The purpose of the study was to measure gains in the development of elementary education teachers’ reading expertise, to determine if there was a differential gain in reading expertise, and last, to examine their perceptions of acquiring reading expertise. This research is needed in the field of teacher education, specifically in the field of reading. A quasi-experimental design with a comparison group using pretest-posttest mixed-method, repeated measures was utilized. Quantitative data analysis measured the development of reading expertise of elementary preservice teachers compared to early childhood preservice teachers; and, was used to examine the differential gains in reading expertise. A multivariate analysis of variance (MANOVA) was conducted on pre- and posttest responses on a Protocol of Questions. Further analysis was conducted on five variables (miscue analysis, fluency analysis, data analysis, inquiry orientation and intelligent action) using a univariate analysis of variance (ANOVA). A one-way ANOVA was carried out on gain scores of the low and middle groups of elementary education preservice teachers. Qualitative data analysis suggested by Merriam (1989) and Miles and Huberman (1994) was used to determine if the elementary education preservice teachers perceived they had acquired the expertise to teach reading. Elementary education preservice teachers who participated in a supervised clinical practicum made significant gains in their development of reading expertise as compared to early childhood preservice teachers who did not make significant gains. Elementary education preservice teachers who were in the low and middle third levels of expertise at pretest demonstrated significant gains in reading expertise. Last, elementary education preservice teachers perceived they had acquired the expertise to teach reading. The study concluded that reading expertise can be developed in elementary education preservice teachers through participation in a supervised clinical practicum. The findings support the idea that preservice teachers who will be teaching reading to elementary students would benefit from a supervised clinical practicum.

The Science Teachers' Development and Training Centre or STDTC (Pusat Pengembangan dan Penataran Guru Ilmu Pengetahuan Alam or PPPG IPA) is an official in-service science teacher training, which is in Bandung, West Java, Indonesia. Between 1978 and 1997, an in-service science-teacher training project, which is known as the PKG IPA Project, was developed by the Directorate of General Secondary Education. The successful PKG IPA project implemented its own in-service science teacher training system within its own training network across Indonesia, without the involvement of the PPPG IPA as the existing official teacher-training agent. The existence of the project was discontinued when the World Bank loan ended. Unfortunately, the expensive infrastructures developed by the PKG IPA project could no longer be utilized because the PKG IPA project was excluded from the official structure of organization of the Ministry of Education and Culture (MOEC) which is now known as Ministry of National education (MNE). In addition, the ignorance of the staff of the PPPG IPA about the PKG IPA project is one indicator why that the PPPG IPA is facing some problems, which affect the implementation of its duties and functions.Based on this indicator, this study was implemented with two objectives, namely, to investigate and analyze current problems facing the PPPG IPA, and to make recommendations for formulating appropriate policies and strategies in order to rationalize the future roles of the PPPG IPA. The study involved seven research questions, which were grouped into three concerns, namely, the quality of the environment, a needs analysis, and analysis of the Directorate's policies. The seven research questions required different instruments to collect the data. Existing instruments, SLEQ (School Level Environment Questionnaire) and SLEI (Science Laboratory Environment Inventory), ++ / were translated into Indonesian. The researcher developed other instruments. The study involved both qualitative and quantitative research methods and types of data, included various sampling strategy classifications, such as purposeful sampling and opportunistic sampling. The data collecting strategy involved surveys, observations, interviews, and mining documents.The study concluded that the PPPG IPA is facing some current problems related to the aspects of working environment, science laboratory environment, human resources, facilities, policies, and in-service training networking. The study recommended that the Ministry of National Education (MNE) formulate appropriate policies and strategies in order to rationalize the roles of the PPPG IPA in order to strengthen the implementation, and improve the quality, effectiveness, and efficiency of the in-service training programs. A new ministerial regulation also is recommended to be released to replace the previous relevant regulations in order to accommodate the above concerns.

