In 1990, two-year colleges nationwide reported that approximately 38% of their faculty were part-time. According to the National Center for Educational Statistics' (NCES) 1999 National Study of Post-Secondary Faculty (NSOPF), this percentage continues to rise, and currently exists at 40% or more in some two-year and four-year institutions. To retain competent, qualified, and successful teachers, it is critical for higher education administrators to determine factors that may contribute to part-time faculty's job satisfaction. This study investigated whether the use of instructional technology for curriculum delivery affected part-time faculty job satisfaction by investigating four specific areas that may be affected. The first component explored whether the use of a technology-based educational delivery system in higher education contributed to overall part-time faculty job satisfaction in and four- year institutions. The second examined whether the use of a technology-based educational delivery system in higher education contributed to the overall job satisfaction of part-time faculty in their first year of teaching. Third, it was the intent of the researcher to determine whether the use of a technology-based educational delivery system in higher education contributed to the overall job satisfaction of part-time male and female faculty. In the fourth component, by applying an adaptation of the Center for the Study of Community Colleges (CSCC) curriculum classification scheme to group teaching fields, the researcher observed whether the use of a technology-based educational delivery system in higher education influenced the overall job satisfaction of part-time faculty in each teaching discipline. The results of this study confirmed in eight of the research questions the notion that the use of instructional technology when teaching had no effect on the overall job satisfaction of part-time faculty. Two areas of statistical significance evolve around the Computer Science and Social Sciences disciplines. Although both null hypotheses were statistically rejected, a closer look at both of these areas demonstrates the need for further understanding of their statistical significance. The results of this study demonstrate that during the moment in time when the 1999 NSOPF survey was conducted, instructional technology may not have been a large enough component in the total package of teaching deliverables to make a measurable difference in job satisfaction (NCES, 2005). This observation applies to most liberal arts teaching disciplines and affects the variables of gender, years of teaching experience, and type of institution equally with little exception.

The purpose of this study is to provide a more reflective climate for the teaching of games in Hong Kong and if appropriate, to start the process of introducing a different teaching approach. The current climate of games teaching in Hong Kong was evidenced by the review of the P. E. syllabus, the feedback collected from the P. E. lecturers, national governing bodies and P. E. teachers who are in favour of the traditional approach. Interestingly, 47 out of 155 teachers (30.4%) found difficulty with the existing teaching approach. A pilot study and two workshops provided encouraging results to pave the road for the main and second trial teachings. To suit the culture in Hong Kong, the modified cognitive approach was adopted in the main trial teaching and then followed by the cognitive approach (teaching games for understanding) in the second trial teaching. Two groups of 8 experienced and inexperienced P. E. teachers (4 male and 4 female) were invited to teach Basketball and Volleyball to 420 students in two trials of teaching. Two sets of questionnaires were distributed to study the affective aspects of the teachers and students after each approach. A follow-up interview was designed to study teachers' changes one year after the workshop. For the teachers' responses in the Basketball group, significant results indicated that the teachers (t value 3.29 p<0.05) gained more enjoyment with the modified cognitive approach. The results in the follow-up interview indicated that they had different changesin fluencedb y the new approach.F or the students' responses of the Basketball and Volleyball groups, significant result showed that the boys obtained more enjoyment with the modified cognitive approach taught by the male teachers than the girls taught by the female teachers. No significant difference was found in the Basketball group but in the Volleyball group, the students were more enjoyable with the modified cognitive approach taught by the experienced teachers. The findings imply that since both the teachers and students felt comfortable and enjoyed teaching games with the understanding approach, it is an appropriate time to introduce it to Hong Kong.

