Thesis "Beginning teacher - analysis of his personality, work and the most common problems in his work" deals with the personality of a beginning teacher, mentions the most common problems in his work and tries to find ideas for improving the situation. As the same times in analyses the selected components of his personality, which usually participates the lack of attention, especially in preparing future teachers, and which usually not mentioned in proper context. It focuses primary on the professional competence of teachers in relation to the student's core competencies as well as in other contexts. It also discusses the role of novice teachers in the context of the transformation of the Czech education system and also in the context of the Lisbon process. Analyses of key documents are included too. Great attention is paid to think about the different problematic areas concerning the work of novices teachers. In this context, the author focuses on the matter of authority and educational styles. It is based not only on the special literature but also on the sound, which took the form of numerous interview, surveys, questionnaires and observation. In conclusion, there are suggested recommendations of improving the situation of beginning teachers with regard to the analysis of the current academic...

Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-01-09T12:21:59Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) andre_vinicius_gon?alves.pdf: 1266538 bytes, checksum: 42c3fe90b9d66c8cb7b901a10e548f1b (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-01-31T13:56:36Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) andre_vinicius_gon?alves.pdf: 1266538 bytes, checksum: 42c3fe90b9d66c8cb7b901a10e548f1b (MD5) / Made available in DSpace on 2017-01-31T13:56:36Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) andre_vinicius_gon?alves.pdf: 1266538 bytes, checksum: 42c3fe90b9d66c8cb7b901a10e548f1b (MD5) Previous issue date: 2016-06 / Nos ?ltimos dez anos muitos pesquisadores t?m realizado estudos sobre assist?ncia personalizada e inteligente em Ambientes Educacionais a Dist?ncia, baseada na identifica??o dos Estilos de Aprendizagem. Sabe-se que o aprendizado ? algo extremamente particular, pois cada estudante possui estilos pr?prios e pode sofrer mudan?as diante de situa??es diversas como, por exemplo, objetivo, motiva??o, personalidade, etc. Por isso, o conceito de adaptabilidade do conte?do did?tico tem se tornado de grande import?ncia na personaliza??o do Sistema de Gerenciamento de Aprendizagem (SGA). Diante desse fato, Dor?a (2012) prop?e uma abordagem de Sistema Adaptativo e Inteligente para Educa??o (SAIE), utilizando t?cnicas probabil?sticas e Intelig?ncia Artificial (IA), capaz de detectar e adaptar, de maneira din?mica e autom?tica, os estilos de aprendizagem do estudante, considerando o Modelo de Estilo de Aprendizagem Felder-Silverman?s. Ap?s pesquisa detalhada, foram propostas algumas adapta??es baseadas na abordagem original, alterando o funcionamento de dois componentes espec?ficos: o M?dulo Pedag?gico e o Componente de Modelagem do Estudante. Al?m disso, prop?e-se uma nova estrutura do Modelo Estudante, contemplando o hist?rico de desempenho do aluno nos processos avaliativos. Por conseguinte, realizaram-se testes para avaliar os impactos de tais mudan?as por meio uma compara??o estat?stica utilizando o m?todo T-Pareado. Pelos resultados obtidos, as ideias deste trabalho proporcionaram uma melhora m?dia de 6,07% no desempenho avaliativo do estudante e uma redu??o m?dia de 68,27% nos problemas de aprendizagem, demonstrando efici?ncia e efic?cia da proposta. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2015. / Since last decade many researchers have been conducting studies on personalized and intelligent assistance in distance education based on identification of learning styles. It is known that learning is something very particular because each student has their own styles and are subject to change on a variety of situations such as goal, motivation, personality, etc. Therefore, this study discusses the concept of adaptability of educational content as a way to provide customization of Learning Management System (LMS). Through probabilistic techniques and Artificial Intelligence (AI), Dor?a (2012) proposed a approach Adaptive and Intelligent System for Education (AIES) able to dynamically and automatically detect, select and adapt learning objects based on the student?s profile through Felder-Silverman Learning Styles Model (FSLSM). After detailed study, it has been proposed some adaptations based on this approach, thereby altering the operation of two specific components: the Pedagogical Module and the Student Modeling Component. In addition, it is proposed a new structure Model Student, considering learner performance history in the evaluation processes. Therefore, it carried out tests to assess the impacts of such changes through a statistical comparison by T-Paired method. From the results, the ideas in this work provides an average improvement of 6.07% in the performance evaluation of the student and an average reduction of 68.27% in the learning problems, demonstrating proposal of efficiency and effectiveness.

