A dissertation submitted in fulfilment of the requirements of the degree of Doctor of Education in the Department of Curriculum and Instructional Studies at the University of Zululand, 2019. / Writing is dominant in schools and continues to be important for effective communication. Therefore, learners need to be up- skilled in writing skills as their everyday activities. This study was conducted to investigate the in-service training needs of educators in teaching writing skills in primary schools at eSwatini. The study responded to the questions: (a) To what extent are educators teaching languages, trained in teaching writing skills to primary school learners? (b) What in-service training needs do educators have in teaching writing skills of primary school learners? (c) What competencies do educators possess for teaching writing skills? The mixed method design was adopted for this study which triangulated focus group semi structured interview, documentary analysis and lesson observation. Purposive sampling was used to sample N=56 educators in eight primary schools and N= 6 trainers from three teacher training colleges. The mixed-method approach was used to collect data. Quantitative data were analysed using the statistics, frequencies and percentages as well as cross tabulation. Qualitative data from focus group interviews were analysed by identifying patterns and themes. The study revealed the lack of Pedagogical Content Knowledge (PCK) in the teaching of writing skills. The findings imply that there no methods of teaching employ in teaching writing skills. In addition, the study findings imply that among other things, there was lack of parental involvement and lack of support from school administrators and government. Recommendations made from this study were that: in-service training department should strengthen workshops with regard to writing skills, there should be preparation of lessons, setting of test, scheme of work and marking of learners’ work. Furthermore, the training colleges should have comprehensive writing skills programmes for all pre-service educators, and not only those who major in languages.

Many learning disabled student being served by the public school systems have been inaccurately classified. Training and research efforts are needed to assist members of the multidisciplinary team in making more accurate learning disabilities classification decisions. CLASS.LD2, a computer-based expert system, was designed to assist multidisciplinary teams by providing second-opinion advice regarding the appropriateness of a learning disabilities classification for individual student cases. The existing expert system, CLASS.LD2, was combined with strategies for effective concept instruction to create an instructional package entitled LO.Trainer. The purpose of this study was (a) to develop a computer-based instructional package combining expert system technology and strategies for effective concept instruction and (b) to test the effectiveness of the instructional package against another system application. The training application against which the instructional package was compared consisted of users running consultations with the original expert system. Of specific interest was (a) the effectiveness of both training programs across experienced and inexperienced teachers, (b) the performance of the experienced as compared with the inexperienced teachers regardless of the training program used, (c) whether an interaction between level of experience and training program occurred, ( d) which training program was more effective for the experienced teachers, and (e) which training program was more effective for the inexperienced teachers. Ninety-seven students from three universities served as subjects and were randomly assigned to one of the two treatment groups. Subjects who completed the LO.Trainer materials scored statistically (p < .05) and educationally higher (SMD = + 0.96) on the posttest than those who ran CLASS.LD2 consultations. Statistical and educational significance were al so obtained across the experienced and inexperienced subjects when considered alone. An interaction, although not statistically significant (p < .05), was obtained between group and experience level. Although there exist many similarities between the processes of building expert systems and concept analysis, incorporating both to develop an effective training tool had not previously been demonstrated. Results of this study indicated that the two fields, successfully combined, can create an effective and efficient training tool.

Made available in DSpace on 2016-12-23T14:01:48Z (GMT). No. of bitstreams: 1 Sonia Francisco Klein.pdf: 2834283 bytes, checksum: 723d2ec3a660ab66b9a5e29e231bf040 (MD5) Previous issue date: 2013-06-03 / O estudo, vinculado à Linha de Pesquisa Cultura, Currículo e Formação de Educadores, do Programa de Pós-Graduação em Educação da Universidade Federal do Espírito Santo, e ao Grupo de Pesquisa Culturas, Parcerias e Educação do Campo, investiga como os saberes e culturas campesinas contribuem para a constituição do currículo da Escola Municipal de Ensino Fundamental Crubixá do município de Alfredo Chaves Espírito Santo. O estudo tem como objetivo geral conhecer como se configuram os saberes e culturas campesinas no currículo da escola. E especificamente analisa o currículo praticado e sua relação com a cultura não escolar. Discute os saberes e culturas da comunidade em interface com o currículo. A pesquisa de cunho qualitativo, com contribuições do estudo de caso, favoreceu a produção de práticas dialógicas com os sujeitos da pesquisa, com levantamento de dados a partir de diversas fontes, as quais incluem a análise documental, a observação do ambiente escolar e da práxis pedagógica do professor em sala de aula, entrevistas com os alunos, profissionais da escola e comunidade local. Recorre ao referencial teórico de Eagleton (2011), Foerste (2004), Forquin (1993), Freire (2011), Geertz (1989), Sacristán (2000), Williams (2011) entre outros para construir as bases de reflexão da Educação do Campo, da cultura, do currículo e trabalho colaborativo interinstitucional. A pesquisa demonstra que a contribuição dos saberes e culturas