The National Curriculum Statement advocates a shift in focus with regards to the manner in which assessment and learning are conceptualized (Department of Education, 2002). Consequently, new forms of assessment that are in keeping with the principles of the National Curriculum Statement (Department of Education, 2002), are expected to be implemented within the South African classroom context. Set against this backdrop, the study set out to explore teaching learning through the lens of assessment, by focussing on the content, process and application issues associated with teacher learning. This study attempted to unpack what teachers know about assessment and how they have come to acquire this knowledge. It was envisaged that through an analysis of how teachers learn about assessment, this study would reveal valuable insights about how teachers learn, and in this way, bring to the fore additional meaningful insights about the conditions that lead to effective teacher learning. In striving to achieve the outcomes of the research project, this study focused on the interplay between theory and practice to explore the process of teacher learning and how this learning translates into practice, through exploring how teachers’ knowledge of assessment, influenced their classroom assessment practices. The study was a qualitative one, within a case-study design. The use of semi-structured, iterative interviews, document analysis, and observations, formed the instruments used in the study. The thesis unpacked the journey of learning about the new forms of assessment, among three primary school educators, who formed the participants of the study. The findings of the study allude to the notion that teachers learn in a variety of different ways, and through a plethora of learning experiences, making a simplistic, superficial understanding of teacher learning, inadequate. In addition, the study pointed to teacher learning being shaped by a number of factors, indicating the significant influence that a multitude of factors, both internal and external, have over teacher learning. Further, the challenges and issues associated with teacher learning were brought to the fore. The implications of the study suggest that teacher learning is complex and multi-faceted, making it most necessary to adopt a multi-focus approach to teacher learning. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2012.

Five experienced primary school teachers were involved in the study. In-depth interviews and non-participatory observation were used to collect data. Based on thick description of five cases individually and a comprehensive comparison among them, the research revealed: (1) Teacher trainers need to take a multi-dimensional view to study the difficulties teachers encountered in implementing reform initiatives; (2) Teacher learning should take account of both "teacher" and "learning". The research highlighted that teacher professional development and personal growth are closely interrelated; (3) In different sectors (such as, the starting point of learning, the learning task, learning methods, the learning approach, learning progress and learning support), as well as at different levels, (such as, supportive vs. accelerative), teacher-change agency partnerships may have a positive influence on teacher learning. However, the professional capacity of the change agency, and the unique needs of the school played a crucial role in shaping the efficacy of the relationship between both partners and also the level of teacher learning. / Over the last decade, educational reformers in Hong Kong have targeted teacher development and learning as a key area of need. As part of this movement, different external change agencies began developing partnerships with school as attempts to enhance the quality of teacher professional development. Such partnerships have operated for a number of years, but, to date, their efficacy has been largely unexplored. This research, taking teachers' implementation of project learning as an example, aims to explore the impact of teacher-change agency partnerships on teacher learning. The study is important in helping educators to better understand the difficulties teachers face when engaging in changes and also teachers' learning need. This research also reveals the effects of teacher-change agency partnership and its impact on teacher learning. This study can shed lights on ways of curriculum change and teacher development. / The research posed four questions: (1) What difficulties do teachers face while carrying out project learning in school? (2) What kind of learning did teachers experience while involved in the teacher-change agency partnership? (3) Within the context of educational change, did teacher-change agency partnerships have an impact on teacher learning? (4) What do teacher-change agencies need to consider if partnership is to achieve positive results? / To conclude, based on the five personal narratives and with reference to relevant literature review, the research suggested that a broader discussion is needed in the area, and recommended a conceptual framework which may guide further development. / 朱嘉穎. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 283-298). / Adviser: Hin-wah Wong. / Source: Dissertation Abstracts International, Volume: 67-07, Section: A, page: 2444. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts also in English. / School code: 1307. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 283-298). / Zhu Jiaying.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2005. / The focus of this research, PIL 72 (Building institutional capacity through staff development) was active at the Eastern Cape Technikon (ECT), a tertiary institution of higher learning in the Eastern Province, South Africa from 1999 to 2001. The project addressed curriculum and staff development with the ultimate aim of improving institutional capacity. This was done through a series of training sessions for a group of 22 participants over eighteen months in Outcomes Based Education (OBE). This research investigated the impact of PIL 72 on the teaching and learning practices at the ECT. Literature was reviewed on aspects of staff development, curriculum development, assessment reform, instructional improvement and project evaluation. Qualitative research was conducted with stakeholders at the institution. Data was gathered through interviews, questionnaires and document analysis. The major findings indicated that the benefit for participants resulting from participation in the TELP project was mainly personal; the project was to some extent successful in equipping participants with the required knowledge but not the wide academic corps; the format of the staff development activities was adequate but lacked sufficient monitoring and feedback mechanisms; developmental academic leadership, especially at Head of Department level, was absent at the institution and that institutional culture both influenced and hampered institutional learning. Recommendations for implementation and possible further research are made. The research revealed that institutional culture plays a crucial role in the degree to which institutional learning takes place. Further research in this regard is recommended at institutions with similar organizational characteristics as Eastern Cape Technikon, to explore the extent to which institutional culture influences institutional learning as well as alternative staff delivery modes that can be used at institutions of higher learning.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers are dependent upon their years of teaching experience, the quality of in-service training and workshops, available resources, the support the teacher receives from the school and the Department of Education and how each school is individually managed. The findings in this study further revealed that teachers feel alone and abandoned by the Department of Education, as there is very little to no support and communication between the teachers and the Department. The teachers reported that there is a misalignment between the content and assessment requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10. Teachers then resort to measures such as structuring the GET more like the FET and reorganising and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare learners for Grade 10 Life Sciences. All the teachers who participated in the study revealed that they did not receive sufficient training to assist them with the transition process from GET to FET. Reasons offered included that in-service training and workshops focused more on administration instead of providing teachers with the necessary context-specific training required to implement the National Curriculum Statement. It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are ultimately responsible for implementing new curriculum initiatives. / AFRIKAANSE OPSOMMING: In hierdie kwalitatiewe veelvuldige gevallestudie is die subjektiewe ervarings van vier wetenskaponderwysers tydens die oorgangsproses van Natuurwetenskappe in die Algemene Onderwys en Opleiding (AOO-)band na Lewenswetenskappe in die Verdere Onderwys en Opleiding (VOO-)band ondersoek. Die studie is deur een hoofnavorsingsvraag en vier subvrae gerig. Data is deur eenvoudige waarneming, ’n oopeinde-vraelys, semigestruktureerde onderhoude en fotografiese bewyse ingesamel. Die studie het aan die lig gebring dat die ervarings van onderwysers afhang van hul onderwyservaring, die gehalte van indiensopleiding en werkswinkels, beskikbare hulpbronne, die ondersteuning wat die onderwyser van die skool en die Departement van Onderwys ontvang, en hoe elke skool individueel bestuur word. Die bevindinge van hierdie studie toon voorts dat onderwysers