The purpose of this study was to compare the effects of four micro-teaching environments on fourth-grade pupils' coping behavior and verbal response and to determine if one micro-teaching environment is more appropriate than another.

O uso de elementos da Natureza da Ciência (NdC) nas salas de aula da Educação Básica é, cada vez mais, um objetivo presente na literatura especializada e nos documentos oficiais que regem a educação em seus diferentes níveis, em diversos países. Apesar do grande volume de pesquisas e esforços no sentido de oferecer subsídios teórico-epistemológicos aos professores, a NdC ainda não alcança os bancos escolares, mesmo entre aqueles professores que demonstram possuir concepções informadas referentes ao tema. Fundamentado nos referenciais epistemológico e metodológico de Bruno Latour, este trabalho propõe-se a (1) investigar as potencialidades do uso de microepisódios de ensino como estratégia didática em uma disciplina de História da Física e Epistemologia de um curso de Licenciatura em Física de uma universidade pública, no sentido de oferecer oportunidades para os estudantes – potenciais futuros professores – conceberem estratégias para a inserção da NdC em aulas de Física e (2) acompanhar esses mesmos estudantes por um período (cerca de um ano) após a conclusão da disciplina, no intuito de investigar suas impressões sobre o uso dos microepisódios de ensino, suas compreensões acerca a importância de abordar a NdC em sala de aula e os obstáculos que identificam a essa inserção. Através da análise de gravações das apresentações durante a disciplina e de entrevistas semiestruturadas, foi possível identificar que apesar de ser necessário oferecer situações práticas para que os futuros professores explorem formas de abordar a NdC nas salas de aula, os obstáculos não se resumem à dificuldade de instrumentalizar a discussão, mas também envolve fatores muito mais profundos, como a própria compreensão individual sobre a justificação do Ensino de Física na Educação Básica, o meio profissional no qual o professor está inserido e a possibilidade de retorno financeiro proporcionado pela docência. Tudo isso forma uma rede complexa que precisa ser melhor entendida para vislumbrar possíveis avanços. / Using the Nature of Science (NoS) in Basic Education classrooms is an objective increasingly present in the specialized literature and in the official documents that rule education at its different levels in many countries. Despite the great volume of researches and effort to offer theoretical-epistemological subsides for teachers, the NoS still does not reach the classroom, even among teachers that appear to have informed conceptions of the subject. Grounded on the epistemological and methodological references of Bruno Latour, this dissertation intends to (1) investigate the potentialities of the use of micro teaching episodes as a didactic strategy in a History of Physics and Epistemology subject from a Physics Education program from a public university, with the intent of offering opportunities for students - potential future teachers - to conceive didactic strategies to insert the NoS in the teaching of Physics and (2) follow the same students for a period (about an year) after the conclusion of the program for the purpose of investigating their impressions in regards of the use of the micro teaching episodes, their comprehensions of the importance of addressing the NoS in classes and the obstacles that they identify in this inclusion. Through an analysis of lecture recordings from the program and of semi structured interviews, it was possible to identify that in spite of offering practical situations in order for the future teachers to explore ways of approaching the NoS in class being necessary, the obstacles are not limited to the difficulty of instrumentalizing the discussion, but also involves deeper factors, such as the individual comprehension of the justification of Physics teaching in Basic Education itself, the professional environment in which the teacher is inserted and the financial return possibilities provided by teaching. All of these forms a complex network that needs to be better understood so that possible advances can be glimpsed.

