In this study, the possible impact YouTube can have on students reading and listening comprehension in English is investigated. In order to identify this possible impact, two main research questions were asked, analysed and answered. The sample group researched in the study consisted of 123 students in the 8th grade at an intermediate school in Sweden. Two surveys, one listening comprehension test and one reading comprehension test, were submitted to the sample group. Based on the results and the discussion, some conclusions could be drawn. Students who spend an average amount of time on YouTube seem to perform at a higher level regarding reading and listening comprehension. However, students who spend a lot of time on YouTube did not perform at the highest level of proficiency, making it difficult to determine with absolute certainty how extensive the correlation between social media and language comprehension is.

Despite high achievement by many Māori (indigenous people of Aotearoa New Zealand) students there is still a disparity between the achievements of Māori students and Non Māori students in the New Zealand educational context. Given that over 85% of Māori students are currently in mainstream settings rather than Māori medium settings the Government has initiated and supported teacher professional development approaches in efforts to enhance teacher effectiveness for teachers working with Māori in mainstream settings. This investigation looks specifically at the practice of four teachers who have been on the Te Kauhua/Māori in Mainstream Pilot project in a decile1 5 Intermediate school in the South Island of New Zealand. An important aspect of this investigation is that it listens to and includes the voices and opinions of eight students who are in the classes of these teachers. Early on in the Te Kauhua project teachers at the school articulated that it was the lack of engagement from their Māori students that was the problem and they wanted to look at ways in which they could maximise Māori student engagement in the classroom learning contexts. The particular aim of this investigation was to look at specific strategies and practices that teachers used to successfully maximise Māori student engagement in the classroom curriculum. The results highlighted the importance of the quality of the relationship between the teacher and the students, the positive impact of the extra effort that teachers applied to engage their students and the students’ preferences for working in small groups. Underpinning these aspects of practice was the importance that teachers placed on developing their reflective practice and the participation in small learning professional learning groups.

A presente tese analisa as aprendizagens profissionais desenvolvidas em período de estágio curricular, em que os alunos do curso de Licenciatura em Geografia da Universidade Estadual de Ponta Grossa (UEPG), Paraná, acompanharam o trabalho de professores de escolas de educação básica (Ensino Fundamental II). O conceito que fundamenta nossas análises é o de profissionalidade docente, por considerarmos que nele está o centro das proposições do estágio; assim, buscamos identificar quais elementos e dimensões da profissionalidade permeiam as ações na etapa do estágio. O foco da pesquisa está em identificar as aprendizagens que os alunos da licenciatura desenvolvem durante o estágio e, com base nesses elementos, reconhecer o papel do professor de Geografia da educação básica na formação inicial desses alunos. Buscamos fundamentar a tese de que o professor da educação básica, que atua como supervisor de estágio, é um formador de professores, na medida em que transmite saberes profissionais constituídos em decorrência de experiências individuais e coletivas, em contextos sociais, institucionais e técnico-pedagógicos, consolidados no exercício profissional. Esses saberes possibilitam aos alunos-estagiários a reflexividade da ação docente e das práticas escolares, por meio do diálogo com e na realidade profissional. O parâmetro adotado para realizar esta investigação são os ensinos e as orientações dadas por esses professores no desenvolvimento profissional dos alunos. Para gerar as informações e proceder às análises, optamos pelo método qualitativo, adotando as diretrizes fornecidas pela metodologia de análise de conteúdo, de acordo com Bardin (2007) e Franco (2008), na compreensão do objeto investigado. Realizamos entrevistas com um grupo de alunos do curso de Licenciatura em Geografia e com os professores das escolas da educação básica que os supervisionaram em períodos de estágio. As informações obtidas, o delineamento e o interesse no objeto investigado suscitaram análises no âmbito dos saberes da docência e do