vervreem en afgesonder van die Departement van Onderwys voel, aangesien daar baie min of geen ondersteuning en kommunikasie tussen die onderwysers en die Departement is nie. Die onderwysers voer aan dat daar nie ooreenstemming is tussen die inhoud en assesseringsvereistes in graad 9 en 10 nie, wat meebring dat leerders sukkel om in graad 10 aan te pas. Onderwysers wend hulle dan na maatreëls soos om die AOO meer soos die VOO te struktureer en die inhoud van Natuurwetenskappe in graad 8 en 9 te herorganiseer en te wysig in ’n poging om leerders beter vir Lewenswetenskappe in graad 10 voor te berei. Al die onderwysers wat aan hierdie studie deelgeneem het, het aangedui dat hulle nie genoegsame opleiding ontvang het om hulle met die oorgangsproses van AOO na VOO te help nie. Redes hiervoor het ingesluit dat indiensopleiding en werkswinkels meer op administrasie fokus as wat dit onderwysers van die nodige konteksspesifieke opleiding voorsien om die Nasionale Kurrikulumverklaring te implementeer. Dit is duidelik dat hoogs opgeleide onderwysers nodig is om ’n suksesvolle oorgang van AOO na VOO te verseker. Onderwysers behoort toegelaat te word om insette tot kurrikuluminisiatiewe te lewer, aangesien dit uiteindelik die onderwysers is wat verantwoordelik is vir die implementering van nuwe kurrikuluminisiatiewe.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2019-03-19T12:32:27Z No. of bitstreams: 1 Wellynton Rodrigues da Silva.pdf: 1770131 bytes, checksum: 08cebf1c4cff70fd2199659dfae2fb75 (MD5) / Made available in DSpace on 2019-03-19T12:32:27Z (GMT). No. of bitstreams: 1 Wellynton Rodrigues da Silva.pdf: 1770131 bytes, checksum: 08cebf1c4cff70fd2199659dfae2fb75 (MD5) Previous issue date: 2019-01-30 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / São Paulo state government instituted, with the Supplementary Law n. 1.164, of January 4, 2012, the Full-time Education Program, increasing teachers’ and students’ work and study hours in 16 pilot schools in São Paulo, proposing changes in the curriculum, methodologies and forms of service and administration, as well as bringing as premise the investment in actions of continuing education in order to fulfill the needs of those teachers and schools. We propose in this investigation to identify and describe aspects of those continuing education actions offered in the schools of this program, analyzing whether they enable those teachers to the claimed self-formation, providing them autonomy to plan and manage their own formation project. It is an analytical-descriptive study of the teachers’ continuing formation actions of a Secondary Education School, which participated in the Full-time Education Program of São Paulo, situated in the capital of the State. Such school was chosen because it presented the lowest professional rotativity among the 16 schools which have initially been part of the Program in the state of São Paulo, since 2012. The qualitative research was accomplished by means of documental analysis (specific legislation and documents produced to the school by the administrative boards and by the school in its daily routine); questionnaires and interviews with 05 teachers, 02 coordinators and 01 school principal, observation of the teachers’ and school administrative staff’s work routine and environment. Theoretical support to the investigation was provided by authors, such as: Marcelo, Tardif, Marin, Candau, Hargreaves and Giovanni (for the definition of teacher continuing education, professional development and teachers’ knowledge); García Del Dujo and Rodriguez (concerning the concept of self-formation); Barroso (conceptualizing the formation centered on the school); and Viñao Frago (concerning the concept of administrators’ and teachers’ school culture). Data obtained confirmed the hypothesis that the teachers’ continuing education, assured by the Law and organized by means of Resolutions, is founded in top-down elaborated legislation, without considering the needs of the school as well as the teachers. Its principles are based on hardly effective traditional models of continuing education, whose approach prioritizes the teachers’ instrumentalization to apply and reproduce the curriculum, standardizing routines and practices. The authoritarian way the richest Brazilian state – São Paulo – determined to manage its educational system has brought consequences to all the school agents, specially to the teachers, who are the final responsible for the implementation of the changes proposed, demonstrating centralism in the decisions and concern with the curricula standardization, without taking into consideration the school culture, the teachers’ culture and their knowledge / O governo do Estado de São Paulo instituiu, com a Lei Complementar nº 1.164, de 4 de janeiro de 2012, o Programa de Ensino Integral, por meio do qual ampliou a jornada de alunos e professores em 16 escolas-piloto