Thesis (M.Ed.)--University of Hong Kong, 1993. / Also available in print.

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Orientador: Edson do Carmo Inforsato / Banca: Marli Eliza Damalzo André / Banca: Mauro Carlos Romanatto / Resumo: Essa pesquisa objetivou identificar as necessidades de formação continuada de professores atuantes no 1º ciclo do Ensino Fundamental vinculados às redes municipais paulistas. Para a realização da pesquisa de natureza quantitativa, optou-se pelo uso dos métodos de surwey e análise a partir das expectativas dos indivíduos ou grupos. Como técnicas, utilizamos a aplicação de questionário junto a professores e entrevista junto aos gestores das Secretarias de Educação dos municípios que compõem a região central do estado de São Paulo. Para a organização dos dados empíricos, utilizou-se de programas computacionais da base Windows e para os cruzamentos, o software estatístico SPSS. As análises foram feitas a partir da estatística simples e inferencial e dos procedimentos de análise de necessidades de formação de professores. O estudo aponta que a distância entre as necessidades requeridas pelos professores e as ações formativas existentes são discrepantes porque o planejamento na área é bastante precário e desconsidera as distinções entre necessidades profissionais e necessidades dos sistemas. Os critérios utilizados para desenvolver as ações formativas são diversos e a preocupação em atender ao decurso das reformas e das políticas educacionais sobrepõem-se à identificação, análise e atendimento das necessidades que os professores apresentam. Evidencia-se, portanto, a urgência na reformulação do modo de desempenhar ações de formação continuada junto aos professores, ajustando-as às necessidades dos docentes e ao atendimento de objetivos predefinidos. / Abstract: The aim of this research was to identify the needs of continued education of in-service teachers who worked in the first cycle of primary school and were linked to municipal school net of São Paulo state. A method of survey and analysis based on the individual’s expectations was used in order to carry out this qualitative research. As data collection means, a questionnaire was answered by teachers and an interview was replied by administrators of the Municipal Education Secretary of cities that are part of the central region of São Paulo state. Some windows softwares were used in order to organize the empirical data and the SPSS software was used to cross data. Simple and inferential statistics and the procedures of analysis of the teachers’ education needs were used to do the analysis of data. This study verified that there is a gap between the necessities that teachers require and teacher education programs. There is discrepancy between them because planning in this area is inadequate and do not consider the differences between professional needs and system needs. The criteria used to develop teacher’s education are varied and the preoccupation to carry out Ministry reforms and educational policies fade the identity, analysis and necessity assistance that teachers demonstrate to have. Therefore, it is clear that is urgent to reform the way of developing actions to improve teachers continued education, adjusting them to teachers’ needs and to predefined objectives. / Mestre

Orientador: Newton Duarte / Banca: Marilda Gonçalves Dias Facci / Banca: Maria Denise Guedes / Resumo: O presente trabalho consiste em uma análise crítica sobre as perspectivas oficiais de capacitação docente em meio às reformas político-educacionais na década de 1990. Toma como referência os materiais que compõem o Programa de Formação de Professores Alfabetizadores (PROFA), implementado pela Secretaria de Educação Fundamental do Ministério da Educação a partir do ano de 2001. Investiga os pressupostos teóricos e epistemológicos subjacentes aos programas de formação continuada de professores, à luz das contribuições da pedagogia histórico-crítica referentes à formação humana, ao trabalho educativo e à educação escolar. O desenvolvimento da argumentação se estrutura sobre as temáticas: das vinculações entre a reestruturação produtiva e as reformas político-educacionais da década de 1990; das relações entre as transformações no mundo do trabalho e as demandas para a educação; da profissionalização docente nos documentos oficiais; e, dos conteúdos dos processos de formação continuada de professores. As conclusões da investigação apontam que: a preocupação com a formação docente em meio às reformas educacionais desencadeadas na década de 1990 é estratégica do ponto de vista da implementação da reforma; as perspectivas oficiais de formação docente, pautadas pela epistemologia construtivista, pela pedagogia das competências e pela teoria do professor reflexivo, apontam, por um lado, para a descaracterização do trabalho educativo como atividade de ensino e, por outro, para a desqualificação da reflexão filosófica e para a secundarização do conhecimento científico, necessários à compreensão das vinculações da prática educativa no seio da prática social global. / Abstract: This dissertation presents a critical analysis on the teachers’ training official perspectives, in the context of political-educational reforms in the 1990 decade. The research has as reference the material of PROFA - Programa de Formação de Professores Alfabetizadores (Literacy Teachers Formation Program), implemented by Secretaria de Educação Fundamental do Ministério da Educação (department of education for 7-14 year-old children of Education Ministry) from 2001 on. The program’s theoretical and epistemological principles are analysed, from the point of view of historical-critical pedagogy conception of human development, educational work and scholar education. The argumentation development includes the following subjects: the links between productive reestruturation and political-educational reforms in the 1990 decade; the relationships between changes in the work organization models and the demands for education; the teacher's professional formation processes in the official documents; and the continuous formation program's contents. The conclusions of investigation point that: the concern with teacher's formation in the context of the educational reforms of 1990 decade plays a strategic role from the point of view of the implementation of the reform; the official perspectives of teacher's formations, based on the construtivist epistemology, the pedagogy of competences and reflexive teacher theory point, on the one hand, to the discharacterization of the educational work as teaching activity and, on the other hand, to the disqualification of the philosophical reflexion and to the secondarization of scientific knowledge, necessary to the comprehension of the educational practice in the context of global social practice. / Mestre

