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Tradition and transformation : a critique of English setwork selection (2009-2011).Silverthorne, Rosemary Ann 15 March 2010 (has links)
This Research Report critiques the English Home Language Literature setwork
selection for the period 2009-2011 in terms of the National Curriculum
Statement for English Home Language for Grades 10- 12 to establish whether
there is consonance between policy and practice in this section of the syllabus
and to determine whether the new national syllabus offers a traditional or a
transformational approach to the subject.
In order to do this, the National Curriculum Statement is analysed in terms of
the principles and outcomes which it intends to be actualised in the study of
English and selects those that seem applicable to literature studies. Questions
are formulated encapsulating these principles and used as the tools to critique
the new national literature syllabus both as regards its individual constituent
parts and as regards the syllabus as a whole.
A brief comparison between the current prescribed literature selection and
setworks set from 1942 to the present day establishes whether the new syllabus
has departed from old syllabus designs, whether it acknowledges the new
target group of pupils in multiracial English Home Language classrooms by
offering a revised, wider and more inclusive selection of novels, dramas,
poems and other genres such as short stories, or whether it remains
traditionally Anglocentric in conception.
The conclusions reached are that although the setworks conform to the letter of
the requirements set down in the NCS, the underlying spirit of transformation
is not realised. The inclusion of some poets from Africa and South Africa is
merely content addition to a Eurocentric core curriculum, a form of tokenism
which does not reorientate the syllabus significantly or move it away from its
traditional trajectory. The report suggests that literature of merit from both
Africa and South Africa be included in every part of the syllabus so that it
reflects in some degree the contributions that the continent makes to English
literature, in this way including in its scope the interests and identities of the
wide range of learners studying English Home Language in the South African
context.
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La grammaire fait-elle peur aux élèves ? : La perception générale de la grammaire dans l’enseignement des langues vivantes en Suède. / Does grammar frighten the pupils? : The general perception of grammar studies in modern languages in Sweden.Järvinen, Sivi January 2015 (has links)
ABSTRACT This essay aims to explain the Swedish pupils’ attitude towards grammar and to give a more specific picture of its teaching in modern languages. The underlying factor for this subject is the author’s own experiences with the pupils’ reactions to the word ”grammar”, which is a term often connected to something negative among Swedish students. This thesis presents the pupils’ thoughts regarding grammar and its pedagogy. Since the author participitates in the teachers education programme, the absence of the word ”grammar” in the syllabus for modern languages will also be discussed and questioned. The basis for this thesis is a survey made in an upper secondary school in the south of Sweden in autumn 2014. Several groups studying a foreign language at different levels participated: three groups studying French and two groups studying Spanish. The results reveal that the majority of the pupils find grammar very difficult and boring, although these students also think that the grammar is an important foundation of the language since its study is regarded as an essential part of their language studies. However, the survey also shows that a small group of students find grammar studies interesting. The results and conclusions given in this essay may be of some interest for other teachers and education researchers.
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As implicações da reestruturação curricular nas escolas da rede estadual da 18ª CRE da SEDUC-RSPinto, Isis Saraiva January 2015 (has links)
O presente trabalho tem como finalidade abordar aspectos relevantes a respeito da construção e aplicação da Proposta Pedagógica para o Ensino Médio Politécnico e Educação Profissional Integrada ao Ensino Médio do Estado do Rio Grande do Sul, em escolas da rede pública estadual pertencentes a 18ª Coordenadoria Regional do Estado (18ª CRE) visando a reformulação do currículo, formação continuada dos educadores, mediante um ensino interdisciplinar e contextualizado ministrado por áreas do conhecimento. A partir disso acompanhou-se a reestruturação e o desenvolvimento dessa proposta pedagógica em algumas instituições de ensino seguindo alguns critérios que objetivaram a inserção do Seminário Integrado na grade curricular, a modificação da avaliação quantitativa para qualitativa, como essa proposta impactou as comunidades escolares envolvidas na pesquisa e a sua possível designação com o propósito do ENEM. Com isso foi possível verificar os contrapontos existentes na teoria descrita pela reformulação e a sua aplicação prática, pois houveram algumas escolas que tentaram e obtiveram êxito conforme o almejado e outras que se quer se disponibilizaram para a construção da mesma por diferentes motivos, como: a ausência de cursos de formação para os professores, explanação inadequada para as comunidades escolares, modificação no processo avaliativo e ausência na relação com o Exame Nacional do Ensino Médio. Esses fatores contribuíram para uma discussão qualitativa e quantitativa a fim de esclarecer o real propósito do Ensino Médio Politécnico. / The following paper aims to approach the relevant aspects concerning the construction and application of the Pedagogical Propose to the Politechnic Middle School and Integrated Professional Education to the Middle School in the State of Rio Grande do Sul, in the public schools net belonging to the 18th State Regional Coordination (18º CRE), aiming to the reformulation of the syllabus, continuing formation of educators, towards an interdisciplinary and contextualized teaching made by knowledge areas. From this on, it was accompanied the restructuring and development of this pedagogical propose in some teaching institutions following some criteria that had as objective the insertion of the Integrate Seminar to the syllabus, the change from quantitave to qualitative evaluation, as the propose shattered the school communities involved on the research and its possible designation due to ENEM. With this, it was possible to verify the existing counterpoints in the theory described by the reformulation and its practical application. Because there were some schools that tried and obtained success according the aimed and others that were not willing to the construction of it for different reasons, such: the absence of formation courses for teachers, adequate explanation to the school communities, change in the evaluation process and absence in relation to National Examination of Middle School. These factors have contributed to a qualitative and quantitative discussion due to make clear the real propose or the Politechnic Middle School.