O uso de elementos da Natureza da Ciência (NdC) nas salas de aula da Educação Básica é, cada vez mais, um objetivo presente na literatura especializada e nos documentos oficiais que regem a educação em seus diferentes níveis, em diversos países. Apesar do grande volume de pesquisas e esforços no sentido de oferecer subsídios teórico-epistemológicos aos professores, a NdC ainda não alcança os bancos escolares, mesmo entre aqueles professores que demonstram possuir concepções informadas referentes ao tema. Fundamentado nos referenciais epistemológico e metodológico de Bruno Latour, este trabalho propõe-se a (1) investigar as potencialidades do uso de microepisódios de ensino como estratégia didática em uma disciplina de História da Física e Epistemologia de um curso de Licenciatura em Física de uma universidade pública, no sentido de oferecer oportunidades para os estudantes – potenciais futuros professores – conceberem estratégias para a inserção da NdC em aulas de Física e (2) acompanhar esses mesmos estudantes por um período (cerca de um ano) após a conclusão da disciplina, no intuito de investigar suas impressões sobre o uso dos microepisódios de ensino, suas compreensões acerca a importância de abordar a NdC em sala de aula e os obstáculos que identificam a essa inserção. Através da análise de gravações das apresentações durante a disciplina e de entrevistas semiestruturadas, foi possível identificar que apesar de ser necessário oferecer situações práticas para que os futuros professores explorem formas de abordar a NdC nas salas de aula, os obstáculos não se resumem à dificuldade de instrumentalizar a discussão, mas também envolve fatores muito mais profundos, como a própria compreensão individual sobre a justificação do Ensino de Física na Educação Básica, o meio profissional no qual o professor está inserido e a possibilidade de retorno financeiro proporcionado pela docência. Tudo isso forma uma rede complexa que precisa ser melhor entendida para vislumbrar possíveis avanços. / Using the Nature of Science (NoS) in Basic Education classrooms is an objective increasingly present in the specialized literature and in the official documents that rule education at its different levels in many countries. Despite the great volume of researches and effort to offer theoretical-epistemological subsides for teachers, the NoS still does not reach the classroom, even among teachers that appear to have informed conceptions of the subject. Grounded on the epistemological and methodological references of Bruno Latour, this dissertation intends to (1) investigate the potentialities of the use of micro teaching episodes as a didactic strategy in a History of Physics and Epistemology subject from a Physics Education program from a public university, with the intent of offering opportunities for students - potential future teachers - to conceive didactic strategies to insert the NoS in the teaching of Physics and (2) follow the same students for a period (about an year) after the conclusion of the program for the purpose of investigating their impressions in regards of the use of the micro teaching episodes, their comprehensions of the importance of addressing the NoS in classes and the obstacles that they identify in this inclusion. Through an analysis of lecture recordings from the program and of semi structured interviews, it was possible to identify that in spite of offering practical situations in order for the future teachers to explore ways of approaching the NoS in class being necessary, the obstacles are not limited to the difficulty of instrumentalizing the discussion, but also involves deeper factors, such as the individual comprehension of the justification of Physics teaching in Basic Education itself, the professional environment in which the teacher is inserted and the financial return possibilities provided by teaching. All of these forms a complex network that needs to be better understood so that possible advances can be glimpsed.

