M.Ed. / Technology is relatively a new learning area that has been phased into grade 7 in 2000 as part of Outcomes-Based Education (OBE). Teachers have limited background knowledge in teaching technology, as they did not do technology in their pre-service training. In Mpumalanga, primary school teachers have a limited insight in the understanding of the technological process because they were only trained in the simplified version, namely that stated in the policy document, which has only some stages of the technological process. The purpose of this study was to find out whether the use of the thinking subprocesses and following the ten stages of the technological process can assist a teacher in the planning and teaching of a lesson in technology. A three days intervention was conducted in which twenty-five teachers were trained in the technology outcomes, teaching strategies, lesson planning format, the thinking subprocesses and the ten stages of the technological process. This was a case study following the qualitative research inquiry. One teacher was observed and interviewed, and her lesson plans studied. She was chosen from the group that attended the intervention. The research questions that formed the core of the study were, “how can the thinking subprocesses and the ten stages of the technological process assist teachers with the planning and teaching of the lesson?” and “What are the effects thereof in the planning of lessons?” Data was collected through observations, interviews and a review of documents. The findings revealed that when a teacher was following a technological process when planning the technology lessons, she used it as a framework for the lesson plan. She also used the technological process as a structure for the teaching of the lesson in class. As the teacher had a minimum knowledge of the technology content and teaching approaches, it also became clear that when she knew what aspects should be considered when planning and teaching, she managed to find the content information on what should be taught in her classes. Following the technological process gave her the confidence and guidance in the gathering of resources and the teaching of lessons. / Prof. P.J. Ankiewics

No description available.

Orientador: Luis Enrique Aguilar / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T12:54:38Z (GMT). No. of bitstreams: 1 Brejo_JanaynaAlves_D.pdf: 1788958 bytes, checksum: c83ad039000f648b6340c1a49791bc07 (MD5) Previous issue date: 2012 / Resumo: Esta tese apresenta um Estudo Comparativo das Políticas Nacionais de Formação de Professores da Educação Infantil no Brasil e na Argentina, no período de 1990 a 2010. Considerando que a educação infantil vem sendo reconhecida como um nível de ensino de importância fundamental, não somente por sua responsabilidade em proporcionar o desenvolvimento integral da criança, mas também, por contribuir para o bom desempenho do aluno nas séries subsequentes, a formação dos professores dessa etapa educativa torna-se então, alvo de diversas políticas educacionais, uma vez que incide diretamente na qualidade do ensino. Tendo como objeto de estudo as políticas nacionais de formação inicial e continuada de professores para a educação infantil implementadas no Brasil e na Argentina, analisamos comparativamente o discurso oficial presente nestas políticas, na tentativa de compreender como foram elaboradas e aplicadas. Para isso, buscamos investigar os requisitos de titulação legal exigida para lecionar no nível inicial; as tipologias de instituições formadoras, sua estrutura e organização; o currículo para os cursos de formação; as iniciativas do poder público par melhorar a qualidade da educação; e as influências dos organismos internacionais quanto à fixação de parâmetros exigidos em avaliações de desempenho como o Programa Internacional de Avaliação de Estudantes coordenado pela OCDE. Dentro desse contexto, o estudo comparativo configurou-se como o principal procedimento metodológico que orientou a pesquisa, possibilitando assim, a realização de uma análise de cunho qualitativo e explicativo. O referencial teórico utilizado pautou-se nos estudos de autores como Aguilar (2000, 2002, 2005, 2009), Campos, M. (2006, 2010), Campos, R. (2009), Didonet (2006, 2010), Dávila e Naya (2010), Feldfeber (2006, 2009), Kramer (2006), Oliveira, D. (2006, 2009), Rosemberg (2010), entre outros, a fim de localizar e aprofundar as questões trazidas pelas políticas educacionais de formação de professores, indo além da simples construção de uma pesquisa descritiva. A partir da reconstrução dos cenários nacionais, da observação, da interpretação e da descrição longitudinal do sentido que adquiriu o discurso oficial na agenda dos governos brasileiro e argentino e suas políticas e leis, que tratam da formação dos professores para a primeira infância, foi possível identificar, por meio da análise simultânea, as proximidades, as semelhanças e as diferenças existentes entre os dois países pesquisados. Desse modo, os resultados deste trabalho demonstram que os caminhos trilhados por Brasil e Argentina na formulação e implementação de políticas de formação espelham trajetórias diferentes em termos de seus determinantes, bem como dos desdobramentos que elas geraram. Assim, vislumbramos que esta pesquisa se configure como um termômetro de discussão sobre o acesso à educação infantil, para que esta seja repensada e entendida como essencial sob o ponto de vista educacional, tanto pelo poder público como pela sociedade em geral, orientando e (re)orientando o rumo e curso de ações políticas que valorizem e se pautem na qualidade da formação dos professores desse nível de ensino. / Abstract: This thesis presents a Comparative Study of National Policies for Early Childhood Teachers in Brazil and Argentina, from 1990 to 2010. Considering that early childhood education has been recognized as a very important educational stage, not only for its accountability on providing a complete development for a child, but also by improving student's performance at next steps, teacher formation in this educational stage has become a target for several educational policies, as it impacts directly on teaching quality. With national policies for initial and continuing teacher's formation on early childhood education as the study objective, we do a comparative analysis of government discourses about these policies in Brazil and Argentina, trying to understand how they were formulated and implemented. In this way, we have investigated the requirements to get a qualified teaching degree for the initial stage; typologies of teacher's formation institutions, their structure and organization; courses programs; government initiatives in order to improve education quality; and international bodies influence on establishing parameters required at performance evaluations such as Programme for International Student Assessment, managed by OECD. In this context, the comparative study has become the main methodological procedure to guide the research and, therefore, enable qualitative and explicative analysis. Theoretical references were based on studies made by Aguilar (2000, 2002, 2005, 2009), Campos, M. (2006, 2010), Campos, R. (2009), Didonet (2006, 2010), Dávila e Naya (2010), Feldfeber (2006, 2009), Kramer (2006), Oliveira, D. (2006, 2009), Rosemberg (2010), among others, in order to find and deepen some questions from teacher's formation policies, going further than just doing a simple descriptive research. Some techniques such as national scenarios review, observation, interpretation and a longitudinal description of the meaning given to public discourses on government plans, as well as policies and laws related to early childhood teacher's formation, were used to identify similarities and differences between Brazil and Argentina, through simultaneous analysis. Thus, the results of this study show that strategies taken by these two countries during planning and Execution phases of its teacher's formation policies were different, considering decision matters and its consequences. Therefore, we consider this research as a guidance for discussions about early childhood education admission, in order to recognize its great value on the whole educational process, not only by government but also all society, and manage official actions to ensure quality for teacher's formation at this educational stage. / Doutorado / Politicas, Administração e Sistemas Educacionais / Doutor em Educação

