A língua inglesa na formação do estudante do ensino médio integrado à Educação Profissional Técnica (EMIEPT) é uma área que tem suscitado pesquisas em várias vertentes. A compreensão desse contexto, mais especificamente localizado no Instituto Federal do Paraná (IFPR), é a preocupação principal desta pesquisa pela complexidade e diversidade das questões que compõem esse cenário. Para tanto, desenvolvemos uma pesquisa de natureza descritivo-interpretativa, dividida em duas fases: indexação de pesquisas realizadas em contextos semelhantes e coleta de dados em campo no IFPR. O desenho da pesquisa viabilizou o afunilamento das tendências que caracterizam o EMIEPT, de forma mais geral, para a compreensão do contexto mais específico por meio do levantamento de concepções e práticas dos professores do IFPR, identificadas em planos de ensino, questionários e entrevistas. No total foram analisados os dados obtidos a partir de 22 planos de ensino, 18 questionários e seis entrevistas, os quais tiveram como informantes os professores de LI do IFPR. Os resultados da primeira fase evidenciam um movimento crescente de pesquisas realizadas no EMIEPT por professores que atuam no contexto. Essa evidência evoca tanto a necessidade de busca de soluções para conflitos inerentes ao contexto como a necessidade de formação continuada, apontada em várias pesquisas. A análise dos dados da segunda fase aponta, entre outros, que os profissionais que ensinam LI no IFPR recebem pouca formação continuada sobre os fundamentos filosóficos e epistemológicos da modalidade de ensino na qual atuam. O resultado das análises das entrevistas corrobora os dados levantados nos questionários, mostrando as tendências no trabalho do professor de LI do IFPR, suas preocupações e dificuldades. Os resultados obtidos por meio da análise dos planos de ensino bem como a construção das relações entre os dados das duas fases da pesquisa permitiram o levantamento das contradições, sobreposições e convergências presentes no multifacetado cenário do ensino de LI no EMIEPT do IFPR. Os resultados apontam, também, que nesse contexto de ensino prioriza-se a formação geral do estudante, e a integração com a formação profissional fica restrita a aspectos superficiais. Conclui-se que o cenário demanda dois tipos de ações que podem contribuir para o ensino de LI: formação continuada em serviço e engajamento político dos profissionais que atuam na área. / English language education within Vocational Secondary School Education (Ensino Médio Integrado à Educação Profissional Técnica EMIEPT) is a prolific area that has generated research in various angles. Understanding this context, more specifically placed at the Federal Institute of Paraná (IFPR) is the main concern of this research due to the complexity and diversity of the issues that make up this scenario. We develop a descriptive-interpretative research organized in two phases: research indexation in literature and field work. The research design enables us to narrow down the tendencies from the broader ones that characterize the EMIEPT towards the ones that are context-related within the IFPR by identifying concepts and practices of IFPR teachers through the analysis of twenty-two teaching plans, eighteen questionnaires and six interviews. The results of the literature indexation show a growing research movement in EMIEPT carried out by teacher-researchers who work in this context. This evidence evokes both the need for finding solutions to conflicts inside the context and the need for continuing education. The analysis of the questionnaires shows that the professionals who teach English language at IFPR receive little continuing education on the philosophical and epistemological foundations of EMIEPT. The results of the interviews analysis corroborate the data showing tendencies in English language teaching practices at IFPR, mainly teachers concerns and difficulties. The results obtained through the analysis of teaching plans and cross-analysis between the data of the two phases of the research allows us to describe the contradictions, overlaps and similarities present in the multifaceted scenario of English Language education in the EMIEPT at IFPR. The results also show that this teaching context gives priority to student general education and the integration with vocational education is restricted to superficial aspects. In conclusion, the scenario claims for two types of actions that could contribute to the improvement of quality in English language education: continuing education for teachers and political engagement of professionals working in the area.

