在全球化快速的腳步之下，英語教育逐漸受到非英語系國家的重視。各國政府紛紛將英語納入國小必修課程之中。為了提升孩童英語能力，各國更是積極引進外籍教師。因此，外籍教師的教學開始受到關注(Arva & Medgyes, 2000; Barratt & Kontra, 2000)。然而，許多國內研究皆顯示引進外籍教師的成效無法完全彰顯。其原因除了外師缺乏教學經驗與技巧之外，外師的流動率也是主因之一(林怡瑾,2002;周美瑜,2005;溫智雄,2006;陳錦芬,2007)。本研究以個案研究方式探討一位美籍英語教師，Bert，在台超過十四年的英語教學經驗以及其教學現況。本研究採取質性研究法，透過訪談、教室觀察與文件分析收集資料，並討論三個議題：(1)Bert的教學經驗及其影響，(2)Bert的教室教學、教學成效以及教學問題，(3)Bert在台所遇到之困難。本研究結果顯示Bert豐富的教學經驗、認真的教學態度、以及積極的面對困難的個性使得他能成功在台灣長期從事英語教學。最後，依據本研究結果，針於在台外籍英語教師以及政策制定者，進一步提供相關建議，以作為未來外籍教師在英語教學專業成長上，以及政府外籍教師引進政策制定及修訂之參考。 / With the rapid pace of globalization, many Asian governments have introduced English education to elementary school curriculum with the recognition of the importance of English. Meanwhile, many native English-speaking teachers (NESTs) have also been recruited to teach local students to enhance their English competence. However, many studies indicate that the effect of recruiting NESTs has been reduced because of NESTs’ insufficient professional knowledge and their high turnover rate (Lin, 2002; Chou, 2005; Wen, 2006; Chen, 2007). Thus, the purpose of this research is to investigate the teaching of one American English teacher, Bert, who has taught English in Taiwan for over fourteen years. A qualitative research method was adopted in this case study. Data were collected through interviews, classroom observation and document analysis to discuss three issues concerning Bert’s teaching experience: (a) his past teaching experience, (b) his current classroom practices, teaching effectiveness, teaching problems and (c) the difficulties he encountered in Taiwan. The study concluded that although Bert began his teaching with insufficient EFL teaching knowledge and skills, his rich experience, serious teaching attitude and his positive personality toward the difficulties he encountered in Taiwan have enabled him to successfully teach English in Taiwan. Finally, pedagogical implications and suggestions derived from the discussions were offered to the NESTs in Taiwan for professional growth and to the government for policy-making.

In 2006 a new training route for Educational Psychologists (EPs) was introduced, which extended the entry criteria to applicants from a range of professional backgrounds. The related literature indicates that this was a contentious issue. The aim of the current study is to explore the relationship between the role of the EP and professional background using an interpretive methodology. Twelve participants were interviewed using a semi-structured interview format. The participants were four EPs, four primary Special Educational Needs Co-ordinators (SENCos), three secondary SENCos and a Portage Worker. The aim of the study is also to establish what skills and qualities the participants perceive to be necessary to be an effective and credible practitioner. Following analysis of the interview data, a number of themes emerged. In terms of desirable EP attributes, the participants’ responses fell into three broad categories, interpersonal skills, psychological skills and other qualities. The participants perceived the EP role as either expert or collaborative, although some expressed a degree of uncertainty about the nature of the role. All of the participants alluded to a link between experience and credibility, although the nature of desirable experience varied between personal and professional experience. Participants who viewed the role of the EP within an expert model favoured teaching experience over other forms of pre-training experience. The second stage of this study is set in the context of the recent changes to the initial training of Educational Psychologists (EPs). The broad aim of the study is to explore beliefs that are held in relation to the relationship between the role of the EP and professional background. In particular, stage two aims to explore the participants’ belief systems in greater depth. It was therefore deemed that Personal Construct Psychology (PCP) would provide an appropriate psychological framework to inform the design of the study and interpretation of the data. Six of the twelve participants who were interviewed at stage one of this study participated in follow-up interviews using a self-characterisation technique. Their responses were laddered in order to elicit superordinate constructs, until an end point was agreed upon between participant and researcher, which are referred to as ‘core constructs’. The data were clustered in relation to the themes arising from stage one, resulting in six clusters, collaboration, motivation and applying psychology being ranked as most important for EPs. The use of PCP as a theoretical framework has provided a psychological perspective from which to address beliefs regarding the professional background of EPs.

