Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2005. / Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4356. Chairperson: Dennis R. Knapczyk. Title from dissertation home page (viewed Oct. 11, 2006)

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005. / Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1328. Chairperson: Curtis J. Bonk. "Title from dissertation home page (viewed Nov. 2, 2006)."

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2499. Adviser: Karen Ferneding. Includes bibliographical references (leaves 192-203) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4147. Adviser: Scott D. Johnson. Includes bibliographical references (leaves 95-104) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4079. Adviser: Mark Dressman. Includes bibliographical references (leaves 197-206) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006. / "Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2083. Adviser: Sharon Pugh.

Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

One result of the political changes in Hungary in 1989-90, was the sudden switch, within state education, from compulsory study of Russian to a free choice of foreign languages. Most pupils (or their parents) opted to study English or German. Opportunities to study these languages in schools had previously been limited, and consequently there was a severe shortage of trained teachers. The English Language Teacher Supply (ELTSUP) project, was established by formal agreement between the British Council and the Hungarian Ministry of Education and Culture to counter this shortage through the provision of new, three year, initial language teacher training programmes, at nine Hungarian tertiary institutions. ELTSUP's rationale, and initial stated wider objectives were principally quantitative; to increase the supply of trained English teachers to the state education system and so the number of students able to learn English. By the mid 1990s, due principally to the 'turbulence' referred to in the title, it was clear that the above aim would not be met. Project objectives, now became qualitative; the integration of three year programme curriculum change into the existing, still largely unchanged, philologically focussed, four and five year language teacher education system. The thesis is a longitudinal, single case study. Its aim is to investigate and analyse the educational change process in one ELTSUP institution between 1991 and 1998. From 1993- 1998, the writer was employed by the British Council at the case study institution. He was thus a participant observer (Marshall and Rossman 1989, Yin 1989), throughout the data collection period. The research is grounded in educational and organisational change literature, particularly the work of Fullan (1991,1992,1993) Louis and Miles (1992), Whittaker (1993), Harris et al (1997), Pettigrew and Whipp (1991), Hatch (1997), Webb and Cleary (1994), and the qualitative research writings of Lincoln and Guba (1985), Denzin and Lincoln (1994), Erlandson et al (1993), Coffey and Atkinson (1996) and Crossley and Vulliamy (1997). It is an inductive qualitative study, based initially upon 'etic' and later upon "emic 1 issues (Stake 1995), and consequently had a research focus that evolved throughout the two years of the data gathering cycle. The three main sources of data are semi-structured interviews, questionnaires and project documents. The core data consists of interviews, carried out in three rounds over a two-year period with those most centrally involved, the 10 Hungarian implementers of the project. In addition, 22 other people closely connected to ELTSUP, at either national or institutional level, were interviewed. Questionnaires, sent out to past and present students, their school supervisors and other British Council contract staff in Hungary, were used to provide further evidence about the wider Hungarian environment and to corroborate interview data. As a participant in the changes under investigation the writer had access to all English language project related documentation, throughout the case study period. Data was analysed using a two dimensional framework based on Fullan's (1991) chronological division of the stages of the educational change process, Planning- Implementation-Continuation, and the components of any organisational change process suggested by Pettigrew and Whipp (1991), Content, Context and Process. Together these gave a nine cell matrix, allowing data first to be mapped and then analysed, broadly as suggested by Miles and Huberman (1994). The main findings include: On educational change projects involving more than one educational culture, and where one educational culture is accepted as bringing with it expertise that the other lacks, aims can never remain purely quantitative. Qualitative educational change is cultural change. It is therefore complex and takes a long time. It is rare to find measurable, direct evidence of success in the short-term. The necessarily long time scale and the unpredictability of the behaviour of the wider The necessarily long time scale and the unpredictability of the behaviour of the wider environment, make detailed advance planning of the change implementation process impracticable. Educational change is an evolving and incremental process. The rate and route of change followed throughout the implementation process is likely to be strongly influenced by, often unpredictable, occurrences at all levels of the environment. If change is ever to begin to become part of the wider educational culture beyond the project, local implementers need to be consistently supported throughout their personal change process. For such consistency to be possible, change instigators need, at the initial planning stage, to understand both what is realistically possible and what their roles within the project are likely to be. They thus need, in outline at least, to understand both the micro and wider change environments. Environmental assessment need not be complex to be valuable. It does, however, need to be continuously updated to take account of changes in the wider environment. Cultural change is hard work for those experiencing it. Perceptions of its utility can quickly become negative, without tangible recognition for work done, and periods of stability in which to consolidate new skills. Change instigators, expecting (and expected) to operate in a world that increasingly seeks rapid, measurable returns on any investment, find most of the above very difficult to accept.

