O objetivo do presente estudo, de cunho teórico-analítico, configura-se como uma tentativa de compreensão da forma pela qual se estabeleceram, no Brasil, as identidades profissionais das professoras de primeiras letras e das coordenadoras pedagógicas, mutuamente referidas, e o mal-estar decorrente das modalidades pelas quais se instituíram, com as reformas educacionais, suas competências desejáveis mediante diferentes descrições das respectivas funções. Na busca de entender teoricamente como se produzem essas identidades nas estruturas hierárquicas das instituições escolares, os aportes teóricos de Foucault forneceram ferramentas úteis para problematizar os saberes vigentes e compreender como certos saberes são desqualificados nas relações de poder. A compreensão de Foucault acerca da relação entre saber e poder, principalmente, possibilita outras leituras dos discursos pedagógicos, acumulados e veiculados como verdades, que permeiam a construção das identidades dessas profissionais. A análise sociológica de Bauman, por sua vez, ajuda a elucidar o presente em que estamos imersos, que ele chama de modernidade \"leve\" e \"líquida\" e, assim, torna possível entender as redistribuições e realocações dos poderes e os novos padrões de dependência na instituição escolar, apesar de o discurso pedagógico dominante aparentemente convocar \"autodeterminação\" e \"liberdade\" como características centrais da constituição dessas identidades em estudo. A presente investigação busca, dessa forma, primeiramente elucidar no Brasil o percurso histórico da profissão de professora das primeiras letras e assim compreender como se configuraram as estruturas hierárquicas, isto é, a \"função supervisora\" nas reformas educacionais das décadas de 20 e 30, caracterizada pela inspiração empresarial na administração escolar e pela instituição da figura do especialista em novos métodos de ensino. É realizada a seguir a análise de quatro volumes da coleção O Coordenador pedagógico, organizada por Vera Nigro de Souza Placco e Laurinda Ramalho de Almeida, publicada a partir de 1998, escolhida pelo elevado número de edições, o que demonstra sua aprovação pelo público. A coleção possibilita o acesso a alguns dos principais discursos que norteiam a constituição da identidade desses profissionais. Os artigos aí presentes são resultados, na sua maioria, de dissertações de teses e de pesquisas de avaliação de projetos implementados na rede pública ou particular. Como conclusão, observa-se que os discursos educacionais em geral enfatizam a constituição de profissionais \"autônomos\", \"críticos\" e \"reflexivos\". Imersos nesse discurso homogeneizante e sofisticado nas suas propostas de auto-exame, no entanto, tanto professores como coordenadores paradoxalmente vão limitando as possibilidades de pensar e de constituir suas identidades. Uma possível ação questionadora seria a de duvidar desse lugar idealizado nas descrições da função dos coordenadores pedagógicos, que definem missões impossíveis, lugar em que, na maioria das vezes, são vistos como detentores de uma consciência crítica embasada nos conhecimentos da ciência, e capazes de constituir professores \"autônomos\" e \"reflexivos\". Duvidar, assim, dessa relação, quando ela se estabelece pela necessidade da tutela desse especialista, a fim de buscar outras formas de relação que permitam de fato que as professoras das primeiras letras possam se desenvolver enquanto profissionais. / This study aims at attempting to comprehend the way the professional identities of primary school teachers and pedagogic coordinators has been established in Brazil and the subsequent ill-feeling originated by the educational restructuring of their competencies in the light of their new roles. The search for the understanding of how these identities are constructed in the hierarchical structure of schools can be backed up by Foucault-based theories that provide useful tools for analyzing the present kinds of knowledge, at the same time that it helps understand how they can be disqualified before unequal encounters. Foucault\'s understanding of the relationship between power and knowledge makes it possible to envisage different interpretations of the pedagogical discourse which has been established and passed on as truths that permeate the make-up of the identity of a teaching professional. Bauman\'s sociological approach, in turn, helps to elucidate the present scenario where we are, which he named \"light\" and \"liquid\" modernity. Such suggested approach makes it possible to understand the redistributions and allocations of the powers and the new patterns of dependence at the educational institution, despite the fact that the dominant pedagogical discourse seems to capitalize on \"self-determination\" and \"freedom\" as central characteristics in the construction of the identities under investigation. Thus, the present study seeks to elucidate, from a historical perspective, the path of the primary school teacher as a means to shed some light on how the hierarchical relations came to be, namely that of the \"supervisor\" in the educational restructuring of the 20\'s and 30?