Sammanfattning Det är svårt att ge en generell bild av hur läraryrket ser ut och vad det innebär. Alla skolor ger lärare olika förutsättningar och dessa kan visa på stora variationer. I det här arbetet har jag genom intervjuer med erfarna lärare försökt få en bild av hur läraryrket ser ut i verkligheten. Att vara lärare kan innebära att ständigt ha ett dåligt samvete och sällan känna sig nöjd med det man åstadkommit. Det kan också innebära att få bekräftelse genom barnen då de visar att de gjort en ny upptäckt och lärt sig något nytt. Läraryrket visar sig vara komplext då det är ett yrke i ständig förändring och förutsätter att läraren får ihop olika dimensioner. Rollen innebär dels att hålla ordning men även att undervisa. Lärarrollen har förändrats över tiden och innebär i dag ett ökat ansvar och fler arbetsuppgifter. Läraryrket kan bli ens identitet även privat. Det gäller att sätta gränser för när arbetsdagen tar slut och för hur höga krav som man kan ha på sig själv som lärare. Nyckelord: lärare, lärarroll, läraryrke, undervisning. / Abstract It is difficult to describe the contents of the teaching post in general terms. Each school gives the teacher different working conditions. I have in this examination, through interviews with experienced teachers tried to understand the reality behind the role of being a teacher. Being a teacher can involve constantly having a bad conscience and not being satisfied with the job achieved, on the other hand the post can also include getting confirmation from the pupils in their learning process. The teachers role is constantly changing which adds to its complexity. In addition the teacher also needs to combine two dimensions, to keep order and to teach. The role of being a teacher has been changing through years and today the teacher has a lot more responsibility and a lot more tasks. The role as a teacher can be a part of a persons identity even in private life. It is important to set limits to when the working day ends and also set bounds to how high demand the teacher has on herself/himself. Keywords: teacher, teaching, teacher’s post, the role of being a teacher.

This study intends to examine teacher´s thoughts and perception of esthetic activities at preschools. I have chosen to restrict the esthetic area to the significance and function of clay to the teachers and children. On the basis of the belief that children can, and need access to a variety of ways to express themselves, we used the interviews to take part of teachers work and thoughts concerning clay, and the esthetic work. I have in this qualitative study addressed four questions: How do the teachers use clay in preschool activities? What do the teachers think about clay as a tool in the educational work at the preschool? Are the teachers working from the perception of children’s rights to express themselves in different ways and with the help of different tools? What function does clay fill for the children? I have interviewed eight teachers and taken part of both older and more recent theories around children and the creativity in esthetic contexts. The result is that clay is a valuable tool for the children and it could work as a tool in the educational work at the preschool. The teachers use the clay to give the children the opportunity to use their creativity, to explain and to talk in a group and also to get to know the material. The teachers have the belief that clay and other esthetic activities can contribute to the language development and give the children more ways to express themselves verbally and with the help of images. My study shows that it depends on the single teacher’s interest and engagement on how big a part of the esthetic activities the child is allowed to take part in, and also how the work with clay is modulated. Furthermore, it looks like there is good access to both clay and opportunities for the children to create in different ways using different materials. The teachers in this study have different experiences and all do not see the clay as the most useful form of esthetic work, but can see that it works as a useful material and complement to other creative material at the preschool.

This thesis intends to explore the relationship between teachers¡¦understanding of the missions and roles of the Teachers¡¦Association and their degree of participation in Kaohsiung County. It aims to: (1) analyze the teachers¡¦ understanding of the missions of the Teachers¡¦ Association.(2) analyze teachers¡¦ understanding of the role of the Teachers¡¦ Association .(3) explore the relationships between teachers¡¦ understanding of the missions of the Teachers¡¦ Association and their degrees of participation .(4) explore the relationship between teachers¡¦ understanding of the role of the Teachers¡¦Association and their degrees of participation. ¡@ To fulfill these purposes, two strategies are employed: issuing questionnaires and holding interviews.The first step is to collect the effective specimen of 472 teachers came from different schools and one-way analysis of variance was used to analyze the difference that teachers with different background work on the teacher Association. At the same time, I analyze the Teachers¡¦understandings on the missions of the Teacher Association and roles were further analyzed by multiple regression analysis. From the different understanding, we can forcast the degree of the Participation in Association. The second step is according to obvious survey results from the first step, to design a five half-structured interview survey. I will interview the teachers with various backgrounds. ¡@¡@The results show: first, teachers have very good understanding of the missions and roles of the Teachers¡¦ Association; second, teachers¡¦ degree of participation depends on the content of the activities; third, the perception of retaining the teachers¡¦ dignity and promoting their profession varies between different sexes; fourth, teachers with administrative positions or not also differ in their perception in striving for teachers¡¦ rights and influencing educational policies; fifth, a teacher¡¦s seniority affects his perception in striving for teachers¡¦ rights and influencing educational policies; sixth, the location of schools affects teachers¡¦ perception in influencing educational policies; seventh, different sexes also vary in their perception in legal, professional, and supervising organizations; eighth, a teacher¡¦s perception in a professional organization is associated with the scale of a school serving; ninth, the perception in autonomous and supervising organizations differs between teachers with administrative positions and teachers without¡Ftenth, a teacher¡¦s perception in autonomous organizations is related with his seniority¡Feleventh, a teacher¡¦s perception in autonomous organizations have something to do with the location of the school¡Ftwelfth¡Athe degree of a teacher¡¦s participation in the teachers¡¦organization can be best shown by their understanding of the services the Teachers¡¦ Association provides. According the above analysis outcome, I bring up five suggestions for a Teacher Association are given.

