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Η ανεπαρκής εκπαίδευση των εκπαιδευτών αποτελεί ένα ζήτημα που διαχρονικά τίθεται στο πεδίο της Εκπαίδευσης Ενηλίκων στην Ελλάδα. Με δεδομένο πως η τυπική και μη-τυπική εκπαίδευση στην Ελλάδα χαρακτηρίζεται από έντονη προσκόλληση στο δασκαλοκεντρικό πρότυπο, στις περισσότερες των περιπτώσεων η διδακτική παρέμβαση των εκπαιδευτών ενηλίκων δομείται κατά τρόπο ασύμβατο με τα επιστημονικά δεδομένα της Εκπαίδευσης Ενηλίκων, τις αρχές μάθησης, τα χαρακτηριστικά και τις προϋποθέσεις αποτελεσματικής μάθησης των ενηλίκων εκπαιδευομένων. Στην εργασία αυτή διερευνάται ο βαθμός στον οποίο η υλοποίηση εξειδικευμένων προγραμμάτων, όπως εν προκειμένω το Εθνικό Πρόγραμμα Εκπαίδευσης Εκπαιδευτών, μπορεί να συνεισφέρει στην απόκτηση εκείνων των ικανοτήτων και προσόντων που θεωρούνται απαραίτητα για την αποτελεσματική παρέμβαση των εκπαιδευτών ενηλίκων / The inadequate training of trainers constitutes an issue which ages since has been reckoned in the field of Adult Education in Greece. Given that the formal and non formal education in Greece is characterized by intense adherence to the teacher-centered model, in most cases the teaching intervening of adult trainers is constructed incompatibly to the scientific facts of Adult Education, the principles of learning, the characteristics and the prerequisites of the Adult trainees’ effective learning. The present study aims to investigate the degree in which the materialization of specific programs, as in this case the “National Program of Trainers training” can contribute to the acquirement of those skills and qualifications which are considered to be essential to the effective intervening of adult trainers

Recent research suggests that psychological techniques may facilitate injured athletes' rehabilitation, yet little is known about the psychological techniques trainers currently employ and how they view these interventions. In this study, 206 athletic trainers assigned Likert scale ratings to 11 psychological techniques indicating how much they valued a specific technique, how skillfully they employed it, and how often they utilized it. Trainers also responded to an open ended question asking how they would deal with the psychological aspects of an injury described in a short scenario. Results revealed a tentative model for the way trainers view psychological techniques. Categories of techniques included techniques involving the modification of physical and psychological states (goal setting, pain management, relaxation, imagery, and breathing techniques), techniques involving verbal cognitive techniques (communicating openly, changing negative self talk, emotional counseling, and crisis counseling), and non-recommended techniques (encouraging heroism and screening negative information). The study explored trainers' perceptions of each of the 11 psychological techniques in depth and discussed these findings. The study found that although trainers highly value psychological interventions in their work with injured athletes, they assigned low ratings to the techniques they knew little about. However, as exposure to sport psychology information increased, ratings assigned to the techniques that modify physical and psychological states also increased. Similarly, the longer trainers had worked in their field, the more highly they valued the verbal cognitive interventions. In contrast, neither exposure to sport psychology information or athletic training experience proved predictive of ratings assigned to the non-recommended psychological techniques. These findings suggest the importance of introducing skills training for psychological techniques early in the athletic trainers' educational curriculum so that trainers can gain awareness of the efficacy of certain psychological techniques and skill at using these techniques. Moreover, trainers could benefit from course work explaining potential negative consequences of employing harmful or ineffectual psychological interventions.

