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The theoretical part of the thesis is concerned with topics related to project teaching,creativity,framework educational program in field of Man and the world of work and property of nature. The practical part consists of 11 project using products of nature. The end of the practical part deals with verification of created projects and evaluation of implemented projects.

Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-10-26T15:04:43Z No. of bitstreams: 1 Taiane Malabarba_.pdf: 3059781 bytes, checksum: 6e2f88e38751f63f9402334673090aa4 (MD5) / Made available in DSpace on 2015-10-26T15:04:43Z (GMT). No. of bitstreams: 1 Taiane Malabarba_.pdf: 3059781 bytes, checksum: 6e2f88e38751f63f9402334673090aa4 (MD5) Previous issue date: 2015-04-15 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa investiga a prática docente em sala de aula, entendida aqui como trabalho real-concretizado. Tem-se por objetivo geral descrever como, do ponto de vista linguístico-interacional, um projeto de ensino é pilotado em face às contingências interacionais. Os dados foram gerados em uma escola de idiomas do interior do Rio Grande do Sul a partir de 10 horas-aula gravadas em vídeo com uma turma de alunos adultos no seu primeiro semestre do curso de língua inglesa. Focou-se nos momentos em que o curso do agir é alterado a partir da participação contingente de um ou mais alunos. Por participação contingente, entende-se tanto as tomadas de turno espontâneas por parte dos alunos quanto os turnos alocados previamente, mas que, de certa forma, não atendem à expectativa projetada por uma ação antecedente. Conceitos advindos do Interacionismo Sociodiscursivo (BRONCKART, 1999) e da Análise da Conversa (SACKS; SCHEGLOFF; JEFFERSON, 1974) de forma mais ampla, abarcando os campos semióticos da fala-em-interação (GOODWIN, 2013), servem de referência teórico-metodológica para a análise. Os resultados revelam um percurso recorrente no que tange à fala-em-interação em curso durante o trabalho docente: 1) projeto de ensino; 2) participação contingente; 3) alinhamento; 4) intraexpansão do projeto de ensino; 5) fechamento; e 6) projeto de ensino – entre percursos identificados em menor escala. Em conjunto, o olhar empreendido durante a análise permite compreender também o entrelaçamento constante entre o que é da ordem da fala cotidiana e o que é da ordem da fala institucional. Quanto à primeira, observou-se a presença de riso, orientações posturais mais relaxadas e traços prosódicos específicos, que parecem estar ligados ao estabelecimento de laços entre os participantes. Quanto à segunda, chamam a atenção a postura corporal mais ereta, acompanhada pela mudança significativa no volume e/ou tom de voz e aparente relutância em empregar a língua portuguesa. Esses resultados podem contribuir com as pesquisas sobre sala de aula de línguas ao desvelar as ações que envolvem momentos em que o projeto de ensino é alterado em virtude de contingências interacionais e ao propor a construção de uma linguagem que permita falar sobre o agir docente na prática. Igualmente, eles podem ser usados pelos programas de formação docente para promover reflexão e fomentar a elaboração de um repertório de práticas interacionais que possa orientar principalmente os professores em início de carreira. / This research investigates classroom teaching as a practice understood here as real-concrete work. The main objective is to describe how, from the linguistic-interactional point of view, a teaching project is enacted in face of interactional contingencies. The study draws upon transcriptions of 10 (classroom) hours of video recordings generated with a group of elementary students in a private language school setting in the Southern region of Brazil. The focus of analysis were the moments when the course of actions changes due to unexpected student participations, so understood either because they were not pre-allocated by the teacher or because they fail to meet the expectations projected by a previous action. Concepts derived from Sociodiscursive Interactionism (BRONCKART, 1999) and Conversation Analysis (SACKS; SCHEGLOFF; JEFFERSON, 1974) in a broader perspective, which views talk-in-interaction as created through several semiotic fields (GOODWIN, 2013), were used as theoretical and methodological reference in the analysis. The findings reveal a pervasive route concerning talk-in-interaction observed in the accomplishment of the work of teaching: 1) teaching project; 2) unexpected participation; 3) alignment; 4) inner-expansion of the teaching project; 5) closing; and 6) teaching project among other less frequent routes. Altogether, the analysis accomplished reveal the constant interweaving movement between ordinary and institutional talk. Concerning the former, the presence of laughter, more relaxed body postures and specific prosodic features, which seem to be linked to the establishment of rapport with the students, is noticeable. Concerning the latter, attention is drawn to more straight body posture accompanied by a significant change in voice volume and/or pitch and an apparent reluctance in using Portuguese to interact with students. Such findings may contribute to the body of language classroom research by unveiling the actions that involve moments when the teaching project is reshaped due to interactional contingencies and by proposing the construction of a language for talking about teaching practice. Likewise, they may be used in teacher education programs in order to promote reflection and support the creation of a sustainable repertoire of interactional teaching practices to be used principally by novice teachers.