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A Prática como Componente Curricular em licenciaturas de Letras: um estudo discursivo das relações entre teoria e prática / Practice as an curricular component in language education: a discursive study of the relations between practice and theoryAndré Lima Cordeiro 20 March 2015 (has links)
O objetivo deste trabalho foi investigar, a partir da reforma das licenciaturas nas universidades ocorrida em 2001, a constituição do eixo disciplinar Prática como Componente Curricular (PCC) nos currículos de licenciatura de cursos de Letras, Português / Espanhol da região sudeste brasileira, focando-nos na relação entre teoria e prática. Para tal discussão, utilizamo-nos das reflexões de Deleuze (1968) a fim de problematizar as possibilidades de repetição total ou de diferenciação total; Vázquez (1977), ao trazer sua discussão de práxis que trata da indissociabilidade da teoria e da prática e Schwartz (2010), para incorporar a discussão sobre o âmbito do trabalho, em particular no que concerne a impossibilidade de antecipação completa da atividade a ser realizada por um profissional. Operamos, também, com os preceitos da Análise do Discurso de base enunciativa (MAINGUENEAU, 1998, 2003) quando tratamos os enunciados como socio-historicamente situados em nossas análises. Para atingirmos nosso fim, realizamos uma contextualização documental que contou com a análise do Parecer CNE/CP 28/2001, no qual estão as determinações sobre carga horária e definição dos eixos de disciplinas da licenciatura, sendo eles: Acadêmico Científico, Prática como Componente Curricular e Estágio Supervisionado. Voltamo-nos, também, para os Projetos Políticos Pedagógicos das universidades analisadas, a fim de investigar qual o entendimento de prática construído nesses documentos. Por fim, recorremos às ementas das disciplinas obrigatórias de PCC oferecidas pelas universidades que compuseram o córpus, buscando identificar as marcas que aproximam a temática da disciplina com o trabalho que considere a prática docente, já que o eixo em questão pressupõe essa discussão. Como critérios de seleção de córpus, consideramos: contemplar uma universidade de cada estado da Região Sudeste; duas universidades que possuem disciplinas que contenham exclusivamente horas de PCC e outras duas que contenham, em uma mesmo disciplina, horas dos eixos de PCC e Acadêmico Científico. Com isso, as universidades analisadas são: UERJ, UFSCar, UFES e UFTM. / The purpose of this paper was to research, from de graduation reform on university occurred in 2001, the constitution of the disciplinary axis called Practice as a curricular component (PCC) in the graduation curriculum of the language education - Portuguese / Spanish - courses in the southeast region of Brazil focusing on the relation between theory and practice. We based our discussion on the thoughts of Deleuze (1968) to question the possibilities of total repetition or total differentiation; Vázquez (1977), bringing his discussion about práxis that talks about the impossibility to dissociate theory and practice and Schwartz (2010, to incorporate the discussion of the field of labor, in particular what concerns the impossibility of complete anticipation of the activity to be accomplished by a professional. We operate, also, with the concepts of the Discourse Analysis (MAINGUENEAU, 1998, 2003) as we consider the enunciates as socio-historic situated during our analysis. To accomplish our goal, we did a documental contextualization that included the analysis of the legal document 28/2001, in which are the determinations about the amount of hours and the definition of the graduation discipline axis, being: Academic Scientific, Practice as an Curricular Component and Supervised Training. We looked, also, to the Politic Pedagogic Projects of the analyzed universities, in order to research the understanding of practice built in these documents. Finally, we turned to the syllabus of the obligatory disciplines of PCC offered by the chosen universities, trying to identify the marks that bring together the discipline theme and labor that considers the teacher's work, since the axis of PCC is about this discussion. As criteria to choose the university, we used: one university of each state from the southeast region; two universities with disciplines that have, exclusively, hours from the PCC and two others with disciplines of PCC and AC. Therefore, the universities are: UERJ, UFSCar, UFES e UFTM.
