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The guidance needs of standard 10 pupils in secondary schools in the Potchefstroom area / Oupanyana Jacobus ModiseModise, Oupanyana Jacobus January 1997 (has links)
The purpose of this study was, amongst others, to determine the guidance needs of the
standard ten pupils in the Potchefstroom area and to determine whether the interim core
syllabus introduced in schools in 1995, provided in the guidance needs of the secondary school
pupils.
These aims were achieved by firstly conducting a literature study on the historical development
of school guidance in the United States of America, Japan, Britain and in South Africa. The
practice and status of guidance in South Africa were also discussed. Secondly, a questionnaire
based on the interim core syllabus was devised and given to a sample of Standard ten pupils
from the Potchefstroom area for completion.
The literature study indicated that school guidance programmes introduced to the various
education departments were not the same and did not adequately deal with the diversity of
issues they needed to address nor had they kept abreast of current changes and developments
relevant to the South African context.
The empirical investigation indicated that the guidance needs of different population groups
differed. The study also revealed that black pupils faced unique problems that could be
ascribed to the education system's failure to provide enough guidance support for schools.
White pupils were satisfied with the syllabus, while the Black, Coloured and Indian pupils did
not agree with certain aspects of the interim core syllabus.
The conclusions derived from both the theoretical and practical parts, that is, the literature
study and the empirical investigations, provided the guidelines for educators to design a well-structured
guidance programme that would be relevant to the needs and experience of all
learners.
This study recommends that further research should be undertaken in other provinces
especially where there are reasonable numbers of Indians and Coloured pupils. Additionally,
the study recommends an effective guidance programme that should have clear, well-articulated
goals that are achievable, measurable and be tailored to suit the pupils' needs. / Thesis (MEd (Voorligting))--PU vir CHO, 1997
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The guidance needs of standard 10 pupils in secondary schools in the Potchefstroom area / Oupanyana Jacobus ModiseModise, Oupanyana Jacobus January 1997 (has links)
The purpose of this study was, amongst others, to determine the guidance needs of the
standard ten pupils in the Potchefstroom area and to determine whether the interim core
syllabus introduced in schools in 1995, provided in the guidance needs of the secondary school
pupils.
These aims were achieved by firstly conducting a literature study on the historical development
of school guidance in the United States of America, Japan, Britain and in South Africa. The
practice and status of guidance in South Africa were also discussed. Secondly, a questionnaire
based on the interim core syllabus was devised and given to a sample of Standard ten pupils
from the Potchefstroom area for completion.
The literature study indicated that school guidance programmes introduced to the various
education departments were not the same and did not adequately deal with the diversity of
issues they needed to address nor had they kept abreast of current changes and developments
relevant to the South African context.
The empirical investigation indicated that the guidance needs of different population groups
differed. The study also revealed that black pupils faced unique problems that could be
ascribed to the education system's failure to provide enough guidance support for schools.
White pupils were satisfied with the syllabus, while the Black, Coloured and Indian pupils did
not agree with certain aspects of the interim core syllabus.
The conclusions derived from both the theoretical and practical parts, that is, the literature
study and the empirical investigations, provided the guidelines for educators to design a well-structured
guidance programme that would be relevant to the needs and experience of all
learners.
This study recommends that further research should be undertaken in other provinces
especially where there are reasonable numbers of Indians and Coloured pupils. Additionally,
the study recommends an effective guidance programme that should have clear, well-articulated
goals that are achievable, measurable and be tailored to suit the pupils' needs. / Thesis (MEd (Voorligting))--PU vir CHO, 1997
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Lecturers' attitudes and perceptions on change : Incorporation of sustainability to the discipline of Business AdministrationPersson, Annette January 2014 (has links)
Background Sustainability involves progressing economic, social and environmental goals together in an attempt to meet current needs without compromising with the needs of future generations. Universities can play an important role in educating young people in sustainability. Many future managers study at business schools which makes this discipline particularly interesting in terms of creating sustainability across society. Swedish universities are by law encouraged to embed sustainability which requires significant changes at all levels including the work of lecturers. Aim The purpose of this study is to examine lecturers’ attitudes and perceptions on making changes to embed sustainability into the courses they teach. Methods A qualitative research method with semi-structured interviews was applied. An interview guideline was developed and eight lecturers from basic and intermediate education programmes at Umeå Business School and Economics (UBSE) were recruited. Data was transcribed and analysed in relation to the theoretical framework of change models. Findings Eight lecturers were interviewed and overall they reported positive attitudes towards making changes to incorporate sustainability into their courses but many of them found it difficult to do so in practice. Obstacles to make such changes included being limited in the decision-making of changes to the syllabus, limited knowledge, time constraints and motivation. Findings show that management plays an essential role in making changes and that a number of key persons (change agents) who want to implement more sustainability to the courses already exist in the organisation. ConclusionsLecturers are important to fulfil changes to their existing courses to incorporate sustainability but in need of more time and training in this subject. A sustainable approach at UBSE positively affects lecturers’ attitudes to incorporate sustainability to their teaching.