Mokyklos vadovo veikla, apimanti mokytojų kompetencijų tobulinimą, turi būti organizuojama pagal Lietuvos Respublikos norminius aktus, bet mokyklos vadovas turi būti susipažinęs su svarbiausiais Europos Sąjungos švietimo dokumentais ir kurdamas mokyklos strategiją atsižvelgti į švietimo kaitos pokyčius. Mokyklos vadovas turi efektyviai išnaudoti žmogiškuosius, finansinius ir materialius mokyklos išteklius, numatydamas mokytojų kompetencijų tobulinimo būdus ir priemones. Viena svarbiausių mokyklos vadovo veiklos sričių, tinkamas žmogiškųjų išteklių valdymas, nes geri darbuotojai lemia mokyklos darbo kokybę ir konkurencingumą. Mokyklos vadovas turi nuolat motyvuoti mokytojus, kad jie geriau dirbtų, nes tai skatina senų kompetencijų tobulinimą ir naujų įgijimą. Mokyklos vadovas turi būti gerai susipažinęs su kompetencijos ir kompetencijų šiuolaikine teorine samprata, turėti aiškią strategiją, kurių kompetencijų reikia jo mokyklos mokytojams. Naujų kompetencijų (ypač perkeliamųjų) įgijimą mokyklos vadovas turi sieti su naujais mokytojo vaidmenimis. Galutinis naujų kompetencijų įgijimo tikslas – paversti mokyklą nuolat besimokančia organizacija. Mokyklos vadovo veikla mokytojų kompetencijoms ugdyti apima daugelį sričių (mokytojų informavimas, išteklių paskirstymas, rūpinimasis materialine mokyklos baze, parama mokytojui, poreikių tyrimas, metodinės veiklos analizė ir kt.), tačiau vadovas turi rūpintis strateginiais mokyklos reikalais, dalį praktinių funkcijų palikdamas... [toliau žr. visą tekstą] / At the time of great development nowadays a headmaster of a school has to take care of teachers’ development and qualifications. That is why the methods and aids of the leader of the school are discussed in this article with the help of these methods the leader aims and wants teachers to get competence which is needed in the present school. The principal has to be able to analyze and apply the changes of the system of education strategically so that the school could fulfil the order of the society. The leader has to rule the school which is becoming a learning organization. Management competence of the principal has a great influence on the development of the new competence and higher qualification. The exploration of the principal’s activity showed what teachers’ competence is appreciated by principals of a school, its ways of organizing competence are considered to be effective (for seminars, courses, projects). From the exploration it has become clear that not all principals of schools take enough care of the young teachers’ competence development, less attention is paid to teachers qualification needs of self development and so on. The exploration showed that our present school needs leaders and teachers who can, use new things of pedagogy, information technology, study foreign languages, understand new roles and new competence. Key-words: headmaster of school teacher, competence, being competent, learning throughout all life, role, qualification, school strategy.

The primary objective of this study is to conduct an assessment of the effectiveness of skills development training programmes on the performance of educators, with specific reference to the case study of two selected schools in King Williams Town, Eastern Cape Province. This study is derived from the fact that in order for the government to provide efficient and effective service delivery to the population, the Public Service requires employees with requisite competency. There is a need for continuous improvement of capacity and skills development in the Public Service with the purpose of ensuring that employees who are recruited and retained in the Public Service have the requisite skills to perform their responsibilities. It is within such postulation that the main purpose of this study is to evaluate the effectiveness of skills development training programmes on the performance of Eastern Cape educators, so that improvement measures can be suggested. Two selected schools in King Williams Town district participated in the study and the detailed analysis of the findings imply that some of the on-the-job skills development training programmes that are used in the Eastern Cape Department of Education include coaching, counseling, job rotation, job enrichment, project work , mentoring, use of assistantship and committees or quality circles. Some interview participants construe that the strategies or measures that can be used to improve the implementation of skills development programmes for educators in the Eastern Cape Department of Education include commitment from school authorities, remunerate the learners, adopting support policies, possible promotion after training and investing more resources.

