This research discusses the issue of education reform in the Kingdom of Saudi Arabia (KSA) through an exploration of the perspectives of a range of participants involved in the preparation programme for science teachers which is run through an existing relationship between the University of Taibah and public schools in Medina city in the Kingdom of Saudi Arabia. The research examines the perspectives of participants in the university and the school (university supervisors, university coordinators, headteachers, collaborating teachers and science student teachers). It discusses teacher preparation issues in the multiple contexts reported in the literature. Teacher preparation in other contexts has revealed models which could be useful in the Saudi context. Activity Theory (AT) was used as the theoretical framework to achieve this study’s objective of exploring the academic systems of the university/school and the relationship between them in science teacher preparation, focussing on the contradictions that create conflicts for student teachers learning to teach the modern science curriculum. Activity Theory was a useful tool in organizing this research as it permitted the exploration of the relationships between systems, analysing the rich data collected on the relationship between university and school. Activity Theory acted as a link between the need for a more expansive unit of analysis in initial teacher education (ITE) studies and appropriate and effective research methods. This research is situated within the interpretative paradigm. It usescase study with mixed methods as an appropriate methodology, using multiple methods of data collection, namely semi-structured interviews as the main tool, questionnaires and documentary evidence. This research revealed the utilitarian nature of the relationship between the university and the school, which did not reach the level of a cooperative partnership, and which contained many contradictions that created conflicts for science teachers when learning the teaching skills required of modern science curricula.

Despite recent rhetoric advocating the diversification of the teacher workforce, teachers in Canada continue to be disproportionately white and of northern European heritage. By investigating responses to difference experienced by racial and linguistic minority immigrant teacher candidates in an initial teacher education program, this thesis sheds light on dynamics that challenge or support the induction of minoritized individuals as members of the teaching profession in Canada. Data collected through interviews with eight immigrant teacher candidates, four instructors, and five student support staff of an initial teacher education program at an urban Canadian university (UCU) indicated that teacher candidates at UCU experienced varied responses to difference. Influences of both hegemony and collaboration were found in the university and practice teaching contexts where individuals representing regimes of competence enacted challenging assimilationist or supportive multiculturalist ideologies. In practice teaching contexts, although all of the teacher candidates engaged with at least one collaborative mentor teacher and they all persisted to complete the program, six of the eight teacher candidates (i.e., all of the linguistic minority teacher candidates in this study) encountered a challenging and significantly discouraging relationship with a mentor teacher. In these hegemonic contexts the legitimacy of the teacher candidates appeared to be measured against a conception of “real teachers” as “real Canadians” who are native English-speakers and who are familiar with the culture of schooling in Canada. Within the university context, student support staff were consistent in their critical awareness of the challenges and supports experienced by teacher candidates while instructors demonstrated a range of familiarity with these issues and with concepts of equity as they relate to the experiences of teacher candidates. Implications of this study support the following: continuation of programs offered through student support services; educative collaborative implementation of UCU’s equity policy to promote greater consistency in its influence; application of inclusive pedagogy; greater curricular emphasis on social power and constructions of difference; recognition of immigrant teachers’ linguistic capital; development of a collaborative method to evaluate teacher candidates in practice teaching contexts; and continued effort to advance a more profound and consistent influence of multiculturalist ideology in Canadian schools.

