Thesis (M. Ed. (Education))--Rhodes University, 2006. / Submitted in partial fulfilment of the requirements for the degree of Master of Education (Environmental Education).

This study focuses on the result of problem-posing teaching, covering units on number and operation on third grade elementary school students. The problem-posing teaching method incorporates: teacher formulating problem, discussion and debate, problem-solving activities, and problem-posing activities. This researcher was also the one who carried out teaching. The teachers guide was adapted from the teaching goals of textbook published by KNSH in 1993 and the researcher selected the units on number and operation from the fifth and sixth volumes. We used the teacher¡¦s math diaries, videotapes of actual teaching sessions, observation notes on teaching records, students¡¦ feedback surveys, and interviews of students. The objectives of this study are: 1. developing and integrating problem-posing into mathematics curriculum; 2. promoting students¡¦ ability in communication; and, 3. reflecting upon practice on problem-posing instruction through action research. There results are three results. First, when comparing performances of experimental class to control group, 5 out of 9 units were having statistical significance and 4 were not. Second, students¡¦ ability in communication improved after problem-posing instruction. Third, two challenges were identified when teachers implemented the problem-posing activities.

This case study was undertaken to determine if the mission of the Regional Planning Program at Western State College is being fulfilled. The mission states that the Regional Planning Program should offer interdisciplinary, or integrated, education. The problem is the course work in the Regional Planning Program has become very specialized, creating fragmented education. The research methods, including historical review and in-depth interviews, indicate several findings that support the recommendation for a reorganization of the curriculum at Western State to implement interdisciplinary study. First, an historical analysis of the transformation of the college mission during the early 1900s reveals two major themes. One theme is the need for change in the academic programs to include practical applications. The justification for the creation of the Regional Planning Program at Western was based on the pragmatic aspects of the program. The other theme is the need for integrated education, or education that incorporates the theoretical with practical applications from several related disciplines, to solve problems. The historical review of the Regional Planning Program shows that integrated education is not being offered. Second, a review of the literature on interdisciplinary teaching, or cross-principles teaching, was conducted to determine how interdisciplinary programs are structured and how the Regional Planning Program at Western State compares to these programs. It was found that the interdisciplinary teaching techniques and curricular structure described in the literature are not part of the Regional Planning Program. Third, a series of in-depth, unstructured interviews were conducted with five professors. Two professors are members of the Regional Planning and Geography Department. The other three professors are members of the History, Biology, and Business/Economics Departments. It was found that these professors teach traditional, disciplinary courses. It was concluded from the case study that regional planning at Western State is not treated as an interdisciplinary field. Although the data indicate that the professors believe the Regional Planning Program should offer an integrated education, there have been few attempts to integrate course work. A reorganization to create an interdisciplinary approach at Western State is put forth in the conclusion.

As a concept that represents teacher professionalism and expertise, pedagogical content knowledge (PCK) has received extensive research attention since the mid-1980s. PCK refers to the blending of content and pedagogy into an understanding of how particular aspects of subject matter are organized, adapted, and represented for instruction (Shulman, 1987). Recent studies have shown that PCK impacts instruction quality and student learning (Beyer & Davis, 2012). Nevertheless, in the field of English language teaching (ELT), PCK remains unnoticed by many language teachers (Kind & Chan, 2019). PCK pertaining to speaking instruction is even more underrepresented. Meanwhile, English teaching in mainland China has undergone reforms aimed at promoting students' oral proficiency, but many problems still exist. Most studies have explored teaching methodologies, learning strategies, and the assessment of speaking. However, there is not much research on improving teaching effectiveness from the perspective of teachers' PCK. This qualitative multiple case study examines teachers' PCK from the perspective of teaching English speaking over a two-year period. Purposeful sampling was employed, and five EFL instructors were the key informants. The instructors worked in different universities in mainland China and taught various levels of speaking courses. The data include classroom observations, teacher interviews, student interviews, reflection journals from the teachers, and various course syllabuses. The study findings emphasize the contents and features of EFL teachers' PCK in a more systematic way and show that teachers' PCK comprises six components: knowledge of features of curriculum, pedagogy, learners' challenges, language enhancement, course evaluation, and the educational context. Each category contains a variety of subcategories. Two paths are revealed for the development of PCK: one path is for teachers to develop their PCK by studying the relevant literature and then transform that knowledge into students' comprehensible knowledge based on students' understanding; another path is for teachers to transfer or adjust PCK from other courses or people to their own instruction and then develop PCK through evaluation and reflection. The study also shows that based on three developmental models (the trial-based approach, top-down approach, and inquiry-based approach), the teacher participants advanced in three aspects: spiritual enrichment, renewed teacher roles, and philosophical inquiry. In addition, in this study, PCK is proven to be dynamic, personal, and transformative rather than static, canonical, and integrative. Theoretically, this study proposes a comprehensive framework of PCK components and development for speaking instructors and underscores the concept of meta-representations. It adds to the literature on EFL teachers' cognition in the Chinese context, thus broadening and enriching the research on EFL teachers' PCK in the educational field. Practically, the study highlights the importance of appropriating the educational context, establishing teacher beliefs and philosophy, and improving teachers' critical literacy as well as their language competency. The findings can also enhance teacher educators' and policy-makers'awareness of specific subject matter and deepen their understanding of speaking instruction. The findings shed light on how to improve overall EFL speaking pedagogy, empower EFL teachers, and facilitate their professional development within the context of English curriculum reform. Limitations of the study lie in its restricted timeframe, limited resources, and sampling size. Future research directions could be to conduct a longitudinal study with more participants or to develop and quantify PCK measurements.