Within the context of technological development, the needs and preferences of the 21st century student (Generation Y), the changing higher education environment, the increasing use of technology in teaching and learning, and the significant role of online learning facilitators in e-learning, the e-readiness of academic employees became imperative. Thus, considering the importance of academic employees' e-readiness, the primary objective of the study aims to determine the role of key human factors in their e-readiness, with specific focus on personal work profile patterns, preferred learning style and pace and style of technology adoption. The research problem therefore is how to determine the role of these key human factors in the e-readiness of academic employees. In this respect the study argues that the e-readiness assessment of academic employees must be included in the human resource performance appraisal process. The purpose of this research is to develop a framework for assessing the ereadiness of academic employees during their performance appraisals, as well as determining and assessing the role of key human factors in their e-readiness in order to draft an e-profile which will provide guidance in terms of structuring unique training and development approaches for each e-profile. Once accademic employees' e-readiness has been assessed during their performance appraisals, they can be plotted on the framework. The outcome of their e-readiness assessments will reveal their e-profiles, which will portray insight into the presence or absence of particular ereadiness indicators, outlined in an e-readiness construct. Subsequently, a personal development plan can be drafted, making provision for uniquely structured training and development interventions, best suited for each accademic employees' e-profile. The most suitable motivating factors for each employee will also be considered during the drafting of the personal development plan. The empirical research by means of a self-administered questionnaire and a focus group discussion revealed two prominent e-profiles indicating various levels of ereadiness, namely an early adopter-pragmatist-compliance e-profile and an early majority-theorist-steadiness e-profile. The findings made it evident that the traits portrayed by a person belonging to a certain technology adoption category show similarities to traits portrayed by particular learning styles and personal work profile patterns. Certain profiles could be identified, based on trends and similarities pertaining to interpersonal traits. The findings further revealed that with an increase in age and teaching experience of respondents (which also imply an increase in age), the willingness to be assessed on e-readiness declined. It was also determined that the human resource performance management policies and practices at the North-West University (NWU) (which is used as case study), do not make provision for the inclusion of e-readiness in performance appraisals of academic employees. Further it became evident that training and development interventions should not only focus on the technical skill of e-learning, but follow a broader teaching and learning approach, also including the philosophy of e-learning and the use and adaptation of teaching and learning strategies to obtain optimal learner learning. The findings of the study thus supported the need for a framework, providing guidance in this regard. Presently, neither the literature of human resource performance appraisal nor the literature of e-readiness or e-learning makes provision for assessing the e-readiness of academic employees. The study thus contributes to the scholarly discourse and knowledge in the field of public human resource management, as sub-field of Public Administration, by developing a theoretical framework (that currently does not exist), consisting of three matrixes for this purpose to determine the role of the key human factors in the e-readiness of academic employees. / Public Administration and Management / D. Litt. et Phil. (Public Administration)

This diploma work raises the issues and subsequently the diagnostics of preconcepts for didactic concepts of students of teaching and primary school teachers. The aim of this work was to find out to what extent the perception of some chosen didactic concepts are related comparing students of pedagogical faculty and primary school teachers. The theoretical part aims to the technical definition of the semantic differential research method and definition of the concepts involved in the research. In the practical part the data relating to chosen didactic concepts were found and processed by method of semantic differential.

Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer. Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word. ‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet. Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie. Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables. Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language. Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured. Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor. Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

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本研究旨在探討如何設計以建構主義為基礎的網際網路合作學習環境，以研發二次函數網際網路課程，並藉由實驗研究法分析在網際網路合作學習情境中，不同的學習型態與認知風格對於學習成效之影響，最後以質性研究法探討學生合作互動歷程之認知模式及相關影響因素，並分析學生學習二次函數易犯之錯誤類型。 本研究使用之研究方法包括學習軟體研發、實驗研究法、問卷調查法、晤談法、及內容分析法。研究者首先研發及評量「二次函數網際網路課程」，並隨機選擇國民中學二年級學生60名為研究對象，依學習型態及學生認知風格分成內控單獨組、外控單獨組、內控合作組、外控合作組、內外控混合合作組等五組進行教學實驗。俟教學實驗後進行紙筆測驗、問卷調查、及晤談，研究者並搜集學生在電子白板上的對話進行內容分析。根據研究結果分析，本研究主要之結論如下： 一、網際網路合作學習環境有助於學生學習數學二次函數概念在網際網路合作學習環境中，提供合作的視覺學習環境，協助學習者多重轉化代數表徵成為幾何表徵的動態網頁，使學習者在不同條件脈絡中進行比較、反思，以了解二次函數中代數與幾何的關係，已有具體的教學成效。 二、 在網路學習環中，不同認知風格的學生在個別學習效果上有差異存在在網際網路個別學習環境中，內控組的學習成效顯著優於外控組。即在網際網路學習環境中，採用個別學習策略，具外控取向特質的學習者，學習成效不佳；而具內控取向特質的學習者，有較佳的學習成效。 三、在網路學習環境中，不同認知風格的學生在合作學習效果上未有顯著差異存在在網際網路合作學習環境中，內控合作組、外控合作組、及內外控混合合作組的學習成效無顯著差異。研究顯示透過合作學習可提升外控取向學習者的學習成效，淡化認知風格對學習者的影響。 四、 網際網路合作學習互動歷程為個人建構、群體澄清、知識重構、群體重構的認知改變模式在網際網路合作學習互動歷程中，個人先形成自我的知識概念，並將個人建構的基模公開呈現與他人分享，當個體的認知概念間產生差異時，合作群體間即產生質疑，並提出澄清，經澄清後合作群體彼此協商，重構知識、統合意見並產生共識，即成為合作小組的認知概念。 五、 同儕模式的網際網路合作學習方式缺少高支持性鷹架結構以同儕為基礎的網際網路合作學習環境中，因學生的先備知識不足及溝通技巧的缺乏，容易產生錯誤概念的學習及習得片斷的知識。是以，針對年齡小或能力低的學習者所設計的網際網路合作學習課程，教師的參與討論與互動是必要的，以能提供學習者高支持性鷹架結構。 六、 在網際網路合作學習環境的互動歷程中，外控取向學習者佈題的行為多於內控取向學習者研究中發現外控取向學習者佈題的行為多於內控取向學習者，內控取向學習者解題的行為多於外控取向學習者。 根據研究結果，本研究提出下列建議，以供教學者、教學媒體設計者、教育行政單位、及後續研究者之參考： 一、應整合學科專家、教育專家、電腦網路程式設計師、美術專業人士以研發更符合學習者需求的網路課程。 二、宜針對學習者特性提供不同的網路教學策略，使建構的網際網路課程更符合學習者的需求。 三、在網際網路合作學習環境中，課程設計應以討論情境、分享知識、及解決問題為主，始能提升合作成效。 四、宜訂定網路界面設計標準及評鑑指標，以做為網路課程發展的依據。 五、在網際網路合作學習環境中，教師應適度參與學生的討論活動，提供鷹架支持的功能。 六、應加強國家整體網路基礎建設，使能改善網路教學品質，提高學習成效。 / The Purpose of this study is threefold.　One is to explore how to design a quadratic function internet curriculum in the internet computer-based collaborative learning environment, based on constructivism. Second, learning effects of different learning styles and cognitive styles in the internet collaborative learning context are analyzed through empirical research methods. Third, the students' cognitive modes and other relative factors in the collaborative learning interaction process, as well as the students' frequent error types in learning quadratic functions, are identified and analyzed through qualitative research methods. The research methods adopted in this study include the development of learning software, empirical research methods, questionnaires, interviews, and content analysis. The researcher first developed and assessed the "internet curriculum of quadratic functions", and selected 60 second graders of a junior high school as research subjects, according to the students' learning and cognitive styles, and categorizing them into the group of internal locus of control with individual learning, the group of external locus of control with individual learning, the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning to implement teaching experiments. After the experiments were finished, the research conducted a written test, questionnaire surveys, and interviews. Besides, the students' dialogue data on Bulletin Board System was collected and analyzed. Based on the analysis results of this study, the main conclusionsare as follows: 1. Internet collaborative learning environment facilitates students learning the concepts of quadratic functions. In the environment of the internet collaborative learning, interactive web pages provide visualized collaborative learning context, assist learners to transform algebraic representation into geometric representation, and give learners opportunities to compare and rethink in different conditions about the relations of algebra and geometry in quadratic functions.　