Submitted by Raul Sardinha Netto null (raul_sardinha@yahoo.com.br) on 2018-01-08T10:36:24Z No. of bitstreams: 1 Escrita em dois tempos o vivido e o refletido por um professor iniciante.pdf: 5905144 bytes, checksum: f80272a71b6b03cb463082ee6e97cc49 (MD5) / Approved for entry into archive by Adriana Aparecida Puerta null (dripuerta@rc.unesp.br) on 2018-01-08T18:34:50Z (GMT) No. of bitstreams: 1 sardinhanetto_r_me_rcla.pdf: 5533556 bytes, checksum: b8355c20af2dbcc17e8cc7e80ebee48c (MD5) / Made available in DSpace on 2018-01-08T18:34:50Z (GMT). No. of bitstreams: 1 sardinhanetto_r_me_rcla.pdf: 5533556 bytes, checksum: b8355c20af2dbcc17e8cc7e80ebee48c (MD5) Previous issue date: 2017-08-25 / O presente estudo tem a pretensão em se constituir em uma reflexão metacrítica e autoral sobre as experiências da prática docente e as suas possibilidades de ser no contemporâneo, com vistas a constituir o autor em autor de sua história e sujeito de sua prática. Os objetivos da dissertação são: 1. Realizar uma reflexão metacrítica sobre o processo de elaboração de saberes sobre a própria docência no início da profissão; 2. Analisar a importância do registro escrito para a emergência da compreensão da experiência docente. De natureza qualitativa, a pesquisa utiliza como instrumento metodológico os registros escritos por mim produzidos durante os primeiros anos da profissão para compreender a constituição do sujeito professor através de uma reflexão metacrítica dos saberes da própria docência, valorizando a produção desses registros como meio possível para compreensão da experiência docente. Para a análise desses dados fundamentei-me no paradigma indiciário (GINZBURG, 1989), pois procurei indícios contidos nas práticas cotidianas narradas. Os dados foram organizados a partir de um inventário dos documentos da pesquisa (PRADO e MORAIS, 2011) que me permitiram dimensionar o olhar para a análise dos registros, que possibilitassem compreender a contextualização profissional. Essa contextualização foi problematizada a partir de uma reflexão metacrítica, com o intuito de compreender como as marcas da profissionalidade e professoralidade do profissional professor, e suas implicações nos saberes da prática docente. O trabalho pode contribuir para a questão do professor iniciante, sobretudo, nas reflexões e implicações que a experiência docente pode contribuir para a formação de saberes próprios no início da profissão. Contribui, também, para pensar o papel da escola enquanto lugar de formação, auxiliando os gestores do cotidiano escolar em como mediar os problemas cotidianos que emergem no processo educativo. / The present study intends to constitute a metacritical and authorial reflection on the experiences of the teaching practice and its possibilities of being in the contemporary, aiming to constitute the author as author of its history and subject of its practice. The objectives of the dissertation are one. To carry out a metacritical reflection on the process of elaboration of knowledge about the teaching itself at the beginning of the profession; 2. Analyze the importance of the written record for the emergence of the understanding of the teaching experience. Of a qualitative nature, the research uses as methodological instrument the records written by me during the first years of the profession to understand the constitution of the subject teacher through a met acritical reflection of the knowledge of the teaching itself, valuing the production of these records as a possible means for understanding of teaching experience. For the analysis of these data I was based on the indicia paradigm (Ginz, 1989), because I looked for clues contained in the daily practices narrated. The data were organized from an inventory of the research documents (PRADO and MORAIS, 2011) that allowed me to size the look for the analysis of the records, which made it possible to understand the professional contextualization. This contextualization was problematized from a met acritical reflection, aiming to understand how the marks of the professionalism and professorship of the professional teacher, and their implications in the knowledge of the teaching practice. The work can contribute to the question of the beginning teacher, especially in the reflections and implications that the teaching experience can contribute to the formation of own knowledge at the beginning of the profession. It also helps to think about the role of the school as a place of formation, helping the managers of the daily school in how to mediate the daily problems that emerge in the educational process.

Quem eram os mestres de primeiras letras no Brasil oitocentista? Que caminhos percorreram para se tornarem professores? Como exerceram o magistério? Partindo destas questões, este estudo apresenta interpretações possíveis sobre a experiência docente numa região circunscrita do Império brasileiro: a vilas (cidades após 1842) de Paranaguá e Curitiba na 5ª Comarca da Província de São Paulo a Província do Paraná após 1853. Em uma perspectiva micro-histórica, trajetórias individuais de professores são analisadas em narrativas que buscam captar aspectos não visíveis e formas inventadas pelos sujeitos em suas experiências, na trama das relações. Para acessar a heterogeneidade das práticas educativas do Brasil oitocentista recorri a fontes de diferentes naturezas: mapas de frequência de alunos e ofícios da Instrução Pública, legislação educacional, genealogia e dicionário biográfico, livros de memórias históricas das localidades, ofícios diversos, registro de batismo e de casamento, inventário e imprensa. Os capítulos são narrativas construídas a partir da trajetória de um ou dois sujeitos. Comecei tomando as séries de mapas de frequência de dois professores de primeiras letras de Paranaguá como fonte e objeto de pesquisa para análise da prática escriturística escolar. No cumprimento da tarefa de feitura e remissão dos mapas, os professores eram instados a elaborar a própria prática, nomeá-la, discernir suas diferentes dimensões: pedagógica, administrativa, disciplinar. E, neste fazer, constituíam os contornos do exercício docente. No segundo capítulo, fragmentos sobre a escolarização de um padre-mestre de Paranaguá permitiram uma interpretação de como os espaços escolares e os modelos de docência foram constitutivos de um caminho de formação possível. A presença de uma associação religiosa leiga foi aventada como um dos possíveis espaços de formação naquele contexto. Por fim, o terceiro capítulo traz a trajetória de um professor de primeiras letras com ampla circulação em espaços político-administrativos, cujo repertório diversificado permitiu acompanhar as táticas e estratégias de ação desse sujeito. O trabalho ajudou a dar coloratura à figura do mestre de primeiras letras no interior das práticas educativas heterogêneas que marcam o Oitocentos. / Who were literacy educators in the nineteenth century in Brazil? How did they become teachers? How did they practice the mastership? From these questions, this study presents possible interpretations about teaching experience at a circumscribed region in the Brazilian imperial government era: the villages (which became towns later in 1842) of Paranaguá and Curitiba in the 5th district of São Paulo Province (renamed Paraná Province in 1853). At a micro-historical perspective, teachers individual paths are analyzed through narratives that seek unseen aspects, in the tapestry of relationships invented by the subjects as a result of their experiences. In order to have access to the heterogeneity of educational practices in the nineteenth-century Brazil, I resort to several kinds of sources: pupils frequency maps, Public Instruction official letters, education legislation, lineage and biography dictionary, towns historical memory books, other official letters and reports, registration of marriage and baptism, inventory and press documents. Narratives constructed from the trajectory of one or two subjects constitute the chapters. I started by taking the series of pupils frequency maps of two literacy educators in Paranaguá as source and object of research for the school writing production analysis. When obeying the task of making and reporting maps, teachers were urged to formulate their own practice, name it, and discern its different dimensions: pedagogical, administrative, and disciplinary. By doing so, they constituted the outlines of the teaching exercise. In the second chapter, fragments of a priest-educator schooling in Paranaguá allowed a better understanding about how school spaces and teaching patterns constituted a way of possible shaping. The presence of a laic religious association was suggested as a possible teachers shaping space in that context. Finally, the third chapter brings the path of a literacy educator with wide circulation in political and administrative areas, whose diverse repertoire allowed monitoring his subject tactics and action strategies. This study helped to delineate the figure of the literacy educator within the heterogeneous educational practices that mark the nineteenth century.

