Esta pesquisa situa-se no campo de estudos sobre Formação de Professores, tratando especificamente da Iniciação à Docência. Integra a pesquisa “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente”, do Programa Observatório da Educação CAPES/INEP, envolvendo UFMT, UFRGS e UER. O trabalho trata de minha vida acadêmica e profissional, enfocando as narrativas das experiências vividas como um projeto de autoformação. Tem por objetivo analisar meu processo de formação, procurando refletir sobre as histórias que minhas narrativas contam acerca do início da docência e assim compreender o que foi realmente transformador e significativo na constituição do ser-professora em início de carreira. O material empírico constitui-se de sete narrativas de memórias de momentos importantes de minha formação e início na profissão docente. Para refletir sobre minhas experiências, formulei a seguinte questão: De que maneira as narrativas expressas em memoriais de formação podem promover transformações e resultar em produção de conhecimentos de si, necessários à constituição da profissão docente? O aporte teórico do trabalho foi composto por autores que defendem a abordagem autobiográfica. Entre eles Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) e Marie-Christine Josso (2004, 2010). O estudo tornou visível para mim mesma o compromisso social e político que caracteriza a minha atuação profissional nos diferentes momentos narrados. As transformações mais significativas foram aquelas em que o meu modo de agir foi questionado e minha compreensão momentaneamente desestabilizada. Ao final dessa trajetória, entendo que voltar-se para si mesmo é um movimento necessário ao desenvolvimento pessoal e profissional. Por situar-se no âmbito de memoriais de formação, minha pesquisa pode contribuir com a formação de professores em formação inicial que buscam compreender a constituição da identidade docente. / This research covers the field of study of Teaching Development,addressing specifically the Beginning Teachers area and is a part of the “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente” study, an Observatório da Educação CAPES/INEP program, encompassing UFMT, UFRGS and UER. This essay is about my academic and professional life, focusing in narratives of the lived experiences as a self-formation project. The main objective is to analyses my formation as a teacher, searching for reflections about the stories that my narratives tell about the beginning of the career and so help understanding what was really transforming or meaningful at the constitution of being a beginner teacher. Empirical material it’s build of seven narratives of memories and important moments of my own formation and first years of being a teacher. To reflect about my experiences, I developed the question: In which ways the narratives expressed in my formation memorials can promote transformations and result in production of self-knowledge, necessary for the constitution of teacher’s practice? The theoretical approach of the paper is composed by authors who defend the autobiographic studies. Between them are Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) and Marie-Christine Josso (2004, 2010). The study made possible for me to visualize my social and political commitment which characterizes my professional performing in the different moments narrated. The most meaningful transformations were those who made me question my actions. At the end of that trajectory, I understand that turning into itself is a necessary movement for personal and professional development. Placing itself in the range of formation memorials, my research can contribute with those in teacher development who are reaching for the meanings of what constitutes the teachers identity.

O presente trabalho avaliou o uso de guias de execução (Chaffin, 2012) com alunos iniciantes de piano com o objetivo de verificar se alunos iniciantes de piano apresentariam perfis similares de utilização de guias de execução, e se seria possível constatar o mesmo grau de aproveitamento observado em pesquisas anteriores. A amostra incluiu 14 alunos na faixa etária de 8 a 14 anos. Foi solicitado a cada participante a preparação de duas peças do seu repertório para gravá-las, em áudio e vídeo, executando-as de memória. A metodologia também incluiu a realização de entrevistas e anotações nas partituras dos alunos no decorrer de três encontros. Os resultados mostram que os alunos foram capazes de usar as quatro categorias de guias de execução propostas por Chaffin. Além disto, outros resultados foram corroborados tais como: a utilização de guias expressivos associada com os melhores desempenhos no teste oral e, a utilização de maior quantidade de guias básicos associada com maior ocorrência de lapsos nas gravações. / This study evaluated the use of Chaffin´s (2002) performance cues applied to beginner piano students in order to verify if an adaptation of this approach would profile similarly and show the equivalent results as in previous researches on this subject. The sample included 14 piano students ages eight to fourteen studying at the time with six piano teachers. Each participant was requested to prepare two pieces from their current repertoire to be played by memory and recorded both in audio and video. The methodology also included interviews and annotations made by students in their scores. The students and the researcher met three times for recordings, commentaries and interviews. Results show that the participating children were able to use all four categories of performance cues. Other results were verified such as the use of expressive cues associated with the best results in the oral test and the use of basics cues associated with higher rates of lapses on the recordings.