The aims of this study were to understand current status of professional development schools in the state of Maryland, USA. The definition, theoretical framework and theories of PDS were discussed firstly. Then, the researcher went on analyzing the PDSs of Towson university and collaborative elementary schools in Maryland, in order to find out the collaborative model and their implementation. There were five purposes in this study. The first purpose was to understand the definition of PDS. Secondly, the theoretical framework was discussed. Thirdly, the theories of PDS were explained and explored. The forth purpose was to analyze the implementation in the PDSs of Towson University and the collaborative elementary schools in Maryland. Finally, to synthesize the results of this study, the researcher suggests some strategies in the establishment of partnership between teacher education universities and elementary schools. For these purposes, the author made use of methods of document analysis and case study to discuss teacher education endeavors in Towson University, teacher¡¦s professional development and organizational change in schools withibn collaborative elementary schools, in order to understand the current status of the PDSs in Towson University and the collaborative elementary schools. According to the results, the following conclusions have been concluded: 1. Action research and inquiry into practicum should be highlighted in the PDSs, in order to improve the achievement of students from both sides. 2. Due to different context in the PDSs, diversified measures sould be provided. 3. Integration of teacher education, teacher¡¦s professional development, research and inquiry did improve the learning achievement of students. 4. Teachers in PDSs can promote themselves in professional development. 5. Teachers in PDSs need to be evaluated regularly in order to maintain their professional quality. 6. Whole member of university, school, family or community are supposed to participate in the improvement of students¡¦ achievement. Based upon the above conclusions, several suggestions have been raised by the researcher to play a solid basis for the country¡¦s teacher education and to upgrade the quality of future teachers.

The purpose of this study is to investigate what teachers in preschool thinks of play and how they use play to create learning. In my study I have proceeded from three questions which are: How do the teachers describe how the children learn through play? How do the teachers describe their participation in the children´s play? How do the teachers describe what they do to involve learning in play? To examine my purpose and the questions at issue, qualitative interviews were done with three different teachers. The interviews were transcribed and analyzed and the result showed that teachers´opinion and experiences of learning through play. The result shows that teachers belive that playing is very important and that it should be fun and joyful. The study also shows that different teachers join in play for different reasons and that they use playing to promote different kinds of learning, such as language acquisition and empathy. / Mitt syfte med studien är att undersöka hur pedagoger i förskolan ser på leken och använder leken för barns lärande. I min studie har jag utgått ifrån tre frågeställningar vilka är: Hur uppfattar och beskriver pedagoger barns lärande i leken? Hur beskriver pedagoger sitt deltagande i barns lek? Hur beskriver pedagoger att de tar tillvara på barns lek för att skapa ett lärande? För att undersöka mitt syfte och frågeställningar har kvalitativa intervjuer genomförts med tre pedagoger. Intervjuerna har transkriberats och analyserats och i resultatet framkom pedagogernas åsikter och erfarenheter om barns lärande i leken. Resultatet visar bland annat att pedagoger beskriver leken som "världens redskap" att använda sig av i förskolan. Det framkom även att lek ska vara lustfyllt och till glädje för barnen. Resultatet visar att pedagogerna deltar i leken utifrån olika syften och hur pedagogerna använder sig av leken för att främja olika sorters lärande, exempelvis språkutveckling och empati.

