber e, sobretudo, com o mercado. Foram entrevistados 08 coordenadores de curso de engenharia de produção de IES da região e aplicada uma pesquisa em 43 empresas da Região Norte do Brasil. Um dos fatores da falta de profissionais se dá pela falta de centros de formação que supram as necessidades do mercado da região Norte do Brasil. No caso específico do engenheiro de produção, há ainda um grande desconhecimento das potenciais áreas de atuação do engenheiro de produção no norte do Brasil. Pesquisas futuras poderão discutir os currículos adotados nos cursos de engenharia de produção da Região Norte do Brasil. / From the market view of production engineering in the North of Brazil, this study has the general objective to identify the skills demanded by sectors of industry and services in the formation of a production engineer. The advance of agribusiness in northern Brazil and the installation of large companies in the food industry and technology in the region are demanding for professionals with skills and expertise in the areas and sub-areas of activity of the production engineer, fostering advent professionals (accountants, economists, managers and engineers) from different areas of Brazil. In this sense, it sought to provide the knowledge and skills that production engineering courses of Higher Education Institutions (HEIs) from the northern region of Brazil has prioritized and have the skills and abilities that companies / North industries are demanding this professional . Research raised pointed out that the teaching of skills, focusing on professional training emerged in the mid 60 and 70. In this regard the priority powers should dialogue with human intelligence and the most diverse areas of knowledge and, above all, with the market . They interviewed 08 coordinators of course IES production engineering of the region and applied research in 43 companies in the North of Brazil. One of the lack of professional factors is given by the lack of training centers that meet the market needs of northern Brazil. In the specific case of the production engineer, there is still a great lack of potential areas of activity of the production engineer in northern Brazil. Future research may discuss the curricula adopted in engineering courses production of Northern Brazil.

The present study aimed to investigate the self-efficacy levels of prospective teachers and to examine whether attitude towards teaching, competency in subject matter, mentor teacher - student teacher relationship and being a graduate of Anatolian Teacher High School (ATHS) predicted prospective teachers&rsquo / self-efficacy for teaching regarding classroom management, student engagement and instructional strategies. Participants of the study were 179 fourth year prospective teachers of English studying at the Foreign Language Education Departments of Gazi University, Middle East Technical University and Hacettepe University. Data was collected through (1) Teachers&rsquo / Sense of Efficacy Scale (Tschannen-Moran &amp / Hoy, 2001), (2) Relationship with Your Mentor Scale (Capa &amp / Loadman, 2004), (3) Scale for Students&rsquo / Attitudes Towards the Teaching Profession (Semerci, 1999). Data analysis was conducted using the statistical software SPSS 15.0. Results of the study revealed that the prospective teachers of English feel quite positive about teaching when their self-efficacy composite scores were considered. In relation to the self efficacy levels of prospective teachers regarding classroom management, student engagement and instructional strategies, the results of this study showed that pre-service teachers of English believe that they are more efficacious in applying instructional strategies than they are in engaging students and they are found to be the least efficacious in managing the classroom. According to the results attained through hierarchical regression analyses, attitude towards teaching variable significantly predicted self-efficacy composite scores, efficacy scores for student engagement, classroom management and instructional strategies. Self-efficacy composite scores and efficacy for instructional strategies were significantly predicted by the competency in subject matter variable. Mentor teacher-student teacher relationship variable predicted only the efficacy for student engagement scores and finally the findings indicated that being a graduate of ATHSs was a significant predictor for neither efficacy belief composite scores nor the subscales. Findings were discussed in the light of the literature and implications of the findings and recommendations for practice and further research have been presented.