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.

Das Ziel dieser Dissertation ist es, zur Erforschung von Instruktion beizutragen, welche effektiv das Lernen von Schülerinnen und Schülern unterstützt. Derartige Instruktion leistet ihren Beitrag zu guter Bildung. Da Instruktion verändert werden kann, um Bildung zu verbessern, ist sie als Variable von großem Interesse. Um Instruktion im Sinne guter Bildung verändern zu können, ist es notwendig zu wissen, welche Instruktionsformen effektiv darin sind, das Lernen zu unterstützen. Weiterhin ist es notwendig zu wissen, welche Mechanismen diesen Instruktionsformen zugrunde liegen. Eine bedeutende Form effektiver Instruktion ist das Eins-zu-Eins-Tutoring. Mechanismen, die für die Effektivität des Tutorings als zentral gelten, sind dabei die Diagnosen und die Diagnosegenauigkeit von Tutorinnen und Tutoren. Diese Mechanismen sind bisher jedoch nicht intensiv untersucht worden. Aus diesem Grund werden in der Dissertation die Diagnosen und die Diagnosegenauigkeit von Tutorinnen und Tutoren näher betrachtet. Im Speziellen werden zwei Arten von Diagnosen untersucht. Dies sind erstens Diagnosen, die Tutorinnen und Tutoren fortlaufend während einer Tutoringsitzung durchführen (d. h. formative Diagnosen). Zweitens werden Diagnosen analysiert, die Tutorinnen und Tutoren nach dem Ende einer Tutoringsitzung erstellen (d. h. summative Diagnosen). Im Zusammenhang mit dieser Dissertation wurden zwei empirische Studien durchgeführt. In beiden Studien wurden Tutandinnen und Tutanden im Schulalter von Tutorinnen und Tutoren unterrichtet, die über mehr Wissen verfügten, als ihre Lernenden. Es wurde angenommen, dass Tutorinnen und Tutoren mit Lehrerfahrung besser darin sind das Verständnis von Tutandinnen und Tutanden zu diagnostizieren als Tutorinnen und Tutoren ohne Lehrerfahrung. In der ersten Studie wurde der Einfluss von Lehrerfahrung auf die Diagnosen von Tutorinnen und Tutoren empirisch überprüft. Zu diesem Zweck wurden die Diagnosegenauigkeit von Tutorinnen und Tutoren mit Lehrerfahrung (d. h. Lehrkräfte) und die Diagnosegenauigkeit von Tutorinnen und Tutoren ohne Lehrerfahrung (d. h. Studierende) untersucht und miteinander verglichen. In diesem Zusammenhang wurde auch die Beziehung zwischen den formativen Diagnosen einer Tutorin oder eines Tutors und den summativen Diagnosen einer Tutorin oder eines Tutors analysiert. Weiterhin wurde der Nutzen der formativen Diagnosen einer Tutorin oder eines Tutors für das Lernen der Tutandin bzw. des Tutanden erforscht (siehe Kapitel 1, Artikel 1 und 2). In der zweiten Studie wurde experimentell geprüft, ob die Diagnosen von Studierenden als Tutorinnen und Tutoren durch ein kurzes Training verbessert werden können. Das Training zielte dabei auf die Förderung eines interaktiven Tutoringstils. Die Idee für das Design des Trainings beruhte darauf, dass Tutandinnen und Tutanden wahrscheinlicher ihr eigenes Verständnis äußern, wenn Tutorinnen und Tutoren einen interaktiven Tutoringstil realisieren. Basierend auf den zusätzlichen Informationen über das Verständnis ihrer Tutandin bzw. ihres Tutanden sollten Tutorinnen und Tutoren mit einem interaktiven Tutoringstil besser in der Lage sein, summativ das Verständnis der Tutandin bzw. des Tutanden zu diagnostizieren als Tutorinnen und Tutoren mit einem weniger interaktiven Tutoringstil (siehe Kapitel 2, Artikel 3). Wie die erste Studie (vgl. Kapitel 1) belegt, diagnostizieren Tutorinnen und Tutoren im Durchschnitt das Verständnis ihrer Tutandin oder ihres Tutanden bestenfalls mäßig genau. Allerdings waren Lehrkräfte genauer darin, summativ das Verständnis ihrer Tutandin bzw. ihres Tutanden zu diagnostizieren als Studierende (vgl. Artikel 1). Darüber hinaus zeigte die erste Studie, dass alle Tutorinnen und Tutoren interaktive Instruktionsstrategien einsetzten, um formativ das Verständnis ihrer Tutandin bzw. ihres Tutanden zu diagnostizieren. Mehr formative Diagnosen