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O PROEJA como espaÃo de formaÃÃo docente / The PROEJA as teacher training spaceMaria NÃbia Barbosa 31 January 2014 (has links)
nÃo hà / Este estudo investiga os docentes do Instituto Federal de CiÃncias e Tecnologia do Cearà â IFCE campus Fortaleza e como se constituem professores do Programa Nacional de IntegraÃÃo da EducaÃÃo Profissional com a EducaÃÃo BÃsica na Modalidade de EducaÃÃo de Jovens e Adultos â PROEJA no cotidiano institucional, a partir da sua prÃtica docente em situaÃÃo de sala de aula. Formulou-se como objetivo geral â Compreender a formaÃÃo do professor do curso de RefrigeraÃÃo e ClimatizaÃÃo â PROEJA no cotidiano institucional do IFCE, Campus Fortaleza, explicitando sua percepÃÃo sobre o currÃculo e suas experiÃncias na sala de aula. E como objetivos especÃficos: Contextualizar o espaÃo institucional do IFCE, no sentido de compreender o fenÃmeno investigado; conceber currÃculo e formaÃÃo docente como forma de aprofundamento epistemolÃgico necessÃrio a anÃlise de evidÃncias empÃricas; comparar o processo formativo docente prescritivo com o vivencial, a partir das observaÃÃes realizadas em sala de aula e das entrevistas realizadas com os sujeitos da pesquisa. Com base no referencial teÃrico-metodolÃgico de NÃvoa (1992); Silva (2002a, 2002b); Giroux (1999); Pimenta e Anasrasiou (2002); Macedo (2011); Tardif (2002); Sacristan (2002) entre outros, investigou-se a FormaÃÃo do Professor da educaÃÃo profissional na modalidade PROEJA, revisitando-se os estudos de Manfredi (2002); Romanelli (2003); Queluz (2002); Ibernon (2004). A pesquisa foi qualitativa, descritiva e interpretativa, desenvolvida a partir da contribuiÃÃo dos autores: Andrà (1995); Bodgan e Biklen (1994); Gil (1994); Andrà e LÃdke (1986); Minayo (1994); Moreira e Caleffe (2006) e outros. Seus aportes metodolÃgicos colaboraram na apreensÃo das representaÃÃes sobre os processos formativos dos sujeitos participantes da pesquisa e nos seus desempenhos observados em espaÃo de aula. No sentido do registro dos dados coletados, adotou-se o âdiÃrio de bordoâ para posterior anÃlise das evidÃncias empÃricas apreendidas tambÃm, por meio dos discursos dos discentes e docentes entrevistados. A anÃlise dos discursos dos sujeitos gerou as categorias: formaÃÃo docente, EJA e CurrÃculo, apresentadas em confronto com o referencial teÃrico metodolÃgico desenvolvido na pesquisa. Quanto aos resultados alcanÃados, destaca-se a descoberta de caminhos criativos pelo professor, na sua prÃtica com o PROEJA, na tentativa de superar a ausÃncia de uma formaÃÃo institucional para
conviver com os alunos de origens, percursos e identidades diversas no exercÃcio de sua prÃtica docente. / This study investigates teachers at the Federal Institute of Education, Science and Technology of Cearà â IFCE, Fortaleza Campus and how they become teachers of the National Program for the Integration of Vocational Education with Basic Education in the modality Youth and Adults Education â PROEJA in the institutional routine, considering their teaching practice in the classroom. The general objective is to understand how teachers are trained to teach in the Refrigeration and Air Conditioning Program â PROEJA at the IFCE, Fortaleza Campus, showing their perception of the syllabus and their experiences in the classroom. The specific objectives are to contextualize the institutional space of IFCE, as a way of understanding the phenomenon studied; to conceive syllabus and teacher training as the epistemological depth required for the analysis of empirical evidences; and to compare the prescriptive teacher training process to the experienced one, from the observations made in the classrooms and the interviews conducted with the subjects in the research. Based upon methodological theoretical references by NÃvoa (1992); Silva (2002a, 2002b); Giroux (1999); Pimenta and Anasrasiou (2002); Macedo (2011); Tardif (2002); Sacristan (2002) among others, the training of PROEJA vocational education teachers was investigated, revisiting the studies conducted by Manfredi (2002); Romanelli (2003); Queluz (2002); Ibernon (2004). The research used an interpretative descriptive and qualitative approach, developed based on contributions of the following authors: Andrà (1995); Bodgan and Biklen (1994); Gil (1994); Andrà e LÃdke (1986); Minayo (1994); Moreira and Caleffe (2006) and others. Their methodological content helped us to understand the representation on the training processes of the research participating subjects and their performances in the classroom. Regarding the recording of the collected data, the âboard diaryâ technique was used for posterior analysis of the empirical evidence collected, and also through studentsâ and teachersâ speeches during the interviews. The subjectsâ speech analysis generated the following categories: teacher training, EJA (Youth and Adult Education) and syllabus, which have been confronted with the methodological theoretical reference developed in the research. Concerning the results achieved, we highlight the discovery of creative ways by teachers in their practice with the PROEJA, as an attempt to overcome the absence of an institutional training to work
with students of different backgrounds, trajectories and diverse identities in the development of their teaching practice.
