Submitted by Alison Vanceto (alison-vanceto@hotmail.com) on 2017-02-03T10:26:53Z No. of bitstreams: 1 TeseMS.pdf: 2786402 bytes, checksum: e76e79b1da9f78ba1066681ace35e06e (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-08T12:03:39Z (GMT) No. of bitstreams: 1 TeseMS.pdf: 2786402 bytes, checksum: e76e79b1da9f78ba1066681ace35e06e (MD5) / Approved for entry into archive by Camila Passos (camilapassos@ufscar.br) on 2017-02-08T12:07:36Z (GMT) No. of bitstreams: 1 TeseMS.pdf: 2786402 bytes, checksum: e76e79b1da9f78ba1066681ace35e06e (MD5) / Made available in DSpace on 2017-02-08T12:07:49Z (GMT). No. of bitstreams: 1 TeseMS.pdf: 2786402 bytes, checksum: e76e79b1da9f78ba1066681ace35e06e (MD5) Previous issue date: 2016-06-20 / Não recebi financiamento / This work falls within the scope of the investigation of the initial teacher training, investigating the Institutional Scholarship Program Introduction to Teaching. This is a case study in which it is carried out an analysis of PIBID-Biology subproject of the Federal University of São Carlos (UFSCar), which is part of PIBID UFSCar-institutional project. From an analysis of all documents relating to the implementation of the project at all levels (national, institutional and subproject) as well as the interview with researchers involved in the construction of these projects, we built a description of the processes involving the construction of the national project, as well as the institutional design and, finally, the subproject Biology UFSCar. This first step was the context for understanding, through analysis of reflective portfolios produced by scholars, the dimensions of teaching knowledge built by undergraduates as scholarship students from PIBID. In light of the training teacher references (NÓVOA, 2009; ANDRÉ, 2012, GATTI, BARRETTO & ANDRÉ 2011, Zeichner, 2010, among others), knowledge of the teachers (PEPPER, 2005 Tardif, 2000, 2007) and also Complexity Theory (BONIL & PUJOL, 2008; RIBERAYGUA, 2012; MORIN, 2004, 2005), we realized that, despite the PIBID have characteristics that approach a complex and dynamic model, students have many difficulties in view their performance as part of a complex system that involves not only the classroom but the entire surroundings. We understand that this may occur because not always the PIBID works in coordination with the context , undermining thus functioning as a dynamic and complex system , requiring several adjustments and improvements in this program. / Este trabalho insere-se no âmbito das investigações sobre a formação inicial de professores, investigando o Programa Institucional de Bolsas de Iniciação à Docência. Trata-se de um estudo de caso em que é realizada uma análise do subprojeto PIBID-Biologia da Universidade Federal de São Carlos (UFSCar), que se insere no projeto institucional PIBID-UFSCar. A partir de uma análise de todos os documentos referentes à implementação do projeto em todos os âmbitos (nacional, institucional e subprojeto), bem como da entrevista com pesquisadores envolvidos na construção destes projetos, construímos uma descrição dos processos envolvendo a construção do projeto nacional, bem como do projeto institucional e, finalmente, do subprojeto Biologia da UFSCar. Esta primeira etapa constituiu o contexto para compreendermos, através da análise dos portfólios reflexivos produzidos pelos bolsistas, as dimensões de saberes docentes construídos pelos licenciandos enquanto bolsistas do PIBID. À luz dos referenciais de formação docente (NÓVOA, 2009; ANDRÉ, 2012, GATTI, BARRETTO & ANDRÉ, 2011, ZEICHNER, 2010, dentre outros), de saberes docentes (PIMENTA, 2005, TARDIF, 2000, 2007) e também da Teoria da Complexidade (BONIL & PUJOL, 2008; RIBERAYGUA, 2012; MORIN, 2004, 2005), percebemos que, apesar de o PIBID possuir características que o aproximam de um modelo complexo e dinâmico, os bolsistas apresentam muitas dificuldades em visualizar a sua atuação como parte de um sistema complexo, que envolve não apenas a sala de aula, mas todo entorno. Entendemos que isto pode ocorrer porque nem sempre o PIBID funciona de maneira articulada com o contexto, o que prejudica, portanto, o seu funcionamento como um sistema dinâmico e complexo, sendo necessários diversos ajustes e melhorias neste Programa.