All of which have been proved to have concrete learning effects. 2. In the environment of the internet learning, individual learning effect differences exist among students of different cognitive learning styles. In the environment of the internet individual learning, learning effects of the external control group are better than those of the internal control group. In other words, learners with external locus of control, using individual learning strategies do not have good learning effects.　However, learners with internal locus of control have better learning effects. 3. In the environment of the internet learning, there is no significant differences among students with different cognitive styles. In the environment of the internet collaborative learning, the learning effects among the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning show no significant differences.　This study shows collaborative learning help improve the learning effects of learners with external locus of control, and ease the impacts of cognitive styles on learners. 4. The interaction process of the internet collaborative learning is a cognitive revolution of individual construction, group clarification, knowledge reconstruction, and group reconstruction. In the interaction process of the internet collaborative learning, individuals form self knowledge concepts, and shares their self-constructed sckema with other people. When individual cognitive differences occur, there will be questioning, clarifying, negotiating, reconstructing the knowledge, integratingopinions, and reaching common agreements, which will become the cognitive concepts of the collaborative group. 5. Peer collaborative learning on the internet lacks highly-supportive scaffolding structures. In the context of peer collaborative internet learning, it is easy for students to learn incorrect concepts and incomplete knowledge content, owning to their insufficient prior knowledge and communication skills. Therefore, in designing the internet collaborative learning curriculum for young or incompetent learners, it is a must to involve the teachers to join the discussion and interaction, in order to provide learners highly-supportive scaffolding structures. 6. In the interaction process of the internet collaborative learning, learners with external locus of control have more problem posing behaviors than those with internal locus of control. The study finds that learners with external locus of control have more problem posing behaviors than those with internal locus of control. On the other hand, learners with internal locus of control have more problem solving behaviors than those with external locus of control. Based on the research results, this study proposes the following suggestion for the reference of teachers, educational media designers, education admonitions, and future researchers: 1. Discipline experts, education experts, internet engineers, computer programmers, art designers should cooperate to develop the internet curricula which meet learners' needs more perfectly. 2. Different internet teaching strategies should be provided based on learners' characteristics, in order to make the constructed internet curricula meet learners' needs more perfectly. 3. In the environment of internet collaborative learning, syllabus design should be mainly on discussing situations, sharing knowledge, and solving problems, in order to facilitate collaboration effects. 4. It is better to set the internet interface design standards and evaluation indexes to provide a basis for the internet curricular development. 5. In the environment of the internet collaborative learning, teachers should attend students' discussions when needed, functioning as scaffolding support. 6. National Information Infrastructure should be improved to have higher internet learning quality and thus to enhance learning effects.