M.Ed. / The core of this study is to review and analyse the management and effectiveness of induction processes for newly-appointed educators as they adjust to their entry into the teaching profession. The study employed a quantitative research method. The aim of the research study was to investigate the perceptions of educators with regard to the management of induction for newly-appointed educators. The study was prompted by the by the need to address challenges arising from a lack of a rigorous induction programme within the Ekurhuleni West District schools. These challenges are in line with the political changes that have taken place in South Africa. From the literature review it is evident that managers are having difficulties in adequately preparing and equipping newly appointed educators for the realities of the teaching profession which include, limited support for educators, unacceptable discipline among learners, overcrowded classes and poor salaries. This research indicates that it is necessary to support educators in a personal capacity in their absorption into the teaching profession. Furthermore, the literature study revealed that educators who are not properly inducted will experience adjustment difficulties at schools which may lead to frustration and loss of confidence and, in some instances, to resignation. It is thus the recommendation of this study that educators be inducted to avoid these unpleasant experiences as well as to prepare a career development path that is customised to individual needs. The researcher used structured questionnaires to gather data. The questionnaire was distributed to 20 schools in the Ekurhuleni West District to determine educators’ perceptions concerning induction. The finding was that, at present, there is no formal system to induct educators in South Africa and the majority of school management teams lack the capacity to induct educators.The recommendation was that school management teams must be trained on how to provide induction, and the workloads of school management teams need to be reduced. There is a need for further research on the induction programmes for Department of Education officials. / Dr.L.N Conley