führten in diesem Zusammenhang zu mehr Lernen. In vergleichbarer Weise zogen mehr formative Diagnosen auch genauere summative Verständnisdiagnosen nach sich. Auch in Bezug auf die formativen Diagnosen unterschieden sich Lehrkräfte von Studierenden. Konkret heißt dies, dass Lehrkräfte häufiger Instruktionsstrategien zum formativen Diagnostizieren des Verständnisses ihrer Tudandin bzw. ihres Tutanden einsetzten als Studierende. Dieser Unterschied im Ausmaß formativer Diagnosen bedingte auch den Unterschied zwischen Lehrkräften und Studierenden bezüglich der summativen Diagnosegenauigkeit (vgl. Artikel 2). Die Ergebnisse der ersten Studie weisen darauf hin, dass Tutorinnen und Tutoren im Allgemeinen nicht sehr gut darin sind, summativ das Verständnis von Tutandinnen und Tutanden zu diagnostizieren. Dessen ungeachtet diagnostizieren Tutorinnen und Tutoren formativ das Verständnis einer Tutandin bzw. eines Tutanden zumindest in gewissem Maß. Da zudem mehr formative Diagnosen zu mehr Lernen führen, kann angenommen werden, dass diese formativen Diagnosen tatsächlich zu den Mechanismen zählen, die Tutoring effektiv machen. Tutoring könnte somit noch effektiver werden, wenn man das formative Diagnostizieren förderte. Da außerdem beobachtet wurde, dass formative Diagnosen bessere summativen Diagnosen nach sich zogen, kann weiterhin angenommen werden, dass verbessertes formatives Diagnostizieren genauere summative Diagnosen mit sich brächte. Schließlich war auch Lehrerfahrung relevant für bessere Diagnosen. Im Speziellen verwendeten Lehrkräfte häufiger Strategien formativer Diagnose als Studierende. Dieser Unterschied erklärte auch, warum Lehrkräfte genauer summativ diagnostizierten als Studierende. Offensichtlich kann somit ein intensiverer Gebrauch von Strategien zur formativen Verständisdiagnose als beobachtbarer Indikator für Lehrerfahrung angesehen werden. Tutorinnen und Tutoren waren durchaus in der Lage, einen interaktiven Tutoringstil zu realisieren, wenn sie darin trainiert wurden, die interaktiven Instruktionsstrategien formativen Diagnostizierens zu verwenden, die in der ersten Studie beobachtet worden waren. Dies wurde in der zweiten Studie festgestellt (vgl. Kapitel 2). Allerdings wurden dadurch die summativen Diagnosen der trainierten Tutorinnen und Tutoren nicht genauer als die summativen Diagnosen der untrainierten Tutorinnen und Tutoren. Stattdessen waren die trainierten Tutorinnen und Tutoren weniger genau darin als die untrainierten, summativ das Verständnis ihrer Tutandin bzw. ihres Tutanden zu diagnostizieren. Dieses unerwartete Ergebnis wurde dadurch erklärt, dass die trainierten Tutorinnen und Tutoren stärker als die untrainierten einen interaktiven Tutoringstil realisierten. Die Ergebnisse der zweiten Studie werden in Bezug auf mögliche Unzulänglichkeiten in der kognitiven Informationsverarbeitung auf Seiten der Tutorinnen und Tutoren interpretiert. Diese Unzulänglichkeiten hängen möglicherweise damit zusammen, dass die Tutorinnen und Tutoren in dieser Studie keine Lehrerfahrung besaßen. Die gerade gelernten Strategien umzusetzen mag daher die kognitive Kapazität der Tutoren stark beansprucht haben. Obwohl die trainierten Tutorinnen und Tutoren mehr Informationen von ihrer Tutandin bzw. ihrem Tutanden gewannen, waren sie in der Folge möglicherweise nicht in der Lage, diese Informationen angemessen zu verarbeiten. Auf diese Weise kann erklärt werden, warum ein interaktiverer Tutoringstil nicht zu genaueren summativen Diagnosen führte. Eine Konsequenz, die aus dieser Interpretation gezogen werden kann, wäre es, das Design des Trainings abzuwandeln. Genauer gesagt, könnten die Tutorinnen und Tutoren die von ihrer Tutandin bzw. ihrem Tutanden gewonnenen Informationen möglicherweise besser verarbeiten, wenn sie die Strategien formativen Diagnostizierens intensiver während der Trainingsphase übten. Zusätzlich könnte das Design der Studie verändert werden, die durchgeführt