This diploma thesis describes and analyses the factors influences the working performance. It deals with the basic terms from the management area about the working performance. Mainly the terms work performance, work efficiency, working performance management are described, also the factors influencing the working efficiency are described. It clarifies the difference between the personal assumptions for the working performance relating directly with the worker and external factors, which cannot be influenced by the worker. Thesis is closely aimed at the process and setting which emerges from the organisation running. These factors are verified by the research done at the secondary school in Pribram. The research is executed by quantitative method with the usage of questionnaires. These questionnaires were drawn up that it enabled to compare with the analysis of current definitions of the working performance and working productivity. In the implementation of the research were compared the influences of the individual groups of factors which influence the pedagogical workers' working productivity on the secondary high schools in Pribram. The analysis of the current definitions dealing with the working performance and productivity were confirmed.

What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students’ test scores alone. The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions? Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants’ ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation. Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life’s compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms. Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.

Made available in DSpace on 2016-06-02T19:35:58Z (GMT). No. of bitstreams: 1 6414.pdf: 6656002 bytes, checksum: 2d296a2ba7d3f6a063f946153f2b4889 (MD5) Previous issue date: 2014-12-01 / This study had as principal focus the identify and analyze of the contributions and limitations of the Programa Institucional de Bolsa de Iniciação à Docência (PIBID) of the Universidade Tecnológica Federal do Paraná (UTFPR) for the training of teaching initiation scholarship fellows and teaching professional practice of supervisors of basic education, employees and institutional, management processes educational and area coordinators program. For both, a qualitative approach research was performed with one institutional coordinator, two area coordinators in managing educational process, four area coordinators, seven supervisors, four employees and forty eight teaching initiation scholarship fellows of four subprojects PIBID UTFPR: subproject Physics, campus Curitiba, subproject English Letters, campus Pato Branco, subproject Mathematics, campus Toledo and subproject Chemistry, campus Londrina. As a tool for data collection, semi-structured interviews, documents and written narratives provided by the participants were used. For data analysis, we considered the theoretical and political affecting that directly or indirectly influence the processes of teacher training aspects; the national policy of teacher education, the legal instruments that based PIBID and the interpretation of the participants about the influences, contributions and limitations to the program for teacher education and action. The data analysis conducted from this perspective allowed us to discuss the relationship between the career choices of teaching initiation scholarship fellows and objective working conditions and career they see and experience in schools in which they are inserted through the Program; the influences - positive and negative - of the activities and actions developed in schools and at the university in the subprojects analyzed - in training and professional practice of teaching involved; the relationship between the university, the partner schools and the state schools and the role and return each of these spheres in the development activities PIBID; and resources and material conditions that are offered to the program to achieve their goals and for the training and teaching professional practice of its participants. Each of these aspects was analyzed separately in four major categories of analysis, from which we discuss broadly and at the same time, particularly the contributions, limitations and challenges of the program for the