Periodized training programs seem to augment muscle performance (i.e., hypertrophy, strength and muscle endurance), however, optimal repetition ranges to achieve these adaptations are unclear. Thus, the purpose was to compare high and low repetition daily undulating periodization (DUP) models, with equal volume on performance. Eleven trained, college-aged males were counterbalanced into high (DUPHR) or low (DUP-LR) repetition groups. Subjects performed the squat and bench press 3X/wk. for 8wks. Outcome measures included one-repetition maximum (1RM) bench press, squat, and total strength (TS=squat+bench press), and muscle thickness (MT). 1RM strength increased with no difference between groups. Both groups increased total chest and total body MT (p<0.05); but only DUP-HR increased thigh MT (p<0.05). Effect sizes showed meaningful differences in strength favoring DUP-LR for bench press-1.48 and TS-0.89. Our findings indicate with equal volume, there may be meaningful differences in strength that are repetition-dependent, and varying responses to MT across different muscle groups. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to determine if barbell circuit training (RTC) as a model for concurrent training is superior to high intensity interval (CTHI) or moderate intensity continuous (CTMI) cycling for changes in muscular strength, hypertrophy, and body composition. Eleven trained males were recruited and counterbalanced into three groups. Each program featured three alternating days of resistance training per week, with one of the above time-equated (30-minute) concurrent training modalities between sessions. All groups increased muscular strength (p<0.05, RTC=7.48%, CTHI=10.32%, CTMI=15.74%) with no group differences (p>0.05). Increases in upper body muscle hypertrophy were similar in RTC and CTMI (p<0.01, RTC=20.18%, CTMI=20.97%), increases in lower body muscle hypertrophy only occurred in CTMI (VM: p=0.01, 38.59%, VLP: p=0.07, 13.33%), while no hypertrophy changes were detected in CTHI (p>0.05), no group experienced changes in body composition (p>0.05). These findings suggest similar muscle performance benefits from barbell circuit or cycling concurrent training. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-08-09T19:37:17Z No. of bitstreams: 1 KARITON PEREIRA LULA.pdf: 2937275 bytes, checksum: f13c5a9b0a6d1394388ac78e78c447c4 (MD5) / Made available in DSpace on 2017-08-09T19:37:17Z (GMT). No. of bitstreams: 1 KARITON PEREIRA LULA.pdf: 2937275 bytes, checksum: f13c5a9b0a6d1394388ac78e78c447c4 (MD5) Previous issue date: 2017-06-26 / The present work entitled “The Training of Mathematics Teachers’ Trainers: a study in the Degree in Mathematics of IFG - Campus Goiânia” has as its main objective to carry out a study that allows to identify and to understand how the formation of the trainers of Mathematics Teachers’ Trainers in basic education is constituted at the Federal Institute of Education, Science and Technology of Goiás - Campus Goiânia. In order to achieve this goal, we carried out a historical contextualization of teacher training and the emergence of higher mathematics courses in Brazil, as well as how the situation in the state of Goiás is in relation to the formation of Mathematics teachers. For a more in-depth knowledge of the subject, a review of the literature on “Teacher Training” was performed, among articles, dissertations and theses available in the main research environments such as: CAPES journal bank, digital libraries of several Universities and magazines linked to the area of Education. This consultation was also extended to several books by a variety of authors, Brzezinski (2006, 2014), D'Ambrósio (1996), Fiorentini (2003), Tardif (2012) and their indications. This review, in addition to providing a new insight into the current scenario of teacher education, shows the categories that emerge related to the formation of teachers' trainers, among them the construction of teacher professionalism, teacher identity, professional development and the set of knowledges that the trainer possesses. All of these categories will be discussed in detail during this work. The in loco research was developed at the Federal Institute of Goiás - Campus Goiânia, specifically in the Mathematics Degree course. It became necessary to know the reality of this institution from the beginning of course creation until the present moment and also to understand how the process of creation of this specific course was analyzed through its Political Pedagogical Project. To obtain the data about the trainers, a research was carried out with students, teachers and the coordinator of the course. In each segment, different methodologies were adopted. In relation to the students, a questionnaire was applied, the coordinator participated in a semi-structured interview and the trainers of the selected teachers answered a questionnaire and also