教育首重教師，而師資培育也是國內教育科系設立的首要目標，而培養優良教師更是其中最重要的目的，因此如何成為優良教師的知識學問其重要性自不待言。本研究乃環扣此一立意，初衷乃在探究如何成為師鐸獎教師的原因，以提供有志成為優良教師之人努力的方向。 本研究採用訪談法進行研究，研究對象為2010年台北市十位師鐸獎教師。由於師鐸獎教師的故事各有其多元繽紛的色彩，很難用一個固定模式加以齊一，但是從長遠的縱貫發展的觀點來看，仍然透露出各個階段的主要特徵。所以研究者從文獻探討中歸納出教師發展的三個階段：適應與建立能力、專業成長與發展、以及專業成熟，並以此為框架將師鐸獎教師們各自的精彩故事做為內容敘述，使得各階段的理論概念敘述得到生活實例的印證。再者，除了理論性的階段探討與故事敘述的印證外，本研究還以進入教職以後的「教師生涯發展」為主軸，另加入影響教師專業發展六個影響因素的內容為輔，鋪敘出九位師鐸獎教師的生涯發展故事，使得本研究不僅有理論概念的探討，也有具體可親活生生的故事呈現。 另外，師鐸獎教師為何能夠成為師鐸獎教師，本研究從「教師專業發展」的角度著手，藉由文獻探討歸納六個重要的影響因素：「家庭」、「高中以前的求學歷程」、「教育專業訓練」、「學校組織環境」、「在職成長」以及「個人特質」，並且從這六個因素去訪問師鐸獎教師們，並以師鐸獎教師的回答內容為基礎，再進一步的濃縮成概念性的內容。 最後，本研究以整體的角度為「師鐸獎教師的生涯發展」與「生涯發展的重要因素」主題做結論的總結如下： 一、 在六個影響因素當中，最重要的是盡心付出的個人特質； 二、 原生家庭父母親的身教影響深遠； 三、 小時候家庭環境的辛苦不一定有害，也可能成為未來的助益，關鍵乃在於正面的面對方式； 四、 「不反對」是婚姻家庭方面的基本支持； 五、 過去師長的言行態度是從事教職的重要參考； 六、 教育專業訓練對當事人主觀上的教育專業發展似乎意義不大； 七、 學校組織環境是累積能力的良好環境； 八、 教師專業成長從教學開始，進而充分發揮教師的角色功能； 九、 當事人的在職成長皆表現出不同於一般的具體投入行為； 十、 在職成長缺少有系統有組織的整體明確規劃； 十一、 積極正面的做事態度是很重要的個人特質； 最後，根據研究結果與討論提出關於成為優良教師的建議，乃分別從對教師個人、對學校、對教育政策，以及對未來研究四個方面進行條列式的建議。 / Teachers are the most important elements of teaching, and teacher cultivation is the most crucial task in the establishment of departments of education nationwide. The chief objective of all such institutions is to cultivate excellent teachers. Therefore, the importance of knowing how to become an excellent teacher goes without saying. The present study focuses on the above knowledge by exploring the experiences of teachers who have won the Teaching Excellence Award in order to provide examples for others striving to become excellent teachers. This study adopted the interview method and recruited ten teachers who won the Taipei City 2010 Teaching Excellence Award as participants. Due to the diverse nature of the stories of these award-winning teachers, it was hard to unify them into a single framework. However, when viewed from a more distant perspective, we are still able to make out the main features of the phases that these teachers went through. We were also able to identify three phases of teacher development based on a literature review: adaptation and establishment, professional growth and development, and professional maturity. These three main phases were then used as a framework to better understand the helpful stories of these award-winning teachers. The stories can in turn provide real life proof for the concept of each phase. In addition to discussing the theories related to these phases and proving them with actual examples, the current study also used “teaching career development” as a theme and incorporated six influencing factors relating to the professional development of teachers to illustrate the professional development stories of nine award-winning teachers. This research not only contains discussions on the theoretical concepts, but also presents specific, real-life stories. The reasons behind becoming a Teaching Excellence Award winning teacher are viewed from the “teaching professionalism development” perspective, and explored through the six important influencing factors identified via literature review, specifically, “family,” “the course of education prior to high school,” “educational professional training,” “school system and environment,” “professional growth,” and “personal features.” The award-winning teachers were interviewed with the above six factors in mind, and conceptual content was then further extracted through their answers. Lastly, the study used “the teaching career development of the Teaching Excellence Award winning teachers” and “the important factors influencing career development” as the overall perspective themes and concluded the following: 1. The most important factor among the six influencing factors is the personal feature of devoted effort; 2. The family-of-origin parenting effects are profound; 3. Hardships encountered during childhood are not necessarily detrimental and can even become beneficial in the future; the key lies within the way one directly confronts these hardships; 4. “Not objecting” is the most fundamental way of expressing support in married families; 5. The behaviors and attitudes of the teachers in the past are important references for teaching conduct; 6. Educational professional training seems relatively unimportant to the course of education professionalism development from the participants’ point of view; 7. The school system and environment is a good place to acquire and accumulate teaching abilities; 8. A teacher’s professional growth begins with teaching and expands to the full display of the teacher’s function and role; 9. The subjects showed exceptional activity in contributing to their own professional growth when compared to others; 10. Professional growth in general lacks clear overall systematic and organized planning; 11. Proactive and positive attitudes are very important personal features. In conclusion, based on research results and discussions, many helpful suggestions were made regarding the process of becoming an excellent teacher. Itemized suggestions for teachers, schools, education policies, and future research aspects were included. Keywords: Teaching Excellence Awards, teaching career development, teaching professionalism development, interview method