\'s. The referred restructuring seems to have been highly influenced by the entrepreneurial spirit present in school administration trends and by the institution of a specialist in the new teaching methods. Four volumes of the series O Coordenador Pedagógico (the Pedagogic Coordinatior) published as of 1998 and organized by Vera Nigro de Souza Placco and Laurinda Ramalho de Almeida are chosen and analyzed due to the significant number of editions, which seems to be indicative of its approval by the target audience. This collection makes it possible to have access to some of the main discourse samples that guide the identity construction of the professionals of the area. Most of the articles therein result from theses, dissertations and research on the evaluation of projects implemented in private and public educational institutions. As a conclusion, it is possible to observe that the educational discourse, in general, emphasizes the construction of \"autonomous\", \"critical\" and \"reflexive\" professionals. Given the homogenous and sophisticated nature of such discourse, filled with self-analysis proposals, both teachers and coordinators limit their possibilities of thinking and constructing their identities. One possible approach to this paradox would be to dispute the idealization of the role of the pedagogical coordinator that defines impossible missions and appears to be the bearer of a critical conscience that, based on scientific background, is capable of educating teachers to be \"autonomous\" and \"reflexive\". This way, disputing this relation may bring in new possibilities of relationships and approaches to allow the primary school teachers to develop as professionals.

Notre recherche a pour double objectif de caractériser les parcours professionnels des enseignants du premier degré et de qualifier leurs dynamiques professionnelles sur un temps long. L’exercice du métier de professeur des écoles a été récemment modifié, d’une part avec le prolongement du nombre d’années professionnelles à effectuer, et d’autre part, avec la multiplication des réformes visant à améliorer les résultats des élèves au regard des classifications internationales. Ces décisions affectent la trajectoire professionnelle des maîtres d’école et leur activité au quotidien, deux dimensions qui sont peu pensées conjointement. Comme un trait d’union, la notion de développement professionnel semble propice pour déceler des indicateurs de construction de compétences et de remaniements identitaires, sous-jacents au déroulement des parcours. Pour ce faire, notre enquête s’appuie sur des récits de vie professionnelle, recueillis auprès de professeurs des écoles en milieu de carrière. L’analyse pointe un système d’épreuves et de ressources qu’il est possible de catégoriser, moins dans une logique de suite ordonnée que dans une perspective révélatrice de dynamiques d’engagement dans le travail. Pour faire face à la complexité du métier, il s’avère que les professeurs des écoles reconfigurent leur activité et leur(s) parcours professionnel(s) selon la teneur des épreuves rencontrées dans le travail (nature, intensité, cadence…) et selon les ressources employées en ces circonstances. Ainsi, les conditions nécessaires à des phases de développement professionnel articulent des éléments biographiques (parcours personnel, motivations et représentations par rapport au métier, éléments des sphères familiales, …) conjugués à des éléments de l’activité située (environnement de travail des différents postes occupés, effets croisés des politiques nationales et locales d’éducation,…). En somme, être professeur des écoles aujourd’hui, et envisager de le rester, requiert un travail constant d’actualisation de son expérience et de son identité professionnelle. / Our research has 2 objectives: to define the careers of primary school teachers and to consider their long term work commitment. The work of primary school teachers has recently been changed, on the one hand the number of required working years has been lengthened and on the other there has been a multiplication of reforms in order to improve pupils' results with regard to the international league tables. These decisions affect school teachers' careers and their activity on a daily basis, two aspects which are rarely considered together. Linked to that, we are envisaging our research from the notion of professionnal development which seems appropriate to us in order to find the indicators of construction of skills and identity, underlying reorganisations in the progress of careers. In order to do this, our enquiry is based on the narratives of mid-career primary school teachers reflecting on their professional lives. The analysis shows a system of events and resources which is possible to categorise, less in an orderly logic than in a revealing perspective of dynamics of commitment to work. In order to confront the complexity of their work, it turns out that primary school teachers restructure their activity and their career(s) in accordance with the difficulties experienced in their work (their nature, intensity, rhythm...) and with the resources used in such circumstances. So the necessary conditions for professional development are coherent with biographical elements (career paths, consistent motivation and elements of the family spheres...) and are combined with the elements of the activity in context (the working environment of the different positions held, the crossed effects of national and local educational politics,...). All in all, being a primary school teacher today and intending to remain so, requires a constant updating of experience and identity.

