Magistro baigiamajame darbe ištirtos lyderystės teorijų ir praktinio jų įgyvendinimo sąsajos bendrojo ugdymo mokykloje. Įvade yra aprašomas temos aktualumas ir ištirtumas, nurodoma problemas, iškeliamas tyrimo tikslas ir uždaviniai. Pirmojoje darbo dalyje analizuojama lyderystės sanmprata bei transakcinės, transformacinės ir pasidalytosios lyderystės teorijos bei jų taikymas bendrojo ugdymo mokykloje. Antrojoje dalyje analizuojama lyderystė bendrojo ugdymo mokykloje, lydersystė mokyklos vadovo ir mokytojų veikloje, lyderystės galimybių raiška teisiniuose švietimo dokumentuose. Trečiasis skyrius skirtas lyderystės teorijos ir praktikos sąsajų bendrojo ugdymo mokykloje tyrimo metodikos ir rezultatų aprašymui bei analizavimui. Išvadose pateikti apibendrinti tyrimo rezultatai, pateiktos rekomendacijos mokytojams, mokyklų vadovams ir švietimo politikams. / In Master's thesis was examined the interfaces of leadership theories and their practical implementation in general education school. The introduction describes the revelance and study of topic, indicates a problem, in the introduction is raised the goal and objectives of the investigation. The first part analyzes the conception of leadership and transactional, transformational and distributed leadership theories and their application in general education school. The second part analyzes leadership and its significance in general education school, leadership in school principals and teachers work, the expression of leadership opportunities in legal education documents. The third chapter is devoted to analyze the mothodology and results of leadership theory and practice interfaces in general school investigation. In the conclusions are summarized the results of investigation, submited recommendations for teachers, school principals and education policymakers.

This autobiographical study relates my personal experiences as an international student in Canada to curriculum theory and issues in multicultural education. The study takes a creative, cookbook journal format, using a selection of recipes for exploring cross-cultural experiences and making connections between self and the multicultural environment, and between curricular theories and educational practice. While sometimes recipes refer to simple instructions, the curriculum recipes in this study do not provide simple solutions but rather creative ways of thinking about curriculum. The research question guiding this study is how we can understand multicultural curriculum so that majority groups (the host people in Canada) and minority groups (the people from other cultures) acknowledge a space of shared responsibility for intercultural adaptation, and so that there are not two sides or positions for people when crossing cultures, but a space in between where people dwell together.

Den här avhandlingen handlar om transfer i relation till tekniklärande och teknisk yrkesutbildning. Transfer är centralt för all utbildning och att kunna använda och bygga vidare på tidigare kunskaper och erfarenheter i nya situationer är nödvändigt i ett föränderligt samhälle med en snabb teknisk utveckling. Syftet med avhandlingen är att studera transfer ur ett erfarenhetsperspektiv. Avhandlingen grundar sig i ett livsvärldsfenomenologiskt perspektiv. Elevers, lärares och handledares erfarenheter av undervisning och lärande är en central utgångspunkt. I tre av avhandlingens delstudier fokuseras berättelser om teknisk gymnasial yrkesutbildning som lärlingsutbildning och i den fjärde delstudien fokuseras hur uppgifter av teoretisk och praktisk karaktär erfars och hanteras i teknikundervisningen i grundskolan.  Resultaten visar på behovet av lärande i olika arenor och behovet av ett holistiskt lärande där teori och praktik hanteras integrerat. Eleverna behöver erbjudas en variation av erfarenheter från olika arenor och flera arbetsplatser, där lärare och handledare skapar förutsättningar för reflektion i relation till den praktiska erfarenheten. Något som också starkt betonas är ett fungerande samarbete mellan skola och arbetsplatser i yrkesutbildning. / This thesis concerns transfer in relation to teaching and learning with technical content and technical vocational education. Transfer of learning is fundamental, since no one can predict the future, and education cannot possibly cover all content that pupils will need in the future. What you learn in different contexts needs to be useful in new unknown contexts, where technology may have developed or the problems to solve might be different.   The aim of this thesis is to study experiences of transfer in order to deepen the understanding of transfer and factors for transfer. A further aim is to contribute with knowledge about how theory and practice are handled and experienced in relation to learning with technical content and to learning in different arenas. The theoretical framework is the phenomenology of the life-word and the lived and experienced world is put in focus. Therefore, pupils, teachers and supervisors in technical vocational education in Swedish upper secondary school have been interviewed about their experiences of teaching and learning, and their narratives have been analysed. One of the studies in the thesis also concerns how theoretical and practical tasks are handled and experienced in technology education in Swedish compulsory school.  The results show that different experiences from different learning arenas are important for the students’ learning during the education, but also that the teachers and the supervisors have an important role in connecting those experiences and creating possibilities for students to reflect on the experiences. According to the results in this thesis, teacher education could emphasise 1) the importance of helping students reflect upon and make connections between experiences made in different arenas and 2) the importance of interweaving theory and practice in education. Learning can thereby go beyond the learning situation and also be useful in future unknown situations, with new technical developments. / <p></p><p><strong></strong> </p>