As a concept that represents teacher professionalism and expertise, pedagogical content knowledge (PCK) has received extensive research attention since the mid-1980s. PCK refers to the blending of content and pedagogy into an understanding of how particular aspects of subject matter are organized, adapted, and represented for instruction (Shulman, 1987). Recent studies have shown that PCK impacts instruction quality and student learning (Beyer & Davis, 2012). Nevertheless, in the field of English language teaching (ELT), PCK remains unnoticed by many language teachers (Kind & Chan, 2019). PCK pertaining to speaking instruction is even more underrepresented. Meanwhile, English teaching in mainland China has undergone reforms aimed at promoting students' oral proficiency, but many problems still exist. Most studies have explored teaching methodologies, learning strategies, and the assessment of speaking. However, there is not much research on improving teaching effectiveness from the perspective of teachers' PCK. This qualitative multiple case study examines teachers' PCK from the perspective of teaching English speaking over a two-year period. Purposeful sampling was employed, and five EFL instructors were the key informants. The instructors worked in different universities in mainland China and taught various levels of speaking courses. The data include classroom observations, teacher interviews, student interviews, reflection journals from the teachers, and various course syllabuses. The study findings emphasize the contents and features of EFL teachers' PCK in a more systematic way and show that teachers' PCK comprises six components: knowledge of features of curriculum, pedagogy, learners' challenges, language enhancement, course evaluation, and the educational context. Each category contains a variety of subcategories. Two paths are revealed for the development of PCK: one path is for teachers to develop their PCK by studying the relevant literature and then transform that knowledge into students' comprehensible knowledge based on students' understanding; another path is for teachers to transfer or adjust PCK from other courses or people to their own instruction and then develop PCK through evaluation and reflection. The study also shows that based on three developmental models (the trial-based approach, top-down approach, and inquiry-based approach), the teacher participants advanced in three aspects: spiritual enrichment, renewed teacher roles, and philosophical inquiry. In addition, in this study, PCK is proven to be dynamic, personal, and transformative rather than static, canonical, and integrative. Theoretically, this study proposes a comprehensive framework of PCK components and development for speaking instructors and underscores the concept of meta-representations. It adds to the literature on EFL teachers' cognition in the Chinese context, thus broadening and enriching the research on EFL teachers' PCK in the educational field. Practically, the study highlights the importance of appropriating the educational context, establishing teacher beliefs and philosophy, and improving teachers' critical literacy as well as their language competency. The findings can also enhance teacher educators' and policy-makers'awareness of specific subject matter and deepen their understanding of speaking instruction. The findings shed light on how to improve overall EFL speaking pedagogy, empower EFL teachers, and facilitate their professional development within the context of English curriculum reform. Limitations of the study lie in its restricted timeframe, limited resources, and sampling size. Future research directions could be to conduct a longitudinal study with more participants or to develop and quantify PCK measurements.