This study assessed the implementation of Continuing Professional Development (CPD) Programmes for primary school teachers in Zomba Rural Education District in Malawi. The study arose from a concern that, despite the Government of Malawi putting in place structures to facilitate the implementation of CPD for primary school teachers, research has shown that teachers have not improved their classroom practice. As a result, there has been poor learner performance at all levels of the primary education system to the extent that learners scored the lowest in the 2005 international examinations for the Southern Africa Development Community. From the literature, it appears that no thorough and conclusive studies to look into the issues behind the implementation of CPD programmes in Malawi have been conducted. Hence the researcher was motivated to assess how the CPD programmes are implemented with the view to explore better ways of implementing CPD programmes for teachers that can result in teacher change. The study was placed within the post-positivism paradigm and used a mixed method research design that incorporated concurrent procedures in the collection, analysis and interpretation of the data. Questionnaires were used to collect quantitative data while qualitative data were collected through interviews, focus group discussions, CPD observations and document analysis. A total of 798 teachers filled the questionnaires. This figure represented 47% of the total number of teachers in the district. The researcher conducted 34 focus group discussions with teachers from various schools. She also held interviews with 34 head teachers and CPD programme facilitators (12 Primary Education Advisors and 3 CPD facilitators from organizations). Other interviews were held with the District Education Manager, the Coordinating Primary Education Advisor, the Coordinator of the New Curriculum, and the Coordinator for the Department of Teacher Education and Development. Further, the researcher made 3 CPD observations. The study revealed weaknesses in the implementation of CPD programmes for teachers in the district. Generally the study noted that there was much emphasis on the transmissive model of CPD implementation, to the neglect of transitional and transformative models such that the personal, social and occupational aspects of professional learning were not holistically considered in the programme designs. Specifically, the duration of the programmes was found to be inadequate for meaningful assimilation of new knowledge and skills; the expertise of facilitators was sometimes questionable; and the use of the cascade mode left teachers unsure and with knowledge gaps. Further, the study noted that the monitoring and support mechanisms for the programmes were weak; the consultation processes for teacher inputs in the CPD programme designs were dismal; and the welfare of teachers at the CPD venues was poorly handled.. At school level the study revealed that the teaching and learning environment compounded the problem of teachers’ difficulty in implementing what they learnt from CPD training. Large classes, inadequate teachers, lack of teaching and learning resources, limited infrastructure, lack of accommodation for teachers, lack of support from colleagues and learner absenteeism were some of the factors hindering implementation of CPD programmes at school level. The study has put forth recommendations for the effective implementation of CPD programmes for teachers in the district. Furthermore, based on the findings of the study and an extensive literature search, the researcher has suggested an alternative model for CPD implementation that can result in teacher change. Overall there is need for collaborative effort among stakeholders in education to ensure effective delivery of CPDs and their subsequent translation into practice at classroom level.