participated in a semi-structured interview. All these instruments served as a basis for future conclusions about the training of trainers. In addition to the analysis of the interviews and the questionnaires, all Completion Course Works were analyzed in the period between 2013-2016, with the objective of seeking possible convergences between the proposed themes with the training of the supervisor and with the performance of the teacher in basic education. After the analysis of all the researched material and data collected, we could observe that the formation of the trainers directly influences the construction of the knowledge employed in their teaching practice. The positioning of the respondents who have completed their studies in the area of Mathematics Education or Education make it clear that specific knowledge is necessary, but not enough to train new teachers. A more comprehensive training in teaching enables mathematics teachers to reflect, understand and transform their practices. / O presente trabalho intitulado “A Formação dos Formadores de Professores de Matemática: um estudo na Licenciatura em Matemática do IFG – Campus Goiânia” tem como objetivo principal realizar um estudo que permita identificar e compreender como se constitui a formação dos/as formadores/as de professores/as para o ensino da matemática na Educação Básica no Instituto Federal de Educação, Ciência e Tecnologia de Goiás – Campus Goiânia. Para que este objetivo fosse alcançado, realizou-se a contextualização histórica acerca da formação de professores/as e o surgimento dos cursos superiores de Matemática no Brasil, e como se encontra a situação no estado de Goiás em relação à formação de professores/as de Matemática. Para um maior aprofundamento e conhecimento sobre a temática, fez-se uma revisão de literatura sobre “Formação dos Formadores de Professores”, entre artigos, dissertações e teses disponibilizados nos principais ambientes de pesquisa como: banco de periódicos da CAPES, bibliotecas digitais de diversas universidades, revistas ligadas à área de Educação. Esta consulta estendeu-se também a vários livros de diversos autores, Brzezinski (2006, 2014), D’Ambrósio (1996), Fiorentini (2003), Tardif (2012) e suas indicações. Essa revisão, além de proporcionar uma nova visão sobre o atual cenário da formação de professores/as, mostra as categorias que surgem ligadas à formação dos/as formadores/as de professores/as, entre elas estão a construção da profissionalidade docente, a identidade docente, o desenvolvimento profissional e o conjunto de saberes que o/a formador/a possui. Todas essas categorias serão discutidas detalhadamente durante o trabalho. A pesquisa in loco foi desenvolvida no Instituto Federal de Goiás – Campus Goiânia, em específico no curso de Licenciatura em Matemática. Tornou-se necessário conhecer a realidade desta Instituição, desde o início de sua criação até o presente momento e também compreender como foi o processo de criação do curso especificado, por meio da análise de seu Projeto Político Pedagógico. Para a obtenção dos dados sobre os/as formadores/as, foram pesquisados alunos/as, docentes e Coordenador do curso em questão. Em cada segmento, foram adotadas metodologias diferenciadas. Em relação aos/as discentes, aplicou-se um questionário, o Coordenador participou de uma entrevista semiestruturada e os formadores/as de professores/as selecionados responderam a um questionário e participaram de entrevista semiestruturada. Todos esses instrumentos serviram de subsídio para as futuras conclusões a respeito da formação dos/as formadores/as. Além das análises das entrevistas e dos questionários, foram analisados todos os Trabalhos de Conclusão de Curso no período de 2013-2016 com o objetivo de buscar possíveis convergências entre os temas propostos com a formação do/a orientador/a e com a atuação do/a professor/a na Educação Básica. Após realizadas as análises de todo o material pesquisado e dos dados coletados, pode-se perceber que a formação dos/as formadores/as influencia diretamente na construção dos saberes utilizados na sua prática docente. Os posicionamentos dos respondentes, que concluíram seus estudos na área de Educação Matemática ou Educação, deixam bem claro que o conhecimento específico é necessário, mas não é suficiente para formar novos/as professores/as. A formação mais abrangente a respeito da docência possibilita que os/as formadores/as de professores/as de Matemática possam refletir, compreender e transformar suas práticas.