?rea de concentra??o: Educa??o. / Na ficha catalogr?fica consta o t?tulo: "O jogo digital como atividade motivadora de aprendizagem: concep??es de educadoras de uma escola p?blica de Diamantina MG". / Na folha de aprova??o consta o t?tulo: "O jogo como atividade motivadora de aprendizagem no contexto escolar: concep??es das educadoras de uma escola p?blica de Diamantina - MG". / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-24T17:53:08Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-26T16:33:14Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) / Made available in DSpace on 2018-04-26T16:33:15Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) maria_cristina_fernandes_timo.pdf: 1089677 bytes, checksum: c59e146d5366c755aa0d451be94ce2bc (MD5) Previous issue date: 2017 / O tema deste trabalho est? relacionado ?s concep??es de professores acerca do jogo digital como atividade motivadora da aprendizagem de alunos inseridos em cultura digital. Como desdobramento dessa cultura, surgem tend?ncias pedag?gicas emergentes que mesclam tecnologias ? sala de aula, requerendo atitudes e conhecimentos novos por parte do professor. A partir de tal perspectiva, o objetivo geral deste estudo ? investigar as concep??es de um grupo de educadoras de uma escola p?blica de ensino fundamental no munic?pio de Diamantina, acerca do jogo digital como atividade motivadora de aprendizagem. Para alcan??-lo, a metodologia adotada ? de abordagem qualitativa, cuja produ??o de dados realiza-se por meio de entrevistas semiestruturadas com professoras do 4? e 5? ano, diretora e supervisora pedag?gica. Por sua vez, a interpreta??o dos dados realiza-se mediante a t?cnica de an?lise de conte?do a partir da teoria de Bardin (2009). A partir desse percurso, as an?lises demonstram que coexistem concep??es convergentes e divergentes com vis?es inovadoras em educa??o. Para algumas educadoras o jogo digital n?o possui valor educativo em si, servindo apenas para entretenimento. Para outras, o jogo ? visto como l?dico e capaz de motivar intrinsecamente a aprendizagem dos alunos, tornando as aulas mais atraentes. Os resultados apontam para a oportunidade de realiza??o de novos estudos com abordagem metodol?gica de pesquisa participante, para que as educadoras tenham um contato direto com os jogos digitais, podendo assim ressignificar suas concep??es. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The subject of this study has relation to teachers' conceptions about the digital game as a motivating activity on the learning process of students inserted in digital culture. As part of this culture, there are emerging pedagogical trends that mix technologies into the classroom, requiring new attitudes and knowledge from the teacher. From this perspective, the general objective of this study is to investigate the ideas of educator?s group from a public elementary school in the municipality of Diamantina, about the digital game as a motivating learning activity. To achieve this objective, the methodology adopted is a qualitative approach, which data production carried out through semi-structured interviews with 4th and 5th grade teachers, pedagogical director and supervisor. The data interpretation based on the technique of subject analysis from the theory of Bardin (2009). From this trajectory, the analyses show that convergent and divergent conceptions coexist with innovative visions in education. For some educators the digital game has no educational value in itself, serving only as an entertainment device. On the other hand, some teachers consider that the game is a playful and capable device of intrinsically motivating learning, making classes more attractive for the students. The results point to the opportunity to carry out new studies with a participatory research methodological approach, so that the educators have direct contact with the digital games, thus being able to re-conceptualize their conceptions.

The present thesis deals with the popular teacher. The theoretical part brings the concept of the teacher, provides further evidence of the teacher's personality in terms of psychology. The theoretical part also includes chapters dedicated to the typology of teachers, teacher competence concept and also brings visions of successful teachers, guidance teachers and research results. The practical part is based on research that was conducted through in-depth interview.