Esta pesquisa situa-se no campo de estudos sobre Formação de Professores, tratando especificamente da Iniciação à Docência. Integra a pesquisa “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente”, do Programa Observatório da Educação CAPES/INEP, envolvendo UFMT, UFRGS e UER. O trabalho trata de minha vida acadêmica e profissional, enfocando as narrativas das experiências vividas como um projeto de autoformação. Tem por objetivo analisar meu processo de formação, procurando refletir sobre as histórias que minhas narrativas contam acerca do início da docência e assim compreender o que foi realmente transformador e significativo na constituição do ser-professora em início de carreira. O material empírico constitui-se de sete narrativas de memórias de momentos importantes de minha formação e início na profissão docente. Para refletir sobre minhas experiências, formulei a seguinte questão: De que maneira as narrativas expressas em memoriais de formação podem promover transformações e resultar em produção de conhecimentos de si, necessários à constituição da profissão docente? O aporte teórico do trabalho foi composto por autores que defendem a abordagem autobiográfica. Entre eles Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) e Marie-Christine Josso (2004, 2010). O estudo tornou visível para mim mesma o compromisso social e político que caracteriza a minha atuação profissional nos diferentes momentos narrados. As transformações mais significativas foram aquelas em que o meu modo de agir foi questionado e minha compreensão momentaneamente desestabilizada. Ao final dessa trajetória, entendo que voltar-se para si mesmo é um movimento necessário ao desenvolvimento pessoal e profissional. Por situar-se no âmbito de memoriais de formação, minha pesquisa pode contribuir com a formação de professores em formação inicial que buscam compreender a constituição da identidade docente. / This research covers the field of study of Teaching Development,addressing specifically the Beginning Teachers area and is a part of the “Egressos da Licenciatura em Pedagogia e os desafios da prática em narrativas: a universidade e a escola em um processo interdisciplinar de inserção do professor iniciante na carreira docente” study, an Observatório da Educação CAPES/INEP program, encompassing UFMT, UFRGS and UER. This essay is about my academic and professional life, focusing in narratives of the lived experiences as a self-formation project. The main objective is to analyses my formation as a teacher, searching for reflections about the stories that my narratives tell about the beginning of the career and so help understanding what was really transforming or meaningful at the constitution of being a beginner teacher. Empirical material it’s build of seven narratives of memories and important moments of my own formation and first years of being a teacher. To reflect about my experiences, I developed the question: In which ways the narratives expressed in my formation memorials can promote transformations and result in production of self-knowledge, necessary for the constitution of teacher’s practice? The theoretical approach of the paper is composed by authors who defend the autobiographic studies. Between them are Elizeu Clementino Souza (2007, 2011), Maria Helena Abrahão (2011), Maria da Conceição Passeggi (2006, 2008) and Marie-Christine Josso (2004, 2010). The study made possible for me to visualize my social and political commitment which characterizes my professional performing in the different moments narrated. The most meaningful transformations were those who made me question my actions. At the end of that trajectory, I understand that turning into itself is a necessary movement for personal and professional development. Placing itself in the range of formation memorials, my research can contribute with those in teacher development who are reaching for the meanings of what constitutes the teachers identity.

O presente trabalho avaliou o uso de guias de execução (Chaffin, 2012) com alunos iniciantes de piano com o objetivo de verificar se alunos iniciantes de piano apresentariam perfis similares de utilização de guias de execução, e se seria possível constatar o mesmo grau de aproveitamento observado em pesquisas anteriores. A amostra incluiu 14 alunos na faixa etária de 8 a 14 anos. Foi solicitado a cada participante a preparação de duas peças do seu repertório para gravá-las, em áudio e vídeo, executando-as de memória. A metodologia também incluiu a realização de entrevistas e anotações nas partituras dos alunos no decorrer de três encontros. Os resultados mostram que os alunos foram capazes de usar as quatro categorias de guias de execução propostas por Chaffin. Além disto, outros resultados foram corroborados tais como: a utilização de guias expressivos associada com os melhores desempenhos no teste oral e, a utilização de maior quantidade de guias básicos associada com maior ocorrência de lapsos nas gravações. / This study evaluated the use of Chaffin´s (2002) performance cues applied to beginner piano students in order to verify if an adaptation of this approach would profile similarly and show the equivalent results as in previous researches on this subject. The sample included 14 piano students ages eight to fourteen studying at the time with six piano teachers. Each participant was requested to prepare two pieces from their current repertoire to be played by memory and recorded both in audio and video. The methodology also included interviews and annotations made by students in their scores. The students and the researcher met three times for recordings, commentaries and interviews. Results show that the participating children were able to use all four categories of performance cues. Other results were verified such as the use of expressive cues associated with the best results in the oral test and the use of basics cues associated with higher rates of lapses on the recordings.

