Orientador: Fernando Bastos / Banca: Alvaro Lorencini Junior / Banca: Lizete Maria Orquiza de Carvalho / Banca: Eduardo Adolfo Terrazzan / Banca: Silvia Regina Quijadas Aro Zuliani / Resumo: Este estudo buscou, inicialmente, identificar o perfil dos professores que trabalham com conteúdos de ciências, com o intuito de propiciar situações reflexivas, à luz de proposições teóricas e metodológicas. Para tanto, foi aplicado um questionário a onze professoras do ensino fundamental das séries iniciais em uma escola pública do interior de São Paulo, Brasil. Este questionário norteou as atividades posteriores com a finalidade de propiciar a reflexão sobre a prática pedagógica desses professores, procurando compreender os aspectos relacionados ao processo de ensino e aprendizagem, particularizando as ações da atividade docente. Foram analisadas as ações educacionais relatadas pelas professoras, na tentativa de se verificar a ocorrência de situações pedagógicas consideradas problemáticas, tais como, problemas em ensino e aprendizagem, no método de ensino, no estabelecimento e valorização da relação professor-aluno e na interação desses professores com seus pares. Foram elaboradas atividades com Grupo de Trabalho, formados pelos próprios professores que foram todas filmadas e transcritas. Para a análise e apresentação dos dados, foram elencados eixos e sub-eixos temáticos de análise, com tópicos de analise retirados do questionário e transcrições das atividades. Os dados apontaram os professores do estudo são profissionais com defasagem na sua formação e que não participam de cursos de capacitação. Apresentam dificuldade em trabalhar conteúdos de ciências na prática e recorrem a livros didáticos para sanar suas dúvidas e dificuldades. O conteúdo de ciências que apresenta maior dificuldade em trabalhar é sexualidade. Participam de cursos promovidos pela Diretoria de Ensino, porém consideram esses cursos muito teóricos e pouco práticos e que não... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The objective of this study was to identify, first of all, the profile of the teachers who work with sciences, in order to provide some reflection, when facing theoretical and methodological propositions. Thus, a questionnaire was applied to eleven teachers of elementary school, who teach the basic years in one public school based in the interior of São Paulo state, Brazil. This questionnaire has guided the posterior activities, in order to lead to the reflection about the pedagogic procedures of these teachers, trying to understand the aspects related to teaching and learning processes, specifying the procedures of the teachers. The educational approaches described by the teachers were analyzed, in order to verify the incidence of pedagogic situations, considered as problematic, such as: problems concerning teaching and learning, teaching methods, stabilization and appraisal of teacher- student relationship and the interaction of these teachers among themselves. Some activities were elaborated with the Group of Work. These activities were filmed and transcript. For the analysis and data presentation, some topics and sub-topics which needed to be analyzed were listed, presenting subjects for analysis, which were obtained from the questionnaire and descriptions of the activities. The data showed that the teachers which were analyzed, are not updated professionals and do not attend recycling courses. They also have some difficulties in working with sciences practices and search for didactic books in order to clarify their doubts and problems. The topic in science which presents more difficulty to explain is sexuality. They attend courses provided by the Board of Educational Teaching, but they consider these courses very theoretical and not very practical and state that they are not related to the context that the students belong to. They do not get support from teaching theories and consider their own practices in the classroom as theory. / Mestre

The purpose of this study was to explore preservice teachers’ lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers’ understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers’ transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers’ teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science – Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants’ NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study’s results’ contributes to two knowledge bases. First it provides insight to how lesson study can be used in the United States in alterative teacher preparation programs. Second, it contributes to what is understood about how to support the transition of NOS understandings into classroom practice.

