Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-05-11T19:25:24Z No. of bitstreams: 1 2017 - M?rcia Maria Freitas Franco Cavalcante.pdf: 1580091 bytes, checksum: 485363bc5e8cc18a2c55514b7626b255 (MD5) / Made available in DSpace on 2018-05-11T19:25:24Z (GMT). No. of bitstreams: 1 2017 - M?rcia Maria Freitas Franco Cavalcante.pdf: 1580091 bytes, checksum: 485363bc5e8cc18a2c55514b7626b255 (MD5) Previous issue date: 2017-07-20 / This work was carried out by the Federal Institution of Education, Science and Technology of the Campus Concei??o do Araguaia and intends to investigate, understand and evaluate whether the programs that deal with continuing education and the permanent training managed by the IFPA pedagogical assistance contribute to the Training of the bachelors teachers of the Bachelor's Degree in Agronomic Engineering of the Basic, Technical and Technological Education of IFPA, of said campus. In order to do so, it was sought to investigate how the continuous formation is made present for the bachelors teachers and, if in fact, this formation has influenced in the teaching practice, using, for that, the semistructured interview with the technical training teachers, that resulted in a Analysis and discussion of the data, whose thematic axis were related and confronted from the theoretical contributions of scholars and researches related to Professional Technological Education and teacher training. In the face of all the data analyzed in this research, the results revealed that the actions of continuing education meetings for some interviewees do not always have positive influences on the training of teachers who work in Professional Technology Education (EPT) in the campus of Concei??o do Araguaia- PA, both for the development of professional teacher identity and for the construction of pedagogical knowledge. As it is a case study, we highlight the voices of the interviewed teachers, who emphasized the need for pedagogical training for teachers who work in teaching, signaling the importance of the institutionalization of a Continuing Education Program by the Pr?-Rector?a de Ensino ( PROEN) in the sense of enabling them to act as teachers of professional education, developing their own knowledge of teaching, as well as methodologies that favor significant learning for the student, as well as helping the educator to overcome the conflicts of daily life More effectively. In the final considerations, we deal with what was perceived during the data collected in the interviews conducted as the technical training teachers and present proposals, contributing with suggestions for the actions that are being carried out on campus, with the perspective of presenting proposals that enable improvements in teacher training Of those who work in professional education and to those who may enter this type of education. / Este trabalho foi realizado junto ? Institui??o Federal de Educa??o, Ci?ncia e Tecnologia do Par? ? campus Concei??o do Araguaia e pretende investigar, compreender e avaliar se os programas que versam sobre a forma??o continuada e as capacita??es permanentes geridas pela assessoria pedag?gica do IFPA contribuem para a forma??o dos professores bachar?is do Curso de Bacharelado em Engenharia Agron?mica do Ensino B?sico, T?cnico e Tecnol?gico do IFPA, do referido campus. Para tanto, buscou-se investigar como a forma??o continuada se faz presente para os professores bachar?is e, se de fato, essa forma??o tem influenciado na pr?tica docente, utilizando, para isso, a entrevista semiestruturada junto aos professores de forma??o t?cnica, que resultou numa an?lise e discuss?o dos dados, cujos eixo tem?ticos foram relacionados e confrontados a partir das contribui??es te?ricas de estudiosos e de pesquisas referentes ? Educa??o Profissional Tecnol?gica e ? forma??o de professores. Diante de todos os dados analisados nesta pesquisa, os resultados revelaram que as a??es dos encontros de forma??o continuada, para alguns entrevistados, nem sempre exercem influ?ncias positivas na forma??o dos professores que atuam na Educa??o Profissional Tecnol?gica (EPT) no campus de Concei??o do Araguaia-PA, tanto para o desenvolvimento da identidade profissional docente, quanto para a constru??o de saberes pedag?gicos. Como se trata de um estudo de caso, ressaltamos as vozes dos professores entrevistados, que destacaram a necessidade de forma??o pedag?gica para os professores bachar?is que atuam na doc?ncia, sinalizando a import?ncia da institucionaliza??o de um Programa de Forma??o Continuada pela Pr?-Reitoria de Ensino (PROEN)no IFPA, no sentido de capacit?-los para atuarem como docentes da educa??o profissional, desenvolvendo saberes pr?prios da doc?ncia, bem como metodologias que favore?am o aprendizado significativo para o aluno, al?m de contribuir para que o educador possa superar os conflitos do cotidiano escolar de forma mais efetiva. Nas considera??es finais, tratamos do que foi percebido durante os dados coletados nas entrevistas realizadas como os professores de forma??o t?cnica e apresentamos propostas, contribuindo com sugest?es para as a??es que est?o sendo realizadas no campus, na perspectiva de apresentar propostas que viabilizem melhorias na forma??o docente daqueles que atuam na educa??o profissional e aos que porventura vierem ingressar nesta modalidade de ensino.

