Em 1974, Marton e Säljö introduziram conceitos qualitativos para as posturas de aprendizagem de estudantes universitários, através de uma atividade de leitura. Os resultados mostraram a presença de duas posturas de aprendizagem para o cumprimento das atividades: uma delas denominada de profunda, onde os estudantes consegue estabelecer relações com o conhecimento prévio, compreendendo de forma profunda o significado do texto; a segunda, denominada de superficial, foi adotada por estudantes preocupados apenas em reter informações, sem que conseguissem estabelecer qualquer tipo de relação com outros conhecimentos. Inspirados por esse trabalho, outros autores começaram a avaliar a presença dessas posturas em diversos países, culturas e estruturas de ensino, e sempre verificaram a presença das posturas profunda e superficial, onde os estudantes profundos obtinham melhores resultados de aprendizagem. Em trabalhos de cunho qualitativo, como os desenvolvido por Biggs, outra categoria foi encontrada e denominada de estratégica. Os estudantes presentes nesse grupo, assumem motivações e estratégias para a obtenção de bons resultados escolares. Considerando as diferenças entre esses grupos de estudantes, procuramos, primeiramente, identificá-los dentre um grupo de 302 alunos da terceira série do Ensino Médio de uma Escola Pública da zona oeste da cidade de São Paulo. Inspirados pelo trabalho de Biggs e pela metodologia LPQ, desenvolvi um instrumento modificado para essa classificação. Identifiquei dez estudantes com postura profunda à aprendizagem (4 do diurno e 6 do noturno), 34 com postura estratégico-profunda (18 do diurno e 16 do noturno) e 258 indefinidos (170 do diurno e 88 do noturno). A partir da identificação dos estudantes profundos e estratégico-profundos, avaliou-se que qualidades são esperadas do bom professor por esses alunos. Os resultados mostram que os estudantes profundos valorizam um professor profissional compromissado, dedicado, com sólida formação específica e pedagógica, e que compreende as diferenças entre os estudantes, é atencioso, repeitoso, amigável. Os demais estudantes, além das características anteriores, valorizam um rigor relacionado à disciplina e à exigência das atividades de avaliação. / In 1974, Marton and Säljö introduced qualitative concepts to identify learning approaches in a reading situation with college students. The results showed two postures adopted to perform these activities: one called deep approach, in which students can establish relationships based in their prior knowledge, understanding the meaning of the text in a deeply and, a second one, called surface approach, which was assumed by students concerned just for withholding information, without relating with another knowledge. Inspired by this work, authors evaluated the presence of these attitudes in different countries, cultures and educational systems, and verified the presence of the deep and surface approaches, where deeper students achieved better results of learning . Considering a qualitative approach, as developed by Biggs, another category was found and defined as the strategic approach. The students of this group use motivations and strategies to get high scores in assessments. Considering the differences among these groups of students, as the first step, I identified in a group of 302 third graders students of a Public High School, located in the western side of city of Sao Paulo. Inspired by the work of Biggs and LPQ methodology, we developed a modified instrument for this classification. I identified ten students with deep approach to learning (4 in the daytime and 6 in the nighttime), 34 students with deep strategic approach (18 in the daytime and 16 in the nighttime) and 258 undefined students. From the deep and deep-strategic students\' identification, we evaluated which qualities of good teacher are expected by these students. The results showed that deep students valued a professional teacher, committed, dedicated, highly qualified and pedagogic, that understand the differences between students, is attentive, court orders, friendly. And that other students, in addition to previous characteristics, are demand knowledge related to the content and the requirement of the evaluation activities.

<p>The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.</p><p>Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.</p><p>The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others.</p><p>The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.</p><p> </p>

The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality. Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics. The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication. Results of the category 'a less good teacher' show characteristics of a teacher who does not have subject expertise, and who does not vary their teaching styles as well as favors some students over others. The discussion concludes the study by highlighting significant implications of the survey for teaching practice. The student perspective reported on in this study, gives evidence for the importance of considering students' perspectives in maintaining quality in teaching practice and classroom leadership.

