Teachers occupy a special and high role in our traditional culture. However, due to recent westernization, the role of teachers as mentors and fathers has tended to become more like professionals and laborers. Upon the enactment of Teachers¡¦ Act in 1995, teachers in Taiwan began to own the right of organizing associations, although there is still some significant gap from labor unions. This research studies how the teachers participate in the teacher¡¦s association and the recognition and intention of teachers in joining the teachers¡¦ unions. Teachers¡¦ unions, as yet illegal, is a process of social movement, in which mobilization of members, resources and ideology, and the solidarity of members, are all crucial for the possible success of Teachers¡¦ Unions. Adopting the methods of questionnaires and in-depth interviews, using teachers from two comprehensive high schools in Kaohsiung area as samples, this research applies for SPSS, and use statistic methods such as descriptive statistics, t-test, correlations, one-way ANOVA, chi-square test, reliability test, factor analysis and logistic regression, to examine how demographic attributes, teachers¡¦ cognition on their roles, teachers¡¦ cognition about the functions of Teachers¡¦ Association and Teachers¡¦ Union, as well as teachers¡¦ cognition on the Labor Act, on their intention of joining Teachers¡¦ Union. The results show that, being a member of the Teachers¡¦ Association is the most important and consistent predictor of teachers¡¦ intention in joining the Teachers¡¦ Union. As for the impact of teachers¡¦ cognition on their role, contrary to traditional knowledge, those who see teachers as more of ¡§sacred teachers¡¨ tend more likely to join Teachers¡¦ Union. Those who consider ¡¥rights protection¡¦ and ¡¥professional image¡¦ as important functions of Teachers¡¦ Association, tend more likely to join the Teachers¡¦ Union, whereas no impact was found on the function of ¡¥strike¡¦. On the other hand, teachers¡¦ perspective on the functions of Teachers¡¦ Association has no any impact on their intention of joining Teachers¡¦ Union. Finally, teachers who see ¡¥the right of negotiation¡¦ and ¡¥the right of strike¡¦ as more important for the Teachers¡¦ Union, tend more likely to join the Teachers¡¦ Union.

Made available in DSpace on 2016-03-15T19:45:36Z (GMT). No. of bitstreams: 1 Silvia Helena Zanutto.pdf: 1693117 bytes, checksum: a779d1cb43e83eca7ca651cd8c0bf82c (MD5) Previous issue date: 2007-05-15 / The computer s presence in the educational institution is an unquestionable and growing reality. This work suggests the pedagogical applicability of digital resources, proposing the usage of hypermedia together with information and communication technologies to support the teaching-learning process. It also shows the support change of writing through time: from ostracles to digital writing. It points out the educational professional molding to a new way, changing a crystallized educational model, in which only the teacher holds the knowledge. In this new route, the professional will execute a new posture: of a guide-teacher in the learning process. The study investigated the transpositional process of the book Vidas Secas from Graciliano Ramos to internet pages, executed by four groups of the 8th grade (mainly 13-year-old students), willing to report the experience of the usage of electronics networks as a possible didactics resource. The study mentions considerations related both to the teacher and student s work, and also the fierce of digital technologies in education. Beyond this study, it was noticed that a significant involvement of the group with the work performed occurred. It was also clear that there was a greater level of interaction between teachers and students, when they got the language resources of the internet virtual environments. / A presença do computador na instituição escolar é uma realidade incontestável e crescente. O presente trabalho sugere a aplicabilidade pedagógica dos recursos digitais, propondo a utilização da hipermídia e das tecnologias da informação e comunicação para apoiarem o processo de ensino-aprendizagem. Mostra, também, a mudança de suporte de escrita no transcorrer do tempo: do óstraco à escritura digital. Aponta a adequação do profissional em educação a um novo caminho, alterando um modelo cristalizado de educação, onde só o professor é o detentor do conhecimento. Nesta nova rota, o profissional passará a exercer uma outra postura: de professor-orientador da aprendizagem. O estudo investigou o processo da transposição do livro Vidas Secas de Graciliano Ramos para as páginas da Internet, executado por quatro turmas de sétima série do Ensino Fundamental, objetivando relatar a experiência do uso das redes eletrônicas como recurso didático em potencial. O estudo aponta considerações a respeito do trabalho do professor, do aluno e a força das tecnologias digitais na educação. Por meio deste estudo, constatou-se que ocorreu significativo envolvimento do grupo com o trabalho desenvolvido. Percebeu-se também um grau maior de interação entre professores e alunos, quando se apropriaram dos recursos de linguagem dos ambientes virtuais na Internet.

