This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training. / Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

This study investigates educators' experiences in choosing material for learners in the inclusive classroom setting as clearly stated in chapter one. Chapter two explored the literature on the learning and teaching support materials and the processes involved. The definition of learning and teaching support materials was explored. The kinds, importance and role of learning and teaching support, were discussed and the role is seen as a vehicle which enhances the awareness for expression and opportunities to capture evidence of learners knowledge. Guidelines to consider in the process of selecting learning and teaching support materials and the utilization thereof, as well as the funding of learning and teaching support materials received attention. This chapter further explored the inclusive classroom where inclusion is defined; the nature of inclusive classroom was discussed. The benefits and the criticism of inclusive classroom settings were also explored. In chapter three, the empirical research design used in the study is discussed. Focus group interviews in qualitative study were used to explore educators' experiences in choosing learning and teaching support material in inclusive classroom settings. Chapter four highlighted the research methods used to investigate the problems of this study. The application of the focus interview was explained in detail because the focus group was used for the collection of data which was analysed and interpreted. The data revealed that educators experience a number of difficulties in choosing learning and teaching support materials for learners in inclusive classroom settings. The last chapter concludes the study with recommendations on the way to assist educators in choosing materials for learners in the inclusive classroom setting. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.

Thesis (Ed. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 101-105).

Many countries across the globe are undergoing rapid economic and social change; and there are increasing efforts to reform, revamp and revitalise education – to equip students for the ever-changing future. Education is considered to be transformative; but the area of transformative learning has been mainly theorised in the field of adult education. Comparatively, teaching approaches designed to bring about such transformation or transformative teaching has been less explored or understood. Connecting various related literature, this study places deeper learning at the centre of transformation through learning. Aiming to fill a gap within the literature, this study explores transformation through learning in a comprehensive school setting at a K-5 School in the North East of the United States by asking the following questions, ‘What are the teachers’ and students’ lived experiences of transformation through music and arts infused creative learning as practiced at an Elementary School in Northeast of USA?’ and ‘What is the role of the arts and music in this process?’. Located within the interpretive paradigm, this ethnographic case study included 7 – 14-year-old students (Grade 2 – Grade 5) and staff, aimed at investigating the phenomenon of ‘transformation through learning’ through a range of sources within its natural environment. Various data collection methods were used, including semi-structured interviews, observations (field notes, video-recordings, still images), conceptual drawing and learning walks. These provided rich, in-depth data, permitting triangulation which strengthened the findings and allowed for an illuminating understanding of the topic. An iteratively developed framework representing elements or behaviours relating to transformation was utilised as a lens to identify relevant critical incidents during the data collection process. Employing thematic analysis on the data collected resulted in eight themes that represent the lived experiences of transformation through learning. These thematic findings highlight that relevance, mindsets and placing arts at centre of the school culture are key to providing transformative learning experiences. The study connects two arguments, that fostering deeper learning enables students to meet new expectations and demands of the changing future; and that it is vital to provide students with a well-rounded curriculum with rich arts education to prepare them for success in the future. Thus, the findings of this study develop the understanding of ‘transformation through learning’ and offer a model framework from the practice at this research site from which others could create their own.