This thesis is concerned with the analysis of sets of German language textbooks intended for the second grade of elementary school dating from the nineties until now from the point of view of the historical development of the mediation of language culture and background. The theoretical part clarifies the terms substantial for the issue in question, it describes the historical development of language culture and background teaching, individual approaches to the mediation of language culture and background and while doing so, it follows the fundamental publications concerning the didactics of language culture and background and also crucial works regarding the analysis of textbook sets. The practical part describes the design of the research, its division to stages, the sample of the textbooks analysed and the establishing of the criteria according to which the textbooks will be analysed. On the basis of thus established criteria, nine textbook sets have been analysed. The method utilised was content and comparative analysis. The fundamental part of this thesis presents the results and the final evaluation. The objective of this thesis was to grasp the development of the mediation of language culture and background in the chosen sample of German language textbooks intended for the second grade of...

Made available in DSpace on 2016-03-15T19:42:12Z (GMT). No. of bitstreams: 1 Jose Luis de Melo Turiani.pdf: 2056392 bytes, checksum: 2fc22cc8d10272f368e83630c61351ad (MD5) Previous issue date: 2011-10-06 / This work is part of research on learning in continuing education, regarding the use of the mode of distance education as a tool to complement their Professional qualifications. The study is participating public school teachers who participated in a program of continuing education through distance learning mode - Distance Learning, Course in Media Education, in partnership MEC - Ministry of Education and Universities agreements. The research question was: "What contributions teachers attending the course in Media Education indicate as important to their teaching," that is, as these teachers acquire knowledge and how to teach their discipline to their students through the course in Media Education. We have studied the formation processes provide - as perceived by the participants of the course in Media Education and the model DL exercising intermediation function. The research analyses the process of constructing new knowledge, the practical use of knowledge built into the day-to-day teachers' course participants. It is based on historically Mizukami (2004), Shulman (apud MIZUKAMI, 2004) and TARDIF (2008), being the main source of data consisted of a questionnaire. The results are favourable to expanding the knowledge base; acquire new knowledge and its application in day-to-day work, expanding the knowledge base and improvement of teaching practice, share knowledge and practices with their peers, by the adoption of the model continuing education school and to promote new thinking about using this mode for teacher education in acting / O presente trabalho insere-se nos estudos sobre a aprendizagem continuada de professores, no que diz respeito à utilização da modalidade de ensino a distância como ferramenta para complementar suas qualificações profissionais. O estudo tem como participantes professores da rede pública que participaram de um programa de Formação Continuada na modalidade EaD Ensino a Distância, do curso Mídias na Educação, em uma parceria MEC Ministério da Educação e Universidades conveniadas. A questão da pesquisa foi: Que contribuições professores que frequentam o curso Mídias na Educação indicam como importantes para suas práticas pedagógicas, ou seja, como esses professores adquirem conhecimentos e como ensinam sua disciplina aos alunos, com o curso Mídias na Educação? Estudaram-se os processos formativos propiciados segundo a percepção dos participantes do curso Mídias na Educação assim como o modelo EaD exercendo função de intermediação. A pesquisa analisa o processo de construção de novos conhecimentos, a utilização prática dos conhecimentos construídos no diaa- dia dos professores participantes do curso. Fundamenta-se historicamente em Mizukami (2004), Shulman (apud MIZUKAMI, 2004) e Tardif (2008) e tem como fonte principal de dados um questionário. Os resultados são favoráveis à ampliação da base de conhecimentos: aquisição de novos conhecimentos e sua aplicação no dia-a-dia profissional, ampliação da base de conhecimentos e melhora da prática docente, compartilhamento dos conhecimentos e práticas com seus pares, pela adoção do modelo de formação continuada estudado e favorecem novas reflexões sobre o uso desta modalidade para ensino de professores em exercício

das Jahrbuch der Technischen Universität Chemnitz 2013/2014 / the yearbook of Technische Universität Chemnitz 2013/2014