habitus na prática docente. Esses dois elementos foram utilizados como categorias, ao reconhecermos o direcionamento das orientações realizadas pelos professores. A centralidade das ações desses professores está no desenvolvimento da competência profissional dos alunos, com ênfase nos esquemas práticos desenvolvidos por eles durante as aulas ministradas. O diálogo não foi um elemento constante e primordial para o desenvolvimento das aprendizagens, as quais resultaram, em grande parte, de observações individuais dos estagiários sobre a prática didática dos professores da escola básica. Além de saberes, esses professores se preocuparam com a formação do habitus docente, orientando os alunos em relação a posturas, técnicas, demonstrando senso prático. Dentre o corpus de saberes reconhecidos para a docência, os professores atribuem maior importância àqueles construídos na prática profissional, com exceção dos saberes do conteúdo, os quais, segundo eles, devem ser consolidados no curso de graduação. Esses professores compreendem o estágio como espaço de trocas de experiências e, nesse processo, consideram-se orientadores de alunos-estagiários. Porém, apontam a falta de integração com os professores supervisores de estágio da universidade como um dos obstáculos ao bom desempenho dessa tarefa. / This thesis examines the professional abilities developed during the mandatory Geography teaching apprenticeship program, in which students of the Geography Teaching Licensure Course of the State University of Ponta Grossa (UEPG), Paraná, followed the work of teachers in intermediate schools (6th to 9th grade). The basic concept that underlies our analysis is that of professionality teaching, because we believe it is the center of the propositions of the apprenticeship program; thus, we sought to identify which elements and dimensions of professional teacher activity permeate actions within the apprenticeship program. The focus of the research is to identify the abilities that licensure students develop during the apprenticeship program, and with base on these elements, recognize the role of Geography teachers of intermediate schools in the basic background education of these students. We sought to provide support to the thesis that intermediate school teachers, who act as apprenticeship supervisors, are teacher coaches, as they convey professional knowledge that is built as a result of individual and collective experiences in social, institutional, technical and pedagogical contexts which are consolidated through professional activity. This knowledge enables apprentice-students to experiment the reflective-thought action of teaching activities and school practices, through dialogue with, and within, professional reality. The parameters adopted in this research are the teachings and guidance given by those teachers in the professional development of the apprentice-students. To organize information and carry out the analysis, we chose the qualitative method, adopting the guidelines provided by the Content Analysis Methodology according to Bardin (2007) and Franco (2008) to understand the object under study. We interviewed a group of students from the Geography Teaching Licensure Course and the elementary school teachers who supervised their apprenticeship programs. The information obtained, the description and interest in the object studied raised analyses in the fields of teaching knowledges and in the habitus of teaching practice. These two elements were used as categories, to recognize the direction of the advice given by teachers. The central point of the prescriptive actions of these teachers is the development of professional competence of students, with emphasis on practical schemes developed by them during classes. The dialogue was not a constant and essential element for the development of these abilities, which resulted largely from individual observations of the apprentices on the teaching practice of these elementary school teachers. In addition to knowledges, these teachers were concerned with building a teaching habitus, counseling students with regard to attitude, techniques, demonstrating a practical sense. Within the recognized body of knowledge for teaching, teachers give more importance to those built during professional practice, except for the knowledge of content, which they say should be consolidated during the undergraduate course. These teachers understand the apprenticeship program as a space for exchanging experiences and, within the process, they consider themselves orientators of the student-apprentices. However, they point the lack of integration with the apprenticeship program supervising professors of the university as one of the obstacles to performing this task well.