Esta dissertação tem como objetivo apresentar a implementação de uma proposta de ensino de leitura e de escrita, a partir dos pressupostos da Linguística Sistêmico-funcional de Halliday (HALLIDAY, 2014, 2008, 1978) e da Teoria de Gêneros, proposta pela Escola de Sidney (MARTIN; ROSE, 2008, 2012). A implementação visa a investigar como a Pedagogia de Gêneros, baseada no Ciclo de Aprendizagem, pode auxiliar nos processos de letramento em sala de aula. Procura-se compreender o funcionamento do Ciclo de Aprendizagem para o desenvolvimento da leitura e da escrita de notícia jornalísticas, discutir quais dificuldades ou facilidades os sujeitos apresentaram e analisar os textos produzidos pelos aprendizes. A Usina do Texto, projeto oferecido aos alunos do sexto ano do ensino fundamental de uma escola da rede municipal de ensino de Porto Alegre, foi o ambiente no qual foi implementada a metodologia prevista no Ciclo de Aprendizagem e nos ciclos de interação. O projeto tem como base teórica os pressupostos a Pedagogia de Gêneros da Escola de Sidney e constituiu-se como o contexto da presente pesquisa. A partir de uma pesquisa qualitativa-interpretativa, procurou-se compreender o funcionamento do Ciclo de Aprendizagem no desenvolvimento da leitura e da escrita das notícias. As análises dos textos produzidos pelos alunos auxiliaram na análise proposta e é estabelecida a partir da noção do Contexto de Cultura, gênero, e do Contexto de Situação, registro. Desta forma, como resultado das observações e das análises textuais, percebe-se que os aprendizes mobilizam os recursos contextuais, semânticos e disponíveis, abordados ao longo das etapas do Ciclo de Aprendizagem. Acredita-se que esta pesquisa possa contribuir nas discussões teóricas sobre gênero sob o viés da Escola de Sidney. / This dissertation aims to present the implementation of a proposal for teaching reading and writing, based on the premises of Halliday's Systemic-functional linguistics (HALLIDAY, 2014, 2008, 1978) and Genres Theory proposed by the Sydney School (MARTIN; ROSE, 2008, 2012). The implementation aims to investigate how the Genres Pedagogy, based on the Learning and Teaching Cycle, can support in the processes of literacy in the classroom. The search is to understand the Learning and Teaching Cycle functioning for the reading and writing of journalistic news development, to discuss what difficulties or facilities the subjects presented and to analyze the texts produced by the learners. The Usina do Texto, a project offered to the students of the sixth year of elementary school in Porto Alegre municipal school system, was the environment in which the methodology precribed in the Learning and Teaching Cycle and in the interaction cycles was implemented. The project is based on the presuppositions of Genres Pedagogy of Sydney School and was constituted as the context of the present research. Based on a qualitative-interpretive research, the aim was to understand the functioning of the Learning and Teaching Cycle in the development of reading and writing of news. The analyzes of the texts produced by the students assisted in the proposed analysis and is established from the notion of the Context of Culture, genre, and the Context of Situation, register. Thus, as a result of the observations and of the textual analyzes, it is perceived that the learners mobilize the contextual and semantic available resources, addressed throughout the sta0ges of the Learning and Teaching Cycle. It is believed that this research can contribute to the theoretical discussions about genre under the bias of Sydney School.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-07-28T11:02:43Z No. of bitstreams: 1 arquivo total.pdf: 3228628 bytes, checksum: a71ed43a5f47a6e0c27be039d9a4b2a5 (MD5) / Made available in DSpace on 2016-07-28T11:02:43Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 3228628 bytes, checksum: a71ed43a5f47a6e0c27be039d9a4b2a5 (MD5) Previous issue date: 2015-09-29 / Our aim in this research study the process of reading acquisition, whereas the contributions of Children's Literature in Brazil. As an object of study, we chose the tale of Children's Literature to understand that such textual genre enchants, and experience the events of daily life of students as readers beginners, whose age range between 06 to 07 years, the Municipal School - Annex Rural Base, Olinda-PE. As the theoretical, are talking with authors who work with the process of reading with the textual genres of Children's literature, as Abramovich (1997), Coelho (2000), Lajolo (1982, 1984, 2002), Sole (1998), Zilberman (1985, 1987, 1990); in relation to the theory of Children's literature, with Cademartori (1986), Frantz (2001), among others. As for the methodology, it is an exploratory research, literature review of qualitative nature. In relation to the collection of data, were collected from activities implemented in a sequence didactics, with students from the 1ST Year of the Elementary School, which was considered readers beginners at an age between 06 and 07 years old. And for analysis of the data, we take the understanding of content analysis from the perspective of Bardin (2011) in order to obtain the results achieved in the course of the sequence didactics. Through the application, as a proposal for intervention, to analyze the data we can see that the strategies of reading, taking the feature tales of Children's Literature provides the reader an enhancement of their creativity, it stimulates the imagination, the intellect, the emotions among other feelings that in the future this will become a critical player, able