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No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação -Versão para defesa.pdf: 1036219 bytes, checksum: 00e35af094114f0fa180f719462dd199 (MD5) / O presente trabalho investiga as crenças de professores quanto à implementação do Currículo Mínimo (CM) de Língua Estrangeira (LE), analisando se e como aquelas interferem em sua prática docente. Objetivando identificar as crenças dos professores informantes em relação ao CM e analisá-las, os aportes teóricos utilizados foram Abrahão (2006), Barcelos (2007) e Silva (2010). A pesquisa também investiga as relações entre poder e discurso e, assim, utiliza como referencial teórico os escritos de Foucault (2004) e da Análise Crítica do Discurso (ACD). E, como o CM foi elaborado com base na teoria dos gêneros discursivos, tornou-se necessária uma breve apresentação dos estudos de Marcuschi, (2003) e Schneuwly e Dolz (2004). Os documentos que orientam (ou orientaram até recentemente) o currículo escolar brasileiro – a Lei de Diretrizes e Bases da Educação (BRASIL, LDB, 1996), os Parâmetros Curriculares Nacionais (BRASIL, PCN, 1998, 1999) e as Orientações Curriculares do Ensino Médio (BRASIL, OCEM, 2006) – ampararam a pesquisa. O Currículo Mínimo da Secretaria de Educação do Estado do Rio de Janeiro (RIO DE JANEIRO, CM, 2011, 2012) também foi apresentado e discutido, uma vez que uma das finalidades dessa dissertação é analisar como os professores o implementam em sala de aula. Para a análise dos dados foram criadas categorias de forma a inferir as crenças dos professores informantes no que se refere à implementação do CM e à sua obrigatoriedade, sua visão quanto aos gêneros discursivos propostos no documento e o contexto do aluno e, por último, que imagem os professores têm dos alunos em relação ao processo de ensino-aprendizagem da LE. Foi possível concluir que as crenças dos professores informantes interferem diretamente no planejamento de suas aulas e na forma como estas são desenvolvidas, bem como em sua percepção acerca do CM. Apesar de acreditarem que suas ações se modificaram a partir de suas experiências e vivências, os docentes seguem utilizando abordagens e métodos tradicionais como a tradução de palavras e o ensino dedutivo de regras gramaticais. No entanto, independente da forma como vislumbram suas aulas, quer implementando o CM quer não, é consenso entre os professores informantes que se faz necessária a reflexão e a reconstrução de sua prática, buscando ações que visem a formação de alunos críticos e atuantes no mundo social. A interação com o outro e com o contexto é fundamental não só à formação do indivíduo dentro dos muros da escola, mas, principalmente, à sua formação como cidadão reflexivo e consciente / This dissertation investigates teachers’ beliefs about the implementation of the Currículo Mínimo (CM) of Foreign Languages (FL), analyzing if and how their beliefs interfere in their teaching practices. The theoretical support for the investigation of beliefs came mainly from Abrahão (2006), Barcelos (2007) and Silva (2010). The research also investigates the relations between power and discourse, using as reference studies by Foucault (2004) as well as by several scholars identified with the theories and methods of Critical Discourse Analysis (CDA). And, since the CM was based upon the theories of discursive genres, this dissertation also includes a brief presentation of the studies by Marcuschi (2003) and Schneuwly & Dolz (2004). Brazilian official documents concerning curricular policies, such as the Lei de Diretrizes e Bases da Educação (BRASIL, LDB, 1996), the Parâmetros Curriculares Nacionais (BRASIL, PCN, 1998, 1999) and the Orientações Curriculares do Ensino Médio (BRASIL, OCEM, 2006), were take into consideration as well. Obviously, the Currículo Mínimo of the Secretaria de Educação do Estado do Rio de Janeiro (RIO DE JANEIRO, CM, 2011, 2012) is presented and discussed, since the analysis of how it is implemented is one of the goals of this research. For the data analysis, we created a few categories which helped infer the beliefs of the informants as to the implementation of the CM, its mandatory character, the discursive genres established as syllabus by the document, the social context of the students, and, finally, the images that teachers create of their pupils as learners of the FL. We concluded that teachers’ beliefs interfered directly in lesson planning and in the way the plans were developed in the classroom, as well as in their perception of the CM. In spite of believing that their teaching practices were modified due to their experiences, the informants keep on adopting traditional approaches, methods and techniques, such as word translation and deductive teaching of grammar rules. On the other hand, disregarding of how they conceive their lessons, the informants agree that both reflection upon and rebuilding of their practices is necessary, in order to contribute to the education of critical and active students. The interaction with both other people and the context is essential not only to the education of the student within the school, but also for his or her education as a conscious, critical citizen