La présente recherche de type qualitatif veut décrire, analyser et comprendre la pratique de différenciation pédagogique chez des enseignants québécois du premier cycle du secondaire. Cette pratique s’insère au cœur des programmes de formation dont la principale visée est la réussite pour tous. Cependant, elle est constituée d’un flou théorique qui la rend parfois difficile à définir et à mettre en application, particulièrement chez les enseignants du secondaire. Ce travail dresse donc le portrait de trois enseignantes du premier cycle du secondaire qui choisissent tout de même de la comprendre et de la mettre en œuvre. À ce titre, l’étude des pratiques sous l’angle du travail tel que décrit par Tardif et Lessard (1999) permet de cerner la nature complexe et composite de leur travail et de tenir compte des facteurs personnels, internes et externes qui régissent leur travail d’adaptation des programmes, appelé travail curriculaire. Ainsi, une grille d’analyse inédite, construite au regard de ces facteurs et à partir des concepts inhérents à la différenciation pédagogique, permet d’étudier trois cas de manière complète et approfondie. De manière générale, l’analyse des facteurs personnels, internes et externes à la pratique de différenciation pédagogique des enseignantes donnent des informations pertinentes sur leurs façons de différencier, sur leur motivation à différencier et sur l’influence de leur milieu de travail dans l’exercice de cette pratique. Ces résultats permettent non seulement de mieux comprendre cette pratique effectuée par des enseignants du secondaire, mais permet aussi l’élaboration des principaux facteurs pouvant faciliter sa mise en œuvre ou au contraire la limiter. Au final, les propos recueillis chez les enseignantes interrogées signalent qu’au-delà de la réussite éducative, d’autres éléments entrent en jeu dans l’exercice de cette pratique. En fait, malgré plusieurs contraintes liées aux ressources matérielles, organisationnelles et humaines, la pratique de différenciation pédagogique génère entre autres une grande source de motivation scolaire pour les élèves et contribue à augmenter la satisfaction professionnelle de ces enseignantes dans leur travail au quotidien. / This qualitative research will describe, analyze and understand the practice of differentiated instruction for teachers of the Quebec junior high. This practice fits in the heart of the training programs whose main sight is the success for all. However, it consists of a conceptual confusion makes it difficult to define and implement, particularly among secondary school teachers. This work gives us a picture of three teachers from junior high who still choose to understand and implement. As such, the study of practices in terms of work, as described by Tardif and Lessard (1999) identifies the complex and composite character of their work and to consider personal factors, both internal and external governing their adaptation work program, called travail curriculaire. Thus, an entirely new framework, built with respect to these factors and applying the concepts inherent in differentiated instruction, used to study three cases of complete and thorough. Overall, the analysis of personal factors, both internal and external to the practice of differentiated instruction teachers provide relevant information on their ways to differentiate, their motivation and to differentiate the influence of their workplace in this practice. These results provide not only better understand the practice carried out by secondary school teachers, but also allows the development of the key factors that facilitate its implementation or otherwise limiting. Finally, the comments collected by the teachers surveyed reported that beyond educational success, other factors come into play in carrying out this practice. In fact, despite several constraints related to material resources, organizational and human resources, the practice of differentiated instruction generates among other great source of motivation for school students and helps increase job satisfaction of teachers in their daily work.

