The study examined how the induction experiences of beginner secondary school teachers impact on their teaching performance. A total of 15 participants were purposively selected from the four schools. They were four school heads, three senior teachers' staff development and eight teachers who were last to be employed in the four secondary schools in the Boteti District far north of Botswana. The school heads were selected as they are overseers of the schools. The senior teachers' staff development were selected because their job description entail staff development which includes induction and lastly beginner teachers were chosen as they are the ones who are supposed to be inducted. A qualitative case study research design was used whereby data was collected through face-to-face semi structured interviews and open-ended questionnaires. It was fow1d that the maj01ity of beginner teachers who undergo induction training do not perform satisfactorily with regard to delivering to learners; do not fit well in their duties and some even leave the teaching profession at an early stage. The findings indicated that Newly Qualified Teachers are not given enough professional guidance and support. It is recommended that p1incipals as key personnel for induction of Newly Qualified Teachers should welcome Newly Qualified Teachers and assure them of the support and guidance during their initial year of teaching and throughout. Induction programmes should be given more priority and the seriousness they deserve since the first year of teaching is tl1e most important determiner in the teaching career of an individual. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2013

The purpose of this study was to determine whether participation in an instructional module on procedures for individualizing instruction produced results different from those produced by a traditional education approach with respect to the performance, attitude, self-concept, and dogmatism of special education student teachers. The findings were (1) there was no significant difference between the experimental and comparison groups with respect to teaching-performance; (2) the experimental group's mean self-evaluation teaching-performance score was significantly different in a negative direction than the mean self-evaluation teaching-performance score for the comparison group; (3) both groups had positive correlations between teaching-performance scores and self-evaluation scores, but the experimental group had a significantly higher correlation; (4) there was no significant difference between the experimental group and the comparison group with respect to change in attitudes; (5) there was no significant difference between the experimental and comparison groups with respect to the degree of change in self-concept, and (6) there was no significant difference between the experimental and comparison groups with respect to degree of change in dogmatism.

The purpose of this study was to investigate the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding actual teaching performance and effective teaching performance. The sample consisted of a total of 56 physics instructors, 120 major-physics students, and 120 nonmajor-physics students at eight public universities in Thailand. A total of 53 physics instructors or 94.64 percent, 101 major-physics students or 84.17 percent, and 107 nonmajor-physics students or 89.17 percent responded in this study. Multivariate analysis of variance, univariate analysis, one-way analysis of variance, and multiple regression were used in the follow-up assessment, with the .05 level of significance. The physics instructors, major-physics students, and nonmajor-physics students perceived actual teaching performance in class to be significantly different from effective teaching performance. The three groups rated actual teaching performance on every factor to be less than sffective teaching. There was a significant difference between the physics instructors' perceptions and the major-physics students' perceptions regarding actual teaching performance, and also there was a significant difference between the physics instructors' perceptions and the nonmajor-physics students' perceptions regarding actual teaching performance. However, there was no significant difference between major-and nonmajor-physics students' perceptions regarding actual teaching performance. There was no significant difference among the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding effective teaching performance. The variables of sex and the highest degree were the significant predictors of the physics instructors' perceptions regarding actual teaching performance. The variable of GPA was the significant predictor of the nonmajor-physics students' perceptions regarding actual teaching performance.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-23T14:15:07Z No. of bitstreams: 2 Dissertação - Thaysa dos Anjos Silva Romanhol - 2018.pdf: 1704424 bytes, checksum: 582d1492b6bd06640ccda2ad38aacaed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-03-23T14:48:02Z (GMT) No. of bitstreams: 2 Dissertação - Thaysa dos Anjos Silva Romanhol - 2018.pdf: 1704424 bytes, checksum: 582d1492b6bd06640ccda2ad38aacaed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-03-23T14:48:02Z (GMT). No. of bitstreams: 2 Dissertação - Thaysa dos Anjos Silva Romanhol - 2018.pdf: 1704424 bytes, checksum: 582d1492b6bd06640ccda2ad38aacaed (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-23 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / Due to the regulation of Law 10.436 (BRAZIL, 2002) and Decree 5.626 (BRAZIL, 2005), Brazilian Sign Language- Libras was inserted as a compulsory curricular discipline in professor formation courses in all areas and Speech-Language Pathology course. Because this is a recent insertion of the discipline in higher education, this work aims to understand the performance of the professor of Libras in the discipline that is offered in the degrees of five public higher