Computer games are considered as powerful tools to learning and they have a potential for educational use. However, the lack of available comprehensive design paradigms and well-designed research studies about the question of &ldquo / how to&rdquo / incorporate games into learning environments is still a question, despite more than 30 years&rsquo / existence of computer games and simulations in the instructional design movement. Setting off from these issues, a formative research study is designed to propose an instructional design/development model, which may be used for creation of game-like learning environments. Eighteen undergraduate students from Computer Education and Instructional Technology Department in METU participated to the study. Data collection lasted for three months and data were collected through interviews, observations and the artifacts that the participants produced. After the data analysis, it was found that the phases of the instructional design/development process should not be separate, strictly bounded, and processing a linear manner. Depending on these results and with the inspiration from fuzzy logic, an instructional design/development model for creating game-like environments, which is called as &ldquo / FID&lt / sup&gt / 2&lt / /sup&gt / GE model&rdquo / is proposed.

ABSTRACT EFFECTIVENESS OF CONCEPTUAL CHANGE INSTRUCTION ACCOMPANIED WITH DEMONSTRATIONS AND COMPUTER ASSISTED CONCEPT MAPPING ON STUDENTS&rsquo / UNDERSTANDING OF MATTER CONCEPTS Yavuz, Ayse PhD., Department of Secondary Science and Mathematics Education Supervisor: Prof. Dr. &Ouml / mer Geban January 2005, 133 pages The main purpose of this study was to investigate the effectiveness of conceptual change instruction accompanied with demonstration and computer assisted concept mapping on seventh grade students understanding matter concepts. In addition, the effect of instruction on students&rsquo / attitudes toward science as a school subject and the effect of gender difference on understanding matter concepts were investigated. Seventy five, seventh grade students from four classes of a General Science Course taught by the same teacher at &Ouml / zel ENKA Middle School during fall semester of 2003&ndash / 2004 was enrolled in this study. The classes were randomly assigned as conrol group and experimental group. Students in the control group received traditional science instruction including traditional lecture method with discussions and traditionally designed labsheets. Students who were in the experimental group received conceptual change instruction accompanied with demonstration and computer assisted concept mapping. Both groups were administered Matter Concept Test as pre- and post-tests and Attitude Scale toward Science as a School Subject. In addition to these, Science Process Skill Test was used at the beginning of the study to determine students&rsquo / science process skills. T-test, univariate analysis of variance (ANOVA) and analysis of covariance (ANCOVA) were used for testing the hypotheses of the study. The results indicated that conceptual change instruction accompanied with demonstration and computer assisted concept mapping caused a better acquisition of scientific conceptions related to matter concepts and produced more positive attitudes toward science as a school subject than traditionally designed sicence instruction. In addition, science process skill was a strong predictor in understanding matter concepts. On the other hand, no significant effect of gender difference on students&rsquo / understanding of matter concepts and their attitudes toward science as a school subject was found.

The present study was aimed to answer the question, “how develop the korean after-school childcareworkers their pedagogy in the situation, where they do not get enough help from government”. Specific questions are: From what source do they create their pedagogy, what pedagogy do they develop and how does their pedagogy relate to the education of science? To answer these questions, case studies were conducted. 28 Korean careworkers were inter-viewed. These interviews were evaluated and analyzed according to the question. As results, the author obtained the following conclusion: 1. The influencing factors for creating practice immanent pedagogy are personal educational belief, interests, earlier careers and vocational training of careworkers. The needs of children, parents and the social affiliation of the family are also important factors influencing their work. The social claim for school success plays a basic role, too. 2. The careworkers developed seven pedagogies, which often are in accordance with the so-cial affiliation of the family. E.g. compensatory education for lower class children, special education combined with socialwork, pedagogy which denies the mainstream of the korean educational situation and reforming education. There was education, which differs from the conventional teaching, such as the „project method”. Some careworkers practiced family sup-plementary education. 3. It was found that the pedagogy of the careworkers has much in common with the educa-tional science theory.