FundaÃÃo de Amparo à Pesquisa do Estado do Cearà / A tese aqui apresentada tem como objetivo central compreender os referenciais epistemolÃgicos e teÃrico-prÃticos do projeto nacional de formaÃÃo profissional dos assistentes sociais e sua efetivaÃÃo na organizaÃÃo e desenvolvimento curricular dos cursos de graduaÃÃo em ServiÃo Social, com foco no pensamento e aÃÃo pedagÃgicos dos docentes. Para concretizar esse objetivo investigativo, recorreu-se a pesquisa qualiquanti utilizando a Metodologia do Discurso do Sujeito Coletivo, a qual se fundamenta na Teoria das RepresentaÃÃes Sociais (atribuiÃÃo de sentido de sujeitos), tem como material de base depoimentos coletados em discursos verbais ou escritos. Foram realizadas entrevistas com os docentes dos cursos de ServiÃo Social em dois campos sociais: a Universidade Estadual do Cearà (UECE) e a Faculdade Metropolitana de Fortaleza (FAMETRO) e a anÃlise documental nos textos legais de referÃncia para formaÃÃo e atuaÃÃo dos assistentes sociais no Brasil e nos cursos investigados Os referenciais teÃricos da pesquisa centraram-se em 3 universos temÃticos: 1. AvaliaÃÃo educacional, destacando as ideias de Scriven (1966); Stake (1967), Guba e Lincon (1989) e Saul (1995); 2. CurrÃculo e avaliaÃÃo curricular, utilizamo-nos de Giroux (1996), Apple (2006) e Leitinho (2000) e PrÃtica docente, nos referenciando nas contribuiÃÃes de Zeichner (1992), NÃvoa (1992), Tardiff (2002) e ImbernÃn (1998). Essa incursÃo investigativa permite-se perceber que o planejamento e desenvolvimento curricular dos cursos de graduaÃÃo de ServiÃo Social investigados e a prÃtica docente exercida nestes, estÃo fundados numa lÃgica formal e numa razÃo instrumental. Essa afirmaÃÃo à dissonante em relaÃÃo à dialÃtica na qual se ancora a teoria crÃtica que dà feiÃÃo à dimensÃo formativa e interventiva do assistente social na atualidade, anunciada no Projeto Nacional de FormaÃÃo Profissional, nos marcos legais da profissÃo e inscrita nos projetos pedagÃgicos dos cursos de graduaÃÃo. / The thesis presented here is mainly aimed to understand the epistemological and theoretical and practical frameworks of the national project of vocational training of social workers and its implementation in the organization and curriculum development of undergraduate courses in Social Work, focusing on educational thought and action of teachers. To achieve this objective investigative resorted to research qualiquanti using the Collective Subject Discourse methodology, which is based on the Theory of Social Representations (attribution of meaning of subjects), is based testimonies collected material verbal or written speeches. Interviews with teachers of Social Work courses in two social fields were carried out: the State University of Cearà (UECE) and the Metropolitan School of Fortaleza (FAMETRO) and document analysis in reference legal texts for training and activities of social workers in Brazil and courses investigated the theoretical framework of the research focused on three thematics: 1. Educational evaluation, based on the ideas Scriven (1966); Stake (1967), Guba and Lincoln (1989) and Saul (1995); 2. Curriculum and Curriculum Evaluation, we use us Giroux (1996), Apple (2006) and Leitinho (2000) and Teaching Practice, referring to the contributions of Zeichner (1992), NÃvoa (1992), Tardiff (2002) and Imbernon (1998). This investigative foray allows to realize that planning and curriculum development of social work graduate students investigated and the teaching practice that these are founded on a formal logic and an instrumental reason. This statement is dissonant with respect to the dialectic in which anchors the critical theory that gives character to training and interventional dimension of social worker today announced the National Project for Vocational Training in the legal framework of the profession and entered in the pedagogical projects of the courses of graduation

