The area of school facilities maintenance as an integral component of schools' educational programmes is only beginning to receive attention in South Africa, through the publishing of Notice 1438 of 2008 of the National Education Policy, which is a call for comments on the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. This implies that, while it is a critical aspect of teaching and learning, school facilities maintenance has not been accorded a priority status. Numerous studies have indicated a strong correlation between the quality of school facilities and learner achievement and educator morale and job satisfaction. This study aimed at determining how a whole-school approach to facilities maintenance can be developed at schools by investigating the nature of school facilities maintenance and what the current school facilities maintenance practices are. An exploratory qualitative empirical research involving the use of ethnographic observation, photography and interviews was conducted. The study found that the current facilities maintenance practices at schools mainly comprised routine, corrective and emergency maintenance, which implies that facilities maintenance is not an integral component of the educational programmes. It also implies that schools need to implement a comprehensive and systematic process of facilities maintenance, which has a strong strategic dimension. A Whole-School Facilities Maintenance Model is thus proposed as a solution to this need. The model addresses schools' immediate facilities maintenance needs and long-term needs as it is accommodative of changes, both minor and major, as can be the case with the enactment of policy regarding school infrastructure management. This study contributes to the practice of school organisational development and management by customising strategic planning into school development planning and improvement. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.

Made available in DSpace on 2016-06-02T19:35:33Z (GMT). No. of bitstreams: 1 2150.pdf: 761758 bytes, checksum: 67b1ffe04a970f99f217537d6c4a2ade (MD5) Previous issue date: 2008-06-06 / Universidade Federal de Sao Carlos / The early years of professional activity are the period in which new graduates face the challenge of completing their transition from students to teachers. Research has shown that this phase is characterized by intense learning and significant stress, often in unfamiliar contexts where the beginners are required to attain professional skills while maintaining a certain level of personal balance (Marcelo, 1998). Many interfering factors will affect the daily routine of beginning teachers, frequently leading to a number of obstacles to overcome. This work applies a qualitative approach in the detection and resolution of such difficulties from a collaborative perspective, using workgroup cooperation as a central strategy. It also investigates the contribution of workgroup strategy to the development of beginning teachers, and to the beginners ability to face and overcome arising problems. Theoretical references were taken from previous studies on the recent trends in teacher development, the knowledge basis of teaching and the processes of pedagogic reasoning. Collaborative research was performed with a group of four beginning elementary school teachers who attended weekly meetings over a one-year period. The full-length transcripts of all meetings served as the main source of pertinent data, supplemented by several written accounts produced by the participants themselves. Results show that, among the several challenges encountered by teachers in their day-to-day activities, classroom management issues can be considered as the primary source of difficulties. The group was effective in proposing solutions to reported problems and in contributing to the professional development of beginners. Works of this nature, however, can be limited by a number of factors, such as the time span between the establishment of a group and the moment it becomes truly collaborative (Grossman et al, 2001). Despite that fact, the group used in this study rendered meaningful results and showed that the theorization of day-to-day classroom experiences can constitute a powerful instrument for the professional development of teachers. / O início da atividade profissional é o período que abrange os primeiros anos de docência, nos quais os professores deverão realizar a transição de estudantes para professores. As pesquisas têm demonstrado que é uma fase marcada por tensões e aprendizagens intensas, em contextos geralmente desconhecidos, e na qual os professores iniciantes devem adquirir conhecimento profissional, além de conseguir manter certo equilíbrio pessoal (Marcelo, 1998). Muitos fatores permeiam o dia-a-dia dos professores iniciantes, acarretando, na maioria das vezes, em inúmeras dificuldades. Procurando identificar essas dificuldades e contribuir para o enfrentamento e superação das mesmas é que se configura essa pesquisa de natureza qualitativa, constituída a partir da perspectiva colaborativa, assumindo como estratégia a constituição de um grupo colaborativo de trabalho. Adotando como referencial teórico, estudos que analisam as novas tendências na formação de professores, a base de conhecimento para o ensino e processos de raciocínio pedagógico, os professores iniciantes e a pesquisa colaborativa, procuramos investigar quais as contribuições de um grupo colaborativo de trabalho para o desenvolvimento profissional de professoras iniciantes e para o enfrentamento e superação de dificuldades apresentadas por elas no desenvolvimento de suas práticas. Para isso, constituímos um grupo formado por quatro professoras das séries iniciais do Ensino Fundamental em início de carreira. Ao longo de um ano, foram desenvolvidos encontros semanais, gravados e transcritos. Vários registros escritos também foram realizados pelas professoras participantes. Tanto as gravações como os registros foram utilizados como instrumentos de coleta de dados. Os resultados mostram que as professoras em início de carreira enfrentam vários tipos de dificuldade em seu dia-a-dia. O manejo de sala de aula pode ser considerado como o primeiro deles. Observa-se que o grupo trouxe contribuições para a superação de dificuldades enfrentadas, bem como para o desenvolvimento profissional das professoras iniciantes. Trabalhos dessa natureza, entretanto, encontram limitações. A questão do tempo para que o grupo se constitua efetivamente colaborativo representa uma delas (Grossman et al, 2001). No presente estudo, o tempo não nos pareceu suficiente e consideramos que apenas iniciamos o processo. Apesar disso, o grupo realizou um trabalho significativo e configurou-se como uma excelente proposta de programa de desenvolvimento profissional baseado na teorização da prática vivenciada pelas professoras iniciantes em seu dia-a-dia de sala de aula.

