published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education

This study focuses on the processes of creating and maintaining a community of teachers in an Israeli high-school. Ten high-school teachers were self-selected to participate in a yearlong professional development focusing on learning and teaching. The participants directed their own professional development by collaboratively sharing and reflecting on their practice. The methodology used for data gathering is rooted in the case study tradition within the philosophy of naturalistic inquiry. The weekly meetings throughout one academic year were recorded and transcribed. Teachers were interviewed three times: at the beginning and end of the year, and two years later, to leam about reasons for participating and evaluation of the community, and to allow further reflections on their experiences in the community. Two main concepts - community and caring relationships - emerged from group conversations and personal interviews, and were used as the study's analytical tools. Three topics were revisited in our conversations throughout the year: teacher-students relationships, teaching strategies, and evaluation of learning for both teachers and students. The conversations revealed the processes of creating an atmosphere of care, trust and openness that enhanced the development of genuine dialogue that turned this group into a caring community. The caring relationships encouraged teachers to make changes in their teaching and suggest changes at the school level. These relationships enhanced teachers' ability to leam from their encounters and helped them develop awareness of the importance of such relations within the educational context. This study contributes to a deeper understanding of teachers' community. It suggests that communities (a) support teachers by enhancing dialogue among them; (b) contribute to social change within the limited context of the school; and (c) add to the construction of knowledge about teaching, learning, and schooling. If schools aim to teach recognition of diverse voices where people strive to care for and understand each other, then teachers should leam and exercise these behaviours. The most viable space for the occurrence of such learning is within teachers' communities. This study, then, gives strength to arguing for the pursuit of communities in school.

Conceptualising teacher learning in terms of participation in a teacher learning community is a relatively new phenomenon in South Africa. This study explores the usefulness of applying a social practice theory of learning to a community of novice Economic and Management Sciences teacher learners involved in the Teaching Economics and Management Sciences (TEMS) teacher development project. It examines the influence of contextual constraints, teachers' biographies and professional career trajectories on teachers' ability to participate in a learning community. By drawing on Wenger's theory of learning in a community of practice and Wenger et al's stages of community development framework, it also illuminates and theorises the potential that a community of practice framework has for teacher development. Wenger's framework offered important insights that informed and shaped the development of the TEMS programme. It also provided a useful tool for analysing teacher learning as constituting four components, namely, meaning, practice, identity and community. The complex relationship that exists between these different components of learning is examined. The study offers a critique of the feasibility and appropriateness of using Wenger's framework for analysing a teacher learning community. Methodologically, the tenets of symbolic interactionist ethnography were employed in the collection of data for this study. An exposition of the complexity and challenge of adopting the dual role of researcher as observer and participant is presented. An analysis is also provided of the methodological challenge of gaining access and acceptance in a South African education research context. The study examines how the essential tension in teacher professional development, namely, that of curriculum development and deepening subject matter knowledge is managed in a teacher learning community of novice Economic and Management Sciences teachers. It reveals the potential that a learning community framework has for teacher learning through different levels of participation, and points to the importance of the input of an outside expert, particularly during the early stages of development of a community of teacher learners who lack subject content knowledge. It argues that teacher learning communities present a fruitful and viable alternative to the current 'deficit' models of teacher development that typify the present South African teacher development scenario, as teacher learning communities suggest a conceptual reorientation of the discourse on teacher development. / Theses (Ph.D.)-University of KwaZulu-Natal, 2005.

The study searches for staff development programs associated with good academic performance in the Lesotho Primary School Leaving Examination. The study was conducted mainly to: • examine the type of programs available in schools to support staff development. The research was conducted by means of questionnaires (Appendix 2) handed out to principals and teachers in four primary schools in the Mafeteng district in Lesotho. The results of the study indicate that there were inadequate staff development programs in schools and that the programs were not well administered. The main recommendations of the study were: • Considering the nature and scope of this study there is need to broaden the scope of further research to include not only few schools in Mafeteng district but also all schools in Lesotho. • Research should not be conducted in primary schools only; but in post primary schools as well where staff development programs may just be as important as they are in the primary schools. More research needs to be carried out in order to investigate the quality of the programs that presently exist in schools, because according to the study it seems the very few that exist do not have much impact on the academic performance in the schools studied. / Thesis (M.Ed.) - University of Natal, 2002.