Made available in DSpace on 2014-12-17T14:36:50Z (GMT). No. of bitstreams: 1 DiegoFC_DISSERT.pdf: 1791736 bytes, checksum: c1a48565d6b9685b6d186a3cf2c0d882 (MD5) Previous issue date: 2013-12-06 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This dissertation aims to analyze the relevant knowledge in countryside History teachers practice in high school and understand how these teachers themselves construct school knowledge in History, from the mobilization of different knowledge that make up teaching practice. Tree teachers from State Jacumauma High School and the researcher himself worked together in order to carry out this survey. The main theoretical-methodological elements of this research are based on assumptions of a qualitative research in cooperation. This approach was used to make possible to construct knowledge between teachers and researcher considering a less oppressive relationship as well as to help a continuous school upbringing of the individuals what can make them to understand the professional practice as an aspect in which one can exercise autonomy and criticism. The empirical research procedures were oral individual interviews, reflexive sessions and cooperative observations. Individuals speeches have presented, in some moments, teachers concerns about the educational fragmented system in which there are few opportunities to dialogic interactions among educationalists making still more difficult the dialog between school and reality surrounds it. Their assertions pointed out that relevant knowledge can be identified during the daily educational work and that they find proper reasons from the aim that each knowledge exerts in relation to the construction of professional practice. Classroom connections points out to more intense interactions between teachers and students, by recognizing affection as an important tool in order to make the interactions not so authoritarian at all. Regarding the countryside teachers understanding, the school knowledge in History is produced by sharing concerns and senses assigned by the individuals who are involved in the teaching-learning process. The referential science knowledge pervade History teaching, however they take another meaning according to specific features of the school environment. The intense and complex dynamic of the educational context makes that historical knowledge acquires specific characteristics that are constantly changing. As they change, there are some marks of elaborations and re-elaborations not only the new but also the traditional / Esta disserta??o tem o objetivo de analisar os saberes que se tornaram referenciais nas pr?ticas docentes de professores interioranos de Hist?ria no Ensino M?dio e compreender a constitui??o do conhecimento escolar de Hist?ria por estes professores, a partir da mobiliza??o dos diferentes saberes que comp?em a pr?tica docente. Os colaboradores desta pesquisa foram tr?s professores da Escola Estadual Jacuma?ma e o pesquisador. Os fundamentos te?rico-metodol?gicos desta investiga??o se baseiam nos pressupostos da pesquisa qualitativa de tipo colaborativa. A utiliza??o de tal abordagem teve como inten??o propiciar a constru??o de conhecimentos entre docentes e pesquisador a partir de rela??es menos opressivas de poder e, tamb?m, de contribuir para uma forma??o cont?nua dos sujeitos, possibilitando-lhes o entendimento da pr?tica profissional como espa?o para exerc?cio da autonomia e da criticidade. A pesquisa emp?rica teve como procedimentos entrevistas orais individuais, sess?es reflexivas e observa??es colaborativas. Os discursos dos sujeitos apresentaram, em alguns momentos, as inquieta??es dos docentes com um modelo escolar fragmentado em que existe pouco espa?o para intera??es dial?gicas entre os educadores e que dificulta a consolida??o de interlocu??es da escola com a realidade que os envolve. Suas coloca??es apontaram que os saberes entendidos como referenciais s?o aqueles que podem ser identificados no cotidiano do trabalho educacional e que encontram justificativas pr?prias a partir da finalidade que cada um exerce na constru??o da pr?tica profissional. As rela??es em sala de aula sinalizam para uma intera??o mais intensa entre professores e alunos, mobilizando