The landscape of initial teacher education (ITE) in Britain is changing (BERA Inquiry, 2014). In England, trainee teachers’ routes to professional qualification are subject to assessment against Teachers’ Standards (Department for Education, 2012), which some argue enshrine the competences trainees require for professional life (Cole, 2008). Competence views of teaching are challenged elsewhere as reductive (Stanley and Stronach, 2012) and counter to the view that teaching (Hobson et al., 2008) and learning to teach (Hodgson, 2014) are complex pedagogical activities (Alexander, 2008). Some argue the competence-view of learning to teach reduces teaching to a “craft-based occupation” (Beauchamp et al., 2015), epitomized in entirely school-based training initiatives such as School Direct (National College for Teaching and Leadership, 2014a) with trainee teachers learning “on the job” (Department for Education, 2010, p23). This study aims to contribute to this debate by examining trainees’ professional development within the historical development of the teaching profession. Whilst undertaking a Post-graduate Certificate in Education (PGCE), data on seven trainee teachers’ professional development were gathered throughout three school placements using active interviewing (Holstein and Gubrium, 1998), prior to within- and cross-case analysis (Creswell, 1998). Trainees’ hand-drawn trajectories of professional development show turning points (Vygotsky, 1978) which direct analysis towards key influences on a complex intellectual process of learning about practice (Dreier, 2002), refining indications from earlier analysis using a componential model of professional development (Evans, 2011). Using Vygotsky’s method of developmental study (Vygotsky, 1978), professional development is understood as a historical process whereby practice-related concepts “take shape” (ibid.) and trainees’ learning (about practice) supports their (professional) development. A relational agency interpretation (Edwards, 2007b) emphasises the influence on trainees’ professional development of working jointly with professional colleagues on problem-resolution, contingent on trainees’ learning through tool and sign use during practice (Wertsch et al., 1993). The findings of this small study suggest that trainee teachers’ professional development is only adequately conceptualised as a complex process led by the intellectual activity of learning about practice. The implications of reframing learning to teach as a social and relational practice implies a personalised approach to teacher education which, this study finds, may support the development of responsive practitioners.

Esta pesquisa tem como objetivo a análise das narrativas contidas nos planos de ensino elaborados durante o Estágio Supervisionado, a fim de estabelecer quais os tipos de consciência histórica que um aluno de licenciatura em História apresenta. Para sua realização foram consultados: planos de ensino elaborados por licenciandos; material bibliográfico como livros, artigos científicos, dissertações e teses que tratem dos temas de licenciatura em História, Ensino de História e Consciência Histórica; propostas curriculares, regulamentos e normas de Estágio, projeto político pedagógico das licenciaturas. Os procedimentos realizados foram: a pesquisa bibliográfica nas obras teóricas sobre conceitos e fundamentos da ciência histórica, do Ensino de História e metodologia de análise hermenêutica dos planos de ensino. Foi efetuada uma coleta de dados nos planos de ensino, com tipologias estabelecidas em conjunto com a orientadora e a etapa seguinte foi a análise dos resultados à luz da Didática da História, para reestruturar as narrativas contidas nos planos de aula. Esta reestruturação partiu da análise da tematização dos planos e permitiu estabelecer as categorias de análise que tornaram possível pesquisar a relação entre a organização da aula e os tipos de consciência histórica estabelecidas pelo historiador alemão RÜSEN (2001). Por fim, as narrativas foram agrupadas por tipo de consciência histórica e submetidas à análise à luz da Teoria da História. Os resultados obtidos foram: dos planos que apresentaram uma consciência histórica tradicional durante a sua elaboração (6 planos), apenas dois apresentaram algum objetivo orientado sob o Paradigma da Aprendizagem; nos que apresentaram uma consciência histórica exemplar (11 planos), 70% dos objetivos foram orientados sob o Paradigma da Disciplina; os planos categorizados como consciência histórica crítica, apresentaram um equilíbrio entre os dois paradigmas; por último, os planos que apresentaram a consciência histórica genética (4 planos) em sua elaboração, tem em sua totalidade, objetivos orientados sob o Paradigma da Aprendizagem. / This research aims to analyze narratives contained in the teaching plans prepared during training stage, to establish what types of historical consciousness a degree student in History presents. For its achievement were consulted: teaching plans; bibliographic material such as books, scientific articles, dissertations and theses that address the themes of degree in History, Teaching History and Historical Consciousness; curricular proposals, regulations and standards of Stage, project Political teaching of degrees. The procedures performed: research in the articles and books about History Theory, Education and Hermeneutic analysis. It was build a data collection plan and the Didactic History typologies were established for narratives analysis in the data collection (RUSEN, 2001). Finally, the narratives were grouped by type of historical consciousness and subjected to analysis in the light of the Theory of History. From the plans that presented a traditional historical consciousness during its preparation (5 plans), only two of them had some goal oriented under the Learning Paradigm. The results showed that within the category of historical awareness exemplary, the plans have at least one (1) under the targeted goal of Learning Paradigm, but on average 70% (seventy percent) of the goals are guided by Discipline\'s Paradigm. In the case of plans categorized as critical historical awareness, there is a balance between the two paradigms. At last, the plans that have been categorized by the presence of historical awareness (3 plans) in its drafting, it takes almost full goals targeted under the Paradigm Learning.