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-30T13:35:25Z No. of bitstreams: 1 DissPGG.pdf: 2076781 bytes, checksum: 8e4667a8b822b5c4d1fd2721cb465b37 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-13T20:45:12Z (GMT) No. of bitstreams: 1 DissPGG.pdf: 2076781 bytes, checksum: 8e4667a8b822b5c4d1fd2721cb465b37 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-13T20:45:40Z (GMT) No. of bitstreams: 1 DissPGG.pdf: 2076781 bytes, checksum: 8e4667a8b822b5c4d1fd2721cb465b37 (MD5) / Made available in DSpace on 2016-10-13T20:45:50Z (GMT). No. of bitstreams: 1 DissPGG.pdf: 2076781 bytes, checksum: 8e4667a8b822b5c4d1fd2721cb465b37 (MD5) Previous issue date: 2016-02-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The main objective of this research is to characterize elements of personal and professional development and participation in the proposed training process that may have influenced the construction of teacher identity and mentor identity of professionals in training on Online Mentor Education Program. Specifically, it also seeks to answer the following research questions: which aspects possibly relates to the construction of mentors identity throughout his personal history, work and participation in the Online Training Program Mentors? Which specific, pedagogical and about the mentor function knowledge, components of teacher identity, are presented by mentors that will help them to play their new role? The program has, as its main objective, to train experienced teachers in mentors for follow up and support early career teachers in their anguish and features needs that characterize this stage. The theoretical framework on which it has based this research take into account teacher education and its characteristics; the stages of teaching profession and teachers professional development; teaching continuing education in their different contexts, such as courses, self-education and training within the school; teacher identity and its components; experienced teachers; processes of mentoring, mentors and their knowledge; considerations of distance education, online teacher education and virtual learning environments. The research was guided on a qualitative approach, with the data analysis supported by the descriptive-interpretative and biographical-narrative methodology. Data collection occurred in the selected participants production and activities carried out in the Online Mentor Education Program, featuring a documentary analysis. Data were organized in NVIVO, software that helps quantitative analisis with data organization. After this organization, data were classified manualy in the categories with NVIVO, inserted in frames and subsequently the creation of subcategories and the reclassification of the data, it results in frames that were analysed. The results indicate various aspects of personal and professional background of the participants, as his childhood and schooling, difficulties in their early careers, assistance from peers, continuing education courses, among others that possibly are related to the construction of their professional identity and hence may affect their identity as mentors. In addition, the mentors have a solid knowledge base, however, that does not identify an established mentor identity. In this way, it is possible to observe that it is under construction as it is dynamic. Mentors have a knowledge base that enables them to start mentor actions, in order to help beginning teachers and arrange his own development as a mentor. / O objetivo central desta pesquisa é descrever elementos da trajetória pessoal e profissional e da participação no processo formativo proposto que podem ter influenciado na construção da identidade docente e de mentor de professores experientes participantes no Programa de Formação Online de Mentores. Especificamente, também procura-se responder às seguintes questões de pesquisa: quais