Submitted by JOSIANE PAULA ETELVINO null (josianepaula991@hotmail.com) on 2017-03-22T13:18:06Z No. of bitstreams: 1 Dissertação Josiane P. Etelvino.pdf: 1235233 bytes, checksum: fedb06e2198be9314abd3706108a451f (MD5) / Rejected by Luiz Galeffi (luizgaleffi@gmail.com), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: No campo “Versão a ser disponibilizada online imediatamente” foi informado que seria disponibilizado o texto completo porém no campo “Data para a disponibilização do texto completo” foi informado que o texto completo deverá ser disponibilizado apenas 6 meses após a defesa. Caso opte pela disponibilização do texto completo apenas 6 meses após a defesa selecione no campo “Versão a ser disponibilizada online imediatamente” a opção “Texto parcial”. Esta opção é utilizada caso você tenha planos de publicar seu trabalho em periódicos científicos ou em formato de livro, por exemplo e fará com que apenas as páginas pré-textuais, introdução, considerações e referências sejam disponibilizadas. Se optar por disponibilizar o texto completo de seu trabalho imediatamente selecione no campo “Data para a disponibilização do texto completo” a opção “Não se aplica (texto completo)”. Isso fará com que seu trabalho seja disponibilizado na íntegra no Repositório Institucional UNESP. Por favor, corrija esta informação realizando uma nova submissão. Agradecemos a compreensão. on 2017-03-22T19:31:56Z (GMT) / Submitted by JOSIANE PAULA ETELVINO null (josianepaula991@hotmail.com) on 2017-03-23T02:06:24Z No. of bitstreams: 1 Dissertação Josiane P. Etelvino.pdf: 1235233 bytes, checksum: fedb06e2198be9314abd3706108a451f (MD5) / Approved for entry into archive by Luiz Galeffi (luizgaleffi@gmail.com) on 2017-03-23T16:45:16Z (GMT) No. of bitstreams: 1 etelvino_jp_me_fran.pdf: 1235233 bytes, checksum: fedb06e2198be9314abd3706108a451f (MD5) / Made available in DSpace on 2017-03-23T16:45:16Z (GMT). No. of bitstreams: 1 etelvino_jp_me_fran.pdf: 1235233 bytes, checksum: fedb06e2198be9314abd3706108a451f (MD5) Previous issue date: 2017-02-21 / O presente trabalho tem como escopo a análise das fases de implementação e monitoramento da política pública de formação de professores em serviço da Secretaria da Educação do Estado de São Paulo (SEESP) e executadas pela Diretoria Regional de Ensino da cidade de Franca. O principal objetivo é compreender como a política pública de formação continuada de docentes por meio do Núcleo Pedagógico contribui de forma positiva para a prática docente em sala de aula, representando um fator propulsor para o desenvolvimento de projetos e/ou ações que objetivem a melhoria da aprendizagem nas escolas estaduais de Franca. A partir desse foco, é proposto um instrumento de monitoramento que tem como objetivo a melhoria da avaliação da política pública e a geração de subsídios para a socialização de estratégias exitosas de ensino e aprendizagem entre os professores. / The present work has as scope the analysis of the phases of implementation and monitoring of the public policy of teacher education in service of the Secretariat of Education of the State of São Paulo (SEESP) and executed by the Regional directorship of Education of the Franca city. The main objective is to understand how the public policy of continuous education of teachers through the Pedagogical Nucleus contributes in a positive way to the teacher practice in the classroom, representing a propelling factor for the development of projects and / or actions that aim at improving the Learning in the state schools of Franca. From this focus, a monitoring instrument is proposed that aims to improve the evaluation of public policy and the generation of subsidies for the socialization of successful teaching and learning strategies among teachers.

