Thesis (PhD)--Montana State University--Bozeman, 2009. / Typescript. Chairperson, Graduate Committee: Maurice J. Burke. Includes bibliographical references (leaves 155-161).

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 359-370). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--Illinois State University, 2001. / Title from title page screen, viewed March 23, 2006. Dissertation Committee: Cheryl A. Lubinski (chair), Graham A. Jones, Albert D. Otto, Saad El-Zanati. Includes bibliographical references (leaves 135-144) and abstract. Also available in print.

Thesis (M.A.)(Information Science)--University of Pretoria, 2002. / Summaries in Afrikaans and English. Includes bibliographical references (leaves 95-104).

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaf i-xlvii).

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves i-xlvii). Also available in print.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-11-30T11:44:01Z No. of bitstreams: 1 Carlos Héric Silva Oliveira.pdf: 3557213 bytes, checksum: de7116a1d5092827cf65aeb627868e11 (MD5) / Made available in DSpace on 2016-11-30T11:44:01Z (GMT). No. of bitstreams: 1 Carlos Héric Silva Oliveira.pdf: 3557213 bytes, checksum: de7116a1d5092827cf65aeb627868e11 (MD5) Previous issue date: 2016-10-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This thesis aims at investigating the representations the trainees construct of themselves and of their work as future teachers during a situation of supervised training in direct self-confrontation texts which occur in the context of initial training of the Elementary School Teaching Course teachers. Thereby, we intend to analyze how the trainees‟ representations occur during the supervised training through development in the context of teaching. To carry out this research, we used the theoretical-methodological assumptions of the Socio-discursive Interactionism (hereinafter ISD) – whose main representative is Bronckart (1999/2012, 2006, 2008) – comprising human action and the discursive action as development units among human beings who represent their acts through language, taking into consideration that the trainees mobilize their knowledge, in their teaching practice, endorsing Vanhulle‟s theories (2009, 2014). Another theoretical-methodological current is that of Labor Studies, of which, particularly, we will use the Activity Clinic (CLOT, 2007, 2010; FAÏTA, 2000) and the Activity Ergonomics (AMIGUES, 2004; DEJOURS, 2004; SAUJAT, 2004). When studying the representations of the trainees‟ work, we found that the texts produced by the trainees in the interviews in simple self-confrontation (hereinafter EACs) show representations of the physical and socio-subjective worlds capable of contributing to the development and initial training of the teachers attending The Elementary School Teacher Training Course, as well as that of the teachers of other undergraduate programs which put the student in a situation of development with professional practice. It is for this reason that we used the text analysis model proposed by Bronckart (1999/2012), developed in ISD studies, to conduct our analyses. Data production occurred in a school in the state of Sergipe whose focus concentrated in the Fundamental School Teacher Training Course, one high school modality that professionalizes future teachers to teach the early grades of Elementary School. To compose the corpus of the research, four EACs were recorded with each trainee with the researcher, totalizing eight meetings. In this sense, our data were constructed from the EACs texts produced by the trainees on internship work situation. The results showed that the teachers‟ representations occurred in situations of internship where they were acting professionally, which each trainee has during the training, as well as in the different situations of the physical, socio-subjective worlds that are represented through social roles. Another relevant point in the results indicates the mobilization that happens between the representations – characteristics of the educational context under the aspect of teacher training – capable of offering the trainees conditions to reflect, to act and transform their work. In relation to their knowledge mobilized in the activity, we perceive that the trainees use the theoretical knowledge as guidelines for their teaching aiming the professional practice know-how through experiential knowledge acquired in the educational context, both before and during their training / Esta tese tem por objetivo investigar as representações que os estagiários constroem de si e de seu trabalho como futuros professores durante a situação de estágio supervisionado nos textos das autoconfrontações simples que ocorrem no contexto da formação inicial de professores do Curso Normal. Com isso, pretendemos analisar como as representações das estagiárias acontecem durante o estágio supervisionado através do desenvolvimento no contexto do trabalho docente. Para realizar essa pesquisa, utilizamos os pressupostos teórico-metodológicos do Interacionismo Sociodiscursivo (doravante ISD), cujo principal representante é Bronckart (1999/2012, 2006, 2008) que compreende a ação humana e o agir linguageiro como unidades de desenvolvimento entre os seres humanos que representam seus agires através da linguagem, tendo em vista que as estagiárias mobilizam saberes na prática docente, referendando as teorias com Vanhulle (2009, 2014). Outra corrente teórico-metodológica é a das Ciências do Trabalho que, particularmente, utilizaremos a Clínica da Atividade (CLOT, 2007, 2010; FAÏTA, 2000) e da Ergonomia da Atividade (AMIGUES, 2004; DEJOURS, 2004; SAUJAT, 2004). Ao estudar as representações do trabalho de estágio das estagiárias, constatamos que os textos produzidos pelas estagiárias nas entrevistas em autoconfrontação simples (doravante EACs) demonstram representações dos mundos físico e sociossubjetivo capazes de contribuir para o desenvolvimento e a formação inicial dos professores do Curso Normal, bem como de outros cursos de graduação que coloca o aluno em situação de desenvolvimento com a prática profissional. Dessa forma, utilizamos o modelo de análise de textos proposta por Bronckart (1999/2012), desenvolvido em pesquisas do ISD para realizarmos as nossas análises. A produção dos dados ocorreu em uma escola do interior do estado de Sergipe cujo foco concentrou-se no Curso Normal, uma modalidade de ensino médio que profissionaliza futuros professores para lecionarem nas primeiras séries do ensino fundamental. Para compor o corpus da pesquisa, foram gravadas quatro EACs com cada estagiária juntamente com o pesquisador, totalizando oito encontros. Nesse sentido, nossos dados foram construídos a partir dos textos das EACs produzidos pelas estagiárias na situação do trabalho de estágio. Os resultados mostraram que as representações de professores ocorrem nas situações de estágio diante do agir professoral que cada estagiária exerce durante o estágio, bem como, nas diferentes situações de mundos físico e sociossubjetivo que se representam através de papéis sociais. Outro ponto relevante nos resultados sinaliza para a mobilização que acontece entre as representações que caracterizam o contexto educacional sob o aspecto da formação docente, capazes de oferecer às estagiárias condições de refletir, poder agir e transformar o seu trabalho. A respeito dos saberes mobilizados na atividade, percebemos que as estagiárias utilizam os saberes teóricos como orientação do modo de fazer docente para a prática professoral do saber-fazer através de conhecimentos experienciais adquiridos no contexto educacional, tanto durante a formação quanto antes dela