worden war, um die Trainingseffekte zu analysieren. Spezifischer, würde die Informationsverarbeitung der Tutorinnen und Tutoren möglicherweise auch verbessert, wenn die summative Diagnose später erfolgte und wenn die Tutorinnen und Tutoren so die Gelegenheit erhielten, die Strategien formativen Diagnostizierens während mehrerer realer Tutoringsitzungen zu üben. Im Ergebnis überträfen die trainierten Tutorinnen und Tutoren die untrainierten eventuell tatsächlich darin, das Verständnis ihrer Tutandin bzw. ihres Tutanden summativ genau zu diagnostizieren. Durch die Analyse der Diagnosen von Tutorinnen und Tutoren trägt diese Dissertation dazu bei, die dem Tutoring zugrunde liegenden Mechanismen zu verstehen. Die Ergebnisse der Dissertation können weiterhin dazu dienen, Tutoring noch effektiver zu machen. Die Dissertation bietet somit einen wesentlichen Einblick in das Feld effektiver Instruktion.

Submitted by Eliane Aparecida Piza Candido (pizaeliane@hotmail.com) on 2018-10-02T15:57:45Z No. of bitstreams: 1 Dissertação Eliane Piza Candido.doc: 1253376 bytes, checksum: abd092f8ff8bd5f5504367aceb1b898d (MD5) / Rejected by Aline Aparecida Matias null (alinematias@fclar.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: 1) O arquivo deve estar no formato PDF. 2) Renumerar o trabalho: as páginas pré-textuais devem ser contadas (com exceção da capa e da ficha catalográfica), mas a numeração deverá aparecer a partir da primeira página textual, que no seu caso é a Apresentação, que deverá ser a página 13. 3) Refazer o sumário, com base na nova numeração do trabalho, não esquecendo de incluir o número da página da Apresentação. 4) Rever as listas de figuras, gráficos e quadros em decorrência da nova numeração do trabalho. Agradecemos a compreensão. on 2018-10-02T19:34:30Z (GMT) / Submitted by Eliane Aparecida Piza Candido (pizaeliane@hotmail.com) on 2018-10-03T12:01:18Z No. of bitstreams: 1 Dissertação Eliane Piza Candido V.2.pdf: 1730991 bytes, checksum: 69048c0aacd141dd0aba6aca961717a3 (MD5) / Approved for entry into archive by Aline Aparecida Matias null (alinematias@fclar.unesp.br) on 2018-10-03T18:18:23Z (GMT) No. of bitstreams: 1 candido_eap_me_arafcl.pdf: 1730991 bytes, checksum: 69048c0aacd141dd0aba6aca961717a3 (MD5) / Made available in DSpace on 2018-10-03T18:18:23Z (GMT). No. of bitstreams: 1 candido_eap_me_arafcl.pdf: 1730991 bytes, checksum: 69048c0aacd141dd0aba6aca961717a3 (MD5) Previous issue date: 2018-09-10 / Esta pesquisa apresenta um estudo sobre a concepção dos docentes quanto à inclusão de pessoas com deficiência na Educação Superior e sua ação pedagógica. O Brasil, a exemplo de muitos outros países, tem uma dívida histórica relativa à exclusão e segregação desses sujeitos; no entanto, paulatinamente, seus direitos estão sendo efetivados, porém, ainda mais referentes à Educação Básica. Atualmente, por meio de políticas e do avanço da escolarização desses indivíduos, objetiva-se envolver de forma mais efetiva a Educação Superior. Assim, esta pesquisa teve como propósito verificar como os docentes universitários concebem sua atuação com estudantes com deficiência e, para tal finalidade, utiliza-se da abordagem qualitativa, caracterizada principalmente por poder ela criar dados descritivos que permitam observar o modo de pensar dos participantes. O procedimento metodológico foi o Estudo de Caso, considerando a atuação de docentes com estudantes com deficiência de uma instituição particular de Educação Superior do estado de São Paulo, sendo estas, as particulares, as instituições que têm mais matrículas de estudantes com deficiência na Educação Superior. Com esse estudo foi possível dar voz aos docentes por meio de uma entrevista face a face, cujo roteiro compunha-se de questões abertas e fechadas. A análise de dados deu-se mediante a análise de conteúdo tendo em vista os propósitos da pesquisa qualitativa. Após a transcrição de suas falas, foram construídas categorias de