campesinas para a práxis pedagógica escolar se constitui em um processo permanente articulado na/da prática docente em interação com os sujeitos na escola e na comunidade. Coloca em análise a existência de duas frentes de trabalho pedagógico: a primeira, cotidianamente estabelece a ponte entre os saberes e culturas campesinas no currículo praticado e a segunda frente, se dá esporadicamente no contexto das aulas. Pode-se afirmar que essa situação vincula-se à formação continuada dos professores, conforme dados analisados no processo de investigação. Diante dessa realidade, percebe a necessidade de formação continuada para os professores que atuam na escola do campo com vista ao incremento de pesquisas e práticas colaborativas em contextos sociais onde se constitui a Educação do Campo como práxis do diálogo / The study, linked to Line Culture Research, Curriculum and Training of Educators, the Graduate Program in Education of the Federal University of Espírito Santo, and the Research Group Culture, Partnerships and Rural Education, investigates how knowledge and cultures peasant contribute to the formation of the curriculum of the Municipal School of Basic Education Crubixá the municipality of Alfredo Chaves - Holy Spirit. The study aims to know how to configure general knowledge and peasant cultures in the school curriculum. And specifically examines the curriculum practiced and its relationship with culture is not school. Discusses the knowledge and cultures of the community interface with the curriculum. The qualitative research, with contributions from the case study, favored the production of dialogical practices with research subjects, with survey data from various sources, which include document analysis, observation of the school environment and praxis teaching the teacher in the classroom, interviews with students, school staff and local community. Uses the theoretical framework of Eagleton (2011), Foerste (2004), Forquin (1993), Freire (2011), Geertz (1989), Sacristan (2000), Williams (2011) and others to build the foundations of reflection of Education field of culture, curriculum and collaborative interagency. The research shows that the contribution of knowledge and peasant cultures for pedagogical praxis school constitutes an ongoing process articulated in / teaching practice in interaction with the subjects in the school and community. Puts in question the existence of two fronts pedagogical work: the first, sets the bridge between everyday knowledge and peasant cultures in the curriculum and practiced second front, occurs sporadically in the context of lessons. It can be argued that this situation is linked to the continuing education of teachers, according to data analyzed in the research process. Given this reality, realizes the need for continuing education for teachers working in the school field with a view to increasing research and collaborative practices in social contexts where it is the Field Education as praxis of dialogue

Made available in DSpace on 2016-03-15T19:42:05Z (GMT). No. of bitstreams: 1 Marcio Antonio Faria.pdf: 476762 bytes, checksum: 1cd7268aa0eb34663fb8b6057b1b7417 (MD5) Previous issue date: 2011-08-19 / This work proposes some reflexions about choir singing in the school environment, with the main objective of demonstrating how possible is for a generalist teacher to develop a musical practice on high school counting on their natural abilities and with the development of these natural abilities in a continuing graduation program in music. For that, interviews and activities were carried out with the teacher, and it was analyzed, not only the rehearsals, but also the characteristics of her job which can only be emphasized through a deep observation. Through the interview analysis and the observation of the teacher s activities and the choir s performance, besides the bibliographical surveying and the specific documents, we were able to have access to trialed paths and to the conceptions of musical education underlying the teacher s job. This work allows us to conclude that the choir singing is a fundamental strategy to the development of the several intelligences and cognitive and social abilities of the student, as well as it contributes with some suggestions of musical activities and it confirms the multidiscipline job of the teacher from this area / Este trabalho propõe algumas reflexões sobre o canto coral no ambiente escolar, tendo como objetivo principal demonstrar como é possível uma professora generalista desenvolver uma prática musical no ensino fundamental contando com suas habilidades naturais e com o desenvolvimento dessas habilidades num programa de formação continuada em música. Para tanto, foram realizadas entrevistas e atividades com a professora, e feita uma análise não somente dos ensaios, mas também das características de seu trabalho que só mediante uma observação mais específica podem ser ressaltadas. Por meio da análise da entrevista e observação das atividades da professora e da atuação do coral, além do levantamento bibliográfico e de documentos específicos, pôde-se ter acesso aos caminhos percorridos e às concepções de educação musical subjacentes ao trabalho da professora. Este trabalho permite concluir que o canto coral é estratégia fundamental para o desenvolvimento das diversas inteligências e das habilidades cognitivas e sociais do estudante, bem como contribui com algumas sugestões de atividades musicais e corrobora com o trabalho multidisciplinar do professor da área

