Excerpt: Professional development has been of central importance throughout the mathematics education reforms in our educational history. Recognizing that math teachers represent the major link between the curriculum and student learning, expert practitioners, researchers, and policy makers emphasize professional development as an essential mechanism for deepening teachers’ content knowledge and developing their teaching practices.

The purpose of this study was to understand the collaborative model between university and its affiliated experimental elementary school. The author used NCATE¡¦s (National Council for Accreditation of Teacher Education) PDS Standards (Professional Development School Standards) announced in 2001 in the USA to examine current collaborative models in Taiwan. The author firstly proceeded documentary analyses to analyze related data about Professional Development Schools in the United States and interviewed subjects who have been or are being related to the topics and have rich experiences within the two university-school partnership cases. The interview questions were developed and based upon NCATE¡¦s PDS Standards. The author collected the related data through a variety of channels, such as school websites, laws and regulations, newspaper features & reports, and school documents. The findings and results of the study are as follows: (1) The collaborative model provides an environment which supports multiple learners through University-School partnership; (2) The collaborative model can expand the learning group and share experience with people through University-School partnership; (3) The majority of the University-School partnership operated are based on the laws and regulations and both sides thus display their responsibilities; (4) The collaborative model supports teacher education interns¡¦ learning and develops the contents of teacher education program; (5) The partnership designs the programs from multiple perspectives, assesses the effect in various ways, and provides the experiences for the interns to face different students; (6) Due to the long history of affiliated elementary school, both sides have been taking the partnership for granted. However, the context has changed a lot recently, people got involved are concerned about the impact that might have on the partnership in the future; (7) As for the liaison and coordination, the university should strengthen organizations¡¦ function and use the school principal, an academic department, and a network to communicate with each other; (8) Resources sharing can promote collaboration between the university and the affiliated school. The above results have been analyzed and discussed to provide conclusions and suggestions for the reference of the education authorities, school administration and future related studies.

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2018-09-19T12:25:21Z No. of bitstreams: 2 Dissertação - Fernanda Araújo França - 2018.pdf: 1644163 bytes, checksum: bf7bf24e2756aadd3ae75043e63aa420 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-09-19T12:41:11Z (GMT) No. of bitstreams: 2 Dissertação - Fernanda Araújo França - 2018.pdf: 1644163 bytes, checksum: bf7bf24e2756aadd3ae75043e63aa420 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-09-19T12:41:11Z (GMT). No. of bitstreams: 2 Dissertação - Fernanda Araújo França - 2018.pdf: 1644163 bytes, checksum: bf7bf24e2756aadd3ae75043e63aa420 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-08-15 / This dissertation objectified to study the contributions of the collaborative partnership university/school as a formative proposal of school inclusion professors. The research occurred in a Support Center to people with a visual impairment by means of Specialized Educational Assistance as a space for theoretical reflection of teaching practice in chemistry to people with a visual impairment in search of assumptions for teachers training in an inclusive perspective. Participating in this investigation was a professor trainer, a support teacher, a continuing education teacher / a postgraduate student and five teachers in initial training / undergraduates in graduate degree in chemistry in the Universidade Federal de Goiás (UFG), besides students with a visual impairment from Basic Education. Reflecting about the existing relationship between research and the teaching action, the research was set up as a research action, divided into three stages: the 1st stage consists of the effective performance of teachers in initial and continuing training in the daily life of the teaching institution; 2nd stage, in the theoretical reflection practical theoretical reflection of the proposals developed, and 3rd stage, in planning, action and joint reflection of the activities developed in the institution by the teachers in formation. Analyzing the empirical data regarding the speeches of the students and teachers during the classes, the interviews with CEBRAV’s representatives and the progress of the VI students who participated in the classes, our results point out that the teacher training from the development of research in partnerships collaborative learning institutions can be an alternative to improving the quality of inclusive education in regular classrooms. They also direct the possibility of teaching chemistry to people VI through experimentation, with this we assume the theoretical reflection of the practice in the Specialized Educational Assistance as an alternative for the construction of the necessary knowledge to the teacher training to act in the scope of teacher training. / Esta dissertação