análise que permitiram a discussão dos dados. Os dados mostram a necessidade de reflexão sobre a atuação docente na tentativa de diminuir as medidas excludentes que dificultam o acesso e a permanência desses estudantes na Educação Superior. / This research presents a study on the professors’ views regarding the inclusion of people with disabilities in Higher Education and their pedagogical action. Brazil, like many other countries, has a historical debt based on the exclusion and segregation of these individuals, however, gradually, their rights are being implemented, but mainly related to the Basic Education system. Currently, based on policies and the advancement of the schooling of these individuals, it is aimed to involve more effectively also the Higher Education system. Thus, this research had the objective of verifying the conception of university professors about the work with students with disabilities and for that, the qualitative approach is used, being characterized primarily by the possibility of creating descriptive data that allows observing the way of thinking of the participants. The methodological procedure was the Case Study, involving professors working with students with disabilities from a private higher education institution in the state of São Paulo, since enrollments of students with disabilities in higher education were higher in private institutions. With this study it was possible to give voice to the professors through a face-to-face interview, which had in its script open and closed questions. Data analysis was done through content analysis considering the purposes of the qualitative research. After the transcription of theirs interviews, categories of analysis that allowed the discussion of the data were built. The data show the need to reflect on the professors' performance in an attempt to reduce the exclusionary measures that hinder the access and permanence of these students in the Higher Education system

Submitted by Daniele Amaral (daniee_ni@hotmail.com) on 2017-10-03T19:17:36Z No. of bitstreams: 1 DissNCF.pdf: 2703401 bytes, checksum: 3c3eb1643f18d2ed43c74358ce608314 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-25T13:23:30Z (GMT) No. of bitstreams: 1 DissNCF.pdf: 2703401 bytes, checksum: 3c3eb1643f18d2ed43c74358ce608314 (MD5) / Approved for entry into archive by Ronildo Prado (bco.producao.intelectual@gmail.com) on 2018-01-25T13:23:40Z (GMT) No. of bitstreams: 1 DissNCF.pdf: 2703401 bytes, checksum: 3c3eb1643f18d2ed43c74358ce608314 (MD5) / Made available in DSpace on 2018-01-25T13:26:21Z (GMT). No. of bitstreams: 1 DissNCF.pdf: 2703401 bytes, checksum: 3c3eb1643f18d2ed43c74358ce608314 (MD5) Previous issue date: 2017-02-15 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Considering the current panorama of the Brazilian school, guided by the assumptions of inclusive education, and the gradual growth in the enrollment of special education students in High School, the present study had as general objective to analyze the conception and performance of high school teachers concerning of special education students. The specific objectives were: a) to verify what teachers think about school inclusion and inclusive pedagogical practice; and, b) analyze how they perceive and reflect on their performance in relation to that student. Based on the qualitative approach, the research was characterized as a case study; being done in the dependencies of a state school of High School located in the central region of a large city of São Paulo state. Twenty-six teachers who worked or had already worked with special education students participated in the study. Data collection was organized in two stages. In the first stage, a questionnaire was applied to the 26 participating teachers, focusing on the conception of school inclusion and teaching performance facing the special education students in High School. In the second stage, among the participants