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-07T13:09:38Z No. of bitstreams: 1 Marta Licia de Jesus.pdf: 2187514 bytes, checksum: b9981b8a4446321fe9b70317e390a964 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T16:39:15Z (GMT) No. of bitstreams: 1 Marta Licia de Jesus.pdf: 2187514 bytes, checksum: b9981b8a4446321fe9b70317e390a964 (MD5) / Made available in DSpace on 2013-05-17T16:39:15Z (GMT). No. of bitstreams: 1 Marta Licia de Jesus.pdf: 2187514 bytes, checksum: b9981b8a4446321fe9b70317e390a964 (MD5) Previous issue date: 2004 / Esta pesquisa teve como objetivo investigar as representações dos docentes sobre os saberes considerados necessários à sua profissão. O elemento central que impulsionou este estudo foi a tentativa de compreender como a autonomia dos professores pode ser favorecida. Isto, a partir da aproximação com os discursos gestados no cotidiano profissional sobre o que é necessário conhecer para ser considerado bom professor. O novo modelo de saberes docentes prescritos nas?normas? advindas dos discursos oficias e extra-oficiais, em voga a partir da promulgação da Lei de Diretrizes e Bases da Educação (Lei nº 9394/96), foi importante para a leitura de como a profissão docente interage com essas ?normas?. Para tanto, investigamos os professores do Ensino Fundamental do Município de Pintadas - BA, devido às particularidades inerentes ao caso e suas possibilidades de gerar interpretações mais gerais. A escolha de investigar os professores do Ensino Fundamental decorreu da identificação de que esse nível de ensino foi o que mais recebeu atenção e investimento das políticas públicas educacionais para a Educação Básica a partir dos anos noventa. As suas principais referências, no campo da formação de professores, foram os estudos produzidos por Tardif (2000, 2002) e Gauthier (1998). A metodologia utilizada está enraizada nos princípios discutidos no âmbito da Psicologia Social e Antropologia Social, apoiada nos pressupostos da Teoria das Representações Sociais. Dentre os instrumentos para coleta de dados utilizados, destacamos a realização de grupos focais e análise documental de materiais importantes para compor o contexto vivenciado pelos professores. Como resultado desta pesquisa discutimos as hipóteses formuladas sobre o nível de conhecimento dos sujeitos sobre os saberes necessários ao professor e a reivindicação por parte desses mesmos professores quanto ao domínio de um saber especializado para o exercício autônomo de sua profissão. / Salvador

CAVALCANTE, Cristiane de Oliveira. A orientação espacial na pré-escola: analisando saberes docentes. 2015. 125f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Educação Brasileira, Fortaleza (CE), 2015. / Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-06T12:59:50Z No. of bitstreams: 1 2015_dis_cocavalcante.pdf: 938431 bytes, checksum: 6850f837729e9ddb74c58eca2618f8a2 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-05-06T15:07:57Z (GMT) No. of bitstreams: 1 2015_dis_cocavalcante.pdf: 938431 bytes, checksum: 6850f837729e9ddb74c58eca2618f8a2 (MD5) / Made available in DSpace on 2016-05-06T15:07:57Z (GMT). No. of bitstreams: 1 2015_dis_cocavalcante.pdf: 938431 bytes, checksum: 6850f837729e9ddb74c58eca2618f8a2 (MD5) Previous issue date: 2015 / According to Brazilian official documents, the area of school mathematics is divided into four blocks or axes: Numbers and Operations, Space and Shape (Geometry), Quantities and Measurements, and Treatment Information (Statistics). The teaching of mathematics, however, is still very focused on the first, at the expense of other blocks. Two decades ago, several researchers (PAVANELLO, 1993; ARAÚJO, 1994; LORENZATO, 1995; FAINGUELERNT, 1995) denounced the abandonment of geometry, which includes content related to form and space, in Basic Education and defended their appreciation. In the past decade, legal provisions determined the inclusion of Pre-School in compulsory basic education. With regard to the pedagogical work with the geometry at this stage of early childhood education, often the educator addresses only the (re) knowledge of plane geometric figures - circle, triangle, rectangle, square - in painting and appointment activities. Teaching and Geometry learning, however, need to create opportunities, as proposed by several researchers - (GRANDE, 1994) (CERQUETTI-ABERKNE; BERDONNEAU, 1997) (DUHALDE; Cuberes, 1998) (Smole; DINIZ; CANDID , 2003), (Lorenzato, 2006) - the development of concepts for space and form, giving children opportunities to realize and know the areas in which they live, they move, where they learn to explore, conquer, order and represent. This study aimed to identify the teachers´s knowledge of teachers who teach the spatial orientation on Pre-School. The qualitative research, case study type, was carried out in an institution of Early Childhood Education and Elementary Education municipal fortress system. Study participants were two teachers, one of child IV and of child V, and a trainer of early childhood education. Over nine meetings were held periodic visits to the realization of field observations of classes taught by teachers participating research and interviews (initial and reflective), which were recorded and later transcribed, generating texts and reflections. From the results, it was found that, despite having some geometry knowledge, the teacher´s knowledge of teachers and trainer regarding the spatial orientation, an important content in the development and learning of children from pre-school, are fragmented, requiring provide urgently training opportunities that enhance and articulate such knowledge. / De acordo com documentos oficiais brasileiros, a área da Matemática escolar é dividida em quatro blocos ou eixos: Números e Operações, Espaço e Forma (Geometria), Grandezas e Medidas, e Tratamento da Informação (Estatística). O ensino da Matemática, entretanto, ainda