This graduation thesis is focused on the issues of cooperation between teachers at the elementary school. The theoretical part is occupied with concept attributes of school like teaching organization and also is dedicated to factors which noticeably influence the cooperation of teachers in the school. The empirical part has character of more case studies which discuss the strong and weak parts of the cooperation between teachers which were researched at four elementary schools.

The aim of the study is to increase the knowledge of primary school teacher´s perceptions of collaboration between preschool and school and the profession of preschool teacher. in order to achieve our purpose, we have contucted qualitative semi-structured group interviews. The primary school teacher´s answers were recorded, transcribed, categorized and compiled. A socio-cultural approach were used in order to notice  the teacher´s negotations, meaning making and understanding of how they constructed knowledge interacting with each other. The result of the study shows various perceptions. For example, that safety and security in transitions is important for both children, guardians and theacher´s for various reasons. The result show, what promotes and what hinders collaboration between preschool and school. The primary school sees it as desirable that the preschool works whit social competences in front of teaching, which means that an ideal preschool teacher is safe, creative and creates a plesureble learning. The most important conclusion og the study is that the preschool and the school are defined as two different cultural spaces whit separate views, approaches, traditions and working methods. Insufficient transparency in each other´s proffesions, forms the basis for collusions collapses. Knowledge about this contributes to the preschool teachers given prerequisite that enable them to meet primary school teachers on a common platform.

The present study aimed to investigate elementary school teachers&rsquo / motives to pursue a teaching career. Teachers&rsquo / motives to follow a teaching career were analyzed in terms of their gender, year of experience, graduate higher education institution, graduate high school, subject, and the presence or absence of other teachers in their families. The participants were 905 teachers from 38 public elementary schools in six central districts of Ankara. A forty-three-item, five point Likert scale questionnaire, developed by the researcher, was used for data collection. SPSS was utilized for the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that elementary school teachers agreed on mostly intrinsic and altruistic motives as their reasons to enter teaching. A liking for children, a desire to make a contribution to their development, and a wish for setting good models for them were among the motives teachers mostly agreed on. However, elementary school teachers mostly disagreed on extrinsic motives and miscellaneous reasons. Of the extrinsic motives the motives with the lowest mean scores were the one suggesting the financial advantages of teaching. Lastly, of the miscellaneous reasons teachers mostly disagreed they entered teaching because they did not know what else to do or they had no other choice. In other words, teachers disagreed they entered teaching because of an obligation or lack of opportunities. In conclusion, the results of this study can contribute to fill the gap in the literature on teachers&rsquo / motives to pursue a teaching career.

The thesis focuses on textile as a specific medium in arts lessons at the second grade of elementary schools. The theoretical part describes the role of textile in culture. It explores the utilisation of textile in arts and in historical context. It also tracks the work of important textile designers, graphic artists and pedagogues Karla Cikánová, Jana Skarlantová and Taťána Šteiglová. It emphasizes the advantages and the didactic aspects of utilising textile in arts and reflects on the possibilities and opportunities of using textile in art lessons in the Czech Republic. The practical part includes eight authorial lessons focusing on using textile as an educational element at the second grade of elementary school. A part of the thesis also reflects on how they were partially put in practice.