Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2786.

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed December 1, 2005. Dissertation Committee: Rodney P. Riegle, Kenneth H. Strand (co-chairs), George Padavil, Albert T. Azinger. Includes bibliographical references (leaves 132-137) and abstract. Also available in print.

Thesis (M.A.)--University of Toronto, 2004. / Adviser: Antoinette Gagne.

Thesis (M.A.)--University of Toronto, 2005. / Includes bibliographical references (leaves 112-119).

Thesis (M. Ed.) --Memorial University of Newfoundland, 1997. / Restricted until November 1998. Bibliography: leaves 123-130.

Thesis (M.Ed.)--Memorial University of Newfoundland, 1997. / Bibliography: leaf 89.

Two developmental theories propose guidelines for professional development programs. The basic assumption shared by both these theories is that teachers' preferences will vary between individuals and that this variation reflects different stages of teachers' development. Teachers at lower levels of development (either professional or conceptual) will prefer highly structured programs that focus on "concrete" concerns, with little interaction between peers. Teachers at higher levels of development will prefer loosely structured programs, with more teacher interaction, autonomy, and discussion of theoretical problems underlying "concrete" issues. This study investigated: 1) FSL teachers' preferences for decision-making roles and for content in professional development programs; 2) FSL teacher characteristics possibly influencing teachers' preferences for professional development. Teachers' preferences were measured using an instrument developed by the researcher. The survey consisted of two parts: 1) A section on teachers' characteristics, providing a profile of the teacher's background and current professional development opportunities; 2) A questionnaire on teachers' preferences for structure and content in professional development programs. The survey was answered by 132 teachers from 12 school districts in British Columbia (12.2% of all French teachers in British Columbia). The findings showed that respondents would like to actively participate in professional development programs. Teachers' preferences for structure and content were varied. This supports one basic assumption of developmental approaches: that the learning environment and material of professional development programs should be designed to meet the varied needs of teachers. Teachers did not express a preference for lower level content and a directive structure of professional development. While professional development programs should address the varied needs of participating teachers, it should not be aimed primarily at lower levels of development, as can be assumed from the findings of developmental research. When teachers' characteristics were examined as possible factors influencing teachers' preferences for structure and content, no significant differences were observed between teacher characteristics and their preferences for content. Significant differences were observed between teacher characteristics and teachers' preferences for structure (decision-making roles). Two teacher characteristics showed significance: 1) Grade level taught by FSL teachers and their preference for structure in the presentation of professional development content. A significant number of elementary school teachers preferred to leave responsibility for presentation with a supervisor. A significant number of secondary teachers preferred a collaborative structure. 2) Significant differences were observed between teachers' current professional development opportunities and their preferences for decision-making roles in a professional development structure. A significant number of teachers that had previously had responsibility for decision-making expressed a preference for a non-directive structure. Teachers that had never had responsibility preferred to leave decision-making to a supervisor. From these results, it can be concluded that teacher characteristics might be influencing teachers' preferences and should be taken into account by organizers of professional development. The responsibility experienced by teachers in their current professional development activities would appear to be a factor influencing their preferences for future responsibility. The importance of environment in stimulating growth would appear to be a factor deserving the consideration of both practitioners intending to adopt a developmental approach and researchers in this area. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Amendments and errata are in pocket on front end paper together with covering letter. / Bibliography: leaves 168-185. / 2 v. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Linguistics, 1997

The aim of the thesis is to describe different aspects of the teaching profession in the French educational system. At the same time, we specify the ongoing substantial reform of the educational system that is, since 2013, changing certain parts of this profession. For this purpose, we focus firstly on the historical development during which the roots and principles of this profession were forged, since the times of the Gauls until the end of the 20th century. Moreover, we describe the current state of the French educational system in which many forms of the teaching profession appear. The following chapter concentrates on teacher education and the development of the institution that was established for that purpose, from the IUFM up to the current ESPE. Furthermore, we mention certain rights that emanate from the profession and the status of public servants. Also, we try to depict how teachers can move to a different school. Finally, the last chapter deals with some chosen current issues that are affecting the teaching profession. KEYWORDS French teachers, the teaching profession, French educational system, education reform, ESPE