education institutions of the State of Goiás, through the analysis of its discourse, mainly discriminating the main obstacles and challenges found by him in the classroom practice. It is a quantitative-qualitative study, sinceit has characteristics of data collection aimed at qualitative research, such as the interview, but also uses statistical data in the analysis of the corpus. The sample was attended by nine teachers from Libras, four deaf and five listeners, who are active in public higher education in Goiás. The interviews that were based on a semi-structured script were collected. Subsequently, these data were transcribed into the Portuguese language. The computational tool WordSmith Tools Scott (2017) was used in order to allow the data to be filtered through a quantitative perspective, and the System of Assessability, as a linguistic orientator of the analyzes. This was proposed by Martin And White (2005), whose founding principle was the Systemic-Functional Language of Halliday (1994). The teachers' discourse showed that they positively evaluate the insertion of Libras in higher education, but despite this assessment, have faced serious structural and political problems with the development of the discipline. They self-evaluate as good professionals and show interest in improving their methodology for the best teaching of the language. The teachers' main challenges were the low hours of the discipline versus the large amount of content, the absence of the interpreter as a support for deaf teachers and courseware, as well as the lack of a theoretical contribution that guides the classroom under the evaluation and courseware aspect, among others. In view of the results obtained and the scarce bibliographic reference found in the area, it is believed that this research will contribute to the development of further studies regarding the performance of the Libras teacher, as well as to the improvement of policies aimed at the present discipline in higher education. / Devido à regulamentação da lei 10.436 (BRASIL, 2002) e do decreto 5.626 (BRASIL, 2005), a Língua Brasileira de Sinais- Libras foi inserida como disciplina curricular obrigatória nos cursos de formação de professores de todas as áreas e no curso de e Fonoaudiologia. Por se tratar de uma recente inserção da disciplina no ensino superior, este trabalho tem como objetivo compreender a atuação do professor de Libras na disciplina que é ofertada nas licenciaturas de cinco instituições de ensino superior públicas do Estado de Goiás, por meio da análise de seu discurso, discriminando principalmente os principais obstáculos e desafios encontrados por ele na prática em sala de aula. Trata-se de um estudo quanti-qualitativo, pois possui características de coleta de dados voltados à pesquisa qualitativa, como a entrevista, mas se utiliza, também, de dados estatísticos na análise do corpus. A amostra contou com a participação de nove professores de Libras, sendo quatro surdos e cinco ouvintes, atuantes no ensino superior público em Goiás. Foram coletadas as entrevistas que tiveram como base um roteiro semiestruturado. Posteriormente, estes dados foram transcritos para a Língua Portuguesa. Utilizou-se para a análise a ferramenta computacional WordSmith Tools Scott (2017), a fim de que os dados pudessem ser filtrados por uma perspectiva quantitativa, e Sistema de Avaliatividade, como orientador linguístico das análises. Este foi proposto por Martin e White (2005), e teve como princípio fundador a Linguística Sistêmico-Funcional de Halliday (1994). O discurso dos professores mostrou que eles avaliam positivamente a inserção da Libras no ensino superior, mas que apesar desta avaliação, têm enfrentado sérios problemas estruturais e políticos com o desenvolvimento da disciplina. Eles se autoavaliam como bons profissionais e se mostram interessados em aprimorar sua metodologia para o melhor ensino da língua. Foram apontados como principais desafios dos professores a baixa carga horária da disciplina versus a extensa quantidade de conteúdos, a ausência do intérprete como suporte aos docentes surdos e material didático de aula, além da carência de um aporte teórico que oriente a aula sob o aspecto da avaliação, material didático, entre outros. Diante dos resultados obtidos e do escasso referencial bibliográfico encontrado na área, acredita-se que esta pesquisa contribuirá para o desenvolvimento de mais estudos com relação à atuação do professor de Libras, bem como para o aprimoramento de políticas voltadas para a disciplina presente no ensino superior.

In California, 55 teacher preparation programs have embedded a standardized four-task teaching performance assessment (CalTPA) as a requirement for initial teacher licensure. Guided by the frameworks of transactional experience and the theory of formative assessment, this phenomenological study addressed the meaning and role ascribed to the CalTPA by those who complete it. Research questions examined participants' perceptions of their CalTPA experience with respect to preparation, completion of the tasks, feedback, remediation, activities between tasks, and overall experience Data were collected through 3 semi-structured interviews of 8 participants who had successfully completed the CalTPA tasks, chosen by reputational case selection from 1 teacher preparation program. Data were coded for elements of process and overarching themes using inductive descriptive coding in 2 cycles, beginning with discrete codes and then grouping those into themes. Results indicated that the CalTPA played a significant role in the development of completers. Themes included common process elements, emotions, perceptions of tasks, key success factors, and overall influence of the experience. Implications for positive social change include informing stakeholders in teacher preparation programs on best policies and practices to support the development of pre-service teachers into effective in-service teachers, whose future students will benefit from improved educational quality.