aspectos, possivelmente, se relacionam à construção da identidade docente de mentores ao longo da trajetória pessoal, profissional e participação de professores experientes no Programa de Formação Online de Mentores? Quais conhecimentos específicos, pedagógicos e sobre a função de mentor, componentes da identidade docente, são apresentados pelos mentores em formação que os auxiliarão a desempenhar sua nova função? O Programa tem, como principal objetivo, formarprofessores experientes em mentores para o acompanhamento e auxílio de professores em início de carreira nas dificuldades e necessidades formativas características desta etapa. As referências teóricas nas quais se baseou a presente pesquisa levam em conta a formação de professores e suas características; as etapas da carreira docente e o desenvolvimento profissional de professores; a formação continuada docente em seus diferentes contextos, como cursos, autoformação e a formação dentro da escola; identidade docente e suas componentes; professores experientes; processos de mentoria, mentores e seus conhecimentos; considerações acerca da educação a distância e formação online de professores e ambientes virtuais de aprendizagem. A pesquisa pautou-se em uma abordagem qualitativa, com análise de dados apoiada na metodologia descritivo-interpretativa e biográfico-narrativa. Os dados coletados são provenientes das produções e atividades dos participantes selecionados, caracterizando uma análise documental. Os dados foram organizados no software NVIVO, que é um programa que auxilia a análise qualitativa através da organização dos mesmos. Após a organização, os dados foram classificados manualmente e com auxílio do software. Depois da classificação, foi feita a inserção dos dados em quadros e, posteriormente, subcategorização e a reclassificação dos dados, resultando em quadros para a análise. Os resultados indicam diversos elementos da trajetória pessoal e profissional dos participantes, como sua infância e escolarização, dificuldades no início da carreira, auxílio dos pares, cursos de formação continuada, entre outros que, possivelmente, se relacionam à construção de sua identidade docente e, consequentemente, podem afetar sua identidade como mentores. Além disso, os mentores possuem uma base de conhecimentos sólida, porém, não se evidencia uma identidade de mentor consolidada. Dessa maneira, é possível observar que sua identidade de mentor permanece em construção, uma vez que é dinâmica. Além do mais, demonstram uma base de conhecimentos que possibilitam o mentor iniciar suas ações, de modo a auxiliar professores iniciantes e, também, providenciar o próprio desenvolvimento.

O estudo trata de pesquisa colaborativa realizada durante um ano por dois pesquisadores universitários e um grupo de doze professores de uma escola do campo de Educação Infantil e Ensino Fundamental do sudoeste do Paraná, com a promoção de reuniões semanais para análise, discussão e estudo da prática pedagógica. O projeto de educação continuada de professores tomou a escrita sobre a prática como um importante recurso formador para a melhoria da prática e para o desenvolvimento profissional docente. Tal potencialidade é analisada com base nos pressupostos sócio-históricos da linguagem e desenvolvimento humano, de Vigotski, na perspectiva dialógica e enunciativa, de Bakhtin, e na concepção de escrita como trabalho, de Riolfi. Alguns princípios se destacaram na orientação da pesquisa. (1) O caráter simbólico cultural da escrita, cujo aprendizado desempenha papel fundamental no desenvolvimento sociocultural do sujeito, por atuar na atividade mental mediada e exigir operações analíticas complexas e mais conscientizadas; a atitude de controle e deliberação que sua especificidade de dirigir-se a um interlocutor ausente ou imaginário implica e a maior abstração e intelectualização dos motivos que a determinam (VIGOTSKI). (2) Dos estudos de Bakhtin, os conceitos de diálogo, polifonia, alteridade, exotopia, gêneros do discurso, constituição semiótica da consciência, tributários da interação verbal, contribuíram para a compreensão da escrita no vínculo com a subjetividade e a produção de conhecimento. (3) De Garrido; Garrido, Pimenta e Moura; Giovanni; Mizukami, o conceito de reflexão como orientação para os processos formativos e para o desenvolvimento profissional de professores, a integração do conhecimento teórico aos saberes e práticas docentes, a relevância do contexto sócio-político e da produção de conhecimentos e aprendizagens sobre a docência. À luz desses fundamentos, e