This study aims at investigating how and which theoretical aspects of linguistics are effective for implementing a Letters course directed across the educations of Portuguese language teachers. This doctoral dissertation is anchored to a theoretical-methodological perspective of the French discourse analysis which dialogues with the History of Linguistic Ideas. Our analysis is carried out through a documental investigation of a corpus of analysis containing accounts on the Letters course, specifically at UNOCHAPECÓ a community college in Santa Catarina, Brazil. In this study we looked upon the constitution of such course considering the faculty of this institution and the disciplinary organization of the syllabuses referring to the following subjects: Portuguese language; Comprehension and written production, Linguistics and Linguistic Studies as being representatives of distinct moments of the course. Also, we established theoretical categories with the purpose of identifying the inter and intradiscourses related to these subjects as an analytical-oriented practice. By means of this documental analysis, we pointed out the following most important aspects: the foundation of higher education in the western part Santa Catarina is characterized by being supported by education foundations and in their constitution it is observed a distinguishable difference from the model of higher education if compared to the rest of the country. This course here being mentioned is legally bound to obey the common legislation of the State and in the late 1980s, taking into account the need of the local communities for qualified professionals, the faculty members in these institutions started being characterized by being locally trained. As a result of this characteristic, the syllabuses were changed in order to comply with the local market need and the current legislation. Regarding the syllabuses of the curricular subjects, we came across the following categories of analysis; (pro)fusion of knowledges, (con)fusion of knowledges, identification and confrontation of knowledges and pedagogization of knowledges. We understand that the relations among the concepts , (pro)fusion of knowledges, (con)fusion of knowledges, identification and confrontation of knowledges and pedagogization of knowledges are established at their constitutional level, referring to how the interdiscourse works while compared to what was produced and what was reproduced. Within these relations we also observed how the intradiscourse is built in the sense of articulating what was fully understood in the interdiscourse. The way these knowledge relations work together with the purpose of finding a middle-ground between the inter-winding nature of Linguistics and teaching, and how this inter-winding natures is characterized by an intradiscoursive articulation, is the only possible way to work at an interdiscoursive level, as a means of broadening the object of linguistics. / O presente trabalho tem por objetivo analisar como e quais os saberes da ciência linguística funcionam na constituição de um curso de Letras voltado à formação de professores de língua portuguesa. Ancoramo-nos na perspectiva teórico-metodológica da Análise de Discurso de linha francesa (AD) em diálogo com a História das Ideias Linguísticas (HIL), de modo que nosso percurso de análise se faz a partir de um arquivo documental-institucional em que tomamos como corpus de análise o discurso sobre o curso de licenciatura plena em Letras da UNOCHAPECÓ-SC. Analisamos a constituição desse curso a partir dos quadros de formação docente, da organização disciplinar das matrizes curriculares e da formulação dos ementários das disciplinas curriculares de Língua Portuguesa, Leitura e Produção Textual, Linguística e Estudos Linguísticos, representativos de diferentes momentos do curso, e neles mobilizamos as categorias teóricas de efeitos de identificação, interdiscurso e intradiscurso em nosso gesto analítico. Por meio da análise dos materiais de arquivo, pontuamos que: a fundação do ensino superior no oeste catarinense é marcada pelo processo de interiorização do ensino superior, por meio das fundações de ensino, sendo que nessa constituição há ressonâncias e deslocamentos dos modelos de ensino superior que se constituíram na história da educação brasileira; o curso de Letras tem sua constituição marcada pela necessidade de atender à legislação educacional em vigor nos anos finais da década de 1980 e, também, às necessidades da comunidade regional em relação à qualificação de profissionais para a área educacional; o quadro de professores é marcado por uma formação docente interiorizada; e as matrizes curriculares sofreram consecutivas alterações marcadas por necessidades de ordem mercadológica e de ordem legal. Em relação aos ementários das disciplinas curriculares, chegamos à constituição das seguintes categorias de análise: (pro)fusão de saberes; (con)fusão entre saberes; identificação/confronto de saberes e pedagogização/didatização de saberes. Entendemos que as relações de (pro)fusão, (con)fusão, identificação, confronto e pedagogização/didatização de saberes se fazem, no nível de constituição, pelo funcionamento do interdiscurso sobre o que já foi dito, sobre o repetível. Nessas relações, observamos também o funcionamento intradiscursivo que é do nível da formulação, na qual se realiza o trabalho de articular os sentidos dispersos no interdiscurso. Consideramos que o funcionamento dessas relações de saberes marca a constituição de um lugar de entremeio na relação Linguística e ensino e que essa relação de entremeio está marcada na articulação intradiscursiva, possível apenas porque funciona no nível interdiscursivo, marcando, assim, um alargamento do objeto da Linguística.