Este texto apresenta uma investigação que procura compreender as singularidades da prática docente de um grupo de dez professores de teatro, os quais parecem conduzir seu fazer pedagógico como uma performance. Problematiza-se a performance docente como um modo de ser professor em que o corpo é um elemento constitutivo da prática pedagógica.Dessa forma, problematiza-se o tema de pesquisa: a performance como possibilidade de ação pedagógica. O objetivo principal do trabalho foi, portanto, identificar os elementos corporais da performance artística na performance docente.Desenvolve-se o conceito de performance docente a partir de alguns princípios, tais como:a sala de aula como ritual performático;o papel do corpo na performance;a performance da oralidade docente; a docência como presença; e finalmente, a condição criativa da performance.Os resultados da pesquisa apontaram para o importante papel desses princípios para a constituição da prática teatral, bem como para a docência. Eles constituem a pedagogia do teatro e estão presentes em todas as instâncias do trabalho, seja ele docente ou artístico. Trata-se de elementos fundamentais, os quais funcionam como um guia corporificado que se revela nas performances dos professores e alunos. Alguns dos princípios teatrais trazidos na pesquisa são: a relação, a constituição do “estado de presença”, a possibilidade de transformação do sujeito instaurada a partir da prática teatral e, finalmente, o desenvolvimento do processo criativo suscitado no ritual das aulas. / This paper presents a study that seeks to understand the uniqueness of teaching practice. In order to develop this research, it was taken a group of ten theater teachers. Apparently, that group is able to drive their pedagogical work as a true performance. The study problematizes the teaching performance as a way of being a teacher. In this task, the body has an important status, once is a constitutive element of the theater teaching practice. Thus, the research central problem may be summarized as the following: how the artistic performance becomes a teaching performance? The main objective of this study was therefore to identify the elements of the body art performance in teaching performance. It develops the concept of teaching performance from certain principles, such as: the classroom as performative ritual; the role of the body in performance; the performance of oral teaching; teaching as presence; and finally, the condition of creative performance. The survey results pointed to the important role of these principles for the constitution of theatrical practice as well as for teaching. They constitute the pedagogy of theater and are present in all instances of work, be it academic or artistic. These are key elements, which act as a guide that reveals itself embodied in the performances of teachers and students. Some of theatrical principles brought in the research are: the relationship, the constitution of the "presence status", the possibility of transformation of the subject brought from theater practice and, finally, the development of the creative process raised the ritual of classes.

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-27Bitstream added on 2014-06-13T19:53:52Z : No. of bitstreams: 1 guimaraes_lb_me_prud.pdf: 1157949 bytes, checksum: e0d6a0fc66ac75adfdaa70975c3b64f9 (MD5) / Este trabalho insere-se no contexto da linha de pesquisa “Tecnologias de Informação e Comunicação e Educação” e investiga um processo de formação continuada de professores do ensino superior para o uso do ambiente colaborativo on-line MOODLE para apoiar sua prática docente e a ocorrência da formação de uma rede de aprendizagem on-line após a capacitação. Baseia-se principalmente em pressupostos teóricos que norteiam a formação continuada contextualizada e na perspectiva da simetria invertida, nos conceitos de professor reflexivo e pesquisador, nas competências digitais necessárias para atuação docente, nas redes de aprendizagem on-line e na utilização da EAD para apoiar processos formativos. Utiliza-se da metodologia quanti-qualitativa na abordagem da investigação-formação. Os dados foram coletados no ambiente virtual utilizado durante o período da capacitação docente analisada. Os resultados apontam a possibilidade de se formar uma rede de aprendizagem on-line a partir da formação continuada, cujo foco seja o desenvolvimento das competências docentes necessárias para a mediação pedagógica com as tecnologias digitais. / This paper is within the context of the Information and Communication Technologies and Education research line and investigates a process of continuous training of higher teachers for the use of on-line collaborative environment MOODLE to support their teaching practice and the occurrence of the formation of a network of on-line learning after the training. It is mainly based on theoretical assumptions that guide the continuing education context and in view of the reverse symmetry, on the concepts of reflective teacher and researcher, on the skills necessary for proper teacher performance in networks of on-line learning and the use of LMS to support training processes. It uses the methodology in the qualitative-quantitative approach to research and training. Data were collected in the virtual environment used during the teacher training examination. The results indicate the possibility of forming a network of on-line learning from continuing education, whose focus is the development of teaching skills necessary to mediation training with digital technologies.