School and education are topics that are frequent in Swedish media. The intention of this essay has therefore been to investigate the image of teachers and their profession in Swedish daily press. The overall aim has been to analyze how teachers are portrayed in the debate that followed the TV-show Klass 9A, and by that find how the debate defines the concept of a good teacher. The representation that was found was then compared to earlier studies. The series was shown on Swedish television between January and March 2011.26 articles were chosen and the ambition was to have various perspectives represented, such as different voices and also papers from different areas of the country. To define categories in the debate and to find patterns in how the writers discuss the tv-programme, the teachers and the Swedish school system, the method qualitative analysis of content was chosen. As a theoretical framework the dissertation Kunskapens fanbärare has been useful to see if there have been any changes in the constructions of good teachers in the discourse since the 1990's.The investigation shows that the Swedish school still is presented as a school in a deep crisis, and to change this, three factors needs to improve: the teachers need to be more engaging, the teachers education needs to be of higher quality, and the conditions for working teachers has to improve. The conclusions also maintain that there has been a displacement of how the concept of the good teacher is described in daily press, from a more subject orientated teacher, almost an expert, to a more pedagogical teacher who is interested in creating good relations with the students. The most frequent terms that are used in the empirical material to describe the good teacher are foremost enthusiasm and inspiration..

The process of choosing the exemplary teacher in the Military School of Santa Maria aims to honor the teacher (civilian or military) who is outstanding among the others every school year. The choosing of this exemplary teacher occurs at two opportunities: first, the students in every grade individually and in secret vote for a teacher; later, the other teachers and school administrators choose, also in a secret vote, one of the seven names proposed by the students. This research aimed to analyze the process of choosing the exemplary teacher in the Military School of Santa Maria (CMSM), considering the effects on the other teachers through their beliefs. To do so, there was a description of the orientations for the pedagogical practice which are suggested by the System to understand the Military School of Santa Maria in terms of teachers work; it was built a profile of an exemplary teacher for teachers and students of the Military School of Santa Maria; and there was a compilation and an analysis of the beliefs of the teachers of the Military School of Santa Maria about the process of choosing the exemplary teacher. This research, which is built on a qualitative and quantitative model, is based on Vigotski (2007) and Barcelos (2001, 2004, 2006), who grant fundamental importance to the social interaction for the development of the individual; and also on Pimenta (2009), Mizukami (1986) and Cunha (1989), who approach topics related to the professional identity of the teacher, to the teaching approaches and to the profile of a good teacher . For the data collection, questionnaires given to students and CMSM teachers were used, as well as interviews with the teachers. The results showed that the students have their own criteria to choose a teacher, it can be affection or not, but mainly, they are related to the teacher s didactic work, and also showed that the other teachers choose because of affinity and empathy towards the workmate. It was perceived that the practice of choosing an exemplary teacher of CMSM affects positively the teachers, but mainly negatively the chosen ones as well as the ones not chosen as the exemplary teacher. Thus, it is believed that these negative effects can eventually be minimized, once the choosing process gets adjusted and discussed. / O processo de escolha do professor padrão do Colégio Militar de Santa Maria tem o objetivo de homenagear o professor (civil ou militar), que se destaca entre os demais a cada ano letivo. A escolha do professor padrão ocorre em dois momentos: primeiro, os alunos de cada série, por voto individual e secreto, escolhem um