a afetividade como um saber para oportunizar rela??es menos autorit?rias. Na compreens?o dos professores interioranos, o conhecimento hist?rico escolar se produz no compartilhamento de interesses e sentidos atribu?dos pelos sujeitos envolvidos no processo de ensino-aprendizagem. Os saberes da ci?ncia de refer?ncia perpassam o ensino escolar de Hist?ria, mas eles s?o ressignificados de acordo com as especificidades pr?prias do espa?o escolar. A din?mica intensa e complexa do contexto educacional faz com que o conhecimento hist?rico praticado v? ganhando caracter?sticas espec?ficas e que est?o em constante movimento. Nestes movimentos existem marcas de elabora??es e reelabora??es do novo e do tradicional

nÃo hà / It aims to understand how the undergraduates of UFC courses experience MDCR (Network Collaborative Digital Materials) proposed by the Project LIFE (Teacher Training Interdisciplinary Laboratory) in the theoretical perspective of cyberculture. This training involved copyright collaborative activities (through the development of MDCR), face-to-face and online interactions as well as the mobilization of teaching knowledge in line with the principles of the LIFE Project and Cyberculture. Specifically, the study intended to describe how the undergraduates participate and appropriate of LIFE training, from their point of views; to identify, with support on the perception of the undergraduate students, the teaching knowledge mobilized in training and how this knowledge dialogues with the principles of LIFE / UFC training and cyberculture and to see how the development process of MDCR, teaching strategies and learning developed by the undergraduates are related to the principles of cyberculture. The work expresses theoretical discussions of cyberculture, education, teacher training, teaching knowledge, complexity and interdisciplinarity. It is a qualitative ethnographic research, which had activities at LIFE-UFC and in a basic vocational school, partner in the project. Four undergraduates, both male and female and from four courses of UFC, participated in the study. The research techniques adopted were: participant observation, semi-structured interviews and documentary analysis. The results showed that the undergraduates in graduation phase externalize the existence of gaps in basic training with regard to teaching practice, particularly in relation to aspects of cyberculture and interdisciplinarity. For the undergraduates, LIFE articulated theory and practice and potentiated teaching experiences via cybercultural and interdisciplinary experiences â in the development of MDCR and in the established relationship with the students of the partner school â who want to teach. It was concluded that LIFE training is configured as a practical training for the undergraduates that sought it in the project, once it approximates the design elements of cyberculture and interdisciplinary school. The study showed, based on the contributions of the undergraduates, the need for discussions in the academy and school about the current policies of teacher training. / Objetiva compreender como os licenciandos dos cursos da UFC vivenciam a formaÃÃo MDCR (Materiais Digitais Colaborativos em Rede) proposta pelo Projeto LIFE (LaboratÃrio Interdisciplinar de FormaÃÃo de Educadores) na perspectiva teÃrica da cibercultura. Essa formaÃÃo envolveu atividades colaborativas autorais (mediante o desenvolvimento dos MDCR), interaÃÃes presenciais e a distÃncia, bem como mobilizaÃÃo dos saberes docentes em consonÃncia com os princÃpios do Projeto LIFE e da Cibercultura. Especificamente, o estudo buscou descrever como os licenciandos participam e se apropriam da formaÃÃo LIFE, a partir da visÃo deles; identificar, com apoio na percepÃÃo dos licenciandos, os saberes docentes mobilizados na formaÃÃo e como esses saberes dialogam com os princÃpios da formaÃÃo LIFE/ UFC e da cibercultura e verificar como o processo de desenvolvimento do MDCR, estratÃgias de ensino e de aprendizagem desenvolvidas pelos licenciandos, estÃo relacionados aos princÃpios da cibercultura. O trabalho expressa discussÃes teÃricas sobre cibercultura, educaÃÃo, formaÃÃo de professores, saberes docentes, complexidade e interdisciplinaridade. à