direcionando o foco às quatro alfabetizadoras da escola, analisa-se um conjunto de escritas desencadeadas no desenvolvimento de um projeto pedagógico coletivo pela escola: atas, diários, relatos da prática, textos de análise e avaliação da experiência. A análise evidenciou o papel formador da escrita, a agregação de um elevado nível de refinamento intelectual e elaboração reflexiva, pelo efeito de retroação e compreensão que produz e que movimenta as subjetividades. A textualização escrita da prática, pela mudança do gênero de discurso, esforço analítico, inclusão da alteridade e efeitos de deslocamento, inseriu as professoras num patamar de recriação da experiência e de desenvolvimento da própria esfera da prática educativa. Entre os principais resultados deste estudo, constataram-se contribuições dos estudos da linguagem e das atividades de escrita para a formação de professores: desenvolvimento da autoria e de atitudes e competências investigativas; reconhecimento de aspectos sociopolíticos que enleiam as práticas pedagógicas; valorização da aproximação pessoal entre os membros do grupo; fortalecimento da identidade profissional; valorização do conhecimento; desenvolvimento do compromisso ético-político com o ensino; mudanças conceituais sobre a escrita e a prática pedagógica e melhoria da prática. As contribuições conceituais de Bakhtin e Vigotski, principalmente pelo papel que concedem ao outro e à linguagem na produção da autoria, evidenciaram-se como uma valiosa sustentação teórica à pesquisa colaborativa e ao desenvolvimento profissional docente. / Collaborative research carried out by two university researchers and a group of twelve teachers at a country school in the Southwest of the state of Paraná (Brazil), who used to meet once a week for discussion, analysis of teaching practices in order to improve teaching and learning during one year. The In Service Teacher Education Program designed for this study was based on the assumption that writing over one´s own practice is an important formative resource for the improvement of teaching practice. This approach was inspired by Vigostski´s socio-historical aspects of language and human development, Bakhtin´s dialogical and enunciative perspective and Riolfi´s conception of writing as work. Some principles highlighted the research orientation. (1)The symbolic and cultural character of writing, whose learning plays basic role in one\'s sociocultural development, by acting in the mediated mental activity and by demanding complex analytical operations such as control, deliberation, great abstraction and intellectualization required to direct the writing message to an absent or imaginary interlocutor (VIGOTSKI). (2)From Bakhtin´s studies the concepts of dialogue, polyphony, alterity, speech genders, formation of the semiotic conscience, verbal interaction, writing comprehension linked to subjectivity and knowledge creation. (3)From Garrido; Garrido, Pimenta and Moura; Giovanni; Mizukami the concept of reflection as orientation to the formative processes of teacher\'s professional development, the articulation of theoretical knowledge and teacher´s representations and practices, the relevancy of the sociopolitical context on the production of teaching and learning knowledge. In the light of these fundaments, and directing the focus towards four school alphabetizers, a set of writings was analyzed: dairies, stories of their professional lives, evaluation texts over the experience. The analysis revealed the construccionist role of writing, aggregating a higher level of intellectual refinement and reflexive elaboration, offering feedback and analytical understanding of their practices and putting subjectivity into motion. The exercise of writing over their own practices, through the shift of gender of speech and analytical effort, has inserted teachers in an experience of re-creation, developing the authorship of their teaching practices. Among the main results found by this study in teachers development we stressed: authorship and investigative attitudes; recognition of sociopolitical aspect on the pedagogical practice; proximity between the members of the group; appreciation of knowledge; sociopolitical commitment towards teaching and learning; conceptual changes about writing and pedagogical practice and the improvement of practice itself. Bakhtin´s and Vigotski´s conceptual framework, particularly those related to language authorship, turned out to be a powerful theoretical support to collaborative research and to teacher professional development.