Dr. M.C. Loggerenberg

This research was based on the question of how Foundation Phase teachers in the schools received the new curriculum for implementation. Current developments in introducing the new curriculum in South Africa have led to the hope that it would be received eagerly and become well implemented by its utilisers. The common trend of thinking was that if South Africa receives a new system of education, it will obviously be in keeping with changes cherished by its population that voted for such changes. However, these changes in education did not come as expected. In this research paper, the researcher made the case that receiving the new curriculum for implementation by teachers is a risk-taking exercise, especially at the entry level of the school, i.e. the Foundation Phase. He also problematised the notion of receiving a new curriculum by interrogating the ways or methods of implementation, the degree of knowledge and skills of teachers and their concomitant perceptions and attitudes towards the implementation of the new curriculum. In presenting this argument, the researcher firstly discussed the different perspectives of and the ‘rationale’ for introducing a new curriculum in the country, which in this case happens to be South Africa. Secondly, he highlighted the role of competent, receptive and enthusiastic Foundation Phase teachers in dealing with the new curriculum. And thirdly, alluded to the challenges facing South African schools in implementing the new curriculum, and made a claim that the present implementation in the country is making a mess out of education. The aims were to examine the manner in which the new curriculum was presented to teachers at entry level into the school(s), which in this case would be the Outcomes-Based Education curriculum in the Foundation Phase. The problems that were associated with the introduction of the new curriculum were investigated; the level of teachers’ participation in the implementation of the new curriculum was looked into; and the findings of the research provided a set of conclusions and recommendations for the Department of Education, Curriculum Specialists and teachers, that will hopefully enlighten them on this burning issue in the Foundation Phase. For this study a qualitative approach was used, and the methods applied included observation of the targeted population while engaging with its work, which happened to be the implementation of Curriculum 2005/the Revised New Curriculum Statement; and interviews with the Foundation Phase teachers in township settings. The researcher believes that through these interviews the respondents have unveiled many unmentioned and well kept secrets of teachers who are teaching in the Foundation Phase. Teaching is a proud profession, and it is not so easy for experienced teachers to acknowledge that they are struggling with the implementation of the new curriculum in their classrooms. And when the teachers are well qualified to teach on top of their long experience in the Foundation Phase, so much the more the feelings of inferiority and incompetence as far as the new curriculum and OBE and all the new assessment requirements are concerned. This study also broke the silence of the teachers’ frustrations and discomfort surrounding the attendance of in-service training opportunities and workshops. It should encourage the authorities to take heed of these remarks of the teachers, as this can easily and painlessly be rectified to serve the loyal teachers as best and fast as they can. One of the strongest pleas that were made concerns the upkeep and sustenance of the school’s physical facilities and playgrounds. The neatness and even aesthetic countenance of the classrooms have an enormous role to play in the general education of learners, and to this the SGBs and SMTs must seriously and hastily attend. The parents can also play an important role in this regard. As far as the limitations go, there are a few, namely the contextual factors, financial constraints and time factors. Nevertheless, the findings of this study can for sure be generalised and made applicable to Foundation Phase teachers’ problems in other regions, circuits and even provinces, as the results from the teachers came over very strongly, resounding the same difficulties that teachers all over are experiencing. / Dr. M.C. van Loggerenberg

M.Ed. / Die navorsingsdoel van die studie is om vas te stel hoe Intell® Teach to the Future die betrokkenheid van opvoeders met Informasie en Kommunikasie Tegnologië (IKT) beïnvloed. Opvoeders in Ga-Rankuwa het deelgeneem in die navorsing. ʼn Aantal privaatondernemings, soos Intel, het programme ontwerp ten doel om opvoeders met die integrering van IKT te ondersteun, maar onvoldoende gedokumenteerde bewyse van die invloed van privaat initiatiewe op die betrokkenheid van opvoeders met IKT bestaan. Skole in Ga-Rankuwa gebruik die IKT integreringsopleidingsprogramme van verskeie organisasies, dus is dit belangrik om die invloed van hierdie programme op die betrokkenheid van opvoeders met rekenaars te evalueer. Onderswyersopleiding in IKT integrering word beskou as die belangrikste en kritiese suksesfaktor om die tekort aan gekwalifiseerde opvoeders in IKT aan te spreek (Dawes, 1999:256). Volgens Orange en Hobbs (2000:86) om skole en opvoeders te betrek by IKT integrering, die beskikbaarheid van harde-en sagteware word as noodsaaklik beskou alhoewel die blote teenwoordiigheid van rekenaars in skole is onvoldoende om die kwaliteit van die onderwys te verander. Verdere pogings om opvoeders te betrek met IKT integrering in onderwys en leer so wel as ondersteuning is benodig. Verkeie lande gebruik verskillende strategiee van onderswyersopleiding in hierdie verband. Die navorsingmetodes is ‘n kombinasie van etnografie en ‘n gevallestudie. Waarneming, fokusgroeponderhoude en analise van dokumente is gebruik om data te versamel. Data analise het gelei tot vyf kategorieë. Die bevindinge toon aan dat Intel®, tot ‘n grote mate, die betrokkenheid van opvoeders wel beїnvloed het.