é muito focado no primeiro, em detrimento dos outros blocos. Há duas décadas, vários pesquisadores (PAVANELLO, 1993; ARAÚJO, 1994; LORENZATO, 1995; FAINGUELERNT, 1995) denunciaram o abandono da Geometria, a qual contempla conteúdos referentes a forma e espaço, na Educação Básica e defenderam a sua valorização. Na década passada, dispositivos legais determinaram a inclusão da Pré-Escola na Educação Básica obrigatória. No que se refere ao trabalho pedagógico com a Geometria nesta fase da Educação Infantil, muitas vezes o educador aborda apenas o (re)conhecimento de figuras geométricas planas – círculo, triângulo, retângulo, quadrado – em atividades de pintura e nomeação. O ensino e a aprendizagem de Geometria, no entanto, precisa oportunizar, tal como propõem vários pesquisadores – (GRANDE, 1994), (CERQUETTI-ABERKNE; BERDONNEAU, 1997), (DUHALDE; CUBERES, 1998), (SMOLE; DINIZ; CÂNDIDO, 2003), (LORENZATO, 2006) – o desenvolvimento de conceitos referentes a espaço e forma, oferecendo às crianças oportunidades de perceberem e conhecerem os espaços em que vivem, se locomovem, nos quais elas aprendem a explorar, conquistar, ordenar e representar. Este estudo teve como objetivo identificar os saberes docentes de pedagogos que lecionam na Pré-Escola sobre orientação espacial. A pesquisa de natureza qualitativa, do tipo estudo de caso, foi realizada numa instituição de Educação Infantil e Ensino Fundamental do sistema municipal de Fortaleza. Participaram do estudo duas professoras, sendo uma do Infantil IV e uma do Infantil V, e uma formadora da Educação Infantil. Ao longo de nove encontros, foram realizadas visitas periódicas para a realização das observações em campo das aulas ministradas pelas professoras participantes da pesquisa e entrevistas (iniciais e reflexivas), que foram gravadas, e, posteriormente, transcritas, gerando textos e reflexões. A partir dos resultados, constatou-se que, apesar de possuírem algum conhecimento de Geometria, os saberes docentes das professoras e formadora referentes à orientação espacial, um conteúdo importante no desenvolvimento e na aprendizagem das crianças da Pré-Escola, são fragmentados, sendo necessário proporcionar, com urgência, oportunidades de formação que ampliem e articulem tais saberes.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This master s thesis experimented the fabulation to think encounters regarding teachers formation. Such encounters were produced by affects (SPINOZA, 2013) triggered by the animation Coraline (2009). The encounters dialogue with visual diaries were constructed during the Supervised Teaching Practice in the Visual Arts Teaching Major. The memory that I have fabricated was not the one about a recall or a review of what the teaching formation diaries contained, but it was the creation, which might have come from these registers. Moved by Deleuze s (1997) and Deleuze e Guattari s (1995) thoughts, I have produced, with connections from the past, something in constant development, an anti-narrative, about to happen, breaking the time sequences of events. The secret world constructed in this research is not about another world, but this world, here and now, what happens in complete immanence, all that might become. I operated with concepts such as affects and encounters to trace the sewing of this research, to map this rhizome, where methodic thinking is defeated by disorder towards the creation of new territories. The experimentation through the memory was the fabulation, which invades the character Coraline s quotidian and elements present in the pedagogical diaries. The text was built in the mix of such borders, in the teaching living based on the fabulation I produced in this research. / Esta dissertação experimentou da fabulação para pensar os encontros de uma formação docente. Encontros esses produzidos pelos afetos (SPINOZA, 2013) disparados pela animação Coraline e o Mundo Secreto (2009). Encontros que conversaram com os diários visuais, construídos no momento dos Estágios Curriculares Supervisionados na Graduação em Licenciatura em Artes Visuais. A memória com a qual fabulei não foi aquela que diz respeito à lembrança ou resgate do que está contido nos diários de formação docente, mas o que pode ser criado a partir desses registros. Movimentada pelo pensamento de Deleuze (1997) e Deleuze e Guattari (1995), produzi com estas conexões com o passado que está em constante devir, por vir, uma antinarrativa, rompendo com as sequências temporais dos acontecimentos. O mundo secreto em construção na pesquisa não diz respeito a outro mundo, e sim a este mundo, no aqui e agora, no que acontece em plena imanência, em tudo que pode vir a ser. Operei com conceitos como afetos e encontros para traçar a costura da pesquisa, mapear esse rizoma, onde o pensamento metódico é desafiado pela desordem e para a criação de novos territórios. A experimentação com a memória foi a própria fabulação, que adentra no cotidiano da personagem Coraline e nos elementos presentes nos diários pedagógicos. Foi na mistura dessas fronteiras que o texto se construiu, na vivência de uma docência fabuladora que produzi esta pesquisa.