O presente estudo busca revelar os significados do curso de formação em serviço Programa Ler e Escrever para um grupo de professoras de primeira à quarta série do ensino Fundamental, para as Coordenadoras Pedagógicas que atuam como formadoras e para o vicediretor de uma escola municipal considerada modelo na zona norte de São Paulo. Tomamos como base as iniciativas governamentais que têm lançado programas de formação em serviço para as unidades de ensino, com o objetivo de melhorar a qualidade da educação básica e procuramos entender de que forma um curso de formação pensado por especialistas do DOT Departamento de Orientação Técnica vem sendo recebido por um grupo de professoras e por gestores de uma escola com tradição formativa em seu histórico. Partimos do pressuposto de que os cursos de formação oficiais são incorporados, rejeitados, adaptados, ressignificados pelos sujeitos que deles participam como formadores e alunos. Utilizamos a etnografia como metodologia, para observação e para a análise dos dados. Participamos do curso de formação desenvolvido nessa unidade escolar por um ano, registramos, praticamente, tudo o que ocorria no diário de campo e fizemos entrevistas individuais com os participantes do Programa Ler e Escrever realizado na própria unidade de ensino. Verificamos que o significado dos programas oficiais mostra-se divergente numa mesma unidade de ensino. Os conteúdos do curso são elogiados por algumas professoras, criticado por outras e ressignificado por algumas. Para as Coordenadoras pedagógicas, que atuam como formadoras, o curso oficial representa uma possibilidade de interferir na prática docente, inserindo conteúdos diversificados em relação à leitura e á escrita. Para o gestor (vice-diretor) o Programa Ler e Escrever é uma forma de interferir na prática e na rotina das professoras, promovendo mudanças. Constatamos que os conteúdos do programa são inseridos na prática docente, porém de forma específica, de acordo com o significado que possuem para cada educadora. Verificamos que os programas de formação de professores devem considerar o saber docente e do ciclo de vida profissional dos mesmos. Concluímos que os projetos de formação em serviço devem ser construídos coletivamente pela equipe escolar, e que os problemas vivenciados na escola precisam ser entendidos como responsabilidade de todos. / This study tries to show the meanings of an in-service education course \"Programa Ler e Escrever\" for a group of teachers of the first to the fourth grade in elementary school, for pedagogical coordinators, who work as teachers of the teachers and for the vice-principal of a city school considered a model in the North Zone of Sao Paulo. We adopted the governmental initiatives as a base, which have released in-service education program for teaching units with the purpose to improve the elementary educational quality and tried to understand in which way a formation course, thought be specialists from DOT - Departamento de Orientação Técnica -, has been accepted by a group of teachers and managers in a school with formative background in its history. We assume the official formation programs are incorporated, rejected, adapted, reinterpreted by the people involved, being teachers or students. We use the Ethnography as methodology, as observation and data analysis. We have taken part in the formation course developed in this teaching unit for a year, and have registered, practically, everything that occurred in a field diary and also had individual interviews with the participants of the \"Ler e Escrever\" program that took place in the same educational unit. We saw that the meaning of the official programs can diverge in the same educational unit. The course content was extolled by some of the teachers, criticized by others and reinterpreted by some. According with the pedagogical coordinators, who work as teachers, the official course represents a possibility to interfere on teaching, including diversified content regarding to reading and writing. According with the vice-principal the \"Ler e Escrever\" program should consider the teacher\'s knowledge and their professional life cycles. We conclude that the in-service education should be built, collectively, by the school staff, and the problems lived in school must be understood as a responsibility of all.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-18T18:37:35Z No. of bitstreams: 1 PRISCILLA MARQUES BORGES FRAZÃO.pdf: 1304496 bytes, checksum: a7dae0f3c45c2555bad80259b905ced7 (MD5) / Made available in DSpace on 2017-10-18T18:37:35Z (GMT). No. of bitstreams: 1 PRISCILLA MARQUES BORGES FRAZÃO.pdf: 1304496 bytes, checksum: a7dae0f3c45c2555bad80259b905ced7 (MD5) Previous issue date: 2016-09-26 / This dissertation has as object the competecences, duties and professional requests of social services regarding to the social assistance for students of Federal Education Institutions of Goiás State. The perspectives which guides it, underlie the emergence of social work as a profession closely related to "social affairs” "and difficulties of the bourgeois social order, sharpened in the context of monopoly of the capitalism. It describes the contemporary conjuncture