O uso de elementos da Natureza da Ciência (NdC) nas salas de aula da Educação Básica é, cada vez mais, um objetivo presente na literatura especializada e nos documentos oficiais que regem a educação em seus diferentes níveis, em diversos países. Apesar do grande volume de pesquisas e esforços no sentido de oferecer subsídios teórico-epistemológicos aos professores, a NdC ainda não alcança os bancos escolares, mesmo entre aqueles professores que demonstram possuir concepções informadas referentes ao tema. Fundamentado nos referenciais epistemológico e metodológico de Bruno Latour, este trabalho propõe-se a (1) investigar as potencialidades do uso de microepisódios de ensino como estratégia didática em uma disciplina de História da Física e Epistemologia de um curso de Licenciatura em Física de uma universidade pública, no sentido de oferecer oportunidades para os estudantes – potenciais futuros professores – conceberem estratégias para a inserção da NdC em aulas de Física e (2) acompanhar esses mesmos estudantes por um período (cerca de um ano) após a conclusão da disciplina, no intuito de investigar suas impressões sobre o uso dos microepisódios de ensino, suas compreensões acerca a importância de abordar a NdC em sala de aula e os obstáculos que identificam a essa inserção. Através da análise de gravações das apresentações durante a disciplina e de entrevistas semiestruturadas, foi possível identificar que apesar de ser necessário oferecer situações práticas para que os futuros professores explorem formas de abordar a NdC nas salas de aula, os obstáculos não se resumem à dificuldade de instrumentalizar a discussão, mas também envolve fatores muito mais profundos, como a própria compreensão individual sobre a justificação do Ensino de Física na Educação Básica, o meio profissional no qual o professor está inserido e a possibilidade de retorno financeiro proporcionado pela docência. Tudo isso forma uma rede complexa que precisa ser melhor entendida para vislumbrar possíveis avanços. / Using the Nature of Science (NoS) in Basic Education classrooms is an objective increasingly present in the specialized literature and in the official documents that rule education at its different levels in many countries. Despite the great volume of researches and effort to offer theoretical-epistemological subsides for teachers, the NoS still does not reach the classroom, even among teachers that appear to have informed conceptions of the subject. Grounded on the epistemological and methodological references of Bruno Latour, this dissertation intends to (1) investigate the potentialities of the use of micro teaching episodes as a didactic strategy in a History of Physics and Epistemology subject from a Physics Education program from a public university, with the intent of offering opportunities for students - potential future teachers - to conceive didactic strategies to insert the NoS in the teaching of Physics and (2) follow the same students for a period (about an year) after the conclusion of the program for the purpose of investigating their impressions in regards of the use of the micro teaching episodes, their comprehensions of the importance of addressing the NoS in classes and the obstacles that they identify in this inclusion. Through an analysis of lecture recordings from the program and of semi structured interviews, it was possible to identify that in spite of offering practical situations in order for the future teachers to explore ways of approaching the NoS in class being necessary, the obstacles are not limited to the difficulty of instrumentalizing the discussion, but also involves deeper factors, such as the individual comprehension of the justification of Physics teaching in Basic Education itself, the professional environment in which the teacher is inserted and the financial return possibilities provided by teaching. All of these forms a complex network that needs to be better understood so that possible advances can be glimpsed.

The problem of this study was to determine the effect of a micro-teaching laboratory experience on the attitudes of pre-service elementary school teachers toward the teaching of elementary school science and to determine the effect of a micro-teaching laboratory experience on the indirect verbal behavior of pre-service elementary school teachers.

Philosophiae Doctor - PhD / Micro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated descriptive statistical values of each teaching skill. The qualitative procedure employed unstructured interviews, lesson plan observation, and thematic and content analysis was used to interpret and analyse the interviews and lesson plans respectively. The sample size of this study is drawn from the B.Ed. students in the Faculty of Education at the University of the Western Cape (UWC). Two hundred and sixteen (216) participants were involved in the quantitative data collection phase, while the qualitative data collection phase consisted of twelve (12) participants for the focus group discussion, five (5) school-based supervisors, five (5) pre-service teachers and (5) five lesson plans from the students-portfolio documents. The findings attest to the general context of micro-teaching as a strategy for developing pre-service teachers‟ teaching skills. It further highlights the high theoretical knowledge levels of micro-teaching of the B.Ed. students, and the relative lack of practical knowledge of micro-teaching of the students. In addition, the findings reveal the high technological knowledge levels of the participants and the need to deepen the professional knowledge of the B.Ed. students along the lines of authentic teaching experiences within the university environment. As part of the recommendations, the study emphasises the use of a digital video platform as a complementary strategy and as a form of reflective practice in micro-teaching presentations. Importantly, the study further recommends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document, on the knowledge mixes for teaching competences in terms of the observation outcome, should be re-considered with a clear guideline for South African universities to have a uniform framework and a clear picture of its implementation.

