The thesis is focused on exploration of beginning teacher in primary school, and in terms of its readiness for a meeting with pupils' discipline problems. The aim of the thesis is to determine the level of readiness of beginning teachers in primary schools to solve disciplinary problems in the class. The other goal is to consult the undergraduate training of beginning teachers, and answer the question to what extent they are prepared for disciplinary problems in practice by the college. Another goal is to determine the real readiness of beginning teachers to solve problematic behavior of pupils, and in terms of real and outlined cases.

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No. of bitstreams: 1 Dissertação final Maiane Santana depositada.pdf: 1467311 bytes, checksum: 24929b2b99366d4743b3e2bdad475f7f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (Capes) / A pesquisa apresentada nessa dissertação teve o objetivo de analisar as repercussões do Programa Institucional de Bolsa de Iniciação à Docência (Pibid) na iniciação profissional docente dos egressos desse Programa, mais especificamente, na dimensão da profissionalidade. Para tanto, foi desenvolvido um estudo qualitativo. Os sujeitos da pesquisa foram 14 professoras iniciantes que atuam na Rede Municipal de Educação de Amargosa, sendo que sete delas são egressas do Pibid e sete não integraram o Programa. A proposta foi compararmos a indução profissional desses dois grupos de professoras e ao final, analisarmos como o Pibid repercutiu em alguns aspectos da profissionalidade de suas ex-bolsistas, quais sejam: inserção na escola, gestão de classe, conhecimentos específicos, avaliação e planejamento. Além delas, oito coordenadores pedagógicos, que falaram sobre as experiências das professoras iniciantes, também contribuíram com a pesquisa. Os professores e coordenadores foram ouvidos por meio de entrevistas semiestruturadas. Elas foram gravadas e após serem transcritas, passaram pela análise de conteúdo. Ao analisarmos a iniciação profissional das docentes, percebemos que os elementos da profissionalidade presentes na inserção profissional das professoras entrevistadas, de forma geral, foram bastante semelhantes entre os dois grupos de professoras. Entre eles, estão: o acompanhamento do trabalho pela equipe gestora, a relação com a comunidade escolar, os contatos iniciais com a docência na condição de professoras, a falta de domínio dos conhecimentos específicos, as estratégias para avaliar e planejar. E os aspectos que se destacaram foram as dificuldades apresentadas pelos professores não-egressos do Pibid diante do controle de turma, da transposição didática e da avaliação. Ou seja, foram elementos em que as ex-bolsistas do Programa se destacaram favoravelmente em comparação com as demais entrevistadas. Quando analisamos as repercussões do Pibid diante da profissionalidade das professoras iniciantes, observamos que elas avaliam muito positivamente o Programa e assinalam que o mesmo se sobressaiu, principalmente, nas suas habilidades para gerir as turmas e desenvolver os planejamentos. Já nas dimensões do domínio de conhecimento específico e avaliação, não houve tantos impactos, uma vez que foram aspectos menos trabalhados nos projetos institucionais que elas participaram. Assim, o nível de contribuição que o Pibid proporciona é relativo a forma como os projetos são operacionalizados, as atividades desenvolvidas e o tempo de permanência do bolsista no Programa. / ABSTRACT The research presented in this thesis aims to analyse the repercussions of Institutional Grant Program for Teaching Initiation (PIBID) in the professional beginning of the participants of the program. More specifically, in the professionalism dimension. Therefore, a qualitative study was developed. The subjects of the research were 14 beginning teachers whom work in the Municipal education of Amargosa. Seven teachers integrated PIBID, however, the other seven did not participated of the program. The purpose was to compare the professional insertion of both groups of teachers and, at the end, analyse the influence of PIBID in the ex-sponsored students’ professionalism in different aspects. The aspects were the insertion in the school, class management, specific knowledge, assessments and planning. Furthermore, eight pedagogic coordinators contributed to the research sharing their knowledge about the beginning teachers’ experience. The teachers and coordinators were listened through the semi structured interview method. The interviews were recorded, transcribed and analysed by the content. The analyses of the professional beginning of these teachers revealed similarities between both groups. The similarities were the monitoring of the management teamwork, the relationship with the scholar community, the first contact with teaching as teachers, the lack specific knowledge and strategies to evaluate and plan. The highlighted aspects were the difficulties shown by the teachers that did not experienced PIBID dealing with class control, didactic and evaluation. Those elements were considered an advantage for the PIBID participants in comparison to the others teachers interviewed. The analysis of the influence of PIBID in the beginning teachers’ professionalism concluded that the teachers rated the program positively, specially coping with abilities to manage the class and develop the planning. In the dimension of specific knowledge and evaluation no impacts were detected because those aspects were less common in the institutional projects the teachers joined. Therefore, the level of contribution of PIBID depends on the form that the projects are operationalized, the activities developed and the time the students stay in the program.

