• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 2
  • 1
  • 1
  • 1
  • Tagged with
  • 5
  • 5
  • 3
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • 2
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Didaktinės kompetencijos raiška keičiantis mokymo paradigmoms praktinėje kūno kultūros mokytojo veikloje / Expression of didactic competence in changing education paradigms in practice of physical education teaching

Slepakovas, Rolandas 06 September 2013 (has links)
Tyrimo objektas: kūno kultūros mokytojų didaktinės kompetencijos raiška. Tyrimo tikslas: nustatyti kūno kultūros mokytojo didaktinės kompetencijos raišką mokymo paradigmų kontekste. Darbo uždaviniai: 1. Išanalizuoti mokymo (si) paradigmos kaitos ir didaktinės kompetencijos raiškos tendencijas. 2. Nustatyti Kėdainių miesto mokyklų kūno kultūros mokytojų didaktinės kompetencijos raišką lyties aspektu. 3. Nustatyti Kėdainių miesto mokyklų kūno kultūros mokytojų didaktinės kompetencijos raišką darbo stažo aspektu. Rezultatai ir išvados. Reikalavimai mokytojų didaktinei kompetencijai keičiasi kintant požiūriui į mokymo ir mokymosi prigimtį, santykį bei galimybes, taip pat kintant nacionaliniams švietimo tikslams. Mokytojui nebepakanka atlikti vien tik žinių perteikėjo, vertintojo ir teisėjo vaidmenis. Mokytojo vaidmuo suprantamas kaip pagalbininko, kuris turi rūpintis besimokančiojo žinių kūrimo procesu. Atlikus tyrimą nustatyta, kad Kėdainių kūno kultūros mokytojų didaktinės kompetencijos raiška, vertinant jų mokymo (si) tikslus, mokinių vertinimą, mokinių mokymosi motyvaciją lyties aspektu nesiskiria (p > 0,05), o vertinant pagal atskirus teiginius jų darbo stilių, mokymo (si) metodus ir mokymo (si) turinį, lyties aspektu skiriasi statistiškai reikšmingai (p < 0,05). Kėdainių kūno kultūros mokytojų didaktinės kompetencijos raiška, vertinant jų darbo stilių, mokymo (si) tikslus, mokymo (si) turinį, mokymo (si) metodus, mokinių vertinimą darbo stažo aspektu nesiskiria (p > 0,0... [toliau žr. visą tekstą] / Object of the study: expression of didactic competence of physical education teachers. Aim of the study: to determine the expression of didactic competence of physical education teachers in the context of teaching paradigms. Objectives: 1. To analyse the trends of changes in teaching (learning) paradigms and of didactic competence expression. 2. To determine the expression of didactic competence of the physical education teachers in the schools of Kėdainiai according to sex. 3. To determine the expression of didactic competence of the physical education teachers in the schools of Kėdainiai according to work experience. Results and conclusions. The requirements to the didactic competence of teachers change as the attitude towards the nature of teaching and learning, relationship and opportunities change, also because the goals of national education change. The teacher in not only the person who shares the knowledge, who evaluates and judges anymore. Now he/she is a person who helps, who is responsible for the process of knowledge creation. The study revealed that the expression of didactic competence of the physical education teachers in the schools of Kėdainiai according to sex in evaluating their aims of teaching and studying, evaluation of students, students‘motivation to learn did not differ (p > 0,05), and in comparing separate statements – style of work, methods of teaching and learning and content – statistically differed significantly according to sex (p < 0,05). The... [to full text]
2

Faculty perceptions of the CORETXTPLUS® paradigm

Abendschein, Alex January 1900 (has links)
Master of Science / Department of Special Education, Counseling, and Student Affairs / Christy Craft / This master’s report is a study of current textbook trends within higher education. The report looks at multiple methods of textbook delivery for faculty members within the higher education community. The report further investigates a new textbook paradigm created by faculty members at the University of Wisconsin Oshkosh. The author of this report has spent several years researching textbook trends and has presented on this topic on several occasions. By analyzing some qualitative data collected at the University of Wisconsin Oshkosh, the author will provide a partial evaluation of the CoreTxtPlus® paradigm and offer suggestions to future faculty members looking for an innovative way to provide course content to their students.
3

O conhecimento sobre os gêneros discursivos: uma pesquisa junto a professores de língua portuguesa da rede pública do estado de São Paulo / The knowledge on discourse genres: researching Portuguese teachers from Sao Paulos public schools.