uma pesquisa qualitativa, de carÃter etnogrÃfico, que teve atividades desenvolvidas no LIFE-UFC e numa escola bÃsica profissionalizante parceira do projeto. Participaram do estudo quatro licenciandos de quatro cursos da UFC, de ambos os sexos. As tÃcnicas de pesquisa adotadas foram: observaÃÃo participante, entrevistas semiestruturadas em profundidade e anÃlise documental. Os resultados evidenciaram que os licenciandos, em fase de conclusÃo do curso, externam a existÃncia de lacunas na formaÃÃo inicial no tocante à prÃtica docente, em particular no referente a aspectos da cibercultura e da interdisciplinaridade. Para os licenciandos, o LIFE articulou teoria e prÃtica e potencializou experiÃncias associadas ao ensino, mediado por vivÃncias ciberculturais e interdisciplinares â no desenvolvimento dos MDCR e na relaÃÃo estabelecida com os alunos da escola parceira â que pretendem praticar na docÃncia. Concluiu-se que a formaÃÃo LIFE se configurou, para os licenciandos, como a formaÃÃo prÃtica que buscaram no projeto ao aproximar elementos da cibercultura e da interdisciplinaridade da escola. O estudo evidenciou, com suporte nas contribuiÃÃes dos licenciandos, a necessidade de discussÃes no Ãmbito da academia e da escola acerca das polÃticas atuais de formaÃÃo de professores.

Orientador: Prof. Dr. Sérgio Henrique Bezerra de Sousa Leal / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018. / A Escola Preparatória da UFABC (EPUFABC) é um projeto de extensão dirigido às comunidades com menor acesso à educação, com o propósito de promover maior oportunidade de ingresso ao ensino superior. As aulas da EPUFABC são ministradas por alunos da graduação e pós-graduação da Universidade Federal do ABC, que muitas vezes só têm a visão do que é ser professor vivenciada em suas experiências como aluno. Nesse contexto, e utilizando o Conhecimento Pedagógico do Conteúdo (PCK) como referencial teórico, este trabalho investigou os indícios do PCK para o conteúdo de isomeria de dois professores de química da EPUFABC. Como ferramenta de acesso desse conhecimento foi utilizado o preenchimento do instrumento Representação de Conteúdo (CoRe), realizadas entrevistas semiestruturadas com os professores e o registro audiovisual das aulas ministradas para o conteúdo anteriormente mencionado. Os dados obtidos foram transcritos e analisados segundo as categorias do PCK propostas por Magnusson et al. (1999) e Adadan e Oner (2014). Dessa forma, foi possível compreender como professores com formações iniciais distintas e ministrando o mesmo conteúdo mobilizam o seu PCK, bem como verificar o grau de desenvolvimento do mesmo. Identificou-se nos registros as diferentes categorias do PCK e como a formação de cada professor, aliada à sua prática influenciam na contrução dos diferentes conhecimentos que constituem o PCK. / The UFABC Preparatory School (EPUFABC) is an extension project aimed at communities with less access to education, with the purpose of promoting greater opportunities for higher education. EPUFABC classes are taught by undergraduate and graduate students of the Federal University of ABC, who often only have the vision of what it is to be a teacher experienced in their experiences as a student. In this context, and using the Pedagogical Knowledge of Content (PCK) as a theoretical reference, this work investigated the evidence of the PCK for the isomer content of two chemistry professors of EPUFABC. As a tool to access this knowledge was used the filling of the Instrument of Content Representation (CoRe), conducted semi-structured interviews with the teachers and the audiovisual record of the classes taught for the content mentioned above. The data obtained were transcribed and analyzed according to the PCK categories proposed by Magnusson et al. (1999) and Adadan and Oner (2014). In this way, it was possible to understand how teachers with different initial training and ministering the same content mobilize their PCK, as well as verify the degree of development of the same. The different categories of the PCK were identified in the registers and how the formation of each teacher, together with their practice, influence the construction of different knowledge that constitute the PCK.