Made available in DSpace on 2014-06-11T19:24:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-02-23Bitstream added on 2014-06-13T18:52:16Z : No. of bitstreams: 1 galindo_cj_me_arafcl.pdf: 797117 bytes, checksum: ee7fdfe636e4c5240860306e850754b6 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Essa pesquisa objetivou identificar as necessidades de formação continuada de professores atuantes no 1º ciclo do Ensino Fundamental vinculados às redes municipais paulistas. Para a realização da pesquisa de natureza quantitativa, optou-se pelo uso dos métodos de surwey e análise a partir das expectativas dos indivíduos ou grupos. Como técnicas, utilizamos a aplicação de questionário junto a professores e entrevista junto aos gestores das Secretarias de Educação dos municípios que compõem a região central do estado de São Paulo. Para a organização dos dados empíricos, utilizou-se de programas computacionais da base Windows e para os cruzamentos, o software estatístico SPSS. As análises foram feitas a partir da estatística simples e inferencial e dos procedimentos de análise de necessidades de formação de professores. O estudo aponta que a distância entre as necessidades requeridas pelos professores e as ações formativas existentes são discrepantes porque o planejamento na área é bastante precário e desconsidera as distinções entre necessidades profissionais e necessidades dos sistemas. Os critérios utilizados para desenvolver as ações formativas são diversos e a preocupação em atender ao decurso das reformas e das políticas educacionais sobrepõem-se à identificação, análise e atendimento das necessidades que os professores apresentam. Evidencia-se, portanto, a urgência na reformulação do modo de desempenhar ações de formação continuada junto aos professores, ajustando-as às necessidades dos docentes e ao atendimento de objetivos predefinidos. / The aim of this research was to identify the needs of continued education of in-service teachers who worked in the first cycle of primary school and were linked to municipal school net of São Paulo state. A method of survey and analysis based on the individual s expectations was used in order to carry out this qualitative research. As data collection means, a questionnaire was answered by teachers and an interview was replied by administrators of the Municipal Education Secretary of cities that are part of the central region of São Paulo state. Some windows softwares were used in order to organize the empirical data and the SPSS software was used to cross data. Simple and inferential statistics and the procedures of analysis of the teachers education needs were used to do the analysis of data. This study verified that there is a gap between the necessities that teachers require and teacher education programs. There is discrepancy between them because planning in this area is inadequate and do not consider the differences between professional needs and system needs. The criteria used to develop teacher s education are varied and the preoccupation to carry out Ministry reforms and educational policies fade the identity, analysis and necessity assistance that teachers demonstrate to have. Therefore, it is clear that is urgent to reform the way of developing actions to improve teachers continued education, adjusting them to teachers needs and to predefined objectives.