Este trabalho analisa a implementação do Projeto de Educação Ambiental Água hoje e sempre: consumo sustentável, de 2004 a 2007, pela Secretaria de Estado da Educação de São Paulo, por meio de ações de formação continuada e da publicação Água hoje e sempre: consumo sustentável. O objetivo central é investigar se os professores do ensino fundamental e médio desenvolveram projetos interdisciplinares, tendo como ponto de partida uma problemática local, integrando-a em um contexto da bacia hidrográfica onde se localiza o município da escola, refletindo sobre as questões socioambientais regionais e propondo, junto à comunidade escolar, soluções para transformar o ambiente escolar e o seu entorno. A análise do trabalho apoiou-se nas teorias críticas de currículo, nas teorias sobre o desenvolvimento de projetos interdisciplinares e de educação ambiental crítica. Foram aplicados e aferidos questionários de 180 Professores Coordenadores de Oficinas Pedagógicas (PCOP) das 89 Diretorias de Ensino e de 637 professores, pelo software da SE. Em um segundo momento optou-se por uma pesquisa qualitativa com entrevista de grupo com 11 professores. Quanto aos resultados obtidos, o trabalho com projetos promoveu a inclusão de problemática local, envolvimento da comunidade, proposta e/ou transformação local, tratamento inter/multidisciplinar e mudança de atitude dos alunos, demonstrando que os objetivos do projeto foram alcançados. Ampliou-se a concepção de meio ambiente, a sensibilização e conscientização dos alunos, tornando-os mais responsáveis e protagonistas. Evidenciou-se, porém, que há resistência de professores e diretores para o trabalho com projetos em razão da falta de identidade profissional com a escola e o alunado, corroborada pelo currículo tradicional. Há necessidade de reformulação no currículo, na concepção de formação inicial e continuada dos professores para assegurar a inserção da educação ambiental na Educação Básica. / The present work analyses the implementation of the Project Environmental Education: Water today and always, sustainable consumption, by the São Paulo State Secretariat of Education, from 2004 to 2007, through continuing development of teachers and publication of a document named Água hoje e sempre: consumo sustentável. The main objective of this work was to investigate whether the teachers of fundamental and senior high school developed interdisciplinary projects based on a local problem, integrating it to the context of a hydrographic basin where the school council is, reflecting upon regional socioenvironmental questions and proposing solutions with the school community to transform the school environment and its surroundings. The analyses were based on the critical theories of curriculum, on the theories about the development of interdisciplinary projects and of critical environmental education. A number of 180 questionnaires were applied to 637 teachers and to 180 teacher-coordinators responsible for the educational-workshops (PCOP) of 89 Boards of Education, and measured by software from the SE. A qualitative research was also conducted on a second moment with interviews with 11 teachers. The results show that the work with projects promoted the inclusion of local problems, community involvement, proposals and/or local processing for changes, inter/multidisciplinary treatment in the school curriculum and change of attitude of students, demonstrating that the main objectives of the project were achieved. The conception of environment was expanded, as well as sensitivity and awareness of students, making them more responsible and protagonists. It showed, however, that there is resistance of teachers and principals to work with projects because of the lack of professional identity with the school and students supported by the traditional curriculum. We need to reformulate the curriculum and the initial and continued development of teachers to ensure inclusion of environmental education in basic school.

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-06-27T01:22:47Z No. of bitstreams: 1 ElianeFelden.pdf: 1564953 bytes, checksum: ebd91504f7230261863dbe67b737169d (MD5) / Made available in DSpace on 2015-06-27T01:22:47Z (GMT). No. of bitstreams: 1 ElianeFelden.pdf: 1564953 bytes, checksum: ebd91504f7230261863dbe67b737169d (MD5) Previous issue date: 2013 / Nenhuma / Esta pesquisa tem como foco de investigação o desenvolvimento profissional docente, ouvindo coordenadores de área e coordenadores de cursos da educação superior sobre os desafios e tensionamentos na constituição da profissionalidade docente. O estudo faz um recorte em relação ao tema, envolvendo três eixos fundantes: a Educação Superior no Brasil, a docência na Educação Superior, a formação continuada e o desenvolvimento profissional, do docente universitário examinados com apoio em Anastasiou; Alves (2010), Balzan (1985, 2000), Behrens (2005), Charlot (2005, 2000); Cunha (1989, 1995, 1996, 2003, 2005, 2006a, 2006b, 2007, 2009, 2010, 2012), Formosinho (1991, 2009), Frigotto (2011), Imbernón (2009, 2010, 2011), Leite (2003, 2005, 2010, 2012), Masetto (1998, 2000), Nóvoa (1989, 1994, 1995, 1999, 2002, 2007, 2008), Rios (2006, 2008, 2012), Veiga (2006, 2008, 2011, 2012), entre outros. A pesquisa usa, como lócus de análise, coleta de dados, espaço de compreensão do desenvolvimento profissional docente, os departamentos de Ciências Humanas; Linguística, Letras e Artes; Ciências da Saúde; Ciências Sociais Aplicadas; Ciências Biológicas; Ciências Exatas e da Terra; Engenharias e Ciência da Computação da Universidade Regional Integrada do Alto Uruguai e das Missões-URI, Câmpus de Santo Ângelo-RS. O trabalho constitui-se num estudo qualitativo em que foram utilizadas entrevistas semiestruturadas com os coordenadores de áreas e os coordenadores de curso, que também assumem a função de professores, com o objetivo de conhecer e compreender os desafios e tensionamentos para qualificar a ação docente na universidade. Foram apontados entre eles: conciliar as inúmeras atividades docentes com a produção científica; responder à cobrança da sociedade para que a Instituição de ensino superior tenha a solução de problemas da atualidade; responder aos índices e instrumentos de avaliação propostos pelo Ministério de Educação e Cultura; a crise das licenciaturas, entre outros. Esses profissionais confessam que os processos formativos, na instituição, são escassos e que precisam ser intensificados, pois há uma exigência por formação permanente, considerando que o campo das ciências apresenta-se em desenvolvimento contínuo. Foi possível inferir que qualificar a ação docente na universidade pressupõe investir na formação continuada dos profissionais, como condição fundamental para o desenvolvimento profissional, na tentativa de superar os desafios e tensionamentos vividos. Há uma compreensão de que o trabalho articulado da universidade e dos seus professores pode provocar rupturas paradigmáticas importantes no processo de ensinar e aprender e isso implica em investimentos institucionais no Desenvolvimento Profissional Docente. Os profissionais acreditam que potencializar a formação docente exige que sejam estabelecidos espaços de estudo e reflexão, garantindo o protagonismo aos professores. / The present research aims to investigate the professional development of teachers by listening to area coordinators and course coordinators of Higher Education regarding the challenges and tensions of teacher training. The study approaches the theme involving three foundation axis: Higher Education in Brazil, the teaching of higher education, continuum training and professional development of university teachers examined with the support of Anastasiou; Alves (2010), Balzan (1985, 2000), Behrens (2005), Charlot (2005, 2000); Cunha (1989, 1995, 1996, 2003, 2005, 2006a, 2006b, 2007, 2009, 2010, 2012), Formosinho (1991, 2009), Frigotto (2011), Imbernón (2009, 2010, 2011), Leite (2003, 2005, 2010, 2012), Masetto (1998, 2000), Nóvoa (1989, 1994, 1995, 1999, 2002, 2007, 2008), Rios (2006, 2008, 2012), Veiga (2006, 2008, 2011, 2012), amongst others. The research uses as base for analysis data collection, space for the comprehension of professional development of teachers in the departments of Human Science; Linguistics and Arts; Health Science; Applied Social Science; Biological Science; Exact and Earth Science; Engineering and Computer Science at the Universidade Regional Integrada do Alto Uruguai e das Missões – URI, Santo Ângelo Campus – RS. The work is a qualitative work in which semi-structured interviews were used with the coordinators of the areas as well as course coordinators, who are also teachers, with the aim to identify and understand the challenges and tensions of qualifying the teaching actions at university. Among the challenges and tensions are: arranging the many teaching activities with scientific production; responding to the demands of society in order for the higher education institute to have the solution of present issues; responding to the indices and assessment tools proposed by the Education and Culture Ministry; the degrees crisis, amongst others. These professionals acknowledge that the formation processes in the institution are scarce and need to be intensified, as there is a demand for permanent training and because the science fields are in continuous development. It was possible to infer that to qualify the teaching action at university means to invest on the continuous training of the professionals as an essential condition for their development, in the attempt of overcoming the challenges and tensions which they went through. It is understood that the articulate work of the university and its teachers may cause some important paradigmatic ruptures in the teaching and learning process, thus implying institutional investments in Teacher Development. Professionals believe that enhancing teacher training requires the establishment of spaces for study and reflection, assuring the role of teachers.