objetivou estudar as contribuições da parceria colaborativa universidade/escola como proposta formativa de professores pela pesquisa para a inclusão escolar. A pesquisa ocorreu em um Centro de Apoio a pessoas com deficiência visual por meio do atendimento educacional especializado como espaço de reflexão teórica da prática docente em química para pessoas com deficiência em busca de pressupostos para a formação de professores numa perspectiva inclusiva. Participaram desta investigação um professor formador, uma professora de apoio, uma professora em formação continuada/ aluna de pós-graduação e cinco professores em formação inicial/ alunos do curso de graduação em química licenciatura da Universidade Federal de Goiás, além de alunos com deficiência visual, estudantes da educação básica. Refletindo sobre a relação existente entre pesquisa e a ação docente, esta investigação se configurou como uma pesquisa ação, dividida em três etapas: a 1a etapa consiste na atuação efetiva dos professores em formação inicial e continuada no cotidiano da instituição de ensino; 2a etapa, na reflexão teórica prática das propostas desenvolvidas e 3a etapa, em planejamento, ação e reflexão conjunta das atividades desenvolvidas na instituição pelos professores em formação. Analisando os dados empíricos no que tange às falas dos alunos e professores durante as aulas, as entrevistas dos representantes do CEBRAV e o progresso dos alunos com deficiência visual (DV) que participaram das aulas, nossos resultados apontam que a formação de professores a partir do desenvolvimento de pesquisas em parcerias colaborativas com instituições de ensino pode ser uma alternativa para a melhoria da qualidade do ensino inclusivo nas salas de aulas regulares. Direcionam ainda a possibilidade de ensinar química para DV através da experimentação, com isso assumimos a reflexão teórica da prática no atendimento educacional especializado (AEE) como alternativa para a construção de conhecimentos necessários à formação do professor para atuar no âmbito da formação docente.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-25T18:26:34Z No. of bitstreams: 1 silvioivanirdecastro.pdf: 1871228 bytes, checksum: ef0a5f83811c47811ef10a7df6baedf0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-03-03T13:33:23Z (GMT) No. of bitstreams: 1 silvioivanirdecastro.pdf: 1871228 bytes, checksum: ef0a5f83811c47811ef10a7df6baedf0 (MD5) / Made available in DSpace on 2016-03-03T13:33:23Z (GMT). No. of bitstreams: 1 silvioivanirdecastro.pdf: 1871228 bytes, checksum: ef0a5f83811c47811ef10a7df6baedf0 (MD5) Previous issue date: 2014-10-25 / O curso de formação de professores de Química da Universidade Federal de Juiz de Fora – UFJF apresentava uma estrutura curricular conhecida como “3+1” até meados da década de 2000, na qual nos três primeiros anos os alunos cursavam disciplinas das áreas básicas, e no último aplicavam parte desses conhecimentos no Estágio em conjunto com as disciplinas pedagógicas, resultando em uma formação de caráter tecnicista, cujo modelo ficou conhecido como Racionalidade Técnica. Pesquisas sobre formação de professores apresentaram inúmeras críticas a esse modelo. Um novo modelo de formação de professores que vem ganhando destaque na literatura desde os anos de 1990 é o da Racionalidade Prática, em que o professor é considerado um profissional autônomo, que reflete e toma decisões durante sua atividade pedagógica em sala de aula; a qual é considerada o locus da aplicação de um conhecimento científico e pedagógico, espaço de reflexão e criação, em que novos conhecimentos podem ser criados e transformados. Assim, considerando que atualmente temos no campo de Estágio o encontro entre professores formados no modelo anterior e licenciandos em formação no novo modelo, temos como objetivos conhecer as concepções sobre a estrutura e desenvolvimento do Estágio de forma a compreender como a suas participações impactam na formação inicial e continuada dos professores, bem como identificar as necessidades de mudanças no Estágio. Participaram da pesquisa 7 licenciandos do curso de Química da UFJF que realizaram o Estágio curricular nos anos de 2010 e 2011, 6 professores da educação básica que receberam os licenciandos e a professora orientadora no período investigado. A pesquisa foi desenvolvida a partir de uma metodologia qualitativa e a construção de dados foi realizada através de Análise de Conteúdo. De acordo com a concepção predominante dos professores, licenciandos e da professora orientadora a participação nas atividades de Estágio contribui para a formação inicial e continuada de todos. Porém, defendem um maior tempo de permanência dos licenciandos no campo de Estágio e, principalmente, uma maior aproximação entre a universidade e a escola, que favoreça o trabalho conjunto entre os professores da educação básica e a professora orientadora. Defendemos que tal aproximação deve ser promovida através do estabelecimento de parcerias colaborativas entre a universidade e as escolas, tema emergente em inúmeras respostas. Verificamos que a coexistência entre professores e licenciandos não contribuiu plenamente para o desenvolvimento profissional dos mesmos, tendo como possíveis consequências, que os futuros professores podem não vir a atuarem plenamente como coformadores, uma vez que não vivenciaram esta realidade. Por fim, esperamos que estes resultados subsidiem ações que busquem o aprimoramento e valorização das atividades de Estágio. / The teaching education course of Chemistry, at Federal University of Juiz de Fora - UFJF - In Minas Gerais state, Brasil, had a curriculum framework known as "3+1" until