The research presented in this dissertation explores the interaction between English as a Foreign Language (EFL) teachers and the classroom materials they develop. It aims to illuminate the potential value of this creative process for teachers’ development of critically reflective practice (CRP). For many EFL teachers, materials are an essential part of their pedagogy. Despite the widespread availability of publications for this compulsory subject in Dutch secondary education, many teachers choose to supplement the coursebook with their own materials. A premise of this research is that the materials teachers develop embody their personal theories of action regarding EFL teaching and learning. These theories, consisting of espoused principles and principles-in-use, are conceptualised as the teachers’ pedagogic principles. Critical reflection may help teachers uncover their espoused and tacit principles with the aim to align them, and improve their teaching practice. The central question is: In what ways does classroom materials development offer teachers of English a tool for CRP? The research questions are addressed through a qualitative, exploratory, embedded multiple-case study approach. Four Dutch EFL teachers are considered as individual cases. The components of each case are analysed to present an encompassing view of the materials development process: reflective logs (creation), the materials themselves (product), and lesson observations (use) are supplemented with pre- and post-lesson interviews to complete data collection. Data are analysed through deductive and inductive within-case analysis and cross-case synthesis. Findings suggest that teachers’ pedagogic principles are multifarious, informed by practical and pragmatic considerations, and revealed at several points and in a variety of ways during the materials development process. Yet it is only when teachers engage in dialogue about them that increased awareness of these principles ensues. CRP may thus be stimulated by a critical friend, and the materials development process can provide an impetus for discussion and dialogue.

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-26Bitstream added on 2014-06-13T19:12:47Z : No. of bitstreams: 1 cervellinifilho_a_me_prud.pdf: 663319 bytes, checksum: b388f4f3030ee43690d37d86bfb9a113 (MD5) / Secretaria Estadual de Educação / Este trabalho está vinculado à linha de pesquisa políticas públicas, organização escolar e formação de professores. Trata-se de um estudo qualitativo envolvendo um grupo de professores de uma escola da rede pública do Estado de São Paulo, situada na cidade de Presidente Prudente. O objetivo principal da pesquisa foi identificar as representações sociais desenvolvidas por esses professores sobre o projeto pedagógico e, mais especificamente o projeto pedagógico da escola, para o aprofundamento do significado deste importante documento na instituição escolar. Partindo da Lei de Diretrizes e Bases da Educação Nacional, nº. 9.394 de 20/12/1996, que estabelece que as escolas devam “elaborar e executar” seu projeto pedagógico procuramos investigar, pela utilização da teoria das representações sociais, como os professores, sujeitos de nossa pesquisa constroem representações sobre o seu trabalho e o ambiente escolar. Esse processo é caracterizado por uma dialética, ou seja, pensam e produzem representações construídas por outros indivíduos dos grupos aos quais pertencem, reelaborando-as e partilhando-as novamente num movimento infinito de recebimento, processamento, construção/reconstrução de significados sobre a realidade social partilhada. A partir do levantamento de dados coletados por meio dos instrumentos de pesquisa utilizados: questionário, entrevista semi-estruturada, utilização do software ALCESTE e grupo de discussão, os professores demonstraram um distanciamento que ocorre entre o projeto formal, que está no papel, e aquele que realmente ocorre no cotidiano escolar. Pôde-se constatar que o sistema oficial de ensino muitas vezes colabora para que as propostas feitas com base na legislação não sejam cumpridas integralmente. Ficou evidenciada a contribuição que o projeto pedagógico pode representar... / This work is linked to the line of research in public policies, school organization and teacher training. This is a qualitative study involving a group of teachers from a school in São Paulo state, located in Presidente Prudente. The main objective of the research was to identify the social representations developed by these teachers who are teaching things from the project, and more specifically the school project, to deep the meaning of this important document in school. Under the Act, the guidelines and bases for National Education, No. 9,394 of 20/12/1996, which establishes that schools must develop and implement the pedagogic project, we tried to investigate, by the use of the theory of social representations, such as teachers, subjects of our research who construct representations about their work and the environment school and the process is characterized by a dialectic, or they think and produce representations built by other individuals of the groups to which they belong to, doing them and sharing them again in an infinite movement of receiving, processing, construction / reconstruction of meanings about on a shared social reality. From the survey data collected by the instruments used to search: questionnaire, semi-structured interview, use of the software ALCESTE and discussion in group, the teachers demonstrated a gap that occurs between the formal project, which is on paper, and that that happens in everyday school. It was noted that the official system of education often collaborates to the proposals made on the basis of the legislation are not met in full. It was highlighted the contribution that the project could represent, and the possibility of collective participation that should be expanded, which a decade ago was unthinkable in public the schools. This finding, according to the teachers, enables a new type of organization of school work, which contributes to the...(Complete abstract, click electronic access below)