M.Ed. (Education) / This study focuses on the teaching of linguistic rules and structures in rural informal Settlement Schools. The inquiry was undertaken with the aim of determining what the nature of instruction of grammar, specifically tense, is and what teachers' conceptions of the pedagogy of grammar are. The rationale for the study was that there is virtually no research on the language pedagogy knowledge of practice of unqualified teachers in community schools. Teachers in this type of setting needed to be exposed to contemporary theory of Second Language instruction with the view of improving their pedagogy. This also needed to be researched in order to contribute to the body of knowledge..The rural settlement schools where semi-qualified teachers are still found in increasing numbers, need competent teachers who can teach students to function socially as well as linguistically. For relevant teacher education curricula research is needed to inform policy. Literature review was done and field investigation was conducted to determine teachers' conceptions of grammar and tenses. Data were collected through interviews and observations. These data were consolidated and clustered across five sources of different methods. The categories of data indicated that teachers' knowledge of rules was limited. The research was concluded with suggestions pertaining to the researcher's experience of semi-qualified teachers. It was suggested that teachers should not only concentrate on grammar knowledge but also on the knowledge about pedagogy and linguistics. The involvement of INSET programmes in this respect was strongly recommended.

The purpose of this study was to investigate the effect of a professional development intervention conducted with mainstream middle school teachers of English language learners (ELLs) in a North Texas school district. Teacher change was examined in the context of this intervention. Three groups of teachers participated in this study. Group 1 (n= 4) consisted of teachers returning to the intervention for a second year. Group 2 (n= 12) consisted of teachers new to the intervention. Group 3 (n = 16) served as the control group and consisted of teachers who were not part of the intervention. Mixed methods were utilized, including a self-assessment questionnaire, an observation tool, and data from the Texas Assessment of Knowledge and Skills (TAKS) test. Statistically significant differences were found between teachers in Group 1 and teachers in Group 2 in the perception of self-efficacy. Statistically significant differences were also found for Group 1 and Group 2 teachers between the beginning and the end of the year. Group 3 teachers experienced a decrease in their perception of self-efficacy between the beginning and the end of the year. A statistically significant difference in the use of interaction was found across time for teachers in Group 1 and Group 2. The interaction of ELLs decreased between the beginning and the end of the year for teachers in Group 3. The use of modifications increased significantly for teachers in Group 1 and Group 2 and remained stable for teachers in Group 3 between the beginning and the end of the year. In the area of high expectations, no statistically significant difference was found between intervention teachers and the control group across time. An analysis of data for the Texas Assessment of Knowledge and Skills (TAKS) test revealed a statistically significant difference in the percentage of All Students Commended for the writing test and in the percentage of All Students Met Standard in the social studies test between intervention and non-intervention classrooms.

This study, as well as others, have found that teachers have attitudes and perceptions about their students that could significantly impact the students' education.

No description available.

