Includes bibliography (p. 841-843). / ix, 843 p. : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Investigates the educational phenomenon of pupil teachers, used in South Australia from 1874-1965, through accounts in contemporary official documents, the comments of those who managed the system, and observers of the system and its effects. The findings have implications for current debates on the relative balance between theory and practice in the preparation of teachers. / Thesis (Ph.D.)--University of Adelaide, Dept. of Education, 1999

Thesis (Ph. D.)--Faculty of Education and Social Work, University of Sydney, 2005. / Title from title screen (viewed 16th July, 2007). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Faculty of Education and Social Work, University of Sydney. Degree awarded 2005. Includes bibliographical references. Also issued in print.

Thesis (Ed.D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: William G. Anderson. Dissertation Committee: Joseph R. Higgins. Bibliography: leaves 140-149.

Mémoire (M.Ed.)--Université du Québec à Chicoutimi, 2000. / Document électronique également accessible en format PDF. CaQCU

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2006. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 13, 2007) Vita. Includes bibliographical references.

Acompanha: Sequência didática: fábrica de pipas: o uso de dinâmicas/jogos cooperativos no ensino de empreendedorismo / Esta pesquisa versa sobre a construção e aplicação de uma sequência didática para o ensino de empreendedorismo na escolarização de estudantes do ensino fundamental. O objetivo do estudo é analisar o processo de elaboração, aplicação e avaliação de uma sequência didática que aborde o tema Empreendedorismo, e permita o ensino de empreendedorismo e desenvolvimento de comportamento empreendedor em estudantes do ensino fundamental. Estes estudantes apresentam uma carência de atividades que estimulem comportamento empreendedor, requisito importante para a sobrevivência tanto na vida como no competitivo mundo do trabalho atual. Os objetivos operacionais desta pesquisa foram: compreender o processo empreendedor em sua abordagem comportamental, e contribuir para a construção do comportamento empreendedor na formação de alunos brasileiros, analisar as variáveis da validade do produto educacional sequência didática, desenvolvido para o Mestrado Profissional. As bases teóricas desta pesquisa se constituíram nas abordagens do empreendedorismo, na importância do lúdico no processo de aprendizagem e fundamentação da sequência didática. Utilizou-se como estratégia de pesquisa a pesquisa-ação que permite ao pesquisador atuar diretamente na melhoria proposta pela pesquisa Para coleta de dados utilizou-se questionários abertos com alunos do Colégio Estadual Durval Ramos Filho, da cidade de Andirá - PR. Os resultados obtidos por meio da pesquisa qualitativa demonstraram que o produto representa uma possibilidade de desenvolvimento de comportamento empreendedor, contudo precisa ser associado a uma educação empreendedora de fato, pois isoladamente a sequência didática não logrará o êxito na formação de empreendedores. / This research deals with the construction and application of a didactic sequence for entrepreneurship education in the school of elementary school students. The objective of the study is to analyze the process of elaboration, implementation and evaluation of a teaching sequence that address the topic Entrepreneurship, and allow entrepreneurship education and development of entrepreneurial behavior in elementary school students. These students have a lack of activities that encourage entrepreneurial behavior, an important requirement for survival in life and in the competitive world of current job. The operational objectives of this research were: to understand the entrepreneurial process in its behavioral approach, and contribute to the construction of entrepreneurial behavior in the formation of Brazilian students, analyze the variables of the validity of educational teaching sequence product developed for the Professional Master. The theoretical basis of this research consisted in the approaches of entrepreneurship, the importance of playfulness in the learning process and rationale of the didactic sequence. It was used as a research strategy to action research that allows researchers to work directly in the improvement proposed by the research for data collection was used questionnaires open to students of State College Durval Ramos Filho, the city of Andirá - PR. The results obtained through qualitative research demonstrated that the product is a possibility of entrepreneurial behavior development, but must be associated with an entrepreneurial education in fact, because the teaching sequence alone will achieve no success in training entrepreneurs.

The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.