Beginner teachers’ identities are formed by past school experiences, the ideas, and approaches promoted by their teacher education programmes and an ideal of teachers they hope to become (Beauchamp and Thomas, 2011; Anspal, Eisenschmidt and Löfström, 2012). The focus of this study was to understand the possible influence of two different teacher education programmes on beginner teacher identity and the forming thereof during the early years of teaching. This study was underpinned by an Interpretivist epistemological paradigm, in line with the reiterative process of understanding which marks the fluid progressions of beginner teachers’ identities. The conceptual lens employed in this study consisted of the Possible Selves Theory (Markus and Nurius, 1986), combined with the metaphorical use of “threads”. This study employed a qualitative methodological paradigm, with a comparative case study as research design (Zartman and Goodrick, 2005). Participants were selected by purposive sampling and involved six beginner teachers within their first three years of teaching; three from each teacher education programme (full-time and part-time). Selection criteria stipulated participants had to be within their first three years of teaching, have graduated from either a full-time or part-time teacher education programme, and that part-time participants had to be employed full-time at a school while studying to be selected. Data collection methods comprised of semi-structured interviews, researcher’s journal and field notes. The process of data analysis was guided by thematic content analysis. Findings from this study attest that beginner teacher identities are unstable; classroom reality differs vastly from teacher education programme curricula; and teaching practice plays a significant role in the preparation of student teachers. The main finding of this study was that full-time participants only comprehended the reality of teaching once full-time employment commenced, compared to part-time participants who realised the realities of teaching considerably earlier. Recommendations were made regarding practice, policy, and future research. / Dissertation (MEd)--University of Pretoria, 2019. / Humanities Education / MEd / Unrestricted

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-06-26T13:04:59Z No. of bitstreams: 1 vanderleifernandesfilho.pdf: 1501140 bytes, checksum: ce1bcc5b49a24721d7904f476e9699d3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-06-26T14:20:37Z (GMT) No. of bitstreams: 1 vanderleifernandesfilho.pdf: 1501140 bytes, checksum: ce1bcc5b49a24721d7904f476e9699d3 (MD5) / Made available in DSpace on 2018-06-26T14:20:37Z (GMT). No. of bitstreams: 1 vanderleifernandesfilho.pdf: 1501140 bytes, checksum: ce1bcc5b49a24721d7904f476e9699d3 (MD5) Previous issue date: 2017-11-27 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional do Programa de Pós-Graduação em Gestão e Avaliação da Educação Pública (PPGP), do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão a ser estudado discutiu as dificuldades na implementação do Projeto de Educação Integral, em uma escola na cidade de Ribeirão das Neves/MG. Diante disso, a pergunta norteadora desse estudo de caso é: “quais os desafios para implementação do Projeto de Educação Integral na Escola Estadual Pedro Bandeira?”. A hipótese, ora defendida, é a de que as dificuldades de implementação do Projeto de Educação Integral vivenciadas pela Escola Estadual Pedro Bandeira estão relacionadas a problemas na organização do Projeto e em sua implementação, mais especificamente no repasse de recursos financeiros, por parte do Governo Federal. Além disso, as dificuldades também estão relacionadas à ausência de um planejamento da gestão da escola, que seja capaz de lidar com essas dificuldades, como a ausência de um supervisor pedagógico exclusivo para as turmas de Educação Integral e a falta de capacitação dos docentes para ministrar as oficinas previstas pelo projeto. Na tentativa de responder a essa questão, o objetivo geral desse estudo está pautado na descrição, análise e proposição de ações para os problemas apresentados na implementação do Projeto de Educação Integral na Escola Estadual Pedro Bandeira. Já os objetivos específicos definidos foram: i) descrever o Projeto de Educação Integral na Escola Estadual Pedro Bandeira; ii) analisar os problemas que vem dificultando a implementação das ações do projeto de Educação Integral nesta escola e, iii) propor ações que levem a escola analisada a minimizar os problemas na implementação do Projeto de Educação Integral. Para tanto, utilizamos, como metodologia, a pesquisa qualitativa, e como instrumentos a entrevista com os atores envolvidos com a iniciativa. A análise contou com o embasamento teórico de autores como: Moll (2012), que analisa o direito a outros tempos e espaços educativos; Luck (2009; 2010), com reflexões sobre os desafios da liderança nas escolas; Ball (2001), com análises sobre políticas públicas; e Mainardes (2006) e Cóssio (2010), com a abordagem dos ciclos de Políticas. Ainda, Silva (2013), que aborda o papel da Educação Integral; Felix (2012), Pimenta (1991), Rangel e Ferreira (2008) e Muribeca (2002), autores que abordam a formação profissional; Draibe (2001), com reflexões sobre a capacitação; e Vieira (2002), refletindo sobre o trabalho com as oficinas. A análise desse estudo de caso nos permitiu a elaboração de um Plano de Ação Educacional (PAE) que busca minimizar os problemas encontrados na implementação do Projeto de Educação Integral na Escola Estadual Pedro Bandeira. / This dissertation was developed under the Professional Master's Program of the Graduate Program in Management and Evaluation of Public Education (PPGP), the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The management case to be studied discussed the difficulties in implementing the Integral Education Project, in a school in the city of Ribeirão das Neves / MG. Faced with this, the guiding question of this case study is: "What are the challenges for the implementation of the Integral Education Project at the Pedro Bandeira State School?". The hypothesis defended here is that the difficulties of implementing the Integral Education Project experienced by the Pedro Bandeira State School are related to problems in the organization of the Project and its implementation, more specifically in the transfer of financial resources, by the Government Federal. In addition, the difficulties are also related to the lack of school management planning that is capable of dealing with these difficulties, such as the absence of an exclusive pedagogical supervisor for Integral Education classes and the lack of capacity of teachers to minister the workshops planned by the project. In an attempt to answer this question, the general objective of this study is based on the description, analysis and proposition of actions for the problems presented in the implementation of the Integral Education Project at the Pedro Bandeira State School. The specific objectives defined were: i) to describe the Integral Education Project at the Pedro Bandeira State School; ii) analyze the problems that are making it difficult to implement the actions of the Integral Education project in this school; and iii) propose actions that lead the school analyzed to minimize the problems in the implementation of the Integral Education Project. For that, we used, as methodology, the qualitative research, and as instruments the interview with the actors involved with the initiative. The analysis relied on the theoretical basis of authors such as: Moll (2012), which analyzes the right to other times and educational spaces; Luck (2009; 2010), reflecting on the challenges of leadership in schools; Ball (2001), with analyzes on public policies; and Mainardes (2006) and Cósio (2010), with the approach of the cycles of Policies. Still, Silva (2013), which addresses the role of Integral Education; Felix (2012), Pimenta (1991), Rangel and Ferreira (2008) and Muribeca (2002), authors who approach vocational training; Draibe (2001), with reflections on training; and Vieira (2002), reflecting on the work with the workshops. We found that the analysis of this study allowed us to elaborate an Educational Action Plan that seeks to minimize the problems encountered in the implementation of the Integral Education Project at the Pedro Bandeira State School.