This compilation licentiate thesis focuses on geography teaching in a digital teaching and learning environment in the Swedish secondary school. Departing from a subject-didactic perspective, the aim was to explore the relation between teachers’ knowledge base, choices and usage of digital tools and geography teaching. The preconditions to develop students geographical thinking has been of specific interest. The thesis consists of two joint studies: a regional survey (n=47) and a case study based on workshops. The results from the first study formed a basis for the design of the second study. The study draws on theories on teachers’ knowledge base, pedagogical content knowledge and TPACK.  The first study focused on teachers’ view of what secondary geography education implies in a digital teaching and learning environment. The second study explored secondary social science teachers’ curriculum thinking when constructing lesson plans containing geographical analyses with subject-specific digital tools (SSDT). The results reveal that handling geographical analysis in geography education stand out as a complex content that challenges teachers’ professional management competence. The usage of digital tools and SSDTs, such as GIS, varies. Subject specific games are commonly used in geography teaching. However, SSDTs that provide great amount of geographical data, for instance GIS, are not as commonly used. Moreover, results from the second study indicate that most participating teachers engaged in geographical thinking when planning their lessons, but there is an imbedded difficulty regarding transforming such thinking into student instructions. Also, integrating the SSDTs in the lesson plans proved to be challenging for some of the teachers. This implies developing each knowledge aspect is crucial alongside developing an integration of the knowledge aspects. / Den här studien utgår från ett ämnesdidaktiskt perspektiv och undersöker relationen mellan högstadielärares kunskapsbas, val och användning av digitala verktyg och geografiundervisning. Två delstudier ligger till grund för studiens resultat. Den första delstudien består av en regional enkätstudie med SO-lärare i årskurserna 7-9, vilken undersöker lärarnas val och användning av digitala verktyg i geografiundervisningen. Resultaten från den första delstudien gav underlag och uppslag för hur nästa delstudie skulle designas. Den andra delstudien är utformad som en fallstudie, och baseras på workshops med en grupp högstadielärare. Den fokuserar på lärares planering av undervisningen där elever får göra geografiska analyser med hjälp av ämnesspecifika digitala verktyg (ÄSDV) i syfte att utveckla det geografiska tänkandet. Studien vilar på teorier om lärares kunskapsbas, TPACK och ett geografididaktiskt forskningstema, geografiskt tänkande. Resultaten visar att geografiska analyser är ett komplext ämnesinnehåll och därmed även ett utmanande inslag i geografiundervisningen. Överlag används digitala verktyg i undervisningen men ÄSDV som innehåller stor mängd geografiska data (t. ex. geografiska informationssystem), används i markant lägre utsträckning. Studien visar även att integrationen mellan olika aspekter i lärarens kunskapsbas är central för att genomföra en undervisning som utvecklar geografiskt tänkande med hjälp av digitala verktyg.