paulistas, propondo mudanças no currículo, nas metodologias e nas formas de atendimento e de gestão, bem como trazendo como premissa, oinvestimento em ações de formação continuada para atender às necessidades dessesprofessores e escolas. Propôs-se nesta investigação identificar e descrever aspectos dessas ações de formação continuada oferecidas nas escolas deste programa, analisando se possibilitam aos professores a proclamada autoformação, concedendo-lhes autonomia para planejar e gerir seu próprio projeto formativo. Trata-se de um estudo analítico-descritivo das ações de formação continuada dos professores de uma escola de ensino médio e seus profissionais, pertencentes ao Programa Ensino Integral paulista, situada na capital do Estado. Tal escola foi definida por apresentar a menor rotatividade profissional dentre as 16 escolas que iniciaram esse Programa no Estado de São Paulo, desde 2012. A pesquisa, de natureza qualitativa, foi realizada por meio de análise documental (legislação específica e documentos produzidos para a escola pelos órgãos administrativos e pela escola em seu dia a dia); questionários e entrevistas com 05 professores, 02 coordenadores e 01 diretora, observação do ambiente e rotina de trabalho dos professores e gestores na escola. Fornecem apoios teóricos à pesquisa autores como: Marcelo, Tardif , Marin, Candau, Hargreaves e Giovanni (para definição de formação continuada, desenvolvimento profissional dos professores e saberes docentes); García Del Dujo e Rodriguez (em relação ao conceito de autoformação); Barroso (em relação ao conceito de formação centrada na escola); e Viñao Frago (no que concerne ao conceito de cultura dos gestores e cultura dos professores). Os dados obtidos confirmaram a hipótese de que a formação continuada dos professores, assegurada em Lei e organizada por meio de Resoluções, está assentada em legislação elaborada de cima para baixo, sem considerar as necessidades da escola e dos professores. Seus princípios estão baseados em modelos tradicionais de formação continuada pouco efetivos, cuja abordagem privilegia a instrumentalização dos professores para aplicação e reprodução do currículo, padronizando rotinas e práticas. O modo autoritário como o estado mais rico do Brasil – São Paulo – resolveu gerir seu sistema de ensino tem trazido consequências para todos os agentes que trabalham nas escolas, destacando-se aqui os professores, que são os responsáveis finais pela implementação das mudanças propostas, evidenciando centralismo nas decisões e preocupação com a padronização dos currículos, sem levar em consideração as culturas das escolas, dos professores e seus saberes

Submitted by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:41:19Z No. of bitstreams: 1 LEÃO_Dinahmara Hild Ribeiro_2014.pdf: 1980984 bytes, checksum: a2895229bdee8b795b5fb1fbb58af67a (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:41:27Z (GMT) No. of bitstreams: 1 LEÃO_Dinahmara Hild Ribeiro_2014.pdf: 1980984 bytes, checksum: a2895229bdee8b795b5fb1fbb58af67a (MD5) / Approved for entry into archive by Maria de Lourdes Mariano (lmariano@ufscar.br) on 2017-03-06T17:41:35Z (GMT) No. of bitstreams: 1 LEÃO_Dinahmara Hild Ribeiro_2014.pdf: 1980984 bytes, checksum: a2895229bdee8b795b5fb1fbb58af67a (MD5) / Made available in DSpace on 2017-03-06T17:41:42Z (GMT). No. of bitstreams: 1 LEÃO_Dinahmara Hild Ribeiro_2014.pdf: 1980984 bytes, checksum: a2895229bdee8b795b5fb1fbb58af67a (MD5) Previous issue date: 2014-08-26 / Não recebi financiamento / This study has as object of research the continuing education of the teacher trainers of the Training Centre of the State of Mato Grosso (CEFAPRO), aiming to investigate how the training process is composed in the Cefapro of Barra do Garças, with emphasis in the construction of professional knowledge. The study considered the continuing education process in progress and the teacher trainers were used as research subjects. The data were collected through interviews and theoretical arguments were used for their analysis to introduce the debate on the continuing education of teachers in the public policies for education, assuming that continued education includes the educational reforms in Brazil. We sought to understand the formation process in different dimensions and contexts, with theoretical foundation based on Nóvoa (1992, 1994, 1995, 1996, 2009), Marcelo García (1999, 2009), Imbernon (2002, 2009, 2010), Prada (1997, 2010), Tardif (2012), Freire (1979, 1982, 1996, 2001), among others. It is said that the continued formation of the Cefapro as a participatory proposal did not consolidate its training room for the construction of professional knowledge by the teacher trainers. The challenge for the continuing education of the Cefapro is to meet the educational policy, advancing beyond the limitations that it addresses to the practices committed to the transformation of