This study investigates how an active language learner is constructed in the context of teacher education for teaching English as a foreign language (TEFL) in Vietnam, as well as the supportive factors and challenges in developing learner activeness in language learning.

Made available in DSpace on 2016-06-02T19:35:44Z (GMT). No. of bitstreams: 1 4314.pdf: 1565559 bytes, checksum: 25fe1a8977bf583cf51971c19288d123 (MD5) Previous issue date: 2012-03-19 / This study deals with a research proposal and intervention that aimed to: develop, implement and evaluate a distance teacher training program on Inclusive Education. To that, it started with the following research question: What are the limits and possibilities of a distance continuing training program in education by the Internet to teachers of the early years of elementary school? The basis of the investigation was continuing education program for teachers entitled "Diversity in school: reflecting on pedagogical practices in inclusive classrooms ", developed through Portal dos Professores - UFSCar MOODLE platform. The whole program was online and it was aimed at elementary school teachers who work in early years, live all over the country, and had signed up spontaneously in the Teachers' Portal. Our study is suitable for a methodological form of research that focuses on collaborative research between researchers and teachers, recognizing that teachers get the knowledge from their practices and they know that is very important to link this knowledge with the one produced in academic circles. Our investigation, therefore, contemplates the purposes of collaborative action from a model of research and intervention called constructive - collaborative. Taking the narrative as the main form of data collection, data from this research were obtained from 16 teachers who participated during five months of the training process. After this study, we consider that the use of distance learning (EaD) by Internet is an important and interesting training resource. However, in order to it be actually an efficient way of training, some factors should be seen as the issue of self-government and discipline for studies that are very required when there is the participation in a program of distance education by Internet. These are essential skills for the student to take advantage of the program. So, it s important that programs adopt tools that provide moments of interaction among the participants themselves and between them and the teacher or tutor. The number of students per tutor, or teacher is another aspect to be observed because it affects the quality of the course. If there is a large number of participants, it is difficult to the monitor analyzes and observes the participation and learning of all of them. Observed these aspects, we believe in distance education by internet as an effective means of training, first because it keeps people who live in different places and away from the training place closer to each other and the course can be done at any time they want. Second, the web offers resources that can break a formation based on the simple transmission of content and the idea of passive learning. / Este estudo trata de uma proposta de pesquisa e intervenção que teve como objetivo geral: desenvolver, implementar e avaliar um programa de formação de professores à distância sobre Educação Inclusiva. Para tal, partiu da seguinte questão de pesquisa: Quais os limites e possibilidades de um programa de formação continuada a distancia via internet para o desenvolvimento profissional professores dos anos iniciais do Ensino Fundamental?A base da investigação foi o programa de formação continuada de professores intitulado A diversidade na escola: refletindo sobre práticas pedagógicas inclusivas em sala de aula , desenvolvido via Portal dos Professores UFSCar na plataforma MOODLE. Este programa realizado totalmente a distancia pela internet foi destinado aos professores atuantes nos anos iniciais do Ensino Fundamental residentes em todo o país que se inscreveram espontaneamente no Portal dos Professores. Nosso estudo está adequado a uma forma metodológica de pesquisa que privilegia a investigação colaborativa entre pesquisador e professores, que reconhece que os professores possuem saberes oriundos de suas práticas e que entendem que é muito importante ligar este conhecimento com o produzido nos meios acadêmicos. Nossa investigação, portanto, contempla os propósitos da ação colaborativa a partir de um modelo de pesquisa e intervenção denominado construtivo - colaborativo. Tendo a narrativa como a principal forma de coleta, os dados desta pesquisa foram obtidos junto a 16 professoras que participaram durante cinco meses do processo formativo. Após a realização deste estudo consideramos que a utilização da EaD via internet é um importante e interessante recurso formativo. No entanto, para que ela de fato seja um meio eficaz de formação, alguns fatores devem ser observados como a questão do autogoverno e da disciplina para estudos que são muito exigidos quando se participa de um programa de EaD via internet. Estas são habilidades imprescindíveis para que o aluno possa obter o melhor aproveitamento possível. Assim, é importante que os programas adotem ferramentas que propiciem momentos de interação entre os próprios participantes e entre estes e o professor ou tutor. Outro aspecto a ser observado e que tem profunda relação com a qualidade do curso ofertado, é o número de alunos por tutor, ou professor. Um número elevado de participantes dificulta o acompanhamento da participação e das aprendizagens feitas pelos cursistas. Observados tais aspectos, acreditamos na EaD via internet como um meio eficaz de formação profissional, primeiro por aproximar pessoas residentes em lugares distintos e distantes do local de formação podendo realizá-la em horários que lhes são mais convenientes e possíveis. Segundo, que a web hoje oferece recursos capazes de romper com uma formação baseada na simples transmissão de conteúdo e com a ideia de aprendizagem passiva.