M.Ed. / Changes specifically taking place in specialised education due to the inclusive education policy have resulted in stress and higher anxiety levels in educators. The purpose of this research is to investigate the perceptions of educators teaching at one specialised school, specifically the perceptions of their responsibilities, of the expectations they have as well as the training and support they receive in this educational environment. The literature study describes the changes brought about by the implementation of the inclusive education policy and the effect it has on the educators. A questionnaire was designed to ascertain what the educators perceive. The instrument was tested for reliability and validity. The recommendations were as follows: All educators should become knowledgeable regarding the content of the inclusive education policy in education. The education department is responsible for a training and implementation programme that will empower educators to successfully implement the tasks and responsibilities as required by the policy of inclusive education. If this training and support is not provided, it cannot be expected of educators to be able to successfully handle the implementation of the inclusive education policy or to be positively orientated towards the implementation of this policy. The education department and district offices should play a bigger role in providing the training and necessary support in order for the implementation of inclusion to be successful. The training of all educators and training centres will have to include the accommodation/management of diverse needs of learners in order to meet the requirement of this policy. As all educators will be exposed to more diverse learning needs, the training provided at the training centres will have to emphasise the accommodation/management of diverse learning according to the inclusive education policy. The educators that have specialised training at ‘specialised schools’ can be utilised as consultants to provide support to educators at other schools by working together co-operatively with these educators. The district offices ought to provide a co-ordinator to assist this support group. The perceptions of educators at the specific specialised school with regards to inclusive education are influenced by their own experiences and interpretations of inclusive values and practice. The manner in which educators experience inclusive education will have an influence on the quality of their performance of tasks and their responsibilities towards inclusive education. Therefore, how educators are introduced to and supported in inclusive practices may play a significant part in terms of establishing environments for inclusive education. The role of the education department and district offices are clearly emphasised in this investigation. Knowledge regarding the policy of inclusion, as well as support and training are essential elements to the successful implementation of this policy.

Data presented in 2004 at a national conference on multi-grade teaching in Namibia revealed some significant negative effects on achievement associated with multi-grade instruction. In addition, the data indicated that teachers lack management and organisational strategies for multi-grade teaching. The purpose of this study was to explore the views and perceptions of educators on the managing of multi-grade classes in Namibia. Chapter one describes the background to the study, focussing on the history of education in Namibia and the history of multi-grade education. It became clear at this stage already that teachers need to be well trained, well resourced and hold positive attitudes towards multi-grade teaching if children are to learn effectively in multi-grade environments. In addition, parents should have input into significant instructional and assessment decisions concerning their children. The Literature survey in chapter two provides a theoretical framework on the concept of the management of multi-grade classrooms and the need for appropriate management and teaching skills. Effective multi-grade teaching involves the use of a range of organisational strategies in the classroom. Curriculum, learning materials, teacher education and assessment are necessary components of an integrated strategy for teaching and learning. Surrounding these strategies is the need for national policies (for curriculum, materials, teacher education and assessment) that recognise, legitimate and support learners and teachers in multi-grade settings. Chapter three identified the tools and processes of conducting the study with reference to previous and new developments in multi-grade teaching. The assumption guiding the study is that a strong case can be made by using an approach that combines qualitative and quantitative elements. By using different methods at various points in the research process, the researcher could build on the strength of each type of data collection and minimise the weaknesses of any single approach. Data was therefore collected simultaneously and involved both numeric information (on structured questionnaires) and text information (on focus group interviews and observations) so that the final database represents both qualitative and quantitative information. Five educational regions in Namibia were randomly selected to participate in this study. Literature suggests five key areas that are normally the focus of concern in multigrade teaching environments and should be included in any training programme. These include classroom management, instructional strategies, curriculum, instructional materials and community involvement. These five key areas were also used as a conceptual framework through which the observations, focus group interviews and questionnaires were rendered comprehensible in the analysis and interpretation of data as discussed in chapter four. It should be emphasised that education is inevitably underpinned by educational philosophies whether acknowledged or not. Multi-grade teaching too has particular philosophical bases, which emerge from the literature. Multi-grade practices recognise that there is an overlap of abilities amongst learners but also that levels of difficulty have to be taken into account. The philosophy of teaching is therefore an important consideration in multi-grade teaching. The findings of the study are discussed in chapter five. One of the most important findings is most probably the need for a national policy that recognises, legitimate and support learners and teachers in multi-grade settings. The study concludes with recommendations and suggestions for further research. / Prof. C.F. Loock

Multi-grade education is currently a national priority. Situational analyses carried out by Adele Gordon (1987, 1999), Grey (2001), Lungwangwa (2000) and Potenza (2000) have indicated that quality education in multigrade schools is suffering. Visits to farms in South Africa by journalists of leading newspapers like Jabusi, Letsaoleo, Mecoamere (Sowetan, 1999 & 2000) and Thompson and Mboyane (City Press, 1999 & 2001), respectively, have confirmed the findings in respect of farm schools, leading to this study. Attempts were made from 1980 to 1988 to address these problems. The previous Department of Education and Training (DET) implemented a programme to assist and develop farm schools. This programme was the result of the recommendations of a synthesis report in 1986 on black schools in rural areas, including farm schools. A number of reports and memoranda contributed to the above programme, for example: • a memorandum about the upgrading of farm school education; • a committee report on the provision of education on smallholdings and small farms; and • an investigation into the facilities available to learners in rural areas (July 1983). A new view of multi-grade schools in the Limpopo province is related to a study undertaken in 2000 by Professor Geoffrey Lungwangwa. Although the study concentrated on the Limpopo province, the findings and recommendations were submitted so that they could be applied nationally, some even worldwide. These findings and recommendations were presented at national level during the UNICEF conference in Durban during 2000. Workshops were scheduled throughout the country to address the recommendations of the studies of 2000. These recommendations largely involved the services of NGO's. The NGO's had a lion's share in the recommendations, as indicated by those who participated in the study. It appeared that districts were not up to standard. They had no structures in place to address the challenges of multi-grade teaching. It was also evident that districts had no programme to present and were looking for a way to remedy the situation. The NGO's in the districts were consequently appointed. / Prof. T.C. Bisschoff