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-05-04T16:48:23Z No. of bitstreams: 1 ANNA KAROLINA SANTORO BORGES.pdf: 1907885 bytes, checksum: 4009d57e6f1cd5088bbd0979e4a8540e (MD5) / Made available in DSpace on 2018-05-04T16:48:23Z (GMT). No. of bitstreams: 1 ANNA KAROLINA SANTORO BORGES.pdf: 1907885 bytes, checksum: 4009d57e6f1cd5088bbd0979e4a8540e (MD5) Previous issue date: 2018-02-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Bullying is a type of violence that occurs between peers, especially within school settings. Its main characteristics include repeated and intentional unpleasant actions from one student towards another, which are cause of suffering to the victim and damages to all involved. It is known that children with disabilities experience more bullying than children without disabilities. Thus, considering that contemporary school has a duty to provide a healthy learning environment to disabled students, the present study aimed to investigate the conceptions of elementary school teachers about bullying and the inclusion of students with disabilities in the regular system of education. Participants included six teachers from a municipal education network in the countryside of the state of S?o Paulo. Instruments used were: a semistructured interview about bullying and school inclusion for teachers and a questionnaire on bullying directed to teachers of disabled students. Data were submitted to content analysis (Lavine & Dionne (1999) The results indicated that teachers have good knowledge of bullying and that they are aware of their key role regarding the education of their disabled students. They also showed that students with disabilities experience more exclusion than others. However, it was not possible to identify similarities among participants in relation to how bullying occurs in children with disabilities. It was also observed that the fact of being a specialist or generalist teacher can influence the conceptions of these educators on the investigated themes and that the kind of disability of the students influences the practice of these teachers and the way the class interacts with this student. / O bullying ? um tipo de viol?ncia que ocorre entre pares, principalmente na escola. Suas caracter?sticas principais s?o a??es repetidas e intencionais de um aluno contra outro, que causam sofrimento ? v?tima e danos a todos os envolvidos. Sabese que crian?as com defici?ncia sofrem mais bullying do que crian?as sem defici?ncia. Portanto, considerando-se que a escola contempor?nea tem o dever de propiciar um espa?o saud?vel de aprendizagem para os alunos com defici?ncia, este estudo teve como objetivo investigar as concep??es de professores do Ensino Fundamental I sobre bullying e os alunos com defici?ncia inclu?dos no sistema regular de ensino. Participaram seis professores da rede municipal de Educa??o de uma cidade do interior de S?o Paulo. Os instrumentos utilizados foram: entrevista semiestruturada sobre bullying e inclus?o escolar para professores, bem como question?rio sobre bullying direcionado aos professores de alunos com defici?ncia. Os dados foram submetidos ? an?lise de conte?do, de acordo com Lavine & Dionne (1999). Os resultados indicaram que os professores t?m bons conhecimentos sobre bullying e que entendem seu papel fundamental em rela??o ? educa??o de seus alunos com defici?ncia. Al?m disso, os alunos com defici?ncia sofrem mais exclus?o do que os demais alunos. Entretanto, n?o foi poss?vel identificar similaridades em rela??o ?s concep??es dos participantes quanto a como ocorre o bullying em crian?as com defici?ncia. Observou-se ainda que ser professor especialista ou generalista pode influenciar as concep??es desses professores sobre as tem?ticas investigadas e que o tipo de defici?ncia do aluno em inclus?o influ?ncia nas pr?ticas desses professores e na forma como a classe interage com esse aluno.

The impact of change facilitator styles (CFS) on elementary teachers' stages of concerns (SoC) about adopting outcome-based education (OBE) in their schools was studied. The group studied was 266 teachers from the Texas Network for Outcome-Based Education. Principal styles are based on the Concerns-Based Adoption Model (CBAM. Styles were determined by the Change Facilitator Style Questionnaire, and teachers' concerns profiles were measured by the Stages of Concern Questionnaire. ANOVA and t tests were conducted to assess the effects of CFS at each of the seven stages of concern. ANOVA assessed teachers' educational level, experience with teaching and OBE, principal gender and type of community related to SoC. Chi-square addressed the relationship among the demographic variables and CFS. With schools as the unit of analysis, significant differences at stages 0,1,2 were found. When teachers were the unit of analysis, significant differences were found at stages 0,1,2, and 3. Concerns of teachers with Initiator style principals were significantly lower at these stages. All teachers demonstrated concerns typical of nonusers, indicating resistance to OBE. Concerns were significantly lower for teachers with master's degree than for bachelor's at stages 0 to 3. Teachers with the least experience with OBE had significantly higher concerns. Chi-square compared change facilitator styles with the demographic variables. The only significant results were more males at the management style than expected. These findings support the CBAMtheory that the initiator style is more effective at impacting SoC and improving success in adopting an innovation. Teacher demographic variables do not affect SoC or CFS. The study indicates problems implementing OBE but suggests effective leadership could impact teachers' concerns.