Made available in DSpace on 2016-04-28T20:57:13Z (GMT). No. of bitstreams: 1 Amali.pdf: 1506922 bytes, checksum: fc37125ff5bb3644eeac8b790e5a0749 (MD5) Previous issue date: 2007-05-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study it establishes as main focus of inquiry the professional knowledge that establish the pedagogical practice of teachers who works teaching in superior education. Consequently, the studies developed around the type and of the nature of the knowledge that are in the base of performance of the professor acquire basic importance for the development of this inquiry, in special the works of Shulman (1986, 1987, 1996) and of its collaborators, regarding the types of professional knowledge and forms of pedagogical reasoning; of Placco (2006) and Tardif, Lessard and Lahaye (1991) in relation to knowing them of tecahing; beyond Tardif (2002), on the sources of acquisition of knowing professors to them, relating them with its ways of integration in the teaching work. With different theoretical-methodology perspectives, these inquiries detach the character of continuity of the teaching professional development; they face the professor as professional capable to recognize and to decide questions of its practical professional, constructing, reconstructing, organizing and using specific knowledge of teathing. When searching in pertinent literature the instrument that could be used in the inquiry of the professional knowledge of university professors, we find the studies developed for Nineth (2001, 2005), Mizukami (2000, 2002), Merseth (1996), Shulman, L. (1986, 1987), amongst others, concerning the nature of the teaching knowledge. Such studies focus education cases as basic instruments for the inquiry of the processes of teaching professional development, amongst other possibilities of use. In this inquiry we look for to apprehend which the professional knowledge that base practical the pedagogical professor can if evidenced for professors of superior education, by means of education cases. For its accomplishment, in period 2005/2006, four university professors had analyzed education cases that contemplated pertaining to school situations faced by different professors of superior education and had elaborated a case of education from the experiences lived in superior education. In general way, the strategies of analysis and elaboration of education cases had allowed to apprehend to know of the teaching and its sources to them, as well as different types of knowledge that are in the base of its professional performance and its processes of pedagogical reasoning. They had evidenced doubts, reasons, conflicts that guide and characterize its practical professionals. They showed involved processes of reflection in the education of the professors and had ahead stimulated its reflexive position of the pertaining to school situations. They had shown the complexity that characterizes the teaching in superior education, and they had evidenced that the use of education cases if constituted in important strategy of inquiry to promote processes of professional development / Este estudo estabelece como foco principal de investigação os conhecimentos profissionais que fundamentam a prática pedagógica de professores que exercem a docência no ensino superior. Conseqüentemente, os estudos desenvolvidos em torno do tipo e da natureza dos conhecimentos que estão na base de atuação do professor adquirem importância fundamental para o desenvolvimento desta investigação, em especial os trabalhos de Shulman (1986, 1987, 1996) e de seus colaboradores, a respeito da tipologia de conhecimentos profissionais e formas de raciocínio pedagógico; os de Placco (2006) e Tardif, Lessard e Lahaye (1991) em relação aos saberes da docência; além de Tardif (2002), sobre as fontes de aquisição dos saberes docentes, relacionando-os com seus modos de integração no trabalho docente. Com diferentes perspectivas teórico-metodológicas, essas investigações destacam o caráter de continuidade do desenvolvimento profissional docente; encaram o professor como profissional capaz de reconhecer e resolver questões de sua prática profissional, construindo, reconstruindo, organizando e utilizando conhecimentos específicos da docência. Ao buscar na literatura pertinente o instrumento que poderia ser utilizado na investigação dos conhecimentos profissionais de professores universitários, encontramos os estudos desenvolvidos por Nono (2001, 2005), Mizukami (2000, 2002), Merseth (1996), Shulman, L. (1986, 1987), dentre outros, acerca da natureza do conhecimento docente. Tais estudos focalizam casos de ensino como instrumentos fundamentais para a investigação dos processos de desenvolvimento profissional docente, dentre outras possibilidades de utilização. Nesta investigação procuramos apreender quais os conhecimentos profissionais que fundamentam a prática pedagógica docente podem se evidenciados por professores de ensino superior, por meio de casos de ensino. Para a sua realização, no período 2005/2006, quatro professores universitários analisaram casos de ensino que contemplavam situações escolares enfrentadas por diferentes professores de ensino superior e elaboraram um caso de ensino a partir das experiências vividas no ensino superior. De modo geral, as estratégias de análise e de elaboração de casos de ensino permitiram apreender os saberes da docência e suas fontes, bem como diferentes tipos de conhecimentos que estão na base de sua atuação profissional e seus processos de raciocínio pedagógico. Evidenciaram dúvidas, certezas, conflitos que orientam e caracterizam suas práticas profissionais. Explicitaram processos de reflexão envolvidos no ensino dos professores e estimularam sua postura reflexiva diante das situações escolares. Explicitaram a complexidade que caracteriza a docência no ensino superior, e evidenciaram que o uso de casos de ensino se constituiu em importante estratégia de investigação para promover processos de desenvolvimento profissional