Submitted by Josiane ribeiro (josiane.caic@gmail.com) on 2015-04-10T17:34:08Z No. of bitstreams: 1 Grasiele Ruiz Silva_Dissertação_2012.pdf: 1536382 bytes, checksum: b7379434510fe3851120d71f591ef48b (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-29T18:47:26Z (GMT) No. of bitstreams: 1 Grasiele Ruiz Silva_Dissertação_2012.pdf: 1536382 bytes, checksum: b7379434510fe3851120d71f591ef48b (MD5) / Made available in DSpace on 2015-04-29T18:47:26Z (GMT). No. of bitstreams: 1 Grasiele Ruiz Silva_Dissertação_2012.pdf: 1536382 bytes, checksum: b7379434510fe3851120d71f591ef48b (MD5) Previous issue date: 2013 / O presente trabalho tem como objetivo discutir a utilização da experimentação e a História da Ciência no ensino dos anos iniciais do Ensino Fundamental. Assim, nos focamos em investigar o olhar de professores atuantes em escolas no município de Rio Grande/RS, participantes do Programa Observatório Nacional da Educação, sobre a utilização de tais enfoques. A pesquisa de cunho qualitativo, e realizada na modalidade em consórcio, teve a investigação-ação como base para seu desenvolvimento. Para isso, nos focamos em três fontes de dados - entrevistas, análise documental e Planejamento Cooperativo – as quais, a partir da Análise de Conteúdo, nos deram origem a três categorias, sendo elas: O aprender pela Experimentação e a História da Ciência; A Experimentação e a História da Ciência como Ferramentas; e As Relações entre o Cotidiano, a Experimentação e a História da Ciência. Investigando a maneira com que o aprender é compreendido, o quando o material é importante e a forma com que o cotidiano se insere na utilização da experimentação e da História da Ciência no ensino, podemos perceber que, para o professor, o ponto principal é a possibilidade que as abordagens dão em relação a um envolvimento efetivo do aluno com a aula. / The goal of the present paper is to discuss the use, experimentation and the Science History at the beginning years of Elementary School. Thus, we focused on investigating the view of acting teachers in schools from the town of Rio Grande/ RS, participants of the National Education Observatory Program, about the use of such approaches. The surveys done as qualitative and consortium had as basis for its development the investigation-action. To do so, we focused on three sources of data- interview, documentary analysis and Cooperative Planning – which, after the Content Analysis, provided origin to three categories, such as: The learning through Experience and the History of Science as tools; and the Relations through everyday life, The Experimentation and the History of Science. Investigating the way in which the learning is understood, when the material is important and the everyday life is inserted in the use of experimentation and the history of Science in teaching, we can notice that, for the teacher, the main point is the possibility that the approaches provide towards a more effective involvement of the student to the class.