the society / Este estudo tem como objeto de pesquisa a formação continuada de professores formadores do Centro de Formação do estado de Mato Grosso, com o objetivo de investigar como está constituído o processo formativo do Centro de Formação e Atualização dos Profissionais da Educação Básica de Mato Grosso de Barra do Garças (Cefapro), com ênfase na construção de saberes profissionais. O estudo considerou o projeto de formação continuada em execução e contou com professores formadores como sujeitos de pesquisa. Os dados foram coletados por meio de entrevistas e para sua análise foram utilizados argumentos teóricos que inserem o debate sobre formação continuada de professores na discussão das políticas públicas para a educação, partindo do pressuposto de que a formação continuada integra as reformas educacionais no Brasil. Procurou-se compreender o processo formativo em diferentes dimensões e contextos, com embasamento teórico pautado em Nóvoa (1992, 1994, 1995, 1996, 2009), Marcelo García (1999, 2009), Imbérnon (2002, 2009, 2010), Prada (1997, 2010), Tardif (2012), Freire (1979, 1982, 1996, 2001), entre outros. Considera-se que a formação continuada do Cefapro, enquanto proposta participativa, não se consolidou no espaço formativo para a construção de saberes profissionais pelos professores formadores. O desafio colocado à formação continuada do Cefapro está em atender a política educacional, avançando para além das limitações que esta coloca às práticas comprometidas com a transformação da sociedade

Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2007. / The worldwide emphasis on lifelong learning, the continuous and fast pace of change and the competitive nature of practice forces professionals in all sectors to remain abreast of the latest knowledge, skills and/or innovations. This has contributed to the evolution of the term continuing professional development (CPD). The university lecturer in the natural sciences functions within a unique area of professional practice, as the practice requires scholarship – which contains elements of both subject-specific and educational expertise. It remains unclear how CPD within this professional arena is defined in terms of need, purpose and provision. The current quality of learning and evaluation of learning also warrants investigation. This study aimed to investigate how CPD could play a role in scholarly development from the perspective of lecturers in the Faculty of Science at Stellenbosch University (South Africa). A qualitative approach was followed. Semi-structured interviews with a purposive sample, followed by an open-ended questionnaire with a stratified random sample, were used. The results are reported in seven chapters, of which the first provides an orientation to the conducted study. The second chapter focuses on placing CPD in the context of scholarly practice in the natural sciences at Stellenbosch University. The third chapter investigates the provision of CPD in the natural sciences that could enhance integrated scholarship. The fourth chapter investigates the quality of learning within CPD as a measure of scholarly development. The fifth chapter reports on the evaluation of scholars’ learning in CPD in the natural sciences at Stellenbosch University, while the sixth chapter focuses on current issues and future trends in CPD for natural science lecturers at Stellenbosch University that will motivate an integrated and holistic approach to scholarly development – based on their own insights into their professional practice. The final chapter concludes the study with recommendations for the future practice of CPD within this sphere. The main findings indicate a difficulty in defining CPD, as these lecturers see themselves as a diverse group not easily confined to the traditional boundaries of a professional sphere. This difficulty in defining CPD has a direct influence on the lecturers’ need for CPD and the purpose of CPD within this sector of higher education. The provision of CPD for lecturers in the natural sciences does not conform to an integrated and coherent system of provision between the different stakeholders. Many initiatives are informal and are initiated according to individual needs. There is evidence of collaborative efforts within the different disciplines, although they are limited in terms of transdisciplinarity and true integration of scholarly roles. As a result of the complexities of academic practice, the quality of learning within the existing CPD initiatives is not easily determined. The progression from novice to expert is a continuous process, which is mostly self-directed and reflective in nature. Formalised government interventions, Total Quality Management systems, leadership development, mentorship and situated learning are presented as possible means of enhancing the quality of learning in CPD. The present study indicates the lack of