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-09-16T18:28:49Z No. of bitstreams: 1 Raquel da Silva Rocha.pdf: 1518331 bytes, checksum: a0ed8c793cfc2313a4bf9cdfe99502d6 (MD5) / Made available in DSpace on 2016-09-16T18:28:49Z (GMT). No. of bitstreams: 1 Raquel da Silva Rocha.pdf: 1518331 bytes, checksum: a0ed8c793cfc2313a4bf9cdfe99502d6 (MD5) Previous issue date: 2016-04-05 / Secretaria da Educação do Estado de São Paulo / The school has been the place where the children of the popular classes have their first contact with the reading. The teacher takes the place of first stimulator reading, followed by the mother and other family members. In the initial years of primary school the literacy teacher should do the important task of teaching children the act of reading and writing, as well as stimulate and encourage a relationship with love and pleasure with the reading. For this, the teacher must have a good relationship with reading. This study aims to investigate teachers' reading practices and literacy offer a proposal that contributes to the development of the teacher / player. The research was conducted in three phases. The first phase, a questionnaire was conducted for teachers of a public school in the early years in order to analyze the reading teacher practices. To deepen the understanding of reading in school, a second phase was developed, the results of external evaluations of Portuguese Language made by the students were analyzed. The third and final phase of the research was conducted two meetings with school teachers to discuss the data from external assessments and analyze the understanding they had about reading and their work in the classroom. The analysis of the three phases of the research, signaled the need for investment in reader training of teachers, given that the majority of respondents teachers do not take time to read, in addition to performing readings that contribute little personal and professional training. The data regarding the development of readers abilities of students indicated that they have difficulties in the reconstruction of meanings of texts, especially when it comes to literary texts, only 50% of students in the 5th year of school, complete the initial years with proficiency reader required to proceed with their studies. Teachers demonstrated disregard those results, and does not understand that reading is a content to be taught. In this sense, we finalized the process of analysis and diagnosis of the difficulties of teachers and students, has submitted a proposal for training of teachers in school readers. The focus of the proposal is not the reproduction of the activities in the classroom by teachers but encourage teachers a new relationship with reading through strategies that approach the diversity of literary genres and allow reflection on the meaning of reading in their life and profession / A escola tem se constituído o lugar onde as crianças das classes populares têm seus primeiros contatos com a leitura. O professor ocupa o lugar de primeiro estimulador de leitura, seguido da mãe e demais familiares. Nos anos inicias do ensino fundamental cabe ao professor alfabetizador a importante tarefa de ensinar as crianças o ato de ler e escrever, assim como estimular e favorecer uma relação de gosto e prazer com a leitura. Para isso, este professor precisa ter uma boa relação com a leitura. O presente trabalho tem como objetivo investigar as práticas de leitura de professores alfabetizadores e oferecer uma proposta que contribua para o desenvolvimento do professor/leitor. A pesquisa foi desenvolvida em três fases. Na primeira fase, foi realizada uma aplicação de questionário aos professores de uma escola estadual de anos iniciais com o objetivo de analisar as práticas de leitura dos professores. Para o aprofundamento da compreensão sobre a leitura na escola, desenvolveu-se uma segunda fase, foram analisados os resultados das avaliações externas de Língua Portuguesa realizadas pelos alunos. Na terceira e última fase da pesquisa, foram realizado dois encontros com professores da escola para discutir os dados das avaliações externas e analisar a compreensão que tinham sobre leitura e seu trabalho em sala de aula. A análise das três fases da pesquisa, sinalizaram a necessidade de investimentos na formação leitora dos professores, dado que a maioria dos professores participantes da pesquisa não dedicam tempo à leitura, além de realizarem leituras que pouco contribuem sua formação pessoal e profissional. Os dados quanto ao desenvolvimento das habilidades leitoras dos alunos apontaram que esses possuem dificuldades na reconstrução de sentidos de textos, principalmente quando se trata de textos literários, apenas 50% dos alunos dos 5ª anos da escola, terminam os anos iniciais com a proficiência leitora necessária para dar prosseguimento aos seus estudos. Os professores demonstraram desconhecer esses resultados, assim como não compreender que a leitura é um conteúdo a ser ensinado. Neste sentido, finalizado o processo de análise e diagnóstico das dificuldades de professores e alunos, foi apresentada uma proposta de formação de professores leitores na escola. O foco da proposta não é a reprodução das atividades em sala de aula pelos professores e sim favorecer aos professores uma nova relação com a leitura por meio de estratégias que o aproximem da diversidade de gêneros literários e permitam uma reflexão sobre o significado da leitura em sua vida e na profissão