training and professional practice of its participants. From the results obtained, we believe that the development of policies and programs that aim to facilitate and mediate the contact of students with professional practice of teaching in the period of initial training, as well as the closely relationship between the university and the school, as is the PIBID case, it is essential for both the processes of teaching and practice professional as to the quality of this process. However, thinking about education policy and, more specifically, a politics teacher training involves dealing with the same seriousness, both the processes of initial and ongoing training as the actual working conditions, salary and teaching career - both basic education as higher education - in the search for quality education in real terms and not just formal terms. / Este estudo teve como objetivo principal identificar e analisar as contribuições e os limites do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) da Universidade Tecnológica Federal do Paraná (UTFPR) para a formação dos bolsistas de iniciação à docência e para a formação e atuação docente dos supervisores da educação básica, professores colaboradores e dos coordenadores institucional, de gestão de processos educacionais e de área do Programa. Para tanto, foi realizada uma pesquisa de abordagem qualitativa com um coordenador institucional, dois coordenadores de área de gestão de processos educacionais, quatro coordenadores de área, sete professores supervisores, quatro professores colaboradores e quarenta e oito alunos bolsistas de quatro subprojetos do PIBID da UTFPR: subprojeto Física, campus Curitiba, subprojeto Letras-Inglês, campus Pato Branco, subprojeto Matemática, campus Toledo e subprojeto Química, campus Londrina. Como instrumento de coleta de dados, foram utilizadas entrevistas semiestruturadas, documentos e narrativas escritas disponibilizadas pelos participantes. Para a análise dos dados obtidos, foram considerados os aspectos teóricos e políticos que influenciam de maneira direta ou indireta os processos de formação docente; a política nacional de formação de professores, os instrumentos legais que fundamentam o PIBID e a interpretação que os sujeitos que dele participam fazem sobre suas influências, contribuições e limitações para a formação e atuação docente. A análise dos dados realizada a partir dessa perspectiva nos permitiu discutir a relação entre as escolhas profissionais dos bolsistas de iniciação à docência e as condições objetivas de trabalho e de carreira que observam e vivenciam nas escolas em que se encontram inseridos por intermédio do Programa; as influências positivas e negativas das atividades e ações desenvolvidas nas escolas e na universidade - no âmbito dos subprojetos analisados - na formação e na atuação profissional docente dos envolvidos; a relação entre a universidade, as escolas parceiras e a rede Estadual de ensino e o papel e contrapartida de cada uma dessas esferas no desenvolvimento das atividades do PIBID; e os recursos e condições materiais que são oferecidas ao Programa para o alcance de seus objetivos e para a formação e atuação profissional de seus participantes. Cada um desses aspectos foi analisado, separadamente, em quatro grandes categorias de análise, a partir das quais buscamos discutir de maneira ampla e, ao mesmo tempo, particular, as contribuições, limites e desafios do Programa para a formação e atuação profissional de seus participantes. A partir dos resultados alcançados, consideramos que o desenvolvimento de políticas e programas que objetivam favorecer e intermediar o contato dos estudantes com a prática profissional do magistério no período de formação inicial, bem como o estreitamente da relação entre a universidade e a escola, como é o caso do PIBID, torna-se imprescindível tanto para os processos de formação e atuação docente quanto para a qualidade desse processo. Todavia, pensar em uma política educacional e, mais especificamente, em uma política de formação de professores implica tratar, com a mesma seriedade, tanto os processos de formação inicial e continuada quanto as condições concretas de trabalho, salário e carreira docente tanto da educação básica quanto do ensino superior -, na busca por uma educação de qualidade em termos reais e não apenas formais.