Introdução: O professor enfermeiro é um profissional que tem um importante trabalho transversal na área do ensino de enfermagem. Exercendo a docência universitária, seu trabalho não se reduz ao campo didático-pedagógico, mas pressupõem ofícios com distintos ramos do saber, o que exige instrumentalização diversificada, com o objetivo de formar o profissional enfermeiro para o mundo do trabalho. Todavia, sob a hegemonia contemporânea da lógica neoliberalista, a formação do enfermeiro pode estar mais articulada ao mercado de trabalho, o que concebe um profissional proativo e flexível para a realização de multitarefas. Com o advento do neoliberalismo, a universidade pública tornou-se uma instituição de altíssimo grau de complexidade, um tipo sofisticado e diversificado de organização social, sendo a carreira docente compelida ao paradigma do produtivismo acadêmico. Mediante o interesse de estudar a formação docente e o exercício da docência no ensino de enfermagem de professores enfermeiros universitários atuantes em uma universidade pública e debruçando-se sobre as leituras científicas, compreendeu-se o termo formação docente sob uma visão ampliada, denominado nessa perspectiva desenvolvimento profissional docente (DPD). O DPD se constrói ao longo da carreira docente e pode ser influenciado pela instituição de ensino e contextos políticos. Considerando-se a influência da política neoliberalista sobre a universidade pública brasileira, partiu-se da premissa que o DPD de professores enfermeiros universitários tem profunda relação com o exercício da docência no ensino de enfermagem. Assim, essa pesquisa respondeu a seguinte questão: Como acontece o DPD de professores enfermeiros universitários atuantes em uma universidade pública? Objetivo: Analisar o desenvolvimento profissional docente de professores enfermeiros universitários atuantes em uma universidade pública. Percurso metodológico: Estudo de caso naturalístico, descritivo e exploratório de abordagem qualitativa, realizado junto à Universidade de São Paulo (USP), no curso de Bacharelado e Licenciatura em Enfermagem da Escola de Enfermagem de Ribeirão Preto (EERP). Obtiveram-se dados de fontes primária e secundária. Para a fonte primária utilizou-se como instrumento de coleta de dados uma entrevista semiestruturada, e para a secundária a observação do trabalho docente e a consulta em documentos, os quais, o Curriculum lattes dos professores entrevistados, os planos de ensino das disciplinas ministradas por estes, e o projeto pedagógico do curso. As entrevistas e as observações do trabalho docente foram realizadas pela própria pesquisadora, entre os meses de setembro a dezembro de 2016. As observações aconteceram posteriormente à realização das entrevistas, mediante a técnica observação do tipo observador como participante, sendo descritas em um diário de campo, o que totalizou 200 horas de práticas pedagógicas observadas. A inclusão dos participantes no estudo caracterizou-se por amostragem intencional, obedecendo aos seguintes critérios: ser professor enfermeiro em Regime de Dedicação Integral a Docência e à Pesquisa; ter atuado ou estar atuando em alguma (s) das 23 disciplinas anuais ou semestrais que estavam sendo ofertadas para os graduandos do primeiro ao quinto ano do curso, no segundo semestre letivo do ano de 2016; e ter experiência na docência de no mínimo três anos. Os dados da entrevista semiestruturada foram organizados em quatro categorias temáticas, e analisados através da análise de conteúdo, na modalidade de análise temática. Na análise utilizou-se o referencial teórico de Carlos Marcelo García. A pesquisa somente aconteceu após aprovação por Comitê de Ética. A participação dos professores enfermeiros foi voluntária após aceitação e assinatura do termo de consentimento livre e esclarecido. Foi mantido o sigilo dos participantes e a garantia do anonimato quanto às informações adquiridas. Resultados, análise e discussão: A compreensão sobre as relações que envolvem o professor enfermeiro, e a universidade pública, o currículo, o ensino de enfermagem e a profissionalidade, possibilitaram analisar o desenvolvimento profissional docente desse grupo específico. Participaram da pesquisa 30 professores enfermeiros, com o predomínio de mulheres adultas, com tempo de formação acadêmica superior a 10 anos e experiência profissional na docência e na assistência de enfermagem há mais de cinco anos. A análise e discussão foram construídas em quatro categorias temáticas: A organização da universidade pública como elemento inerente ao desenvolvimento profissional docente; O currículo como elemento intrínseco ao desenvolvimento profissional docente; O desenvolvimento profissional docente de professores enfermeiros universitários, e as expectativas da profissão quanto as oportunidades de cursos de formação e carreira docente; e o desenvolvimento profissional docente de professores enfermeiros universitários, e as atividades acadêmicas e didáticas que envolvem o ensino de enfermagem. Compreendeu-se que os professores enfermeiros universitários entendem a função primordial da universidade pública como instituição social, contudo consentem com a sua função hegemônica contemporânea enquanto organização social, e percebem a sua estrutura física como elemento contribuinte para o DPD. Evidenciou-se o currículo do curso como elemento de instigação e divergências entre os professores, assim como, a necessidade de haver formação e o compartilhamento de discussões sobre o desenvolvimento