Esta dissertação propõe-se analisar o Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e a natureza das relações institucionais estabelecidas entre a Universidade e a escola de Educação Básica. Propõe realizar uma aproximação entre o conceito de Terceiro Espaço de Formação Docente e o PIBID. O PIBID é uma política que objetiva a qualificação docente criando espaços para inserção dos licenciandos na realidade escolar. No referencial teórico são abordados aspectos relacionados a formação de professores no Brasil, aos saberes docentes, a articulação entre teoria e prática na formação inicial, a constituição de um referencial teórico sobre Terceiro Espaço de Formação Docente. Foi realizada uma revisão bibliográfica sobre o Programa, que apontou a escassez de artigos científicos que discutissem o PIBID de maneira mais aprofundada. Utiliza-se como base metodológica neste trabalho o estudo de caso fundamentado na pesquisa participante, tendo como objeto de análise as relações entre o PIBID-UFRGS e a Escola Técnica Estadual Irmão Pedro (IP). Foram aplicados questionários em grupos de sujeitos atuantes no PIBID-UFRGS/IP. As análises presentes nesta dissertação indicam que o PIBID-UFRGS/IP pode ser considerado um Terceiro Espaço de Formação Docente. As atividades desenvolvidas nesse Espaço aproximaram a UFRGS e o IP a medida que os bolsistas foram inseridos no ambiente escolar. A relação entre UFRGS e IP nasce a partir da Universidade. Constatou-se que a relação entre o IP e a UFRGS, na esfera do PIBID, não é equânime em função da natureza das relações, a que não desqualifica totalmente a relação entre as instituições e o estabelecimento do Terceiro Espaço de Formação. / This dissertation intend to analyze the Institutional Scholarship on Teaching Initiation Program (PIBID) and the nature of its institutionalized relations created among the University and the Basic Educational System. Intend to realize a closer approach between the Third space of Teacher Education and the PIBID. The PIBID is a policy that aim to qualify the teachers to be by creating spaces to propitiate the insertion in the school environment. The theoretical basis are addressed by features related to teacher formation in Brazil, teachers knowledge, the hinge among theory and experience in the initial formation and the constitution of a theoretical basis about the Third space of teaching Development. A literature review has shown that are a wantage in scientific articles that argue with deepness and effectively about the PIBID program. It was used case study as a methodological basis grounded in participating research by analyzing the relations between the PIBID – UFGRS and the State Technical School Irmão Pedro (IP). A questionnaire were applied on the active group members of PIBID – UFRGS/IP. The analyses presented in this monograph indicate that the PIBID – UFRGS/IP may be considered as a Third Space of Teaching Development. The activities growth in this space make a closer relation between UFRGS and IP because the scholars are in the school environment. This relationships between UFRGS and IP comes from the University because the need of qualifying the education of teachers. It is clear that the relation between the IP and UFRGS in the PIBID program is not equitable due to the nature of it. However it does not disqualify the relations completely among these institutions.

Made available in DSpace on 2014-06-11T19:31:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2011Bitstream added on 2014-06-13T19:02:17Z : No. of bitstreams: 1 bianchini_ar_dr_mar.pdf: 1264764 bytes, checksum: 3f8b33a53bf59a374cb1f5dca0f960c0 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Unidade Ffc / Frente ao aumento significativo do número de cursos ofertados pelas instituições de educação superior na modalidade de Educação a Distância, este trabalho tem o objetivo de refletir as suas potencialidades pedagógicas para o trabalho educativo comprometido com as máximas possibilidades do desenvolvimento humano. Esta apreensão foi realizada a partir de uma aproximação pedagógica com a abordagem teórica histórico-cultural, que vai ao encontro da nossa concepção do homem como um ser social, produtor de bens materiais, de relações sociais e do próprio conhecimento, e, nesse sentido, um produtor de toda a cultura humana existente, um produtor de si mesmo. Para tanto, buscou-se as seguintes compreensões: o papel que a Educação a Distância vem assumindo frente as políticas educacionais pelo viés do discurso de democratização e universalização da educação superior preconizado pelo Estado, levando-se em conta, a política de expansão das vagas ofertadas em todo o território nacional no período de 1996 a 2008; o processo educativo nas diferentes esferas de relações sociais do homem, que no âmbito deste trabalho denominamos de relações sociais em-si e relações sociais para-si, como condição humanizadora; por fim, tratou-se de compreender a estrutura e o diálogo autorizado pelos instrumentos midiáticos a partir de uma experiência com a modalidade de Educação a Distância, uma vez que pelos postulados da teoria histórico-cultural a comunicação é quem confere o caráter da mediação existente nas relações sociais. A experiência foi realizada no período de agosto a outubro do ano de 2009, a partir da disciplina Algoritmos do Curso de Licenciatura em Informática do Campus VII da Universidade... / Facing the significant increase in the number of courses offered by higher education institutions in the form of distance education, this paper aims to reflect their pedagogical potential for the educational work committed with the highest possibilities of human development. This study was made from a pedagogical approach with the cultural-historical theoretical approach, which meets our conception of man as a social being, producer of material goods, social relations and knowledge in itself, and this way, a producer of all the existing human culture, a producer of himself. For this, we sought the following understandings: the role that Distance Education has taken forward the educational policies from the higher education discourse of democratization and universalization perspective, considering the policy of expansion of places offered in the entire national territory in the period of 1996 to 2008, the educational process in the different human social spheres, that in this work we call social relationships in it-self and social relationships for one-self, as a humanizing condition; and finally, this study attempted to understand the structure and dialogue authorized by the instruments of media from an experience with Distance Education, as it was assumed by the historical-cultural theory the communication is who grants the measuring character of existing social relations. The experiment was conducted from August to October, 2009, from the discipline of Algorithms in the Computer Science Graduation on Campus VII of the Maranhão Federal University, located in Codó city (MA) and it was attended by thirty-one students. The analyzed data was collected through two questionnaires and records held by the participants... (Complete abstract click electronic access below)