professor; posteriormente, o corpo docente e os gestores de ensino escolhem, por um voto secreto, um dos sete nomes propostos pelos alunos. A presente pesquisa teve por objetivo analisar o processo de escolha do professor padrão do Colégio Militar de Santa Maria (CMSM), considerando seus efeitos sobre os professores através das suas crenças. Para isso, foram descritas as orientações da prática pedagógica prescritas pelo Sistema para compreender o Colégio Militar de Santa Maria no que diz respeito ao trabalho do professor; foi construído o perfil de professor padrão para professores e alunos do Colégio Militar de Santa Maria; e levantadas e analisadas as crenças de professores do Colégio Militar de Santa Maria sobre o processo de escolha do professor padrão. Esta pesquisa, de cunho quantitativo e qualitativo, está fundamentada em Vigotski (2007) e Barcelos (2001, 2004, 2006), que conferem fundamental importância à interação social para o desenvolvimento do indivíduo; e em Pimenta (2009), Mizukami (1986) e Cunha (1989), que abordam questões relativas à identidade profissional do professor, às abordagens de ensino e ao perfil de bom professor . Para a coleta de dados, foram utilizados questionários aplicados aos alunos e professores do CMSM e entrevistas com os professores. Os resultados mostraram que os alunos têm seus próprios critérios para escolher um professor, sejam de caráter afetivo, mas, principalmente, de atuação didática do professor, e que os professores escolhem pela afinidade e empatia com o colega. Constatou-se que a prática de eleger um professor padrão do CMSM afeta positiva e, principalmente, negativamente tanto os professores escolhidos, como os não escolhidos como padrão . Acredita-se, em razão disso, que esses efeitos negativos poderão ser minimizados, à medida que seja discutido e ajustado o processo de escolha.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2018-02-19T12:47:51Z No. of bitstreams: 2 Lauren_Possodon2015.pdf: 1275174 bytes, checksum: d7b98134fd8404745fd8755848ce60de (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-02-19T12:47:52Z (GMT). No. of bitstreams: 2 Lauren_Possodon2015.pdf: 1275174 bytes, checksum: d7b98134fd8404745fd8755848ce60de (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-12-08 / Aware that the educational institutions are the place able to generate possibilities for significant social transformations, because they are able to contribute to the creation of a being more humane and developed, is that we felt the need to investigate the professor's image through the eyes of their students. This research aims to know what the students of law perceive from the pedagogical experience with their teachers. The locus of this study is the law course offered by three private higher education institutions based in the city of Cascavel / PR, being characterized as the environment in which the data were collected. The choice for the law school is due to the formation of the researcher, a lawyer, who had once worked as a teacher in this area. This academic experience has provided numerous contacts with students instigating to look at situations involving the juridical teacher, particularly on how the teachers relates with their students and crave the learning on classroom and, also, due to the small number of national surveys in the juridical education field that glimpse the teacher's image. To this research, the guiding question is: what are the characteristics of the good teacher in the law school in the view of their students? In the theoretical framework, we conducted a comparison on the conceptual dimensions and teachings of Pimenta and Anastasiou (2002), Zabalza (2004), Cunha (2005; 2007b), Tardif (2005), Veiga (2006) and Almeida (2012), among others authors that deal with the theme. We used a qualitative, exploratory and descriptive approach, manipulated from the literature study and field research with application of semi-structured questionnaires, answered by 180 students enrolled in the final years of law school, in the period from July to September of 2014. The research is, therefore, qualitative in the phenomenological perspective, once we seek to identify, through the converging evidence that had emerged from the data, the perceptions of the students in answers to the questions. We have chosen the rainbow as a metaphor, because our intention is to "colorize" the law school, enabling a lighter teaching