Orientador: Cristiano Amaral Garboggini Di Giorgi / Banca: José Marcelino Rezende Pinto / Banca: Yoshie Ussami Ferrari Leite. / Resumo: O presente estudo intitulado "Escolas municipais: a busca de respostas aos desafios contemporâneos na/da escola pública, popular e democrática" está vinculado à linha de pesquisa: Políticas Públicas, Organização Escolar e Formação de Professores. O tema de investigação converge para a análise e interpretação de como duas escolas municipais em Presidente Prudente estão se organizando para enfrentar os novos desafios a elas colocados e como os professores constroem a sua prática docente diante desses novos desafios histórico-sociais. Nosso objetivo é analisar a organização dessas duas escolas e o trabalho que realizam diante das novas dimensões de seus processos pedagógicos: a formação da personalidade dos alunos; o trabalho e aceitação das diferenças e o trabalho com a comunidade. Para essa análise elegemos a metodologia qualitativa e utilizamos como instrumentos para captar a realidade das duas unidades de ensino em todo o seu dinamismo a observação direta, a análise documental, a entrevista semi-estruturada, além da pesquisa bibliográfica. Constituíram-se como referenciais teóricos centrais para a definição dessas dimensões de análise os conceitos desenvolvidos por Juan Carlos Tedesco e João Barroso. Partimos do pressuposto de que a prática docente é possibilitadora da construção de conhecimentos e que à escola cabe incluir e integrar todos e trabalhar com as novas dimensões da formação dos alunos em seus processos educativos. Como resultado de nosso trabalho percebemos que há nessas duas unidades de ensino uma preocupação com as novas demandas da escola, que são pontuadas nos Projeto Políticos Pedagógicos construídos coletivamente; uma preocupação incessante com a qualidade da educação oferecida; um espaço de formação garantido nos HTPC's e uma atenção e envolvimento com a comunidade escolar... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study entitled " Municipal Schools: the search of answers to the challenges contemporary in/of public, popular and democratic school " is linked to the research line: Public politics, School Organization and Formation of Teachers. The investigation theme converges for the analysis and interpretation on how two municipal schools in Presidente Prudente are being organized to face the new challenges put to them and how the teachers are building their educational practice in front of those new historical-social challenges. Our objective is to analyze the organization of these two schools and the work that they accomplish in front of the new dimensions of their pedagogic processes: the formation of the students' personality; the work and acceptance of the differences and the work with the community. For that analysis we chose the qualitative methodology and we used as instruments to capture the reality of the two schools in all their dynamism the direct observation, the documental analysis, the semi-structured interview, besides the bibliographical research. They were constituted as central theoretical frame of reference for the definition of those analysis dimensions the concepts developed by Juan Carlos Tedesco and João Barroso. We departed from the presupposition that the educational practice makes possible the construction of knowledge and that it's up to the school to include and to integrate all students and to work with the new dimensions of the students' formation in their educational processes. As a result of our work we noticed that there are in those schools a concern with the new demands of the school, that are punctuated in the Pedagogic Political Project collectively built; an incessant concern with the quality of the education that is offered; a guaranteed formation space in HTPCs and an attention and involvement with the school community. Both are in constant movement... (Complete abstract click electronic access below) / Mestre