do mesmo. Os professores enfermeiros envolvem-se com o processo de ensinar; exercem docência no ensino de enfermagem desempenhando suas práticas pedagógicas em instalações apropriadas; e têm dificuldades quanto à disponibilidade de tempo para preparar antecipadamente suas atividades de ensino. Apresentam discordância em relação à articulação entre projeto pedagógico, planos de ensino e o desenvolvimento de práticas pedagógicas; articulam o ensino, a pesquisa e a extensão; e demonstraram discrepâncias quanto ao uso de estratégias de ensino e de referenciais teóricos para fundamentar o preparo de suas práticas pedagógicas. Por fim, os professores enfermeiros compreendem o DPD como elemento que abarca a carreira docente e que influencia positivamente e negativamente sobre o exercício da docência no ensino de graduação em enfermagem, e apontam a necessidade de ter na universidade indicadores de avaliação, que incentivem a capacitação do professor na área do ensino. Considerações Finais: O desenvolvimento profissional docente de professores enfermeiros universitários pode exercer influência sobre o exercício da docência, beneficiando ou não o ensino de enfermagem. Espera-se com este estudo ter possibilitado reflexões sobre o exercício da docência de professores enfermeiros universitários mediante a perspectiva da visão ampliada da formação docente, assim como ter contribuído para modificações junto ao contexto do ensino de enfermagem. Em tempos de neoliberalismo recomenda-se ampliar o campo de discussão e pesquisa sobre o DPD, envolvendo a educação em enfermagem em universidades públicas / Introduction: The nurse professor is a professional with an important transversal job in nursing teaching. Besides being university professors, their work is not only didactic-pedagogical, but also in distinct positions in the realm of knowledge, what demands diversified instrumentation aiming to enable the professional nurse to work in the job market. Nevertheless, under the contemporaneous hegemony of neoliberal logic, the nurse formation is found more articulated to the job market, what conceives a proactive professional to multitask. With the advent of neo-liberalism, the public university became an extremely complex institution; a sophisticated and diversified social organization where the career in teaching is compelled to the paradigm of academic productivity. Owing to the interest in studying the teacher formation and teaching practice in nursing by university nurse professors working in a public university, and based on extensive scientific reading, the term teacher formation was better understood within a broader perspective as teacher professional development. The teacher professional development is built along with a career in teaching which can be influenced by the educational institution and political contexts. Considering the influence of neo-liberalist politics on the Brazilian public university, it was noted that the teacher professional development of university nurse professors has a deep relation with the teaching practice in nursing. Hence, this research answered the following question: How is the teacher professional development of university nurse professors working in a public university? Objective: Analyze the teacher professional development of university nurse professors working in a public university. Methodology: Study of a naturalistic case, descriptive and exploratory with a qualitative approach carried out along with São Paulo University (USP), in a nursing college course leading to a Bachelor of Education degree from Ribeirão Preto nursing school (EERP). Therefore, primary and secondary source data was obtained. For the primary source data collection a semi-structured interview was carried out, and for the secondary source data collection, teacher practice observation and documentation verification were chosen, which comprises the analysis of the Curriculum Lattes of the interviewed teachers, teaching practice plans of the ministered subjects and the pedagogical project of the course. The interviews and teacher practice observations were performed by the researcher between September and December 2016. The observations were posterior to the interviews by means of participant observer technique being depicted in a field diary, what totaled 200 hours of observed pedagogical practice. The participants\' inclusion in the study characterized by intentional sampling complied with the following criteria: being a nurse professor in Full Time Dedication Regime to the Teaching and Research; having worked or been working in one or some of the 23 annual or semi-annual disciplines which were being offered to the graduate students of the first and fifth year of the course in the second semester of the school year of 2016; having experience in teaching of at least three years. The semi-structured interview data was organized in four thematic categories and verified through content analysis in the thematic analysis modality. In the analysis, Carlos Marcelo Garcia\'s theoretical reference was used. The research was put into execution after the approval of the Ethics Committee. The nurse professors had a voluntary participation after acceptance and signature of the agreement term free and elucidated. Moreover, the secrecy of the applicants was maintained and the anonymity of the information gathered guaranteed. Result, analysis and discussion: The understanding about the relationship between the nurse professor and the public