Made available in DSpace on 2014-07-29T16:10:26Z (GMT). No. of bitstreams: 1 Arquivo 1.pdf: 696611 bytes, checksum: c8536480c85b05173a559c84b7ec027a (MD5) Previous issue date: 2010-08-13 / This study, of qualitative perspective, is linked to the line of research Training of Teachers Education, from the Post-Graduate Program, at Faculty of Education from Universidade Federal de Goiás- UFG. Its thematic Teacher Training at the State University of Goias - Unit Iporá University. The aim of this research was to identify the projects and course development, issues related to teacher professionalism and identity, as well as the ramifications of this training on teachers' pedagogical practices and the improvement of education quality. Initially, we contextualize the politics of teacher education, highlighting the historical aspects, reforms the current perspectives. The Unidade Universitária of Iporá, Goiás, offers five undergraduate programs and it is the most responsible for teacher training not only in Iporá but also in other surrounding cities. Considering the great challenges facing the profession and teacher training, this research has been developed taking as a starting point, the study of the influence and the role of the Universidade Estadual de Goiás-UEG, in the teacher education. The analysis of this institution considered some points: first, its creation as a proposed government, secondly, its sprawl and, thirdly, the precariousness of working conditions and their consequences for teacher training. This research was made by the method of dialectical historical materialism. The theoretical basis to understanding the concept of teacher training is based largely on Sacristán, Nóvoa, Guimarães, Pimenta, Libâneo, Brzezinski, Saviani, Toschi and Veiga. The investigation was performed by analysis of the Pedagogic Projects of courses, the study of the National Curriculum Guidelines and other laws on the subject and from the data obtained from interviews with teachers, trainers and a focus group with students from Geography, History, Literature and Mathematic course who are already teachers. The research highlights the fragility of the proposals expressed in the training courses and in educational projects as well as an incipient discussion of the profession and the teaching profession. We emphasize that despite the institutional weaknesses, the testimony of the students point out to significant changes in teaching practice and in the adherence to the profession, after the training courses offered. / Este estudo de perspectiva qualitativa vincula-se à linha de pesquisa Formação e Profissionalização Docente do Programa de Pós-Graduação em Educação, da Faculdade de Educação da UFG. Tem como temática a Formação Docente na Universidade Estadual de Goiás - Unidade Universitária de Iporá. O objetivo desta pesquisa foi identificar nos projetos e no desenvolvimento dos cursos, as questões relacionadas à profissionalidade e identidade docente e os desdobramentos desta formação na prática pedagógica dos professores e na melhoria da qualidade da educação. Contextualizamos as políticas de formação de professores, destacando os aspectos históricos, as reformas, as perspectivas atuais. A UnU de Iporá-Go. oferta cinco cursos de licenciatura e é a maior responsável pela formação de professores em Iporá-Go, e nos municípios circunvizinhos. Diante dos inúmeros desafios colocados à profissão e à formação docente, esta investigação foi desenvolvida tendo como ponto de partida o estudo da influência e do papel da UEG na formação de professores. A análise desta instituição foi realizada considerando sua criação como proposta de governo, sua expansão desordenada e a precarização das condições de trabalho e suas conseqüências para a formação docente. Para realização da pesquisa foi utilizado o método do materialismo histórico dialético. A base teórica para compreensão da formação de professores foi buscada, principalmente, em Sacristán, Nóvoa, Guimarães, Pimenta, Libâneo, Brzezinski, Saviani, Toschi e Veiga. A investigação foi realizada por meio da análise dos Projetos Pedagógicos dos cursos, do estudo das Diretrizes Curriculares Nacionais e demais legislações sobre o tema e dos dados obtidos com a realização de entrevistas com professores-formadores e grupo focal com os alunos dos cursos de Geografia, História, Letras e Matemática que já são professores. A pesquisa evidencia a fragilidade das propostas de formação expressas nos projetos pedagógicos dos cursos e a incipiente discussão da profissão e a profissionalidade docente. Ressaltamos que apesar das fragilidades institucionais da UEG, os depoimentos dos alunos apontam para significativas mudanças na prática docente e adesão à profissão, a partir da formação propiciada pelos cursos.