SUBMITTED IN PARTIAL FULFILMENT OF A DEGREE OF MASTER IN EDUCATION Wits School of Education, Curriculum Studies University of the Witwatersrand, South Africa 2015 / This study presents an exploration of the pedagogic modalities displayed by SiSwati and English teachers during teaching and learning in two Swaziland government schools. The study further seeks to explore the links between the pedagogic choices teachers make in the classroom and the socio-cultural context of Swaziland. The idea of pedagogic modalities being classified as either learner-centred or teacher-centred is used as a starting point for the study but the dichotomy set up between these two modes is challenged. The study uses a phenomenological qualitative methodology. It uses semi-structured interviews and lesson observations of two teachers who teach both SiSwati and English in two different government high schools located in the Lubombo region of Swaziland. A major finding of the study was that both teachers’ understandings of learner-centred pedagogy only partially engaged with descriptions of learner-centred pedagogy as outlined in the literature reviewed for this research. This finding highlights the possibility that teachers are not empowered to confidently describe their own practice in teacher-centred terms. It was also found that the teachers’ perceptions of knowledge, their view of their own role and the learners’ role in the classroom influenced the pedagogic approaches selected by each teacher during teaching and learning. Additionally, some pedagogic moves could be linked to the socio-cultural context of Swaziland. The study also revealed that learner- and teacher-centred modalities are not mutually exclusive. It was found that despite being predominantly teacher-centred in their practice, teachers were able to draw on techniques classified in both modes. This means teachers displayed variety in their practice, exhibiting what Brodie, Lelliot and Davis (2002) describe as “hybrid practice” (p. 545), as they used a range of approaches that fit with local views about knowledge, learner participation and the teachers’ role in the classroom. Finally the study calls for further empirical research that documents teachers’ practices in order to generate a theory which would describe pedagogy from the perspective of teachers and their context. This would place sub-Saharan African teachers at the centre of the debate, rather than keeping them on the periphery, silenced as their practice is spoken over and interpreted by the dominant and hegemonic culture of those who would promote LCE in developing country contexts. Key words: pedagogy, pedagogic modality, learner-centred, teacher-centred, pedagogic choices, binary, socio-cultural context, Swaziland.

This present study is a qualitative observative study. The aim with the study was to iden-tify the potential or possibility applying musical activities in preschool through a music didactic perspective. The collection of the empirical research took place at the time for the meal in the preschool. The most important observations were the meetings between children and background music. The main thesis of this study was that background music at preschool’s pedagogic meals can contribute to make teachers notice what, when and where musical education could be applied for either a prepared or spontaneous educa-tional situation. To test the thesis, the meeting between children in preschool and back-ground music through a musical didactic perspective was observed. The main concepts used in the study were as follows: didactic, musical didactic, pedagogic meals and back-ground music. The observations showed that in the meeting of background music not only did the children interact with each other, but also shows interaction with the music as well. The children showed interaction by moving their bodies, both in the same rhythm and not in the same rhythm as the background music. There was an example of a child who moved along with the music and then paused to eat the food. To conclude adding background music to the pedagogic meals within the preschool environment could help preschool teachers exploring the possibilities combining pedagogic meals together with pedagogic musical activities. Hopefully, this study could start discussions about children, background music and esthetic education.