Despite recent rhetoric advocating the diversification of the teacher workforce, teachers in Canada continue to be disproportionately white and of northern European heritage. By investigating responses to difference experienced by racial and linguistic minority immigrant teacher candidates in an initial teacher education program, this thesis sheds light on dynamics that challenge or support the induction of minoritized individuals as members of the teaching profession in Canada. Data collected through interviews with eight immigrant teacher candidates, four instructors, and five student support staff of an initial teacher education program at an urban Canadian university (UCU) indicated that teacher candidates at UCU experienced varied responses to difference. Influences of both hegemony and collaboration were found in the university and practice teaching contexts where individuals representing regimes of competence enacted challenging assimilationist or supportive multiculturalist ideologies. In practice teaching contexts, although all of the teacher candidates engaged with at least one collaborative mentor teacher and they all persisted to complete the program, six of the eight teacher candidates (i.e., all of the linguistic minority teacher candidates in this study) encountered a challenging and significantly discouraging relationship with a mentor teacher. In these hegemonic contexts the legitimacy of the teacher candidates appeared to be measured against a conception of “real teachers” as “real Canadians” who are native English-speakers and who are familiar with the culture of schooling in Canada. Within the university context, student support staff were consistent in their critical awareness of the challenges and supports experienced by teacher candidates while instructors demonstrated a range of familiarity with these issues and with concepts of equity as they relate to the experiences of teacher candidates. Implications of this study support the following: continuation of programs offered through student support services; educative collaborative implementation of UCU’s equity policy to promote greater consistency in its influence; application of inclusive pedagogy; greater curricular emphasis on social power and constructions of difference; recognition of immigrant teachers’ linguistic capital; development of a collaborative method to evaluate teacher candidates in practice teaching contexts; and continued effort to advance a more profound and consistent influence of multiculturalist ideology in Canadian schools.

Submitted by MAYKELL JÚLIO DE SOUZA FIGUEIRA null (maykelljsf@gmail.com) on 2016-04-25T19:33:40Z No. of bitstreams: 1 Dissertação_MAYKELL_VersãoFinal.pdf: 1491005 bytes, checksum: afad1fa4b1d741ce2acfca4c9c623bb6 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-28T11:53:49Z (GMT) No. of bitstreams: 1 figueira_mjs_me_bauru.pdf: 1491005 bytes, checksum: afad1fa4b1d741ce2acfca4c9c623bb6 (MD5) / Made available in DSpace on 2016-04-28T11:53:49Z (GMT). No. of bitstreams: 1 figueira_mjs_me_bauru.pdf: 1491005 bytes, checksum: afad1fa4b1d741ce2acfca4c9c623bb6 (MD5) Previous issue date: 2016-02-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A formação inicial docente é um momento fundamental na constituição de um licenciando enquanto futuro professor, visto que é provavelmente nessa etapa em que são feitas as primeiras reflexões sobre as várias dimensões pedagógicas, didáticas, políticas e sociais envolvidas nos processos de ensinar e aprender. Discutir assuntos sociocientíficos de importância atual e apresentar o conhecimento científico como um conjunto dinâmico, provisório e socialmente construído de possíveis explicações são encaminhamentos necessários ao Ensino de Ciências dos anos presentes e futuros, aproximando-o de uma abordagem mais externalista das Ciências. A argumentação, como forma de socialização dialógica do conhecimento científico, já foi apontada por diversos autores como um poderoso recurso metodológico para aulas de Ciências. No entanto, o desenvolvimento de competências argumentativas ainda passa longe dos atuais cursos de Licenciatura. O estudo aqui descrito foi realizado com sete estudantes do último ano de um curso de Licenciatura em Física que cursavam a disciplina de Didática das Ciências (DdC) de uma universidade pública do estado de São Paulo e teve como objetivo principal compreender de que forma dinâmicas argumentativas sobre assuntos sociocientíficos podem contribuir para a construção de saberes docentes de argumentação entre os licenciandos. O debate, organizado na forma de uma audiência pública simulada, teve como tema principal as possibilidades para o plano nuclear brasileiro nos próximos anos. Os estudantes foram agrupados em duplas que deveriam representar quatro setores de interesse no assunto, sendo que cada estudante escolheu um nome e um cargo fictício. Essa dinâmica de role-play educacional parece ter facilitado as interações discursivas e incentivado os estudantes a pesquisarem