Philosophiae Doctor - PhD / Micro-teaching provides a framework for teachers’ professional development with emphasis on the teach and re-teach cycle as a practical procedure for the development of micro-teaching skills. One fundamental element in this teach and re-teach cycle is the use of digital technology tools as a recording device which may help aid the understanding and application of micro-teaching skills. This study explores micro-teaching skills with the use of digital technology (cell phone) in B.Ed. programmes at a Western Cape university. The study aims to merge the past and present strategies to initiate the development of a simple model to improve micro-teaching methodology using a simple and mostly available digital technology tool which can allow for self-evaluation and personal reflection. The study seeks to investigate how a digital technology, through a cell phone, can guide practical learning to support pre-service teachers in the micro-teaching presentation. The underpinning theories that frame this study were Vygotsky’s Socio-cultural Theory, Bandura’s Social Learning Theory and Mishra & Koehler’s Technological Pedagogical Content Knowledge (TPACK) Theory. These theories emphasize social interactions, modelling and the use of technological tools as a significant aspect of skills development. The combination of these theories informs the conceptually developed knowledge acquisition, knowledge construction and the implementation with technology (KACIT) model with the aim to encourage the construction and implementation of micro-teaching knowledge with available digital technology tools. The study employs a sequential explanatory design, using a case study approach, which draws on both quantitative and qualitative methods as sources of data collection. The quantitative procedure adopted video recording as a form of data collection, using a conceptually developed teaching skills rubric, with a three level Likert-scale rating. SPSS version 25 was used to get the aggregated descriptive statistical values of each teaching skill. The qualitative procedure employed unstructured interviews, lesson plan observation, and thematic and content analysis was used to interpret and analyse the interviews and lesson plans respectively. The sample size of this study is drawn from the B.Ed. students in the Faculty of Education at the University of the Western Cape (UWC). Two hundred and sixteen (216) participants were involved in the quantitative data collection phase, while the qualitative data collection phase consisted of twelve (12) participants for the focus group discussion, five (5) school-based supervisors, five (5) pre-service teachers and (5) five lesson plans from the students-portfolio documents. The findings attest to the general context of micro-teaching as a strategy for developing pre-service teachers‟ teaching skills. It further highlights the high theoretical knowledge levels of micro-teaching of the B.Ed. students, and the relative lack of practical knowledge of micro-teaching of the students. In addition, the findings reveal the high technological knowledge levels of the participants and the need to deepen the professional knowledge of the B.Ed. students along the lines of authentic teaching experiences within the university environment. As part of the recommendations, the study emphasises the use of a digital video platform as a complementary strategy and as a form of reflective practice in micro-teaching presentations. Importantly, the study further recommends that the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy document, on the knowledge mixes for teaching competences in terms of the observation outcome, should be re-considered with a clear guideline for South African universities to have a uniform framework and a clear picture of its implementation.

South African teacher education is confronted by educational problems of a vast magnitude and complexity. In view of students' needs, society's expectations and improvement of teaching, problems need to be critically investigated. In order for the subject didactics curriculum to meet these needs and demands, a critical analysis was done of the current music syllabus (1991) for teacher training colleges in Venda. Against the background of the structure and components of didactics, subject didactics in general and of music in particular, criteria were formulated for the analysis. As a result of the analysis deficiencies such as the lack of suitable aims and objectives, content with a Eurocentric emphasis disregarding African music, a lack of teaching methods which could be applied in the classroom, etc., were discovered. In conclusion, recommendations and guidelines were formulated in order to address these problems. / Educational Studies / M. Ed. (Didactics)

South African teacher education is confronted by educational problems of a vast magnitude and complexity. In view of students' needs, society's expectations and improvement of teaching, problems need to be critically investigated. In order for the subject didactics curriculum to meet these needs and demands, a critical analysis was done of the current music syllabus (1991) for teacher training colleges in Venda. Against the background of the structure and components of didactics, subject didactics in general and of music in particular, criteria were formulated for the analysis. As a result of the analysis deficiencies such as the lack of suitable aims and objectives, content with a Eurocentric emphasis disregarding African music, a lack of teaching methods which could be applied in the classroom, etc., were discovered. In conclusion, recommendations and guidelines were formulated in order to address these problems. / Educational Studies / M. Ed. (Didactics)