This study is an exploration of the influence of different school contexts on novice teachers’ professional development and learning. The study sought to understand and interpret how 1st year novice teachers who were exposed to a new UKZN teaching practice approach, learnt and developed in varying school contexts. It also attempted to understand how these teachers exposure to knowledge/experiences of contextual diversity during their training contributed to their development in their present school contexts. A qualitative approach with an interpretive framework was used, as this approach allowed for the phenomenon (novice teachers’ development in diverse school contexts) to be studied in natural settings and it foregrounded the social and cultural context. The study was underpinned by the teacher development framework designed by Amin and Ramrathan, and Samuel’s force field model and the situated learning theory. Amin and Ramrathan’s approach foregrounded contextual diversity as this is the reality of the post-apartheid South African schools. As the study also sought to explore novice teachers’ professional development in work contexts, it drew on the situated learning theory and Samuel’s force field model as a means to assess the extent the role the various forces (biography, curriculum, institutional and contextual) play in influencing novice teacher development. The case study methodology was used to elicit insight and clear perspectives of novice teachers’ multiple truths and realities with regard to their professional development in the contexts they worked. The participants were purposefully selected. They were three 1st year teachers who had completed the B.Ed degree at the same university. They were of the same race and gender. These participants taught at different school contexts. This enabled me to assess how these varying contexts shaped their professional development. Data was collected through semi-structured interviews. The use of semi-structured interviews allowed for new data to be generated through probing and clarification of answers. The interviews were audio-recorded to ensure that all data was available for analysis. The findings of the study reveal that the nature of the school contexts has a direct bearing on the professional development of the participants. Factors such as the school leadership and management styles, school resources and school based professional development programmes influenced how these teachers developed. The biography of the participants had a significant role in ensuring that they were able to rise above their many challenging experiences and thereby enhance their professional growth and professional development. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Middlewood, D. et al. (1998) state that "Development cannot be forced because it is the teacher who develops (active) and not the teacher who is developed (passive)". Active teacher participation in professional development programmes will result in greater school improvement and teacher empowerment. The study is based on the parameter that if the teachers have no real input in the planning stage of the development programmes, such development programmes are likely to be ineffective. This study seeks to investigate whether these school-based professional development activities help teachers to teach effectively or make the school efficient. The study aims to investigate the perceptions of teachers and the role of the school managers regarding the value and usefulness of school-based teacher professional development programmes in school X. Both qualitative and quantitative research methods were used and data was collected through semi-structured interviews with members of the school management and questionnaires with educators. The investigation was limited to the data obtained from all the questionnaires and interviews that were responded to by the entire academic staff of school X. The findings are based on data collected only from the interviews and questionnaires. The findings of the study showed diverse views towards the current form of school-based professional development programmes. There were however all encompassing parameters that can be summed up basically as follows: Both educators and school management regard school-based professional development as important aspects of teaching to improve educator performance. Development programmes should become an integral part of schooling and an official policy should be established in this regard. Development programmes have to be a continuous process and should be related to the subject taught be relevant and practical. Subject knowledge and teaching methods should be improved for effective teaching and learning to take place. Professional development programmes should be evaluated to determine whether meaningful outcomes have been achieved or not, and continuous feedback should be given to educators. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.