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A Suggested English Language Teaching Program For Gulhane Military Medical AcademySari, Rahim 01 January 2003 (has links) (PDF)
The purpose of this study is to evaluate the English teaching program at
Gü / lhane Military Medical Faculty and suggest a new program based on the Monitor
Model. The study, as an example of a systematic study of a language program and
that of a proposed syllabus, is expected to aid the practice of English Language
Teaching in Turkey.
The data sources were 230 students, 25 doctors and 7 teachers. The data
analysis showed that students do not like the contents of the course books. Students
reported speaking and reading as priority skills. To understand and translate
medical material, to get an overseas assignment, to talk to foreigners and to follow
lectures were the common language-related goals. Students& / #8217 / , institution& / #8217 / s and doctors& / #8217 / needs and goals and available resources
were surveyed and a new second language teaching program was suggested for
Phase 1. A general curriculum model and a program design model were also
suggested together with the syllabuses for Phase 1.
In the suggested program, grammar, writing and other conscious learning
activities are separated from comprehension or (subconscious) acquisition-based
activities. The suggested design has three topic-based syllabuses organized in
modular format for three levels: Advanced, intermediate and elementary. For the
majority advanced level classes new materials need to be developed and for
elementary and intermediate levels new course books are suggested.
A sample module was prepared, piloted and the results are discussed. The
piloted module was found better than the previous form of the lessons both by the
students and the teachers.
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Expectativas e importância atribuída à disciplina de educação física-estudo comparativo por género nos alunos do 12 ano de escolaridade nas escolas secundárias do Concelho de V. N. de GaiaBrandão, Dulce Maria Ribeiro January 2002 (has links)
No description available.
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O PROEJA como espaço de formação docente / The PROEJA as teacher training spaceBARBOSA, Maria Núbia January 2014 (has links)
BARBOSA, Maria Núbia. O PROEJA como espaço de formação docente. 2014. 131f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-12-07T17:37:18Z
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Previous issue date: 2014 / This study investigates teachers at the Federal Institute of Education, Science and Technology of Ceará – 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 – 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 – 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 Nóvoa (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: André (1995); Bodgan and Biklen (1994); Gil (1994); André e Lüdke (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 “board diary” technique was used for posterior analysis of the empirical evidence collected, and also through students’ and teachers’ speeches during the interviews. The subjects’ 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. / Este estudo investiga os docentes do Instituto Federal de Ciências e Tecnologia do Ceará – IFCE campus Fortaleza e como se constituem professores do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos – PROEJA no cotidiano institucional, a partir da sua prática docente em situação de sala de aula. Formulou-se como objetivo geral – Compreender a formação do professor do curso de Refrigeração e Climatização – PROEJA no cotidiano institucional do IFCE, Campus Fortaleza, explicitando sua percepção sobre o currículo e suas experiências na sala de aula. E como objetivos específicos: Contextualizar o espaço institucional do IFCE, no sentido de compreender o fenômeno investigado; conceber currículo e formação docente como forma de aprofundamento epistemológico necessário a análise de evidências empíricas; comparar o processo formativo docente prescritivo com o vivencial, a partir das observações realizadas em sala de aula e das entrevistas realizadas com os sujeitos da pesquisa. Com base no referencial teórico-metodológico de Nóvoa (1992); Silva (2002a, 2002b); Giroux (1999); Pimenta e Anasrasiou (2002); Macedo (2011); Tardif (2002); Sacristan (2002) entre outros, investigou-se a Formação do Professor da educação 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 contribuição dos autores: André (1995); Bodgan e Biklen (1994); Gil (1994); André e Lüdke (1986); Minayo (1994); Moreira e Caleffe (2006) e outros. Seus aportes metodológicos colaboraram na apreensão das representações sobre os processos formativos dos sujeitos participantes da pesquisa e nos seus desempenhos observados em espaço de aula. No sentido do registro dos dados coletados, adotou-se o “diário de bordo” para posterior análise das evidências empíricas apreendidas também, por meio dos discursos dos discentes e docentes entrevistados. A análise dos discursos dos sujeitos gerou as categorias: formação docente, EJA e Currículo, apresentadas em confronto com o referencial teórico metodológico desenvolvido na pesquisa. Quanto aos resultados alcançados, destaca-se a descoberta de caminhos criativos pelo professor, na sua prática com o PROEJA, na tentativa de superar a ausência de uma formação institucional para conviver com os alunos de origens, percursos e identidades diversas no exercício de sua prática docente.