Diploma thesis Utilization of weekly diary for developing personal competences of primary school pupils deals with strategies of development of pupils' social and personal competences, namely with fulfilling the chosen goals of personal and social education in primary school. The theoretic part of my thesis proves the meaning of the goals of personal and social education and lists the possibilities of their realisation in primary school. The thesis is farther concerned with the development of the key competences with the help of personal and social education and its methods. I concentrate on the meaning of the individualisation in pupils' education and the means of the development of reflective skills in a heterogenous class. The empirical part is an teacher's action research in its character. It presents a description of an authentically created process of the introduction of Weekly diary method to the work of primary school pupils'. The purpose of Weekly diary is to help the development of pupils' skills of self-reflexion. Alongside it should support good climax in the class, make the pupil - teacher relationship closer and the individualised support of the pupils' learning process more effective. This thesis records the gradual development of Weekly diary, changing of its form and work with this...

Der Umweltunterricht in Biologie befindet sich in der Orientierung zwischen Zwängen zur Reduktion auf naturwissenschaftliches Basiswissen (scientific literacy), den Kompetenzansprüchen der traditionellen Umweltbildung (environmental literacy) und der zuletzt implementierten Bildung für Nachhaltigkeit (BNE) mit dem Ziel Gestaltungskompetenz (sustainability literacy). Die hier präsentierte Studie diente neben der Bestimmung und Diskussion des Ist-Standes bei der Vermittlung umweltbezogener Gesichtspunkte im Rahmen des Faches Biologie auch der Entwicklung eines entsprechenden Instrumentes zur Erfassung der Unterrichtskonzepte von Lehrpersonen. Die Identifikation der Unterrichtskonzepte ging von Lehrkräften und deren Befragung in einem Ländervergleich zwischen Deutschland und Schweden aus. Methodisch wurde eine Kombination aus qualitativen und quantitativen Verfahren umgesetzt. Drei latente Erklärungsvariablen für die Antwortmuster der Lehrpersonen wurden faktorenanalytisch identifiziert und in verschiedenen Erhebungswellen validiert. Darauf basierend wurden drei kurze Testskalen gebildet. Ein zweites Auswertungsverfahren bestand in der Clusteranalyse der befragten Lehrkräfte. Indem die Cluster mit den Skalen in Beziehung gesetzt wurden, konnten anhand der Varianz der Gruppenmittelwerte verschiedene Profile identifiziert werden. Dies führte zur Beschreibung von je sechs qualitativ und quantitativ differenzierbaren Unterrichtskonzepten in Deutschland und Schweden als reservierte, minimalistische, traditionelle, neuorientierte, ambivalente und pluralistische Realisierung von Umweltbiologie. Während der reservierte Ansatz in Schweden nicht auftritt, kann dort „theoretische Umweltbiologie“ unterschieden werden. Beim derzeitigen Aus- und Fortbildungsstand der Lehrkräfte ist die Umsetzung von BNE in Deutschland nicht adäquat gewährleistet. Gründe dafür liegen im disziplinären Vermittlungsmodus, mit dem die Entwicklung überfachlicher Kompetenzen kaum vereinbar ist. / Environmental education has been implemented interdisciplinary at school in Germany. On the contrary, teacher training still remains emphasizing specific scientific subjects. Only recently, different initiatives towards education for sustainable development (ESD) are under way on state level, sub-state level and local level. However, common criteria for designing interdisciplinary teaching processes have not become obvious in Germany. There is a risk, therefore, that teachers will make decisions concerning aims, content and methods based solely on intuition. The study presented here identifies and discusses the existing state of concepts of environmental biology among biology teachers with respect to scientific literacy, environmental literacy and sustainability literacy. A wide range of different aspects of didactics in environmental biology was identified and gathered from biology teachers and scientists in Germany and Sweden. Following classical test theory, the diverse statements were eventually transformed into a closed Likert-scale questionnaire. In two preliminary studies and in the main study that was conducted across the whole of Germany, three dimensions were identified and validated by means of factor analysis. Using cluster analysis, six concepts can be distinguished: pluralistic, ambivalent, realigned, traditional, minimalist and reserved realisation of environmental biology. Biology teachers generally refer to a disciplinary science orientated teaching repertoire when addressing environmental education, which is not adequate to ESD theory. Following the investigation in Sweden, also six concepts can be distinguished. Instead of the reserved concept, a theoretic realisation exists in Sweden suitable for facilitation of sustainability literacy. In five types of realising environmental biology, a high degree of agreement was identified between perceptions of teachers in Germany and Sweden.