Orientador: Jorge Megid Neto / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T02:01:05Z (GMT). No. of bitstreams: 1 Rink_Juliana_D.pdf: 2182283 bytes, checksum: a4956169001134163d7e7191e6c879aa (MD5) Previous issue date: 2014 / Resumo: No contexto de um projeto de identificação, análise e avaliação das dissertações e teses brasileiras em Educação Ambiental defendidas no período 1987-2009 (Projeto EArte), desenvolvido pela Universidade Estadual Paulista "Júlio de Mesquita Filho" ¿ campus Rio Claro (Unesp), Universidade Estadual de Campinas (Unicamp) e Universidade de São Paulo (USP), foram analisados os processos de ambientalização curricular propostos e/ou estudados pelos trabalhos de pesquisa em Educação Ambiental (EA) voltados para a formação de professores e profissionais educadores ambientais. O estudo configurou-se como pesquisa de estado da arte, tendo por problema a seguinte questão: que concepções e práticas de ambientalização curricular podem ser evidenciadas nas dissertações e teses em EA voltadas para formação de professores e profissionais educadores ambientais? A partir de dados obtidos via Banco de Teses da Capes e Projeto EArte, de um universo de 2.151 pesquisas em EA, foram selecionadas 85 dissertações e teses dentro da temática de interesse, classificadas em relação à base institucional (ano da defesa, instituição de ensino superior, região geográfica, grau de titulação acadêmica, dependência administrativa) e à base curricular-ambiental (modalidade do curso e área curricular, concepções de educação ambiental, concepções de currículo). Os resultados revelaram que: a) o conjunto de trabalhos sobre ambientalização curricular na formação inicial de educadores apresenta crescimento, com expansão mais visível no início dos anos 2000, em consonância com o incentivo à ambientalização na Educação Superior por parte dos marcos históricos e regulatórios internacionais e nacionais; b) predominam trabalhos defendidos em universidades federais, localizadas nas regiões Sudeste e Sul do país, em especial nos estados de São Paulo e Rio Grande do Sul; c) os trabalhos abrangem majoritariamente cursos de licenciatura, com predomínio de Ciências Biológicas e Pedagogia; d) a maior parte dos estudos configura-se como diagnóstico curricular de cursos e eventualmente de disciplinas específicas; e) poucas pesquisas implementam e avaliam propostas de ambientalização curricular; f) a maioria dos processos de ambientalização investigados pelos trabalhos assenta-se em perspectivas não-críticas de EA, ligadas às tendências conservadora e pragmática; g) há presença incipiente da perspectiva crítica no conjunto de documentos, e ainda de modo prognóstico e teórico; h) a concepção de currículo da grande maioria dos documentos é tradicional, mostrando estrutura rígida e pouco flexível dos cursos investigados. A produção investigada revelou ainda a persistência do debate em relação à disciplinarização da temática ambiental na formação inicial de professores e profissionais educadores ambientais e apontou para diversos obstáculos e condicionantes institucionais que favorecem processos de ambientalização curricular restritos, pontuais e com características pouco críticas. Nota-se um esforço da comunidade acadêmica brasileira em incorporar a dimensão ambiental na Educação Superior, porém, é necessário superar certa tendência a fragmentações e à disciplinarização da EA observada em boa parte da produção selecionada. Espera-se que este trabalho contribua para ampliar a divulgação de pesquisas em ambientalização curricular, colaborando para a circulação do conhecimento gerado na área e também suscitando elementos para novas investigações referentes à pesquisa em EA no Brasil / Abstract: In a project identification, analysis and assessment of dissertations and theses in Brazilian Environmental Education defended in the period 1987-2009 (Project EArte), developed by the São Paulo State University "Júlio de Mesquita Filho" - Rio Claro campus (UNESP), State University of Campinas (Unicamp) and University of São Paulo (USP), the processes of curriculum greening proposed and/or studied by the researches in Environmental Education (EE) focused on teacher training and environmental educators professional were analyzed. The study is a state of the art research, with the problem the following question: what conceptions and practices of curriculum greening can be evidenced in dissertations and theses in EE focused on teacher training and environmental educators? From data obtained via Bank of Theses - Capes and EArte Project, a universe of 2,151 research in EE, 85 theses were selected within the theme of interest, classified in relation to the institutional basis (year of defense, School superior, geographic region, degree of academic titles, administrative dependence) and curriculum-based environmental (mode of travel and curriculum area, conceptions of environmental education, curriculum conceptions). The results revealed that: a) the body of work on curriculum greening has growth with more visible expansion in the early 2000s, in line with the encouragement of greening in higher education by international historical and regulatory frameworks and national; b) predominate work defended in federal universities located in the Southeast and South regions of the country, particularly in the states of São Paulo and Rio Grande do Sul; c) work mainly covers undergraduate programs, with a predominance of Biological Sciences and Pedagogy; d) most studies configures itself as diagnostic curricular courses and eventually specific disciplines; e) little research implement and evaluate proposals for curriculum greening; f) most cases investigated by the work rests on non-critical perspectives EE, linked to conservative and pragmatic tendencies; g) there incipient presence of critical perspective on the set of documents, and even prognosis and theoretically; h) the design of the curriculum of most documents is traditional, showing rigid and inflexible structure of the courses investigated. Production investigated further revealed the persistence of the debate regarding the disciplining of environmental issues in initial teacher educators and environmental professionals and pointed to several obstacles and institutional factors that favor processes of curriculum greening restricted, punctual and with little critical features. It is noted an effort of the Brazilian academic community to incorporate the environmental dimension in higher education, however, is necessary to overcome a tendency to fragmentation and the disciplining of EE observed in much of the selected production. It is hoped that this work will contribute to broaden the dissemination of research in curriculum greening, contributing to the circulation of knowledge generated in the area and giving rise to new elements investigations relating to research in EE in Brazil / Doutorado / Ensino e Práticas Culturais / Doutora em Educação