This research involved the contextual influences on teacher professional expertise in the Central Urban area in Durban. It explores what happens to teachers when their context changes and how they cope with a challenging environment. This study documents and describes a particular group of foundation phase teachers’ experiences in a specific school and how the context of this school influences their professional expertise. The study draws on Dryfus and Dryfus (1986) five stage typology which describes how and why teachers’ abilities, attitudes, capabilities and perspectives change according to the skill levels. An empirical investigation involving a qualitative research methodology was done using the case study method to present this research. The instruments used in this exploration were individual semi-structured interviews with six foundation phase educators and a focus group interview with a group of five foundation phase teachers. A City centre school was used as a sample. One male teacher and five female teachers were selected. All the participants were Indian. Interviews were used because of the need to observe the teachers facial expressions and emotions during the interview. The study was able to identify the various challenges that presented itself to both novice and expert teachers in the profession. The findings are organised under eight themes which are: the conceptions of a novice teacher; the conceptions of an expert teacher; novice teachers and school context; expert teachers and school context; novice teachers and change in curriculum; expert teachers and change in curriculum; the role of experience for novice and expert teachers and novice and expert teachers relationships with peers/leaders and mentors. Emergent findings suggest that both expert and novice teachers experience difficulties in a complex and challenging context are further presented under seven themes in which the researcher did a cross analysis. Cross theme analysis was used to present the findings of a further seven themes which are; conceptions of expert and novice teachers are different, teaching and school context are experienced differently by novice and expert teachers, curriculum change makes teaching challenging for expert and novice teachers, experience is important for expert and novice teachers, every teacher needs a mentor, all teachers are always a novice and the need for flexibility. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T17:48:48Z No. of bitstreams: 1 CHRISTOFOLETTI_Andre__2017.pdf: 39879112 bytes, checksum: 9d5e693b0bf04b14ceaf13259eb591f7 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T17:48:56Z (GMT) No. of bitstreams: 1 CHRISTOFOLETTI_Andre__2017.pdf: 39879112 bytes, checksum: 9d5e693b0bf04b14ceaf13259eb591f7 (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-09T17:49:09Z (GMT) No. of bitstreams: 1 CHRISTOFOLETTI_Andre__2017.pdf: 39879112 bytes, checksum: 9d5e693b0bf04b14ceaf13259eb591f7 (MD5) / Made available in DSpace on 2017-08-09T17:49:15Z (GMT). No. of bitstreams: 1 CHRISTOFOLETTI_Andre__2017.pdf: 39879112 bytes, checksum: 9d5e693b0bf04b14ceaf13259eb591f7 (MD5) Previous issue date: 2017-02-23 / Não recebi financiamento / This work is characterized as a qualitative research of the case study type. It analyzes the conceptions of extension present in the documents that guide the educational processes of the Federal University of São Carlos (UFSCar) and, through semi-structured interviews, the conceptions of extension of professionals from the Center of Human and Biological Sciences (CCHB) of UFSCar - campus Sorocaba, as well as the relation of this activity to the formation of teachers. It presents a discussion about the university, the training of professors and the university extension, especially that realized in the scope of the CCHB. The theoretical framework of analysis considers the critical conception of extension (SILVA, 2000) and the assumptions for the critical and reflexive formation of teachers (LIBÂNEO, 2011). The documents analyzed present a procedural concept of extension, in order to guarantee a link between the university and the community in order to meet their needs. Most interviewed professionals understand the university extension also according to a procedural perspective, with few who conceive it in a perspective close to criticism (SILVA, 2000). These professionals tend to think of the initial and continuous formation of teachers in a dialogical perspective between the licenciandos, the teachers teachers and the teachers of the schools. In addition, they consider it essential that, through extension activities, future teachers can overcome the ideal school vision, think and construct educational possibilities for a real school. However, few see extension