This qualitative case study explored the nature of the relationships between Local (English) Teachers (LTs) and Foreign (English) Teachers (FTs) who worked at the same English institute of a foreign studies university in south-eastern China. Employing the community of practice framework, this research drew insights from a questionnaire, interviews, and observations. The findings revealed that the teachers seldom interacted and, furthermore, were influenced by broader social structures that were not considered in the framework. Accordingly, the theory was extended to include other perspectives, such as native and non-native English speaking teacher issues and the Chinese concept of face, in order to determine the underlying reasons that inhibited their interaction. Notwithstanding these challenges, three cases of FT-LT collaboration were discovered, and the factors that enhanced their collaboration were analysed. The LT and FT participants provided suggestions to each other and the administrators on how collaboration could be improved in their institute.

This qualitative case study explored the nature of the relationships between Local (English) Teachers (LTs) and Foreign (English) Teachers (FTs) who worked at the same English institute of a foreign studies university in south-eastern China. Employing the community of practice framework, this research drew insights from a questionnaire, interviews, and observations. The findings revealed that the teachers seldom interacted and, furthermore, were influenced by broader social structures that were not considered in the framework. Accordingly, the theory was extended to include other perspectives, such as native and non-native English speaking teacher issues and the Chinese concept of face, in order to determine the underlying reasons that inhibited their interaction. Notwithstanding these challenges, three cases of FT-LT collaboration were discovered, and the factors that enhanced their collaboration were analysed. The LT and FT participants provided suggestions to each other and the administrators on how collaboration could be improved in their institute.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-06-15T11:09:21Z No. of bitstreams: 1 joaoribeirocosta.pdf: 1394847 bytes, checksum: 137987dcab6c89db8bb2e77b185aa6fb (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T14:08:03Z (GMT) No. of bitstreams: 1 joaoribeirocosta.pdf: 1394847 bytes, checksum: 137987dcab6c89db8bb2e77b185aa6fb (MD5) / Made available in DSpace on 2016-07-13T14:08:03Z (GMT). No. of bitstreams: 1 joaoribeirocosta.pdf: 1394847 bytes, checksum: 137987dcab6c89db8bb2e77b185aa6fb (MD5) Previous issue date: 2015-08-28 / A presente dissertação, desenvolvida no Programa de Pós-Graduação Profissional em Gestão e Avaliação da Educação Pública do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora, aborda o caso da gestão referente à atuação dos Professores Presenciais no Projeto Ensino Médio Presencial com Mediação Tecnológica no município de Parintins-AM. A pesquisa traz a seguinte questão norteadora: Qual o potencial e quais os entraves para a atuação do Professor Presencial no Projeto Ensino Médio Presencial com Mediação Tecnológica em Parintins (AM), tendo em vista os aspectos tecnológicos e pedagógicos? A fim de analisar essa questão, a pesquisa empreendida pautou-se em uma metodologia de base qualitativa, com a utilização de entrevistas e questionários como instrumentos de coleta de dados. As entrevistas foram realizadas com o responsável técnico pelo Ensino Médio do Centro de Mídias do Amazonas, com a responsável pela contratação de professores, a responsável pela formação/capacitação dos Professores Presenciais. Já o questionário googledocs aplicado aos Professores Presenciais que atuam no Projeto Ensino Médio Presencial com Mediação Tecnológica de Parintins. A realização deste trabalho teve como referencial teórico as reflexões de autores como Maia (2010), Arruda (2009), Freitas (2011), Lemgruber e Bruno (2010) e Kenski (2009 e 2014). A pesquisa dialoga também com Belloni (2012), Teixeira (2010), Saviani (2008), Dias e Leite (2010), Cardoso e Toscano (2010) e Gervai (2007). Os resultados da pesquisa apontaram para três problemáticas principais: i) dificuldades dos Professores Presenciais realizarem com competência a operacionalização dos instrumentos tecnológicos das salas de aula; ii) dificuldades dos Professores Presenciais em exercerem plenamente a atribuição de mediação pedagógica; iii) a necessidade de implementação de monitoramento, acompanhamento e avaliação das atividades técnicas e pedagógicas realizadas pelos Professores Presenciais no cotidiano escolar. A partir dessas constatações, como proposição para minimizar essa problemática, delineou-se a seguinte proposição de intervenção: i) Realização de um Curso de Formação Técnica; ii) Realização de um Curso de Formação sobre os procedimentos de mediação pedagógica; iii) Implementação do monitoramento, acompanhamento e avaliação das atividades técnicas e de mediação pedagógica realizadas pelos Professores Presenciais de Parintins. / The present dissertation, developed at the Graduate Program in Education Management and Assessment of the Centre for Public Policies and Assessment in Education of the Federal University of Juiz de Fora, deals with the case study regarding the work of local teachers at the Secondary School via Technological Mediation Project in the municipality of Parintins – AM. The research bring the following guiding question: What is the potential and which are the hurdles to the work of local teachers at the Secondary School via Technological Mediation Project in Parintins – AM, regarding technological and pedagogical aspects? In order to analyze this question, the research was conducted with a qualitative basis utilizing interviews and surveys as instruments of data gathering. The interviews were conducted with the person in charge of secondary school at the Media Centre of Amazonas, with the one in charge of hiring local teachers, the person in charge of training the local teachers. The survey, applied through GoogleDocs, was sent to local teachers working at the Secondary School via Technological Mediation Project of Parintins. This research had as theoretical basis the concepts by authors such as Maia (2010), Arruda (2009), Freitas (2011), Lemgruber and Bruno (2010), and Kenski (2009 e 2014). We also dialogued with Belloni (2012), Teixeira (2010), Saviani (2008), Dias and Leite (2010), Cardoso and Toscano (2010), and Gervai (2007). The results pointed to three main issues: i) difficulties by the local teachers in handling the technological instruments competently in the classroom; ii) difficulties by the local teachers in carrying out pedagogical mediation; iii) the need to implement monitoring, follow-up and assessment of the technical and pedagogical attributions of local teachers in the everyday school life. From these realizations, we proposed the following intervention plan to minimize the issues found: i) conducting a technical training course; ii) conducting a training course regarding pedagogical mediation; iii) implementing monitoring, follow-up and assessment of the technical and pedagogical activities by the local teachers of Parintins.