Oliveira, Sandra Ferreira de 20 June 2012 (has links)
Esta dissertação tem por objetivo investigar o conhecimento que os professores do ensino fundamental da rede pública estadual de ensino de São Paulo possuem a respeito da teoria dos gêneros discursivos principal sustentação teórica do paradigma vigente do ensino de Língua Portuguesa. Para tanto, foram analisados os textos de documentos oficiais normatizadores desse ensino no Brasil e em São Paulo Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclos do Ensino Fundamental de Língua Portuguesa (Brasil,1998), o Currículo do Estado de São Paulo- Linguagens, Códigos e suas Tecnologias (Ensino Fundamental - Ciclo II e Ensino Médio) (São Paulo, 2010) e os Guias de Livros Didáticos PNLD 2008 e 2011 (Brasil, 2007;2010) em busca de evidências da hegemonia do paradigma dos gêneros discursivos no ensino de Português e, também, de um possível ponto de irradiação das novas concepções de ensino de língua. Posteriormente, realizou-se uma pesquisa de campo dividida em duas fases: pré-teste (com seis professores) e a fase definitiva de coleta de dados com 29 professores de cinco escolas públicas estaduais da cidade de São Bernardo do Campo - SP. A análise e interpretação das respostas coletadas permitiram concluir que, embora o paradigma de ensino por meio dos gêneros discursivos seja atualmente hegemônico, não é possível afirmar que os professores de Português da rede pública estadual de ensino dominem seus principais fundamentos teóricos, visto que se percebe haver ainda a coexistência de práticas e pressupostos associados não só ao paradigma vigente, mas também aos paradigmas anteriores relacionados ao ensino considerado tradicional. Essa coexistência foi revelada nas formas de apropriação do novo conhecimento realizadas pelos professores para acomodá-lo aos conhecimentos já existentes e consolidados. Do ponto de vista teórico, foram levadas em consideração as discussões de Bakhtin (2003; 2006) a respeito dos gêneros discursivos, as discussões de Tardif (2002; 2010) a respeito das origens dos saberes docentes e sua relação com o tempo e a realidade social na qual os professores se encontram inseridos e as ideias de Geraldi (2003) acerca do processo de produção do conhecimento científico. / This dissertation seeks to investigate the knowledge that elementary public school teachers in São Paulo possess on the theory of discourse genres the main theoretical framework to teach Portuguese nowadays. To achieve it, it was done the analysis of the official texts used to regulate this teaching in Brazil, including São Paulo Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclos do Ensino Fundamental de Língua Portuguesa (Brasil,1998), Currículo do Estado de São Paulo- Linguagens, Códigos e suas Tecnologias (Ensino Fundamental - Ciclo II e Ensino Médio) (São Paulo, 2010) and Guias de Livros Didáticos PNLD 2008 e 2011 (Brasil, 2007; 2010) searching for both evidences in order to prove the hegemony of the discourse genres paradigm in teaching Portuguese and possible starting points for new concepts in language teaching. Subsequently, it was carried out a field survey divided in two stages: one called pre-test (with six teachers) and the final one when data was collected with 29 teachers from five different public schools in São Bernardo do Campo SP. The datas analysis and interpretation showed that, although the discourse genres paradigm is currently hegemonic, it is not possible to state that public schools Portuguese teachers master its main theoretical basis, since it is still noticed the coexistence of assumptions and practices related not only to the current hegemonic paradigm, but also to previous ones, related to a traditional teaching perspective. This coexistence was revealed through the way those 29 teachers accommodate this new knowledge to an existing and already consolidated paradigm. From the theoretical point of view, it were taken into account some discussions Bakhtins on discourse genres (2003; 2006), Tardifs on the origins of teacher knowledge and its relationship with time dimension and social reality in which teachers work (2002; 2010) and Geraldis ideas about the produce of scientific knowledge (2003).
4

O conhecimento sobre os gêneros discursivos: uma pesquisa junto a professores de língua portuguesa da rede pública do estado de São Paulo / The knowledge on discourse genres: researching Portuguese teachers from Sao Paulos public schools.