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English K-6 syllabus and support document (1994) : imperilled by politics and paradigm shiftsPennell, Beverley, University of Western Sydney, Nepean, Faculty of Education January 1997 (has links)
English K-6 syllabus and support document (1994) is NSW's 'Clayton's' Primary English syllabus in that it was released in 1994, was 'on hold' and under review in early 1995 then recommended for revision by 1998. This is an extraordinary example of 'the written curriculum' of subject English, a site of intense ideological and pedagogical contestation. The Report produced by the Eltis Committee of Review, Focus on learning : Report of the Review of Outcomes and Profiles in New South Wales Schooling (1995) recommended immediate revision of 2 aspects of the syllabus in particular : firstly, the removal from English K-6 Syllabus of outcome statements from the National Profiles and secondly, the removal of the model of grammar endorsed in the document, 'Functional Grammar'. The history of the paradigm shift from State outcomes in syllabus documents, to the inclusion of National Profiles outcomes statements, forms the first part of this study. The recommendation of the Eltis Report to remove 'Functional Grammar' from the syllabus was politically motivated and had pedagogical implications for all those teachers, professional English educators and scholars who have been in divisive debate for nearly a decade about the broadest aspect of the frame of 'Functional Grammar', namely genre, or 'text type' as it is termed in English K-6 Syllabus. This study also looks at the history of the genre theory debate about teaching students to write and the paradigm shift that led to the inclusion of genre theory in the 1994 syllabus. This study, then, examines the essentially political nature of the school subject, English, in a regional educational context of the State of NSW. By presenting a brief curriculum history of the English K-6 Syllabus and Support Document (1994) it will be seen that a curriculum document can be a focus for power struggles between State and Commonwealth Governments and a site of contestation within the educational communities who are stakeholders in subject English / Master of Education (Hons)
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Simply growth? : a study of selected episodes in the history of Years 7-10 English in New South WalesSawyer, Wayne, University of Western Sydney, College of Arts, Education and Social Sciences, School of Education and Early Childhood Studies January 2002 (has links)
Calls for increased attention to subject-specific histories have been somewhat insistent in the last two decades. An important emphasis in these calls has been for attention to the history of the 'preactive curriculum' as represented, for example, in Syllabus documents. English has been a particular case in these arguments- a case which often revolves around defining the subject itself. Others have argued further that subject-specific history is usually centred in detailed local, historical studies of the recent past. In attempting to address these issues, this study sets out to answer the questions: 1/. How was Years 7-10 English defined from the early 1970s to the early 1990s in NSW? 2/. What was the relationship between the concepts 'English' and 'literacy' in NSW in the given period? The study focuses specifically on constructions of English in Syllabus documents, professional journals, textbooks and examinations. The particular methodology used to address the study questions is an in-depth study of two selected years during, viz. 1977 and 1992, accompanied by detailed discussion of contextual aspects of these years. / Doctor of Philosophy (PhD)
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An Evaluation of School Responses to the Introduction of the Queensland 1999 Health and Physical Education (HPE) Syllabus and Policy Documents in Three Brisbane Catholic Education (BCE) Primary SchoolsLynch, Timothy Joseph, res.cand@acu.edu.au January 2005 (has links)
Within Brisbane Catholic Education (BCE) the 1999 HPE syllabus was implemented between 1999 and 2001. The purpose of the study is to evaluate the implementation of the 1999 Queensland HPE syllabus in three BCE primary schools of varying enrolment numbers. The research problem is:.How developed is the implementation of the new HPE syllabus in BCE schools?. The data collection was guided by the following research questions:- How are teachers in these BCE schools implementing the HPE curriculum documents? What readily accessible resources do schools have to assist with the implementation of Health and Physical Education?. What are teachers. perceptions with regard to the HPE Key Learning Area? What are the children.s perceptions of the HPE Key Learning Area? What implementation strategies are required to optimize HPE practices in BCE schools? This study is significant for the feedback it may provide to BCE of the HPE syllabus implementation process and in informing BCE of the current status of the HPE key learning area within a sample of systemic Catholic primary schools. The findings have the potential to contribute to the BCE Strategic Renewal Framework currently occurring within BCE schools for all curriculum areas and