This research is inserted in Curriculum, Teaching and School Practices line at Postgraduate Program in Education from UFSM. It had as purpose to know the ideas from teachers about admission of children, aged six, to obligatory school and its implications in the organization of beginning reading and writing teaching process. Studies from Ferreiro and Teberosky (1999), Ferreiro (1993, 2001, 2002), Bolzan (2001, 2002, 2007), Vygotski (1994, 1995), among others, were utilized as theoretical basis to develop this investigation. This research was carried out in Municipal System of Teaching from Santa Maria/RS, between April and December, 2007. The participants were twelve teachers, who developed their profession at first grade groups of Elementary School. The investigation was done through a qualitative narrative study, which focused on the teachers speeches/voices/narratives. The data search was carried out through some semi-structured interviews. The teachers, expressing their understanding about the children admission to school, allowed the construction of three categories: conceptions of childhood and children, conceptions of reading and writing and conceptions of pedagogical organization. In the elaboration of these categories, two movements arose: a retrospective movement and a prospective movement. In the retrospective movement, the teaching enlargement is thought in a retrospective view, from what the students do not know, and, thus, the teaching processes are organized, not considering the childhood as a period of development, what makes occur, in this way, the educational formalization. In the prospective movement, it was noticed that the organization of this first grade addresses to think of producing the childhood and of formalizing the education processes in a prospective way. We realized, thus, an educational construction movement directed to the students possibilities. In this way, it was pointed out that there are two realities being produced inside schools; on the one hand, the practice has been the motivator for of a wide children development and, on the other hand, the practice addresses to the existence of activities which ignore the children sociocultural nature. At last, the research allowed to perceive that to think, prospective or retrospectively, makes part of the own school production movement, which needs to be, constantly, reviewed and questioned in the institution as a whole. / Esta pesquisa insere-se na linha de Currículo, Ensino e Práticas Escolares do Programa de Pós-Graduação em Educação da UFSM. O estudo teve como objetivo conhecer as idéias de professoras sobre o ingresso da criança, aos seis anos de idade, na escolaridade obrigatória e sua implicação na organização do processo de ensino da leitura e da escrita iniciais. Os estudos de Ferreiro e Teberosky (1999), Ferreiro (1993, 2001, 2002), Bolzan (2001, 2002, 2007); Vygotski (1994, 1995), entre outros, foram utilizados como aportes teóricos para o desenvolvimento dessa investigação. A pesquisa foi realizada no Sistema Municipal de Ensino de Santa Maria/RS, entre abril e dezembro de 2007. As participantes foram doze professoras que desenvolviam seus trabalhos com turmas do primeiro ano do Ensino Fundamental. A investigação foi feita através de um estudo qualitativo narrativo, tendo por foco as falas/vozes/narrativas das professoras. A busca dos dados foi realizada por meio de entrevistas semi-estruturadas. As professoras, ao expressarem seus entendimentos sobre o ingresso da criança na escola, permitiram a construção de três categorias: concepções sobre infância e criança, concepções sobre leitura e escrita e concepção sobre organização pedagógica. Nesse processo de elaboração das categorias, emergiram dois movimentos: um movimento retrospectivo e um movimento prospectivo. No movimento retrospectivo, a ampliação do ensino é pensada a partir daquilo que os sujeitos não sabem, pois precisam ser lapidados e completados, pois lhes faltam habilidades e competências para aprender, assim, o processo de escolarização é organizado abandonando-se a visão de infância como período de desenvolvimento. No movimento prospectivo, percebeu-se que a organização desse primeiro ano remete a um pensar os processos de produzir a infância e de formalizar o ensino de maneira a valorizar as possibilidades de avançar de cada sujeito, notando-se, assim, um movimento de construção de uma escolarização voltado às capacidades do sujeito. Dessa maneira, evidenciou-se que existem duas realidades sendo produzidas nos espaços escolares; de um lado, as narrativas sobre a prática têm se constituído como motivadora de um amplo desenvolvimento das crianças, e de outro, essas mesmas narrativas remetem a existência de atividades que desconsideram a natureza sociocultural das crianças. Enfim, evidencia-se que pensar e implementar a escolarização de nove anos gerou a concomitância desses dois movimentos: o prospectivo e o retrospectivo, levando-se a afirmar que ambos fazem parte do próprio movimento de produção da escola, o qual precisa ser, constantemente, revisto e problematizado no conjunto da instituição.