Sous la Troisième République, les inspecteurs d’académie ont été chargés de faire appliquer les différentes politiques gouvernementales en matière d’enseignement primaire. Leur rôle, mal connu, ne se résuma pas seulement à exécuter des instructions ministérielles. Ils ont investi leur mission en s’adaptant aux territoires dans lesquels ils exerçaient, des territoires où ils devaient composer avec des pressions contradictoires. Le Midi, où de fortes disparités culturelles, politiques, religieuses et économiques existaient, permit ainsi à ces hommes d’épouser l’idéal républicain, en soutenant, en menant le camp laïque, en s’opposant parfois violemment avec les adversaires conservateurs. Après la Grande Guerre cependant, leur influence s’amoindrit, contestée qu’ils furent par l’émergence du Syndicat National et de ses relais départementaux. Ainsi, de Jules Ferry à Jean Zay, les inspecteurs d’académie, alors que s’effaçait lentement la tutelle du préfet et des hommes politiques, durent composer avec cette force nouvelle en tenant désormais grand compte de ses revendications. / Under the Third Republic in France, chief inspectors of schools were in charge of making apply the various governmental policies in primary education. Their role, badly known, amounted not only to execute ministerial instructions. They invested their mission by adapting itself to the territories in which they practiced, territories where they had to compose with contradictory pressures. In the south of France, when strong cultural, political, religious and economic disparities existed, so allowed these men to marry the ideal republican, by supporting, by leading the laic camp, by opposing sometimes violently with the conservative opponents. After the Great War however, their influence decreases, disputed that they were by the emergence of the “Syndicat National des Instituteurs” and its departmental relays. So, from Jules Ferry to Jean Zay, chief inspectors of schools, while faded slowly the guardianship of the prefect and the politicians, had to compose with this new strength by holding henceforth major account of its demands.

This thesis describes and discusses distance education of pupils at elementary school. It is divided into a theoretical part and an empirical part. The theoretical part defines the concept of distance education and its changes due to the changes in the Czech education related to the pandemic covid-19. Futhermore, some methodologies and recommendations for the organization of distance education and research are presented. Subsequently, the development of measure abroad is briefly outlined, some foreign studies are presented. Finally, the functions of the school and its importance in the child's life are briefly described. The empirical part describes the research, of which primary goal was to map the organization of distance learning at a selected primary school. The research sample consisted of 7 primary school teachers, as well as a headmaster and school special pedagogue. Based on the analysis of the data from interviews, the course of distance education was determined. The results suggest that the great advantage of the school, which facilitated the transition to distance learning, was the timely setting of rules and general principles of acces to distance learning. Cooperation between pedagogical staff works very well at the school, which facilitates the work of teachers and makes it easier to...

Synen på professionen grundlärare i fritidshem undersöks genom en kvantitativ undersökning där platsannonser med tjänster riktade mot lärare i fritidshem studeras. Vidare görs även en kvalitativ undersökning där rektorer intervjuas för att få ett skolledarperspektiv på fritidshemmet och lärarna som arbetar där. Studien syftar till att undersöka om en välavgränsad och sammanhållen yrkesidentitet är görlig utifrån de förväntningar som finns och de förutsättningar som ges och diskuterar hur betydelsen av dessa möjligheter och hinder kan tolkas utifrån relevanta makt- och professionsstudier. Trots alla försök till flexibilitet genom att försöka hitta sin plats i organisationens olika delar är det uppenbart svårt att skapa en välavgränsad och sammanhållen yrkesidentitet när många av arbetsuppgifterna inte kommer organiskt, sprungna ur ett fritidspedagogiskt perspektiv på lärande. Istället är de pålagor där den obligatoriska skolundervisningen är norm vilket innebär att fritidshemslärarna hamnar i underläge. / The view of the profession of primary school teachers in leisure centers is examined through a quantitative study in which job advertisements with services aimed at teachers in leisure centers are studied. Furthermore, a qualitative study is also conducted where principals are interviewed to get a school leader perspective on the leisure center and the teachers who work there. The study aims to investigate whether a well-defined and cohesive professional identity is feasible based on the expectations that exist and the conditions that are given and discusses how the significance of these opportunities and obstacles can be interpreted based on relevant power- and professional studies. Despite all attempts at flexibility by trying to find their place in the different parts of the organization, it is obviously difficult to create a well-defined and cohesive professional identity when many of the tasks do not come organically, sprung from a leisure pedagogical perspective on learning. Instead, they are levies where compulsory schooling is the norm which means that the primary school teachers in leisure centers ends up at a disadvantage.

