Keen efforts have been put by Taiwanese government into creative education projects; however, possible paradoxes resulting from adopting the ethos behind the Western theories and practices have not been considered. Questions of how creativity and creative education should be defined in the Taiwanese educational context, how compatible the Taiwanese school cultures are with the objective of enhancing creativity, or how teachers and pupils cherish creativity, have not been asked. Within the reformed curriculum and creative education projects, there is no clear picture of what kind of creative capacity should be developed through education, nor guidelines of what pedagogical strategies to adopt for promoting creativity. In this research the responses of pupils and teachers are investigated through designing and teaching a series of drama lessons based on the school curricula in the two cases under study. The approaches to teaching drama are linked with a framework of creative pedagogy informed by theories of fostering creativity in educational settings. A descriptive case study approach was employed to capture the dynamics, modes of involvements, and subtle relationships of the participants, whose accounts were collected concerning their views of the lessons, the evaluation of the ways of teaching and learning, and the ethos behind the pedagogy. Key issues in adopting creative pedagogy in Taiwan context are discussed, and implications for contextualizing creative pedagogy are proposed. Suggestions for future research in creative pedagogy are also provided.

With the assumptions that we are all for social justice and that early childhood teacher education programmes need to take a stand on social justice and provide prospective teachers with the practical tools to work with children in early childhood settings, the author of this thesis conducted an instrumental case study aimed to illuminate a process of critical thinking towards conceptualising professional knowledge in teaching for social justice in pre-service early childhood teacher education in Colombia. The purpose of the research was to bring insights into how teacher educators’ views and understandings of social justice influence their pedagogical and practical knowledge with regard to preparing prospective teachers to work with children in Colombian early childhood settings. The inquiry was developed in three stages (an internet-based survey, focus groups and written accounts) and thirty teacher educators working in a university based pre-service early childhood teacher education programme, participated in the study. The findings showed that teacher educators’ views and understandings of social justice in early childhood teacher education were associated with global discourses of inclusion, child rights, equity and equal opportunities for All. These understandings were identified in explicit actions regarding equality, diversity and respect in early childhood education. The findings also showed that other views of social justice appeared to be embedded in local and particular understandings of equity and equality that revealed a dual perception of social justice manifested through implicit and silenced actions with regard to preparing prospective early childhood educators. These particular views which exposed intentions and sensitivity towards teaching for social justice revealed generative forces and synergies in the early childhood teacher education programme. Implications of this study suggest the influence of teacher educators’ views and understanding of social justice in their political, pedagogical and practical professional knowledge with regard to preparing early childhood educators to live on co-existence as ‘vivencialistas’ committed to be citizens in social justice working with children in early childhood settings.