the mid 2000s. In the first three years, students attended disciplines in the basic areas and, in the last year, they applied part of that knowledge on the internship, along with pedagogical disciplines, resulting in a technicist formation character, the model of which became known as Technical Rationality. Research on teaching education course presented countless criticisms to it. A new model that has been emphasized on this subject since the 1990s is that of Practical Rationality, in which the teacher is considered a self-employed person who reflects and takes decisions during his pedagogical activities in his classroom, the locus of application of scientific and pedagogical knowledge, space for reflection and creation and still scope for new creation and knowledge. So, taking into consideration that we currently have in the field of internship, the meeting between trained teachers in the previous model, and training undergraduates in the new model, we aim to identify the concepts about those frames and the development of the internship, in order to understand how their participation impacts in the initial and in the continued teachers training, as well as identify the needed changes in the internship. Seven undergraduates from the Chemistry course of UFJF who had undergone the curriculum internship between 2010 and 2011 participated in the research; six basic education teachers which received the undergraduates and the guiding teacher of the period mentioned above. The research was developed from a qualitative methodology and the construction of data was performed through Analysis of Content. According to the predominant conception between the teachers, the licencees and the guiding teacher the participation in those internship activities contributes to the initial and continued training education of all. However, they argue for a longer stay of the licencees in the field of internship and, mainly, a closer relationship between the basic school and the university, which fosters joint work among teachers of basic education and the guiding teacher. We argue that such approach should be promoted through the establishment of collaborative partnerships between the university and the school, emerging theme in many responses. We have found that the coexistence between teachers and the licencees does not fully contribute to the their professional development, with the possible consequences that future teachers cannot come to fully act as co-trainers, since they have not experienced that reality. Finally, we hope these findings subsidize actions aimed at the improvement and enhancement of the intership activities.

The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis in terms of a trend analysis. Findings indicate that collaborative partnerships between educational psychology researchers and teachers differ from other partnerships in that collaborative partnerships between teachers and educational psychology researchers appear to be directed by an overarching philosophy of “care”. Also, collaborative partnership studies between teachers and educational psychology researchers favour methodologies encouraging participation in identifying and addressing school-community issues. In this way, knowledge exchange and the co-creation of knowledge is promoted. These partnerships focus on how education, as well as teacher and learner experiences can be enhanced and be meaningful, rewarding, enabling and supportive. Finally, benefits and challenges in collaborative partnerships between teachers and educational psychology researchers are similar to those experienced by other professionals participating in collaborative partnerships. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted

Made available in DSpace on 2016-06-02T19:45:56Z (GMT). No. of bitstreams: 1 1272.pdf: 1037239 bytes, checksum: 22560af3e4c1baf3f460510bd8aca797 (MD5) Previous issue date: 2006-12-11 / Universidade Federal de Sao Carlos / Professionals responsible for education of children with disabilities not always find the way to make their family a partner. This study aims to identify and describe the behaviors of professionals that work in the school and family members that are propitious and maintainers of the effective and successful collaborative partnership. The study was carried out with four focal groups, composed exclusively either by family members or professionals, once there were two groups of family members (FAM1 and FAM2) and two groups of professionals (PROF1 and PROF2) of different schools. 13 family members and 18 professionals participate in the groups. In order to identify the principal components of this partnership two stages were carried out. In each stage two meetings were performed with each focal group, summing up 16 meetings. In Stage 1 the meetings aimed to identify the components of the collaborative partnership, in the first meeting, and to check the collected information in the range group in the second appointment. In Stage 2 each one of the focal groups was collated with the data obtained in the first stage, once family members were paralleled with the professional data and vice versa. The reactions to the data were registered, and afterwards checked in the second appointment. Through qualitative analysis the expected and desired behaviors of professionals and family members were identified and described to increase the probability of success and effectiveness of a collaborative partnership. The categories raised by the family members groups in relation to themselves were: to communicate with the professionals; to be responsible for the child s