This mixed methodology research project comprised four studies that explored relationships between working memory and literacy, as well as the potential influence of home literacy, in L1 Arabic and L2 English children in grade six (aged 11) of mainstream Kuwaiti schools (N = 44 to 99). Quantitative studies 1 to 3 investigated these potential relationships using measures of working memory, literacy, phonological skills and vocabulary. Study 3 also contrasted vowelized and non-vowelized Arabic. Study 4 combined findings from approximately 70 completed parental questionnaires about home literacy background with qualitative data from four parental interviews, and compared these data with their children’s scores on working memory, literacy and vocabulary. Findings from studies 1 to 3 suggested that L1 and L2 literacy development can be predicted by working memory after controlling for word reading and vocabulary; and, in the case of Arabic, both vowelized and non-vowelized text showed relationships with working memory. Additionally, Arabic listening span and Arabic backward digit span were predictors of comprehension in L2 English, whereas only listening span predicted comprehension in L1 Arabic. Data indicated that the association between L1 working memory and L2 comprehension was dependent upon L2 language competence. Findings from study 4 also argue for influences on literacy and language skills of the child’s background, including cultural activities associated with upbringing and parental attitudes towards learning and literacy. Overall, similar predictors emerged for English and Arabic literacy skills arguing for these orthographies to rely on common processes. However, there is a need for further development of working memory measures for Arabic contexts to ensure that these measures assess skills appropriately, and for a consideration of parental influences on learning. Educators should consider both cognitive and sociocultural factors as foundations for teaching literacy, and support the establishment of communication routes between parents and schools.

Hensikten med oppgaven er å få innsikt i hvordan ulike gymnasielærere i hørelærefaget anser og jobber med teoretiske og praktiske moment i sin undervisning. I relasjon til dette fokuserer oppgaven vider på læreres syn på forholdet mellom hørelære og instrumentalspill og sang. Tidligere forskning knyttet til dette emnet, har vist at det er ulikheter mellom hørelærepedagogers hensikt med sin undervisning, og hva som utføres praktisk i undervisningen. Med dette som utgangspunkt, har jeg som hensikt å få en innsikt i hvordan ulike lærere jobber med disse aspektene i egen hørelæreundervisning, samt hvilke tanker de har om dette i relasjon til generell undervisning i faget. Oppgaven har sitt teoretiske utgangspunkt i et multimodalt perspektiv, som innebærer at mennesker tilegner seg kunnskap gjennom flere former for tegn og modaliteter. Videre har oppgaven også et didaktisk-pedagogisk perspektiv, med fokus på pedagogiske og didaktiske metoder i ulike læreres hørelæreundervisning. Undersøkelsen har blitt gjennomført i form av observasjoner og kvalitative intervjuer av ulike lærere og deres undervisning. Resultatene viser at samtlige informanter anser det som viktig å ha balanse og sammenheng mellom teoretisk og praktisk arbeid i hørelæreundervisningen. Videre anser samtlige informanter forholdet mellom hørelære og instrumentalspill og sang som svært viktig. Inkludering av elevenes hovedinstrument i undervisningen trekkes fram som en gunstig metode for å tydeliggjøre dette. Benyttelsen av slikt arbeid er dog ulik i de respektive informantenes undervisning, da det krever forutsetninger som ikke ligger til rette hos et flertall av lærerne. / The purpose of this study is to gain insight into how different teachers in ear training consider and work with theoretical and practical elements, in their teaching in Swedish and Norwegian high schools. Furthermore, the study also focuses on how the teachers consider the relationship between ear training and instrumental playing and singing. Prior research on this topic shows that there are differences among ear training teachers, between the purpose of their teaching, and what is done practically. With this in mind, my aim is to gain an insight in how different teachers work with these aspects in their own teaching. I also wish to get more knowledge of how they view these aspects in relation to the general teaching of ear training. The study has its theoretical basis in a multimodal perspective, which means that people  acquire knowledge through multiple forms of signs and modalities. Furthermore, the study also has a didactic-pedagogical perspective, focusing on the pedagogical and didactic methods of different teachers in the subject of ear training.   The survey has been conducted in the form of qualitative interviews with various teachers, as well as observations of their teaching. The results indicate that all the informants consider it important to have balance and coherence between theoretical and practical work in ear training. Furthermore, all informants consider the relationship between ear training and instrumental music and singing as very important. Inclusion of the students own instruments in ear training lessons, is emphasized as a beneficial method for working with this aspect. The degree to which this method is utilized, is however expressed as different among the informants. Working so, however, requires certain conditions, that are sometimes missing.