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-02-21T18:23:21Z No. of bitstreams: 1 Karla A. dos Reis Mehanna.pdf: 23364770 bytes, checksum: b752a9829dff02e2a50dfcaf3975177c (MD5) / Made available in DSpace on 2017-02-21T18:23:21Z (GMT). No. of bitstreams: 1 Karla A. dos Reis Mehanna.pdf: 23364770 bytes, checksum: b752a9829dff02e2a50dfcaf3975177c (MD5) Previous issue date: 2016-12-13 / The present dissertation presents results of a research that analyzed the uses of the ¿Prova Brasil¿ in two municipal schools of a metropolitan region, with the objectives of investigating its utilization for the school planning and to analyze if the continued formation of the teachers in the school, in the Schedule of Pedagogical Work (HTP), contemplates the study of this instrument of evaluation in large scale, the analysis of the results of the ¿Prova Brasil¿ and the proposition of actions to remedy any difficulties found by the school or improve the quality of work there. The research adopts a qualitative approach, involves two public primary schools (1st to 5th year), its school administrators and teachers. It adopts as methodological procedures: bibliographical survey and elaboration of reference on the subject; analysis of official and school documents; and semi-structured interviews. The findings of the bibliographical survey point to the diversification of the uses of the ¿Prova Brasil¿, among them: continued formation of the teachers; encouraging the creation of own systems for evaluation of networks and assistance in the selection of contents; policies of teacher accountability for student achievement; loss of school autonomy and curriculum reduction; pedagogical actions that only aim at the preparation for the tests; elaboration of rankings; and, even, the inexistence of the use of the ¿Prova Brasil¿ in schools. The findings in the documents of the studied schools indicate that there was no specific training work on the ¿Prova Brasil¿ during the year 2015 and that the time allocated to the training of teachers in the school is divided with questions of school organization, which occupy more space in the difficult to deepen the issues surrounding the evaluation. However, it was verified the use of the ¿Prova Brasil¿ as an evaluation model by the teachers and, for a plot, as a reference for self-evaluation of the work done in the classroom. Based on the constructed benchmark, it¿s considered that ¿Prova Brasil¿ permeates school planning, but its reports are not observed for the elaboration of the Political Pedagogical Project. As for continuing education in the school, the analysis of the minutes of meetings of the HTPs indicates that this activity needs to be rethought, since it does not fulfill its formative role. Teachers and managers consider the analysis of ¿Prova Brasil¿ and its results important, but they understand that this work becomes impracticable due to the short time available for this purpose. Considering the results, it¿s concluded that if the teacher training time in the school was better optimized, it would be possible to use the ¿Prova Brasil¿ as a subsidy in the school planning process and the continuous training of teachers in the school, due to the positive receptivity of this external evaluation instrument in schools, both by managers and teachers. / A presente dissertação apresenta resultados de uma pesquisa que analisou os usos da Prova Brasil por duas escolas municipais de uma região metropolitana, com os objetivos de investigar o seu emprego para o planejamento escolar e analisar se a formação continuada dos professores na escola, no Horário de Trabalho Pedagógico (HTP), contempla o estudo desse instrumento de avaliação em larga escala, a análise dos resultados da Prova Brasil e a proposição de ações para sanar eventuais dificuldades encontradas pela escola ou melhorar a qualidade do trabalho ali desenvolvido. A pesquisa adota abordagem qualitativa, envolvendo duas escolas públicas de Ensino Fundamental I (1º ao 5º ano), com seus gestores escolares e professores. Como procedimentos metodológicos, foram empregados: levantamento bibliográfico e elaboração de referencial sobre o tema; análise de documentos oficiais e escolares; e entrevistas semiestruturadas. Os achados do levantamento bibliográfico apontam para a diversificação dos usos da Prova Brasil, dentre eles: formação continuada dos professores; incentivo à criação de sistemas próprios de avaliação das redes e auxílio na seleção de conteúdos; políticas de responsabilização dos professores pelo rendimento dos alunos; perda de autonomia da escola e redução do currículo; ações pedagógicas que visam somente à preparação para os testes; elaboração de rankings; e, inclusive, inexistência do uso da Prova Brasil em escolas. Os achados nos documentos das escolas estudadas indicam que não houve trabalho de formação específico sobre a Prova Brasil durante o ano de 2015 e que o horário destinado à formação dos professores na escola é dividido com questões de organização escolar, as quais ocupam maior espaço nas reuniões, dificultando o aprofundamento dos assuntos que envolvem a avaliação. Entretanto, foi verificado o uso da Prova Brasil como modelo de avaliação pelos professores e, para uma parcela, como referência para autoavaliação do trabalho realizado em sala de aula. A partir do referencial construído, considera-se que a Prova Brasil permeia o planejamento escolar, mas seus relatórios não são observados para a elaboração do Projeto Político-Pedagógico. Quanto à formação continuada na escola, a análise das atas de reuniões dos HTP¿s indica que essa atividade precisa ser repensada, pois não cumpre seu papel formador. Professores e gestores consideram importante a análise da Prova Brasil e de seus resultados, mas entendem que esse trabalho se torna inviável em virtude do pouco tempo disponibilizado para tal finalidade. Diante dos resultados, conclui-se que, se o tempo de formação do professor na escola fosse mais bem otimizado, seria possível a utilização da Prova Brasil como subsídio no processo de planejamento escolar e de formação continuada de professores na escola, considerando a receptividade positiva desse instrumento de avaliação externa nas escolas, tanto por gestores quanto por professores.