environment and away from the excessive formality around the legal issues. The analysis of data showed that the good teacher for law school students must, among others, articulate, with an interdisciplinary approach, the content with the reality to form critical citizens, have pedagogical knowledge, be dynamic and enthusiastic, maintain a good relationship with the students inside and outside of school, have an academic training and must disclose satisfaction / love in teaching. We hope that by the end of this work and beyond the rainbow, the study will contribute as a way to new reflections and, mainly, for the teachers of law school rethink their practice providing better conditions of teaching / learning to their students, structuring one of the faces of teaching practice in Higher Education. / Conscientes de que as instituições de ensino são o lugar apto a gerar possibilidades de transformações sociais significativas, pois são capazes de contribuir para a criação de um ser mais humano e desenvolvido, é que sentimos a necessidade de investigar a figura do professor a partir do olhar do seu aluno. A presente pesquisa objetiva conhecer o que percebem os alunos do curso de Direito a partir da vivência pedagógica com os seus professores. O lócus deste estudo é o curso de Direito ofertado pelas três instituições de ensino superior privadas com sede na cidade de Cascavel/PR, caracterizando-se como o ambiente em que foram coletados os dados. A escolha por este curso se deve pela formação da pesquisadora, advogada, que outrora atuou como docente neste. Esta vivência acadêmica proporcionou inúmeros contatos com os alunos instigando o olhar para as situações que envolvem o docente jurídico, tais como este se relaciona com seu aluno e almeja a busca da aprendizagem em sala de aula e, também, devido ao reduzido número de pesquisas nacionais na área educacional jurídica que vislumbre a figura do professor. Para a pesquisa, a questão norteadora é: quais são as características do bom professor do curso de Direito na visão de seu aluno? No referencial teórico, realizamos um cotejo nas dimensões conceituais e ensinamentos de Pimenta e Anastasiou (2002), Zabalza (2004), Cunha (2005; 2007b), Tardif (2005), Veiga (2006) e Almeida (2012), além de outros autores que tratam da temática. Utilizamos uma abordagem qualitativa, exploratória e descritiva, instrumentalizada a partir do estudo bibliográfico e de pesquisa de campo com aplicação de questionários semiestruturados, respondidos por 180 alunos matriculados nas séries finais dos cursos de Direito, no período de julho a setembro do ano de 2014. A pesquisa é, pois, qualitativa na perspectiva fenomenológica, uma vez que procuramos identificar, por meio das evidências convergentes que emergiram dos dados, as percepções dos alunos nas respostas aos questionamentos. Escolhemos o arco-íris como metáfora, pois nossa intenção é de "colorir" o curso de Direito, possibilitando um ambiente pedagógico mais leve e afastando a excessiva formalidade em torno dos temas jurídicos. A análise dos dados evidenciou que o bom professor para o aluno do curso de Direito deve, entre outros, articular os conteúdos com a realidade de forma interdisciplinar, formando cidadãos críticos, possuir conhecimento pedagógico, ser dinâmico e entusiasta, manter um bom relacionamento com os alunos dentro e fora do contexto escolar, ter formação acadêmica e deixar transparecer satisfação/amor em lecionar. Esperamos que, ao final deste e para além do arco-íris, o estudo venha a contribuir como norte para novas reflexões e, principalmente, para que o professor do curso de Direito repense sua prática pedagógica de modo a propiciar melhores condições de ensino/aprendizagem

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-23T18:57:16Z No. of bitstreams: 1 rafaelacristinalopesmauricio.pdf: 1973059 bytes, checksum: 791daae4b00a8c7042c55eca125e902d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-24T14:41:59Z (GMT) No. of bitstreams: 1 rafaelacristinalopesmauricio.pdf: 1973059 bytes, checksum: 791daae4b00a8c7042c55eca125e902d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-24T14:42:20Z (GMT) No. of bitstreams: 1 rafaelacristinalopesmauricio.pdf: 1973059 bytes, checksum: 791daae4b00a8c7042c55eca125e902d (MD5) / Made available in DSpace on 2018-05-24T14:42:20Z (GMT). No. of bitstreams: 1 rafaelacristinalopesmauricio.pdf: 1973059 bytes, checksum: 791daae4b00a8c7042c55eca125e902d (MD5) Previous issue date: 2015-12-11 / O presente trabalho tem como objetivo analisar os discursos produzidos acerca da conduta docente, percebendo, principalmente, como o discurso do “bom professor” foi sendo construído. Partimos do pressuposto de que esse discurso está articulado a espaços de poder que permitem e legitimam sua enunciação e a feixes de relações que lhe conferem reconhecimento. Para tanto, recorremos às ações de formação continuada para os professores alfabetizadores, instauradas pelo Pacto Nacional pela Alfabetização na Idade Certa (PNAIC), um programa do governo federal que estabelece um compromisso formal articulado entre o Distrito Federal, os estados e municípios do território brasileiro, com o intuito de assegurar que todas as crianças estejam alfabetizadas até os oito anos de idade, ao final do terceiro ano do ensino fundamental. Entendemos que a legislação escolar vem sendo utilizada largamente como fonte na pesquisa em educação, e ressaltamos a necessidade e o cuidado de se operacionalizar esse tipo de fonte específica, distanciando-se da forma das transposições mecânicas das mesmas e/ou de tomá-la como uma forma ingênua, já que ela é resultado de debates e disputas advindas de um diálogo com sociedade, tradições e costumes. Torna-se relevante abordar criticamente o discurso do “bom professor” implícito nas normatizações formativas, uma vez que as instâncias governamentais compreendem que esse profissional se forja, necessariamente por meio da formação. Além disso, compreendemos que a concepção de “bom”, imposta pelo Estado, não se mantém inalterada, pois sofre mutações de acordo com as necessidades e interesses políticos, econômicos e sociais. / The current work has the objective of analyzing the speeches produced about the teaching conduct – noticing, especially, how the good professor’s discourse has been built, proceeding from the assumption that it comes from the articulation between the power spaces that allow and legitimate its enunciation, with the bundles of relations that supports and gives it recognition. For doing so, we will resort to the actions of continued training of the literacy teachers, set up by the National Pact for Literacy at the Right Age (Pnaic), a program of the Federal Government which establishes an articulated formal commitment between the Distrito Federal, the states and cities of the Brazilian territory, to assure that all the children are taught how to read and write until the age of eight, or at the end of the 3rd year of the Ensino Fundamental, with the intention to make us perceive the school’s legislation as a widely used source in the education researches, emphasizing the necessity and the care of handling that type of specific source, leaving behind its mechanical transpositions and/or the understanding of it as an ingenuous form, as far as it is a result of debates and disputes, that comes from a dialogue with the society, the traditions and customs. The critical approach of the speech of the “good” professor implicit in the formative patterns has become important once the governmental instances understand that this professional is necessarily built by means of formation. Besides that, we understand that the “good” conception imposed by the State does not remain unaffected, but suffers alterations in accordance with the political, economic and social necessities and interests.

Made available in DSpace on 2016-04-28T20:58:04Z (GMT). No. of bitstreams: 1 Ana Lucia Pereira.pdf: 455051 bytes, checksum: a4d691e150067401086040b754f7e5b0 (MD5) Previous issue date: 2009-10-19 / In order to address the problem Does the myths of the good teacher permeate the positioning of teachers in respect to the teaching practice? , this work aimed to understand the placement of teachers in basic education against the four myths of good teacher: 1) The good teacher is always ca4lm and balanced, invariably can control yourself, never loses his composure or show strong emotions; 2) The good teacher accepts all students from the same way, having no favorites; 3) The good teacher can create an environment that, while remaining quiet and calm, promote an exciting learning, stimulating and free; 4) the good teacher knows all the answers, having a higher wisdom to the students. Study participants were eleven teachers of basic education working in a private school located in the southern city of Sao Paulo. The