A presente dissertação buscou conhecer as políticas públicas de formação continuada dos docentes das redes municipais de ensino da região gaúcha do Vale do Rio Caí. Trata-se de uma região situada entre a região metropolitana de Porto Alegre e a Serra Gaúcha, composta por vinte Municípios, no Rio Grande do Sul. Para a realização deste estudo, buscou-se o acesso à legislação brasileira que trata das políticas de formação dos docentes, bem como das políticas municipais da região em estudo. O aprofundamento bibliográfico da literatura acerca da formação continuada e desenvolvimento profissional docente constituiu-se como suporte para as discussões realizadas na dissertação. Buscou-se também conhecer as particularidades dos Municípios que compõem esta região, bem como aspectos da Educação Municipal, acessados por meio do Censo Escolar da Educação Básica e de outros dados fornecidos pelos órgãos de pesquisa do país e do Estado. Também foram realizadas entrevistas estruturadas com os Dirigentes Municipais de Educação. A análise dos Planos de Carreira do Magistério Municipal (PCM) também se fez necessária, com a finalidade de conhecer a normatização das políticas municipais para a formação docente. Além dos PCM, foram analisadas as Atas das formações pedagógicas de cada um destes Municípios, uma vez que estas descrevem o que efetivamente foi colocado em prática em relação à formação continuada dos docentes destas redes públicas de ensino. Para a análise dos dados coletados, foram utilizados instrumentos quantitativos e qualitativos e como suporte teórico-metodológico, utilizou-se o ciclo de políticas, proposto por Stephen Ball e seus colaboradores. Os municípios que compõem a região apresentam um plano de carreira bem estruturado, abrangendo desde a remuneração, a valorização e possibilidade de ascensão na carreira durante a trajetória profissional docente. São desenvolvidos programas de formação continuada, inclusive por meio de arranjos de desenvolvimento da educação e apontaram-se alguns desafios que ainda se impõem à região, inclusive com possibilidades de superação dos mesmos. / This dissertation is a study about public policies of continuing education of teachers from municipal teaching, from the region of Vale do Rio Caí. This region is located between the metropolitan region of Porto Alegre and the mountain range, in Rio Grande do Sul. It has twenty municipalities. To do this study, the Brazilian legislation which is about policies of teachers’ formation was consulted. Municipal policies of the region where the study was done were also accessed. The literature that concerns continued formation and professional teaching development was a support for the discussions done in this dissertation. Another aim was to know about the particularities of the cities which belong to this region as well as aspects of municipal education. Some of these pieces of information were accessed through the school census of basic education and others were provided by research institutions from the state and from the country. Structured interviews with municipal education leaders were done. An analysis of the career plans of municipal teaching was also needed; the aim was to know about the standardization of municipal policies of teachers’ formation. Besides the career plans, registers of minutes of pedagogical formation of each municipality were analyzed once they describe what was actually put into practice, concerning continuing teachers’ formation in these publicschools system.To analyze the collected data quantitative and qualitative instruments were used and the cycle of policies, proposed by Stephan Ball and his collaborators, was used as a theoretical and methodological support. The municipalities which make part of the region have a well structured career plan including salary, professional development and possibilities of growing in the teaching career. Programs of continued formation are done through arrangements of education development and some challenges that the region still has were found out, but there is the possibility of overcomingthem.

Made available in DSpace on 2016-08-03T16:16:01Z (GMT). No. of bitstreams: 1 Maria Silveira.pdf: 486008 bytes, checksum: 76b3ea14fae4bbf3d17f746a6fe0feaa (MD5) Previous issue date: 2007-11-29 / This study analyzes the competences developed by teachers throughout their pedagogical practice, considering that public schools have undergone transformations which led teachers to perform a new role as mediators between students and knowledge. Within this context, we sought to understand the meaning of teachers education, of teaching competences and of teachers knowledge present in their day-to-day educational practice. Though these competences and their application are discussed by teachers, the subject is open to several interpretations, and, as a result, it is controversial; particularly in respect to how these competences are developed within their pedagogical practice. Thus, we have not only analyzed these competences from technical, aesthetic, ethical and political dimensions, but also have pointed out the importance of human development in the school environment. Moreover, we have analyzed the pedagogical tendencies which have influenced and influence the Brazilian school system. This way, we can argue that education is the result of human interactions, either at school, or in society. But, though the legislation deems people s development as one of the pillars of education, the pedagogical practice reveals that teachers performance is based on a policy of results, oriented to rationally firm and well-defined actions, the end of which is essentially economic; however, its role goes far beyond. As we understand, the school system can not be limited to the demands of the labor market, since, without a doubt, it is essential to men s survival, but it must head towards that which is beautiful, aesthetic, ethical and political. / Esta pesquisa analisa as competências que se desenvolvem na prática pedagógica do trabalho docente, tendo como referência as transformações ocorridas na escola pública e que atualmente conferem às professoras e aos professores o papel de mediador entre o aluno e o conhecimento. Nesse contexto, buscamos compreender os significados da formação, das competências e dos saberes docentes no cotidiano educacional. Embora as considerações sobre as competências e sua utilização estejam presentes nas discussões entre os docentes, o termo demanda várias interpretações e por isso ainda causa muita polêmica, principalmente sobre o modo como essas competências são desenvolvidas na prática pedagógica. Por isso, analisamos as competências em suas várias dimensões técnica, estética, ética e política , assim como procuramos apontar a importância da formação humana no espaço escolar. Realizamos também uma análise sobre as tendências pedagógicas que influenciaram e que ainda influenciam a escola brasileira. Dessa forma, podemos afirmar que a educação é fruto das interações humanas, seja no universo escolar, seja nas demandas da sociedade. Contudo, embora a legislação considere a formação da pessoa como um dos pilares educacionais, a prática escolar revela que a atuação do docente está pautada em uma política de resultados, voltada para ações racionalmente pensadas e planejadas, cujo fim é essencialmente o econômico, quando não é só esse o seu papel. Entendemos que a escola não pode se restringir às necessidades do mercado de trabalho sem dúvida alguma primordial para a sobrevivência do homem. Ela deve alçar outros vôos também em direção ao belo, ao estético, ao ético e ao político.