A thesis submitted in fulfilment of the requirements of the degree of DOCTOR OF PHILOSOPHY SCHOOL OF EDUCATION THE UNIVERSITY OF WITWATERSRAND July, 2014 / This study seeks to establish key differences in pedagogical practices associated with and facilitated by different modalities of course delivery. These are: face-to-face instruction in a traditional university lecture-based environment; print-based course delivery, whereby off- campus distance learning students attend face-to-face lectures and tutorials on campus from time-to-time, and Moodle-based online course delivery integrated into the lecture and tutorial-based environments. The key aspect of the study concerns changing pedagogy as a consequence of the introduction of online learning tools within the traditional delivery modalities. I investigate the nature of and extent to which a Moodle platform has been introduced into the traditional face-to-face teaching and learning situation. This is done to ascertain exactly how the pedagogies established and practiced within the traditional delivery modalities are recontextualised in the digital delivery modality. Recontextualisation in this context refers to how the curriculum and pedagogic practice are transformed when interpreted and delivered by instructors to both full-time and distance education students through the three teaching and learning delivery modalities used at UNISWA. The extent of the recontextualisation is accounted for through an experiential case study of four different instances in which the same course is taught by the same instructor to the two student groups. The content and aim of each course is identical, but the pedagogy is not intended by each instructor to be the same in each case. This scenario provided a distinctive, perhaps even unique, opportunity to study the recontextualisation of pedagogic content, pedagogic practices, and assessment practices in a controlled manner across the three modalities. The research goal was realised by employing a multiple-case study design where four faculty staff members completed a 36 item Likert scales type questionnaire. On the basis of a content analysis of this limited quantitative data, each instructor was interviewed in-depth on their pedagogical practices to establish what lay beneath their beliefs in teaching and learning and espoused practices. Key themes were identified and continuous comparison was executed to analyse the transcribed questionnaire data against the interview data. I strengthened the qualitative aspect of this study by means of documentary analysis of course texts ranging from printed course learning materials, such as; course outlines, handouts, modules and Moodle web pages. I also conducted, 3 recorded and transcribed face-to-face as well as content and learning pathway (Moodle) observations, to once more contrast enacted pedagogic practice against espoused pedagogic beliefs. I use Bernstein’s (1990, 2000) theory of pedagogic discourse extensively,particularly his notions of classification and framing principles. Weak classification (-C), specifically in the case of this study, means the more there is reference to online lessons, materials, assignments, feedback and so on or use of e-learning in face-to-face instruction,the more e-learning is integrated into the traditional modalities of teaching. In the same way, strong classification (+C) denotes that the more face-to-face and e-learning are kept apart, the less integration of e-learning into traditional modalities of teaching is taking place. Likewise, the framing principle relates to the transmission of knowledge through pedagogic practices. Strong framing (+F) is used to indicate a visible pedagogic practice that is traditional and therefore opposed to a constructivists approach expected when teaching distance education students and when using e-learning. Weak framing (-F) is applied to indicate an invisible pedagogic practice that is closely related to the mandated constructivist approach. The research findings answered the research question of whether an instructor’s pedagogic practice remains unchanged whichever delivery modality is used. Bernstein’s classification and framing principles are employed to check and establish the instructor’s pedagogical practice and provide the framework for presenting the main findings of this study. With the exception of one out of four case study instructors, the practice is strong classification and framing (+C/F) throughout. This reflects that the traditional approach is predominantly applied in the classroom. This study thus recommends that multiple pedagogical approaches should be acknowledged and applied in all teaching and learning.

New digital technological possibilities allow physical museum artefacts to be transferred into a virtual environment using 3D computer models with rich information content for educational purposes. However, although several museum websites have applied relevant educational theories to learning activities in these 3D environments, these alone are not enough to develop 3D museum environments without consideration of virtual visiting styles in the learning context. This research addresses the relationship between visiting styles and the design of 3D museum environments based on pedagogic approaches for learning efficacy. Relevant literature on the nature of web-based museum systems was reviewed. Three stages of primary research (a critical review, observations and interviews) were also conducted in this study. The critical review examined the use of 3D technologies in current museum websites in terms of informational aspects and the learning context. The observation studies identified the relationship between visitor behaviours and associated learning activities within 3D museum environments. The interviews further elicited experts’ views and were used to test the research hypotheses. A theoretical design reference model was developed. Initially based on the Reeves multimedia design model, the model consists of three phases: analysis, design and assessment. A prototype 3D exhibition was created based on the theoretical model and two pedagogic approaches. Evaluation of this showed that the design of the exhibits with rich multimedia formats had the potential for more effective visitor learning. The two pedagogic approaches encouraged the related visiting style(s), leading to a deeper engagement with the content and ultimately improving learning efficiency.