When the National Assessment of Educational Progress reported in 1998 that 70 percent of fourth grade children in the United States were reading just at (31%) or below the basic grade level (39%), this astounding fact resulted in national attention and political intervention. At the same time, the National Research Council published their 25 years of researched findings in their book, Preventing Reading Difficulties in Young Children (Snow, Burns, & Griffin, 1998). The national reactions to these reports were strong and included new initiatives for overcoming this emerging national problem. One such initiative was the implementation of the national Reading Excellence Act (REA). The purpose of this study was to determine the effectiveness of the required REA staff and professional development activities and to determine whether these activities impacted classroom instruction. The study was limited to REA schools in East Tennessee during the first year of implementation. Staff and professional development activities were centered on the essential elements of reading and the educational term of “balanced reading” was embraced. The essential elements of balanced literacy, as delineated by the National Reading Panel include phonemic awareness, phonics, vocabulary, fluency, and comprehension instruction. Data were collected using a teacher survey measuring teacher perception prior to and during REA implementation. Observational data were collected using identical paired observations, gathered on two occasions by the REA state consultant during official visits. A series of paired t-tests were used to determine whether there were significant pre-to-post changes in teacher perception of their teaching practice and pre-to-post changes in classroom observations. The overall alpha level or “significance level” was set at .05 for each significance test. From this study, teacher perception of classroom practice was significantly improved; however, classroom observations did not correlate with those findings. It is assumed that as teacher perception changes, a change of teacher practice will likely follow.

Teacher quality has been identified as the most crucial factor in raising student achievement. In order for teachers—and consequently their students—to be successful, teachers must participate in life-long career development. For this reason, a great deal of time and resources are spent on professional development. However, professional development for teachers is not always effective. This study was aimed at identifying those elements that led to success in professional development conducted in one rural Utah school district. The study operated within the theoretical framework of Appreciative Inquiry, which consists of collecting evidence by interviewing successful participants to gather stories that reveal what works best in an organization. For this study, four elementary teachers in the district were identified as having made positive changes in their classrooms as a result of participation in the professional development. These teachers were interviewed and their stories were recorded. Then, their stories were analyzed and the following common themes emerged: validation, modeling with children, "doable" practices, reanimation of previously learned content and desire to learn more. These themes were then categorized into two sections that represent instructional strategies used by the presenter and teacher behaviors that were influenced by the identified instructional strategies. While research has identified many elements of quality professional development programs, these additional elements that emerged deserve further investigation. Results may provide useful information when designing professional development that will encourage teachers to take up promoted practices.

O presente estudo tem por objetivo analisar as reflexões sobre a prática de ensino, feitas pelo próprio pesquisador enquanto professor de francês, língua estrangeira, em contexto exolíngue de ensino-aprendizagem, por meio da análise de seus relatos de vida ou narrativas (auto)biográficas (Connelly & Clandinin, 1995; Zabalza, 2002; Souza, 2008; Holly, 2013; Nóvoa, 2013) acompanhados de seus diários de aula. Como forma discursiva, os relatos permitem ao narrador a rememoração e o resgate de experiências vividas; dessa forma, a narrativa apresenta-se, igualmente, como um retrato da situação no momento acontecido, trazendo consigo uma significação social, cheia de descrições e informações sobre um determinado contexto sociocultural e permitindo aos indivíduos, envolvidos no relato ou não, a compreensão do vivido pela perspectiva do narrador. Os relatos aqui trazidos dizem respeito à minha formação docente como um todo. Quanto aos diários de aula, eles concernem as atividades didáticas que realizei nos cursos FLE, FOS, FOU do CFIPOLI- USP. A presente pesquisa se define como uma investigação qualitativa, feita à luz da metodologia de pesquisa heurística de Clark E. Moustakas (1994). O registro de vida e das aulas constituem um espaço de expressão e de elaboração do pensamento do professor, no qual ele se expõe como profissional e pessoa; ao (se) expor, ele explica e interpreta sua ação pedagógica em aula e fora dela. Desta forma, como sujeitonarrador trago questões que influenciaram minhas ações e decisões pedagógicas e complemento os relatos com estudos específicos e analíticos, além de reflexões sobre práticas de aulas apresentadas. Todo esse processo, apenas possível pela ação reflexiva docente, contamina todos os envolvidos gerando um processo consciente e reflexivo também no(s) aluno(s). / The present study aimed to analyze the reflections about the teaching practice performed by the researcher as a French teacher, foreign language, in exolingual context of teaching and learning, by analyzing his life reports or autobiographical narratives (Connelly & Clandinin, 1995; Zabalza, 2002; Souza, 2008; Holly, 2013; Nóvoa, 2013) together with his class diary. As discursive form, the reports allows the narrator the recalling and the rescue of past experiences, thus, the narrative is presented as a picture of the situation from the that moment, bringing with it a social meaning, full of descriptions and information about a certain sociocultural context and allowing the subjects, involved in the report or not, the understanding of moment by the narrator perspective. The reports of this article are about the authors graduation being a teacher as a whole. About the class diary, they report the didactics activities performed in courses of FLE, FOS, FOU of CFI-POLI-USP. The present research is defined as a qualitative investigation, done by the methodology of heuristic research of Clark E. Moustakas (1994). The class and life records constitute a space of expression and development of teachers thought, exposing him professionally and as a person, doing it, the teacher explains and interprets his pedagogical actions inside and outside the class. Thus, as narrator subject, bringing issues that influenced the actions and pedagogical decisions and adding the reports with specific and analytics studies, besides the reflections about the practice of presented classes. All this process, only is possible by the teachers reflective action, contaminates everyone involved promoting a conscious and reflective process for students also.