antes de vir para o debate. A atividade foi gravada em vídeo para posterior transcrição e análise dos episódios segundo referenciais específicos da Sociolinguística e da Argumentação no Ensino de Ciências. / The initial teacher education is a key moment in the constitution of licentiate1 students, as they become future teachers, since it is probably in this stage when the first reflections on the various educational, pedagogical, political, and social dimensions involved in the processes of teaching and learning are undertaken. Discussing sociocientific issues of current importance and presenting scientific knowledge as a dynamic, temporary and socially constructed set of possible explanations are necessary developments for Science Education in the upcoming years, approximating it to a more externalist view of science. Several authors have already pointed out argumentation as a powerful methodological resource for science classes. However, the development of argumentative skills is still quite distant from the current licentiate majors. The study here described was performed with seven students in the final year of a Physics licentiate major, who were attending the course of Science Didactics in a public University in the State of São Paulo. The research had as its main goal to understand how an argumentative dynamic about socioscientifc issues can contribute to the construction of argumentative teacher knowledge among the students. The debate, organized in the form of a simulated public hearing, had as its main theme the possibilities for the Brazilian nuclear plan in the next few years. Students were grouped in pairs that should represent four sectors of interest in the nuclear matter and each student chose a name and title. This dynamic of educational role-play seems to have facilitated the discursive interactions and incentivated students to search for information before coming to the debate. The activity was recorded on video for later transcription and the analysis of the episodes was done according to references on sociolinguistics and argumentation in science education.

Made available in DSpace on 2014-08-20T13:48:22Z (GMT). No. of bitstreams: 1 Nelda_Alonso_dos_Santos_Dissertacao.pdf: 1200891 bytes, checksum: 219d2025005ed20401142805ce0a44f8 (MD5) Previous issue date: 2010-01-13 / O presente estudo tem como objetivo refletir e problematizar a trajetória de formação de três professoras formadas no curso de Pedagogia da Universidade Federal do Rio Grande entrelaçando-se com a própria vivência da autora desta pesquisa. Portanto, busca abordar a construção dos saberes docentes tendo em vista as experiências formativas vivenciadas na formação inicial com o olhar voltado para a prática na escola básica, tempo e espaço vivenciado anteriormente na vida dos sujeitos da pesquisa. Para isso, utiliza da investigação narrativa, como caminho metodológico, para observar a importância atribuída a estas experiências como construtoras dos saberes docentes. Deste modo, a abordagem metodológica que orienta este trabalho, ao considerar a relevância da temática dos saberes docentes, sua natureza e suas fontes de aquisição, está embasada em autores como Tardif e Gauthier, para ao longo da pesquisa compreender e analisar os saberes inerentes ao trabalho e à formação docente. A partir desta abordagem o estudo preocupa-se com a formação docente dando destaque aos espaços-tempos formadores e construtores de saberes, deste modo a pesquisa também se insere nas discussões acerca da formação inicial de professores/as. Considerando estas duas abordagens a pesquisa procura entender qual é o peso e ou lugar da formação inicial e da prática como experiência de estágio na construção de seus saberes, a partir desta finalidade a investigação busca responder as seguintes interrogações: a) Qual a importância atribuída à experiência de estágio para a sua formação profissional docente? b) Qual articulação estabelecida entre o curso de Pedagogia e a experiência de estágio na escola? c) Como as professoras narram e interpretam seus saberes mobilizados e construídos na formação inicial? Os resultados deste estudo mostram a importância da experiência prática dentro da escola básica ao longo do curso de formação de professores/as como vivência significativa na construção dos saberes docentes, configurando assim um dos espaços-tempos de formação e construção de saberes