Teachers have to cope with two main changes. Firstly, they have experienced global technological change and the introduction of new technologies into the education system. Secondly, they have to cope with a new generation of pupils (Generation Z). This thesis argues that these changes necessitate a change in the role of the teacher. This research examines how teachers react to these changes. The main research question is “How do teachers conceive their role when they teach Generation Z pupils in a technological learning environment?”. The research focuses on a case study of a school on the northern periphery of the State of Israel. The research focused on the teachers of the “computer notebook” classes. The school supplies every pupil and every teacher a standard personal laptop while the teachers have been integrating the technology and applications into their lessons for the last twenty years. The data was collected by means of questionnaires (20); personal interviews (24); observations (8); and an analysis of relevant documents. The research compares the category of the “traditional teacher” with that of the “technological teacher”. It finds that (a) teachers view the the two roles of traditional and technological teacher as distinct; (b) they recognise a wide variety of technological changes that influence the education system; and (c) they believe that the present pupil generation (Generation Z) requires a new approach to study in contrast with previous generations of pupils. The research shows that in response to the changes described above, the teachers have changed their perspective through the use of the new technologies and define their role in three dimensions (pedagogical, interpersonal, and technological) and indicate that there are 11 skills and abilities required for the technological teacher. However, the research also found that despite the extensive experience of the teachers in using the new technologies, there is no confidence in realising the full potential inherent in these tools. In particular, the opportunity for cooperative learning which is offered by online technologies is not always exploited efficiently. Moreover, the research found that the challenges and barriers in the application of the new pedagogy in the technological learning environment. The contribution of this research is both theoretical and practical. The theoretical contribution of the research is in the characterisation of the pedagogical, interpersonal and technological dimensions that constitute the role of the “technological teacher”. The practical contribution of the research is detailed in the series of recommendations made in relation to the development of schools and the training and continuing professional development of teachers.