This thesis is concerned with the concept of social justice. It is a concept increasingly used in educational literature, yet infrequently well theorized. However, if one of the key aims of education is the development of active and informed citizens who will work to further democratic processes and thereby a more just society, then teacher educators and policy makers need to develop in pre-service teachers a well considered sense of justice and a desire to teach for social justice. The problematic here is the highly contested nature of the meaning of social justice. Given the lack of a universally agreed upon understanding of what social justice means, a useful avenue of research is how do teachers, who are meant to carry out the above aims of education, understand social justice and what are possible implications of these understandings? Research of this nature is rare however, it is argued here that such research is important as the manner in which teachers understand social justice will have implications for the way in which they teach, the content they choose to present to their students, and their view of what a just society may look like. Accordingly, the aim of this thesis is to explore the understanding a sample of final year secondary pre-service teachers studying Studies of Society and Environment (SOSE) in a School of Education in a university in the State of Queensland, Australia, have, of the concept of social justice. The range of understandings of social justice held by this sample of pre-service teachers are then evaluated against a well known but infrequently well articulated (within the educational context) theory of social justice, that is, Justice as Fairness by John Rawls. Pre-service secondary teachers of SOSE, that is, social science teachers, were chosen for this research on the basis that it is they, who, by the nature of their subject disciplines, for example, history, geography, sociology, economics and political philosophy, are most likely to have greater opportunities to engage with issues of social justice, citizenship, and democracy within their teaching. Based on this assumption, teachers of SOSE should possess a greater knowledge of social justice compared to other teachers. While the focus of this research is on pre-service teachers of SOSE, it is incumbent on teachers of all discipline areas to work towards developing active and informed citizens who will work to expand and support democratic processes, as set out in the aims of education. As such, this research is relevant not only to social science teachers, but rather to all teachers. In order to carry out the above aim I modify and breakdown the complexity of Rawlsian theory to a number of more easily understood aspects or focal points of social justice and argue that the resulting conceptual framework is in line with both the aims of education previously stated and the widely accepted belief of Australia as an egalitarian society. Such a task, which has not previously been done within an educational context, seems timely as under the dominant neo-liberal ideology and the increased prominence given to difference theorists of social justice, issues of economic equality appear to have fallen off the agenda in recent governmental and educational social justice research and discourse. A phenomenographic research approach was used to ascertain the range of understandings a theoretical sample of 15 final year pre-service secondary teachers of SOSE had of social justice. Data were obtained from one-off semi-structured interviews. Phenomenographic research typically groups the pre-service teacher‟s responses into different categories or understandings of social justice. In this study, pre-service teachers displayed three qualitatively different ways of experiencing or understanding social justice. In brief, they characterized or understood social justice as: (1) providing equal opportunity; (2) as providing equal participation; or (3) as active citizenship. These categories may then be hierarchically arranged against the previously constructed Rawlsian framework. For example, in Category 3 (active citizenship), pre-service teachers understanding of social justice had more in common with the Rawlsian framework (indicating a deeper understanding of social justice) than either Category 1 or 2. Accordingly, Category 3 was ranked the highest under the above criteria followed by Category 2 and then Category 1. When compared with the Rawlsian framework, pre-service teacher‟s understandings of social justice were found to be lacking by varying degrees between the three categories in three key areas: social justice as a focus on structural inequality; social justice as a focus on a more egalitarian society; and social justice as a focus on active citizenship and the promotion of democratic processes. The implications of these omissions are discussed in terms of teaching for social justice, and promoting a more just and democratic society. In particular, the egalitarian nature of a Rawlsian framework directs future educational research, policy engagement, and teacher education on social justice to issues of poverty and inequality and their impact on the educational outcomes of low-income students in Australia and on the direction in which Australian society is heading. Accordingly, a case is made for the use of a Rawlsian framework of social justice in teacher education courses. However, such a framework is not to be regarded as the end point to debates of social justice, but as a useful starting point to a more substantive engagement with issues of social justice as they may apply to pre-service teacher education, and educational research and policy.

In this study I attempt to shed light on the experiences of the teacher researcher and university students who explored social justice issues in an art education course. The primary purpose of this study is to provide insights in teaching practice and students' learning processes when the course is designed to examine systems of oppression through class discussions and art-based assignments. The study delves into what challenges and rewards the teacher and students experience in an art class focusing on social injustice. I conducted this study in a semester-long art education course, where I taught as an instructor, with twelve university student participants. The questions that guided by study were: 1) How do I understand my experience of teaching social justice issues through art in an undergraduate art education course and what do I continue to learn from it?; 2) In what ways do undergraduate students navigate and learn about social justice issues through class discussions, writing and art-based assignments? I utilized two methodologies, autoethnography and case study, in order to provide in-depth descriptions of the participants' and my perspectives. The theoretical frame I used was critical race feminism, which highlights the intersectional experiences of females of color. For the autoethnographic study, I collected data from the artifacts I created during the study period including researcher’s journals, visual journals, and audio narratives. I also collected data from the participants, such as pre-course questionnaires, reading responses, reflection notes, personal narratives, peer interview responses, audio narratives, and final art projects. The findings of the study reflect different challenges and rewards that the student participants and I experienced in the university course on social justice art. Themes included student resistance, the teacher's self-doubt, the students' vague understanding of social justice, a difficulty to understand the concept of privilege, and the lack of hands-on activities. The participants also addressed significant learning moments including, learning about colorblindness, personal reflections about their own social identities in relation to systems of oppression, and various art-based assignments they created during the course. Both the participants and I found strong connections between the teacher and students, a sense of learning community, and student empowerment as the rewarding experiences. These findings suggest the need for teachers to reconsider the meaning of a safe space, student resistance, and the role of emotions when they teach social justice issues. Furthermore, the findings suggest that female teachers of color need to positively acknowledge our racial, sexual, cultural, and linguistic identities and envision our roles as border-crossers and agents of change.