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation forms part of the Line Formation, Knowledge and Professional Development Post-Graduate Program in Education, of Federal University of Santa Maria. Taking as reference the formative experience of the Group of Studies and Research in Social Education and Imaginary GEPEIS, through the device group, we performed the research that has as study objective the Undergraduate Supplementary Discipline (elective) denominated Groupal Device and Teacher Formation, offered to Pedagogy course (diurnal) of the same university. The methodology employed was cartography, in which, through the observations of the participants, the group experiences, the narratives seized and records in the gradebook, configure the data of this research. In theoretical, about the formation issues we start from Ferry (2004); Nóvoa (2009), the theories of group Pichin-Rivière (1998), Barros (2009); Souto (2003), Fernandez (2006); Bleger ( 1998); Quiroga (1989), Oliveira (2006, 2009). For data analysis was used the hermeneutics approach from Delory-Momberger (2008); Gadamer (2008). Thus, the collective production of subjectivities processes around the formation of future teachers, and the group as a formation device, especially the importance of the teaching practice, shaped the study. Composing these processes, such as cartographic exercise meant much more than search : instigated and involved researchers and researched around the reflection of "place" of Groupal Device and its importance to teacher formation. Therefore, the context in which the formation of academics occurred in relation to theories of group, considering the complexity of this space, was permeated with significant learning related to the importance of this knowledge the groupal device - for the formation of teachers, school and Education. / Esta dissertação inscreve-se na Linha de Formação, Saberes e Desenvolvimento Profissional do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria. Tendo como referência a experiência formativa do Grupo de Estudos e Pesquisas em Educação e Imaginário Social GEPEIS, através do dispositivo grupal realizamos a pesquisa que tem como objeto de estudo a Disciplina Complementar de Graduação (eletiva) denominada Dispositivo Grupal e Formação Docente, ofertada ao curso de Pedagogia (diurno) da mesma universidade. A metodologia utilizada foi a cartografia, em que, através das observações dos participantes, das vivências grupais, das narrativas apreendidas e dos registros no diário de classe, configuram os dados desta pesquisa. Na composição teórica, sobre as questões de formação partimos de Ferry (2004); Nóvoa (2009), nas teorias de grupo com Pichin-Rivière (1998); Barros (2009); Souto (2003); Fernández (2006); Bleger (1998); Quiroga (1989); Oliveira (2006, 2009). Para a análise dos dados utilizamos a abordagem hermenêutica a partir de Delory- Momberger (2008); Gadamer (2008). Assim, a produção coletiva dos processos de subjetividades em torno da formação dos futuros professores, e o grupo como dispositivo de formação, sobretudo pela importância deste à prática docente, configuraram o estudo em questão. Compor esses processos, como exercício cartográfico significou muito mais do que pesquisar: instigou e envolveu pesquisadores e pesquisados em torno da reflexão do lugar do Dispositivo Grupal e sua importância à formação docente. Portanto, o contexto em que ocorreu a formação dos acadêmicos em relação às teorias de grupo, considerando-se toda a complexidade deste espaço, foi permeado de aprendizagens significativas relacionadas à importância deste saber o dispositivo grupal - para a formação de professores, à escola e à Educação.

This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher Education (PETE) course. It investigates the knowledge bases for teaching which pre-service teachers recognised, developed and prioritised, as well as the key influences that impacted on their subject knowledge development. Adopting an interpretive methodology informed by constructivist grounded theory, the study employed interviews, lesson observations and post-lesson reflections as principal research methods. Pre-service teachers were seen to make wide-ranging progress in their subject knowledge, including the development of content knowledge, pedagogical content knowledge, general pedagogical knowledge, knowledge of curriculum and knowledge of pupils. Through this they advanced their view of the nature of PE and how they wanted to teach it. The research highlights, that the process of knowledge development in PETE is socially constructed and complex. Much of the pre-service teachers development was influenced by various communities of practice, particularly their school placements PE departments, but also their University-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to pre-service teachers development. University-based learning was credited by pre-service teachers with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. The impact of different subject knowledge profiles and the consequences of knowledge deficits are identified. This raises questions about the role and development of subject knowledge within PETE and calls for a re-vitalised debate on the nature of the knowledge in PE. Framed within an ever-changing policy landscape is the need for enhanced and stable partnerships that promote shared visions of PETE, an essential part of which is the need to collaboratively design and evaluate explicit knowledge development pathways which allow pre-service teachers to fulfil their potential and genuinely decide how they want to teach PE.