This study describes research on an undergraduate part-time blended learning programme within the former Information Systems Institute at the University of Salford. This research is based on the interpretive philosophical paradigm and examines four cycles of action research. The question being addressed in this research is: ‘How can blended learning be used to deliver a programme?’ In answering this question three overlapping perspectives were taken, as outlined below: 1) Concept of blended e-learning: This research suggests that a better term for ‘blended learning’ is ‘blended e-learning’. A Fine Structure of the Blended E-learning Concept comprising learning and learning context is proposed. This concept incorporates three nodes associated with learning: face-to-face facilitated learning, e-facilitated learning and selfstudy; and three nodes associated with the learning context: learner, pedagogic beliefs and the programme related issues. 2) Pedagogy in blended e-learning: This thesis identifies the three Key Issues of Blended Elearning Pedagogy, these are: communication, social interaction and assessment. Drawing on these issues, the thesis extends the Skeleton of Conversation to the Blended E-learning Skeleton of Conversation. 3) Pragmatic implications of blended e-learning: Building on the Fine Structure of the Blended E-learning Concept, three areas of pragmatic concern are identified as the Bermuda Triangle of Blended E-learning. These are the learning related nodes: face-to-face facilitated learning, e-facilitated learning and self-study. Both students and staff on blended e-learning programmes need to be aware of the Bermuda Triangle of Blended E-learning. For students, the awareness can be integrated in the learning to learn element within the Blended Elearning Skeleton of Conversation; for staff, the awareness can be achieved through staff development.

Orientador: Maria Helena Vieira Abrahão / Banca: Walkyria Monte Mor / Banca: Francisco José Quaresma de Figueiredo / Banca: Douglas Altamiro Consolo / Banca: Ana Mariza Benedetti / Resumo: Estudos em Formação de Professores de Línguas (GIMENEZ, 2005; VIEIRA-ABRAHÃO, 2002) apontam para a necessidade de uma proposta de formação na qual o professor não mais fique atrelado a modelos e pacotes previamente definidos que nem sempre são adequados ao seu contexto e o paradigma reflexivo (DEWEY, 1997; SCHÖN, 1983; ZEICHNER, 1993; KUMARAVADIVELU, 2003) pode atender tais necessidades. Trata-se de um processo gradativo que demanda reflexão e aprofundamento teórico (VIEIRA-ABRAHÃO, 1999) e seu principal objetivo é a promoção da autonomia do professor, o que lhe confere poder e responsabilidade. Diante dessa questão, este estudo envolveu uma formadora e sete alunosprofessores (APs) da disciplina Prática de Ensino em contexto de universidade privada. Buscamos investigar as ações práticas e o discurso da formadora na busca pela interação entre os componentes teóricos e práticos, e como tal interação é percebida nas ações e nos discursos dos APs durante as aulas e na realização de seus projetos de estágio supervisionado. Os instrumentos e procedimentos incluíram questionários, entrevistas, gravações em áudio e vídeo, observações de aula, sessões de história de vida e de visionamento. Os resultados apontam para as complexidades e as incertezas da formadora quanto à real promoção da autonomia de seus alunos, quanto à coerência entre o programa proposto e a prática efetiva e quanto ao papel da teoria acadêmica dentro do processo de formação inicial. Os resultados sugeriram também divergências entre as culturas de ensinar e aprender dos alunos-professores e da professora-formadora, sendo que alguns APs apresentaram expectativas de uma postura diretiva da formadora, contrapondo-se às suas propostas que visavam à descoberta e à autonomia dos mesmos. Quanto aos APs, os resultados sugeriram que há uma visão dicotômica sobre teoria e prática... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Studies on Language Teacher Education (GIMENEZ, 2005; VIEIRA-ABRAHÃO, 2002) point towards the need for an education program in which teachers are no longer dependant on closed teaching "packages" which may be inappropriate for their specific contexts and the reflective paradigm (DEWEY, 1997; SCHÖN, 1983; ZEICHNER, 1993; KUMARAVADIVELU, 2003) may suit those needs. It is a gradual process which demands reflection and theoretical deepening (VIEIRA-ABRAHÃO, 1999) and its main purpose is the promotion of teacher's autonomy, which in turn confers power and responsibility on the teacher. This study was carried out with a teacher educator and seven student teachers taking the subject Teaching Practices in a private university. It aimed at investigating the teacher educator's practices and discourse towards the relation theory-practice and how such relation may be expressed in the student teachers' practices and discourse during their supervised teaching practices. The instruments and procedures included questionnaires, interviews, audio and video recordings, field notes, narratives and visioning sessions. Results include the teacher educator's uncertainties concerning the real promotion of the student teachers' autonomy, the coherency between the syllabus and her practices and the role of academic theory in initial teacher education. Results also suggest there are divergences between the cultures of teaching and learning among the participants, as students expected directive practices whilst the teacher educator's proposals were more linked to discovery, exploration and autonomy. As for the student teachers, results suggested there is a dichotomic view on theory and practice, the former seen as directing the latter; beliefs are predominant in decision making when implementing practices and the lack of linguistic-communicative competence hindered... (Complete abstract click electronic access below) / Doutor

Submitted by Eunice Novais (enovais@uepg.br) on 2017-09-06T17:34:05Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Osmar Mackeivicz.pdf: 1637928 bytes, checksum: 61cd502496d98bbb1ac2909cd8adbd0a (MD5) / Made available in DSpace on 2017-09-06T17:34:05Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Osmar Mackeivicz.pdf: 1637928 bytes, checksum: 61cd502496d98bbb1ac2909cd8adbd0a (MD5) Previous issue date: 2017-07-31 / O objeto de estudo desta pesquisa é a concepção de ensino dos acadêmicos das licenciaturas. Tem por objetivo analisar as concepções de ensino elaboradas pelos acadêmicos das licenciaturas da Universidade Estadual de Ponta Grossa/PR a fim de subsidiar o processo de formação inicial de professores. Como objetivos específicos foram definidos: Identificar as concepções de ensino elaboradas pelos acadêmicos da Universidade Estadual de Ponta Grossa/PR; e Identificar as proposições sobre o ensino presentes nos projetos pedagógicos dos cursos de licenciatura em Pedagogia, Matemática e Ciências Biológicas. A questão central concebe o ensino como um processo intencional e peculiar que orienta a aprendizagem e cria cenários formativos. Reúne elementos articulados – professor, estudante, conhecimento. Considerando a centralidade do ensino no processo de formação inicial de professores, indagamos qual é a concepção de ensino elaborada pelos acadêmicos de licenciatura. O eixo epistemológico que norteia a pesquisa e análise dos dados é a teoria como expressão da prática discutido por Martins (1989) e Santos (1992), e a educação bancária de Freire (1982). O alinhamento teórico utilizado para discutir a formação de professores baseia-se em Dourado (2016), Saviani (2009), Gatti (2009), Diniz-Pereira (2006), Cunha (2010; 2016) e Imbernón (2012). As discussões acerca das teorias pedagógicas modernas fundamentam-se em Mizukami (1986), Libâneo (1982; 2006), Saviani (2012), Veiga (2004), Freire (1970) e Martins (1989; 2006). Para as questões relacionadas à aula, utilizamos Silva (2008), Cunha (1997), Romanowski e Martins (2008). As reflexões acerca da relação teoria e prática apoiam-se em Pimenta (2011), Saviani (2008), Gamboa (2003), Sanchez; Vázquez (1968, 1977) e Martins (1989). As discussões que envolvem Universidade e Projeto Pedagógico de Curso fundamentam-se em Pimenta; Anastasiou (2002), Chauí (2001), Cunha (2006) e Veiga (1995). A natureza desta pesquisa é qualitativa e os procedimentos utilizados para coleta de dados são questionários, análise documental e grupos de discussão. Os sujeitos da pesquisa são acadêmicos das licenciaturas em Pedagogia, Matemática e Ciências Biológicas. Os dados são