Sandra Ferreira de Oliveira 20 June 2012 (has links)
Esta dissertação tem por objetivo investigar o conhecimento que os professores do ensino fundamental da rede pública estadual de ensino de São Paulo possuem a respeito da teoria dos gêneros discursivos principal sustentação teórica do paradigma vigente do ensino de Língua Portuguesa. Para tanto, foram analisados os textos de documentos oficiais normatizadores desse ensino no Brasil e em São Paulo Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclos do Ensino Fundamental de Língua Portuguesa (Brasil,1998), o Currículo do Estado de São Paulo- Linguagens, Códigos e suas Tecnologias (Ensino Fundamental - Ciclo II e Ensino Médio) (São Paulo, 2010) e os Guias de Livros Didáticos PNLD 2008 e 2011 (Brasil, 2007;2010) em busca de evidências da hegemonia do paradigma dos gêneros discursivos no ensino de Português e, também, de um possível ponto de irradiação das novas concepções de ensino de língua. Posteriormente, realizou-se uma pesquisa de campo dividida em duas fases: pré-teste (com seis professores) e a fase definitiva de coleta de dados com 29 professores de cinco escolas públicas estaduais da cidade de São Bernardo do Campo - SP. A análise e interpretação das respostas coletadas permitiram concluir que, embora o paradigma de ensino por meio dos gêneros discursivos seja atualmente hegemônico, não é possível afirmar que os professores de Português da rede pública estadual de ensino dominem seus principais fundamentos teóricos, visto que se percebe haver ainda a coexistência de práticas e pressupostos associados não só ao paradigma vigente, mas também aos paradigmas anteriores relacionados ao ensino considerado tradicional. Essa coexistência foi revelada nas formas de apropriação do novo conhecimento realizadas pelos professores para acomodá-lo aos conhecimentos já existentes e consolidados. Do ponto de vista teórico, foram levadas em consideração as discussões de Bakhtin (2003; 2006) a respeito dos gêneros discursivos, as discussões de Tardif (2002; 2010) a respeito das origens dos saberes docentes e sua relação com o tempo e a realidade social na qual os professores se encontram inseridos e as ideias de Geraldi (2003) acerca do processo de produção do conhecimento científico. / This dissertation seeks to investigate the knowledge that elementary public school teachers in São Paulo possess on the theory of discourse genres the main theoretical framework to teach Portuguese nowadays. To achieve it, it was done the analysis of the official texts used to regulate this teaching in Brazil, including São Paulo Parâmetros Curriculares Nacionais do Terceiro e Quarto Ciclos do Ensino Fundamental de Língua Portuguesa (Brasil,1998), Currículo do Estado de São Paulo- Linguagens, Códigos e suas Tecnologias (Ensino Fundamental - Ciclo II e Ensino Médio) (São Paulo, 2010) and Guias de Livros Didáticos PNLD 2008 e 2011 (Brasil, 2007; 2010) searching for both evidences in order to prove the hegemony of the discourse genres paradigm in teaching Portuguese and possible starting points for new concepts in language teaching. Subsequently, it was carried out a field survey divided in two stages: one called pre-test (with six teachers) and the final one when data was collected with 29 teachers from five different public schools in São Bernardo do Campo SP. The datas analysis and interpretation showed that, although the discourse genres paradigm is currently hegemonic, it is not possible to state that public schools Portuguese teachers master its main theoretical basis, since it is still noticed the coexistence of assumptions and practices related not only to the current hegemonic paradigm, but also to previous ones, related to a traditional teaching perspective. This coexistence was revealed through the way those 29 teachers accommodate this new knowledge to an existing and already consolidated paradigm. From the theoretical point of view, it were taken into account some discussions Bakhtins on discourse genres (2003; 2006), Tardifs on the origins of teacher knowledge and its relationship with time dimension and social reality in which teachers work (2002; 2010) and Geraldis ideas about the produce of scientific knowledge (2003).
5

Litteraturanalysens ämneskonceptioner : Litteraturanalysens aktiviteter i läromedel för Svenska 3 och läroplanen / The Paradigms of Literary Analysis : The activities of literature analysis in text books for Swedish 3 and within the curriculum

Granbacke, Felicia January 2023 (has links)
Based on the extensive goals and mission in the Swedish curriculum regarding literature and analysis, this study examines how said curriculum and two textbooks, for the third course in Swedish in upper secondary school, suggests learning activities for literary analysis. Using content analysis and an adapted model of paradigms as a framework, themes are reviewed for how literary analysis is described and literature teaching is prescribed. The results show that the dominating paradigms in the subject purpose-text is mainly learner oriented and cultural, while the course content text and evaluation text is dominantly focused on the formal aspects of literature. The evaluation text is also notably void of learner-oriented focus. The textbooks show a priority of the content-oriented paradigms and are shown to differ greatly from the paradigms of the curriculum. The results of the textbooks are noticeably similar and suggest congruency in priorities between textbook authors, while the differences between curriculum documents are major. The results are discussed in relation to the Swedish political discourse of measurability in learning, and in relation to the textbook making process and its influences.

Page generated in 0.1086 seconds