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-15T11:37:09Z No. of bitstreams: 1 Maria Stela Marques Ochiucci.pdf: 2984957 bytes, checksum: 19516f83fdd67a1a83eff8ec2d179a4b (MD5) / Made available in DSpace on 2017-12-15T11:37:09Z (GMT). No. of bitstreams: 1 Maria Stela Marques Ochiucci.pdf: 2984957 bytes, checksum: 19516f83fdd67a1a83eff8ec2d179a4b (MD5) Previous issue date: 2017-12-05 / Considering limited professional contexts for Teachers of French as a Foreign Language, which working scenes, generally, refer to specific purposes, this thesis defends Letters Undergraduations should provide a formation which develops such competences for future Teachers of French as a Foreign Language. Thus, this research discusses the needs of preservice Teachers of French as a Foreign Language of learning and practicing teaching French for Specific Purposes approach. It is supposed that such approach will develop future teachers’ autonomy and critical reflective consciousness, once there are restricted spaces in Brazilian context to offer the teaching of French as a Foreign Language in Regular Education. Inserted in Apllied Linguistics Studies, this research brings Hutchinson and Waters (1998) and Mangiante and Parpette (2004, 2011) to approach general aspects on Teaching Languages for Specific Purposes. It also shows Perrenoud (2001, 2002) and Schön (2008) to focus on reflective practices and Freire (2008, 2011) and Gallison and Puren (2001) as a foundation for a discussion on autonomy and political formation for teachers. Besides, Tomlinson (1998), Ramos (2009, 2010) and Celani (2005), have brought up reflections on teaching material for teaching French for Specific Purposes. The concept of local needs have taken as basis the notion of local knowledge by Canagarajah (2005) to justify the validity of Teaching French for Specific Purposes in a given region. Therefore, it is a qualitative research, taking as methodological support the modality of Case Study and Data Analysis Procedures based on the studies of Bardin (2011) in order to construct analysis criteria, also considering criteria defined by Ramos (2010) to analyse taching material. This research brings as contribution the thesis that the process of formation for Teachers of French as a Foreign Language brings about the development of three distinct types of knowledge: savoir, savoir-faire and savoir-être which are exposed by the stages of perception, reflection and action, recognized in the predisposition for Teaching Practice Stage, in the production of teaching material and in the pre-service Teachers’ classes. Our results reveal that the formation of Teachers of French as a Foreign Language in the approach of Teaching French for Specific Purposes develops needed competences for teachers’ actions, teaching in specific contexts and the development of the three knowledges decribed in this research are confirmed, especially by the stages of perception, reflection and action / Diante de um atual cenário profissional limitado para o professor de Língua Francesa, para quem o locus de trabalho contempla, na maioria das vezes, contextos específicos de ensino, esta tese defende que os cursos de graduação em Letras devem prover uma formação que desenvolva as competências desse professor, com foco na Abordagem de Ensino de Francês com Objetivo Específico. Nesse sentido, este trabalho discute a necessidade do futuro professor aprender e praticar essa Abordagem ao longo de sua formação, desenvolvendo sua autonomia e sua consciência crítico-reflexiva para atuar nesses contextos uma vez que, a cada dia, se vê diminuir os espaços de atuação do professor de Francês na escola regular. Inserida na Linguística Aplicada, esta pesquisa traz as contribuições de Hutchinson e Waters (1998) e Mangiante e Parpette (2004, 2011) para tratar dos aspectos gerais ligados à Abordagem de Ensino de Línguas para Fins Específicos e se fundamenta nos escritos de Perrenoud (2001, 2002) e Schön (2008) para abordar a questão da prática reflexiva. Freire (2008, 2011) e Gallison e Puren (2001) fundamentam a discussão sobre autonomia e formação política do professor, neste trabalho. Tomlinson (1998), Ramos (2009, 2010) e Celani (2005), contribuem para com o desenvolvimento das reflexões em relação ao material didático para o ensino de Francês e é elaborado, nesta pesquisa, o conceito de necessidade local, tomando-se como base o conceito de saber local de Canagarajah (2005), para justificar a validade da Abordagem de Ensino de Francês com Objetivo Específico em uma dada região. Trata-se de uma pesquisa qualitativa, cujo suporte metodológico é o estudo de caso e os procedimentos para a análise de dados tiveram como referencial teórico os estudos de Bardin (2011) para a elaboração das categorias de análise e os critérios de Ramos (2010) para a análise do material didático. Esta pesquisa traz como contribuição a tese de que a formação do professor de Francês na Abordagem com Objetivo Específico é responsável pelo desenvolvimento dos três saberes, descritos como savoir, savoir-faire e savoir-être o qual é possibilitado pelas etapas de percepção, reflexão e ação, reconhecidas na predisposição para o estágio, na elaboração do material didático e na regência das aulas pelo professor em formação. Os resultados revelam que a formação na Abordagem de Ensino de Francês com Objetivo Específico desenvolve as competências necessárias para a atuação do professor em contextos específicos de ensino e que há o desenvolvimento dos saberes que defendo nesta pesquisa, desencadeados pelas etapas de percepção, reflexão e ação