of the study and the avaibility of their timetable, 10 teachers participated in the Focus Group, composed of six meetings, having as central axis the reflection on the pedagogical practice with the student in question; being the data analyzed through the elaboration of categories. The results showed that most of the teachers were in favor of school inclusion, but they pointed out several factors that hinder that process and its performance in relation to that public. In other words, the need for improvement in the physical and organizational structure of the school, specialized professionals to accompany these students, difficulties in pedagogical practice, especially regarding the lack of knowledge about specific topics of Special Education and possible demands for continuing education. In addition, they reflected about the pedagogical practice, the importance of family participation in the school environment, and the need for a management team to discuss with teachers questions regarding school inclusion. Hopefully, the present study will have contributed as a possibility and space to the teachers to reflect on their conceptions and action in relation to the special education students, and that other researches can expand and continue the studies of the area. / Considerando o panorama atual da escola brasileira, orientada pelos pressupostos da educação inclusiva, e o crescimento gradual no número de matrículas de alunos Público Alvo da Educação Especial no Ensino Médio, o presente estudo teve como objetivo geral analisar as concepções e atuação de professores do Ensino Médio frente aos alunos Público Alvo da Educação Especial. Como objetivos específicos pretendeu-se: a) verificar o que os professores pensam sobre a inclusão escolar e prática pedagógica inclusiva; e b) analisar como os professores percebem e refletem sobre sua atuação frente a este alunado. Tendo como enfoque a abordagem qualitativa, a pesquisa caracterizou-se como estudo de caso; sendo realizada nas dependências de uma escola estadual exclusiva de Ensino Médio localizada na região central de um município de grande porte do interior paulista. Participaram do estudo 26 professores que atuavam ou já tinham atuado com alunos Público Alvo da Educação Especial. A coleta dos dados foi organizada em duas etapas. Na primeira etapa, foi aplicado um questionário junto aos 26 professores participantes, tendo como foco a concepção de inclusão escolar e atuação docente frente aos alunos Público Alvo da Educação Especial no Ensino Médio. Já na segunda etapa, dentre os participantes do estudo e disponibilidade de horário, 10 professores participaram do Grupo Focal, composto por seis encontros, tendo como eixo temático central a reflexão sobre as práticas pedagógicas junto ao alunado em questão; sendo os dados analisados por meio de elaboração de categorias. Os resultados evidenciaram que a maioria dos professores se mostrou favorável à inclusão escolar, porém elencaram diversos fatores que dificultam este processo e sua atuação junto aos alunos Público Alvo da Educação Especial, ou seja, os participantes apontaram a necessidade de melhoria na estrutura física e organizacional da escola; profissionais especializados para acompanhar estes alunos; dificuldades na prática pedagógica, principalmente ao que se refere à carência de conhecimentos sobre tópicos específicos da Educação Especial; além da importância da participação da família no ambiente escolar, de modo a contribuir para a aprendizagem de seus filhos; e de uma gestão escolar participativa, que acompanhe o trabalho docente com este público e que dialogue sobre questões referentes à inclusão escolar. Espera-se que o presente estudo tenha contribuído como possibilidade e espaço aos professores para refletirem sobre suas concepções e atuação diante aos alunos Público Alvo da Educação Especial, e que outras pesquisas possam ampliar e dar continuidade aos estudos da área.

