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<p>The aim of this essay is to describe the historical development of the intercultural teacher training program at Södertörn University in Stockholm. I have also examined how the intercultural teacher training program was started, how and why it became intercultural and how the people in charge of the development of the teacher training program discussed intercultural science. The teacher training program has been an active part of Södertörn University since 1998, but it became intercultural in 2002. I have studied these questions through documents from the Södertörn University archives and literature by the funders of the education. The study shows that the university profile, ambitions and motives have been a key factor in the decision to make the teacher training program at Södertörn a multi-cultural one.</p>

The aim of this essay is to describe the historical development of the intercultural teacher training program at Södertörn University in Stockholm. I have also examined how the intercultural teacher training program was started, how and why it became intercultural and how the people in charge of the development of the teacher training program discussed intercultural science. The teacher training program has been an active part of Södertörn University since 1998, but it became intercultural in 2002. I have studied these questions through documents from the Södertörn University archives and literature by the funders of the education. The study shows that the university profile, ambitions and motives have been a key factor in the decision to make the teacher training program at Södertörn a multi-cultural one.

This study investigated the perceptions of teachers of the Junior High and the Senior High Schools on the Communicative Language Teaching ( CLT ) in Irian Jaya province, Indonesia. Forty- six participants were involved in this study, i.e., twenty JHS teachers, twehty SHS teachers, four headmasters and two supervisors. Three instruments: questionnaire, interview and field study were employed to collect the data. Interviews and field study were carried out by the researcher in Indonesia. Spearman's rho was used to correlate answers about teaching principles of CLT and chi-square tests were used to examine responses on the relevance of subjects and the influence of the course on professional knowledge and teaching skills. The participants' opinion on the most and the least useful units was discussed based on the calculated frequency. The problems faced by the participants in implementing CLT were analyzed. The benefits of CLT were analysed and categorized into positive and negative points. Results indicated that both teaching levels have positive perceptions on CLT. Both groups showed an overall similarity in problems faced in their teaching, on the usefulness and the relevance of units presented in the Teacher Training despite some minor differences. It is argued that it is necessary for the teachers to give consideration to the teaching of vocabulary. It is also desirable to train the teachers to design tests which are valid and reliable.

<p> <p>Syftet med den här studien är att undersöka vilka yrkes- och studiebakgrunder yrkesverksamma datalärare har och om olika bakgrund leder till skillnad i uppfattningar om deras yrke och utbildning. Dessutom syftar arbetet till att undersöka hur datalärare håller sina ämneskunskaper ajour och om det finns skillnader i fortbildning beroende på utbildning och yrkesbakgrund. För att besvara arbetets frågeställningar används en kartläggande kvantitativ enkätundersökning som besvaras av yrkesverksamma datalärare från hela landet. För att få fram resultaten görs vissa sambandsanalyser och dessutom presenteras deskriptiv statistik. Undersökningen visar att majoriteten av datalärarna saknar lärarbehörighet samt att ungefär hälften tidigare har arbetat utanför skola och har professionella tillämpningar inom sitt ämne. Det visar sig även att det finns vissa skillnader i datalärarnas uppfattningar i vissa frågor beroende på yrkesbakgrund och utbildning.</p></p> / <p> <p>The main purpose of this rapport is to investigate which different backgrounds concerning working experience and education working computer science teachers have and if different backgrounds lead to a difference in opinion concerning their profession and education. Furthermore the rapport aims to examine how computer science teachers keep their knowledge of the subject up to date and if there are differences depending on education and earlier working experiences. A quantitative survey using a questionnaire answered by working computer science teachers from across Sweden is used to answer the questions which this rapport is based upon. The results are presented as descriptive statistics and some relations analysis has also been made. The research shows that the majority of computer science teachers lack teacher certification and approximately half of them have previously worked outside school with something within the area in which they are teaching. In addition some differences in opinion among computer science teachers depending on working experience and education are found concerning certain issues.</p></p>

Syftet med den här studien är att undersöka vilka yrkes- och studiebakgrunder yrkesverksamma datalärare har och om olika bakgrund leder till skillnad i uppfattningar om deras yrke och utbildning. Dessutom syftar arbetet till att undersöka hur datalärare håller sina ämneskunskaper ajour och om det finns skillnader i fortbildning beroende på utbildning och yrkesbakgrund. För att besvara arbetets frågeställningar används en kartläggande kvantitativ enkätundersökning som besvaras av yrkesverksamma datalärare från hela landet. För att få fram resultaten görs vissa sambandsanalyser och dessutom presenteras deskriptiv statistik. Undersökningen visar att majoriteten av datalärarna saknar lärarbehörighet samt att ungefär hälften tidigare har arbetat utanför skola och har professionella tillämpningar inom sitt ämne. Det visar sig även att det finns vissa skillnader i datalärarnas uppfattningar i vissa frågor beroende på yrkesbakgrund och utbildning. / The main purpose of this rapport is to investigate which different backgrounds concerning working experience and education working computer science teachers have and if different backgrounds lead to a difference in opinion concerning their profession and education. Furthermore the rapport aims to examine how computer science teachers keep their knowledge of the subject up to date and if there are differences depending on education and earlier working experiences. A quantitative survey using a questionnaire answered by working computer science teachers from across Sweden is used to answer the questions which this rapport is based upon. The results are presented as descriptive statistics and some relations analysis has also been made. The research shows that the majority of computer science teachers lack teacher certification and approximately half of them have previously worked outside school with something within the area in which they are teaching. In addition some differences in opinion among computer science teachers depending on working experience and education are found concerning certain issues.