Este texto apresenta uma investigação que procura compreender as singularidades da prática docente de um grupo de dez professores de teatro, os quais parecem conduzir seu fazer pedagógico como uma performance. Problematiza-se a performance docente como um modo de ser professor em que o corpo é um elemento constitutivo da prática pedagógica.Dessa forma, problematiza-se o tema de pesquisa: a performance como possibilidade de ação pedagógica. O objetivo principal do trabalho foi, portanto, identificar os elementos corporais da performance artística na performance docente.Desenvolve-se o conceito de performance docente a partir de alguns princípios, tais como:a sala de aula como ritual performático;o papel do corpo na performance;a performance da oralidade docente; a docência como presença; e finalmente, a condição criativa da performance.Os resultados da pesquisa apontaram para o importante papel desses princípios para a constituição da prática teatral, bem como para a docência. Eles constituem a pedagogia do teatro e estão presentes em todas as instâncias do trabalho, seja ele docente ou artístico. Trata-se de elementos fundamentais, os quais funcionam como um guia corporificado que se revela nas performances dos professores e alunos. Alguns dos princípios teatrais trazidos na pesquisa são: a relação, a constituição do “estado de presença”, a possibilidade de transformação do sujeito instaurada a partir da prática teatral e, finalmente, o desenvolvimento do processo criativo suscitado no ritual das aulas. / This paper presents a study that seeks to understand the uniqueness of teaching practice. In order to develop this research, it was taken a group of ten theater teachers. Apparently, that group is able to drive their pedagogical work as a true performance. The study problematizes the teaching performance as a way of being a teacher. In this task, the body has an important status, once is a constitutive element of the theater teaching practice. Thus, the research central problem may be summarized as the following: how the artistic performance becomes a teaching performance? The main objective of this study was therefore to identify the elements of the body art performance in teaching performance. It develops the concept of teaching performance from certain principles, such as: the classroom as performative ritual; the role of the body in performance; the performance of oral teaching; teaching as presence; and finally, the condition of creative performance. The survey results pointed to the important role of these principles for the constitution of theatrical practice as well as for teaching. They constitute the pedagogy of theater and are present in all instances of work, be it academic or artistic. These are key elements, which act as a guide that reveals itself embodied in the performances of teachers and students. Some of theatrical principles brought in the research are: the relationship, the constitution of the "presence status", the possibility of transformation of the subject brought from theater practice and, finally, the development of the creative process raised the ritual of classes.

Este texto apresenta uma investigação que procura compreender as singularidades da prática docente de um grupo de dez professores de teatro, os quais parecem conduzir seu fazer pedagógico como uma performance. Problematiza-se a performance docente como um modo de ser professor em que o corpo é um elemento constitutivo da prática pedagógica.Dessa forma, problematiza-se o tema de pesquisa: a performance como possibilidade de ação pedagógica. O objetivo principal do trabalho foi, portanto, identificar os elementos corporais da performance artística na performance docente.Desenvolve-se o conceito de performance docente a partir de alguns princípios, tais como:a sala de aula como ritual performático;o papel do corpo na performance;a performance da oralidade docente; a docência como presença; e finalmente, a condição criativa da performance.Os resultados da pesquisa apontaram para o importante papel desses princípios para a constituição da prática teatral, bem como para a docência. Eles constituem a pedagogia do teatro e estão presentes em todas as instâncias do trabalho, seja ele docente ou artístico. Trata-se de elementos fundamentais, os quais funcionam como um guia corporificado que se revela nas performances dos professores e alunos. Alguns dos princípios teatrais trazidos na pesquisa são: a relação, a constituição do “estado de presença”, a possibilidade de transformação do sujeito instaurada a partir da prática teatral e, finalmente, o desenvolvimento do processo criativo suscitado no ritual das aulas. / This paper presents a study that seeks to understand the uniqueness of teaching practice. In order to develop this research, it was taken a group of ten theater teachers. Apparently, that group is able to drive their pedagogical work as a true performance. The study problematizes the teaching performance as a way of being a teacher. In this task, the body has an important status, once is a constitutive element of the theater teaching practice. Thus, the research central problem may be summarized as the following: how the artistic performance becomes a teaching performance? The main objective of this study