appropriate evaluation of learning in CPD as the main shortcoming in the total process of CPD conceptualisation, provision, quality assurance and evaluation within the study population. Accountability for the monetary investment and energy spent on any CPD initiative is therefore limited. Portfolios, peer review, open-ended problems and simulations, auditing and observation of practice are presented as viable options for effective evaluation of learning in CPD that could enhance integrated scholarship. The future trends in CPD are discussed in terms of the future context of practice; the role of and need for experts; how experts will be educated and how they will maintain their competence. This provides a holistic view of scholarly development through CPD within the context of lecturers in the natural sciences in the Stellenbosch University.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-05T13:00:33Z No. of bitstreams: 1 Edilene Aparecida Barros da Silva Aveledo.pdf: 988895 bytes, checksum: 5c263e66103fa0ee77b5f761d7231fed (MD5) / Made available in DSpace on 2018-11-05T13:00:33Z (GMT). No. of bitstreams: 1 Edilene Aparecida Barros da Silva Aveledo.pdf: 988895 bytes, checksum: 5c263e66103fa0ee77b5f761d7231fed (MD5) Previous issue date: 2018-09-17 / The objective of this study was to investigate how the Weekly Pedagogical Meetings (WPM) take place inside a daycare center located in a city adjacent to the city of São Paulo, since teachers complain that these meetings do not meet their training needs. The ethnographic research analyzed in which aspects the WPM meets the training needs of teachers and in which it does not contemplate them, in order to re-signify: the end-goal of WPM as a formative space; the attendance to the training needs of teachers; children's learning; the moments of study, exchange, evaluation and collective decision that guarantee the collaborative teaching-learning process, in a nursery that is part of a municipal education network, with the educational guidelines of its policy. As a hypothesis, it was considered that the Pedagogical Coordinator (PC) has planned WPM with the aim of this space - the continuous formation of the teachers -, but its methodology is restricted to its own reading of the needs of the teachers, without to listen to these professionals, disregarding their history, their culture and the identity of the school. Initially, the picture of the education of the city and its peculiarities is presented, The history of Early Childhood Education and its trajectory in the municipality is also reported. Next, the importance of continuing education and the role of PC to ensure teacher-centered teacher training in the perspective of collaborative networking in the teacher training process is presented. The methodology used in the research involved teachers and PC. The data were collected through a questionnaire, interview, documentary analysis, and records of in situ observations, carried out by the researcher. The theoretical basis of the research is based on the studies of Placco (2003; 2006; 2010; 2012; 2013; 2017), Almeida (2003; 2012; 2016), André (2005; 2010; 2016), Souza (2001; 2012), Tardif (2014), Dubar (2005), Ciampa (1986), among others, about school-centered training and teacher identity. The analysis of the data shows that the greater training need of teachers is related to the practice developed in the classroom, although it reveals the predominance of contradictions, regarding the perception of teachers feel - or not - contemplated in their needs. The contradictory answers also took place regarding the listening and the possibilities of participation of the teachers during the meetings. The analysis also pointed out that the three-hour meetings during the night are tiring and that, at times, there is a loss of focus of the discussions, evidencing the need to elaborate guidelines that are more articulated to the real needs of the teachers. Strong interference was also identified with the demands of the Secretary of Education in the definition of the guidelines, which compromises the time of meetings and meeting the demands of teachers. The need for investment in interpersonal and collective relations was also perceived as a way to reduce the incidence of subjects discussed by teachers in informal spaces, called in the research as "pedagogical corridors". Finally, the need for continued strengthening of the role of the PC is underscored / O presente trabalho teve como objetivo investigar como ocorrem as Reuniões Pedagógicas Semanais (RPS) no interior de uma creche localizada em um município vizinho à cidade de São Paulo, uma vez que os professores reclamam que as referidas reuniões não suprem suas necessidades de formação. A pesquisa, de tipo etnográfico, analisou em quais aspectos a RPS atende às necessidades formativas dos professores e em quais não as contempla, com a finalidade