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The central question in this thesis is: In what ways, if any, can communications technology be used to extend and integrate the learning and intellectual engagement of teacher education students? Underpinning this question is an assumption that there is a need to take action by way of investigating technology practices in teacher education programs that are educationally defensible. More particularly in the context of teacher education there is a need to examine ways in which the technology can be used as a medium for integrating disparate parts of teacher education and for broadening channels of professional communication amongst those with an interest in teacher education. In order to respond to the question a number of technology practices have been established in one elementary teacher education program. In this thesis three projects, representative of these practices, are presented. The three projects set in an Education Studies course, a Language Arts Education course and a Mathematics Education course respectively, used either web-based or multimedia technology as a medium through which students could communicate, investigate and generate ideas related to the course goals. The analysis of the projects was concerned with both the means by which students engaged in the technology related tasks and the ways in which they represented their understandings. The data drawn on to conduct this analysis included the electronic texts produced by students, the comments and feedback on each project provided by students and instructors and my own observational notes. The key argument made in the thesis is that the technology served as 1. a medium for inquiry and 2. an object of study. In this respect student teachers were able to extend their engagement by making connections between people, resources and experiences in ways not normally possible and by learning about educational technology in ways that were practical, creative and critical. The conditions underpinning these extensions to student teachers' learning were collaborative writing, public audience, access to electronic resources and a research infrastructure.

The central question in this thesis is: In what ways, if any, can communications technology be used to extend and integrate the learning and intellectual engagement of teacher education students? Underpinning this question is an assumption that there is a need to take action by way of investigating technology practices in teacher education programs that are educationally defensible. More particularly in the context of teacher education there is a need to examine ways in which the technology can be used as a medium for integrating disparate parts of teacher education and for broadening channels of professional communication amongst those with an interest in teacher education. In order to respond to the question a number of technology practices have been established in one elementary teacher education program. In this thesis three projects, representative of these practices, are presented. The three projects set in an Education Studies course, a Language Arts Education course and a Mathematics Education course respectively, used either web-based or multimedia technology as a medium through which students could communicate, investigate and generate ideas related to the course goals. The analysis of the projects was concerned with both the means by which students engaged in the technology related tasks and the ways in which they represented their understandings. The data drawn on to conduct this analysis included the electronic texts produced by students, the comments and feedback on each project provided by students and instructors and my own observational notes. The key argument made in the thesis is that the technology served as 1. a medium for inquiry and 2. an object of study. In this respect student teachers were able to extend their engagement by making connections between people, resources and experiences in ways not normally possible and by learning about educational technology in ways that were practical, creative and critical. The conditions underpinning these extensions to student teachers' learning were collaborative writing, public audience, access to electronic resources and a research infrastructure. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Made available in DSpace on 2016-04-27T14:31:08Z (GMT). No. of bitstreams: 1 Andrea Ramires Alves.pdf: 1433288 bytes, checksum: d7b20f8637cd37d3f2df430279485c58 (MD5) Previous issue date: 2013-06-26 / The theme that the title of this dissertation, "Contributions of the coordinating education for continuing education of elementary school teachers in the area of Mathematics I," was born of concerns that emerged during the life experience and academic and professional researcher. In his role as educational coordinator, the author observed the transformation of his vision, his repertoire of practical and theoretical your search. Thus, the problem is investigated here as coordinating education can contribute to continuing education, in-service teachers of elementary school in the area of mathematics? To this end, this research aims to contribute to the practice and teacher training. Provide insight to the teacher of elementary school multipurpose area of mathematics in their daily routine, through the work of the pedagogical coordination via HTPC (Hours of Work Educational Collective). This time, it is expected that the study will contribute to the debate on scientific knowledge in the area of education. The research took place in two state schools of São Paulo, the same board of education in the city of Guarulhos. The study is guided by the principles of qualitative research, with some contribution from quantitative research. For data collection, questionnaires were elaborated and developed structured interviews with school teachers surveyed; semistructured interview with a pedagogical coordinator at another school in the same board of education; documentary and bibliographic research, the theories of authors who collaborate to discussion of the subject, such as: Abramowicz, Alarcão, Brito, Brousseau, Canary