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 LuciaHBF_TESE.pdf: 3738014 bytes, checksum: 025f1838fb0717f4401d8721ca294d58 (MD5) Previous issue date: 2011-12-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper presents a discussion about the use of the History of Mathematics as an educational resource and conceptual mediator in the formation of teachers who teach mathematics in the years of elementary school. It was a qualitative action method, in order to show the importance of holding workshops of History and Pedagogy of Mathematics as contribution to overcome the conceptual difficulties of teaching and teachers regarding the content covered in the course of education and afterwards they have to teach in the early of elementary school. We assume that understanding the historical, social and cultural comprehension as a conceptual and didactic focus effectively nurture the pursuit of a teaching and learning of mathematics students safe and justified in order to contribute to overcoming the difficulties of teaching and learning usually occurred in the classroom of the early years. In this sense, we organized a study group formed by students of Bachelors in Education and Mathematics at the University of Piau?. We developed five training workshops in History and Pedagogy of Mathematics, with a workload of 20 hours each and four follow-up sessions and advicement, totalizing 180 hours. The purpose of workshops was to develop studies on the History of Mathematics that could support the formation of a conceptual and didactic group with a view to prepare teaching materials and activities based on information drawn from undertaken historical studies .The products designed were used in formation of the group itself and will later be used in training teachers of public school in Teresina, in the form of workshop of History and Pedagogy of Mathematics in order to overcome problems arising from teaching and conceptual this education degree in Education Based on the obtained informations it was possible to suggest new referrals procedural level of education and university extension that may contribute to the reorientation of initial and continuing training of teachers in the early years elementary school / O presente trabalho apresenta uma discuss?o a respeito da utiliza??o da Hist?ria da Matem?tica como um recurso mediador did?tico e conceitual, na forma??o de professores que ensinam Matem?tica nos anos iniciais do Ensino Fundamental. Trata-se de uma pesquisa qualitativa, na modalidade pesquisa-a??o, com o intuito de mostrar a import?ncia da realiza??o de Ateli?s de Hist?ria e Pedagogia da Matem?tica como contribui??o na supera??o das dificuldades did?ticas e conceituais desses professores com rela??o aos conte?dos abordados no Curso de Pedagogia, e que, posteriormente, eles t?m de ensinar nos anos iniciais do Ensino Fundamental. Deste modo, partimos do princ?pio de que a compreens?o hist?rica, social e cultural, sob um enfoque conceitual e did?tico, oportuniza aos alunos, de forma efetiva, o exerc?cio seguro e justificado do ensino e aprendizagem da Matem?tica, de modo a contribuir para a supera??o das dificuldades de ensino e de aprendizagem, costumeiramente ocorridas nas salas de aula dos anos iniciais. Neste sentido, organizamos um grupo de estudos, formados por alunos de Licenciatura em Pedagogia e em Matem?tica da Universidade Federal do Piau?, desenvolvemos cinco ateli?s formativos em Hist?ria e Pedagogia da Matem?tica, com carga hor?ria de 20 horas cada um e quatro sess?es de acompanhamento e assessoramento, perfazendo um total de 180 horas. A finalidade dos ateli?s foi desenvolver estudos sobre a hist?ria da Matem?tica que pudessem subsidiar a forma??o conceitual e did?tica de um grupo de alunos das licenciaturas em Matem?tica e Pedagogia, com vistas ? elabora??o de materiais did?ticos e atividades baseadas nas informa??es extra?das dos estudos hist?ricos realizados. Os produtos finais elaboradas foram utilizados na forma??o do pr?prio grupo, para, posteriormente, serem aplicados ? forma??o de professores da rede p?blica de ensino de Teresina, na forma de um ateli? de Hist?ria e Pedagogia da Matem?tica, visando superar problemas did?ticos e conceituais decorrentes de sua forma??o de Licenciatura em Pedagogia. Com base nas informa??es obtidas, sugerimos novos encaminhamentos processuais em n?vel de ensino e extens?o universit?ria que possam contribuir para a reorienta??o da forma??o inicial e continuada dos professores dos anos iniciais do Ensino Fundamental. Palavras-chaves: Educa??o. Hist?ria e Pedagogia da Matem?tica. Ensino Fundamental. Forma??o de Professores