The entire context of South African education is undergoing a slow, yet definite metamorphosis, and inclusion is now nationally both a constitutional imperative and an unequivocal reality. Teachers are the key role-players in determining the quality of implementation of this new policy. They are expected to embrace the new philosophy, to think and to work in a new frame of reference. Unfortunately, too often change in education has failed because insufficient attention has been paid to the challenges posed to those who are expected to put the change into effect. Against this background the aim of this study is to determine the challenges posed to the teacher of the child with a hearing loss in inclusive education. In order to attain this aim, the study was divided into two sections: a literature study and an empirical study. The literature study offers a review of the development of the inclusive philosophy, with specific reference to the educational inclusion of the child with a hearing loss. The knowledge and attitude of teachers towards inclusive education as well the responsibilities of the teachers of a child with a hearing loss within the South African education system are critically discussed. During the empirical research a descriptive design was followed comprising of questionnaire surveys followed by focus group discussions. The questionnaire surveys explored the knowledge, attitudes and training needs of 220 teachers and 81 student teachers. Focus group discussions were conducted with four parents, five speech therapist/audiologist and four teachers (all actively involved in inclusion programmes) and these results were used to substantiate findings from the questionnaire survey. The results of this study indicate that the teachers in regular education as well as the student teachers had sufficient knowledge about the theoretical aspects of inclusion but they lack knowledge regarding the child with a hearing loss. Aspects that were significantly related to the teachers’ lack of knowledge were their unwillingness to include a child with hearing loss and to a lesser extent their years of teaching experience. It was clear that both the teachers and student teachers appear to have negative attitudes towards the inclusion of children with hearing loss. The negative attitudes of the teachers were, as in the case of knowledge, significantly related to their unwillingness to include a child with a hearing loss and their years of teaching experience, but also to their personal experience with hearing loss. The teachers and student teachers indicated specific needs in terms of further training and the content of training. A wide variety of demands that are posed to teachers with regard to the unique South African context were identified, for example lack of support, lack of training, high teacher/child ratios etc. The implications of this study, which amongst other factors include the motivation for the promotion of educational audiology in order to support and train the teachers of children with a hearing loss in inclusive education, are discussed. The education system is challenged to address the needs of teachers in order to ensure the successful implementation of inclusive education for children with hearing loss. / Thesis (DPhil (Communication Pathology))--University of Pretoria, 2004. / Speech-Language Pathology and Audiology / unrestricted

Assessment of writing skills is a part of teachers’ everyday life. According to previous studies on a similar subject, teachers’ education in assessing writing is limited. The lack of education for teachers may lead to negative consequences for the whole educational system. For this reason, the purpose of this study focused on the analysis of English upper-secondary school teachers’ knowledge, beliefs, and practices in assessing writing in Sweden.  The method for this study was adapted from Crusan et al. (2016) research. An Internet survey was used in order to receive information about teachers’ cognition. Firstly, the survey was published in different Facebook groups, and secondly, it was sent to upper-secondary teachers of English in different counties in Sweden via email. In total, 52 English teachers from upper-secondary schools participated in this study.  The results showed that teachers’ knowledge, beliefs, and practices are co-dependent. Teachers need to be aware of their cognition regarding knowledge, beliefs, and practices. In-service teachers need to receive more training as a form of professional development, while institutions for pre-service teachers need to re-evaluate their educational plans. More research about teachers’ cognition and assessment of writing is needed in Sweden.

No description available.

This study aimed at exploring the Life Orientation (LO) teachers’ knowledge and teaching of study skills in high schools, Ekudibeng cluster, Gauteng East. The Curriculum and Assessment Policy Statement (CAPS) is the most recent curriculum policy (Department of Basic Education [DBE], 2012) and serves as an action plan to 2030 for the South African education system in order to address some of the origins of underperformance in South African schools (Nicolson, 2013). Life Orientation (LO) can be described as a learning area within the educational context that promotes the holistic development of a child. The educational context refers to all processes at school level involved in training children’s minds and abilities so that they can acquire knowledge and develop skills to succeed in life. Life Orientation integrates subjects, such as life skills, career guidance, health education, physical education, human rights studies and religious education (Pillay, 2012). According to the Life Orientation 2011 CAPS document, Life Orientation teachers are expected to teach study skills to learners starting from grade 10 – 12 (Further Education and Training (FET) Phase (DBE, 2011). Learning or study skills carry over into other areas of life and beyond school. Study skills are therefore critical tools that