Orientador: Anna Regina Lanner de Moura / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T09:40:07Z (GMT). No. of bitstreams: 1 Nakamura_EricaMitsue_M.pdf: 1522924 bytes, checksum: 6b41f87480f7d0fe029e4186857bfe65 (MD5) Previous issue date: 2014 / Resumo: As práticas pedagógicas instituídas na cultura escolar, em sua maior parte, consideram os conceitos como algo fixo em um plano abstrato, com uma essência a ser apropriada pelos alunos de maneira gradativa. Mesmo os professores denominados polivalentes, que atuam nos anos iniciais do Ensino Fundamental, acabam reproduzindo a disciplinarização do conhecimento, característica dos anos finais e do Ensino Médio. Desconstruir essa cultura é o objetivo da problematização indisciplinar de práticas socioculturais, inspirada na segunda fase do pensamento filosófico de Wittgenstein. O presente trabalho insere-se em um projeto didático de integração disciplinar, chamado de Projeto Integrado (PI), formado por três disciplinas do curso de Pedagogia de uma universidade pública, que tratam dos fundamentos do ensino de Ciências, de Matemática e do estágio supervisionado. Neste contexto, esta pesquisa busca compreender que usos estudantes-futuros professores fazem da problematização indisciplinar de práticas socioculturais em seus campos de estágio e/ou em uma disciplina do curso de Pedagogia; mais especificamente, que usos da relação teoria-prática são mobilizados neste contexto. O corpus da pesquisa foi constituído por meio de observação participante especialmente em uma das disciplinas (mas também em momentos coletivos do Projeto Integrado), por registros videografados das aulas, narrativas produzidas pelos estudantes e entrevistas semi-estruturadas. A análise deste corpus foi realizada tendo como inspiração as noções de terapia filosófica de Wittgenstein e de desconstrução de Derrida, compondo um movimento de terapia gramatical desconstrutiva. / Absctract: The majority of pedagogical practices instituted in the school culture considers concepts as having some kind of essence to be gradually appropriated by the students, thus becoming something fixed at an abstract level. Even polyvalent teachers, working with the first grades of elementary school, end up reproducing disciplinary knowledge, characteristic of the final grades and of high school. To deconstruct this culture is the purpose of indisciplinary problematization of sociocultural practices, inspired by the philosophical thought of Wittgenstein¿s second phase of its development. This study was developed in a didactic project involving disciplinary integration, called Projeto Integrado (Integrated Project), comprised of three disciplines of the Pedagogy course at a public university. These disciplines encompass math teaching, natural sciences teaching and supervised internship. In this context, the present research aims to comprehend which uses future teachers make of the indisciplinary problematization of sociocultural practices in their internships and/or in a discipline of Pedagogy course. More specifically, we are interested in seeing how they apply the relation theory-practice. Research corpus was constituted by participant observation especially in one of the disciplines, but also in common activities of Integrated Project, by video registers of the course, narratives written by the students and semi-structured interviews. The analysis was inspired by Wittgenstein¿s notion of philosophical therapy and Derrida¿s notion of deconstruction, resulting in a deconstructive grammar therapy. / Mestrado / Ensino de Ciencias e Matematica / Mestra em Multiunidades em Ensino de Ciências e Matemática

Orientador: Fabiana Cristina Frigieri de Vitta / Resumo: A Lei de Diretrizes e Bases da Educação, promulgada em 1996, alterou a Educação Básica, incluindo nela a Educação Infantil – creche e pré-escola. A educação de bebês, aos poucos ganha destaque nos documentos subsequentes. A Base Nacional Comum Curricular de 2017 descreve conteúdos e objetivos para a Educação Infantil, incluindo a fase dos bebês (zero a dezoito meses). Mas será que a formação do professor tem acompanhado todas essas mudanças? Os futuros professores estão preparados para oferecer atividades educativas para essa faixa etária? Diante dessas questões, o objetivo deste trabalho foi verificar e analisara percepção dos alunos de Pedagogia sobre a formação inicial para o uso das atividades educacionais com os bebês. Participaram da pesquisa estudantes matriculados nos cursos