university, the curriculum, the teaching in nursing and professionalism permitted the analysis of the teacher professional development of this specific group. Thus, 30 nurse professors participated in the research with the preponderance of adult women, college graduated for over 10 years with professional experience in teaching and nursing assistance for over 5 years. The analysis and discussion were built in four thematic categories: - The organization of the public university as an inherent element to the teacher professional development; - The curriculum as an intrinsic element to the teacher professional development; - The teacher professional development of university nurse professors and the profession\'s expectations regarding graduation course opportunities and career in teaching; - The teacher professional development of university nurse professors and the didactic-academic activities that involve the teaching in nursing. It was inferred that the university nurse professors comprehend the primordial function of the public university as a social institution. Nonetheless, they consent with their contemporaneous hegemonic position while social organization, and perceive the university material structure as a contributing factor to the teacher professional development. In addition, the curriculum was noted as an instigating and diverging element among the professors, they felt the necessity of educating themselves and sharing ideas about its development. The nurse professors get involved in the teaching process, teach nursing executing their pedagogical practices in appropriate environments, but they have difficulty as for time availability to prepare their teaching activities beforehand. The group presents disagreement regarding articulation between pedagogical project, teaching plans and pedagogical practice development. Furthermore, they coordinate teaching, the research and extension, but demonstrate discrepancies concerning teaching strategy use and theoretical references to fundament their pedagogical practices. Lastly, the nurse professors understand the teacher professional development as an element that encompasses the teaching career and that influences positively or negatively the teacher practice in the nursing graduation. The group also utters the need of assessment indicators at the university which motivates the empowerment of the professor in the teaching area. Final Considerations: The teacher professional development of university nurse professors can influence the teaching practice, benefitting or not the nursing education. It is expected that this study has fomented reflections about the teaching practice of university nurse professors under a broader perspective of the teacher formation, as well as having contributed to modifications in the field of nursing teaching. In neo-liberalism times, it is recommended that the discussion field and the teacher professional development research be expanded involving nursing education in public universities

The overall purpose of this collected papers dissertation was to examine the utility of a cognitive apprenticeship-based instructional coaching (CAIC) model for improving the science teaching efficacy beliefs (STEB) of preservice and inservice elementary teachers. Many of these teachers perceive science as a difficult subject and feel inadequately prepared to teach it. However, teacher efficacy beliefs have been noted as the strongest indicator of teacher quality, the variable most highly correlated with student achievement outcomes. The literature is scarce on strong, evidence-based theoretical models for improving STEB. This dissertation is comprised of two studies. STUDY #1 was a sequential explanatory mixed-methods study investigating the impact of a reformed CAIC elementary science methods course on the STEB of 26 preservice teachers. Data were collected using the Science Teaching Efficacy Belief Instrument (STEBI-B) and from six post-course interviews. A statistically significant increase in STEB was observed in the quantitative strand. The qualitative data suggested that the preservice teachers perceived all of the CAIC methods as influential, but the significance of each method depended on their unique needs and abilities. STUDY #2 was a participatory action research case study exploring the utility of a CAIC professional development program for improving the STEB of five Bahamian inservice teachers and their competency in implementing an inquiry-based curriculum. Data were collected from pre- and post-interviews and two focus group interviews. Overall, the inservice teachers perceived the intervention as highly effective. The scaffolding and coaching were the CAIC methods portrayed as most influential in developing their STEB, highlighting the importance of interpersonal relationship aspects in successful instructional coaching programs. The teachers also described the CAIC approach as integral in supporting their learning to implement the new inquiry-based curriculum. The overall findings hold important implications for science education reform, including its potential to influence how preservice teacher training and inservice teacher professional development in science are perceived and implemented. Additionally, given the noteworthy results obtained over the relatively short durations, CAIC interventions may also provide an effective means of achieving improvements in preservice and inservice teachers’ STEB more expeditiously than traditional approaches.