Made available in DSpace on 2016-03-15T19:42:45Z (GMT). No. of bitstreams: 1 Sandra Regina Paes Padula.pdf: 935947 bytes, checksum: 680e94c47827677a3f99e7b6c43d8330 (MD5) Previous issue date: 2014-05-20 / Fundo Mackenzie de Pesquisa / The focus of this work is on learning and teacher professional development in higher education. The survey and qualitative nature and developed around the following problem: how teachers of higher education graduates PPG - EAHC - UPM different areas of knowledge characterize their learning trajectories of teaching? The overall objective was to graduates as teachers of higher education PPG - EAHC - UPM different areas of knowledge characterize their learning trajectories of teaching. For this, we used an exploratory descriptive study with graduates of the PPG-EAHC teachers who are serving as teaching in higher education institutions, through interviews. The discussion and analysis of relevant data aspects by descriptive-analytical method reveal that the early teaching experiences and has its own merits attention in the constitution of teacher education. Teachers feel the lack of a specific teacher training for higher education and recognize the need to continue their studies in graduate school, report the importance of in-service training once the teacher never finishes his training. Also, indicate the difficulties found in higher education: overcoming the insecurity that lack of experience generates; learn and find solutions with heterogeneity and diversity of students who come to school today with banks lags in the contents, and numerous lecture halls; and also the importance of dialogue with peers to share experiences and learning. The study emphasized that the autonomy and constitution the teaching profession is an ongoing process and develops with experience in the teaching profession itself. Also confirmed that the pedagogical training of teachers in higher education also relies informally in their learning as a university student, in particular, on their memories of the good teachers, a professional who acquires and develops knowledge from practice and in comparison with the conditions of profession throughout his professional career. And the need for professionalization of teachers and on the need of becoming reflective about their learning and that. / O foco deste trabalho é sobre a aprendizagem e desenvolvimento profissional docente no ensino superior. A pesquisa e de cunho qualitativo e se desenvolveu em torno do seguinte problema: como professores do ensino superior egressos do PPG - EAHC UPM de diferentes áreas do conhecimento caracterizam suas trajetórias de aprendizagem da docência? O objetivo geral foi como professores do ensino superior egressos do PPG - EAHC UPM de diferentes áreas do conhecimento caracterizam suas trajetórias de aprendizagem da docência. Para isso, recorremos de um estudo exploratório-descritivo, com professores egressos do PPG-EAHC que estão exercendo a docência em instituições no ensino superior, por meio de entrevistas. A discussão e análise dos aspectos relevantes dos dados pelo método descritivo-analítico revelam que o início da docência possui experiências próprias e merece atenção na constituição da formação docente. Os professores sentem falta de uma formação pedagógica específica para o ensino superior e reconhecem a necessidade de continuar os estudos na pós-graduação, relatam a importância da formação em serviço uma vez que o docente nunca encerra sua formação. Além disso, indicam as dificuldades encontradas no ensino superior: vencer a insegurança que a falta de experiência gera; aprender e encontrar soluções com a heterogeneidade e diversidade dos alunos que chegam hoje aos bancos escolares com defasagens nos conteúdos, e com salas de aula numerosas; e ainda, a importância de dialogar com os pares para compartilhar experiências e aprendizagens. O estudo realizado enfatizou que a autonomia e a constituição da profissão docente é um processo em construção e se desenvolve com a experiência adquirida no exercício da própria docência. Confirmou também que a formação pedagógica do docente do ensino superior também se apoia informalmente nas suas aprendizagens como aluno universitário, em especial, nas suas memórias dos bons professores, um profissional que adquire e desenvolve conhecimentos a partir da prática e no confronto com as condições da profissão ao longo de sua trajetória profissional. E a necessidade de uma profissionalização dos professores e, sobre a necessidade de tornar se reflexivos sobre e que sua aprendizagem.