The thesis is focused on the issue of difficulties which beginning teachers have to cope with. The theoretical part deals with characteristics of the career development of teachers with special emphasis on the stage of beginning teachers. It provides insight into the specific problems of beginning teachers. The practical part was realized through the method of in-depth interviews with selected beginning teachers. The aim of the practical part was to find out which problems beginning teachers face in their first years of teaching. The respondents marked as the main problem teaching subjects in which they have not got a degree, time demands and insufficient pedagogical training in didactic-methodological and diagnostic fields.

The issue of new teachers has been studied many times, but not always without distinguishing various levels of education. The general focus teachers in the first grade of primary school is unique as it is associated with different university training for this profession . This thesis deals with the problems faced by students of Teaching at primary school, and they are already employed in some elementary school. The aim is also to find out how they solve these problems, who helps them with their problems and how beneficial was study at a university in the context of joining the practice. The theoretical part is devoted to chapters relating to issues of new teacher and there is mentioned the legal issues associated with this issue. In the practical part is used questionnaire and interview which finding the problematic areas in terms of beginning teachers at the primary school, with whom they cooperate with their problems and if somebody other helps them with this than giving teachers. These results are partially matched well with a group of beginning teachers without degrees division in which taught. Respondents also expressed their opinion on the quality of higher education in this field.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study is related to the Training, Knowledge and Professional Development research group from the Postgraduate Program in Education, Master‟s Degree in Education, at the Federal University of Santa Maria. The aim was to understand the challenges and difficulties to beginning teachers practice at university. Based on authors such as Bolzan (2001, 2002, 2006, 2008, 2009, 2010, 2011, 2012, 2014, 2015, 2016), Cunha (2000, 2006, 2007, 2010), Isaia (1992, 2000, 2001, 2003, 2006, 2010) Isaia and Bolzan (2004, 2007, 2008, 2009), Marcelo Garcia (1988,1999, 2009, 2010, 2011), Zabalza (2004), Pimenta and Anastasiou (2014) among others, higher education, teaching training, professional development and teaching learning aspects were analyzed, considering the process of starting the teaching experience as well as the development of the pedagogical work by beginning teachers. It is a qualitative research, in the light of a sociocultural narrative approach by Bolzan (2001, 2006, 2009, 2010), based on Bakthin (1992), Vygotstki (1991, 1994), Connelly and Clandinin (1995) and Freitas (2002) that gave support to the investigation. The data were collected through semi-structured interviews, with guiding topics taking into account beginning teaching, the teachers learning and the pedagogical work. The study category was defined as beginning teacher learning university and it involved two dimensions: the training processes and the pedagogical work combined with the institutional dynamics. These analysis elements lead to the findings organization. This study contributes to examine emergent characteristics of teaching in higher education and professional development such as: the necessary background for teaching in this context, public politics, institutional infrastructure, support programs for beginning teachers due to the complexity of this job. / Esta pesquisa insere-se na linha de pesquisa Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-graduação, Mestrado em Educação, da Universidade Federal de Santa Maria (UFSM). O objetivo foi compreender os desafios e enfrentamentos na docência dos professores iniciantes na Educação Superior. A partir dos pressupostos teóricos de Bolzan (2001, 2002, 2006, 2008, 2009, 2010, 2011, 2012, 2014, 2015, 2016), Cunha (2000, 2005, 2006, 2007, 2010), Isaia (1992, 2000, 2001, 2003, 2006, 2010), Isaia e Bolzan (2004, 2007, 2008, 2009), Marcelo Garcia (1988,1999, 2009, 2010, 2011), Zabalza (2004), Pimenta e Anastasiou (2014) entre outros, buscamos problematizar o Ensino Superior, a formação docente, o desenvolvimento profissional, a aprendizagem da docência, tendo em vista o processo de inserção na docência e o desenvolvimento do trabalho pedagógico dos professores iniciantes. O estudo caracteriza-se como uma pesquisa qualitativa, desenvolvida a partir da abordagem narrativa sociocultural, de Bolzan (2001, 2002, 2006, 2009, 2010), com base nos estudos de Bakthin (1992), Vygotstki (1991, 1994), Connelly e Clandinin (1995) e Freitas (2002) fontes para a construção do caminho investigativo. Para a coleta de dados, utilizamos entrevistas semiestruturadas, com tópicos guia direcionados à iniciação à docência, à aprendizagem do ser professor e ao trabalho pedagógico. Evidenciamos a categoria de estudo como a aprendizagem docente do professor iniciante universitário constituída por duas dimensões: os processos formativos e o trabalho pedagógico e um eixo articulador que caracteriza a dinâmica institucional. Esses elementos de análise representam a sistematização dos achados. A pesquisa realizada permite-nos problematizar o reconhecimento de demandas emergentes da docência do Ensino Superior e do desenvolvimento profissional como: a necessidade de preparação para atuar nesse nível de ensino, de políticas públicas, de infraestrutura institucional, de criação de programas de apoio e acolhimento aos professores iniciantes, diante da complexidade da profissão.

The thesis focuses on a teacher beginner at country primary school. It is divided into a theoretical and a practical part. In the theoretical part, we define the concept of a beginning teacher, his competences, professional preparation for teaching in primary school and specific problems of a novice teacher. It also deals with a small school with mixed-age (multileveled) classes, with the history and the specifics of this type of school. A special part of this thesis is focused on the teaching process in schools with age-mixed classes. The practical part aims to describe and evaluate specific problems beginning teachers have at small schools with age-mixed classes, as well as their personal experience. Research is based on interviews with teachers and headmasters and on observations at school. KEYWORDS beginning teacher, primary school teacher, country primary school, mixed-age classes

This diploma thesis deals with the issue of beginning primary school form teachers and the introduction into their profession. The aim of the thesis is to analyse what professional competence a graduate in Primary School Teacher Training needs for the role of a form teacher in terms of theoretical justification and practical knowledge and skills. To discuss and argue for a concept of a form teacher work preparation in the pre-graduate preparation. It investigates the teacher personality and its changes within the historical context. It describes historical development of teachers education and the current situation in the Czech Republic. It deals with a professional standard model, represents professional competences of the primary school and teacher standards. The form teacher is viewed from different angles. It deals with his work content, activities he should do, duties and competences. It defines the term professional ethics and code of ethics for teachers. This paper determines professional norms, values and responsibility which are accepted by every single educator in his profession. The core task of the practical part was a comparison of the questionnaire results and dialogues with the analysis of my own experience in the aspect of professional competences and form teacher competences. The...

La gestion des situations difficiles par les enseignants en classe est l'un des grands défis de l'enseignement. Les situations de conflit peuvent mobiliser des émotions fortes chez eux. Par conséquent, ils sont susceptibles de développer des maladies physiques ou mentales (Carlotto, 2010; Lineback, McCarthy et Reiser, 2015). Certains en viennent à abandonner la profession. En raison du manque d’expérience des enseignants débutants, ils sont plus facilement sujets à l’épuisement professionnel, car leurs premières années d’expériences sont marquées par une phase de choc de la réalité, d’insécurité et de surcharges émotionnelles (Huberman, 1989; Pelletier, 2015). Certains chercheurs ont étudié cette situation en quête de solutions pour aider les enseignants à gérer leurs émotions : les compétences socioémotionnelles (Collaborative for academic social and emotional learning, 2003; Yoder, 2014). Néanmoins, la majorité de ces recherches concernent les enseignants en salle de classe (Corcoran et Tormey, 2012; Zinsser, Deham, Curby et Shewark, 2015) et très peu présentent la situation des enseignants d'éducation physique débutants. Cette étude s’est penchée sur les émotions et les compétences socioémotionnelles d’un enseignant d’éducation physique débutant lors de la gestion de classe où il était interpellé par une situation difficile. Dans le cadre de notre recherche, nous avons choisi l'étude de cas. Cette recherche vise à cerner et décrire les émotions et identifier et comprendre les compétences socioémotionnelles mobilisées par le participant. Notre recherche est donc basée sur le paradigme interprétatif, car elle nous incite à comprendre la perspective du participant (Godoy, 1995). Nous avons constaté qu’il est possible d’acquérir ces compétences, malgré le manque de connaissances théoriques de l’enseignant à ce sujet. En fait, le participant a mobilisé toutes les cinq compétences socioémotionnelles à l’aide de cinq différentes ressources, qui sont : des expériences précédentes, des disciplines universitaires, des formations continues, des échanges avec les collègues de profession et, surtout de la psychothérapie personnelle. / The management of difficult situations by teachers in the classroom is one of the greatest challenges in teaching. Conflict situations can mobilize strong emotions for teachers. As a result, they are likely to develop physical or mental illnesses (Carlotto, 2010; Lineback, McCarthy and Reiser, 2015). Some of them may eventually leave the profession. Due to the lack of experience of beginning teachers, they are more easily subject to professional burnout, as their first years of experience are marked by a phase of reality shock, insecurity and emotional overloads (Huberman, 1989; Pelletier, 2015). Some researchers have studied it in search of solutions to help teachers manage their emotions: socioemotional skills (Collaborative for academic social and emotional learning, 2003; Yoder, 2014). However, the majority of this research concerns classroom teachers (Corcoran and Tormey, 2012; Zinsser, Deham, Curby and Shewark, 2015) and very little of this research has focused on beginning teachers in physical education. This study looked at the emotions and socio-emotional skills of a beginning teacher in physical education when managing a classroom in which he was confronted with a difficult situation. For the purposes of our research, we chose the case study. This research aimed to identify and describe the emotions and understand the participant’s mobilized socio-emotional skills. Our research is therefore based on the interpretive paradigm, as it encourages us to understand the participant's perspective (Godoy, 1995). We found that it is possible to acquire these skills, despite the teacher's lack of theoretical knowledge on this subject. In fact, the participant mobilized all five socio-emotional skills using five different resources, which are: previous experiences, academic disciplines, continuing education, exchanges with professional colleagues and, above all, personal psychotherapy.

The diploma thesis deals with the issue of beginning teachers in the field of pedagogical diagnostics. It is divided into theoretical and research part. The theoretical part of the thesis contains three chapters. The first part of the thesis summarizes the theoretical knowledge in the field of teaching profession and the requirements for a beginning teacher. Furthermore, the requirements for the theoretical readiness and competencies of the teacher are set with emphasis on the need for methodological guidance in its beginnings and the need for further education. The following chapter introduces the topic of pedagogical diagnostics and presents its definition, tasks and goals, the subject of pedagogical diagnostics and defines the diagnostic competencies of primary school teachers. In the last chapter of the theoretical part, the areas of partial functions are specified and their manifestations and deficits are characterized, which the teacher can observe in the pupil's speech during the educational process. The research part of the thesis is devoted to the practical readiness of beginning teachers for pedagogical diagnostics and their theoretical preparation. Through a qualitative procedure using a semi-structured interview technique, answers to research questions on the readiness of beginning...

The focus of this study was to investigate the experiences of novice teachers of induction in three selected schools in Oshana region, Namibia. The point of departure is that the experiences of novice teachers of induction and support are not known. The problem was investigated by means of a literature study and empirical investigation, using a qualitative, phenomenological approach. Findings revealed that novice teachers do not have the same needs and do not have similar experiences of support. Key findings reveal that novice teachers’ problems can be solved better if support is given timeously and over a longer period, with all the stakeholders’ equal involvement in the induction process. Novice teachers are capable of making meaningful contributions to schools, and schools can benefit from them. The study recommends that novice teachers’ voices be heard and their views be incorporated when planning future induction programmes, to suit their individual and contextual needs. / Educational Leadership and Management / M. Ed. (Education Management)