planned for completion by the end of 2006. This research has been designed within a constructionist paradigm. An interpretivist study was conducted employing symbolic interactionism. This qualitative, interpretive study is most appropriate as meanings were constructed. The case study methodology was chosen to construct meaning through capturing the context of each school. The sites for the three case studies involved: one small sized BCE primary school (less than 200 students); one medium sized BCE primary school (200 - 400 students); and one large sized BCE primary school (over 400 students). The participants included teachers and students from the respective schools. The data gathering strategies used were; semi-structured and focus group interviews, reflective journal note taking, observations, questionnaire and document analysis. The research concluded that factors which led to the decline in Australian HPE during the 1980s and early 1990s may have contributed to impeding the implementation challenges formulated by BCE. This was evidenced within the three BCE primary schools by unequal allocation of teaching resources, equipment, facilities, HPE teachers and HPE teacher release time for sports coordination. It appears that the implementation process ceased prematurely before all schools had had sufficient time and preparation to design whole school HPE programs. Teachers lacked understandings of practical ways to implement the social justice underpinnings of the syllabus and some school principals were unaware of the necessity of employing qualified HPE specialist teachers. The research revealed that school principals play a significant role in the implementation of the 1999 HPE syllabus, a role made more imperative by the absence of BCE HPE Curriculum Officers and systemic HPE professional development. Therefore, the HPE key learning area requires further system level support and attention so that the 1999 HPE syllabus can be implemented successfully in all BCE primary schools, enabling curriculum change to occur.
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From grammar to communication : a moderate viewpoint in the teaching of EFL adult learners in VietnamDung, Nguyen Hanh, n/a January 1985 (has links)
This Study is concerned with the problems arising
from the application of new ideas in communicative
language teaching for EFL adult learners in Vietnam,
and the solutions to these problems.
The Study argues that to learn to communicate
effectively in a foreign language does not mean merely
to master the linguistic forms of the language, but also
to be able to use them in an appropriate way: to
acquire what is called communicative competence. The Study
also suggests that in Vietnam, the structural system of
the language cannot be neglected if teaching/learning is
to be successful. Accordingly, the Study attempts to
search for an appropriate approach to develop communicative competence in the EFL adult learners of Vietnam.
In order to achieve this aim, the Study enters into
consideration of the relevant literature with reference
to the development of the concept of communicative
competence, and communicative language teaching. Then
the Study makes a survey of some communicative-approach-based
textbooks pointing out the practical values of
different syllabus design models and teaching strategies
discussed in the literature.
Finally the Study proposes a communicative-structural
approach to syllabus design for the target group, the
teaching strategies as well as some techniques and
activities associated with the suggested approach.
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Analysis of grade 7 social science textbooks in Papua New GuineaMari, Zenzeng Bofirie Tore, n/a January 1992 (has links)
This thesis reports on a study which made an analysis of the new
Grade 7 social science syllabus textbooks that are currently being
implemented in the high schools of Papua New Guinea. Data relating
to these textbooks has been gathered from the teachers who are
teaching the course and their Regional Secondary Inspectors. The
data was basically obtained through postal questionnaires.
The basic aim of the study was to find out how the syllabus materials
are received and used in the implementation process. The study also
attempted to identify the problems and difficulties the teachers
encountered and the concerns they had about the new course.
The study revealed some interesting results. For example, there are
some teachers of social sciences in the high schools who do not have
secondary teaching qualifications, the level of English language used,
which was one of the major problems identified with the old
syllabus, has not been completely overcome, the problems,
difficulties and concerns identified by this study differ from school
to school and between rural and urban schools.
In addition, the study also identified many practical problems,
difficulties and concerns which affect the effective and successful
implementation of the syllabus. These include the need for additional
support such as reference materials both for teachers and students
and a need for more short in-service courses to resocialise teachers
in order to change their classroom culture and thus facilitate change.
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