abstract: Arizona State University's (ASU) teacher education program has been restructured several times in the last two decades to train teachers to teach children more effectively by responding to their individual needs and learning demands. One of the reasons for restructuring was to respond to new licensing requirements by the State. To serve young children's needs, the state of Arizona required individuals working with young children to obtain either early childhood licensing or endorsement by January, 2009. Responding to these new requirements, ASU now requires student teaching in a preschool setting in addition to the existing Kindergarten to third grade student teaching and internship requirements. This study addressed the question of teacher preparation and self-efficacy based on this newly restructured teaching model used in the ASU Tempe teacher education program. The following questions guided this study: 1) What effects do beginning teachers perceive that their split-student teaching experiences have on their experience as a new teacher; 2) How do beginning teachers' prior schooling, educational, and personal background influence their current teaching; and 3) What role does home, family, and collegial support play as beginning teachers start their teaching career? A qualitative case study research method was utilized in this study. Two face-to-face, in-depth individual interviews and one focus group interview with three second-year and two third-year beginning teachers were utilized to understand their experiences in the program and in their beginning years of teaching. An analysis of interview data revealed beginning teachers' student teaching experiences partially fulfilled their need of having adequate in-classroom experience before starting their teaching careers; yet they highlighted some suggestions for student teaching assignments to better prepare prospective teacher candidates in the program. Moreover, they expressed both satisfaction and dissatisfaction toward courses taken in the program. Their statements also emphasized the importance of having effective mentorship in their student teaching and first year of teaching. Support from administration, experienced colleagues, friends, and family members were also acknowledged as highly valuable as they struggled with issues in their beginning career. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2010

O mercado exige cada vez mais o aperfeiçoamento das organizações, inclusive às de pequeno porte, haja visto que as empresas de pequeno porte estão aumentando sua área de atingimento e consequêntemente necessitam de maiores controles gerenciais. No que tange ao controle econômico-financeiro, não basta o administrador apenas prestar atenção nos valores movimentados, mas sim ter cuidado especial em sua base de dados que gera as informações para as decisões, isso recai sobre o sistema de custos na empresa. O sistema de custos é formado pelos princípios e métodos que auxiliarão na formação de preços, que também além do mercado, sofre influência do fluxo de caixa que por sua vez decorre em função do ciclo operacional realizado. Por isso da necessidade do aperfeiçoamento do administrado da empresa de pequeno porte, para poder implementar uma Gestão Financeira eficaz que possua controle sobre todas essas nunces citadas. O presente trablho buscou discernir de forma objetiva a parte teórica e tembém através de um modelo a parte prática dessa integração de informações criando um modelo de Gestão Financeira. / Every more the market demand organization, control and planning by every companies, inclusive and principally by a little companies and for this points occurring is need the manager's specialization and on relation economic-financer control is the extreme importance inthe implementation of coheren and efficacious Finance Gestion, that would be obtain over in the work the condition in the concrete datum bases that obtain exit in the maintenance in the information system equality efficacious the obtain supply the cust system implanted of company, this system formed for method and beginning that produce ine mix that better if adpat in the littles companies independent in the your activity wher this cust sustem would have decision influence about prices formation to be implement and this form de cash flood united with turn capital would be influenced for the systems, custs as much as informations the form to maintain Finance Gestion conquesting the exits established and principally returning the company lucrative. All this practice to be explaned in this dissertation.