Learners affected and infected by HIV/AIDS have been given priority status in the development of inclusive education. The Department of Education should develop and support the personal and professional self of educators as torch bearers of its educational policy. This inquiry attempted to understand educators’ teaching experiences to establish what educational and psychological support was needed to better include such learners. The information obtained may enable District Based Support Team’s (DBST’s) and School Based Support Team’s (SBST’s), as well as educational psychologists to develop educators, as limited research has been done in this regard. In this inquiry the data collection methods included 16 questionnaires completed by educators, an individual interview with a principal as well as two focus group interviews (with educators, and then with SBST and School Management Teams (SMT’s) members combined). Collages were visual representations of educators’ experiences and aided group discussions. Data obtained was analysed using the constant comparative method to determine the common themes and sub themes describing educators’ experiences over and above the identified educational and psychological support they needed to better include child-headed family learners within their classrooms. The findings presented suggest orphan status awareness at schools cannot be taken for granted. In coping with the effects of orphan-hood, learners presented with characteristic barriers such as: learning difficulties, incomplete school work and homework, failure to participate, school absenteeism, hunger, concentration difficulties, tiredness and sleeping in class, neglected appearance, behavioural difficulties, signs of sexual abuse, and accelerated adulthood. Efforts to create supportive learning environments included: impartial treatment, learning support provision, accessing support services and meeting basic needs for food, clothing, love, belongingness, reassurance, motivation and encouragement. Educators iii related accompanying negative psychological experiences (i.e. feeling sadness, distress and pain, as well as being emotionally drained and experiencing a sense of frustration at not knowing how to help or feeling unable to help). Identified educational and psychological support included: capacity building through contextualized and customized in-service training programmes, financial incentives and motivation, improved resources, increased governmental involvement, accessing multidisciplinary support services, community support and self care. Educators need to be supported and developed within a framework of whole school development if the goals of building health promoting schools within an inclusive education system are to be realised. Recommendations included: (i) Compelling stakeholders and health professionals to inform school and district based support teams of a learner’s orphan status. (ii) Building pre-service and in-service capacities through modules or customized workshops, on the identification, support and referral of learners from child-headed homes, basic counselling skills as well as self care awareness and educator burn out. (iii) Schools must develop financial incentives and motivation schemes by fund raising, obtaining sponsorships and ‘granting leave’ to deserving educators. Resource sharing was also encouraged. (iv) Government should conduct needs analyses at grass roots level to ensure equitable support service provision relative to the number of learners from child-headed homes at a school. (v) Educational psychologists or school counselors on behalf of school based support teams can co-ordinate Community Building Approach principles as one way of sharing the burden of care amongst interested stakeholders and community members. / Prof. Jace Pillay

M.Ed. / The study was geographically confined to Etwatwa Primary and Secondary Schools in the East Rand. The purpose of the study was to benefit the educators especially at Etwatwa Schools with the knowledge on how they can be effective and to get proper training in the facilitation of technology, and how they can equip themselves in acquiring knowledge on Technology Education. In order to remedy the situation at Etwatwa Schools in conjunction with the effects on the training of technology educators employed there, a platform was prepared to conduct a research. The relevant literature was thoroughly studied and basic data were collected through interviews. The interview schedule consisted of open-ended questions that were administered among the technology educators at primary and secondary schools at Etwatwa. Permission for conduction interviews in schools was requested from Gauteng Department of Education and was granted. The research findings revealed that most of the technology educators were not trained to facilitate technology, and even those few who got formal training were not in a position of handling or dealing with the challenges, that this new learning area is offering. The project did not aim at generalization of results but a simple, in-depth understanding of the education situation at Etwatwa Schools in regard to the effects on the training of Technology educators. A set of recommendations was therefore made to remedy the situation at Etwatwa Schools concerning the training of technology educators. One of the recommendations was that technology educators could engage themselves in programmes like F.D.E (technology education) that runs for two years on part-time bases at our local universities.