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The Cultivation of a Teacher in a Classroom CommunityMottley, Melinda 29 March 2005 (has links)
The purpose of this study was to examine the dilemmas and tensions the researcher encountered as a teachers in a university-based lab school. Specifically, she examined the tensions within the context of the seemingly contradictory role expectations that were required of her as a student who was also a teacher.
This autobiographical form of self study was based on the principles of action research, of linking theory and practice through a cyclical process of action and reflection. The findings were reported in a narrative form and describe the process of how one woman came to know and understand herself as a teacher and an individual through her life inside and outside of the classroom. / Master of Science
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Veranderende opvattinge oor die aanvangsonderrig van lees en skryf / Changing perspectives on the beginning-teaching of reading and writingPrinsloo, Margareth Georgina 11 1900 (has links)
Summaries in Afrikaans and English / Die verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die
optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek
na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die
Jig daarvan van belang.
Faktore wat aanleiding gegee het tot veranderende opvattinge oar die
aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die
ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe
lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge.
Hierdie faktore het tot die verbesondering van die Sumeriese,
antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse
opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die
alfabetmetode, klankmetode, globale metode, gekombineerde metode en
eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke
gebruik vir die aanvangsonderrig van lees en skryf.
Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy
taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer. / The acquisition of reading and writing skills is of cardinal importance for the
optimum realization of man's potential. Research into the changing perspectives
which have led to the development of beginning-teaching of reading and writing
is therefore of great importance.
The following factors have led to changing perspectives: the development of an
alphabet, changing perspectives on the effective teaching of reading and writing
as well as political, economic and societal changes. These factors contributed to
the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch,
English and South African education practices. Various teaching methods inter
alia the alphabet, phonic, global, combined and eclectic methods have been
used in the aforementioned education practices for the beginning-teaching of
reading and writing.
Effective beginning teaching of reading and writing determines whether the
learner will be able to utilize his language skills in order to make a positive
contribution to society. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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Veranderende opvattinge oor die aanvangsonderrig van lees en skryf / Changing perspectives on the beginning-teaching of reading and writingPrinsloo, Margareth Georgina 11 1900 (has links)
Summaries in Afrikaans and English / Die verwerwing van lees- en skryfvaardighede is van wesenlike belang vir die
optimale verwerkliking van die mens se potensiele moontlikhede. 'n Ondersoek
na veranderende opvattinge oar die aanvangsonderrig van lees en skryf is in die
Jig daarvan van belang.
Faktore wat aanleiding gegee het tot veranderende opvattinge oar die
aanvangsonderrig van lees en skryf kan kortliks saamgevat word as: die
ontwikkeling van 'n fonetiese alfabet, veranderende opvattinge oar effektiewe
lees- en skryfonderrigmetodes, asook politieke, ekonomiese en samelewingsveranderinge.
Hierdie faktore het tot die verbesondering van die Sumeriese,
antieke Griekse, antieke Romeinse, Nederlandse, Engelse en Suid-Arikaanse
opvoedingspraktyke bygedra. Verskeie onderrigmetodes, onder meer die
alfabetmetode, klankmetode, globale metode, gekombineerde metode en
eklektiese metode is deur eeue heen in hierdie formele opvoedingspraktyke
gebruik vir die aanvangsonderrig van lees en skryf.
Effektiewe aanvangslees- en skryfonderrig bepaal of die leerder sy
taalvaardighede kan benut om 'n positiewe bydrae tot die samelewing te lewer. / The acquisition of reading and writing skills is of cardinal importance for the
optimum realization of man's potential. Research into the changing perspectives
which have led to the development of beginning-teaching of reading and writing
is therefore of great importance.
The following factors have led to changing perspectives: the development of an
alphabet, changing perspectives on the effective teaching of reading and writing
as well as political, economic and societal changes. These factors contributed to
the specific development of the Sumerian, ancient Greek, ancient Roman, Dutch,
English and South African education practices. Various teaching methods inter
alia the alphabet, phonic, global, combined and eclectic methods have been
used in the aforementioned education practices for the beginning-teaching of
reading and writing.
Effective beginning teaching of reading and writing determines whether the
learner will be able to utilize his language skills in order to make a positive
contribution to society. / Educational Studies / M. Ed. (Historiese Opvoedkunde)
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AMBIÊNCIA [TRANS] FORMATIVA NA EDUCAÇÃO SUPERIOR: PROCESSOS DE RESILIÊNCIA NO INÍCIO DA CARREIRA DOCENTE / AMBIENCE [TRANS] FORMATIVE IN HIGHER EDUCATION: PROCESSES OF RESILIENCE IN THE BEGINNING OF TEACHING CAREERTrevisan, Neiva Viera 20 March 2014 (has links)
Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / This present thesis has as central theme the initial years of teaching in Higher Education within the framework of teacher education, in other words, the protagonists of investigation are novice teachers at a teacher education program graduate entering teaching. The general objective was to investigate how if constitutes the teaching in beginning of career in higher education, considering the ambience, the formative processes and teaching resilience through narrative reconstruction of the initial trajectory of teacher educators at a public university . The subjects, novice teachers working at the Centro de Educação, Universidade Federal de Santa Maria (CE/UFSM), accepted to share their experience, by Statement of Informed Consent - SIC. It is a qualitative search of autobiographical narrative approach, the methodological process involved: [1] exploratory questionnaire to identify the subjects that meet the criteria of time teachers in public higher education and [2] narrative interviews recorded and transcribed. The analysis and interpretation of data were developed by way of Textual Discourse Analysis (TDA), the optical of Roque Moraes (2003). The definition of theoretical-conceptual was constructed as from the following concepts: teaching resilience (GROTBERG, 2005; YUNES; TAVARES , 2001; SOUSA, 2009), formation (IMBERNÓN, 2009a, 2009 b, 2010; NÓVOA, 1998; 2007; HUBERMAN, 1995; ABRAHAM, 2000; ESTEVE, 1992; ARROYO , 2009), narratives (JOSSO, 2010); beginning of teaching career (RUÍZ, 2008; MARCELO GARCIA , 2009), higher education (ISAÍA; BOLZAN, 2011) and ambience [trans] formative (MACIEL, 1995; 2000; 2006; 2009; 2010; MACIEL; TREVISAN, 2013). We hope to have contributed to the education and formation of teachers for the higher education, with a theoretical contribution that brings the discussion the topic of beginning teaching career in higher education, considering the ambience [trans] formative, the formative processes and the teaching resilience, pointing to the needs, on the one hand, sensitive listening to novice teachers and their needs and, on the other hand, the institutions of higher education take into account in their admission policies and permanence of teachers not only the reception in beginning career, as also the formation and the teachers professional development. / A presente dissertação tem como temática central os anos iniciais da docência na Educação Superior no âmbito da formação de professores, ou seja, os protagonistas da investigação são professores principiantes na docência universitária. O objetivo geral foi investigar como se constitui a docência no início da carreira na Educação Superior, considerando a ambiência, os processos formativos e a resiliência docente por meio da reconstrução narrativa da trajetória inicial de professores formadores em uma universidade pública. Os sujeitos, professores principiantes atuantes no Centro de Educação, da Universidade Federal de Santa Maria (CE/UFSM), aceitaram compartilhar a sua experiência, mediante Termo de Consentimento Livre e Esclarecido - TCLE. Sendo uma pesquisa qualitativa de abordagem narrativa autobiográfica, o processo metodológico envolveu: [1] questionário exploratório para identificação dos sujeitos que atendem ao critério tempo de docência na Educação Superior pública e [2] entrevistas narrativas gravadas e transcritas. A análise e interpretação dos dados foram desenvolvidas por meio da Análise Textual Discursiva (ATD), na ótica de Roque Moraes (2003). A definição teórico-conceitual foi construída a partir dos seguintes conceitos: resiliência docente (GROTBERG, 2005; YUNES; TAVARES, 2001; SOUSA, 2009); formação (IMBERNÓN, 2009 a; 2009 b; 2010; NÓVOA, 1998; 2007; HUBERMAN, 1995; ABRAHAM, 2000; ESTEVE, 1992; ARROYO, 2009); narrativas (JOSSO, 2010); início da carreira docente (RUÍZ, 2008; MARCELO GARCIA, 2009); Educação Superior (ISAÍA; BOLZAN, 2011); e ambiência [trans]formativa (MACIEL, 1995; 2000; 2006; 2009; 2010; MACIEL; VIERA TREVISAN, 2013). Esperamos ter contribuído com a educação e a formação de professores para a Educação Superior, com um aporte teórico que traz à discussão a temática do início da carreira docente no Ensino Superior, considerando a ambiência [trans]formativa, os processos formativos e a resiliência docente, apontando para as necessidades, por um lado, de escuta sensível aos professores principiantes e suas carência s e, por outro, de as instituições de Educação Superior levarem em conta em suas políticas de ingresso e permanência de docentes não apenas o acolhimento no início da carreira, como também a formação e o desenvolvimento profissional docente.
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