Cette thèse, s’inscrivant dans une approche sociocognitive, étudie l’apprentissage professionnel des enseignants stagiaires de l’enseignement agricole français durant le stage de pratique accompagnée. Son objectif est de montrer que l’enseignant stagiaire construit et mobilise dans l’interaction sociale avec son conseiller pédagogique des savoirs professionnels relatifs à la prise en charge des « tâches professionnelles » et à son sentiment d’efficacité professionnelle. A partir d’une méthodologie qualitative, cette étude présente les résultats d’une enquête menée auprès de sept stagiaires et six conseillers pédagogiques. L’analyse des éléments empiriques a permis de mettre au jour que les interactions verbales entre le CP et le stagiaire ont une incidence sur les pratiques d’enseignement du stagiaire. Elle a également mis en avant que les interactions verbales et non verbales entre le CP et le stagiaire sont en relation avec le sentiment d’efficacité professionnelle du stagiaire. L’élaboration d’une typologie des savoirs professionnels a permis deconstater que les stagiaires construisent et mobilisent des savoirs à enseigner (savoirs scientifiques, dits théoriques relevant d’épistémè) et des savoirs pour enseigner (savoirs d’action, dits pratiques relevant de phronesis). La mise en relation de la nature des savoirs professionnels et des processus de construction à l’oeuvre (apprentissage social) nous a conduit à proposer une modélisation de l'espace sociocognitif d'apprentissage professionnel durant le stage de pratique accompagnée. / This thesis, based on a socio-cognitive approach, deals with the professional training of student teachers in French agricultural education during their practical work experience. The main objective is to demonstrate that the student teacher’s social interaction with his academic advisor allows him to use and develop his professional knowledge relating to practical matters and also to develop a feeling of professional efficiency. Based on a qualitative analysis this study presents the results of an investigation of seven students and six academic advisors. An empirical analysis indicates that discussions between the academic advisor and the student teacher affect the teaching methods of the student. This study also highlights the importance of such verbal and nonverbal communication between the academic advisor and the student teacher on the student’s belief in his own efficiency. In constructing a typology of the professional’s knowledge, it isshown that the students build and use teaching knowledge (scientific knowledge often called theoretical epistemic knowledge) and teaching ability (action-based knowledge often called practical phronesis knowledge). The linking of professional knowledge and social learning prompts us to propose a model of the socio-cognitive aspect of professional training during the student teacher’s practical work experience.

Due to a high rate of teacher attrition currently being experienced in public schools, a teacher shortage may be looming in the near future. Research shows that attrition rates are highest among novice teachers. In part, teacher attrition has also made it increasingly difficult for schools to meet the "highly qualified" requirement of the No Child Left Behind Act of 2001. Past efforts to reverse this trend have concentrated on increasing the supply of qualified teachers; however, more recent studies have shown that the solution lies partially in raising retention rates. Research has identified several reasons teachers have left the profession, such as, low salary, student misbehavior and working conditions, including administrative support. Another common thread among teachers who leave the profession has been dissatisfaction with working conditions in their school. This study examined the relationship between teachers' intent to stay in teaching, teachers' job satisfaction, perceived administrative support, teaching experience, perceived student behavior, and teachers' satisfaction with their salaries. After the conduct of a preliminary descriptive analysis, a hypothesized path model was employed through the use of four different samples derived from the 2003-04 Schools and Staffing Survey, Public School Teacher Questionnaire (Form SASS-4A). The first sample was the combined environmental setting. The second, third, and fourth sub-samples were urban, urban fringe, and rural samples, respectively, as identified by the respondent. Based on the path analysis, perceived administrative support, teaching experience, perceived student behavior, and teachers' satisfaction with their salary were identified as significant predictors of teachers' job satisfaction and intent to stay in teaching. Administrative support was the most significant predictor of teachers' job satisfaction, while teachers' job satisfaction was the most significant predictor of teachers' intent to stay in teaching. The path analysis also confirmed that perceived administrative support mediates the effect of teaching experience, perceived student behavior, and teachers' satisfaction with their salary relative to both teachers' job satisfaction and intent to stay in teaching. No significant differences were found among the sample and their sub-samples based on the environmental setting of the school. / Ph. D.

Over a decade after the regulation change in Virginia allowing individuals without teaching experience to pursue school counseling careers, no known study had focused exclusively on differences site supervisors observe when training school counselors from different professional backgrounds and the extent to which those counselors employ a tailored supervision approach in the clinical setting. While site supervisor training has been an area of interest in recent articles (e.g., Dollarhide & Miller, 2006), its relationship to supervision philosophies and technique differentiation has not been previously addressed. The researcher investigated those topics using a mixed-method research design shaped by suggestions from recent literature (e.g., Better-Fitzhugh, 2010; DeKruyf, 2007; Luke, Ellis, & Bernard, 2011; Miller & Dollarhide, 2006; Peterson & Deuschle, 2006; Stephens, 2008). This study analyzed site supervisors’ perspectives on supervision, the role training can play in developing site supervisors’ confidence and philosophical orientation, and the beliefs and practices site supervisors employ when supervising former teachers and non-teachers. Observed differences between former teachers and non-teachers in the clinical setting existed, yet 7 out of 12 site supervisors did not differentiate their supervision approach in order to close this gap. Findings from both Phase I (survey) and Phase II (interview) of this study indicated that practice is linked to training. Site supervisors who reported receiving supervision training were more likely to work from a philosophy of site supervision, feel more confident about their ability to supervise, and believe that differences between former teachers and non-teachers were slight and could be overcome with supportive, intentional supervision.