Esta pesquisa tem como objetivo a análise das narrativas contidas nos planos de ensino elaborados durante o Estágio Supervisionado, a fim de estabelecer quais os tipos de consciência histórica que um aluno de licenciatura em História apresenta. Para sua realização foram consultados: planos de ensino elaborados por licenciandos; material bibliográfico como livros, artigos científicos, dissertações e teses que tratem dos temas de licenciatura em História, Ensino de História e Consciência Histórica; propostas curriculares, regulamentos e normas de Estágio, projeto político pedagógico das licenciaturas. Os procedimentos realizados foram: a pesquisa bibliográfica nas obras teóricas sobre conceitos e fundamentos da ciência histórica, do Ensino de História e metodologia de análise hermenêutica dos planos de ensino. Foi efetuada uma coleta de dados nos planos de ensino, com tipologias estabelecidas em conjunto com a orientadora e a etapa seguinte foi a análise dos resultados à luz da Didática da História, para reestruturar as narrativas contidas nos planos de aula. Esta reestruturação partiu da análise da tematização dos planos e permitiu estabelecer as categorias de análise que tornaram possível pesquisar a relação entre a organização da aula e os tipos de consciência histórica estabelecidas pelo historiador alemão RÜSEN (2001). Por fim, as narrativas foram agrupadas por tipo de consciência histórica e submetidas à análise à luz da Teoria da História. Os resultados obtidos foram: dos planos que apresentaram uma consciência histórica tradicional durante a sua elaboração (6 planos), apenas dois apresentaram algum objetivo orientado sob o Paradigma da Aprendizagem; nos que apresentaram uma consciência histórica exemplar (11 planos), 70% dos objetivos foram orientados sob o Paradigma da Disciplina; os planos categorizados como consciência histórica crítica, apresentaram um equilíbrio entre os dois paradigmas; por último, os planos que apresentaram a consciência histórica genética (4 planos) em sua elaboração, tem em sua totalidade, objetivos orientados sob o Paradigma da Aprendizagem. / This research aims to analyze narratives contained in the teaching plans prepared during training stage, to establish what types of historical consciousness a degree student in History presents. For its achievement were consulted: teaching plans; bibliographic material such as books, scientific articles, dissertations and theses that address the themes of degree in History, Teaching History and Historical Consciousness; curricular proposals, regulations and standards of Stage, project Political teaching of degrees. The procedures performed: research in the articles and books about History Theory, Education and Hermeneutic analysis. It was build a data collection plan and the Didactic History typologies were established for narratives analysis in the data collection (RUSEN, 2001). Finally, the narratives were grouped by type of historical consciousness and subjected to analysis in the light of the Theory of History. From the plans that presented a traditional historical consciousness during its preparation (5 plans), only two of them had some goal oriented under the Learning Paradigm. The results showed that within the category of historical awareness exemplary, the plans have at least one (1) under the targeted goal of Learning Paradigm, but on average 70% (seventy percent) of the goals are guided by Discipline\'s Paradigm. In the case of plans categorized as critical historical awareness, there is a balance between the two paradigms. At last, the plans that have been categorized by the presence of historical awareness (3 plans) in its drafting, it takes almost full goals targeted under the Paradigm Learning.

It is commonly observed that elementary and secondary teachers often work in isolation and that providing opportunities for teachers to work together helps improve student outcomes. But it can be difficult to find time for teacher collaboration, whether in professional learning communities, grade-level teams, or other collaborative groups. Given the extensive role of collective bargaining agreements in governing teachers’ hours and working conditions, this study explores the role of collective bargaining in creating time for teacher collaboration. Using legal and content analyses, the study examines scope-of-bargaining statutes in each state to determine the extent to which district and union leaders are required to bargain over teacher time. It also uses the content-analysis methodology to review how collective bargaining agreements from thirty-one of the nation’s largest school districts restrict or promote teacher time for collaboration. The study concludes that collective bargaining plays a considerable role in teacher collaboration time. Not only do most states have statutes that require stakeholders to bargain to create opportunities for collaboration time, the resulting collective bargaining agreements directly and indirectly affect time for collaboration. These findings establish that in almost all states where collective bargaining is required, school officials and teachers cannot advance teacher collaboration without the assistance of collective bargaining. Moreover, success in creating collaboration time depends largely on how the collective bargaining agreements restrict or promote that time. In light of these findings, the study recommends that local leaders and state policymakers take steps to promote teacher collaboration through collective bargaining by (1) prioritizing and reducing teacher workload; (2) removing teacher duty-hour limits; (3) expanding noninstructional time, including through additional teacher-collaboration set-asides; and (4) involving school leadership in determining how noninstructional time is used.

This dissertation investigates the adaptation of a research-based professional development approach, Innovating Instruction, for special education teachers. This adapted approach uses assistive technology (AT) as a catalyst for helping teachers acquire design skills needed to include more inquiry-based practices. The adapted approach introduces effective teaching practices based on the learning sciences and demonstrates multiple ways to use AT to meet the needs of students. To address the “unexamined link between the use of design practices and the introduction of technology within a learning science framework,” (Meier, 2018, p.142), the Innovating Instruction© professional development framework (2018) at the Center for Technology and School Change provides a three-part approach to implement these changes: design, situate, lead. Two recent National Science Foundation grants have established the model’s positive impact on teachers’ ability to design projects, to shift from disciplinary to transdisciplinary project design, and to shift instructional thinking to include inquiry-based approaches. This dissertation responds to an important challenge in special education: the limited opportunities to prepare special education teachers to provide high-quality instruction to support all students. It uses technology as a catalyst to help special education teachers learn about design practices that engage students in inquiry practices that are culturally relevant and build on student strengths. The intervention introduced teachers to inquiry-driven design practices and used technology that supported new ways of understanding the capacity of special needs students through a six-month professional development program. The research design used was a convergent parallel mixed methods approach to analyze both qualitative and qualitative data to capture how special education teachers used AT to design inquiry-based learning. The analysis revealed a statistically significant shift over the period of the professional development, implementation, and reflection phases in terms of teachers’ ability to design inquiry-based projects that integrated AT. Also, the findings showed the importance of “situating” teachers’ needs, encouraging collaborative learning with colleagues, and developing a shared knowledge base of inquiry-based teaching strategies in special education classrooms. Findings from teacher questionnaires and interviews showed emerging leadership activities: teachers took more initiative to design projects and collaborate with other teachers in the school community.

