The purpose of this study was to determine the fourteen pre-service mathematics teachers&rsquo / beliefs about mathematics and teaching and learning of mathematics, and their expectations and acquisitions of the Five Year Integrated Program in the Department of Secondary Science and Mathematics Education at Gazi University, Turkey, and the development in their beliefs during the last three semesters of the program. The data were collected through four longitudinal interviews from each participant. Data collection process began at the beginning of the spring semester of the 2002&ndash / 2003 academic year and ended at the end of spring semester of the 2003&ndash / 2004 academic year. The interviews were tape-recorded and transcribed verbatim to produce a complete record of the interviewees&rsquo / conversation. The findings that were gathered from analyses of individual interviews show that pre-service teachers came to teacher education programs with some beliefs about mathematics, and teaching and learning of it. The interviews have provided evidence that pre-service teachers seemed to develop some new beliefs about mathematics during the first 3.5 years of program, and that the courses of the last 1.5 years of the program improved and consolidated pre-service teachers&rsquo / attitudes towards and beliefs about mathematics, and beliefs about the teaching and learning of mathematics. The research findings lead to the conclusion that OFD406, OFD408, OFD509 and OFD501 courses were perceived as the most effective courses and OFD402, OFD410 and OFD507 courses were considered as the least effective courses of the program.

Essa pesquisa foi desenvolvida no período de 2013 a 2017 e buscou investigar o quanto e de que forma o Projeto Institucional de Bolsas de Iniciação à Docência (Pibid) (subprojeto Inglês), que se materializa numa universidade pública federal no nordeste do Brasil, a qual denominei UPNE, permite a problematização do trabalho com letramentos digitais na formação inicial do professor de inglês. Para o seu desenvolvimento, a pesquisa qualitativa exploratória de cunho etnográfico realizada, inserida no campo da linguística aplicada crítica, foi delineada consoante um estudo de caso etnográfico. Além da linguística aplicada, a pesquisa fundamentou-se nos estudos pertencentes a diferentes áreas do conhecimento, principalmente das ciências sociais e da educação. Buscando entremear a análise dos dados coletados no contexto com as perspectivas teóricas adotadas, o trabalho foi construído de forma a promover o diálogo Pibid Inglês da UPNE e sua relação com neoliberalismo, globalização, formação de professores no Brasil, formação crítica de professores, tecnologias digitais e a língua inglesa. Nesse contexto, os estudos dos letramentos, em especial dos letramentos digitais, são trazidos à discussão, considerando-se as sociedades ditas digitais, as epistemologias digitais delas decorrentes e o contexto da educação linguística, por meio de um mergulho no universo do subprojeto Pibid inglês da UPNE, principalmente focando nos projetos Focus on Future e English Everywhere. Os principais instrumentos de coleta de dados empíricos utilizados foram: observação participante, entrevista semi-estruturada realizada com os coordenadores do subprojeto (uma vez) e com os graduandos participantes da pesquisa (em dois momentos), além de análise documental. Documentos nacionais e institucionais (locais) relacionados ao projeto Pibid, documentos específicos do subprojeto Inglês, bem como projetos e relatórios escritos pelos graduandos complementam o conjunto dos dados coletados. Contou-se também com o diário de campo da pesquisadora (enriquecido mediante conversas informais com graduandos e coordenadores) e os relatos dos graduandos em relação ao desenvolvimento dos projetos. Os resultados principais apontam que o Pibid-Inglês da UPNE, ainda que permeado por ambiguidades, mostrou-se um campo fértil para problematizações, no que concerne aos letramentos digitais na formação inicial de professores de inglês. / This research was developed from 2013 to 2017 and sought to investigate how much and in which ways the National Pre-service Brazilian Teacher Education Program (Pibid) (English subproject), that takes place in a federal public university in the northeast of Brazil, which I named UPNE, allows the problematization of digital literacies within pre-service English teacher education. For its development, an exploratory qualitative research of ethnographic nature, inserted in the field of critical applied linguistics, was conducted as an ethnographic case study. Besides the focus on applied linguistics, the research was based on studies belonging to different fields of knowledge, especially on social sciences and education. In order to analyze the data collected in the context, together with the theoretical perspectives adopted, this investigation was built to promote a dialogue involving Pibid English at UPNE and its connection to neoliberalism, globalization, teacher education in Brazil, critical teacher education, digital technologies and the English language. In this context, literacy studies, especially digital literacies, are brought to the discussion, considering the so-called digital societies, the digital epistemologies resulting from them, and the context of language education, through immersing in the universe of Pibid (English subproject) at UPNE, with the emphasis on Focus on Future and English Everywhere projects. The main instruments of empirical data collection were: participant observation, semi-structured interview with the coordinators of the subproject (once) and with the undergraduates participating in the research (in two moments), besides documentary analysis. National and institutional (local) documents related to the Pibid project, specific documents related to the English subproject, in addition to the projects and reports written by the undergraduates complement the set of data collected. The researcher\'s field diary (enriched with informal conversations with undergraduates and coordinators) and the students\' reports on the development of the projects were also part of data collection. The main results indicate that Pibid English at UPNE, although permeated by ambiguities, proved to be a fertile place for problematizations regarding digital literacies in preservice English teacher education.