La recherche présentée s’intéresse à l’implication des Technologies de l’Information et de la Communication (TIC) dans le développement de l’autoformation des professeurs des écoles stagiaires. Elle s’inscrit dans un double contexte. D’une part, celui de la mise en place de la réforme de la formation initiale des enseignants – la masterisation –, ayant eu cours, en France, de 2010 à 2013. D’autre part, celui des problématiques contemporaines liées à la question des usages du numérique à des fins d’autoformation. Dans cette perspective, ce travail s’appuie sur les données d’entretiens individuels, réalisés auprès de professeurs des écoles stagiaires issus de la masterisation, afin d’explorer leur rapport au métier, au(x) savoir(s) et aux technologies de l’information et de la communication. Il vise à mieux comprendre ce que représente, pour eux, l’autoformation aux et par les TIC et à saisir ce que cela soulève d’enjeux, en termes de construction et de développement professionnel. Il en ressort qu’à la complexité de cette période tout à fait particulière d’entrée dans le métier, s’ajoute aujourd’hui pour les enseignants débutants, celle d’enseigner mais également de se former et de s’autoformer dans un « monde numérique ». Il semble que les potentialités qu’offrent les technologies ne font que renforcer l’importance fondamentale d’une formation initiale solide, passant avant tout par un renforcement des interactions humaines, par un accompagnement éclairé et éclairant des enseignants débutants, leur permettant de développer au plus tôt leurs compétences professionnelles et d’être à même de les faire évoluer tout au long de leur carrière. / The present research treats of the involvement of Information and Communication Technologies in the development of the self-training of to-be primary school teachers. The context in which this research settles is double. Firstly, that of the setting up of the teachers’ training reform – masterisation – which took place in France from 2010 to 2013. Secondly, that of the contemporary problems related to the use of digital technology for self-training. The following work is based on data which was gathered during individual interviews with primary school teacher trainees who originated from masterisation, in order to explore their views on the profession, on the knowledge as well as on Information and Communication Technologies. Its goal is the better understanding of what self-training via ITCs represents for them, and also to bring into light the stakes engendered, in terms of career building and development. What stands out from this, is that the complexity of this rather peculiar pre-teaching phase is doubled by that of teaching and of self-training in a “digital world”. It appears that the infinite possibilities which are offered by these technologies only strengthen the need for a very solid initial training. This implies the reinforcement of human interaction through an enlightened and enlightening guidance for beginning teachers, enabling them to develop all the sooner their professional competence and to continue to make them evolve all along their career.

O mercado exige cada vez mais o aperfeiçoamento das organizações, inclusive às de pequeno porte, haja visto que as empresas de pequeno porte estão aumentando sua área de atingimento e consequêntemente necessitam de maiores controles gerenciais. No que tange ao controle econômico-financeiro, não basta o administrador apenas prestar atenção nos valores movimentados, mas sim ter cuidado especial em sua base de dados que gera as informações para as decisões, isso recai sobre o sistema de custos na empresa. O sistema de custos é formado pelos princípios e métodos que auxiliarão na formação de preços, que também além do mercado, sofre influência do fluxo de caixa que por sua vez decorre em função do ciclo operacional realizado. Por isso da necessidade do aperfeiçoamento do administrado da empresa de pequeno porte, para poder implementar uma Gestão Financeira eficaz que possua controle sobre todas essas nunces citadas. O presente trablho buscou discernir de forma objetiva a parte teórica e tembém através de um modelo a parte prática dessa integração de informações criando um modelo de Gestão Financeira. / Every more the market demand organization, control and planning by every companies, inclusive and principally by a little companies and for this points occurring is need the manager's specialization and on relation economic-financer control is the extreme importance inthe implementation of coheren and efficacious Finance Gestion, that would be obtain over in the work the condition in the concrete datum bases that obtain exit in the maintenance in the information system equality efficacious the obtain supply the cust system implanted of company, this system formed for method and beginning that produce ine mix that better if adpat in the littles companies independent in the your activity wher this cust sustem would have decision influence about prices formation to be implement and this form de cash flood united with turn capital would be influenced for the systems, custs as much as informations the form to maintain Finance Gestion conquesting the exits established and principally returning the company lucrative. All this practice to be explaned in this dissertation.