of capital crisis affecting social policies requiring them to focus / selectivity of their assistance. Investigates the education policy in the set of determinations imposed from the option of governments by neoliberalism. It analyzes the requests imposed on social service nowadays and the tendency to immediacy. For this, a bibliographic research and documentary research were carried out. It was perceived that the situation of expansion of higher education and the professional and technological education, cause the increased demand of students for social assistance and leads the Social Service to be established by restrictive requests of their professional skills, leading to the (re) production immediacy, the bureaucratized professional practice, with little insertion and autonomy to define and implement plans, programs and projects, which reduce their competences and duties more to check the conditions that generate the right, less to the definition of the policy and even less to the monitoring and the evaluation of their results. / Esta dissertação tem como objeto refletir sobre as competências, atribuições e requisições do Serviço Social no âmbito da assistência social que é prestada aos estudantes das Instituições Federais de Educação do estado de Goiás. As perspectivas que a orientam perpassam o surgimento do Serviço Social como profissão intimamente relacionada à “questão social” e às mazelas próprias da ordem social burguesa, agudizadas no contexto do capitalismo monopolista. Percorre a conjuntura contemporânea de crise do capital, que atinge as políticas sociais exigindo delas a focalização/seletividade de seu atendimento. Investiga a política de educação no conjunto de determinações impostas a partir da adesão dos governos ao neoliberalismo. Analisa as requisições impostas ao Serviço Social na atualidade e a tendência à imediaticidade. Para isso, realizou-se estudo bibliográfico e pesquisa documental. Constatou-se que a conjuntura de expansão da educação superior e da educação profissional e tecnológica, provoca ampliação da demanda de estudantes por assistência social e leva o Serviço Social a se estabelecer por requisições restritivas de suas competências profissionais, provocando a (re)produção da imediaticidade, da prática profissional burocratizada, com pouca inserção e autonomia para definir e implementar planos, programas e projetos, o que reduz suas competências e atribuições mais à verificação das condições que geram o direito, menos à definição da política e menos ainda ao monitoramento e à avaliação de seus resultados.

由於社會急速變遷，政府職能及任務日益繁重，公務人員亟需隨時進 修、充電，始足嗣應。本研究遂以公務人員在職進修為主題，探討公務人 員進修之理論、研究，藉供實務上規劃公務人員進修措施、培育人才之參 考。本文主要的研究目的有六： 一、瞭解公務人員參加進修活動的現 況及對各項進修活動需求的情形。二、探討公務人員參加進修活動的動機 。三、探討公務人員所感受到的進修阻礙及其對公務員進修的影響。四、 比較不同自重感與人口統計特質的公務人員，其在進修動機、進修參與程 度、感受到的進修阻礙及對各項進修活動需求上的差異情形。五、瞭解自 重感、進修動機、進修阻礙對公務人員參加進修活動及對進修需求上的影 響。六、提出增進公務人員參加進修意願、激發進修動機、提昇進修風氣 之具體建議，俾供人事行政當局作為規劃公務人員進修措施之參考。 本研究係以問卷調查法為主，文獻法為輔。資料之分析，係由文獻研究所 得資料進行質的分析；再應用研究者自編的「公務人員在職進修意願調查 問卷」，搜集資料，進行量的分析。主要的研究變項包括：自重感、人口 統計變項、進修實況、進修需求、進修動機、進修阻礙。調查的資料係利 用「社會科學統計軟體程式」（SPSS/PC~F0;+~F0; 4.0）進行統計分析， 採用的統計方法包括：ヾ皮爾遜積差相關、ゝCronbach Alpha信度係數、 ゞ兩個平均數差異Ｔ檢定法、々單因子變異數分析、ぁScheffe 多重比較 等五種。研究結果主要發現如下： 一、公務人員參加進修的情況不理 想，公務人員參加較多、需求較多的進修活動均是研讀專書、學術演講、 專題研討等，參加較少、需求較少的進修活動均是實習、國外進修項目。 二、公務人員之進修動機多為求知或職業進展、社會服務等，而較少 受逃避或刺激、外界期望等動機影響而進修者。 三、公務人員感受到的 進修阻礙多屬情境阻礙與制度阻礙。 最後，綜合文獻資料分析、貫徹 研究結果，提出下列建議： 一、公務人員應建立終生進修的觀念，及 早作生涯規劃，積極參與符合自己能力、需求之進修活動，並尋求外界對 其進修之支持。 二、人事行政當局應廣泛調查公務人員之進修意願， 規劃多樣化、彈性化的進修活動以符合不同組群者之需求，尤應加強輔導 弱勢組群之進修，並竭力解決公務人員進修之阻礙。 三、後續研究可 針對不同層級、性質、地區之公務機關人員，瞭解其進修需求及阻礙因素 等情形，藉以規劃兼顧個人與組織發展之進修措施。

The aim of this study was to investigate the impact of a staff development program designed through the cascade-training model by the MoNE on primary school English teachers and their actual classroom practices. In line with this, it aimed to establish a connection between aspects of planning, implementation, and evaluation of staff development and their impact on teachers and students. A qualitative case study was employed and data were collected from 10 teachers, eight teacher trainers, and three faculty members through semi-structured interviews. Moreover, 23-hour seminar and 50-hour classroom observations were conducted, and the documents related to the seminar and actual classroom practices of the teachers were analyzed to complement the interview findings. The results indicated that the effective practices (e.g., use of participant-centered approaches, English as the medium of instruction, practical ideas and suggestions and course book based activities) and ineffective practices (e.g., lack of needs assessment, traditional way of session delivery, and lack of follow-up) employed in the planning, implementation and evaluation phases of staff development had an impact on teachers&#039 / (1) pedagogical beliefs, (2) pedagogical content knowledge, (3) actual classroom practices, (4) personal and professional growth, and (5) students. The findings further revealed that these five levels of impact interacted with each other based on the characteristics of the teachers (teaching experience and gender), their motivation, self-concepts, and the teacher education programs they attended.