This diploma thesis brings information about the perception of the teaching profession by secondary school students, their parents, and teachers of a selected primary school. The aim of the work is to find out with the help of questionnaires, how pupils and their parents subjectively see and perceive teachers and how the teachers who teach pupils themselves see their profession as a teacher. In the theoretical part, I deal with the historical development of education and the teaching profession in our territory. I also deal with the characteristics of the teaching profession by clarifying the very concept, personality traits, and typology of the teacher's personality. This section also includes chapters on the competence of the teacher, his authority and motivation to choose the teaching profession. In the last part, I deal with the current form of the teaching profession in primary school, the requirements for the profession, and including selected problems of our education. In the practical part, I used a questionnaire survey to evaluate the data obtained by individual respondents among students, parents, and teachers and then I analyzed the data of individual groups of respondents and drew a conclusion. Keywords profession, teacher, elementary school, parents, education, teacher's personality,...

在台灣經歷少子化而後,國小超額老師問題相形嚴重. 故本論文以個案研究方式探討中型學校士東國小的資深與資淺教師為例,就學校歷史文化,課程設計,領導風格,及學校效能方面來探討教師在教職生涯滿意度與家長對教師之期望. / Since the phenomenon of low fertility rate emergent in Taiwan, the teacher of the primary education suffered and gradually caused the sever problem of the surplus elementary school teacher. Hence, the Shih-Tung elementary, a medium size school, is the scale aligned with optimal scale for government to borrow the experience. The thesis applied a case study method of in-depth interview for related party of teachers and parents of Shih-Tung Elementary School. Initially from retrieving the education core both from definition and ancient wisdom testing the true meaning for the primary education. It is discussed from the culture of the school, the belief of an organization, which is the symbol of pine, big pencil and eraser under persistent learning, preceding that, from the culture to the curriculum design in terms of characteristic of the school, the charm of the school which made less decline of the student enrollment. Moreover, from the leadership style to verify how it formed the consensus and the acceptance form the teachers, which later on lead the effectiveness of the school. Further, it is focused on the organizational behavior analysis applying the Hierarchy of Needs Theory and Motivator-Hygiene Theory to analyze the satisfaction factors of the teachers in the school. The main parts for the central idea are focused on the teachers’ attitude in relation with the satisfaction factors in the case school, in words, the organizational behavior of the case school. Hence, the discussions are brought under school culture and curriculum design, leadership style and school effectiveness, teachers’ working satisfaction and inspiration, parents’ expectation. Consequently, the result and suggestions are made for the 2 parts: one for the school, and the other for the government under the transition of the era. The suggestions are made for the school as to keep the culture and inheritance of the senior to the junior teacher as legacy, and improving the environment for more efficient purpose of using and curriculum design under innovated way under long history. And utilize the human resource of unmarried woman, and build a communicative talk relationship with the parents since the mutual understanding of both parties are changing from authorities to cooperative and increasing junior teachers in the near future.