Orientador: Ana Luiza Bustamante Smolka / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-08T03:58:06Z (GMT). No. of bitstreams: 1 Anjos_DanielaDiasdos_M.pdf: 513218 bytes, checksum: b7f27c8652d327c321e33aa3a29f6cff (MD5) Previous issue date: 2006 / Resumo: A presente investigação tem como objetivo compreender como professores de uma rede pública de ensino vivenciaram o início na profissão docente, visando entender e analisar as condições de realização do trabalho nas suas articulações com o contexto histórico-cultural no qual ele acontecia. Para tanto, optamos por entrevistar professoras que começaram a dar aulas nas últimas quatro décadas (1970-2000). Buscamos analisar como elas interpretam e falam hoje de seus primeiros anos de trabalho; como vivenciaram as demandas de sua profissão; como a legislação, as reformas educacionais, o que se produzia na academia, as relações interpessoais, as condições de vida afetavam sua atuação profissional, caracterizando expectativas e configurando seu desempenho. Assumindo uma perspectiva histórico-cultural (Bakhtin, 2003; Vigotski, 2000; Clot, 2006) procedemos a uma análise dos enunciados, destacando temas relacionados ao trabalho docente que emergiram nos relatos pessoais e que se tornaram significativos entretecidos à história e às políticas da educação em termos mais abrangentes / Abstract: The purpose of this study is to understand how public school teachers experienced the beginning of their profession, and to analyze the concrete conditions of such work within the historical cultural context in which it happened. In order to do so, we choose to interview teachers who started their teaching practice in the last four decades (1970-2000). We attempted to analyze how they interpret and speak today about their first years of teaching; how they lived the demands of their profession; how legislation, educational reforms, academic production, interpersonal relationships, their life conditions, affected their professional ways of acting, building expectations and configuring their performance. Assuming a historical cultural perspective (Bakhtin, 2003; Vigotski, 2000; Clot, 2006), we proceeded to an analysis of the teachers¿ enunciations, highlighting themes related to the teaching profession which emerged in their talks and became meaningful interwoven to educational history and educational policies / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

The aim of this thesis is to find out how start-ups or beginning entrepreneurs evaluate business opportunities. More specifically, the intention is to reveal whether their assessment of business opportunities differs in some way depending on the type of opportunity. It was then examined how the assessment of business opportunities differs from the perspective of beginning versus experienced entrepreneurs. This comparison used the research results of Laboutka (2010), who examined the assessment of the opportunities of experienced entrepreneurs. The research method used was a qualitative research using case studies that reflect business opportunities. Based on the investigation it was found that beginning entrepreneurs mostly reflect personal feelings related to that product or segment in evaluating opportunities and the type of opportunity does not play a major role. When comparing beginning and experienced entrepreneurs, there were not identified any significant differences in their assessments.

This diploma thesis summarizes the knowledge in the field of professional readiness of beginning teachers with a focus on beginning teachers of primary schools. Literary research of Czech and foreign professional sources was used together with the use of conclusions from research surveys dealing with beginning teachers. The aim of the theoretical part of the work was to create a list of concerns and problems that beginning teachers most often face. In connection with this, to find out in the research part what view the mentor teachers have on the professional readiness of beginning teachers. The mentor teachers were chosen as the respondents for the qualitative survey, as they are in close and often regular contact with beginning teachers. The results show that there are areas in which beginning teachers are very well prepared from university studies, and then there are also areas in which mentor teachers are very helpful.

The problem of the study was to determine the effectiveness of an in-service education program as a means of providing qualified foreign language teachers for elementary schools. Specifically, the problem was concerned with a statistical comparison of the achievement of two groups of pupils. One group was composed of fourth-grade pupils who were taught Spanish by teachers who had had a maximum of three college hours in Spanish and who had participated in an in-service education program. The other group was composed of fourth-grade pupils whose teachers had had a minimum of twelve college hours in Spanish but had not participated in an in-service education program.

The problem with which this investigation is concerned is that students of unequal writing ability are frequently placed in the same beginning media writing classes in college journalism. It is difficult for a teacher to be effective when the ability of the students ranges from those who cannot write clear complete sentences to others whose work already appears in newspapers and magazines. The purpose of this study is to determine whether students who are ability grouped into slow—average and advanced groups do the same, better, or worse than heterogeneously grouped students. In the spring semester of 1987, students in Journalism 1345, Media Writing laboratory, at the University of Texas at Arlington, were given a pretest to determine how well they wrote a simple news story and a simple feature story. On the basis of that test, which was graded by three raters, the students were placed in two separate ability groups in three classes. The fourth class contained students with heterogeneous abilities who were not placed in groups. At the end of the semester a posttest was given in news and feature writing. A two-way analysis of variance was used to analyze the posttest scores of sixty-seven students. There was no significant difference in the posttest scores of students who were grouped homogeneously and those who were grouped heterogeneously. The difference in the scores of heterogeneously grouped advanced students and homogeneously grouped advanced students was not significantly different from the difference between the posttest scores of heterogeneously grouped slow-average students and homogeneously grouped slow-average students.