to exercise their rights of citizenship, aware of the social reality in which it is inserted and the possibilities to transform it. The research points out that Children's Literature contributes to the process of the acquisition of reading, the awakening, the child, the curiosity and the need to be a player, ensuring conditions for it represents the world and life through words. / Objetivamos nesta pesquisa estudar o processo de aquisição da leitura, considerando as contribuições da Literatura Infantil brasileira. Como objeto de estudo, elegemos a Literatura Infantil por compreender que tal gênero literário encanta, e experiencia os fatos da vida cotidiana dos alunos leitores iniciantes, cuja faixa etária entre 06 a 07 anos, da Escola Municipal- Anexo Base Rural, Olinda-PE. Como aporte teórico, dialogamos com autores que trabalham com o processo da leitura com os gêneros textuais da Literatura Infantil, como Abramovich (1997), Coelho (2000), Lajolo (1982, 1984, 2002), Solé (1998), Zilberman (1985, 1987, 1990); em relação à teoria da Literatura Infantil, com Cademartori (1986), Frantz (2001), entre outros. Quanto à metodologia, trata-se de uma pesquisa exploratória, bibliográfica de natureza qualitativa. Em relação à coleta de dados,foram coletados a partir de atividades aplicadas numa sequência didática, com alunos do 1º Ano do Ensino Fundamental, considerados leitores iniciantes numa faixa etária entre 06 e 07 anos. Para análise dos dados, tomamos o entendimento de análise do conteúdo na perspectiva de Bardin (2011) para obtenção dos resultados alcançados no decorrer da sequência didática. Através da aplicação, conforme uma proposta de intervenção, ao analisar os dados constatamos que as estratégias de leitura, tomando como recurso a Literatura Infantil proporciona ao leitor um aprimoramento de sua criatividade, estimula a imaginação, a inteligência, as emoções entre outros sentimentos que no futuro o tornará um leitor crítico, apto a exercer sua cidadania, consciente da realidade social em que está inserido e das possibilidades de transformá-la. A pesquisa aponta que a Literatura Infantil contribui para o processo da aquisição da leitura, ao despertar, na criança, a curiosidade e a necessidade de ser um leitor, garantindo condições para que ela represente o mundo e a vida através das palavras.

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Agradecemos a compreensão. on 2016-09-21T17:00:37Z (GMT) / Submitted by Gabriela Rossatto Franco null (gabriela.rf@hotmail.com) on 2016-09-21T17:28:25Z No. of bitstreams: 1 Dissertação (versão definitiva).pdf: 2534208 bytes, checksum: 7e4ca55bbc3c3f38aaa8753c848382aa (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-09-21T20:55:09Z (GMT) No. of bitstreams: 1 franco_gr_me_sjrp.pdf: 2534208 bytes, checksum: 7e4ca55bbc3c3f38aaa8753c848382aa (MD5) / Made available in DSpace on 2016-09-21T20:55:09Z (GMT). No. of bitstreams: 1 franco_gr_me_sjrp.pdf: 2534208 bytes, checksum: 7e4ca55bbc3c3f38aaa8753c848382aa (MD5) Previous issue date: 2016-08-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O projeto Teletandem e transculturalidade na interação on-line em línguas estrangeiras por webcam (TELLES, 2011) promove a interação via Skype entre alunos brasileiros e estudantes de vários cursos de universidades estrangeiras. Um de seus objetivos é divulgar o conhecimento do português entre falantes de outras línguas e proporcionar, aos participantes brasileiros, o aprendizado de outro idioma de domínio de seus parceiros. Durante as interações de teletandem, os participantes fornecem explicações sobre a língua materna ou aquela em que são competentes. Esta pesquisa analisa os aspectos linguísticos emergentes nessas interações, atentando para a forma como os alunos brasileiros (professores de línguas em formação) esclarecem dúvidas sobre a língua portuguesa em um contexto no qual ela é a língua estrangeira de seus parceiros. O objetivo deste estudo é observar os equívocos/limitações dos alunos brasileiros durante tais esclarecimentos. Os dados foram gerados a partir de interações de teletandem entre alunos de uma universidade pública brasileira e alunos de uma universidade privada estadunidense. Os pares analisados são aqueles cujos participantes brasileiros são alunos de Letras. Metodologicamente, a pesquisa se insere no paradigma qualitativo interpretativista e recorreu à teoria dos Episódios Relacionados à Língua (SWAIN & LAPKIN, 1998) para a seleção dos dados. Teoricamente, o estudo se fundamenta nas teorias do Foco na Forma (LONG, 1991) e da Conscientização da Linguagem (HAWKINS, 1984). Acredito ser importante que os praticantes de teletandem, futuros professores de língua estrangeira, desenvolvam uma atitude reflexiva sobre as práticas de linguagem. Com base nas teorias e na análise dos dados, foi possível constatar indícios de que os participantes se conscientizam sobre a linguagem. Os resultados do estudo podem fornecer suporte para profissionais que também trabalham com teletandem em outros países, com implicações para a formação de professores de línguas, para uma conscientização sobre a educação, para a atenção consciente sobre a língua e suas propriedades, bem como suscitar reflexões sobre a importância do professor-mediador no teletandem, de modo que seu papel é fundamental ao auxiliar o participante de teletandem em sua prática pedagógica. / The project “Teletandem and transculturality in online foreign languages interactions via webcam” (TELLES, 2011) promotes interaction via Skype between Brazilian students and students from various courses of foreign universities. One of its objectives