A pesquisa sobre formação de professores reconhece que existem conhecimentos fundamentais ao exercício da profissão. Neste trabalho adota-se a visão de que o Conhecimento Pedagógico de Conteúdo (PCK) é o elemento articulador da Base de Conhecimentos para o Ensino, o conhecimento central de um professor. No processo de formação inicial de professores de química, várias ações são conduzidas para o desenvolvimento dos conhecimentos necessários para a docência dos licenciandos, através das diferentes disciplinas e atividades, sendo ainda pouco pesquisada a influência da ação formativa dos formadores de professores na prática de ensino de química de seus licenciandos. Nesta investigação o foco é analisar a influência dos formadores de professores de um curso de Licenciatura em Química na prática de ensino dos licenciandos. O objetivo maior é apontar as relações entre a ação formativa dos formadores de professores e os conhecimentos mobilizados na prática de ensino por licenciandos em Química durante o curso de licenciatura. A pesquisa tem caráter qualitativo em que um estudo de caso múltiplo foi realizado com três licenciandos do curso de Licenciatura em Química de uma universidade pública do interior do estado do Paraná e seus professores formadores tendo por foco de ensino o conteúdo reações de oxirredução. Para tanto os dados coletados com os licenciandos foram baseados em questionários da literatura - Representação de Conteúdo (CoRe) - entrevistas, materiais utilizados nas aulas dos estágios curriculares sobre oxirredução, registros em diário de campo e relatórios de estágio. Os dados dos formadores foram baseados em entrevistas, CoRe, materiais didáticos dos professores e registros escritos das aulas. As entrevistas realizadas têm características do método biográfico bem como suas respectivas análises. O modo de compreensão empregado por Bourdieu para descrever as relações de poder e de reprodução de práticas dentro de um campo embasam as análises dos dados. A metodologia da Análise de Conteúdo foi utilizada com apoio do software ATLAS.ti na análise do conjunto de dados. Foi possível apontar indícios da influência dos formadores a partir da triangulação dos dados. Os resultados apontam para diferenças nas incorporações pelos licenciandos de elementos teóricos e aspectos da prática docente dos formadores, com características e conhecimentos distintos provenientes da prática dos professores das disciplinas das áreas de química e pedagógica. / Research on teacher education recognizes that there are basic knowledge to the profession. In this paper we adopt the view that the Pedagogical Content Knowledge (PCK) is the articulating element of the Knowledge Base for Education, the core knowledge of a teacher. In the process of chemistry teachers education, several actions are conducted to develop the knowledge necessary for teaching of undergraduates, across different disciplines and activities, but still little studied the influence of the formative action of teacher educators in the chemistry teaching practice of its undergraduates. The research focus is to analyze the influence of chemistry teacher educators actions in the teaching practice of its undergraduates The ultimate goal is to point out the relationship between the formative action of teacher educators and the knowledge mobilized during teaching practice for chemistry student teachers. The research is qualitative in that a multiple case study was conducted with three chemistry student teachers from a public university in the state of Paraná and their trainers by having as teaching focus the content redox reactions. Therefore the data collected with the undergraduates were based on literature surveys - Content Representation (CoRe), interviews, materials used in classes of internships on redox, field diary records and internship reports. Data from teachers formers were based on interviews, CoRe, educational materials for teachers and written records of the classes. The interviews as well as their respective analyzes have characteristics of biographical method. The analyzes of the data were based on the Bourdieu\' understanding to describe the relationships of power and the breeding practices within a field . The methodology of content analysis was used with support of the ATLAS.ti software in the analysis of the data set. It was possible to identify evidence of the influence of trainers on students teachers from the triangulation of data. The results point to differences in the incorporations done by undergraduates of theoretical elements and aspects of teaching practice from trainers, with distinct characteristics and knowledge derived from the practice of teachers of subjects in the fields of chemistry and pedagogy.

