This study is a detailed examination of reflection in pre-service teacher education. It focuses on the process of the promotion of reflective teacher education. Within this process, it considers pre-service teachers&#039 / perceptions on becoming reflective and their focus of attention throughout their practicum. In relation to these, it analyzes pre-service teachers&#039 / improvement in reflection by focusing on various methods of promotion for reflectivity.

Desde el curso 1959 hasta 1978 estuve impartiendo clases en la escuela primaria, y a partir de año 1978 hasta el momento actual trabajo en la Escuela de Formación del Profesorado de la Universidad de Barcelona impartiendo la disciplina "Investigación Educativa" y participando en la organización y gestión del Practicum; estos factores, junto con las nuevas tendencias de formación y el concepto de maestro actual, que se intenta poner en vigencia desde las distintas disciplinas, que configuran su curriculum, y desde la perspectiva de la práctica docente y de la formación del profesorado, han despertado en mí una preocupación hacia esta temática. Además, parece ser que existe un corte entre el mundo de la práctica docente del maestro en ejercicio y la formación inicial que éste ha recibido durante su diplomatura, por mucho que se intente poner remedio, y cada vez son más las estrategias que se buscan intentando que la teoría no esté tan disociada de la práctica, sobre todo, cuando se forma a los futuros maestros. Pero es difícil encontrar soluciones para unificar teoría y práctica. Todo parece indicar que es insuficiente la primera vía establecida en la formación inicial y que existe una necesidad de conocer qué es lo que ocurre con el maestro cuando se introduce en la profesión, como evoluciona al adquirir la práctica docente. El estudio que presentamos tiene como objetivo primordial conocer, desde la percepción del propio maestro, cuál es su evolución cuando se introduce en la práctica docente.Esta tesis está organizada en ocho capítulos, ordenados en dos partes, formando una línea de investigación coherente y progresiva. La primera parte consta de dos capítulos y su finalidad es la de realizar una fundamentación teórica. Los seis capítulos restantes configuran la segunda parte, y constituyen el desarrollo de la investigación.

This thesis was created to design instruction papers for the physical experiments, which will be used in the Physical practice of mechanics and thermodynamics in the new premises of the Faculty of Science of the University of the South Bohemia. The work not only documents the theoretical background and approach to measurement, but also describes how these individual experiment sets were prepared and what the problems (and solutions) for each task were.

Made available in DSpace on 2014-06-11T19:24:49Z (GMT). No. of bitstreams: 0 Previous issue date: 2001-10-20Bitstream added on 2014-06-13T20:52:34Z : No. of bitstreams: 1 longhini_md_me_bauru.pdf: 1526333 bytes, checksum: 43871818017e7eb766c3dcd8d07f6ef2 (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Descreve-se aqui uma pesquisa com estudantes cursando a disciplina Prática de Ensino no último ano do Curso de Licenciatura em Física na Universidade Estadual Paulista - UNESP - Câmpus de Bauru, São Paulo. A pesquisa procurou avaliar a transformação de postura destes futuros docentes através da reflexão durante o processo, planejamento e aplicação em situações reais de sala de aula de uma sequência de atividades de ensino sobre o tema pressão atmosférica, levando em consideração resultados recentes de investigações na linha construtivista, tais como: respeito às concepções prévias dos estudantes, discussões sobre mudança conceitual e inserção da História e Filosofia da Ciência no ensino. A pesquisa buscou especificamente responder às seguintes questões: a) as atividades desenvolvidas influenciaram diretamente no conhecimento do conteúdo específico sobre o tema abordado? b) como os futuros docentes transformaram o conteúdo específico em conteúdo pedagógico? Após discussões teóricas os planejamentos de ensino foram elaborados por cada um dos três grupos de licenciandos e as sequências de atividades foram aplicadas em turmas de ensino médio, sob supervisão do docente responsável pela disciplina. Nos intervalos entre as aplicações das atividades foram realizadas reuniões de reflexões sobre a prática realizada. Todas atividades foram cuidadosamente gravadas. A coleta de dados incluiu também questionários e entrevistas iniciais e finais. As conclusões mostram que: a) a reflexão sobre a prática apresenta-se como um aspecto positivo a ser considerado na formação iniciail, pois favoreceu a incorporação de elementos essenciais do referencial teórico estudado: b) o processo favoreceu uma melhoria significativa do conhecimento sobre conteúdos específicos de Física dos licenciandos; c) em relação a aspectos pedagógicos, nem sempre os futuros... / It is described here a research undertaken among last year students of an undergraduate program designed to form High School Physics teachers (Licenciatura) held at Bauru campus of the Universidade Estadual Paulista - UNESP. The research aimed to evaluate the future teachers posture's change through the reflection made during the process of planning and applying a sequence of classes about atmosphere pressure in real classroom situations, taking into consideration outcomes of recent constructivist research such as: respect to the students' previous conceptions, discussions on conceptual change and insertion of History and Phylosophy of Science into teaching. The research sought specifically to answer to the following questions: a) Do the developed activities induced to improve future teacher's content knowledge on the subject taught? b) How do the future teachers turned the content knowledge into pedagogical knowledge? After theoretical discussions the teaching planning were elaborated for each one of the three groups of future teachers and the activities sequence were applied in High School classrooms, under the advising of the professor responsible for the course. During the intervals between the applications meeting were made in order to reflect on the teaching practice observed. All the activities done were recorded. Data collected include also questionnaires and initial and final interviews. Conclusions show that: a) the reflection on the teaching practice shows as a positive aspect to be considered during the initial formation of teachers since it favoured to incorporate essential elements of theoretical references studied before; b) the process helped to improve future teachers' content knowledge; c) in relation to pedagogical contents, classroom activities show that not always they assumed constructivist posture during the classes; mixing them with other traditional methodologies... (Complete abstract click electronic access below)

This study was designed to determine how institutions accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP) meet the practicum requirements set forth in CACREP's 2001 standards. Practicum is a vital part of the matriculation process of counselors in training. This clinical based course allows students to practice the skills they have learned in previous, more didactic based courses. Trainees can stretch skills, all under the watch of a counselor supervisor with greater experience. Although CACREP instructs all accredited counseling programs to have such a course in place, the standards are not specific. Schools are often interpreting the standards in a multitude of ways, presumably to successfully meet the standards while still serving the student as well as the clientele who seek out mental health assistance (Pitts, 1992a). The purpose of this study was to determine what measures CACREP accredited institutions enact to meet the clinical practicum standards. The difference between this study and prior research that has addressed the practicum requirement is that the instrument used in this study specifically addressed every CACREP practicum standard, including technology, diversity, and concerns with supervision and meeting the direct client contact hour requirement. The results of the study showed that most programs do indeed meet the standards that have been set by CACREP. However, the way that these are met varies greatly from school to school. In addition, some schools have incorporated innovative practices that could be beneficial to both schools looking to gain accreditation and ones that are attempting to modify existing practices.

Praktikanten werden in der SLUB mit bemerkenswertem zeitlichen Einsatz und großem Engagement vieler Mitarbeiter ausgebildet; die Zahl der jährlich steigenden Bewerbungen (2007 ca. 40) zeigt auch deutlich, wie sehr sich dies herumgesprochen hat.

The research effort is an outgrowth of the authors exposure to the field of drug treatment in general, and therapeutic communities in particular. Both were acquainted with people who were graduates of therapeutic communities, and had been involved in m.any discussions concerning the relative merit of therapeutic communities as opposed to other methods of drug treatment.

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