Made available in DSpace on 2016-04-27T16:58:47Z (GMT). No. of bitstreams: 1 Adenir Roberto Fernandes de Melo.pdf: 718922 bytes, checksum: 766bc03412eb83e4b6ca8a1932638c56 (MD5) Previous issue date: 2008-11-05 / Secretaria da Educação do Estado de São Paulo / For decades, Mathematics teaching in Brazil has been experiencing changes, criticism and adaptations, aiming at reformulating educational practices used at schools so that they are in accordance with social changes and technological advances. In order to optimize time, sparing students from procedures that do not contribute to their real development, technological tools can serve as teaching resources in mathematics activities, one of which is the calculator. This study aims at getting to know the practice of mathematics teachers and researchers using the calculator in mathematics lessons and understanding what they consider important in this educational practice. As teachers of primary and secondary education (in both public and private schools) and researchers, who studied the topic calculators , were interviewed, four strands of analysis emerged that pointed the essential characteristics for and against the calculator in mathematics classes: motivation for use; forms of use; teacher training and challenges in using the calculator. These strands were interpreted based on the subjects, teachers, researchers and literature. From the analysis, it can be understood that the calculator has been used as a motivational tool in exploratory and discovery activities, error correction, results checking, self-evaluation and in challenging situations in which the student use it as a resource to resolve tasks. An additional finding was that, besides investing in teacher training, introducing technology such as the calculator in classes, depends very much on the interest of public policies in changing the conditions of schools and enabling the professional development of teachers / Ao longo de décadas, o ensino de Matemática no Brasil vem sofrendo mudanças, críticas e adaptações, visando reformular as práticas educativas empregadas na escola, de forma a estar em sintonia com as mudanças sociais e os avanços tecnológicos. Para otimizar o tempo e poupar o aluno de procedimentos que não contribuem com seu real desenvolvimento, os instrumentos tecnológicos podem servir como recursos didáticos nas atividades matemáticas; entre esses instrumentos está a calculadora. Este estudo tem por objetivo entender como acontece a utilização ou não da calculadora, em sala de aula, e compreender a visão dos pesquisadores que aprofundaram seus estudos sobre o assunto. Buscou-se construir as idéias em torno do que os professores e os pesquisadores pensam ou concebem sobre a utilização dessa conquista da tecnologia a calculadora nas aulas de Matemática. Entrevistados professores do Ensino Fundamental e Médio das redes pública e particular de ensino e pesquisadores da área de Educação Matemática que se dedicam ao tema calculadoras , emergiram quatro eixos de análise relativos ao uso ou não da calculadora nas aulas de Matemática motivações para o uso; formas de utilização; formação do professor; e desafios no uso da calculadora , que foram interpretados a partir desses depoimentos e da literatura estudada. Da análise, pode-se inferir que a calculadora tem sido usada como motivação para a realização de tarefas exploratórias e de investigação, a correção de erros, a verificação de resultados, a auto-avaliação e como recurso na resolução de situações desafiadoras pelo aluno. Constatou-se também, que, além de um investimento maior na formação dos professores, a introdução de tecnologias na escola, como a calculadora, depende do interesse das políticas públicas em alterar as condições das escolas e possibilitar o desenvolvimento profissional de professores em relação ao trabalho voltado para o mesmo