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Concepções e práticas de avaliação do ensino-aprendizagem: foco no PROEJA. / Concepts and practices of teaching-learning assessment: focus on the PROEJALEAL, Maria Lindalva Gomes January 2014 (has links)
LEAL, Maria Lindalva Gomes. Concepções e práticas de avaliação do ensino-aprendizagem: Foco no PROEJA. 2014. 233f. – Tese (Doutorado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2014. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2015-04-14T12:28:46Z
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Previous issue date: 2014 / This study had as its focus of investigation the high school integrated with technical vocational Educational program for young and adults (Proeja), which aims at offering professional training integrated with high school education for those who have just finished elementary school and for those who have not graduated from high school yet. The object of this study was the learning assessment concepts and practices developed by the Proeja Refrigeration Course faculty at the Federal Institute of Education, Science and Technology of Ceara (IFCE). For the theoretical background, many theorists of the fields of interest have been referred, such as Silva (2002), Apple (2006) Moreira (2011), Mendez, (2002), Santomé (1995), Gadotti (2008), Freire (2011), Adorno, (2010) Lima (2008), Vianna (2007), Firme (1994), Luckesi (2011), Fernandes (2008), Gatti (2003), Hadji (2001), e Perrenoud (1999), among others. We have opted for the critical interpretive approach which opposes itself to dogmatism, reductionism and is always open and unfinished. In order to analyze the assessment practice, we have used the qualitative methodology to understand the phenomenon under investigation. The Critical Theory that guided this study was used as support of development, signaling what is indispensable to be known, the context in which knowledge is generated, and the defined intentions. The research was developed by using the following procedures: semi-structured interviews, documental analyses, direct observation and a structured survey. The technique used for interpreting the data collected was the analysis of content which enabled the definition of categories through the examination of the answers given by the subjects surveyed. The results analyzed from the categories that arose from the subjects’ answers elucidated the existing contradictions between what is prescribed in the Proeja Basic Document (2007) and the Curricular Design of the Refrigeration and Acclimatization Proeja Course at the IFCE concerning the Learning Assessment concepts and its faculty’s assessment practice effectiveness. Moreover, they have indicated the confirmation of the announced thesis: “that in the Proeja faculty’s assessment practices at the IFCE Fortaleza campus, there is a predominance of the learning verification perspective instead of formative evaluation”. With the result of this research, we have intended to contribute pointing out possible ways for the development of the Proeja assessment practices by starting a discussion process that aimed the enlargement of assessment concepts towards a dialogical and formative evaluation which highlights the assessment knowledge permanent reconstruction. / Este estudo teve como espaço de investigação o programa de Educação profissional técnica integrada ao ensino médio na modalidade de educação de jovens e adultos (Proeja) que visa oferecer aos concludentes do ensino fundamental e para aqueles que ainda não tenham o ensino médio uma formação profissional integrada a esse ensino. O objeto desde estudo foram as concepções e as práticas de avaliação da aprendizagem desenvolvidas pelos docentes do curso de Refrigeração do referido Proeja do Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE). Na fundamentação da pesquisa recorreu-se a vários teóricos dos campos estudados: Silva (2002), Apple (2006) Moreira (2011), Mendez, (2002), Santomé (1995), Gadotti (2008), Freire (2011), Adorno, (2010) Lima (2008), Vianna (2007), Firme (1994), Luckesi (2011), Fernandes (2008), Gatti (2003), Hadji (2001), e Perrenoud (1999), dentre outros. Optou-se pela abordagem metodológica crítico-interpretativa que se opõe ao dogmatismo, ao reducionismo e é sempre aberta e inacabada. Para analisar a prática avaliativa utilizou-se a abordagem qualitativa, para compreender o fenômeno investigado. Como suporte desse desenvolvimento utilizou-se a Teoria Crítica que orientou este estudo, sinalizando o que é imprescindível de se conhecer, o contexto em que o conhecimento é gerado e as intencionalidades definidas. A investigação foi desenvolvida por meio dos procedimentos metodológicos: entrevistas semiestruturadas, a análise documental, observação direta e levantamento estruturado. Foi aplicada como técnica de interpretação dos dados a análise de conteúdo que possibilitou a definição das categorias a partir do exame do discurso obtido das respostas proferidas pelos sujeitos da investigação. Os resultados analisados a partir das categorias surgidas do discurso dos sujeitos participantes da investigação elucidaram as contradições existentes entre o que está prescrito no Documento Base do Proeja (2007) e no Projeto Curricular do Curso de Refrigeração e Climatização do Proeja do IFCE com relação à concepção da Avaliação da Aprendizagem e a efetivação das práticas avaliativas dos docentes do referido Programa. E ainda, apontaram para a confirmação da tese anunciada: “que nas práticas avaliativas dos docentes do Proeja do IFCE, campus Fortaleza, há predominância da perspectiva de verificação da aprendizagem e não de uma avaliação formativa”. Pretendi com o resultado deste estudo investigativo, contribuir para apontar caminhos para o desenvolvimento das práticas avaliativas no Proeja iniciando um processo de discussão que visava a ampliação da concepção avaliativa, na direção de uma avaliação formativa e dialógica, que coloca em relevo a reconstrução permanente dos saberes da avaliação.