is to disseminate the Portuguese language among speakers of other languages and give Brazilian participants the opportunity to learn another language spoken by their foreign partners. During teletandem interactions, participants provide explanations about their mother tongue or about the language in which they are proficient. The study in this dissertation analyzes the emerging linguistic aspects of these virtual interactions and how the Brazilian students (pre-service language teachers) answer questions about Portuguese as a foreign language. The aim of the study is to investigate the errors and limitations of the Brazilian students as they explain their own language to their foreign teletandem partners. Data were generated from teletandem interactions between students from a Brazilian public university and students from a private American university. Most of the Brazilian participants were students of Language Arts (Letras). Methodologically, it fits within the interpretative qualitative paradigm and it adopted the concept of Language-Related Episodes (SWAIN & LAPKIN, 1998) for selecting data. Theoretically, the study is grounded on the concept of Focus on Form (LONG, 1991) and Language Awareness (HAWKINS, 1984). Considering the theories and the data analysis, it was possible to verify evidences about participants’ language awareness. I believe it is important that teletandem practitioners - who are future teachers of foreign languages - should develop a reflective attitude towards language practices. The results of this dissertation provide support for professionals who also work with teletandem in other countries. Implications of the study are contributions in the areas of teacher education, of conscious attention to language and its properties, as well as it aims to stimulate reflections about the development of the professor-mediator of teletandem sessions. The role of the latter is essential to assist teletandem participants in order to help them improve their pedagogical practices.

Esta dissertação tem como objetivo apresentar a implementação de uma proposta de ensino de leitura e de escrita, a partir dos pressupostos da Linguística Sistêmico-funcional de Halliday (HALLIDAY, 2014, 2008, 1978) e da Teoria de Gêneros, proposta pela Escola de Sidney (MARTIN; ROSE, 2008, 2012). A implementação visa a investigar como a Pedagogia de Gêneros, baseada no Ciclo de Aprendizagem, pode auxiliar nos processos de letramento em sala de aula. Procura-se compreender o funcionamento do Ciclo de Aprendizagem para o desenvolvimento da leitura e da escrita de notícia jornalísticas, discutir quais dificuldades ou facilidades os sujeitos apresentaram e analisar os textos produzidos pelos aprendizes. A Usina do Texto, projeto oferecido aos alunos do sexto ano do ensino fundamental de uma escola da rede municipal de ensino de Porto Alegre, foi o ambiente no qual foi implementada a metodologia prevista no Ciclo de Aprendizagem e nos ciclos de interação. O projeto tem como base teórica os pressupostos a Pedagogia de Gêneros da Escola de Sidney e constituiu-se como o contexto da presente pesquisa. A partir de uma pesquisa qualitativa-interpretativa, procurou-se compreender o funcionamento do Ciclo de Aprendizagem no desenvolvimento da leitura e da escrita das notícias. As análises dos textos produzidos pelos alunos auxiliaram na análise proposta e é estabelecida a partir da noção do Contexto de Cultura, gênero, e do Contexto de Situação, registro. Desta forma, como resultado das observações e das análises textuais, percebe-se que os aprendizes mobilizam os recursos contextuais, semânticos e disponíveis, abordados ao longo das etapas do Ciclo de Aprendizagem. Acredita-se que esta pesquisa possa contribuir nas discussões teóricas sobre gênero sob o viés da Escola de Sidney. / This dissertation aims to present the implementation of a proposal for teaching reading and writing, based on the premises of Halliday's Systemic-functional linguistics (HALLIDAY, 2014, 2008, 1978) and Genres Theory proposed by the Sydney School (MARTIN; ROSE, 2008, 2012). The implementation aims to investigate how the Genres Pedagogy, based on the Learning and Teaching Cycle, can support in the processes of literacy in the classroom. The search is to understand the Learning and Teaching Cycle functioning for the reading and writing of journalistic news development, to discuss what difficulties or facilities the subjects presented and to analyze the texts produced by the learners. The Usina do Texto, a project offered to the students of the sixth year of elementary school in Porto Alegre municipal school system, was the environment in which the methodology precribed in the Learning and Teaching Cycle and in the interaction cycles was implemented. The project is based on the presuppositions of Genres Pedagogy of Sydney School and was constituted as the context of the present research. Based on a qualitative-interpretive research, the aim was to understand the functioning of the Learning and Teaching Cycle in the development of reading and writing of news. The analyzes of the texts produced by the students assisted in the proposed analysis and is established from the notion of the Context of Culture, genre, and the Context of Situation, register. Thus, as a result of the observations and of the textual analyzes, it is perceived that the learners mobilize the contextual and semantic available resources, addressed throughout the sta0ges of the Learning and Teaching Cycle. It is believed that this research can contribute to the theoretical discussions about genre under the bias of Sydney School.