Made available in DSpace on 2014-06-11T19:31:40Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-20Bitstream added on 2014-06-13T18:42:36Z : No. of bitstreams: 1 oliveira_ss_dr_bauru_prot.pdf: 843296 bytes, checksum: 71a886edb507465c032b27adc635a912 (MD5) / Este estudo buscou, inicialmente, identificar o perfil dos professores que trabalham com conteúdos de ciências, com o intuito de propiciar situações reflexivas, à luz de proposições teóricas e metodológicas. Para tanto, foi aplicado um questionário a onze professoras do ensino fundamental das séries iniciais em uma escola pública do interior de São Paulo, Brasil. Este questionário norteou as atividades posteriores com a finalidade de propiciar a reflexão sobre a prática pedagógica desses professores, procurando compreender os aspectos relacionados ao processo de ensino e aprendizagem, particularizando as ações da atividade docente. Foram analisadas as ações educacionais relatadas pelas professoras, na tentativa de se verificar a ocorrência de situações pedagógicas consideradas problemáticas, tais como, problemas em ensino e aprendizagem, no método de ensino, no estabelecimento e valorização da relação professor-aluno e na interação desses professores com seus pares. Foram elaboradas atividades com Grupo de Trabalho, formados pelos próprios professores que foram todas filmadas e transcritas. Para a análise e apresentação dos dados, foram elencados eixos e sub-eixos temáticos de análise, com tópicos de analise retirados do questionário e transcrições das atividades. Os dados apontaram os professores do estudo são profissionais com defasagem na sua formação e que não participam de cursos de capacitação. Apresentam dificuldade em trabalhar conteúdos de ciências na prática e recorrem a livros didáticos para sanar suas dúvidas e dificuldades. O conteúdo de ciências que apresenta maior dificuldade em trabalhar é sexualidade. Participam de cursos promovidos pela Diretoria de Ensino, porém consideram esses cursos muito teóricos e pouco práticos e que não... / The objective of this study was to identify, first of all, the profile of the teachers who work with sciences, in order to provide some reflection, when facing theoretical and methodological propositions. Thus, a questionnaire was applied to eleven teachers of elementary school, who teach the basic years in one public school based in the interior of São Paulo state, Brazil. This questionnaire has guided the posterior activities, in order to lead to the reflection about the pedagogic procedures of these teachers, trying to understand the aspects related to teaching and learning processes, specifying the procedures of the teachers. The educational approaches described by the teachers were analyzed, in order to verify the incidence of pedagogic situations, considered as problematic, such as: problems concerning teaching and learning, teaching methods, stabilization and appraisal of teacher- student relationship and the interaction of these teachers among themselves. Some activities were elaborated with the Group of Work. These activities were filmed and transcript. For the analysis and data presentation, some topics and sub-topics which needed to be analyzed were listed, presenting subjects for analysis, which were obtained from the questionnaire and descriptions of the activities. The data showed that the teachers which were analyzed, are not updated professionals and do not attend recycling courses. They also have some difficulties in working with sciences practices and search for didactic books in order to clarify their doubts and problems. The topic in science which presents more difficulty to explain is sexuality. They attend courses provided by the Board of Educational Teaching, but they consider these courses very theoretical and not very practical and state that they are not related to the context that the students belong to. They do not get support from teaching theories and consider their own practices in the classroom as theory.

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Effective teacher development is significant for any educational system to remain competitive in the global arena (Bayar, 2014). However, science teachers’ professional development activities have often been found to be ineffective (Opfer & Pedder, 2011). Science teachers also minimally participate in such activities due to their ineffective experiences (Chval, Abell, Pareja, Musikul & Ritzka, 2007). Understanding how science teachers’ experiences are constructed is also crucial to create programs to meet their needs (Schneider & Plasman, 2011). It is essential in the construction of professional development experiences to recognize who is being served in professional development (Saka, 2013). But rigorous methods are required to understand the outcomes of professional development (Koomen, Blair, Young-Isebrand & Oberhauser, 2014). The purpose of this phenomenological case study was to study how secondary school science teachers describe their lived experiences of professional development in Punjab (Pakistan). How do these teachers understand, make sense, and use of those intended goals of professional development opportunities and change their practices through the implementation of learned knowledge of professional development? This study used purposive sampling to collect the qualitative data from fifteen secondary school science teachers of Punjab (Pakistan). The data collection was done through conducting semi-structured in-depth phenomenological interviews with these science teachers (Seidman, 2013). The data were analyzed using three-stage coding methods, and thematic analysis. Three main themes emerged from the analysis of data. The first theme of sense making is about their understanding and description of intended meaning of professional development activities. The second theme of meaningful experiences captured the participants perceived benefits from the PD activities. The third theme of contextual and cultural factors is focused on the understanding the impact of these factors in imparting of professional development experiences. The findings of the study communicate the significance of science teachers’ role in professional development activities. Science teachers’ voices, needs and active involvement must be taken into consideration in the designing and implementation of such activities.

A presente pesquisa investigou qual a contribuição de metodologias lúdico-reflexivas para a formação inicial de professores. Para realizar a investigação deste problema o trabalho foi composto por um estudo de caso e pesquisa participante. No primeiro capítulo é feita uma conceituação de saberes docentes desenvolvidos por meio da perspectiva lúdica. Os conceitos atribuídos foram apreendidos de Saviani (saber atitudinal), de Guenther (talento psicossocial), de Rios (dimensão estética), de Chantraine-Demailly (competência relacional), de Gardner (inteligência interpessoal), de Polanyi e Schön (conhecimento tácito) e do grupo Guenther-Lent-Damásio (percepção). Somados a estes saberes está também o saber-refletir, o qual é revelado pelos procedimentos de reflexão constantes e coletivos, realizados durante a formação lúdica dos professores. Estes processos de prática reflexiva são analisados nos capítulos segundo e terceiro. Foram analisados no capítulo dois os métodos de Jogos Teatrais, de Viola Spolin e Jogos Teatrais Brechtianos, de Ingrid Koudela, e a conexão destes com o conceito de Professor Reflexivo. No capítulo terceiro é apresentada a análise da pesquisa de campo, feita na disciplina Brinquedos e Brincadeiras na Educação Infantil, ministrada pela Profª. Drª. Tizuko Morchida Kishimoto, no curso de Pedagogia da Faculdade de Educação da USP. / This paper investigated which reflective-playful methods contributed to the teacher´s initial training development. In order to make the investigation of this problem, this work was composed by a case study and a participant research. In the first chapter, there are some conceptions about teaching knowledge developed through a playful perspective. The concepts attributed were assimilated from Saviani´s attitudinal knowledge, Guenther´s Psicossocial talent, Rios´ aesthetic dimension, Chantraine-Demailly´s Relationary ability, Gardner´s interpersonal intelligence, Polanyi and Schön´s tacit knowledge and Guenther-Lent-Damásio´s perception. Added to those kinds of knowledge, there is also knowing to reflect in which it is revealed by the procedures of collective and constant reflection, which took place during the teacher ´s playful training development. Such processes of reflective practices are analyzed in the second and third chapters. In the second chapter, Viola Spolin´s Theater Games and Ingrid Koudela´s Brechtian Theater Games were analyzed besides their relation with the concept about the Reflective Teacher. In the third chapter, the analysis about the field research is presented and developed in the discipline: Toys and Games in Preschool, held by Professor Tizuko Morchida Kishimoto, in the Pedagogy Course at Faculdade de Educação USP.