This study used a mixed-methods design to determine instructional strategies that best enhance pre-service teachers’ valuing of digital storytelling as a method to teach the narrative writing process; to consider how digital storytelling increases pre-service teachers’ valuing of the role of reflection in the writing process; and to explore how pre-service teachers’ become more aware of the relationship between words and images to convey meaning. The study also considered aspects of the project that result in pre-service teachers valuing digital storytelling to teach the writing process and investigated how engaging in a digital storytelling project helps pre-service teachers better understand the connection between the planning process in the text-based environment and the planning process in the digital environment. Results indicated that constructing digital stories in a supportive learning environment led pre-service teachers to be more aware of the role that reflection plays in writing process and to value digital storytelling as an effective method to teaching writing and integrate digital technology in the classroom. Participating in the project increased pre-service teachers’ understanding of the connection between the planning process in the text-based environment and the planning process in the digital environment. Use of a storyboard served as a reflective planning tool that enabled pre-service teacher to better understand the connection between words and images to convey meaning and extended the planning process into the digital environment. Pre-service teachers valued the digital storytelling project as a model for teaching the writing process in the digital environment, as a method for self expression and for sharing stories within a community of learners, and as a strategy for integrating digital technology in the classroom.

The tendency of members under the South African Police Services (SAPS) to obtain tertiary qualifications relevant to policing has declined due to SAPS promotion policy. Those who do further their educations enroll into fields that will assist them to obtain employment outside of SAPS. The Forensic Science Laboratory (FSL) under SAPS is solely responsible for the analysis of the police investigating officer’s evidence it receives. It is thus critical that FSL analysts are motivated and have high levels of commitment. This study will attempt to determine if SAPS promotion policy has an impact on the level of commitment of forensic analysts, with the aim of suggesting and recommending a Human Resource Management (HRM) policy or practice that will maintain or improve the level of commitment of Forensic analysts. The quantitative research approach was employed, and questionnaires were distributed to forensic analysts in FSL in KwaZulu-Natal (KZN). The study was important in gaining insight into the impact of SAPS promotion policy on organisational commitment of forensic analysts, and to understand what form or type of organisational commitment that drives continuous participation of analysts in the organisation. A probability sample of sixty six (66) forensic analysts was drawn from FSL in KZN (Amanzimtoti) with a population size of eighty (80) analysts. FSL-KZN was chosen because of the convenience access to the study sample and since provincial FSL’s are mostly affected by promotion policy procedure. Data was collected using questionnaires which were physical distributed by the researcher. The promotion policy was measured using promotion policy scale developed by the researcher together with biographical variables questionnaire such as age, gender, marital status, tenure, level of education and ranks level. Organisational commitment was measured using the Meyer and Allen (1991) Organisational Commitment Questionnaire. The study revealed that SAPS promotion policy has a significant impact on organisational commitment (affective and normative commitment) but no significant impact on continuance commitment. The study also showed no significant difference between some of biographical variables and organisational commitment (affective, normative and continuance commitment) and that continuance commitment was the most dominant form of commitment that drive analysts to continue to work for FSL. The study results could play an important role to managers who want to implement HRM practices and promotion policy that enhance the organisational commitment of employees with high expertise and skills such as FSL forensic analysts under SAPS. / Thesis (MBA)-University of KwaZulu-Natal, Durban, 2012.