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Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood teachers. The problem of this study was to describe the current status of pre-service teachers' perspectives of their own teacher self-efficacy, philosophical beliefs, and epistemological beliefs for inclusive practices in an early childhood classroom at the conclusion of an introductory early childhood education course. The study also looked at differences by certification track- EC-6 bilingual (n = 5), EC-6 generalist (n = 8), EC-6 ESL (n = 12), and all-level SpEd (n = 7). The participants (n = 32) were a convenient sample in an Introductory to Early Childhood Education course at a Texas university. Three post-course assignments (i.e. the final self-evaluation, the post-course philosophy of education, and the post-course successful early childhood inclusive teacher drawing) were given to students in an introductory early childhood course and were subjected to content analysis and thematic analysis. The TEIP survey was used as a framework for content analysis. The group-as-a-whole, the EC-6 bilingual, the EC-6 generalists, the all-level SpEd, and the EC-6 ESL certification track participants' teacher self-efficacy perspectives content showed high teacher self-efficacious comments in regards to "classroom environment and student expectations." The all-level SpEd certification track participants' data showed high high teacher self-efficacious comments similar to the group-as-a-whole, with additional comments focused on "providing an alternative explanation or example when students are confused," and "improving the learning of a student who is failing." The group-as-a-whole philosophical perspectives focused on "safety" (in the classroom), "parent involvement," "building relationships with students and parents," "student success," and "classroom environment." EC-6 bilingual certification participants' philosophical perspectives primarily focused on "student success" and "instructional strategies." All-level SpEd certification participants focused on "parent involvement" and "classroom environment." EC-6 generalists certification participants' philosophical perspectives focused on "classroom environment," "community of learners," "parent involvement," and "collaboration with other educators." EC-6 ESL certification track participants' philosophical perspectives focused on "parent communication/parent-teacher communication" and "student success." The group-as-a-whole and all certification track epistemological perspectives focused on (a) "monitor and adjust," (b) "know your students," (c) "awareness," (d) "caring" (about your students), and (e) "teacher character traits needed." The one exception was the EC-6 generalists and all-level SpEd certification track participants adding the focus of "teaching strategies/strategies" and "informal assessments" respectively. The findings revealed that the participants' own experiences, past and present teacher models, respected individuals, and enacted course curriculum(s) influenced their teacher self-efficacy, philosophical, and epistemological perspectives. Implications from this study include adding (a) a focus on education laws and policies to the introductory early childhood course to provide a broader understanding about inclusion, (b) more enacted curriculum to include application to theory to encourage research-based/best practices in future classrooms, and (c) using a mind shift from "what is the disability" to "what is the ability" in more wholistic teacher preparation courses versus silo-track teacher preparation courses.

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The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional competencies, which are important to teaching science content in primary school education, were developed. In addition, prospective teachers were asked to plan, implement, and evaluate primary school science education with a particular focus on digitization, as well as sharing the developed units as open-educational resources. This article reports on the impact of the first part of the seminar concept, in which the promotion of digitization-related, subject-specific teaching methodology, as well as content-related knowledge (TPaCK) was systematically promoted. In a standardized survey, it could be shown that the prospective teachers demonstrated positive developments, particularly in the components PCK, TCK, TPK, as well as TPaCK, regarding the self-efficacy in cognitive characteristics about one’s own ability within the reference frame of self. Furthermore, the development of knowledge, especially in the areas of TK, PCK, TCK, and TPK, could also be determined, but not in relation to TPaCK itself.