option for a qualitative approach and the critical incidents as a resource for production information was chosen. Understanding critical incidents as "detailed description of a fact and the situation that gave rise to it in order to provide a basis for the participant to give an opinion, trial or decision making", were drawn up four incidents concerning in the four myths surveyed for presentation to the teachers. Based on their responses, were proposed categories of analysis, from which (we tried) to identify clues to the accession of the participants in each myth analyzed. Data analysis was conducted in light of the theoretical framework of Carl Rogers and Thomas Gordon. The results showed great support by the participants to the four myths surveyed, suggesting the importance of the issue to be considered in training programs for teachers / Com o intuito de responder ao problema os mitos do bom professor permeiam o posicionamento dos professores a respeito da prática docente? , este trabalho teve como objetivo compreender o posicionamento de professores do ensino básico frente a quatro mitos do bom professor: 1) o bom professor é sempre calmo e equilibrado, invariavelmente consegue controlar-se, nunca perde a compostura ou demonstra emoções fortes; 2) o bom professor aceita todos os alunos de igual maneira, não tendo favoritos; 3) o bom professor consegue criar um ambiente que, ao mesmo tempo em que permanece calmo e sossegado, favorece a aprendizagem excitante, estimulante e livre; 4) o bom professor conhece todas as respostas, possuindo uma sabedoria superior à dos alunos. Foram participantes do estudo onze professores de educação básica, atuantes em uma escola particular localizada na zona sul da cidade de São Paulo. Optou-se pela abordagem qualitativa de pesquisa e pelos incidentes críticos como recurso para produção de informações. Entendendo-se incidentes críticos como descrição detalhada de um fato e da situação que lhe deu origem, de forma a oferecer base para o participante emitir uma opinião, julgamento ou tomada de decisão , foram elaborados quatro incidentes, referentes aos quatro mitos pesquisados, para apresentação aos professores. Com base em suas respostas, foram propostas categorias de análise, a partir das quais se procurou identificar pistas da adesão dos participantes a cada mito analisado. A análise dos dados foi conduzida à luz do referencial teórico de Carl Rogers e Thomas Gordon. Os resultados indicaram grande adesão dos participantes aos quatro mitos pesquisados, sugerindo a importância da questão ser considerada nos programas de formação de professores

教育首重教師，而師資培育也是國內教育科系設立的首要目標，而培養優良教師更是其中最重要的目的，因此如何成為優良教師的知識學問其重要性自不待言。本研究乃環扣此一立意，初衷乃在探究如何成為師鐸獎教師的原因，以提供有志成為優良教師之人努力的方向。 本研究採用訪談法進行研究，研究對象為2010年台北市十位師鐸獎教師。由於師鐸獎教師的故事各有其多元繽紛的色彩，很難用一個固定模式加以齊一，但是從長遠的縱貫發展的觀點來看，仍然透露出各個階段的主要特徵。所以研究者從文獻探討中歸納出教師發展的三個階段：適應與建立能力、專業成長與發展、以及專業成熟，並以此為框架將師鐸獎教師們各自的精彩故事做為內容敘述，使得各階段的理論概念敘述得到生活實例的印證。再者，除了理論性的階段探討與故事敘述的印證外，本研究還以進入教職以後的「教師生涯發展」為主軸，另加入影響教師專業發展六個影響因素的內容為輔，鋪敘出九位師鐸獎教師的生涯發展故事，使得本研究不僅有理論概念的探討，也有具體可親活生生的故事呈現。 另外，師鐸獎教師為何能夠成為師鐸獎教師，本研究從「教師專業發展」的角度著手，藉由文獻探討歸納六個重要的影響因素：「家庭」、「高中以前的求學歷程」、「教育專業訓練」、「學校組織環境」、「在職成長」以及「個人特質」，並且從這六個因素去訪問師鐸獎教師們，並以師鐸獎教師的回答內容為基礎，再進一步的濃縮成概念性的內容。 最後，本研究以整體的角度為「師鐸獎教師的生涯發展」與「生涯發展的重要因素」主題做結論的總結如下： 一、 在六個影響因素當中，最重要的是盡心付出的個人特質； 二、 原生家庭父母親的身教影響深遠； 三、 小時候家庭環境的辛苦不一定有害，也可能成為未來的助益，關鍵乃在於正面的面對方式； 四、 「不反對」是婚姻家庭方面的基本支持； 五、 過去師長的言行態度是從事教職的重要參考； 六、 教育專業訓練對當事人主觀上的教育專業發展似乎意義不大； 七、 學校組織環境是累積能力的良好環境； 八、 教師專業成長從教學開始，進而充分發揮教師的角色功能； 九、 當事人的在職成長皆表現出不同於一般的具體投入行為； 十、 在職成長缺少有系統有組織的整體明確規劃； 十一、 積極正面的做事態度是很重要的個人特質； 最後，根據研究結果與討論提出關於成為優良教師的建議，乃分別從對教師個人、對學校、對教育政策，以及對未來研究四個方面進行條列式的建議。 / Teachers are the most important elements of teaching, and teacher cultivation is the most crucial task in the establishment of departments of education nationwide. The chief objective of all such institutions is to cultivate excellent teachers. Therefore, the importance of knowing how to become an excellent teacher goes without saying. The present study focuses on the above knowledge by exploring the experiences of teachers who have won the Teaching Excellence Award in order to provide examples for others striving to become excellent teachers. This study adopted the interview method and recruited ten teachers who won the Taipei City 2010 Teaching Excellence Award as participants. Due to the diverse nature of the stories of these award-winning teachers, it was hard to unify them into a single