In this presentation I will report on a work-in-progress study that I am presently undertaking with second year General Mathematics undergraduate B.Ed students at a private institution for teacher education in South Africa. I first implemented the idea of reflective writing informally with scholars and then later for assessment purposes with undergraduate students. These tasks provoked very different responses from the scholars and university students, both positive and negative and prompted informal research by myself to ascertain how reflective practices can be incorporated into the mathematics curriculum. My primary objective is to investigate how I, as a lecturer can encourage and motivate students to engage in and make reflective practices an integral part of both their learning and understanding of mathematics and their teaching practice. Thus the focus of my presentation will be on different types of reflective practices and how they can be incorporated into a higher education mathematics programme.

A presente pesquisa investigou qual a contribuição de metodologias lúdico-reflexivas para a formação inicial de professores. Para realizar a investigação deste problema o trabalho foi composto por um estudo de caso e pesquisa participante. No primeiro capítulo é feita uma conceituação de saberes docentes desenvolvidos por meio da perspectiva lúdica. Os conceitos atribuídos foram apreendidos de Saviani (saber atitudinal), de Guenther (talento psicossocial), de Rios (dimensão estética), de Chantraine-Demailly (competência relacional), de Gardner (inteligência interpessoal), de Polanyi e Schön (conhecimento tácito) e do grupo Guenther-Lent-Damásio (percepção). Somados a estes saberes está também o saber-refletir, o qual é revelado pelos procedimentos de reflexão constantes e coletivos, realizados durante a formação lúdica dos professores. Estes processos de prática reflexiva são analisados nos capítulos segundo e terceiro. Foram analisados no capítulo dois os métodos de Jogos Teatrais, de Viola Spolin e Jogos Teatrais Brechtianos, de Ingrid Koudela, e a conexão destes com o conceito de Professor Reflexivo. No capítulo terceiro é apresentada a análise da pesquisa de campo, feita na disciplina Brinquedos e Brincadeiras na Educação Infantil, ministrada pela Profª. Drª. Tizuko Morchida Kishimoto, no curso de Pedagogia da Faculdade de Educação da USP. / This paper investigated which reflective-playful methods contributed to the teacher´s initial training development. In order to make the investigation of this problem, this work was composed by a case study and a participant research. In the first chapter, there are some conceptions about teaching knowledge developed through a playful perspective. The concepts attributed were assimilated from Saviani´s attitudinal knowledge, Guenther´s Psicossocial talent, Rios´ aesthetic dimension, Chantraine-Demailly´s Relationary ability, Gardner´s interpersonal intelligence, Polanyi and Schön´s tacit knowledge and Guenther-Lent-Damásio´s perception. Added to those kinds of knowledge, there is also knowing to reflect in which it is revealed by the procedures of collective and constant reflection, which took place during the teacher ´s playful training development. Such processes of reflective practices are analyzed in the second and third chapters. In the second chapter, Viola Spolin´s Theater Games and Ingrid Koudela´s Brechtian Theater Games were analyzed besides their relation with the concept about the Reflective Teacher. In the third chapter, the analysis about the field research is presented and developed in the discipline: Toys and Games in Preschool, held by Professor Tizuko Morchida Kishimoto, in the Pedagogy Course at Faculdade de Educação USP.

This focused ethnography of Appalachian Trail (AT) long-distance hikers explored the situated and informal nature of individual knowledge construction as mediated through a community of practice. Unlike place-based or cyber-bound communities, the ever-changing membership and location dynamics of AT hikers offered a unique and researchable community for study. The complex and understudied sensemaking trajectories of individuals moving through this mobile community were investigated over three years through in-depth interviews and participant observations. Inductive analysis of expert and novice stories illuminated experiential patterns and collective traditions that comprise the AT learning culture. In contrast to traditional approaches to knowledge and skill acquisition, this study found socio-reflective exchanges, nested in hiking pods, to be critical sites for cognitive modeling and informal scaffolding between experts and novices. The situated encounters and developmental support of these nomadic pods were found to facilitate individuals' construction of community-based knowledge. / Ph. D.

The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.