education; to keep adequate expectations; to accept the children s disability; to respect professionals. On the other hand, the family members expectations about professionals performance were: to communicate with family members; to communicate with other professionals; to be friendly; to separate personal problems from the professional activity; to promote student s development; to be attentive to family problems and to attempt to resolve them; to help family members keep suitable expectations; to incorporate to work suggestions provided by family members; to worry about the student out of school; to offer groups to parents; to respect students and family members; to offer orientation to family members. In their turn, the groups of professionals pointed the following categories in relation to the behaviors they expected of the families: to communicate with the professionals; to recognize the work of the professionals; to trust the developed work; to be responsible for the child s education; to believe in the child s development; to keep adequate expectations; to question the professionals properly; to certify the child s attendance to school; to visit the school; to take part in the activities. Concerning the performance themselves, the following categories were found: to communicate with family members; to show seriousness; to be sincere; to be impartial; to respect students and family members; to be aware of family members and students features; to motivate the participation of family members; to gather with family members; to show the family members the activities performed; to help family members keep suitable expectations. It is expected that, with the survey and the description of the categories, the professionals responsible for the education of children with disabilities and their family members can find their bearings in the search for the establishment of an effective and successful collaborative partnership. / Os profissionais responsáveis pela educação de crianças com deficiência nem sempre encontram o caminho para fazer da família uma parceira. O presente estudo tem como objetivo identificar e descrever os comportamentos emitidos por profissionais que trabalham na escola e familiares de crianças com deficiência que, na perspectiva dos dois lados, são propiciadores e mantenedores de uma parceria colaborativa efetiva e bem sucedida. O estudo foi conduzido com quatro grupos focais, compostos exclusivamente ou por familiares ou por profissionais, sendo que houve dois grupos de familiares (FAM1 e FAM2) e dois grupos de profissionais (PROF1 e PROF2) de diferentes escolas. Participaram dos grupos 13 familiares e 18 profissionais. A fim de identificar os componentes principais dessa parceria foram conduzidas duas etapas. Em cada etapa foram realizadas duas reuniões com cada grupo focal, totalizando 16 reuniões. Na Etapa 1 as reuniões tiveram por objetivo identificar os componentes de uma parceria colaborativa, na primeira reunião, e checar as informações coletadas no âmbito do grupo num segundo encontro. Na Etapa 2 cada um dos grupos focais foi confrontado com os dados obtidos na primeira etapa, sendo que familiares foram confrontados com os dados dos profissionais e vice-versa. As reações aos dados foram então registradas e posteriormente checadas, numa segunda reunião. Por meio da análise qualitativa foram identificados e descritos os comportamentos esperados e desejados por profissionais e familiares para aumentar a probabilidade de sucesso e efetividade de uma parceria colaborativa. As categorias levantadas pelos grupos das famílias em relação a si próprios foram: comunicar-se com profissionais; ser responsável pela educação do filho; manter expectativas adequadas; aceitar a deficiência do filho; respeitar os profissionais. Por sua vez, as expectativas das famílias sobre a atuação dos profissionais foram: comunicar-se com familiares; comunicarse com outros profissionais; ser amistoso; separar os problemas pessoais da atividade profissional; promover o desenvolvimento do aluno; estar atento aos problemas dos familiares e tentar resolvê-los; ajudar os familiares a manter expectativas adequadas; incorporar ao trabalho sugestões fornecidas pelos familiares; preocupar-se com o aluno fora da escola; oferecer grupos aos pais; respeitar os alunos e os familiares; oferecer orientações aos familiares. Por sua vez, os grupos dos profissionais levantaram as seguintes categorias em relação aos comportamentos que eles esperavam das famílias: comunicar-se com profissionais; reconhecer o trabalho dos profissionais; confiar no trabalho desenvolvido; ser responsável pela educação do filho; acreditar no desenvolvimento do filho; manter expectativas adequadas; questionar os profissionais de modo adequado; garantir a freqüência do aluno à escola; visitar a escola; participar das atividades. Quanto à própria atuação foram encontradas as seguintes categorias: comunicar-se com familiares; demonstrar seriedade; ser sincero; ser imparcial; respeitar os alunos e os familiares; conhecer as características dos familiares e dos alunos; incentivar a participação dos familiares; reunir-se com familiares; mostrar aos familiares as atividades realizadas; ajudar os familiares a manter expectativas adequadas. Espera-se que o levantamento e a descrição das categorias possam nortear os profissionais que trabalham na escola e familiares de crianças com deficiência na busca do estabelecimento de uma parceria colaborativa efetiva e de sucesso. Palavras-chaves: educação especial; família; equipe multidisciplinar; relação famíliaescola; parceria colaborativa; crianças com deficiência.