Esta é uma pesquisa que se inscreve nos estudos autobiográficos. Por meio de relatos de sujeitos que construíram sua experiência como professores de História na rede pública estadual, procurou-se investigar dimensões do trabalho docente no Estado de São Paulo. O objetivo é deslindar como os sujeitos percebem a sua existência como professor, constroem a sua identidade, avaliam seu percurso no trabalho docente. Assim, por meio das rememorações, histórias de vida, o que se quer é apreender a historicidade de seu desenvolvimento profissional e, dessa forma, os múltiplos processos que ajudaram a constitui-lo na totalidade dos processos formativos. O texto que ora apresentamos centrou-se na análise em três fatores da prática docente. Em primeiro lugar, descrevemos e analisamos os dilemas da formação inicial, Básica e Superior, um processo de ensino e aprendizagem que foi marcado por práticas docentes fragmentadas, sem inter-relação entre as disciplinas e a falta de um trabalho pautado no diálogo. A seguir, analisamos a trajetória do ensinar História na escola, entrecruzando as falas dos professores entrevistados com documentos oficiais, buscamos discutir as finalidades dessa disciplina escolar, seus métodos de ensino e as controvérsias em torno da idéia de professor \"tradicional\", perspectivas que dicotomizam um ensino \"centrado no aluno\" versus um ensino \"centrado no professor\". Finalmente, analisamos o lócus no qual esses sujeitos exerceram a sua experiência docente: a escola pública estadual. Assim, são discutidas questões relativas às condições de trabalho, a deterioração da escola, o trabalho solitário. Efetuamos também uma discussão acerca da idéia de cidadania por meio da elaboração do projeto político-pedagógico da escola numa perspectiva da cidadania ativa, participativa, na qual os sujeitos que compõem a comunidade escolar possam discutir suas necessidades e as finalidades. Por meio deste estudo concluímos como a escola pública se deteriorou, principalmente, com as \"políticas públicas\" neoliberais, na qual a cidadania é percebida como uma relação de mercado e participação como sinônimo de trabalho voluntário na escola. Dessa forma, ocorre um processo de expulsão de professores da rede pública estadual. / This research concerns autobiographic studies. Based on accounts made by subjects who have built their experience as History teachers of state public schools, it seeks to investigate different dimensions of the teachers\' work in São Paulo State. Its aim is to reveal how the subjects perceive their existence, build their identity and evaluate their own path as teachers. Through their memoirs and life histories, it intends to apprehend the historicity of their professional development, and so the multiple events that contributed to constitute them, as a whole formation process. The text presented here is centered on the analysis of three factors of the teaching practice. First, we describe and analyze the dilemmas of the teachers\' initial education, both in Basic Education and University, a teaching and learning process affected by fragmented teaching practices, disconnection among curriculum subjects and the lack of dialogue between teacher and students. Secondly, we analyze their path of teaching History at school. By crossing the teachers\' accounts and official documents, we sought to discuss the objectives of this school subject, its teaching methods and the controversies around the idea of \"traditional teacher\", which opposes a \"student-centered teaching\" to a \"teacher-centered teaching\". Finally, we analyze the locus where these subjects have lived their teaching experience: state public schools. Issues concerning work conditions, school deterioration, solitary work are discussed in this session, as well as the the idea of citizenship at the school context, through the elaboration of the political-pedagogic project under the perspective of active and participatory citizenship, through which the subjects who compose the school community may discuss their needs and goals. We concluded, thorugh this study, that public school has deteriorated, especially due to neoliberal \"public policies\", which perceive citizenship as a market relationship, and participation as a synonym of voluntary work at school. It all leads to a process of banishment of teachers from public school.