abstract: This action research study focused on the beginning teacher attrition issues plaguing schools today. Specifically, this project explored a way to support out-of-state beginning teachers, who are traditionally difficult to retain. While there is literature on teacher retention, the retention of out-of-state teachers has not been well examined. Maslow's hierarchy of needs theory and Bandura's self-efficacy theories provided a foundational understanding of this group's needs. This study utilized interactive support sessions for six out-of-state beginning teachers that had five face-to-face sessions and required the teachers to submit weekly reflections between sessions using an iPad and app that allowed teachers to design their reflections using digital images, words, and/or narration. These weekly digital reflections, mapping activities collected during the support sessions, a pre- and post-innovation questionnaire, and interviews provided insights on the impact of these supports, as well as changes that occurred in self-perceptions. The results of this study indicate the challenge and complexities of being an out-of-state beginning teacher. The data showed that the teachers must first have had their basic needs met before they could fully explore and settle into their new identities and role as the classroom teacher. The data also indicated that intentionally teaching these teachers strategies around resiliency, stress management, and self-advocacy was useful for navigating their first semester. The supportive community that developed within the group emerged as a significant finding, and showed the importance of support structures for new teachers, especially for those who are struggling with both a new job and new community. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2015

Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-07-31T21:18:56Z No. of bitstreams: 1 _DISS_2014_Mendes Solange Lemes da Silva.pdf: 1455112 bytes, checksum: f0771f1ae1804501aff2b17e9ac154bd (MD5) / Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-08-07T16:37:45Z (GMT) No. of bitstreams: 1 _DISS_2014_Mendes Solange Lemes da Silva.pdf: 1455112 bytes, checksum: f0771f1ae1804501aff2b17e9ac154bd (MD5) / Made available in DSpace on 2017-08-07T16:37:45Z (GMT). No. of bitstreams: 1 _DISS_2014_Mendes Solange Lemes da Silva.pdf: 1455112 bytes, checksum: f0771f1ae1804501aff2b17e9ac154bd (MD5) Previous issue date: 2014-09-29 / CAPES / A presente pesquisa está vinculada ao Programa de Pós-Graduação em Educação da UFMT (PPGEdu), Campus de Rondonópolis-MT. Volta-se para a investigação das práticas formativas educacionais desenvolvidas por meio da Formação Continuada, com foco na formação do professor iniciante e consiste em uma investigação a partir de projeto aprovado no Observatório da Educação (OBEDUC) pela UFMT/CUR. A investigação desenvolveu-se em uma abordagem qualitativa, adotando como instrumentos a análise documental, questionário e entrevistas. A pesquisa contou com colaboradores, sendo gestores, coordenadores e articuladores da formação das escolas públicas e particulares e, especificamente com seis egressos como professores iniciantes. O estudo objetivou investigar, e compreender as práticas formativas educacionais desenvolvidas por meio da Formação Continuada da SEDUC-MT, SEMED/Roo e de escolas particulares do município de Rondonópolis-MT, em seu trabalho de acolhimento e de assessoramento ao professor egresso da pedagogia e de como estas lhe têm auxiliado para os embates e desafios enfrentados nas experiências iniciais da docência. Para atingir ao objetivo proposto foram adotadas as seguintes questões: que formação tem sido proporcionada aos professores iniciantes em exercício no município de Rondonópolis? Que práticas formativas são contempladas nas propostas de formação aos iniciantes? O que dizem os relatos dos iniciantes a respeito destas práticas formativas? De que forma estas práticas formativas atendem aos iniciantes em suas dificuldades? Os dados coletados durante a pesquisa junto aos colaboradores e sujeitos evidenciaram que as práticas formativas de Formação Continuada das redes estadual e municipal de ensino são oferecidas a todos os profissionais da escola, e não há ainda uma formação com foco no professor iniciante, e, quanto à Formação Continuada das escolas particulares investigadas, de acordo com os depoimentos dos sujeitos, a formação encontra-se adormecida consistindo em apenas encontros para orientação e tira dúvidas. A pesquisa revela, ainda, que, em duas escolas da rede municipal, ocorre um acompanhamento diferenciado, voltado, em específico, para o professor iniciante e isso acontece devido a um projeto de pesquisa do OBEDUC que se desenvolve na escola e que será relatado na pesquisa. / This research is linked to the UFMT Graduate Program in Education (PPGEDU), Campus Rondonópolis. This research turns its view to the analyzes of the educational Formative Practices that have been developed by the Continuing Education, focusing on the training of beginning teachers by the approved project in Education Observatory (OBEDUC). The research was developed in a qualitative approach, adopting as instruments the document analysis, the questionnaire and interviews. The research included partners as managers, coordinators and formation organizers of public and private schools, and specifically six graduates as beginning teachers. This paper intended to investigate and to understand the Formative Practices of SEDUC-MT, of SEMED/Rondonópolis and of two private Rondonópolis schools, in its advisory support to the teacher egress of pedagogy and how it has helped them to the struggles and challenges faced in the initial experiences of teaching. To achieve the proposed goal, the following questions were adopted: Which training has been provided to beginning teachers in exercise in Rondonópolis? Which Formative Practices have been addressed in the proposed training for beginners? What do the reports of novice tell about these Formative Practices? How do these Formative Practices cater to beginners and nourish them to solve their troubles? The data collected during the research with collaborators and subjects of the research showed that the policies of Continuing Education of the state and local school systems are offered to all school professionals, and there is not yet a focus on teacher training with beginner, and as Continuing formation of the private schools investigated, according to the testimony of the subjects, the first one formation lies dormant and at the second one the meetings were evidenced only for guidance and take questions. The survey also reveals that in one of the municipal schools there is a differentiated monitoring, aimed specifically for the novice teacher and it happens.