Made available in DSpace on 2016-03-15T19:26:42Z (GMT). No. of bitstreams: 1 Valmir Corbacho.pdf: 3244037 bytes, checksum: 7f58526e7438ad2545e43867ba41fa08 (MD5) Previous issue date: 2009-02-10 / Fundo Mackenzie de Pesquisa / This thesis attempts to study and to examine the new ways of relationship based on interorganizational models in the pharmaceutical industry in the State of São Paulo. This segment is a privileged object of study for this purpose due to its needs of high investments in research and development, the dynamic nature of its environment, the complexity and the way it disseminates the knowledge, as well as its no accumulative technology. These features and idiosyncrasies of the pharmaceutical segment allow a wider collaborative relationship, mainly in order to develop new products. The possibility of creating collaborative nets amplifies the vision strictly rational and competitive of these companies. This work supports that these organizational abilities do not belong anymore to these firms. The nets and the arrangements are part of the organizations, but they go too far the boundaries. Therefore, it emerges a new approach for the theory of the organizations. It means an approximation that understands how the new configuration of the organizational environment is. The aim of this work is to verify how the decision s process occurs in the organizations that developed strategic partnerships in the pharmaceutical industry. Thus, it analyses three firms located in the State of São Paulo. To answer this question, the essay selected the cases in which the technology and the dynamic environmental are examples of high complexity. Due to this reason, we applied the methodology of multiple cases. We selected three national firms that established collaborative partnership to the research, development, commercialization and medicaments distribution under the patent of international companies. The final objective is to investigate the circumstances that involve the company s decision when it decides to enter in partnership with other, the intrinsic risks and the benefits, such as the release of an innovative medicine, the technological improvements and the conquest of a new niche of market. We conclude that the decisory process to establish the collaborative partnership is marked by the use of practices that minimize the limited rationality due to the high investments needed to the research and development, besides that it is a high risk to the companies to succeed in this partnership. Another point that must be highlighted: the collaborative partnership, due to the creation of resources to investments in research and development, was supported by interorganizational networks that have the objective of maintaining the market position while innovative efforts were engendered to introduce new medicaments in the sector. / Esta dissertação busca estudar e investigar como é o processo decisório estratégico para estabelecimento de parcerias interorganizacionais na indústria farmacêutica do Estado de São Paulo. O setor é um objeto de pesquisa privilegiado para o tema em razão da necessidade de altos investimentos em Pesquisa & Desenvolvimento (P&D), da natureza dinâmica do ambiente, da complexidade e forma de distribuição do conhecimento e da não-cumulatividade tecnológica. Tais características inerentes ao setor farmacêutico possibilitam um maior relacionamento colaborativo dessas empresas, especialmente para o desenvolvimento de novos produtos. A perspectiva de redes colaborativas amplia a visão estritamente racional e competitiva das corporações. Nesta dissertação, parte-se do pressuposto de que as capacidades organizacionais já não estão mais contidas nas empresas. As redes e arranjos fazem parte das organizações, mas avançam além de suas fronteiras. Com isso, surge uma abordagem diferente para a teoria das organizações, que procura entender como se dá essa nova configuração do ambiente organizacional. A pesquisa foi realizada com base na estratégia de estudo de casos múltiplos. Foram selecionadas três companhias nacionais com sede no estado de São Paulo que estabeleceram parcerias colaborativas para a pesquisa, desenvolvimento, comercialização e distribuição de medicamentos. O objetivo final foi estudar decisões que envolvessem o estabelecimento de parcerias para se verificar as características do processo decisório estratégico em redes de parcerias estratégicas colaborativas. Conclui-se que o processo decisório para o estabelecimento dessas parcerias colaborativas é caracterizado pelo uso de práticas que minimizam a racionalidade limitada em função dos altos investimentos necessários para pesquisa e desenvolvimento, além de ser um alto risco para o sucesso das empresas participantes da rede colaborativa. Outro fator que deve ser destacado, as parcerias colaborativas são em função da criação de recursos para investimentos em pesquisa e desenvolvimento sendo suportada por redes interorganizacionais que tem o objetivo de manter o posicionamento de mercado das empresas enquanto os esforços inovativos são gerados para a introdução de novos medicamentos no setor.