The diploma thesis deals with the Cypriot music culture and mainly focuses on piano education and piano works. The aim of this work was to introduce the main representatives of Cypriot classical music, the music life on Cyprus and the history of piano education until the present day. A part of the work is also a personal research, carried out by a questionnaire, and a didactic and interpretive insight on the fundamental instructive work Kinderlaunen of the Cypriot pianist and composer Nicolas Economou. The work is divided into six chapters, which draw information from accessible literature and mainly from a research made in this field. The six chapters could be notionally divided into two parts, theoretical and practical. The theoretical part deals with the music history of the island by introducing distinctive personalities of the Cypriot classical music and by mapping the music life on Cyprus. Furthermore, this part deals with the Cypriot music education system and the teaching methods in piano education. The practical part contains the analysis and results of the submitted questionnaire and the didactic and interpretive insight on the instructive piano work of the earlier mentioned Cypriot pianist and composer. Keywords: Cyprus; piano pedagogy; music culture; music education; instructive piano...

The subject of the present dissertation is a critique of feminist hermeneutics and exegesis with special focus on Jesus' approach to women. The dissertation commences with a discussion of the topic's relevance and a disclosure of this interpreter's presuppositions. This is followed by a survey of gender-conscious approaches to interpreting Scripture, including feminism, egalitarianism, and complementarianism. Also discussed are the nature of hermeneutics and relevant New Testament passages. The main body of the dissertation consists of a description and critique of the feminist and egalitarian interpretation of Scripture passages setting forth Jesus' approach to women. Chapter 2 starts with a description and assessment of the contributions by three major proponents of radical feminism, Mary Daly, Virginia Ramey Mollenkott, and Daphne Hampson. This is followed by a discussion of the work of reformist feminists Letty Russell, Elisabeth Schüssler Fiorenza (including a critique of Fiorenza's reconstruction of the place of women in early Christianity), and Rosemary Radford Ruether. Chapter 2 concludes with a treatment of literary approaches by more recent feminist writers. The discussion of egalitarian literature on Jesus and women in Chapter 3 is divided into three periods: the early years (1966-1986); the maturing movement (1987-1999); and recent contributions (2000-2004). Writers whose work is assessed include Krister Stendahl, Letha Scanzoni and Nancy Hardesty, Paul Jewett, Mary Evans, Ben Witherington, Gilbert Bilezikian, Aida Spencer, Richard Longenecker, Grant Osborne, Ruth Tucker, R. T. France, Stanley Grenz, Linda Belleville, William Webb, and others. The final chapter of the dissertation (Chapter 4) contains a discussion of select exegetical insights from a study of New Testament passages on Jesus' approach to women, a comparison of feminist and egalitarian hermeneutics and exegesis of Jesus and women, a proposal concerning a proper hermeneutic on Jesus and women, and a summary of findings as well as a brief presentation of the dissertation's overall contribution and areas for further dialogue. / Philosophy, Practical & Systematic Theology / D. Th. (Systematic Theology)

The subject of the present dissertation is a critique of feminist hermeneutics and exegesis with special focus on Jesus' approach to women. The dissertation commences with a discussion of the topic's relevance and a disclosure of this interpreter's presuppositions. This is followed by a survey of gender-conscious approaches to interpreting Scripture, including feminism, egalitarianism, and complementarianism. Also discussed are the nature of hermeneutics and relevant New Testament passages. The main body of the dissertation consists of a description and critique of the feminist and egalitarian interpretation of Scripture passages setting forth Jesus' approach to women. Chapter 2 starts with a description and assessment of the contributions by three major proponents of radical feminism, Mary Daly, Virginia Ramey Mollenkott, and Daphne Hampson. This is followed by a discussion of the work of reformist feminists Letty Russell, Elisabeth Schüssler Fiorenza (including a critique of Fiorenza's reconstruction of the place of women in early Christianity), and Rosemary Radford Ruether. Chapter 2 concludes with a treatment of literary approaches by more recent feminist writers. The discussion of egalitarian literature on Jesus and women in Chapter 3 is divided into three periods: the early years (1966-1986); the maturing movement (1987-1999); and recent contributions (2000-2004). Writers whose work is assessed include Krister Stendahl, Letha Scanzoni and Nancy Hardesty, Paul Jewett, Mary Evans, Ben Witherington, Gilbert Bilezikian, Aida Spencer, Richard Longenecker, Grant Osborne, Ruth Tucker, R. T. France, Stanley Grenz, Linda Belleville, William Webb, and others. The final chapter of the dissertation (Chapter 4) contains a discussion of select exegetical insights from a study of New Testament passages on Jesus' approach to women, a comparison of feminist and egalitarian hermeneutics and exegesis of Jesus and women, a proposal concerning a proper hermeneutic on Jesus and women, and a summary of findings as well as a brief presentation of the dissertation's overall contribution and areas for further dialogue. / Philosophy, Practical and Systematic Theology / D. Th. (Systematic Theology)

My dissertation deals with the contribution of practical activities as scope for the factors developing creativity of primary school pupils. Firstly, the definitions of the terms creativity, technical education and project teaching, based on specialised literature, are introduced. These three theoretical spheres focus in detail on the creative process and product, creative factors, convergent and divergent thinking skills, the creative person and the methods that help develop his or her creativity. I try to clarify the technique as a means of development of practical activities. After that I deal with the educational area "Man and the World of Work" and present possible topics for the development of creativity in working education. My thesis demonstrates a project together with its types and focuses on the implementation and benefits of project-based learning. The practical part is focused on the development of individual projects. Fifteen individual projects, helping to develop creativity of pupils at primary schools, were offered to twenty-one teachers. These teachers participated in a questionnaire survey and they were given an opportunity to provide feedback on the above mentioned individual projects. The results of the survey are described in the sixth chapter of this thesis.