In this work we tried to look into the life of John Amos Comenius. Simultaneously we dismantle his ideological basis, with respect to pansophia. We paused at Comenius perception of faith in God and the individual points Panorthosia. In main chapter, we compared the Comenius pedagogical bases with current educational trends. In conclusion we came to the findings that we specify differences between Comenius thinking and contemporary times. We have pointed out that in the general scale of the world is closer to the ideals of Comenius. As regards the actual pedagogical research, the current education seeks to upgrade its educational methods, but in some places groping through the influence of different opinions. The problem of the present time we have found the utilization of the contemporary world , together with a lack of time. The disadvantages include the still poorly organized curricula, while lack of respect for the teachers. By contrast, a clear positive of today we added the currently open views, efforts to link a multicultural pupil's confidence tendency to wake up in the truest sense.

Orientador: Mara Alice Fernandes de Abreu / Banca: Ana Maria Lombardi Daibem / Banca: Cássia Irene Spinelli Arantes / Resumo: A pesquisa tem como objetivo de investigação a prática pedagógica, construída pelas licenciandas em enfermagem em conjunto com a pesquisadora e, realizada de forma continuada, com alunos da sétima série do ensino público. O trabalho objetivou investigar se a realização de uma prática pedagógica, contextualizada ao ambiente escolar e às necessidades do aluno e elaborada, desde o seu planejamento até o exercício pedagógico, considerando-o como elemento ativo no processo ensino-aprendizagem, é capaz de promover ampliação na formação das licenciandas, estimulando-as para uma atuação transformadora. Essa prática pedagógica, ao considerar a transversalidade da saúde, abordou seus aspectos biológicos, sociológicos e psicológicos, a partir de estratégias de aprendizagem propostas pelas próprias licenciandas, com base nas concepções construtivistas que favoreceu a interatividade entre elas e os alunos da escola e também, o desenvolvimento e a socialização do conhecimento referentes à esse contexto. Entendendo a saúde, tema de extrema relevância para ser abordado com os adolescentes desta faixa etária, como um processo resultante da convergência de fatores integrados: condições de trabalho e consumo, meio-ambiente, liberdade, lazer, acesso à posse da terra, educação, habitação, alimentação, relacionamentos afetivos, convívio social, além da garantia de acesso aos serviços de saúde e, a prática pedagógica, um instrumento de reflexão-ação e transformação da realidade, a pesquisadora atuou, durante toda a pesquisa, como articuladora entre o saber teórico e o prático. Os resultados revelaram que a vivência dessa prática pedagógica possibilitou, maior aproximação das licenciandas com os alunos, professores e administração da escola, desenvolvimento dos conteúdos, com a utilização de propostas adequadas e em ambientes... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The objective of this research is the investigation of the pedagogic practice developed by the nursing graduate students in connection with the researcher and continued with the students of the seventh degree of the public high school. The goal of this work is to investigate the realization of the pedagogic practice connected to the scholar environment and to the students needs and was elaorated, since its planning all the way to its practice, considering it as an active element in the process of teaching-learning, capable to promote the improvement of the graduation students as well as to stimulate and active transformation. This pedagogic practice, considering the versatility of the health, studied biologic, sociologic and psychological aspects, starting from the learning strategies proposed by the graduating students based on the constructivist conceptions that helped the interaction among them and the high school students as well developed and socialized the knowledge of this study. However, the health, relevant theme to be considered with the teenagers students, as a resultant process of the convergence of integrated factors: job and consume conditions, environment, freedom, leisure, land owing access, education, dwelling, feeding, affection relationship, social living completed with the lack of public health services, the pedagogic practice is an instrument of reflection and action as well a change of the real life. The researcher worked all the time as a link between the theory and the practice knowledge. The results showed that living this pedagogical practice promoted a larger relationship between the graduate students and the high school students, teachers and school workers as well developed the subject of the research using it with proper utilization of the objectives in an ideal environment to the learning and valuing... (Complete abstract, click electronic access below) / Mestre

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