analisados a partir da análise de conteúdo de Bardin (2011). Os resultados desta pesquisa apontam que o ensino na universidade possui características de uma abordagem tradicional. Os acadêmicos criticam o modelo tradicional de ensino, e a partir das suas vivências, elaboram um conceito em uma perspectiva crítica. A relação professor-aluno ainda é verticalizada. Há predominância da aula expositiva no espaço universitário, tendo como característica a transmissão de conhecimentos. A pesquisa apurou que há uma dicotomia entre teoria e prática, valorizando a teoria como guia para a prática, em oposição à teoria como expressão da prática. A avaliação adquire traços da avaliação formativa; porém, constata-se que predomina a avaliação quantitativa. Nosso estudo aponta, também, para um distanciamento entre o professor e os acadêmicos, reafirmando, desta forma, o professor como dono do saber racional. Esta pesquisa proporciona reflexões acerca das concepções de ensino dos acadêmicos, bem como procura oferecer subsídios para repensar a formação de professores da Universidade Estadual de Ponta Grossa/PR. / The study object in this research is the teaching conception by graduation students. The aim is to analyze the teaching conceptions elaborated by graduation students of the State University of Ponta Grossa/PR in order to subsidize the initial process training of professors. Specific aims were defined: Identifying teaching concepts elaborated by students of the State University of Ponta Grossa/PR; and identifying the propositions on the teaching in the pedagogical projects of graduation courses in Education, Mathematics and Biological Sciences. The central matter conceives the teaching as an intentional and peculiar process that guides the learning and creates training sceneries. Gathers articulated elements – professor, student, knowledge. Considering the centrality on the teaching process of professors’ initial training, we inquire what is the teaching conception elaborated by graduation students. Epistemological axis which guides the research and data analysis is the theory as practical expression. As discussed by Martins (1989) and Santos (1992), and the banking education by Freire (1982). Theoretical alignment used to discuss the professors’ training is based on Dourado (2016), Saviani (2009), Gatti (2009), Diniz-Pereira (2006), Cunha (2010; 2016) and Imbernón (2012). Discussions on modern pedagogical theories are based on Mizukami (1986), Libâneo (1982; 2006), Saviani (2012), Veiga (2004), Freire (1970) and Martins (1989; 2006). For issues regarding to the class, we use Silva (2008), Cunha (1997), Romanowski and Martins (2008). Reflections on theory and practice are anchored in Pimenta (2011), Saviani (2008), Gamboa (2003), Sanchez; Vázquez (1968, 1977) and Martins (1989). Discussions which involve University and Pedagogical Project of the faculty are based on Pimenta; Anastasiou (2002), Chauí (2001), Cunha (2006) and Veiga (1995). The nature of this research is qualitative and the procedures used for data collection are questionnaires and discussion group. The research subjects are graduation students of Education, Mathematics and Biological Sciences. Data are analyzed from the Content Analysis by Bardin (2011). The results from this research point to a traditional approach as characteristics of university teaching. The students criticized the traditional teaching model and from their experiences they elaborated a concept in a critical perspective. Student-professor relationship is still vertical. Expository class is still predominant within the University, and the knowledge transmitting is the main characteristic. Research findings point to a dichotomy between theory and practice, taking value to the theory as guide to the practice in opposition to the theory as practice expression. Evaluation acquires traces from the formation evaluation; however, we noticed the quantitative evaluation as predominant. Our study also points to a detachment between professor and students, what reassures the professor as the rational knowledge owner. This research provides reflections on the teaching conceptions by students, as well as search to offer subsidies to re-think professors’ training in the State University of Ponta Grossa/PR.