Made available in DSpace on 2016-04-27T14:30:40Z (GMT). No. of bitstreams: 1 Jose Luiz Falotico Correa.pdf: 907495 bytes, checksum: 81cb8d9a5621b8b2e7e1daa03d6034cf (MD5) Previous issue date: 2011-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aims to collect data through a qualitative research, in order to discuss the teacher action at a University Center. This investigation involved bibliographical, documental and field research. The field research was based on questionnaires distributed, an interview with a teacher from the IES (Institute of Higher Education) and interviews with coordinators, using the focus group technique. The scenery for our study and analysis was a University Center in the interior of the State of São Paulo, and we focused on the actions of teachers in graduation courses, concerning their pedagogical stances, objectives, beliefs and formations. Finally, we tried to analyze the limitations found throughout this path and the possibilities that can be identified for the teacher action. By verifying such aspects, we tried to establish the relation of this fact with the teacher action in the classroom. All of this without losing sight of the teacher formation, its proposals, targets and profile. Believing that the teacher formation is done in a continuing process that aggregates personal formation to an initial formation which, added to the continuing education in practice, creates a professional which is in constant qualification in the eagerness of improving as an expert teacher who is aware of his/her social, scientific and political roles, which are of extreme importance to society. Our aims induce us to propose a Teacher Education Program with institutional support, which aims to better prepare teachers for their activity / O presente trabalho propõe, por meio de uma pesquisa qualitativa , levantar dados para se discutir a ação docente em um Centro Universitário. Para essa investigação, realizou-se uma pesquisa bibliográfica, documental e de campo.Na pesquisa de campo, apoiamo-nos em questionários distribuídos, entrevista feita com uma docente da IES e entrevistas com coordenadores, sendo utilizada com estes a técnica do grupo focal. O cenário,para nosso estudo e nossa análise, foi um Centro Universitário do interior do estado de São Paulo e, nele, centramo-nos na atuação dos docentes em cursos de graduação, em suas posturas pedagógicas, seus objetivos, suas crenças e suas formações. Enfim, buscamos analisar as limitações encontradas nesse percurso e as possibilidades que podem ser identificadas para a atuação docente . Verificando esses aspectos, procuramos estabelecer a relação disso com atuação desses docentes em sala de aula. Isso, sem perder de vista a formação do professor, suas propostas, metas e o seu perfil. Acreditando que a formação do docente se faz num processo contínuo que agrega a formação pessoal à formação inicial que somadas à formação continuada , em exercício, nos conduzem a um profissional que estaria em constante construção no afã de aprimorar-se como docente sabedor e consciente de seu papel social, científico e político, de extrema importância para uma sociedade. Nossos objetivos nos levam a propor um Programa de Formação Docente com o apoio institucional que tem como propósito subsidiar um melhor preparo do professor para sua atuação

The growing population of English language learners (ELLs) in an urban school district in the southwest United States has maintained low achievement scores in the K-5 grades. Students who do not attain reading proficiency at least by the end of 3rd grade are at risk of continued academic failure through high school. Research shows that teachers' knowledge and preparedness to teach reading has an influence on student performance. The purpose of this qualitative study was to explore the readiness of mainstream classroom teachers to teach reading to ELLs. Guided by the sociocultural frameworks of Bruner and Vygotsky, this study explored teachers' perceptions about the adequacy of instructional resources they receive to improve reading instruction. A sample of 12 purposefully selected teachers from 10 different school districts, with at least 3 years of experience teaching ELLs, shared their responses via semistructured interviews. Data sorted through inductive and axial coding showed teachers expressed an inadequacy in preparing to teach ELLs and depended on their experience with ELLs to provide specific teaching strategies in a risk-free environment that would promote positive student outcomes. The participants' responses helped design a professional development initiative to address the need for more training specific for reading teachers of ELLs. Implications for positive social change include providing more training in reading instruction for teachers of ELLs that can result in increased ELL student reading achievement and greater academic success through high school.