Many studies show that teacher beliefs strongly influence their instructional decisions, which in turn affect classroom practice and curriculum implementation. Studies also reveal many curriculum reforms in the past failed because teacher beliefs had been neglected in the design and implementation process. / The new secondary Chinese language curriculum implemented in 2002 in Hong Kong is of student-centred basis, and thus teachers are required to change their beliefs. This qualitative study aims at investigating teaching beliefs of Chinese language teachers and their influence on curriculum implementation. By examining teaching beliefs of teachers, light can be shed on the problems and prospect of curriculum implementation. Data were collected through semi-structured interviews and observations. Twelve teachers were selected purposefully from three different types of secondary schools, namely band 1, 2 and 3; which represent different range of students' academic competency. In each type of school, two expert teachers and two novice teachers with a variety of educational backgrounds and rankings at school were selected. / The results of this study indicate that teaching beliefs of teachers and their teaching behaviours are interrelated. It also highlights that the existing beliefs of transmission-oriented teachers are incongruent with the underlying philosophy of the new curriculum. This may hinder the implementation of the intended curriculum. But most of the beliefs held by the heuristics-oriented teachers are in line with the intended curriculum, which is likely to facilitate its successful implementation. The findings also have important implications for curriculum developers and teacher educators: curriculum implementation must be accompanied by continuous teacher development which fosters changes of beliefs and practices. / This study finds out that there are underlying commonalities in beliefs among the twelve teachers. In their opinion, the conception of Chinese language is "wen dao he yi", that means the subject does not only aim at developing students' communication skills but also providing positive values. Nevertheless, teachers' beliefs on teaching could be divided into two main orientations, namely transmission and heuristics. Transmission-oriented teachers believe that they transmit knowledge and act as directors and disciplinarians; while students are recipient of knowledge. Their major concerns of teaching are reading and writing but listening and oral practices are of secondary importance; these four areas of language are unlikely integrated in teaching. On the contrary, the heuristics-oriented teachers favour two-way and interactive teaching approaches. They regularly arrange group activities for students in diversification, and let peers learn from each other. Therefore students can be active learners while teachers are facilitators. In their view, integrating reading, writing, listening and speaking in teaching can facilitate students' learning. / 譚彩鳳. / 呈交日期: 2005年12月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 240-261). / Cheng jiao ri qi: 2005 nian 12 yue. / Advisers: Lam Chi Chung; Yu Nae Wing. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4087. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 240-261). / Tan Caifeng.

Pedagogical content knowledge (PCK), uniquely possessed by teachers, is the expert knowledge of teaching particular subjects. While researchers have probed into the connotation of PCK from the aspects of various subjects, this study explores an area of subject teaching not yet developed in the investigation of teachers' PCK: the PCK of experienced teachers of Senior Secondary Chinese Language, particularly its connotation, foundation, and changes after the curriculum reform. / The reform of the Chinese Language Curriculum in Hong Kong has released learning materials to schools without specifying prescribed texts. Schools are required to accommodate a school-based curriculum in view of the school and its students. To design such a curriculum demands a higher level of teachers' PCK. This study, by citing how teachers managed teaching materials, adopted a qualitative approach to investigate teachers' PCK. Using case study method and via purposeful sampling, this study identified six Senior Secondary Chinese Language teachers as research subjects. Two of them came from two schools which developed their own teaching materials, while the other four belonged to two other schools which employed textbooks. / The result revealed that the PCK possessed by these Senior Secondary Chinese Language teachers comprised five dimensions of knowledge: the knowledge of the purpose of subject teaching, the knowledge of student learning, the knowledge of curriculum content, organization and teaching materials, the knowledge of instructional strategies and representations, as well as subject knowledge. After the curriculum reform, the changes in the teachers' PCK were reflected mainly from their knowledge of student learning, knowledge of curriculum content, structure and teaching materials, and knowledge of instructional strategies and representations. Some teachers put more emphasis on developing students' language ability, demonstrating a change in their knowledge of the goal of subject teaching. Subject knowledge of the teachers, which was important to them when handling teaching materials, remained the same before and after the reform. The PCK of the teachers in this case study came from: teacher education and training programmes, practice and reflection, collaboration and study, the experience of curriculum development, collaborative lesson preparation, peer observation, internal and external professional exchanges, resource sharing, etc. / This study has three significant findings. First, among all the knowledge of teachers, PCK is independent. It is the expert knowledge of teaching particular subjects, as well as an integrated expression of various knowledge dimensions during subject teaching. Secondly, subject knowledge is one of the dimensions of teachers' PCK during subject teaching. It integrates with other knowledge dimensions to realize effects. Thirdly, the knowledge dimension of instructional strategies and representations of PCK has different scopes of application. "Strategies" refers to all kinds of pre-lesson instructional design, as well as the general instruction method during actual teaching. "Representations" refers to that during subject teaching, according to specific subject content and by adopting targeting approach, teachers modify the pedagogical content so as to make it more comprehensible to students. / 周健. / Advisers: Hin-Wah Wong; Ping-Kwan Fok. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (doctoral)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 394-411). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhou Jian.

published_or_final_version / Education / Master / Master of Education