Este trabalho visa investigar de que modo as crenças de quatro professores do Ensino Médio da rede pública estadual são reestruturadas depois que esses participam de um grupo colaborativo, cujo objetivo era discutir e buscar soluções para as dificuldades pertinentes ao ensino de Química. Os oito encontros ocorreram ao longo do segundo semestre de 2007, no Instituto de Química da Universidade de São Paulo. Para detectar as reestruturações das crenças dos professores, foi utilizada uma variedade de instrumentos: mapas conceituais, análise de discursos utilizados pelos docentes durante as reuniões, planos de aula, modelos didáticos pessoais. Todos os encontros foram gravados em vídeo e transcritos posteriormente. A dinâmica das interações interpessoais entre os componentes do grupo foi analisada tendo como base o conceito de convite docente, que se caracteriza como um instrumento capaz de incentivar os professores a enfrentar as dificuldades do ensino. Esse conceito por sua vez está fundamentado no objeto transacional proposto por Donald Winnicott. Todos os dados obtidos foram triangulados visando constatar as reestruturações diagnosticadas em todos os instrumentos utilizados. Os resultados apontam que o trabalho colaborativo, pode ser um importante recurso na reestruturação do sistema de crenças do professor, dependendo para isso, que o docente sinta a necessidade de aprimorar seus conhecimentos e seja capaz de trabalhar em regime de colaboração com seus pares. Foi constatado que à colaboração trouxe aos professores que participaram desse projeto além do aprimoramento nos saberes necessários para o ensino, o desenvolvimento de capacidades importantes para a melhoria do relacionamento interpessoal. Ressaltando que tais capacidades são muito importantes para o exercício da docência. / This project tends to investigate four public high school teachers parts of view.They are re-structured after they had participeted in a colaborator group, which goal was discuss and find out solutions for the chemistry\'s difficults teaching. The eight meetings took place at Chemistry\'s Institute of São Paulo University during the second semester of 2007.In order to detect teacher\'s beliefs re-structures,a variety of tools were used, such as concept maps, speech analisys used by teachers during meetings, class planning and personal educational models. All meetings were recorded on video, later on transcribed. The interpersonal interactions dynamic between the group components was studied , having as its base the Teaching staff invitation concept, which is characterized as a device capable of incentivanting teachers to face teaching diffucult matters.This concept is reasoned in the transacted object proposed by Donald Winnicott.The obtneid data were triangulated focusing to check the re-structurings diagnosed in all instruments used to.The results show that the coorporate work may be an important resource as far as system reestructure of teacher\'s beliefs. Depending on the work, that the teacher feels the need of deeping this knowledge and be able to work in a corporation system with his co-workers. It was set that the colaboration brought to the teachers who were part of this project ,beyond the improvement of the necessary knowledge for a good teaching, the important capacities development to the interpersonal relationship improvement.Letting absolutely clear that such capacities are very important for the good use of the teaching staff.

Neste trabalho analisamos, a partir de uma parceria entre a Universidade e uma Escola Municipal de Educação Fundamental da periferia da cidade de São Paulo e da formação continuada de professores e professoras propiciada por esta parceria, quais competências estavam presentes e/ou sendo construídas durante a formação ou ainda no exercício profissional destes docentes. Partimos do princípio de que estes professores estavam realizando uma prática exitosa, a partir de analises anteriores. A pesquisa aqui apresentada é,do tipo qualitativa, e foi baseada em três formas de dados: as reuniões realizadas entre a Universidade e o grupo de docentes; uma entrevista com uma das docentes, buscando entender aspectos da sua história de formação; e, as interações realizadas na sala de aula desta docente. Através de uma revisão bibliográfica, sobre competências e também de pesquisas sobre competências, delimitamos algumas categorias de análise, que nos auxiliaram a evidenciar indícios da construção e/ou presença de alguns tipos competências. Notamos que os docentes construíram conhecimentos metodológicos e conceituais relacionados ao campo de conhecimento das Ciências, disciplina que em geral é pouco trabalhada nas séries iniciais do fundamental, e que o espaço para esta construção foi fundamental para que os mesmos revelassem suas inseguranças e dúvidas para poderem trabalhar com a disciplina. Observamos ainda, que a articulação ou mobilização de diversas competências se ratificou como um fator fundamental na prática docente, evidenciando assim a relação entre o êxito docente à capacidade de mobilizar diversas competências, envolvendo: o planejamento de aulas; a busca por uma formação contínua; uma prática que levasse em conta metodologias e elementos próprios da área de conhecimento trabalhada e aspectos éticos do ensino; e, até mesmo as relações sociais que são estabelecidas dentro do ambiente escolar e se refletiam na prática em sala de aula. Notamos que estas relações não ocorrem de maneira separada no ambiente escolar, mas que a articulação das diversas competências observadas, de maneira complexa e não determinística, são essenciais para uma boa prática. / In the present study, we performed an analysis to determine which competencies were present and/or under construction during the education or in the course of the professional activities of teachers who received continuous education as a result of a partnership between the University and a basic education school in the outskirts of São Paulo. Based on previous analyses, we assumed that their practice was successful. Our research was qualitative and based on three types of data: the meetings between the University and the group of teachers, an interview with one female teacher aimed to collect information on her education background and finally the way this teacher interacts in the class. Through bibliographic review and research on the competencies, we delimited some analysis categories, which helped us show evidence of the construction and/or the presence of some types of competencies. We found that the teachers built methodological and conceptual knowledge on Science, a discipline that should be better taught in the early years of schooling. Also, providing a suitable environment for the creation of these competencies was essential to stimulate the teachers to reveal their insecurities and doubts regarding the teaching of Science. Moreover, we found that the organization or mobilization of several competencies is a key factor in the teaching practice, demonstrating the relationship between successful teaching and the ability to mobilize several competencies, which involves: lesson planning, search for continuous education, a teaching practice that takes into consideration methodologies and elements used in the specific area of concern and ethical aspects of education, and finally the social relations that are established within the school environment and reflected in classroom practice. We concluded that these relations do not occur in isolation in the school environment and that the organization of the several identified competencies, in a complex and non-deterministic way, is essential for a good teaching practice.