Orientador: Carmen Zink Bolonhini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-13T07:45:23Z (GMT). No. of bitstreams: 1 Santos_MarlaSoaresdos_M.pdf: 631233 bytes, checksum: bc89eb18820ec259ce4d671332e686b7 (MD5) Previous issue date: 2009 / Resumo: Nosso propósito neste trabalho é analisar e compreender aspectos que se dão no ensino/aprendizagem de LI no espaço das escolas de idiomas e as relações que se dão nesse espaço em uma perspectiva discursiva e, por conseguinte, histórica. Mais especificamente, investigamos aspectos discursivos presentes nos discursos produzidos por duas instituições de ensino de LI, que representam, a nosso ver, boa parte da história do ensino/aprendizado de LEs no país. Para tanto, analisamos enunciados de dois conjuntos distintos. De um lado, estudamos textos produzidos pelas escolas por ocasião de datas comemorativas da fundação das mesmas e, de outro, o corpus discursivo se constituiu de textos publicitários dessas mesmas escolas, para que pudéssemos acompanhar como essas instituições falaram de si ao longo dos anos e como ofereceram seus serviços à sociedade. Com o desenvolver de nossas análises, percebemos que ao longo de sua história, as escolas que escolhemos construíram, através de suas propagandas, uma rede discursiva em que os sentidos produzidos sobre o ensino/aprendizagem de LI significam os alunos, os professores e dois dos ambientes onde o ensino/aprendizado de línguas pode se dar: a própria escola de idiomas e a escola regular. Estes sentidos, produzidos no jogo entre o dito e o não-dito estabelecem relações de poder entre os ambientes e entre a(s) língua(s) ensinadas nesses lugares. Enquanto a escola regular se vê capaz de oferecer somente o inglês ruim, a escola de idiomas se dispõe a atender à demanda do mercado oferecendo o inglês bom, completando o sujeito com aquilo que lhe falta. E o que vai lhe garantir o sucesso. Esses sentidos parecem funcionar no apagamento de outros sentidos possíveis para todos aqueles que participam do processo de ensino/aprendizagem, deixando os sujeitos (quase) sem saída. / Abstract: Our purpose in this study is to analyze and understand things that occur in English language teaching / learning process in the space of language schools and the relationships that occur in this space from a discursive, and therefore historical, perspective. More specifically, we investigated discursive aspects in speeches produced by two language schools, which represent, in our view, much of the history of teaching / learning foreign languages in Brazil. In order to do so, we separated our corpus into two groups. On one hand, texts produced by the schools in order to celebrate each school foundation and, on the other hand, the discursive corpus consisted of advertising of these schools, so that we could monitor how these institutions have spoken about themselves over the years and offered their services to brazilian learners. With the development of our analysis, we see that throughout its history, the schools we chose tried to build, through their advertisements, a network in which the discursive meanings produced on the teaching / learning of English language meant students, teachers and two of the environments where teaching / learning of languages can take place: the language schools and the regular schools. These meanings produce a game between what is said and what is not said establishing power relations among and between the environment (s) language (s) mentioned. While the regular school are able to offer only what can be called bad English, the language school are available to meet the demands offering good English, completing the subject with what he feels like he does not have. And what will, according to market laws, guarantee the success. These meanings seem to work in the erasure of other possible ways for those involved in the process of teaching / learning, leaving the subject (almost) without options. / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada