Esta dissertação tem como objetivo investigar o processo de formação de professores iniciantes de francês como língua estrangeira (FLE) sob o enfoque do ensino como trabalho. De forma mais específica, pretendemos analisar o papel das entrevistas de aloconfrontação (MOLLO, FALZON, 2004) nesse processo, identificando os questionamentos dos professores quando se veem diante de dilemas do trabalho de ensino vividos por outros professores e a forma como essas entrevistas podem contribuir para a construção de noções sobre o trabalho do professor de FLE. Para a compreensão desse processo sob o ponto de vista dos próprios professores, realizamos nosso estudo no contexto de um curso de francês em extensão universitária. Fizemos uso da aloconfrontação (MOLLO, FALZON, 2004), um método de intervenção formativa baseado na noção de confrontação entre o sujeito e sua atividade realizada por outros, em que, primeiramente, realizamos reuniões de discussão sobre o trabalho a fim de identificar os questionamentos dos professores desse contexto e, em um segundo momento, convidamos quatro professores a assistirem a vídeos de aulas de outros professores e comentarem-nos, possibilitando, assim, que eles verbalizassem seus questionamentos. O corpus desta pesquisa consiste nos textos das reuniões e das entrevistas e foi analisado segundo os pressupostos teórico-metodológicos do Interacionismo Sociodiscursivo (BRONCKART, 1999, 2004; BULEA, 2010). Adotamos como referência pesquisas produzidas no Brasil que consideram o ensino como um trabalho (LOUSADA, 2006, 2011; MACHADO, 2004, 2007) contamos, também, com aportes teóricos da Clínica da Atividade (CLOT, 1999, 2001a, 2008) e da Ergonomia da Atividade (FAITA, 2004, 2011; AMIGUES, 2002, 2004; SAUJAT, 2004). Os resultados de nossas análises permitiram-nos identificar alguns questionamentos dos professores iniciantes de FLE que participaram de nossa pesquisa e observar o posicionamento deles diante de suas dificuldades. Além disso, pudemos observar a construção de noções sobre o trabalho do professor de FLE propiciadas pelas verbalizações e generalizações da experiência vivida dos participantes. Entre outras contribuições, destacamos que a pesquisa confirmou o papel das aloconfrontações como um instrumento (VYGOTSKI, 1934/1997) que contribui para a reflexão sobre outras maneiras de realizar o trabalho do professsor de FLE , portanto para sua formação. / This dissertation goal is to study the process of development of beginning teachers of French as a foreign language (FLE) under the focus of teaching as work. In a more specific way, we aim at analyzing the role of allo-confrontation interviews (MOLLO, FALZON, 2004) in this process. To do so, we tried to identify teachers queries when they face teaching dilemmas lived by other teachers and to study how these interviews can contribute to the construction of notions about the FLE teachers work. In order to understand this process from the point of view of the teachers, we conducted our study in the context of a French open course at the University. We used allo-confrontation (MOLLO, FALZON, 2004), a method of formative intervention based on the concept of confrontation between the subject and its activity performed by others. First, we made some discussion meetings about the work in order to identify teachers queries in this context and, in a second moment, we invited four teachers to watch and to comment recorded classes from other teachers, making it possible for them to verbalize about their own queries. Our research corpus consists of texts from these meetings and interviews which were analyzed according to the theoretical and methodological assumptions of Socio-Discursive Interactionism (BRONCKART, 1999, 2004; BULEA, 2010). Our study is also based on studies produced in Brazil which consider teaching as work (LOUSADA, 2006, 2011; MACHADO, 2004, 2007), as well as in many theoretical contributions from Clinic of Activity (CLOT, 1999, 2001a, 2008) and Ergonomics of Activity (FAITA, 2004, 2011; AMIGUES, 2002, 2004; SAUJAT, 2004). The results of our analyzes led us to two conclusions: we could observe some queries from the beginning teachers of FLE who participated of our research and their opinion on their own difficulties. Besides that, we could observe that the fact participants verbalized and generalized their lived experience allowed the construction of notions of the teacher of FLEs work. Among other contributions, we highlight that our research confirmed the role of the allo-confrontation as an instrument (VYGOTSKI, 1934/1997) that contributes to think about ways of doing teachers of FLE work and to their development.

Para inúmeros professores, o início da docência se revela como um momento de descobertas sobre o universo escolar a partir das vivências de novas realidades e inúmeros desafios. Para os professores iniciantes, a inserção na sala de aula e as primeiras relações estabelecidas com as crianças, professores e outros atores presentes na escola, trazem impressões que descortinam a complexidade do início da docência. Partindo dessas considerações, a pesquisa, de natureza qualitativa, teve como objetivo identificar as impressões sobre o início da docência e contextos vivenciados por 10 alunas bolsistas do Programa Institucional de Bolsa de Iniciação à Docência (PIBID), que se inseriram no cotidiano escolar de turmas dos anos iniciais do ensino fundamental em duas escolas da rede municipal de ensino em Poços de Caldas (MG). Na revisão de literatura, foram estudados os assuntos: professores iniciantes e PIBID. Os estudos sobre os professores iniciantes, ainda escassos no Brasil, pautaram-se, principalmente, nos textos de Simon Veenman, Michael Huberman, Carlos Marcelo García e Maria Regina Guarnieri. No que se refere ao PIBID, são apresentadas informações sobre os dispositivos legais e a amplitude do programa, sendo detalhado o processo de implantação e desenvolvimento do subprojeto PIBID pelos sujeitos da pesquisa. A identificação das impressões sobre o início da docência e seus contextos, ocorreu a partir da realização de duas entrevistas com as alunas, e a análise das anotações de campo por elas registradas ao longo de seis meses, além de depoimentos escritos. A partir da análise desse material, entende-se que o PIBID deve ser considerado um importante programa de apoio e acompanhamento para estudantes que se propõem à docência, bem como propicia uma aproximação efetiva entre as escolas e a universidade. Em relação às impressões sobre o início da docência e os contextos apresentados pelas alunas, entende-se que elas vivenciaram momentos de encantos e desencantos, posicionando-se como professoras a partir das relações de afeto estabelecidas com as crianças. E, nesse momento inicial, suas principais referências foram as professoras que as acompanharam nas salas de aula, tanto professoras iniciantes quanto experientes, culminando na constituição de ações docentes pautadas, principalmente, como respostas às urgências das salas de aula. / For a number of teachers, beginning to teach reveals itself as a moment of discoveries about the school world, arising from the experience of new realities and countless challenges. For a beginner, entering the classroom and the first relationships with children, other teachers and actors present in the school bring impressions that reveal the complexity of early teaching. Based on these assumptions, my qualitative research had the purpose of identifying the impressions of early teaching and the context experienced by 10 of PIBID (Institutional Program of Scholarships for Early Teaching) female scholarship holders, who participated in the school´s everyday life of classes in the early grades of elementary teaching in two municipal schools in the city of Poços de Caldas (MG). By reviewing the literature, the following topics were covered: beginner teachers and PIBID. The studies on beginner teachers, still scarce in Brazil, were based mainly on the texts by Simon Veenman, Carlos Marcelo Garcia, and Maria Regina Guarnieri. As far as PIBID is concerned, information such as the legal devices, the program´s scope, and details about the process of implementing and developing the PIBID subproject by the individuals being researched are provided. The identification of the impressions of early teaching and its contexts took place by means of two interviews with the students, and the subsequent analysis of field notes that they took over a period of six months, in addition to written testimonials. Based on such materials, I understand that PIBID must be considered an important program to support and also that the follow-up of students who intend to be teachers must be done, as it provides an effective approach between schools and the university. In relation to the impressions of the early teaching and contexts presented by the female students, I understand that they have experienced moments of enchantment and disenchantment in early teaching, taking a standpoint as teachers based on the relationships of affection they were able to build with the children. At this early stage, their main references were the female teachers that did the follow-up their activities in the classrooms, both beginner and experienced teachers, culminating in the development of teaching actions taken mainly as responses to the urgent needs of a classroom.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-05-25T17:09:42Z No. of bitstreams: 1 Elis Cristina Uhry Lauxen.pdf: 1169503 bytes, checksum: 4cb8a48fdda3cfb749632df05c6c2924 (MD5) / Made available in DSpace on 2015-05-25T17:09:42Z (GMT). No. of bitstreams: 1 Elis Cristina Uhry Lauxen.pdf: 1169503 bytes, checksum: 4cb8a48fdda3cfb749632df05c6c2924 (MD5) Previous issue date: 2014-12-10 / Nenhuma / As indagações com relação ao termo inicial da vida humana perpassam a sociedade desde a antiguidade. No mundo pós-moderno, os avanços da ciência e da técnica potencializam as discussões acerca do tema, de modo que os debates que anteriormente se concentravam em torno do aborto, também passaram a ter como objeto as novas tecnologias. Desse modo, as questões contemporâneas sobre o marco inicial da vida humana referem-se, principalmente, a dois aspectos: o primeiro, relacionado à interrupção da gestação e o segundo, no que diz respeito às intervenções das novas tecnologias no embrião e sua ingerência na natureza humana. A presente Dissertação trata do segundo aspecto e, nesse contexto, busca refletir em que medida a dignidade humana pode ser considerada um referencial (hermenêutico) na construção de parâmetros ético-jurídicos para os avanços biotecnológicos na definição do marco inicial da vida humana. Para desenvolver a pesquisa, utiliza-se como método de abordagem a ética hermenêutica crítica, mediante a qual a ética encontra-se no centro do processo de compreensão e interpretação, observando-se os contornos da faticidade. O assunto será tratado com uma perspectiva transdisciplinar, que transpassa diferentes áreas do conhecimento, como a Bioética, o Biodireito, o Direito, a Filosofia, a Antropologia, a Sociologia, a Biologia e a Medicina. A Dissertação utiliza os métodos de procedimento histórico, comparativo e monográfico, a partir do referencial teórico, da legislação e da jurisprudência relevantes acerca do assunto. Como resultado, constatou-se que não há consenso no que diz respeito ao termo inicial da vida humana. Diante desse contexto, é importante dialogar com a nova realidade decorrente dos avanços biotecnológicos, no processo de construção de parâmetros éticos e jurídicos para a proteção do embrião e da natureza humana, tendo como referencial hermenêutico a dignidade humana. / Inquiries with respect to the beginning of human life pervade society since antiquity. In the postmodern world, the advances of science and technology enhance the discussions on the subject in such a way that the debates that earlier focused around abortion also started having as object the new technologies. Thus, the contemporary questions about the beginning of human life relate mainly to two aspects: the first one is related to the termination of pregnancy and the second concerns the interventions of new technologies in the embryo and as interference in human nature. This dissertation deals with the second aspect and, in this context, aims to consider to what extent human dignity can be regarded as a (hermeneutic) reference in the construction of ethical and legal parameters for the biotechnological advances in defining the beginning of human life. In order to develop the research, the critical hermeneutic ethics is used as method of approach, whereby ethics is at the center of the process of understanding and interpretation, observing the contours of facticity. The matter will be treated with a transdisciplinary perspective, which pervades different areas of knowledge, such as bioethics, biolaw, law, philosophy, anthropology, sociology, biology and medicine. As research methods, this dissertation uses historical, comparative and monographic research, from the theoretical framework of relevant legislation and case law on the subject. As a result, it was found that there is no consensus regarding the beginning of human life. In this context, it is important dealing with the new reality which results from biotechnological advances, in order to create parameters of protection for the embryo and for the human nature, in which the human dignity is a hermeneutic reference.

This work is intended to evaluate President Obama’s gun control policies by determining whether stricter federal gun control laws should apply within theUnited States. This paper examines whether setting legal standards at a national level would effectively reduce gun related violence and mass shootings on a local and state level. These include events such as Sandy Hook Elementary inNewton,Connecticut, the Virginia Polytechnic school shootings, and theAuroraTheatershooting inDenver,Colorado. Specifically, could executive orders proposed by the president, such as assault weapon bans, rigorous background checks on gun sales, submission of mental health records to the FBI Databases, and increased aid between states and mental health care institutions effectively reduce horrific incidences of gun related violence. Using gun control data from past and present as our research, we will determine whether stricter gun control policies have deterred violent crimes, murder rates, suicides and mass shootings. Since our research focuses on policy solutions as an alternative to reduce mass shootings, not the psychological make ups and environmental factors of mass shooters, we will omit America’s gun culture as a variable within our study: such as the effects violent video games and movies could have on the psyche of troubled individuals. After carefully analyzing gun date related to gun violence and crime, this work will attempt to suggest whether or not President Obama’s gun control policies will pass in Congress and which legislation will be the most effective in limiting gun violence and mass shootings.

The aim of this study was to scrutinize perceptions, expectations and concerns of pre-service early childhood education (ECE) teachers before they start their careers and their challenges in their first year as they became beginning teachers. This study also focused on documenting public school contexts where beginning teachers have been either supported and given the opportunity to develop as successful teachers or discouraged and left alone with the challenges in their first year of teaching. In order to investigate this phenomenon, 16 pre-service early childhood education teachers studying at the same teacher education program were interviewed about their perceptions, expectations and concerns on their future profession immediately before their graduation. Participating teachers started to teach in public schools at different cities after their graduation. They were interviewed at the end of the first and the second semester they taught about their experiences and difficulties, and positive aspects of working in public schools. Moustakas&rsquo / s phenomenological analysis was utilized to analyze data from interviews in which beginning teachers reflected on their experiences in teacher education program and of being new teachers in public school context in Turkey. Findings have revealed that pre-service teachers were aware of many difficulties in public schools and ready to contend with those difficulties, yet some of the challenges they faced were beyond their initial anticipation. All those challenges were originated from teacher education program, Ministry of National Education&rsquo / s system itself, and local condition where beginning teachers were appointed. Suggestions for teacher education programs, Ministry of National Education, and administrators were proposed.

This work is intended to evaluate President Obama’s gun control policies by determining whether stricter federal gun control laws should apply within theUnited States. This paper examines whether setting legal standards at a national level would effectively reduce gun related violence and mass shootings on a local and state level. These include events such as Sandy Hook Elementary inNewton,Connecticut, the Virginia Polytechnic school shootings, and theAuroraTheatershooting inDenver,Colorado. Specifically, could executive orders proposed by the president, such as assault weapon bans, rigorous background checks on gun sales, submission of mental health records to the FBI Databases, and increased aid between states and mental health care institutions effectively reduce horrific incidences of gun related violence. Using gun control data from past and present as our research, we will determine whether stricter gun control policies have deterred violent crimes, murder rates, suicides and mass shootings. Since our research focuses on policy solutions as an alternative to reduce mass shootings, not the psychological make ups and environmental factors of mass shooters, we will omit America’s gun culture as a variable within our study: such as the effects violent video games and movies could have on the psyche of troubled individuals. After carefully analyzing gun date related to gun violence and crime, this work will attempt to suggest whether or not President Obama’s gun control policies will pass in Congress and which legislation will be the most effective in limiting gun violence and mass shootings.

This paper deals with the integration of Walras' law into Keynesian macroeconomics and the attempts at a consistent specification of period models (beginning- vs. end-of-period-equilibrium). Three examples are examined where neglect of a consistent specification led to erroneous results: (1) the identification of the IS-condition with equilibrium of the "flow market" for bonds, (2) superficial treatments of the liquidity trap, and (3) the assumptions on the stochastic structure of monetary and real shocks in determining the optimal monetary instrument. (author's abstract) / Series: Department of Economics Working Paper Series

Across the country, there is growing awareness of the dividends of early reading success and the stark consequences of early reading failure. A number of assessment studies in recent years have shown that the educational achievement of learners in South African schools is unacceptably poor. The 2011 Annual National Assessment results indicate a 35% literacy rate for South African learners in Grade 3 and a 30% literacy rate for learners in the North West Province of South Africa. According to Kanjee (2008), there is a growing trend in South Africa towards the use of assessment to improve learning. The aim of this study is to develop a school-wide progress monitoring assessment system for early literacy skills. In beginning literacy the development of this school-wide progress monitoring assessment system will be based on the premise that useful assessment of learner progress should be formative in its instructional effects and that it needs to focus teacher attention on data representing the results of their efforts. The development of a school-wide progress monitoring assessment system can help identify and strategically intervene before learners become part of the low South African literacy rate statistic. It is generally recognized that reading is developmental and acquired over time. From the convergence of more than 30 years of scientific research, researchers now have a solid scientific understanding of the core foundational skills in beginning reading. Foundational skills are prerequisite and fundamental to later success in a content area or domain. These skills differentiate successful from less successful readers and most important are amenable to change through instruction. One example of a comprehensive assessment system designed to assess these key foundational skills of early literacy for young learners is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBELS measures, by design, are indicators of each of the Basic Early Literacy Skills. In this study, the aim is to collaborate with subject specialists (district level), school management teams (school level), and teachers (classroom level), in order to obtain an in depth understanding of assessment practices in general, and specifically progress monitoring assessment as well as the assessment support needs of teachers and learners. The collaborative aim is to establish a school-wide progress monitoring assessment system that will not only enhance the assessment practices of teachers, but also the system-wide decisions that need to take place so that effective instructional decisions can be made at all levels, and most importantly at the classroom level. In this study I chose to conduct a 16 month action research project in one primary school (i.e., the Happy Valley School) in one specific district (i.e., the Cloudy District) in the North West Province. From the data it is clear that ANA dominates conversations related to assessment, especially in foundation phase. Both at district and school level there is no clear indication that the information generated from assessments is key evidence to continuous improvement in teaching and learning. The data also indicates that the government documents play a crucial role in guiding the actions of the stakeholders. The data indicates that progress monitoring relates specifically to “showing” or “proving” improved learning in language/literacy as measured by ANA. In addition to ANA, and at classroom level, teachers monitor progress fairly “randomly”; they can decide what to ‘look’ for, usually by using their summative assessment marks, when deciding whether a learner is making progress or not. It is possible, therefore, that no two teachers will look at the same foundational literacy skill when deciding whether the learner is making progress in a particular skill. There is also no guideline for teachers in terms of what to aim for in order to ensure that learners make progress in core foundational literacy skills that evidence-based research has shown to have a major effect on reading achievement. In this study, I used a metaphor to illustrate the core components of a progress monitoring assessment and support rocket system. The aim of the rocket is to ensure that all learners achieve “lift off” and hit the identified targets, at all grade levels, on the way to reading success. In order to ensure that the rocket is launched effectively, all stakeholders have to fulfil essential tasks or roles. The assessment and support rocket system implemented in this study was developed to provide a prevention-oriented, assessment and support decision-making system to pre-empt early reading difficulty and ensure progress step-bystep toward outcomes that result in reading achievement for all children. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

Across the country, there is growing awareness of the dividends of early reading success and the stark consequences of early reading failure. A number of assessment studies in recent years have shown that the educational achievement of learners in South African schools is unacceptably poor. The 2011 Annual National Assessment results indicate a 35% literacy rate for South African learners in Grade 3 and a 30% literacy rate for learners in the North West Province of South Africa. According to Kanjee (2008), there is a growing trend in South Africa towards the use of assessment to improve learning. The aim of this study is to develop a school-wide progress monitoring assessment system for early literacy skills. In beginning literacy the development of this school-wide progress monitoring assessment system will be based on the premise that useful assessment of learner progress should be formative in its instructional effects and that it needs to focus teacher attention on data representing the results of their efforts. The development of a school-wide progress monitoring assessment system can help identify and strategically intervene before learners become part of the low South African literacy rate statistic. It is generally recognized that reading is developmental and acquired over time. From the convergence of more than 30 years of scientific research, researchers now have a solid scientific understanding of the core foundational skills in beginning reading. Foundational skills are prerequisite and fundamental to later success in a content area or domain. These skills differentiate successful from less successful readers and most important are amenable to change through instruction. One example of a comprehensive assessment system designed to assess these key foundational skills of early literacy for young learners is the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). DIBELS measures, by design, are indicators of each of the Basic Early Literacy Skills. In this study, the aim is to collaborate with subject specialists (district level), school management teams (school level), and teachers (classroom level), in order to obtain an in depth understanding of assessment practices in general, and specifically progress monitoring assessment as well as the assessment support needs of teachers and learners. The collaborative aim is to establish a school-wide progress monitoring assessment system that will not only enhance the assessment practices of teachers, but also the system-wide decisions that need to take place so that effective instructional decisions can be made at all levels, and most importantly at the classroom level. In this study I chose to conduct a 16 month action research project in one primary school (i.e., the Happy Valley School) in one specific district (i.e., the Cloudy District) in the North West Province. From the data it is clear that ANA dominates conversations related to assessment, especially in foundation phase. Both at district and school level there is no clear indication that the information generated from assessments is key evidence to continuous improvement in teaching and learning. The data also indicates that the government documents play a crucial role in guiding the actions of the stakeholders. The data indicates that progress monitoring relates specifically to “showing” or “proving” improved learning in language/literacy as measured by ANA. In addition to ANA, and at classroom level, teachers monitor progress fairly “randomly”; they can decide what to ‘look’ for, usually by using their summative assessment marks, when deciding whether a learner is making progress or not. It is possible, therefore, that no two teachers will look at the same foundational literacy skill when deciding whether the learner is making progress in a particular skill. There is also no guideline for teachers in terms of what to aim for in order to ensure that learners make progress in core foundational literacy skills that evidence-based research has shown to have a major effect on reading achievement. In this study, I used a metaphor to illustrate the core components of a progress monitoring assessment and support rocket system. The aim of the rocket is to ensure that all learners achieve “lift off” and hit the identified targets, at all grade levels, on the way to reading success. In order to ensure that the rocket is launched effectively, all stakeholders have to fulfil essential tasks or roles. The assessment and support rocket system implemented in this study was developed to provide a prevention-oriented, assessment and support decision-making system to pre-empt early reading difficulty and ensure progress step-bystep toward outcomes that result in reading achievement for all children. / PhD (Curriculum Development Innovation and Evaluation), North-West University, Potchefstroom Campus, 2014

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.