The study aims to increase the knowledge of the extent to which primary school teachers use problem solving tasks to challenge and include mathematically gifted pupils. Furthermore, it aims to increase knowledge about the factors that influence teachers´ design around these tasks. The work is based on a quantitative survey among primary school teachers who teach mathematics. 104 teachers were included in the study group, where 96 percent had competence in teaching mathematics for compulsory school grades 1-3. The study clarifies what characterizes gifted pupils and how these features can be noticed in mathematics education. Furthermore, the teacher’s theoretical and didactic competence in mathematics is central to developing and shaping learning opportunities containing problem-solving tasks, which are well adapted to challenge and include gifted pupils. The study's overall theoretical approach is based on a cognitive theory and the result was analyzed with the help of the Mathematics Tasks Framework. The result shows that the majority of the lower-level teachers, who were part of the selection group, believe that problem solving tasks are advantageous to apply in order to include and challenge gifted pupils. However, teachers feel that they are facing obstacles in the work of giving gifted pupils the opportunity to learn, both in the planning phase and in the implementation phase. Teachers admit that they need to improve their competence in order to be able to challenge and include gifted pupils in mathematics education. / Syftet med studien är att öka kunskapen om i vilken utsträckning lågstadielärare använder problemlösningsuppgifter för att utmana och inkludera särskilt begåvade elever.  Vidare syftar den till att öka kunskapen om vilka faktorer som påverkar lärares utformning av problemlösningsuppgifter. Arbetet är baserat på en kvantitativ enkätundersökning som riktar sig till matematiklärare på lågstadiet. 104 lågstadielärare ingick i undersökningsgruppen, där 96 procent hade behörighet att undervisa i ämnet matematik för grundskolans årskurs 1–3. Studien belyser vad som karaktäriserar särskilt begåvade elever samt hur dessa drag kan uppmärksammas i matematikundervisningen. Studien tar utgångspunkt i att lärarens ämnesteoretiska och ämnesdidaktiska kompetens står i centrum när lärare utvecklar och formar lärtillfällen innehållande problemlösningsuppgifter, vilka är väl anpassade för att utmana och inkludera särskilt begåvade elever. Studiens övergripande teoretiska ansats utgår från en kognitivistisk teori och resultatet analyserades med hjälp av ramverket Mathematics Tasks Framework. Av resultatet framkommer att majoriteten av de lågstadielärare som ingick i urvalsgruppen anser att problemlösningsuppgifter är fördelaktiga att tillämpa för att inkludera och utmana särskilt begåvade elever. Lärarna upplever dock vissa hinder i arbetet med att ge särskilt begåvade elever möjligheten att lära, både i planeringsfasen och i genomförandefasen. Majoriteten av lärarna medger att de är i behov av kompetensutveckling för att ha förmågan att utmana och inkludera särskilt begåvade elever i matematikundervisningen.