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El propósito de la presente tesina fue indagar la familiaridad y las actitudes de los profesores de ELE hacia la gamificación dentro de un contexto sueco, así como la frecuencia con que dichos profesores usaban la gamificación en sus clases. Además, se examinó si la edad, el género y la experiencia docente afectaban las actitudes de los profesores hacia la técnica de aprendizaje. Con esta finalidad, se decidió emplear un método de investigación cuantitativo. Para la recolección de los datos, se utilizó una encuesta digital, en donde para medir las actitudes de los participantes, se usó una escala de Likert de 5 niveles. El análisis de los datos y los resultados fueron obtenidos a través del programa estadístico SPSS. En los resultados se pudo observar que la gran mayoría de los profesores (82,5%) manifestó estar de acuerdo o muy de acuerdo con saber qué es la gamificación. En relación a la frecuencia de uso de la gamificación, un 55% de los participantes expresó emplearla a veces, un 25% manifestó siempre utilizarla y un 20% de los participantes mencionó nunca emplearla en sus clases. Referente a las actitudes de los profesores de ELE hacia la gamificación, a grandes rasgos, se apreció que éstas fueron positivas. En lo que concierne a si el género afectaba las actitudes de los participantes hacia la gamificación, se notó que la única correlación significativa para el género existía en el ítem 10 ‘La gamificación reduce el tiempo para la verdadera instrucción en el aula’, en donde los hombres mostraron una actitud más negativa que las mujeres en esta afirmación. Con respecto a si la edad afectaba las actitudes de los profesores de ELE hacia la gamificación, se observó que no existía una correlación significativa entre la edad y las actitudes de los profesores de ELE hacia la gamificación. Finalmente, en cuanto a si la experiencia docente afectaba las actitudes de los participantes hacia la gamificación, los resultados arrojaron que solamente existía una correlación significativa para el ítem 14 ‘La gamificación influye de forma positiva en la competición entre estudiantes’, mostrando una baja correlación negativa entre la actitud y la experiencia docente de los participantes, lo que significa que a más experiencia docente tenga el profesor de ELE, más estará de acuerdo con esta afirmación. / The purpose of this thesis was to explore the familiarity and the attitudes of the SFL teachers towards gamification in a Swedish context, as well as the frequency that the mentioned teachers used gamification in their classes. Moreover, the age, gender, and teaching experience were examined to see if they affected the attitudes of the teachers towards gamification.With this goal, the decision was made to do a quantitative investigation. For the collection of data, a digital survey was used, in which a Likert scale of five levels was used to measure the attitudes of the participants. The analysis of the data and the results were done through SPSS. Among the results it was possible to observe that the large majority of the teachers (82,5%) showed that they agreed or strongly agreed with knowing what gamification is. In relation to the frequency of usage of gamification, 55% of the surveyed expressed that they used it sometimes, 25% responded that they always employed it and 20% that they never applied gamification in their classes. Regarding the attitudes of the SFL teachers towards gamification, they were in general positive. Concerning whether the gender affected the attitudes towards gamification, it was noticed that the only significant correlation for gender existed in item 10 ‘Gamification reduces the amount of time for real instruction in the classroom’ in which the men showed a more negative attitude than the women to the statement. With respect to whether the age affected the attitude of the teachers towards gamification, there was no significant correlation between age and attitude towards gamification. Finally, regarding if the teaching experience affected the participants’ attitudes toward gamification, the results showed that there was only one significant correlation for item 14 ‘Gamification has a positive influence in the competitiveness among the students’ showing a minor negative correlation between the attitude and the teaching experience of the participants. This means that the more teaching experience the SFL teacher has, the more the teacher is likely to agree with the statement.

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