The research refers to the analysis of extension project Desafio Pré-vestibular as space for the training of teachers of natural sciences (biology, physics and chemistry), looking for understanding the discourses that challenge the teachers and has effects on your identity. To this end, we analyzed oficial documents that guide the formation of teachers, documents dealing with the Organization and functioning of the Desafio Pré-vestibular project, as well as the words and expressions of the teachers of the Sciences of nature, undergraduate students and graduates, who participated as teachers in the project in the year 2015. The survey considered theoretical and methodological presuppositions of discourse analysis in the perspective of Michel Foucault (2012, 2014), whereas the discourses as practices that produce effects on the subject, from processes of subjectivation, constituting the truths in a given time. The corpus of analysis understand documents, responses to a questionnaire and comments and demonstrations of teachers to a semi-structured interview. The analysis of the data showed that the practice is a recurrent statement in different speeches, among them, the educational, the politician of the social movements and the media, that Desafio Pré-vestibular the teachers in training and those already licensed, seeking the design challenge to perform "more" practice, producing ways of being and seeing as professor, with effects on your identity. Research shows that teachers of natural sciences (graduates and licenciandos) recognize the extension project Desafio Pré-vestibular as teacher training, space in which it is necessary to discuss and promote the articulation between theory and practice. It should be noted, however, the importance of looking at the extension locus of teaching, teacher training and research. / A pesquisa refere-se à análise do projeto de extensão Desafio Pré-vestibular como espaço para a formação de professores de Ciências da Natureza (Biologia, Física e Química), procurando compreender os discursos que interpelam os/as professores/as e tem efeitos em sua identidade docente. Para tal, foram analisados documentos oficiais que orientam a formação de professores, documentos que tratam da organização e funcionamento do projeto Desafio Pré-vestibular, bem como as falas e manifestações dos professores da área de Ciências da Natureza, licenciandos e licenciados, que participaram como docentes no projeto, no ano de 2015. A pesquisa realizada considerou pressupostos teórico-metodológicos da análise de discurso na perspectiva de Michel Foucault (2012, 2014), considerando os discursos como práticas que produzem efeitos nos sujeitos nos processos de subjetivação, constituindo as verdades em uma dada época. O corpus de análise compreendeu documentos, respostas a um questionário e comentários e manifestações dos professores a uma entrevista semi-estruturada. A análise dos dados mostrou que a formação pela prática é um enunciado recorrente em diferentes discursos, entre eles, o pedagógico, o político dos movimentos sociais e o midiático, que interpelam os professores em formação e os já licenciados, que procuram o projeto Desafio para realizar “mais” prática, produzindo modos de ser e de se ver como professor, com efeitos na sua identidade docente. A pesquisa mostra que os professores de Ciências da Natureza (licenciados e licenciandos) reconhecem o projeto de extensão Desafio Pré-vestibular como espaço de formação docente, no qual é necessário problematizar e promover a articulação entre teoria e prática. Ressalta-se, no entanto, a importância em olhar para a extensão como lócus de ensino, de formação de professores e também de pesquisa.