as a space of construction of a critical and reflexive practice, articulated to a critical conception. There is a need to reformulate PPPs for undergraduate courses in order to meet the goal stipulated by the PNE that 10% of curricular credits in Higher Education are linked to extension programs and activities by the year 2020 It is important to emphasize the need for research aimed at and with extension to become effective in the university, and that extension, when becoming full and critical, cross the walls of the university, place the theoretical and practical field as two halves of a Even all of it, allows the sharing of knowledge with the community, in the sense of making the university more democratic, critical, open to the population and social demands. / Este trabalho se caracteriza como uma pesquisa qualitativa do tipo estudo de caso. Analisa as concepções de extensão presentes nos documentos que orientam os processos educativos da Universidade Federal de São Carlos (UFSCar) e, por meio de entrevistas semiestruturadas, as concepções de extensão de profissionais do Centro de Ciências Humanas e Biológicas (CCHB) da UFSCar - campus Sorocaba, assim como a relação desta atividade com a formação de professores. Apresenta uma discussão sobre a universidade, a formação de professores e a extensão universitária, especialmente aquela realizada no âmbito do CCHB. O referencial teórico de análise considera a concepção crítica de extensão (SILVA, 2000) e os pressupostos para a formação crítica e reflexiva de professores (LIBÂNEO, 2011). Os documentos analisados apresentam uma concepção processual de extensão, tendo em vista garantir uma articulação entre a universidade e a comunidade no sentido de atender às suas necessidades. Em sua maioria, os profissionais entrevistados entendem a extensão universitária também segundo uma perspectiva processual, sendo poucos aqueles que a concebem numa perspectiva próxima à crítica (SILVA, 2000). Esses profissionais tendem a pensar a formação inicial e continuada de professores numa perspectiva dialógica entre os licenciandos, os professores formadores e os professores das escolas. Ademais, consideram essencial que, por meio das atividades de extensão, os futuros professores possam superar a visão de escola ideal, pensar e construir possibilidades educativas para uma escola real. No entanto, poucos concebem a extensão como um espaço de construção de uma prática crítica e reflexiva, articulada a uma concepção crítica. Verifica-se a necessidade de reformulação dos PPP dos cursos de licenciatura no sentido de atender a meta estipulada pelo PNE de que 10% dos créditos curriculares no Ensino Superior estejam ligados a programas e atividades de extensão, até o ano de 2020. Destaca-se a necessidade de que as pesquisas voltadas para e com a extensão se tornem efetivas na universidade, e que a extensão, ao se tornar plena e crítica, atravesse os muros da universidade, coloque o campo teórico e prático como duas metades de um mesmo todo, possibilite o compartilhar conhecimentos com a comunidade, no sentido de tornar a universidade mais democrática, crítica, aberta à população e às demandas sociais.

Submitted by Milena Rubi (milenarubi@ufscar.br) on 2017-08-18T13:37:19Z No. of bitstreams: 1 SILVA_Jaqueline_2017.pdf: 786639 bytes, checksum: 6f08e8bb45e7c4a697e00688d4bef47d (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-18T13:37:27Z (GMT) No. of bitstreams: 1 SILVA_Jaqueline_2017.pdf: 786639 bytes, checksum: 6f08e8bb45e7c4a697e00688d4bef47d (MD5) / Approved for entry into archive by Milena Rubi (milenarubi@ufscar.br) on 2017-08-18T13:37:51Z (GMT) No. of bitstreams: 1 SILVA_Jaqueline_2017.pdf: 786639 bytes, checksum: 6f08e8bb45e7c4a697e00688d4bef47d (MD5) / Made available in DSpace on 2017-08-18T13:37:58Z (GMT). No. of bitstreams: 1 SILVA_Jaqueline_2017.pdf: 786639 bytes, checksum: 6f08e8bb45e7c4a697e00688d4bef47d (MD5) Previous issue date: 2017-02-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The purpose of this paper is to report a research linked to the Observatory of Education Program and to the Group of Studies and Research on Educational Practices in Mathematics (GEPRAEM). It was developed in the Graduate Program in Education of the Federal University of São Carlos (UFSCar) - Sorocaba campus. The question that guided the study was: Which perceptions about formation and mathematical knowledge seem to support the research that discusses the mathematical formation of the polyvalent teacher? In view of these questions, the objectives of this research are: to make it possible to understand that when discussing the mathematical training offered in the courses of Pedagogy, the formation of a professional working in the context of polyvalence is being problematized; Identify