A presente dissertação buscou conhecer as políticas públicas de formação continuada dos docentes das redes municipais de ensino da região gaúcha do Vale do Rio Caí. Trata-se de uma região situada entre a região metropolitana de Porto Alegre e a Serra Gaúcha, composta por vinte Municípios, no Rio Grande do Sul. Para a realização deste estudo, buscou-se o acesso à legislação brasileira que trata das políticas de formação dos docentes, bem como das políticas municipais da região em estudo. O aprofundamento bibliográfico da literatura acerca da formação continuada e desenvolvimento profissional docente constituiu-se como suporte para as discussões realizadas na dissertação. Buscou-se também conhecer as particularidades dos Municípios que compõem esta região, bem como aspectos da Educação Municipal, acessados por meio do Censo Escolar da Educação Básica e de outros dados fornecidos pelos órgãos de pesquisa do país e do Estado. Também foram realizadas entrevistas estruturadas com os Dirigentes Municipais de Educação. A análise dos Planos de Carreira do Magistério Municipal (PCM) também se fez necessária, com a finalidade de conhecer a normatização das políticas municipais para a formação docente. Além dos PCM, foram analisadas as Atas das formações pedagógicas de cada um destes Municípios, uma vez que estas descrevem o que efetivamente foi colocado em prática em relação à formação continuada dos docentes destas redes públicas de ensino. Para a análise dos dados coletados, foram utilizados instrumentos quantitativos e qualitativos e como suporte teórico-metodológico, utilizou-se o ciclo de políticas, proposto por Stephen Ball e seus colaboradores. Os municípios que compõem a região apresentam um plano de carreira bem estruturado, abrangendo desde a remuneração, a valorização e possibilidade de ascensão na carreira durante a trajetória profissional docente. São desenvolvidos programas de formação continuada, inclusive por meio de arranjos de desenvolvimento da educação e apontaram-se alguns desafios que ainda se impõem à região, inclusive com possibilidades de superação dos mesmos. / This dissertation is a study about public policies of continuing education of teachers from municipal teaching, from the region of Vale do Rio Caí. This region is located between the metropolitan region of Porto Alegre and the mountain range, in Rio Grande do Sul. It has twenty municipalities. To do this study, the Brazilian legislation which is about policies of teachers’ formation was consulted. Municipal policies of the region where the study was done were also accessed. The literature that concerns continued formation and professional teaching development was a support for the discussions done in this dissertation. Another aim was to know about the particularities of the cities which belong to this region as well as aspects of municipal education. Some of these pieces of information were accessed through the school census of basic education and others were provided by research institutions from the state and from the country. Structured interviews with municipal education leaders were done. An analysis of the career plans of municipal teaching was also needed; the aim was to know about the standardization of municipal policies of teachers’ formation. Besides the career plans, registers of minutes of pedagogical formation of each municipality were analyzed once they describe what was actually put into practice, concerning continuing teachers’ formation in these publicschools system.To analyze the collected data quantitative and qualitative instruments were used and the cycle of policies, proposed by Stephan Ball and his collaborators, was used as a theoretical and methodological support. The municipalities which make part of the region have a well structured career plan including salary, professional development and possibilities of growing in the teaching career. Programs of continued formation are done through arrangements of education development and some challenges that the region still has were found out, but there is the possibility of overcomingthem.

This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.