framework. However, when viewed from a more distant perspective, we are still able to make out the main features of the phases that these teachers went through. We were also able to identify three phases of teacher development based on a literature review: adaptation and establishment, professional growth and development, and professional maturity. These three main phases were then used as a framework to better understand the helpful stories of these award-winning teachers. The stories can in turn provide real life proof for the concept of each phase. In addition to discussing the theories related to these phases and proving them with actual examples, the current study also used “teaching career development” as a theme and incorporated six influencing factors relating to the professional development of teachers to illustrate the professional development stories of nine award-winning teachers. This research not only contains discussions on the theoretical concepts, but also presents specific, real-life stories. The reasons behind becoming a Teaching Excellence Award winning teacher are viewed from the “teaching professionalism development” perspective, and explored through the six important influencing factors identified via literature review, specifically, “family,” “the course of education prior to high school,” “educational professional training,” “school system and environment,” “professional growth,” and “personal features.” The award-winning teachers were interviewed with the above six factors in mind, and conceptual content was then further extracted through their answers. Lastly, the study used “the teaching career development of the Teaching Excellence Award winning teachers” and “the important factors influencing career development” as the overall perspective themes and concluded the following: 1. The most important factor among the six influencing factors is the personal feature of devoted effort; 2. The family-of-origin parenting effects are profound; 3. Hardships encountered during childhood are not necessarily detrimental and can even become beneficial in the future; the key lies within the way one directly confronts these hardships; 4. “Not objecting” is the most fundamental way of expressing support in married families; 5. The behaviors and attitudes of the teachers in the past are important references for teaching conduct; 6. Educational professional training seems relatively unimportant to the course of education professionalism development from the participants’ point of view; 7. The school system and environment is a good place to acquire and accumulate teaching abilities; 8. A teacher’s professional growth begins with teaching and expands to the full display of the teacher’s function and role; 9. The subjects showed exceptional activity in contributing to their own professional growth when compared to others; 10. Professional growth in general lacks clear overall systematic and organized planning; 11. Proactive and positive attitudes are very important personal features. In conclusion, based on research results and discussions, many helpful suggestions were made regarding the process of becoming an excellent teacher. Itemized suggestions for teachers, schools, education policies, and future research aspects were included. Keywords: Teaching Excellence Awards, teaching career development, teaching professionalism development, interview method

The thesis has a theoretical and empirical nature. It focuses on issues of teacher's personality and view of 2nd Primary school for her. The first part describes personality traits, teacher and diverse teaching styles. It defines the professional competence of teachers, such as competence and communicative competence reflect on their activities. Attention is paid to define the characteristics of "good" teachers, who are the authority, assertiveness, emotional stability, sense of humor, fair evaluation, creativity and flexibility. In conclusion, the theoretical part of the established requirements and objectives for the current school teachers and the teaching profession The influence of personality. The practical part presents the results of quantitative research, which was written the method of questioning. The data obtained explain the view of 2nd Primary school teacher and a personality show, which features students assessed as significant and which forms and methods of work adopted positively.