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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 reflective study on factors that influenced the matric results in physical sciences in four secondary schools in a district in the Eastern CapeNdokwana, Vusumzi Wilfred January 2017 (has links)
Magister Educationis - Med / This is a reflective study of the factors that influenced the performance of
learners in Physical Sciences National Senior Certificate examinations in
four secondary schools in a district in Eastern Cape. The study considered
factors that influenced the matric results for a period of five years in a district
in the Eastern Cape (from 2010 to 2015) National Senior Certificate results.
The study was conducted to identify the indicators that could positively
influence physical sciences results after many years of underperformance in
the subject. This study was underpinned by the theory of reflective practice.
As part of an intervention strategy, learners completed an intensive
programme of teaching during school hours, extra classes, practical work
and assessment. The four school principals were purposively selected for
interviews. Four Physical Sciences educators from the four senior secondary
schools and 12 post-grade 12 learners from each senior secondary school
were all interviewed. Post-grade 12 learners were randomly selected for
interviews. The researcher used a reflective journal as a method of
examining the reflections by the respondents. Teachers reflected on their
teachings to improve their practices that make science learning more
meaningful to both learners and teachers
The findings indicate that extra classes provided sufficient time to complete
the syllabus, to conduct experiments and to administer practical tests.
Regular assessment in theory and practical work showed the improvement
in attainment of good physical sciences results in all the four participating
schools. Instructional supervision from the managers also assisted in
developing teacher skills. It was recommended that the DoE should use
experts in teacher training and professional development activities. School
management systems should play an active role in teacher support and the
supervision of instructional work.
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Teoria da aprendizagem significativa : análise de um curso de formação continuada para professores de biologiaRezende, Mary Carneiro 19 November 2015 (has links)
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Previous issue date: 2015-11-19 / Estudos apontam que o ensino de Biologia ocorre ainda de forma cartesiana, induzindo os educandos a desenvolverem pouco o pensamento crítico e, consequentemente, a aprendizagem acontece de modo superficial e, muitas vezes, de forma mecânica, o que implica dificuldades de articulação entre os conhecimentos científicos e destes com o mundo social em que eles vivem. Ao lado disso, numa análise coletiva da própria prática e dos registros de acompanhamento e observações na formação continuada dos referidos municípios, percebe-se que pouco se avançou nos estudos específicos das disciplinas e/ou áreas. Nesse contexto, o problema para o desenvolvimento desta pesquisa foi o seguinte: Como a implementação da Teoria da Aprendizagem Significativa-TAS pode contribuir para a formação continuada dos professores de Biologia que atuam no ensino médio da Rede Pública Estadual do Município de Barra do Garças e Pontal do Araguaia/MT? A partir dessa indagação, desenvolvemos uma pesquisa de paradigma qualitativo, do tipo estudo de caso, com sete professores de Biologia que atuam nesses municípios. Para tal ação, foi elaborado um produto educacional: Plano Didático, que foi implementado em um curso, com carga horária de 60h. Neste trabalho buscou-se analisar um curso de formação continuada para professores de biologia. Com a análise dos dados, inferiu-se que o produto educacional contribuiu na superação de algumas lacunas procedentes da formação inicial e para a reflexão da prática pedagógica. Em síntese, os dados apontam caminhos para mudanças nas práticas pedagógicas dos sujeitos pesquisados. / Studies indicate that the teaching of Biology occurs even in a Cartesian way, inducing learners to develop little critical thinking and, consequently, learning happens in a superficial way and, often, mechanical way, which implies difficulties of articulation between scientific knowledge and of these with the social world in which they live. Furthermore, in a collective analysis of their own practice and monitoring records and observations in the continuing education of those municipalities, it is realized that little progress has been made in specific studies of the disciplines and/or areas. In this context the problem for the development of this research was the following: how implementing the theory of meaningful learning-TML can contribute to continued training of Biology teachers that work in the High School of the State Public Schools of Barra do Garças and Pontal do Araguaia/MT? From this inquiry, we developed a study of qualitative paradigm, the case study, with seven teachers of biology that work in these municipalities. For such action, it was developed a educational product: Syllabus (Didatic Plan), which was implemented in a course, with hour load of 60h. This work aimed to analyze a course of continued education for Biology teachers. With the analysis of the data, it could infer that the educational product contributed in overcoming some gaps from initial training and for the reflection of the pedagogical practice. In summary, the data indicate paths for changes in the pedagogical practices of the subjects researched.
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