The purpose of this study was to examine how the psychological contract relates to the intention to quit the employment (ITQ) of professional primary school teachers. In addition to this, the purpose was to examine which form of contract in the psychological contract that most strongly predicts ITQ. A quantitative study was conducted, of which a digital survey was distributed via email to principals and/- or deputy principals for 312 municipal schools in Sweden and was shared on the social platform Meta as well. The survey was based on The Psychological Contract Inventory (PCI) by Rousseau and the Turnover Intention Scale - 6 items (TIS-6) by Roodt. The data collection generated 80 questionnaire responses which were then used for analysis through a hierarchical multiple regression analysis. The results showed that all four forms of contracts: transactional, relational, balanced and transitional contracts explained a larger part of the variance in ITQ. The balanced contract and the transitional contract were significant predictors of which the transactional contract and relational contract were not significant. The transitional contract predicted ITQ to the highest degree.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The purpose of this study was to explore the coping strategies of primary school teachers in their multi-grade classes at Glen Cowie circuit. This exploratory case study addresses the coping strategies that rural primary school teachers use in curriculum delivery. Data was generated through semi-structured interviews, observations and document analysis. This study revealed various challenges teachers experience and the coping strategies that teachers employ in dealing with challenges. A qualitative research approach was adopted in the study with the intention of finding as much detail as possible using a case study. Participants in this study were teachers who teach multi-grade classes in their rural schools in the Glen Cowie circuit in Limpopo. The investigation revealed that teachers did not have the necessary skills and expertise to teach multi-grade classes. It was also revealed that teachers were not trained to teach in multi-grade classes and they had to use individual strategies to cope with the contradictory conditions they found themselves in. The investigation concluded that the teachers in those multi-grade classes were qualified and had teaching experience, but they were not prepared to teach multi-grade classes in general. It proved that teachers remained resilient by applying varied strategies such as problem solving, goal setting, extra curriculum lessons and maintaining work-life balance to ensure that teaching and learning occurs

Syftet med detta examensarbete var att undersöka hur lärare i årkurserna f-3 i Sverige gör historieundervisningen mer levandegörande genom sina arbetssätt, val av material, samt vad för hinder som lärarna anser finnas för att arbeta mer praktiskt och elevnära. Detta i syfte med att undersöka hur lärarna gynnar elevernas kunskap och historiemedvetenhet. Undersökningen utfördes genom kvalitativa intervjuer utav fem lärare i lågstadiet, en av dessa arbetar idag som lärare i mellanstadiet. Dock har hen varit lärare i lågstadiet i flera år och ansåg således att hens erfarenhet är fördelaktig. Alla lärare arbetar inte på samma skola och inte i samma län, således går det inte att generalisera resultatet till hur det ser ut överallt i Sverige. Dock finns det en generalisering kring lärarnas tankar kring begreppen historiemedvetenhet och levandegörande, genom praktiska moment och elevernas sinnen. Undersökningen visade att lärare antyder att ett levandegörande arbetssätt är fördelaktigt i undervisningen och hur den gynnar historiemedvetenheten hos elever. Dock använder inte alla lärare samma tillvägagångssätt för att levandegöra undervisningen, även om de hade velat göra det. / The purpose of this thesis was to investigate how some primary school teachers, grade F-3 make history teaching more “alive” through their choice of methods, materials, and what obstacles the teachers consider there to be when it comes of using practical and “student-oriented teaching” teaching. Thus, the purpose is also to investigate how the teachers will further the students’ knowledge and historical consciousness. The outcome of the survey was collected and carried out through qualitative interviews with five primary school teachers, one of whom works as a middle school teacher today. However, they have beforehand worked as a primary school teacher for several years and I consider their experience to be beneficial to the survey. The teachers work in different schools and counties, which means that the survey cannot be generalized on how teachers experience the use of practical teaching methods to benefits students’ historical consciousness in Sweden. However, the teachers’ thoughts about the concept of historical consciousness and enlivening education, through practical education and the students’ senses can be generalized. The surveys outcome showed that teachers suggested that an enlivening education is beneficial in teaching method for students’ knowledge. Nevertheless, not all teachers use the same approach to make the education enliven, even if they want to.