Chizzotti, Dowbor, Feldman, Franco, Freire, Fusari, Garrido, Gatti, Imbernon, Laville, Mizukami, Nóvoa, Parra, Perrenoud, Placco, Tardif, Vasconcelos , among others. The results show that it is possible to contribute to the pedagogical coordinator continuing education of teachers in the area of Mathematics. The research also hints at the factors and actions that favored the formation or did not contribute to the training process of teachers. Presents proposals for possible action against the pedagogical coordinator training in mathematics, reflecting a significant learning for students / O tema que dá título a esta dissertação, Contribuições da coordenação pedagógica para formação continuada de professores do ensino fundamental I na área de Matemática , nasceu de inquietações que despontaram ao longo da experiência e vida escolar e profissional da pesquisadora. Na sua função como coordenadora pedagógica, a autora observava a transformação da sua visão, do seu repertório prático e de sua busca teórica. Assim, o problema aqui investigado é como a coordenação pedagógica pode contribuir para a formação continuada, em serviço, de professores do ensino fundamental I na área de Matemática? Para isso, esta pesquisa busca contribuir para a prática e a formação docente. Oferecer subsídios para o professor polivalente do ensino fundamental I na área de Matemática em sua rotina diária, por meio do trabalho da coordenação pedagógica via HTPC (Horário de Trabalho Pedagógico Coletivo). Desta feita, espera-se que o estudo contribua para o debate sobre conhecimentos científicos da área da educação. A pesquisa aconteceu em duas escolas estaduais de São Paulo, da mesma diretoria de ensino no município de Guarulhos. O estudo orienta-se pelos princípios da pesquisa qualitativa, com alguma contribuição da pesquisa quantitativa. Para a coleta de dados, foram elaborados questionários e entrevistas semiestruturadas desenvolvidos com professores da escola pesquisada; entrevista semiestruturada com uma coordenadora pedagógica de outra escola, da mesma diretoria de ensino; pesquisa documental e bibliográfica, à luz das teorias de autores que colaboram para a discussão do tema, tais como: Abramowicz, Alarcão, Brito, Brousseau, Canário, Chizzotti, Dowbor, Feldman, Franco, Freire, Fusari, Garrido, Gatti, Imbernon, Laville, Mizukami, Nóvoa, Parra, Perrenoud, Placco, Tardif, Vasconcelos, entre outros. Os resultados obtidos mostram que é possível o coordenador pedagógico contribuir com a formação continuada dos professores na área de Matemática. A pesquisa deixa entrever ainda que os fatores e ações da formação que favoreceram ou não contribuíram com o processo formativo dos professores. Apresenta possíveis propostas para ação do coordenador pedagógico frente à formação em Matemática, refletindo em uma aprendizagem significativa para os alunos

Made available in DSpace on 2016-04-27T14:31:12Z (GMT). No. of bitstreams: 1 Katia Alexandra de Godoi e Silva.pdf: 7821134 bytes, checksum: e42b30778ef140e7689bcbde703d6804 (MD5) Previous issue date: 2013-09-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research analyzes pedagogical interventions in continuing education, in order to promote the choice and evaluation of digital learning materials, aiming to understand the elementary school teachers processes of reflection. The theoretical framework that guides this study comes from the texture of the digital learning material concepts, tools for choosing and assessing these materials, and references that guide the teacher to use ICDT and raise the matter of evaluation of materials in digital format, as well as approaches to teacher training for the use of ICDT in Education. The methodology is focused on four steps of Design-based Research. The first one is about the educational problem. The second lies in the choice of pedagogical artifact. The third is about the interventions in educational context. Finally, the fourth step provides guidelines for building design principles. In order to support the third step, the context and design of educational interventions are described, since it is not possible to understand the pedagogical design alone without taking the context in which it operates into account. The organization and identification of intervention categories was conducted with the aid of webQDA software, and the relational analysis of these interventions in educational context has been performed by using CHIC software, indicating that, in general, teachers participating in the research developed an autonomously reflexive critical posture in the context of choice, use and evaluation of digital learning materials in their teaching / Esta pesquisa analisa as intervenções pedagógicas na formação continuada para favorecer a escolha e a avaliação de materiais didáticos digitais, visando compreender os processos de reflexão dos professores do ensino fundamental. A fundamentação teórica que pauta este estudo provém da tessitura dos conceitos sobre materiais didáticos digitais, dos instrumentos para escolha e avaliação desses materiais e dos referenciais que orientam o professor para a utilização das TDIC e suscitam a questão da avaliação dos materiais no formato digital, assim como as abordagens de formação de professores para a utilização das TDIC na Educação. A metodologia está centrada nas quatro etapas da Pesquisa baseada em Design. A primeira recai sobre o problema educativo. A segunda reside na escolha do artefato pedagógico. A terceira constitui as intervenções em contexto pedagógico. Já a quarta etapa apresenta orientações para a construção de princípios de design. Para dar suporte à terceira etapa, o contexto e o design das intervenções pedagógicas são descritos, já que não é possível compreender apenas o design pedagógico sem levar em conta o contexto em que se insere. A organização e identificação das categorias das intervenções foi realizada com o auxílio do software webQDA, e a análise relacional dessas intervenções em contexto pedagógico foi concretizada por meio do software CHIC, indicando que, de modo geral, os professores participantes da pesquisa desenvolveram uma postura autônoma, crítica e reflexiva no contexto de escolha, utilização e avaliação dos materiais didáticos digitais em suas práticas pedagógicas