This qualitative research seeks to understand the experiences of rural English instructional coaches in Sarawak, Malaysia through culturally relevant pedagogy and the three-dimensional narrative inquiry framework. Sarawak, the largest Malaysian state, is home to 27 main ethnic indigenous groups and over 40 ethnic subgroups, most of which reside in rural areas. Yet, conversations and research around race and culture in Malaysian educational spaces are limited and focus mostly on dominant ethnic groups while sidelining ethnic indigenous groups (Embong, 2018). Using narrative case study, this research adds to the racial discourse in Malaysian education by first exploring the complexities and subtleties that shape coaches’ experiences within rural Sarawak. It seeks to answer the following research questions: (1) In the context of a multicultural rural setting, how do instructional coaches narrate their experiences of supporting rural English teachers? (2) What can we learn from the narratives of instructional coaches regarding their roles and responsibilities of coaching English teachers in a multicultural rural setting? (3) What changes or adjustments need to be made in the preparation and professional development of coaches in a multicultural setting? Three instructional coaches were involved in 60 to 75-minute open-ended interviews as well as classroom and field observations over 3 months. Findings suggest the following themes: (a) making “ruralness” work, (b) the coaches’ perceived understanding of “culture”, and (c) missing pieces in the preparation and support of coaches. The findings highlight the importance of understanding how the nuanced experiences of coaches are shaped by their past and present, interactions, and the rural context. The in-depth and context-specific information has important implications for stakeholders and policymakers in reforming the preparation and support of instructional coaches toward being culturally relevant.

This multiple-bounded case study explored charter-school music teacher practitioners’(MTPs’) and instructional leaders’ (ILs’) perceptions of professional development (PD) in four charter management organizations (CMOs). The purpose was to provide a rich description of these practitioners’ professional development, with the goal of spurring policy conversations and further research on music teachers and their experiences in the charter domain. Over two months in the fall of 2023, the researcher conducted one-on-one interviews with eight participants, which focused on ways of making change, methods of delivery, beneficial components of the methods of supporting music literacy, and forms of PD assessment from the perspectives of MTPs and ILs. In addition to holding two focus groups (one with each case), the researcher conducted four classroom and debrief observations. The interviews and observations were analyzed using the participants’ words as first-cycle analysis themes; these were then filtered through the study’s conceptual framework of Desimone’s (2009) core elements of effective professional development: content focus, active learning, coherence, sustained duration, and collective participation. The findings illustrate the participants’ experience with the professional development phenomenon through a series of main themes: instruction is classroom management, except PROFESSIONAL DEVELOPMENT IN CHARTER SCHOOLS when it is not, (b) the many moods of instructional coaching and workshops, (c) content expertise via cycles of inquiry, and (d) reflection is essential. Implications include framing future empirical research in this usually guarded sector as a partnership to identify best and emergent practices for practitioners that directly affect students and families. Framing research in this manner may resonate with charter management organizations that adhere to more formative professional development practices. Additionally, cycles of inquiry in which self-reflection can occur may be a way forward for myriad non-content-expert instructional leaders who support the professional development of music teacher practitioners in charter schools or traditional public schools. Further suggestions for future practice include hosting charter-specific sessions at music education conferences, which could be framed as dialogic sessions to foster collegial inquiry concerning practices at both charter and public schools. Because CMOs’ system structures are different, practitioners there experience some aspects of teaching and professional development differently than their traditional public counterparts. Offering sessions specifically tailored to charter practitioners’ needs could help ensure that their needs, as well as those of the ILs that support them, are met. Keywords: Professional Development, Charter Schools, In-Service Music Teacher Practitioners, Instructional Leaders, Instructional Coaching, Mentors, Workshops.