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Teacher stories were once relegated to informal gatherings but more recently this aspect of teacher development is being carefully studied in more formalized settings because it is believed to be an important part of teacher development. New ways are being sought to use various aspects of storytelling to help pre-service teachers develop important teaching skills through reflection on experience, dialogue journals, case studies and autobiography. Despite these efforts at the university level, it is especially difficult for pre-service teachers to integrate and apply theories from their methods courses to actual classroom practice. Less effort has been focused on storytelling processes that may occur outside these formal approaches. This study, therefore, looked at how pre-service teachers used stories told in an informal setting to process aspects of learning to teach. This study revealed that pre-service teachers engage in story telling for reasons and in ways that are different from teacher educator intents. Using interviews and private dialogues, patterns of when, how and why six pre-service teachers used oral stories emerged that illuminate challenges to using personal and appropriated stories in coursework. The findings of this study include how oral storytelling is used by pre-service teachers to process emotion and demonstrate specific identities and personal characteristics.

Orientador: Douglas Altamiro Consolo / Banca: Matilde Virginia Ricardi Scaramucci / Banca: Vera Lúcia Teixeira da Silva / Banca: Solange Aranha / Banca: Suzi Marques Spatti Cavalari / Resumo: Este estudo teve por objetivo analisar a competência lexical na produção oral em inglês como língua estrangeira (ILE) de um grupo de formandos em Letras, tanto em sala de aula como em situações de avaliação. Pretende-se oferecer um panorama da proficiência oral desses futuros professores, com foco no vocabulário, por meio de instrumentos de avaliação da proficiência oral utilizados tanto em situação de sala de aula como em situação de avaliação, para, com base nos resultados da análise do componente lexical, contribuir para o processo de validação dos descritores de vocabulário de um teste de proficiência destinado a professores de ILE, ainda em sua fase de elaboração. Considerando-se que a avaliação de línguas, no domínio da proficiência oral, tem sido amplamente discutida na literatura internacional de Linguística Aplicada, esta pesquisa envolve questões acerca da proficiência necessária para professores de ILE, ingressantes no mercado de trabalho no contexto de ensino e aprendizagem de LE no Brasil. É sabido que o vocabulário se constitui em um dos componentes mais importantes da proficiência em língua estrangeira (STÆR, 2008), no entanto, no que concerne à competência lexical, a maioria dos estudos tem enfocado o conhecimento de vocabulário em vez de seu uso produtivo (HILTON, 2008). Além disso, pouco se sabe sobre a verdadeira relação entre a produção oral de vocabulário e os níveis de proficiência adotados na avaliação de proficiência oral. Diante desta questão, esta pesquisa, realizada em uma universidade estadual paulista, almeja investigar a competência lexical com base na linguagem produzida oralmente tanto em sala de aula como em situações de avaliação. Uma vez que os testes orais dos consagrados exames FCE e IELTS consideram as várias... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The purpose of this study is to discuss the process of assessing vocabulary oral production in English as a Foreign Language (EFL) of students graduating from English Language and Literature BA courses (henceforth Letters courses). It aimed to analyze students‟ oral proficiency based on vocabulary use, in class and in oral test situations, in order to contribute for the validation of the vocabulary descriptors, based on the results from vocabulary analysis of an oral proficiency test which is still being designed and implemented as a test for teachers. Assuming that the assessment of specific language areas within the domain of oral language proficiency has been discussed in a number of studies from the international literature in the field of Applied Linguistics, this research study addresses the issues regarding the proficiency required for pre-service teachers who are preparing to enter the field of ELT in Brazil. In view of vocabulary, assumed as one of the most important components of foreign language proficiency (STÆR, 2008), most studies have focused on vocabulary knowledge rather than on the productive use of vocabulary when it comes to lexical proficiency (HILTON, 2008) and little is known about the actual relationship between vocabulary oral production and speaking proficiency levels. Based on this rationale, this study was carried out in a pre-service teacher education course at a public university in Sao Paulo state and aims at investigating the process of oral production and assessment of the lexical component in class and in oral test situations. Once the oral tests of the high stakes exams FCE and IELTS reflect a view of speaking ability which involves multiple competencies, lexical proficiency was assessed by means of two mock speaking FCE tests, two IELTS mock tests of the speaking... (Complete abstract click electronic access below) / Doutor