<p>Content about learners with gifts and talents is not necessarily a part of most teacher education programs. Without high quality training and professional development opportunities, preservice and inservice teachers are left with no tools to identify and serve the students with gifts and talents. However, adding more content is not enough. The successful translation of training and professional development into effective practice depends on understanding teacher motivation, debunking misconceptions, building adequate knowledge base, and building teacher identity. I adopted several theoretical perspectives in this study: teacher identity formation (Gardner & Kaplan, 2018), Teacher Efficacy (Tschannen-Moran et al., 1998), Teacher Goal Orientations (Butler, 2007), beliefs about gifted learners and gifted education (Gagne & Nadeau, 1991; McCoach & Siegle, 2007), desire to teach (Watt & Richardson, 2007). My participants were 236 preservice teachers who desire to teach learners with gifts and talents and inservice teachers in gifted education.</p><p>The objectives of this mixed-methods investigation were: (1) identifying the differences between preservice and inservice teachers in measures of identity, beliefs, motivation, and desire to teach learners with gifts and talents, (2) modeling the structural relationships among dimensions of identity, motivation, beliefs, and desire to teach, and (3) understanding how participants experiences and perceptions inform their identity, motivation, and belief systems. I used a combination of Multivariate Analysis of Variance (MANOVA), Structural Equation Modeling (SEM) and qualitative thematic analysis to answer my research questions.</p><p>Findings revealed inservice teachers (n=155) have high levels of relational goals, instructional efficacy, positive beliefs, and teacher identity, while preservice teachers (n=81) have high levels of intrinsic motivation and social value for gifted education. SEM showed that teacher identity, mastery goals, influenced positive beliefs; teacher identity was influenced by efficacy, mastery and relational goals. The strongest predictors of desire to teach learners with gifts and talents were teacher identity, teacher efficacy, and relational goals. Qualitative findings indicated that self-perceptions as gifted played a meaningful role in participants deciding to become teachers, understanding the needs of gifted learners, and advocating for gifted education.</p>

The dissertation explores teacher professional development as a strategy for improving school performance. The theoretical part defines school quality, teacher quality, and instruction quality. It further talks about teacher professional development, specifically strategies that involve teacher's reflective practices and teacher collaboration. The practical part of the dissertation examines the characteristics and impact of a five year support model of school based teacher professional development. The process was closely observed through case studies of four subjects in a particular school. The findings reveal that the implemented model contributed to the changes in the principal's leadership style, school culture and climate the most. KEYWORDS Teacher professional development, school quality, teacher quality, instruction quality, teacher collaboration, teacher coach, team teaching.

Historically, being self-reflective has not been evidenced as critical to the career advancement of teachers aspiring to leadership roles. Five teacher leaders in a southwestern school district participated in a district Teacher Leadership Certificate Program (TLCP), which included self-reflective practices to broaden their understanding of the tools necessary to be an effective leader in 21st century schools. Theories of change suggest that teachers must acquire new knowledge and apply this new knowledge in practice. The theoretical framework for this project study was Mezirow's transformative learning theory. A narrative design was employed to identify the change process experienced by the 5 teacher leaders using elements of transformational theory. A questionnaire, observation protocol, and multiple interview instruments were used to examine 1 elementary and 4 secondary school teacher leaders, concluding with an essay. Interviews focused on the perceptions of the participants through inquiry that described their transformation to leaders as agents of change. Emergent themes were identified from the data through open coding and thematic analysis. Themes included teachers using self-reflection to enhance leadership goals and career development. The subsequent project was a 3 day professional development for all teachers at the study site on developing teacher leadership. The implications for promoting positive social change include providing research results to the local site on the use of self-reflection practices of teacher leaders and supporting professional development to improve teacher leadership educational practices.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / The effective delivery of quality education depends, to a greater extent, on the quality of teachers. These teachers need to keep pace with the continuous growth of professional knowledge, skills and competences. This study evaluates teacher development programmes in Siyabuswa Circuit, Mpumalanga Province. Professional Learning Communities (PLC) is one of the initiatives that support and improve teacher knowledge and competences. Hence this study seeks to obtain teachers’ perspectives of the PLCs as a teacher development programme. This will probably shed more light into challenges faced by teachers in participating and benefitting from these developmental programmes. Scharmer (2009) states that when a new development unfolds, people may respond to it in two ways: they muddle through or fight back. Scharmer’s Theory U is thus reflected upon in this study as well to help explain and clarify these perspectives so that appropriate strategies can be found to improve teacher development and quality performance in turn.

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