Min essä handlar om en händelse som är självupplevd. Den beskriver att det finns brist på erfarenhet om interkulturellt förhållningssätt på vissa förskolor. Den beskriver även att jag och mina kollegor inte kunde hantera några situationer som man i förskolans värld kan hamna i. Dilemmat som framträder i händelsen handlar om brist på kunskap när det gäller interaktion mellan olika kulturer. Detta speciellt på de institutioner där den är som allra viktigast i samhället, nämligen i skolans- och förskolans värld. Uppsatsen visar det förhållningssätt som pedagoger har gentemot vuxna och barn, som i pedagogernas ögon anses vara annorlunda. Det här är en vetenskaplig essäform där mina egna erfarenheter möter olika teoretiska perspektiv. På det sättet försöker jag att nå svar på mina frågor men även lyfta fram dilemmat i min essä. Därför får den som läser möjlighet att se mina erfarenheter ur nya perspektiv. Jag inleder min uppsats med att diskutera bristande interkulturellt ledarskap i förskolans miljö. Därefter utvecklas den med hjälp av teoretiska perspektiv, genom att lyfta fram hur vi kan bli bättre på att utveckla ett interkulturellt förhållningssätt. I mitt slutord reflekterar jag kring viktiga ämnen som essän har lyft fram med fokus på möjliga förbättringar. Det viktigaste ämnet i essän är det förhållningssätt som vi pedagoger har när det gäller barnens olikheter.

Lärarhandledningar för matematikundervisning kan designas på olika sätt och ger därigenom olika typer av stöd för läraren att genomföra undervisningen. En lärarhandlednings design kan alltså mediera idéer och direktiv som kan påverka lärarens genomförande av undervisning. Syftet med denna studie är att undersöka om och i så fall hur läromedels design kan bidra till att påverka undervisningens karaktär. Syftet uppfylls genom observationer av fyra matematiklektioner som utgick ifrån två läromedel med olika design, med uppföljande intervjuer. Resultatet, som är en karaktärisering av undervisningen som observerades utifrån de två olika läromedlen, indikerar att designen av en lärarhandledning på flera sätt medierar agerande i planering och genomförande av undervisning. / Teachers’ guides in mathematics can be designed in different ways and thereby provide various supports for the teacher to carry out teaching activities. A teachers´ guide in mathematics can mediate ideas and directives that affects the teaching strategies in the classroom. The aim of this study is to investigate whether, and in that case how, the design of the learning materials can contribute to affect the nature of the teaching. The aim is fulfilled by observing four mathematic lessons which was based on two learning materials with different designs, with follow-up interviews. The results, which is a characterization of the teaching that was observed based on the two different teaching materials indicates that the design of a teacher's guide in several ways mediates action in planning and implementation of teaching.

This paper aims to answer the following question "What does research say about positive versus negative consequences regarding the integration of drama in social studies class?". It is important to note that the paper is based on the Swedish word "SO", which includes four separate subjects: civic education, history education, geography education and education about religion. By performing systematic searches this paper is built on research from fifteen different scientific sources. It is presented that drama leads to many positive outcomes. For example the development of higher order skills, empathy, a positive and fun learning as well as group environment. The paper also illustrates negative aspects regarding teacher knowledge and support, as well as students`hesitant attitude to participate. The conclusion that is made is that drama can lead to a lot of positive outcomes, if the teacher is aware of its complexity. Otherwise, the implementation might not be as successful as desired.