was therefore to identify the elements of the body art performance in teaching performance. It develops the concept of teaching performance from certain principles, such as: the classroom as performative ritual; the role of the body in performance; the performance of oral teaching; teaching as presence; and finally, the condition of creative performance. The survey results pointed to the important role of these principles for the constitution of theatrical practice as well as for teaching. They constitute the pedagogy of theater and are present in all instances of work, be it academic or artistic. These are key elements, which act as a guide that reveals itself embodied in the performances of teachers and students. Some of theatrical principles brought in the research are: the relationship, the constitution of the "presence status", the possibility of transformation of the subject brought from theater practice and, finally, the development of the creative process raised the ritual of classes.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-17T13:00:11Z No. of bitstreams: 1 mariojorgecruzlima.pdf: 1421956 bytes, checksum: dd491fa13ff0433259dd702a43907b17 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-20T15:02:39Z (GMT) No. of bitstreams: 1 mariojorgecruzlima.pdf: 1421956 bytes, checksum: dd491fa13ff0433259dd702a43907b17 (MD5) / Made available in DSpace on 2018-04-20T15:02:39Z (GMT). No. of bitstreams: 1 mariojorgecruzlima.pdf: 1421956 bytes, checksum: dd491fa13ff0433259dd702a43907b17 (MD5) Previous issue date: 2018-01-30 / A presente pesquisa visa identificar quais as dificuldades encontradas na realização do acompanhamento e na avaliação mensal dos 3.120 professores em Estágio Probatório, no estado do Amazonas, ingressos no ano de 2012. Desse modo, tem-se por objetivo geral compreender o processo de desenvolvimento do Estágio Probatório nas escolas estaduais do Amazonas, tendo em vista os fatores que contribuíram para a reprovação de 281 professores no processo de estágio entre 2012 a 2014. Para tal, apresentam-se como objetivos específicos da pesquisa: (i)descrever o processo de acompanhamento e avaliação do Estágio Probatório no estado do Amazonas; (ii) analisar o trabalho de acompanhamento do Estágio Probatório realizado pela SEDUC/AM; (iii) propor sugestões de melhorias no atual modelo de acompanhamento e avaliação mensal dos professores em Estágio Probatório. No primeiro capítulo é feita uma descrição do caso de gestão a partir da fundamentação legal do Estágio Probatório e da realidade vivenciada pela Comissão Geral de Estágio Probatório. São apresentadas as Comissões Escolares e os professores da rede pública de Ensino do Estado do Amazonas. No segundo é mobilizado o referencial teórico da presente pesquisa pautado em duas dimensões: Avaliação de Desempenho e o conceito de Gestão de Pessoas nas instituições públicas, além da noção de Estágio Probatório como uma política de apoio aos professores iniciantes. Tais dimensões são discutidas a partir de autores como Modesto (2012), Chiavenato (2008 e 2010), André (2012), entre outros. O capítulo discute, ainda, a proposta metodológica da pesquisa com base na análise quantitativa, a partir dos dados estatísticos obtidos junto a Comissão Central de Avaliação. É com base nas análises, que, no capítulo três, é traçado um Plano de Ação Educacional (PAE)visando contribuir para a melhoria do índice de aprovação dos professores no processo de Estágio Probatório. / The present research aims to identify which were the found difficulties in the realization of the monthly monitoring and evaluation of the 3.120 teachers in probationary stage in the state of Amazonas admitted in 2012. Thereby, it aims to analyze the process of development of the probationary stage in state schools of Amazonas and to identify which factors contributed to the disapproval of 281 teachers in the probationary process from 2012 to 2014. For such, the specific objectives of the research are: (I). Describe the process of monitoring and evaluation of the probationary stage in the state of Amazonas; (II). To analyze the work of monitoring the probationary stage carried out by SEDUC / AM; (III) Propose suggestions for improvements in the current model of accompaniment and monthly evaluation of the teachers in probationary stage. In chapter one a description of the management case is made based on the legal basis of the probationary stage and the reality experienced by the General Probationary Commission, the School Commissions and the teachers of the school system of Amazonas. In the second chapter it is presented the theoretical reference of the research based on two dimensions: performance evaluation and the concept of people management in public institutions and Probationary stage as a support policy for beginning teachers. Such dimensions are discussed from scholars such as Modesto (2012), Chiavenato (2008 and 2010), André (2012) and others. The chapter also presents the methodological proposal of the research based on the quantitative analysis from the statistical data obtained with the Central Evaluation Commission. And based on the analysis, in chapter three a Plan of Educational Action, (PAE) is designed to improve the approval rate of teachers in the probationary stage.