ensure that learner achievement leads to success. Furthermore, effective study skills need effective interaction between teachers and learners (Gettinger, & Seibert, 2002). The teacher is a social agent and should make study skills accessible through the process of teaching in the classroom. This implies that the teacher is a central tool for equipping the learners with the necessary study skills which can aid in the unlocking of their future potential (Sasikala, 2012). As such, it was considered important to explore the knowledge and skills for teaching LO as well as the challenges faced and their needs for further development. Three schools in Ekudibeng cluster, Gauteng East were purposefully selected for this purpose on the basis of their results in the previous year’ matric exit examinations. Qualitative case studies of the Further Education and Training LO teachers’ experiences at each of these schools were undertaken utilising semi-structured interviews as a data collection tool. The data were analysed via qualitative content analysis techniques. The findings of this study emphasise the need for a focus on study skills teaching and teacher proficiency in the high school education system. The South African Education System role-players need to take LO seriously and have teachers qualified to teach LO, and to meet their needs through study skills training workshops. Comprehensive continuous improvement in learner performance requires a constant determination of trained LO teachers, qualified for the subject and properly equipped with relevant knowledge to cascade it to learners and cooperative community members, where parents are involved/hands on in shaping their children’s’ future. / Psychology of Education / M. Ed. (Guidance and Counselling)

In the past 30 years there has been a steady and growing appreciation in the literature of the importance and value of teachers' practical wisdom (TPW) - or phronesis as it is also known - to further an understanding of classroom practice and of the need to find ways to help teachers generate and share their perspectives with others. Nevertheless, the potential of this kind of knowledge (understood by Aristotle to be both practical and moral in its orientation) to contribute valuable insights to educational debates has still to be realised. Rather, educational decisions about policy and practice in many contexts (whether at a national or institutional level) are still largely driven by theoretical and technical knowledge perspectives and teacher practical wisdom perspectives are still often under-valued and remain under-represented in educational literature. One of the main reasons for this put forward in this thesis is the tendency in much of the literature to see this form of knowledge as classroom bound rather than to realise the ways in which it can inform broader pedagogical discussions. Bearing all of the above in mind, the aim of the study reported in this thesis into the TPW of 14 experienced expatriate English as a foreign language teachers (EEEFLTs) working in English language centres (ELCs) across the Kingdom of Saudi Arabia (KSA) is threefold. Its first aim is to provide a platform for the EEEFLTs to demonstrate the contribution their TPW can potentially make in addressing syllabus related issues in the KSA ELCs they have worked and, in doing so, show how the use of TPW is not confined to the classroom. Its second aim is to increase the visibility of the participants' TPW and thus raise awareness of the importance of research into TPW and to provide a model for how this can be conducted. The study's final aim is to provide a deeper understanding of the nature of TPW. Located in the interpretive paradigm, this study uses a TPW-friendly methodology to investigate TPW: interpretive phronetic educational research (IPER), which approaches and conducts educational research through a moral and practical problem-driven lens. This understanding drives the study's methodology and all stages of its data collection and analysis and the methods used in both. The goal of such methods is an epistemological one to generate TPW whilst empowering it also by highlighting its validity and how it is easily articulated - and thus captured - and not confined to the classroom. To assist with its articulation and capture, the study employs a process defined as Problematisation: a four-stage process consisting of reflection, problematisation, deliberation and articulation which drives and shapes the semi-structured interviews the study employs and the secondary research questions that inform the primary research question. The study concludes that the EEEFLTs use their TPW as a lens (that has 12 qualities) through which to view KSA ELC syllabi and, in doing so, identify many problems with the syllabi and subsequent consequences and suggest solutions to address both. These problems, consequences and solutions have been organised under six prominent categories that represent six main problem areas to emerge from the data that suggest the syllabi are teacher, textbook and test-centred, top-down, teacher-proof and time-driven. These categories represent six problem areas that in turn reflect the problematic, negative and disempowering context from which the data informing such categories and themes have been drawn. In this study, TPW is considered disempowered knowledge as a result of the disempowering context within which it has been acquired and is used. Previous TPW studies have been conducted in more positive settings and have perhaps for this reason not focused on TPW's disempowerment. In contrast, this study takes on a much more political role as it explores TPW's disempowerment in the KSA ELC context as well as in the broader context of academia and the literature. TPW's lack of visibility in TESOL and education has several implications because unless TPW achieves greater visibility, it may fade into extinction and its potential may never be realised. This study has been conducted in an attempt to prevent this happening.