definitions of mathematical knowledge; To characterize the movement of appropriation of repertoires and knowledge related to the mathematical knowledge of the teaching professional that works in the context of polyvalence and offer subsidies to (re) think the models of their formation. The research is structured from the perspective of qualitative analysis and methodology integrates the mapping of the productions within a temporal cut and the perspective of the metaanalysis. The data collection was based on the mapping and analysis of the research published in the National Meeting of Mathematics Education (ENEM) and the International Symposium on Mathematical Education (SIPEM) that deal with the mathematical education of the pedagogue. For the analysis, theoretical methodological references on teacher education were used, especially on the mathematical formation of the polyvalent teacher, among them are the studies of CURI (2004); CURI & PIRES (2013); D'AMBRÓSIO (1993); PONTE (2008); RIBEIRO (2016). The results indicate: a great variety of points of view in the mathematical formation of the polyvalent teacher; Tendency to favor methodological aspects of Mathematics; Concern with the modification of teachers' beliefs and conceptions about Mathematics, their teachinglearning and the need to think about the context of polyvalence as the main source of action of the polyvalent teacher. Considering the indissociability with other disciplines and the development of autonomy in the child as a condition of the work of the polyvalent teacher implies principles that reinforce the relevance of the relationship between the subjects in the teaching-learning process. It implies recognizing the existence of a professional who is responsible for the development of the child as a whole. It is, therefore, a subject that allows senses to the teaching-learning process, to meet the needs of the child, that is, to serve as a reference and mediator of these actions. / O presente trabalho tem como propósito relatar uma pesquisa vinculada ao Programa Observatório da Educação e ao Grupo de Estudos e Pesquisa sobre Práticas Educativas em Matemática (GEPRAEM) e foi desenvolvida no Programa de Pós-Graduação em Educação da Universidade Federal de São Carlos (UFSCar) – campus Sorocaba. A questão que norteou o estudo foi: Quais percepções sobre formação e conhecimento matemático parecem fundamentar as pesquisas que discutem a formação matemática do professor polivalente? Diante desses questionamentos os objetivos dessa pesquisa são: viabilizar o entendimento de que ao discutir a formação matemática oferecida nos cursos de Pedagogia se está problematizando a formação de um profissional que atua no contexto da polivalência; Identificar definições de conhecimento matemático; Caracterizar o movimento de apropriação de repertórios e saberes relacionados ao conhecimento matemático do profissional docente que atua no contexto da polivalência e oferecer subsídios para se (re) pensar os modelos de sua formação. A pesquisa estrutura-se a partir da perspectiva de análise qualitativa e metodologia integra o mapeamento das produções dentro de um recorte temporal e a perspectiva da metanálise. A coleta de dados ocorreu a partir do mapeamento e análise das pesquisas publicadas no Encontro Nacional de Educação Matemática (ENEM) e no Simpósio Internacional de Educação Matemática (SIPEM) que versam sobre a formação matemática do pedagogo. Para análise foram utilizados referenciais teóricos metodológicos sobre a formação de professores, em especial sobre a formação matemática do professor polivalente, dentre eles estão os estudos de CURI (2004); CURI & PIRES (2013); D’AMBRÓSIO (1993); PONTE (2008); RIBEIRO (2016). Os resultados indicam: grande variedade de pontos de vista na formação matemática do professor polivalente; tendência em privilegiar aspectos metodológicos da Matemática; preocupação com a modificação das crenças e concepções dos professores sobre a Matemática, seu ensino-aprendizagem e a necessidade de pensar o contexto da polivalência como principal fonte de atuação do professor polivalente. Considerar a indissociabilidade com outras disciplinas e o desenvolvimento da autonomia na criança como condição do trabalho do professor polivalente, implica princípios que reforçam a relevância da relação entre os sujeitos no processo ensino-aprendizagem. Implica reconhecer a existência de um profissional que se coloca como responsável no desenvolvimento da criança como um todo. Trata-se, portanto, de um sujeito que possibilita sentidos ao processo de ensino-aprendizagem, para atender as necessidades da criança, ou seja, para servir como referência e mediador dessas ações. / OBEDUC-CAPES 11634

Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.