My original contribution to knowledge is the use of computer generated, three-dimensional (3D) virtual worlds using Second Life® as a three-way sustained engagement and a mechanism for a genuinely productive dialogue between Further Education (FE) colleges, employers, employees and apprentices. This thesis shows how the use of virtual worlds creates meaningful employer engagement where Small and Medium Enterprises (SMEs) are involved in planning and contributing to learning (Healey et al, 2014). A radical rethink is taking place about the way we should learn. That is that most learning is informal, at work, under the guidance of non-educationalists and that this situation is universal in the government's priority area of apprenticeship (HM Treasury, 2015) and among most private providers. I will discuss how virtual environments allow SMEs to work in ways they cannot in real life and juxtapose this against the real world, in order to reveal the previously misunderstood connections between the two. The question of Further Education (FE) reform has been widely debated (Bailey et al, 2015, Kelly, 2015) with former Skills Minister, Nick Boles, questioning whether the general FE college model has a future (Evans, 2015) and The Centre for Vocational Education Research (2015) reporting “FE needs to be rethought and rebuilt”. The gap in research for UK vocational education is significant, in comparison to school or university education (Coffield 2008, Grollmann, 2008) and detrimental to the UK government’s drive to recruiting 3 million apprentices by 2020 (Gov.UK, 2015a). This thesis addresses the use of virtual worlds to enhance work transitions both educationally and work related with special attention to apprentices. Specifically, I will be looking at research that pays attention to the socio-cultural context of situated learning (Lave and Wenger, 1991, Vygotsky, 1978), in order to show communities of practice in virtual worlds, transferring motivation and knowledge management. I argue working in virtual worlds bridges the gap between education and industry to develop a modern workforce for the continuation of learning across formal and informal settings (Vavoula et al, 2007) and how its use is endless and hugely enriching by allowing learning to be much more opportunistic. There are so many opportunities in the use of virtual worlds, related particularly to a three-way partnership in learning between apprentices and employees, employers and FE colleges: co-ordination of off- and on-the-job learning; real-time oversight for employers of their employees’ progress; use of virtual events at work to enrich learning, demonstrations of processes and development of learning communities.

In the United Kingdom and Europe, there are ongoing efforts to reform science education in order to provide students with an understanding that transcends the scientific knowledge itself and that is relevant to citizenship. This exploratory study investigated the opportunities and the constraints for teaching Evolutionary Biology (EB) in the context of Global Citizenship Education (GCE). The study focuses on secondary school education in Scotland, at the time of a major curricular reform. My specific interest in the educational system of Scotland stemmed from the fact that the Scottish National Curriculum, the Curriculum for Excellence (CfE), encourages integrated interdisciplinary approaches to citizenship education, where biology is one component of a holistic citizenship curriculum and biology teachers are required to consider citizenship issues within their subject teaching. Evolution, in biology, is the general framework for understanding life and, at its base, is about the common ancestry of living beings. Therefore, EB is substantially the theory of Phylogenetic Trees. In addition, EB with Population Thinking in taxonomy provides arguments against the typologist assumptions in human classification, underpinning the biologisation of cultural identities. Through a document analysis and an empirical phenomenographic study, I explored the patterns in the interplay between teaching EB and GCE, within the compulsory Scottish secondary school science curriculum. The document analysis, which consisted in the analysis of official science education documents and biology textbooks, revealed that only microevolutionary concepts play a major role in the documents and in the textbooks. Macroevolution, human evolution, phylogeny and population thinking are omitted by the compulsory science specifications of the CfE and textbooks. However, the texts illustrating the EB specifications are open texts, in Eco’s taxonomy. Open texts are incomplete texts that can be freely interpreted and cooperatively generated by the readers. Therefore, teachers, with their knowledge and interests, can complete the “unsaid” and interpret creatively the biology specification. The phenomenographic inquiry involved twenty-one biology teachers from thirteen different Local Authorities of Scotland who participated in semi-structured, in-depth interviews. From the phenomenographic analysis of the transcripts of the interviews, three different ways of thinking and reporting about the role of teaching biology for the purpose to educate for global citizenship emerged. The first conception relates the biology syllabus to issues of social justice, the second to environmental issues and the third focuses on the individual development of students. This body of work provides insights into some of the issues associated with the problematic teaching of evolutionary biology with the aim to promote cosmopolitan values, in secondary school. Moreover, it adds to the research in global citizenship education, by providing evidence from the conceptions of biology teachers involved in the implementation of curricular innovation.