This qualitative, multiple methods case study concerns the effectiveness of Revitalising Education Participation and Learning in Conflict affected Areas-Peace Education Programme (REPLICA-PEP). There is currently limited evidence regarding the effectiveness of peace education programmes in the context of post-conflict formal schooling. This study therefore set out to explore the effectiveness of REPLICA-PEP and to gain insight into the reality of the current practice of peace education in schools in a post-conflict context in Northern Uganda. The school is one of the places where children learn values, attitudes and behaviour, schooling is often criticised for using symbolic violence to maintain and reinforce different forms of violence including physical violence. This study explores theoretical and practical aspects of peace education and key issues relevant to the effectiveness of peace education programmes, including the role and influence of formal schooling in a post-conflict context. A combination of qualitative methods (interviews, observation and documentary analysis) were employed to examine REPLICA-PEP effectiveness and its impact on pupils’ knowledge, attitudes, skills and behaviour. The results show that, although some traces of impact were found in pupils’ awareness of: the dangers of using violence; non-violent conflict resolution alternatives; and attitude change to non-violent conflict resolution, pupils did not develop empathy, self-control, competences and skills for non-violent conflict resolution. Interrogation of qualitative data about the REPLICA-PEP implementation process and activities in the schools have led to the generation of theoretically-informed and empirically-grounded recommendations which integrate and accommodate the nature of formal schooling in a post-conflict context and programme design features for improving the effectiveness of peace education programmes. It has also laid the ground for future research on what is possible in terms of strategies to facilitate and promote pupil peace building activities in post-conflict formal schooling contexts such as peace-related pupil voice, documentation and action.

Attention Deficit Hyperactivity Disorder (ADHD) is the most prevalent, yet controversial diagnosis affecting children and young people. This study aims to inform educational practice and challenge the negative outcomes associated with ADHD by exploring the lived experience of young people and their teachers. I use Interpretative Phenomenological Analysis (IPA) making use of a paired design to explore how student-teacher dyads within a mainstream secondary school conceptualise and experience ADHD. Findings suggest participants’ conceptualisations of ADHD and associated treatment (e.g. medication) were widely varied and influenced by their personal experiences. Consequently, I advocate a bio-psycho-social understanding of the condition as beneficial for both students and teachers. Students experienced stigma and isolation but benefitted from positive relationships with teachers. Teachers found it difficult to assess the need for a different approach when teaching students with ADHD, but also recognised positive relationships as factors to enable student’s success. This study offers a unique contribution to the substantive topic, and original application of a multi-perspective IPA design. Implications for professional practice are discussed and I invite further research to build upon the current findings by addressing the experience of female students with ADHD, wider samples of secondary school teachers, and further multi-perspective designs.

There has been a significant shift in initial teacher training (ITT) and teachers’ professional development (PD) to include masters level (M level) study in recent years in England and this research investigates aspirations for the M level teaching profession, providing a rationale for the M level Postgraduate Certificate in Education (PGCE), a masters level profession and the Masters in Teaching and Learning (MTL) and providing the perceptions of key stakeholders. Although these initiatives represented a major shift in the training and development of teachers, only limited consideration has been given to these areas, despite the plethora of research regarding ITT and teachers’ PD. Findings suggest that HEIs superimposed their own rationale for these initiatives, in addition to the imposed rationale. Findings also indicate that universities consider M level ITT and PD to have many benefits, but there was much scepticism regarding the MTL. Furthermore, although trainees and newly qualified teachers (NQTs) were positive about M level study in principle, especially when there was an element of choice, they were sceptical regarding its benefits to practice and considered M level to be more important later in their careers, due to their more immediate concerns to meet statutory professional requirements.

This Modular PhD research project investigates the relationship between \(nihonjinron\) and EFL classroom practices in Japanese junior high schools. Its overarching concerns are Can traces of \(nihonjinron\) be found in the body of data gathered for this module? and How important are these traces to observed EFL practices? By adopting a social realist approach to critical social research, attention is brought to agentive processes – as revealed through ethnographic means of inquiry – in the study of ideological discourse. In the process, the gaps and contradictions between what people say and what they do emerge as important research concerns, and as points of interest in the analysis of the complex links between structural and agentive processes shaping Japanese EFL education in secondary schools. Analysis of the data collected for this module reveals that the presence of \(nihonjinron\) in, and its importance to, observed EFL practices is marginal.