Made available in DSpace on 2016-06-02T19:38:44Z (GMT). No. of bitstreams: 1 DissACM.pdf: 1964241 bytes, checksum: d4a4c1a57e76d06bdf0d8fb3e3963e36 (MD5) Previous issue date: 2005-09-30 / Secretaria da Educação do Estado de São Paulo / This research is about an inquiry of the teachers learning process in the CPV (Curso Pré- Vestibular da Universidade Federal de São Carlos). It aims at analysis of the learning built by the teachers during their practices in CPV, under their own perspective. Thus some elements are being considered, for instance: the scholar history of the seven teachers, their initial formation and context factors making relation with different experiences with the CPV team work. This study relies on educational literature from teachers formation area and indicates the teachers learning occur inside a continuum and through reflection, in and about the teaching, the teachers acquire new knowledge and rebuild their practice. In this perspective, the learning coming from the teacher s experience has an important figure in this context. Based on the data of interview with participants it is possible to observe teachers passing through stabilization process, when they improve and/or modify their teaching strategy to overcome some found difficulties. When they feel more safety about some components of the how to teach , the teachers pass through a process of worry decentralization related with their own performances and actions to focus on students and observing their life s context, difficulties, anguish and comprehensions about what is taught. Teachers begin to re-judge the teaching in accord with the students necessity and the analysis of the life s experience. The group activities that have been done in CPV can develop the reflexive process related with features of the students who frequent the course. Besides, the teachers involve themselves into outclasses areas bringing into relation with the management and organization which characterizes the CPV project. They can be part of a project s coordination group or be a coordinator of their own work area. In this professional formation places, they share with partners their anguish and suggest solutions, there are deals about process, contents and dynamics. / Essa pesquisa trata da investigação do processo de aprendizagem da docência de professores do Curso Pré Vestibular da Universidade Federal de São Carlos (CPV). O estudo tem como objetivo geral a análise das aprendizagens construídas pelos professores no exercício da docência no CPV, sob sua perspectiva. Para tanto, alguns elementos são considerados, como: a história escolar dos sete participantes, sua formação inicial, bem como os fatores de contexto relacionados a diferentes vivências junto à equipe do CPV os quais influenciam nessa aprendizagem. Este estudo apóia-se na literatura educacional da área de formação de professores indicando que a aprendizagem da docência ocorre num continuum e que por meio da reflexão, na e sobre a docência, os professores adquirem novos conhecimentos e reconstroem sua prática. Nesta perspectiva, a aprendizagem advinda da experiência docente ocupa papel de destaque. A partir dos dados obtidos por meio de entrevistas com os participantes, é possível notar que os professores passam por um processo de estabilização, no qual aperfeiçoam e/ou modificam suas estratégias de ensino para a superação de algumas dificuldades encontradas. Ao se sentirem mais seguros quanto a alguns elementos que compõem o como ensinar, os professores passam por um processo de descentralização de suas preocupações em relação a suas próprias performances e ações para focalizarem seus alunos observando seu contexto de vida, suas dificuldades, anseios e compreensões sobre o que é ensinado. Passam a reconceituar o ensino de acordo com essas demandas dos alunos e a análise da experiência vivida.As atividades em grupo desenvolvidas no CPV possibilitam o desenvolvimento de processos reflexivos ligados às características dos alunos que freqüentam o curso. Além disso, os professores envolvem-se em espaços que extrapolam o âmbito da sala de aula, tendo em vista a forma de gestão e organização que caracterizam o projeto, seja fazendo parte do grupo coordenador ou como coordenadores de suas áreas de atuação. Nesses espaços de formação profissional no local de trabalho, compartilham com os pares seus anseios e propõem soluções, havendo negociações de processos, conteúdos e dinâmicas.