O presente trabalho investigou as práticas dos terapeutas familiares brasileiros sob a perspectiva da Abordagem Bioecológica do Desenvolvimento Humano. Três estudos acessaram diferentes níveis do contexto ecológico da terapia familiar. O Estudo I, através de um questionário semi-estruturado aplicado a 57 formadores de terapeutas familiares, identificou os referenciais teóricos disponíveis aos profissionais para a clínica e formação. Os resultados foram submetidos a análises estatísticas descritivas e fatoriais de correspondência múltipla. O Estudo II explorou como os resultados do Estudo I influenciam as práticas adotadas pelos profissionais brasileiros. Trezentos e oito terapeutas familiares responderam a um questionário estruturado disponibilizado na internet através de links individuais. As respostas foram submetidas a análises estatísticas descritivas, fatoriais, de variância e correlacionais. O Estudo III detalhou a prática clínica de oito terapeutas de família de Porto Alegre, através de grupos focais. Nos encontros, discutiu-se um caso clínico que foi submetido à analise de conteúdo. Os resultados indicam que a configuração teórica da terapia familiar brasileira sem uma abordagem prevalente começa a ser definida pelos formadores. Há a proposta de integrar modelos e compor uma prática multi-teórica na qual o estilo pessoal é respeitado. Foram identificadas duas tendências nas práticas dos formadores: aqueles que utilizam autores mais tradicionais e aqueles que adotam posturas mais pós-modernas, coerentemente na clínica e na formação. Além disso, observou-se distribuição regionalizada, com o Sul concentrando maior foco tradicional e o Sudeste mais pós-moderno. Apesar de algumas diferenças, os terapeutas familiares brasileiros apresentam uma tendência a integrar modelos teóricos, estando mais atentos às técnicas utilizadas do que às premissas conceituais propriamente ditas. Uma análise mais cuidadosa na dinâmica teórica durante os atendimentos sugere que os terapeutas tendem a utilizar autores mais tradicionais no diagnóstico do funcionamento familiar e abordagens mais pósmodernas na definição da forma de interação com a família em atendimento. A análise bioecológica destes três estudos indica uma integração coerente de diferentes abordagens teóricas compondo um ambiente ecológico rico, possibilitando que cada profissional crie um estilo pessoal único. / This paper investigated the Brazilian family therapist's practices under the perspective of Human Development Bio-ecologic approach. Three studies accessed different levels of the bioecologic context of family therapy. Study I indentified the theoretical references available for the professional in clinic and in courses of family therapy through a semi-structured questionnaire, which was applied to 57 family therapist professors. The results were analyzed through descriptive and factorial multiple correspondence analysis. Study II explored how the results of Study I influence the practices adopted by Brazilian professionals. Three hundred and eight family therapists answered a structured questionnaire available online through individual internet links. The answers were analyzed through descriptive, factorial, variance and correlation analysis. Study III described in detail the clinical practice of eight family therapists from Porto Alegre through focal groups. In these meetings, a clinical case was discussed and its results were submitted to content analysis. The results indicated that professors are defining the theoretical configuration of Brazilian Family Therapy without a prevalent approach. These professors propose the integration of models and the composition of a multi-theoretical practice, in which personal styles are respected. Two tendencies in professors' practices were identified: those who use traditional authors and those who adopt a more post-modern approach, coherently in clinic and in courses. Besides, these differences are regionally distributed, as the South tends to adopt a more traditional line, whereas the Southeast shows post-modern tendencies. In spite of some differences, Brazilian Family Therapists have a tendency to integrate theoretical models, paying more attention to their technical aspects than to their conceptual premises. A more careful analysis of the theoretical dynamics during appointments has indicated that therapists tend to use traditional authors in diagnosing family functionality and a post-modern approach in defining interaction strategies with the family. The Ecological analysis of these studies indicates coherence in the integrations of different theoretical approaches composing a rich ecological environment that allows professionals to create their own personal style.

Made available in DSpace on 2014-06-11T19:32:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-06-25Bitstream added on 2014-06-13T20:43:55Z : No. of bitstreams: 1 daniel_fg_dr_sjrp.pdf: 1701387 bytes, checksum: 01ccdfb8aa27b1ff37c59a08c5a3bb3d (MD5) / 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... / 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)