One of the aims of education is the academic improvement and the search for professional development. Some years after graduation, most of the teachers face the necessity of improvement in methodologies and in each curricular components. In this sense, the in-service education courses could help by supplying part of this deficiency, helping in the renewal about pedagogical practices taking them to restructure and deepen the knowledge developed during graduation. The present master dissertation focuses on developing and evaluating distance learning (EaD) for Biology teachers. The research was divided into three steps. In the first one (E1), we created and sent a virtual investigative questionnaire to Biology teachers asking them what are the areas of Biology they needed more courses and what would be the best way to apply the course. The thematic chosen by the teachers was genetics and the way was by distance learning. Facing the results from the step E1 we created and executed the first edition of a distance learning course for Biology teachers with the thematic Genetics nowadays (E2). In the third step, (E3), we did the restructuring and execution of a second edition of the course. Both editions used the Moodle (an online teaching and learning environment), with weekly activities, always looking for using different virtual tools in each new proposal. As results, we verified that the distance learning courses for Biology teachers is a benefit in the process of in-service education, once this modality helps in the issues of time flexibility, teachers routine organization and avoids commuting. Furthermore, according to the evaluation of the teachers who took the courses, it is possible to see a lack and a wish of participating in more courses with learning purposes, what takes the data obtained in this work to serve as a basis for the creation of new permanent education courses. It is essential that the teacher analyses critically how to use, improve and/or develop didactic materials adapted to their own reality, so that the innovation can be effectively incorporated to the teaching routine. / A educação tem como objetivo o aprimoramento acadêmico e a busca pelo desenvolvimento profissional. Após a formação inicial, os docentes deparam-se com a necessidade de aperfeiçoamento acerca de metodologias e de seus componentes curriculares. Desta forma, os cursos de formação continuada ajudam a suprir parte dessa carência auxiliando nas renovações sobre práticas pedagógicas, levando-os a reestruturar e aprofundar conhecimentos desenvolvidos na formação inicial. Neste texto, no presente trabalho, tem-se como foco desenvolver e avaliar cursos de formação continuada para professores de biologia por meio da Educação a Distância (EaD). A pesquisa foi divida em três etapas. Na primeira etapa (E1), elaboramos e enviamos um questionário virtual investigativo para os docentes de biologia responderem indicando as áreas da biologia que mais necessitavam de cursos de formação continuada e a modalidade desejada para realização. A temática escolhida pelos docentes foi da genética e a modalidade foi a Educação a Distância, diante dos resultados da etapa E1 realizamos a etapa seguinte, E2. Nessa, criamos e executamos a primeira edição do curso de formação continuada para professores de biologia por meio da EaD com a temática Genética na atualidade. Na terceira etapa (E3), realizamos a reestruturação e execução da segunda edição do curso. As duas edições do curso utilizaram o Ambiente Virtual de Ensino Aprendizagem (AVEA) Moodle, com atividades semanais ou a cada duas semanas e buscando diferenciar as ferramentas virtuais utilizadas a cada nova proposta. Com a obtenção dos resultados, verificamos que cursos de formação continuada para docentes de biologia por meio da EaD são facilitadores no processo de formação permanente, uma vez que essa modalidade auxilia na questão de flexibilidade do horário, organização da rotina docente e evita deslocamentos. Além disso, de acordo com as avaliações dos professores cursistas, percebe-se uma carência e um desejo por parte dos docentes em participar de mais cursos com finalidades formativas, o que leva os dados obtidos nesse trabalho a servirem de base para construção de novos cursos de formação permanente. Outro passo importante na formação do professor é o estímulo à renovação e adaptação das atividades. É fundamental que o professor analise de modo crítico como utilizar, aprimorar e/ou desenvolver materiais didáticos adaptados a sua própria realidade, para que as inovações possam ser incorporadas de forma efetiva á rotina de ensino.

The aim of this thesis is to introduce issue of individual parts of lifelong learning of economics teachers. The theoretical part describes in-service and futher education of teachers, including topics currently discussed. The theoretical part is followed by a discussion of results of a questionnaire survey among teachers of economic subjects. It was verified that the access to education of teachers of business subjects is not uniform, because not everybody who teach is a specialist teachers in the field. It was also found that in further education teachers have unequal opportunities for further education. Although the motivation of teachers of economic subjects further education is great, very different topics that interested teachers.

Two doctoral students and two faculty members will describe and evaluate their experiences using internship to mentor doctoral students into teaching preservice classes. Following discussion and critique by a literacy teacher educator who is also a department head, the audience will be invited to participate in co-constructing a model of an effective literacy teacher educator and a model of effective preparation for this role.