A presente tese analisa as aprendizagens profissionais desenvolvidas em período de estágio curricular, em que os alunos do curso de Licenciatura em Geografia da Universidade Estadual de Ponta Grossa (UEPG), Paraná, acompanharam o trabalho de professores de escolas de educação básica (Ensino Fundamental II). O conceito que fundamenta nossas análises é o de profissionalidade docente, por considerarmos que nele está o centro das proposições do estágio; assim, buscamos identificar quais elementos e dimensões da profissionalidade permeiam as ações na etapa do estágio. O foco da pesquisa está em identificar as aprendizagens que os alunos da licenciatura desenvolvem durante o estágio e, com base nesses elementos, reconhecer o papel do professor de Geografia da educação básica na formação inicial desses alunos. Buscamos fundamentar a tese de que o professor da educação básica, que atua como supervisor de estágio, é um formador de professores, na medida em que transmite saberes profissionais constituídos em decorrência de experiências individuais e coletivas, em contextos sociais, institucionais e técnico-pedagógicos, consolidados no exercício profissional. Esses saberes possibilitam aos alunos-estagiários a reflexividade da ação docente e das práticas escolares, por meio do diálogo com e na realidade profissional. O parâmetro adotado para realizar esta investigação são os ensinos e as orientações dadas por esses professores no desenvolvimento profissional dos alunos. Para gerar as informações e proceder às análises, optamos pelo método qualitativo, adotando as diretrizes fornecidas pela metodologia de análise de conteúdo, de acordo com Bardin (2007) e Franco (2008), na compreensão do objeto investigado. Realizamos entrevistas com um grupo de alunos do curso de Licenciatura em Geografia e com os professores das escolas da educação básica que os supervisionaram em períodos de estágio. As informações obtidas, o delineamento e o interesse no objeto investigado suscitaram análises no âmbito dos saberes da docência e do habitus na prática docente. Esses dois elementos foram utilizados como categorias, ao reconhecermos o direcionamento das orientações realizadas pelos professores. A centralidade das ações desses professores está no desenvolvimento da competência profissional dos alunos, com ênfase nos esquemas práticos desenvolvidos por eles durante as aulas ministradas. O diálogo não foi um elemento constante e primordial para o desenvolvimento das aprendizagens, as quais resultaram, em grande parte, de observações individuais dos estagiários sobre a prática didática dos professores da escola básica. Além de saberes, esses professores se preocuparam com a formação do habitus docente, orientando os alunos em relação a posturas, técnicas, demonstrando senso prático. Dentre o corpus de saberes reconhecidos para a docência, os professores atribuem maior importância àqueles construídos na prática profissional, com exceção dos saberes do conteúdo, os quais, segundo eles, devem ser consolidados no curso de graduação. Esses professores compreendem o estágio como espaço de trocas de experiências e, nesse processo, consideram-se orientadores de alunos-estagiários. Porém, apontam a falta de integração com os professores supervisores de estágio da universidade como um dos obstáculos ao bom desempenho dessa tarefa. / This thesis examines the professional abilities developed during the mandatory Geography teaching apprenticeship program, in which students of the Geography Teaching Licensure Course of the State University of Ponta Grossa (UEPG), Paraná, followed the work of teachers in intermediate schools (6th to 9th grade). The basic concept that underlies our analysis is that of professionality teaching, because we believe it is the center of the propositions of the apprenticeship program; thus, we sought to identify which elements and dimensions of professional teacher activity permeate actions within the apprenticeship program. The focus of the research is to identify the abilities that licensure students develop during the apprenticeship program, and with base on these elements, recognize the role of Geography teachers of intermediate schools in the basic background education of these students. We sought to provide support to the thesis that intermediate school teachers, who act as apprenticeship supervisors, are teacher coaches, as they convey professional knowledge that is built as a result of individual and collective experiences in social, institutional, technical and pedagogical contexts which are consolidated through professional activity. This knowledge enables apprentice-students to experiment the reflective-thought action of teaching activities and school practices, through dialogue with, and within, professional reality. The parameters adopted in this research are the teachings and guidance given by those teachers in the professional development of the apprentice-students. To organize information and carry out the analysis, we chose the qualitative method, adopting the guidelines provided by the Content Analysis Methodology according to Bardin (2007) and Franco (2008) to understand the object under study. We interviewed a group of students from the Geography Teaching Licensure Course and the elementary school teachers who supervised their apprenticeship programs. The information obtained, the description and interest in the object studied raised analyses in the fields of teaching knowledges and in the habitus of teaching practice. These two elements were used as categories, to recognize the direction of the advice given by teachers. The central point of the prescriptive actions of these teachers is the development of professional competence of students, with emphasis on practical schemes developed by them during classes. The dialogue was not a constant and essential element for the development of these abilities, which resulted largely from individual observations of the apprentices on the teaching practice of these elementary school teachers. In addition to knowledges, these teachers were concerned with building a teaching habitus, counseling students with regard to attitude, techniques, demonstrating a practical sense. Within the recognized body of knowledge for teaching, teachers give more importance to those built during professional practice, except for the knowledge of content, which they say should be consolidated during the undergraduate course. These teachers understand the apprenticeship program as a space for exchanging experiences and, within the process, they consider themselves orientators of the student-apprentices. However, they point the lack of integration with the apprenticeship program supervising professors of the university as one of the obstacles to performing this task well.