Esta tese buscou compreender como ocorreu a formação reflexiva de alunas-professoras num curso de Pedagogia a distância de uma universidade pública, considerando as articulações entre teoria a prática. Os fundamentos epistemológicos e teóricos estão compostos por um quadro de referência que aborda os modelos de formação de professores e de educação a distância, e pelo conceito construtivista do possível cognitivo. O marco metodológico foi guiado pelos princípios da abordagem do estudo de caso, por melhor se adequar aos procedimentos de coleta e análise de dados de caráter predominantemente descritivos e interpretativos, focado em processos. Os dados foram coletados ao longo dos nove semestres de duração do curso e interpretados à luz de três categorias de análise, nomeadamente: (i) as impossibilidades em ser reflexivo, (ii) ensaios no processo de ser reflexivo, e (iii) possibilidades nas concepções e nas práticas reflexivas Os resultados da análise sobre o processo da formação reflexiva evidenciaram que a formação reflexiva das alunas-professoras foi alcançada por meio de uma construção/reconstrução que não ocorreu de forma linear, mas revelou a evolução em patamares superiores de progressos na capacidade do pensamento reflexivo, se comparados os modos como escreviam as postagens sobre suas aprendizagens no ingresso e ao término do curso. Assim, a nova conduta desenvolvida perante as interações e problematizações vivenciadas durante o curso desenvolveu abertura de possíveis (possibilidades), que foram confirmados na qualidade, compreensão e reconstrução com que os sujeitos passaram a operar sobre suas próprias práticas, fato que comprova a importância na formação inicial e continuada do professor em serviço se constituir como um profissional reflexivo. / This thesis sought to understand how reflective formation of student teachers occurred in a Pedagogy distance course from a public university, considering the articulations between theory and practice. The epistemological and theoretical foundations are composed of a framework that addresses the models of teacher training and distance education, and the constructivist concept of the cognitive possible. The methodological framework was guided by the principles of the case study approach, because it is better suited to procedures for the collection and analysis of predominantly descriptive and interpretative data, focused on processes. Data were collected during nine semesters of the course duration and interpreted in the light of three categories of analysis, namely: (i) impossibilities in being reflective, (ii) tests in the reflective process, and (iii) possibilities in conceptions and reflective practices Results of the analysis on the process of reflective formation showed that reflective formation of female student teachers was achieved through a non-linear construction / reconstruction, but revealed the evolution in higher levels of progress in the capacity of reflective thinking, comparing the ways in which they wrote posts about their learning at the beginning and at the end of the course. Thus, the new behavior developed before the interactions and problematizations experienced during the course developed the opening of possible (possibilities), which were confirmed in the quality, comprehension and reconstruction with which the subjects began to operate on their own practices, fact that proves the importance in the initial and continuing training of the in-service teacher if he / she constitutes a reflective professional. / Esta tesis ha buscado comprender como ha ocurrido la formación reflexiva de alumnas-profesoras en un curso de Pedagogía a distancia de una universidad pública, considerando las articulaciones entre teoría y práctica. Los fundamentos epistemológicos y teóricos están compuestos por un marco de referencia que aborda los modelos de formación de profesores y de educación a distancia, y por el concepto constructivista del posible cognitivo. El marco metodológico ha sido conducido por los principios del abordaje del estudio de caso, por adecuarse mejor a los procedimientos de recolección y análisis de datos de carácter predominantemente descriptivos e interpretativos, enfocado en procesos. Los datos fueron recolectados a lo largo de los nueve semestres de duración del curso e interpretados a la luz de tres categorías de análisis, nombradamente: ( i ) las imposibilidades en ser reflexivo, ( ii ) ensayos en el proceso de ser reflexivo, y ( iii ) posibilidades en las concepciones y en las prácticas reflexivas Los resultados del análisis sobre el proceso de la formación reflexiva han evidenciado que la formación reflexiva de las alumnas-profesoras ha sido lograda por medio de una construcción/reconstrucción que no ha ocurrido de manera lineal, pero ha demostrado la evolución en niveles superiores de avance en la capacidad del pensamiento reflexivo, si comparados los modos como escribían sus posteos sobre sus aprendizajes en el ingreso y al término del curso. Así que, la nueva conducta desarrollada ante las interacciones y problematizaciones vividas durante el curso ha propiciado apertura de posibles (posibilidades), que han sido confirmadas en la calidad, comprensión y reconstrucción con que los sujetos pasaron a operar sobre sus propias prácticas, hecho que comprueba la importancia en la formación inicial y continuada del profesor en servicio se constituir como un profesional reflexivo.