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No. of bitstreams: 1 barbaralimagiardini.pdf: 2135341 bytes, checksum: e407f9f7316ca261157f2dca1e252877 (MD5) Previous issue date: 2016-07-25 / Esta tese visa a responder à seguinte questão: os Programas ofertados pelo Ministério da Educação têm influenciado na prática do professor e, consequentemente, na aprendizagem dos alunos? Dessa forma, tem por objetivo analisar as opiniões de egressos dos cursos de formação do Pacto Nacional pela Alfabetização na Idade Certa (PNAIC) sobre os resultados e efeitos da formação de professores oferecida pelo Programa no município mineiro de Ponte Nova (MG). Para este trabalho, foram consideradas as formações em Língua Portuguesa e Matemática, bem como as características do Pacto no período de 2012 a 2015. Partiu-se da premissa de que a formação continuada de professores pode provocar mudanças na prática docente que contribuam para a melhoria da qualidade da educação. A escolha do PNAIC como objeto se deve à abrangência do Programa no cenário nacional, e a pesquisa procurou acompanhar a trajetória da política como forma de compreender as condições de sua implementação no município. A opção por Ponte Nova foi feita em função das experiências profissionais vividas pela autora-pesquisadora nesse local e, especialmente, pelo fato de o município demandar apoio do Ministério da Educação para viabilizar a formação docente. A discussão apresentada no referencial teórico aborda a política nacional de formação de professores, com vistas a contextualizar o tema da pesquisa e situar o seu objeto. Posteriormente, problematiza “Como formar bons professores?”, delineando, a partir dessa indagação, um escopo de características que têm sido interpretadas como importantes e necessárias para processos formativos de qualidade e que auxiliaram na análise dos cursos de formação do PNAIC no presente estudo. Os fundamentos teóricos baseiam-se nas contribuições de António Nóvoa, Bernadete Angelina Gatti, Francisco Imbernón, Marli Eliza Damalzo Afonso André, entre outros. O desenvolvimento da tese, no aspecto metodológico, articulou as abordagens qualitativa e quantitativa, fazendo uso de pesquisa bibliográfica, documental e de campo. Para a pesquisa de campo, os instrumentos de coleta de dados utilizados foram entrevista individual e em grupo e aplicação de questionário. A interpretação dos dados ocorreu por meio de análise de conteúdo e análise estatística no Programa Statistical Package for the Social Sciences (IBM SPSS®). Pode-se dizer que o PNAIC atingiu os resultados positivos esperados e produziu efeitos diretos e indiretos na prática pedagógica dos professores participantes e no cenário institucional, conforme opiniões dos egressos. No entanto, é válido ressaltar que, em 2016, novos contornos foram dados ao Programa. Esperase que as modificações empreendidas sejam uma resposta aos aspectos apontados como negativos pelos participantes desta pesquisa. / This thesis aims to answer the following question: Programs offered by the Ministry of Education have influenced the practice of the teacher and consequently in student learning? Thus, aims to analyze the opinions of graduates of training courses of the National Pact for Literacy in the Age One (PNAIC) on the results and effects of teacher training offered by the program in the mining town of New Bridge (MG). For this work, they considered the training in English language and mathematics, as well as the Compact features in the period 2012 to 2015. We started from the premise that the continued training of teachers may cause changes in teaching practices that contribute to improving the quality of education. The choice of PNAIC as object is due to the program's scope in the national scene, and the research sought to follow the trajectory of the policy as a way to understand the conditions of its implementation in the city. Opting for New Bridge was made on the basis of professional experiences by the author - researcher in this place and especially the fact that the municipality require support from the Ministry of Education to facilitate teacher training. The discussion presented in the theoretical framework addresses the national policy of teacher training, in order to contextualize the subject of research and place your object. Later, discusses "How to train good teachers?", outlining, from this inquiry, a scope of features that have been interpreted as important and necessary for training quality process and assisted in the analysis of PNAIC training courses in this study. The theoretical foundations are based on the contributions of Antonio Novoa, Bernadette Angelina Gatti, Francisco Imbernon, Marli Eliza Damalzo Afonso André, among others. The development of the thesis, the methodological aspect, articulated the qualitative and quantitative approaches, making use of bibliographic research, documentary and field. For the fieldwork, data collection instruments used were individual interviews and group and questionnaire. Interpretation of the data was through content analysis and statistical analysis using the Statistical Package for the Social Sciences Program (IBM SPSS). It can be said that the PNAIC reached the expected positive results and produced direct and indirect effects on the pedagogical practices of teachers and participants in the institutional setting, as opinions of graduates. However, it is worth noting that in 2016, new contours were given to the program. It is expected that the undertaken changes are in response to issues identified as negative by the participants of this research.