A pesquisa sobre formação de professores reconhece que existem conhecimentos fundamentais ao exercício da profissão. Neste trabalho adota-se a visão de que o Conhecimento Pedagógico de Conteúdo (PCK) é o elemento articulador da Base de Conhecimentos para o Ensino, o conhecimento central de um professor. No processo de formação inicial de professores de química, várias ações são conduzidas para o desenvolvimento dos conhecimentos necessários para a docência dos licenciandos, através das diferentes disciplinas e atividades, sendo ainda pouco pesquisada a influência da ação formativa dos formadores de professores na prática de ensino de química de seus licenciandos. Nesta investigação o foco é analisar a influência dos formadores de professores de um curso de Licenciatura em Química na prática de ensino dos licenciandos. O objetivo maior é apontar as relações entre a ação formativa dos formadores de professores e os conhecimentos mobilizados na prática de ensino por licenciandos em Química durante o curso de licenciatura. A pesquisa tem caráter qualitativo em que um estudo de caso múltiplo foi realizado com três licenciandos do curso de Licenciatura em Química de uma universidade pública do interior do estado do Paraná e seus professores formadores tendo por foco de ensino o conteúdo reações de oxirredução. Para tanto os dados coletados com os licenciandos foram baseados em questionários da literatura - Representação de Conteúdo (CoRe) - entrevistas, materiais utilizados nas aulas dos estágios curriculares sobre oxirredução, registros em diário de campo e relatórios de estágio. Os dados dos formadores foram baseados em entrevistas, CoRe, materiais didáticos dos professores e registros escritos das aulas. As entrevistas realizadas têm características do método biográfico bem como suas respectivas análises. O modo de compreensão empregado por Bourdieu para descrever as relações de poder e de reprodução de práticas dentro de um campo embasam as análises dos dados. A metodologia da Análise de Conteúdo foi utilizada com apoio do software ATLAS.ti na análise do conjunto de dados. Foi possível apontar indícios da influência dos formadores a partir da triangulação dos dados. Os resultados apontam para diferenças nas incorporações pelos licenciandos de elementos teóricos e aspectos da prática docente dos formadores, com características e conhecimentos distintos provenientes da prática dos professores das disciplinas das áreas de química e pedagógica. / Research on teacher education recognizes that there are basic knowledge to the profession. In this paper we adopt the view that the Pedagogical Content Knowledge (PCK) is the articulating element of the Knowledge Base for Education, the core knowledge of a teacher. In the process of chemistry teachers education, several actions are conducted to develop the knowledge necessary for teaching of undergraduates, across different disciplines and activities, but still little studied the influence of the formative action of teacher educators in the chemistry teaching practice of its undergraduates. The research focus is to analyze the influence of chemistry teacher educators actions in the teaching practice of its undergraduates The ultimate goal is to point out the relationship between the formative action of teacher educators and the knowledge mobilized during teaching practice for chemistry student teachers. The research is qualitative in that a multiple case study was conducted with three chemistry student teachers from a public university in the state of Paraná and their trainers by having as teaching focus the content redox reactions. Therefore the data collected with the undergraduates were based on literature surveys - Content Representation (CoRe), interviews, materials used in classes of internships on redox, field diary records and internship reports. Data from teachers formers were based on interviews, CoRe, educational materials for teachers and written records of the classes. The interviews as well as their respective analyzes have characteristics of biographical method. The analyzes of the data were based on the Bourdieu\' understanding to describe the relationships of power and the breeding practices within a field . The methodology of content analysis was used with support of the ATLAS.ti software in the analysis of the data set. It was possible to identify evidence of the influence of trainers on students teachers from the triangulation of data. The results point to differences in the incorporations done by undergraduates of theoretical elements and aspects of teaching practice from trainers, with distinct characteristics and knowledge derived from the practice of teachers of subjects in the fields of chemistry and pedagogy.

No description available.