de ressignificar: o objetivo-fim da RPS como espaço formativo; o atendimento às necessidades formativas dos professores; a aprendizagem das crianças; os momentos de estudo, troca, avaliação e decisão coletiva que garantam o processo de ensino-aprendizagem colaborativo, numa creche que faz parte de uma rede municipal de ensino, com as diretrizes educacionais de sua política. Como hipótese, considerou-se que o Coordenador Pedagógico (CP) tem planejado a RPS com o objetivo-fim desse espaço – a formação continuada dos professores –, porém sua metodologia restringe-se à leitura que ele próprio faz das necessidades dos professores, sem apurar a escuta desses profissionais, desconsiderando sua história, sua cultura e a identidade da escola. Inicialmente, apresenta-se o retrato da Educação da cidade e suas particularidades. Relata-se ainda, a história da Educação Infantil e sua trajetória no município. Em seguida, apresenta-se a importância da formação continuada e o papel do CP para garantir a formação dos professores centrada na escola, na perspectiva do trabalho em rede colaborativa, no processo formativo dos professores. A metodologia utilizada na pesquisa envolveu professores e CP. Os dados foram coletados por meio de questionário, entrevista, análise documental e registros de observações in loco, efetuadas pela pesquisadora. A fundamentação teórica da pesquisa está pautada nos estudos de Placco (2003; 2006; 2010; 2012; 2013; 2017), Almeida (2003; 2012; 2016), André (2005; 2010; 2016), Souza (2001; 2012), Tardif (2014), Dubar (2005), Ciampa (1986), dentre outros, sobre formação centrada na escola e a identidade do professor. A análise dos dados evidencia que a maior necessidade formativa dos professores está relacionada à prática desenvolvida em sala de aula, embora revele a predominância de contradições, no que tange à percepção de os professores sentirem-se – ou não – contemplados em suas necessidades. As respostas contraditórias também ocorreram no que se refere à escuta e às possibilidades de participação dos professores durante as reuniões. A análise também apontou que as reuniões de três horas no período noturno são cansativas e que, em alguns momentos, ocorre a perda de foco das discussões, evidenciando a necessidade da elaboração de pautas mais articuladas às reais necessidades dos professores. Também se identificou forte interferência das demandas da Secretaria de Educação na definição das pautas, o que compromete o tempo das reuniões e o atendimento às demandas dos professores. Percebeu-se, ainda, a necessidade de investimento nas relações interpessoais e coletivas, como forma de diminuir a incidência de assuntos discutidos pelos professores em espaços informais, denominados, na pesquisa, como “corredores pedagógicos”. Por fim, ressalta-se a necessidade de fortalecimento contínuo do papel do CP

The purpose of this study determined if a significant relationship existed between the amount of professional development that teachers participated in and the impact on the classroom instruction that followed. The goal was to study the effect that this had on student achievement in the State of Texas Assessment of Academic Readiness (STAAR) for English 1 and Algebra 1 for students at a large north Texas high school. Testing years for the study included the school years 2013-14, 2014-15, and 2015-16. Additional variables included the work in three areas of teacher professional development over the three-year period. Fourteen teachers, in two subjects, were studied in their implementation of classroom instruction. Particular attention was given to the instructional changes, and the number of hours of professional development in the areas of instruction, technology, and differentiation. Teachers were given opportunities to participate in 18 hours of professional development in all three areas in each of the three years. Teachers were then asked to incorporate the work that they completed each year into their day to day classroom instruction. The goal of the implementation of the professional development in addition to the curricular specifics regarding instruction of state standards was expected to produce increased state scale score marks for the students in the classes. Results of the study indicated success for students in the area of English 1 end-of-course assessment. From the beginning of the study, where student success rates in English state assessment was calculated at 47% overall passing rate, to the completion of the study, where student success was charted at 70% overall passing rate, significant changes were noted. In addition to the improvements made in English I, there were also significant changes made in the approaches to the Algebra 1 assessment. Classroom instructional practices were noted as much improved, and professional learning community collaboration produced significant classroom instructional improvements.