de graduação em Pedagogia de uma universidade pública do Estado de São Paulo. A coleta de dados foi realizada por questionário, com questões fechadas e abertas, elaboradas com base na bibliografia da área como os seguintes temas: formação acadêmica; seu papel para a atuação junto a crianças de zero a dezoito meses de idade, percepções acerca do uso das atividades de vida diária, com brinquedos, música e equipamentos de playground. O questionário foi aplicado por meio eletrônico ou presencial e as respostas digitadas em planilhas da Plataforma Google, possibilitando a tabulação e análise dos dados. As questões abertas foram analisadas por seus conteúdos, as fechadas de múltipla escolha foram proces... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Education Guidelines and Bases Law, enacted in 1996, changed Basic Education, including Early Childhood Education - day care and preschool. The education of babies gradually gains prominence in subsequent documents. The 2017 Common National Curriculum Base describes contents and objectives for Early Childhood Education, including the baby phase (zero to eighteen months). But has teacher training kept up with all these changes? Are future teachers prepared to offer educational activities for this age group? In view of these questions, the objective of this study was to verify and analyze the perception of pedagogy students about the initial training for the use of educational activities with babies. Participating in the research were students enrolled in undergraduate courses in pedagogy at a public university in the State of São Paulo. Data collection was performed by questionnaire, with closed and open questions, elaborated based on the bibliography of the area with the following themes: academic education; its role for acting with children from zero to eighteen months of age, perceptions about the use of activities of daily living, with toys, music and playground equipment. The questionnaire was applied electronically or in person and the answers were typed into spreadsheets on the Google Platform, enabling tabulation and data analysis. Open questions were analyzed for their content, multiple choice closed questions were processed using descriptive statistics and for th... (Complete abstract click electronic access below) / Mestre

The primary objective of this study is to explore the mainstreaming of Education for Sustainable Development (ESD) and Indigenous Knowledge (IK) into Initial Teacher Education (ITE) programs, with a specific focus on the beliefs and attitudes of teacher educators in selected ITE institutions in Indonesia. A comparative case study approach was employed, involving 11 participants who were interviewed using a semi-structured format. The data collected from the interviews were thematically analyzed and triangulated with information obtained from institutional websites and documents. Despite the fundamental differences between the two selected ITE institutions, the study's findings revealed several common patterns. First, it was observed that neither institution had a well-established mainstreaming framework in place. Instead, the integration of ESD primarily relied on a bottom-up approach driven by the efforts of individual educators or specific departments. The emphasis was predominantly on curriculum mainstreaming, with less attention given to other crucial integration elements, such as institution, policy, method, and content. Although some institutional initiatives attempted to address a broader range of integration elements, these efforts were often short-lived and lacked clear direction, resulting in limited communication at the grassroots level. Furthermore, the findings highlighted the significant potential of IK in the mainstreaming process of ESD, despite differing perspectives regarding its function and position. The enduring presence of IK within Indonesian culture and daily life suggests that individuals in society are exposed to IK to varying degrees. This aspect presents a valuable opportunity that can be harnessed in the mainstreaming process. Finally, the study demonstrated that eliciting the beliefs and attitudes of ITE stakeholders provides valuable insights for understanding the current situation and serves as a crucial component of the Reflect stage in Steele’s (2010) Action Research Approach. This approach enables a more comprehensive understanding of the existing context and informs subsequent actions in the mainstreaming process.