According to current scholarship in writing studies, students with a positive affect toward writing are more likely to transfer writing knowledge and skills. Yet my findings from an IRB-approved longitudinal study suggest that this is not always the case. This study was designed to see what students transfer from their first-year composition course, focusing especially on rhetoric, process, genre, and mindfulness. In annual semi-structured interviews that took place over the course of three years, two study participants described having positive writing affect but did not discuss transfer, even when prompted. These students express caring much more about a writing task when it feels relevant to them, which frequently involves genres outside of academic writing. They also both admit that they have poor writing process habits, such as procrastination. Based on these findings, I suggest one way that writing instructors can purposefully use affect to potentially encourage transfer.

Der Sammelband beinhaltet 10 Beiträge zu den Themen „Sprachwandel“ und „Entwicklungstendenzen“ aus sprachdidaktischer Sicht. Es werden Anregungen gegeben zur Behandlung der Themen im Unterricht speziell in der Sekundarstufe II. Die Autoren sind Linguisten oder Didaktiker für das Fach Deutsch. Dem Band liegt ein weites Verständnis von Sprachwandel zugrunde. Behandelt werden Erscheinungen des Wandels aus den Bereichen Wortschatz, Orthografie, Grammatik, Text, Diskurs und Varietäten. Alle Beiträge enthalten kurze theoretische und begriffliche Hintergründe zum jeweiligen Thema und einen Materialteil mit im Unterricht nutzbaren Texten, Beispielen und Aufgaben. / The present volume is a collection of 10 papers dealing with the subject of language change in German from a language teaching perspective. The contributions come from linguists and experienced professionals involved in teacher education and offer a rich variety of stimulating ideas and practical suggestions for the language classroom. The underlying concept of language change is a broad one, ranging from lexis, grammar and orthography to text, discourse and varieties. All contributions give a brief overview of the theoretical background followed by sections containing teaching materials for classroom use (i.e. texts, examples, exercises).

This thesis is an autoethnography of an elementary art teacher who has transitioned from a traditional, teacher-led curriculum to a choice-based model where more freedom and responsibilities are given to the students. It is an account of the challenges and obstacles faced during the implementation of a choice-based curriculum and offers possible solutions, teaching strategies, and tips utilized to navigate the transition.

Obesity is nowadays one of the very topics discussed as a highly serious health problem. This thesis is concerned with the percentage of body fat have student teachers for 1st Primary Schools Faculty of Education, University of South Bohemia in Czech Budejovice and the results are compared with the survey in 2005. Research underwent 114 students, of which 8 were men and 106 women. Measurements were carried out in the months of May to October of 2011. For measuring device was used OMRON BF 300, which uses the method of bioelectrical impedance of the upper limbs. The results show that, compared with research in 2005 there was a slight increase in percent body fat in women and men.

Submitted by Lucas Katsuyoshi Sutani Gastaldi null (lucassutanigastaldi@gmail.com) on 2017-07-10T21:33:19Z No. of bitstreams: 1 Dissert_ LucasKSGAstaldi.pdf: 1761423 bytes, checksum: 88d4a52043bac8c59ed90e7bdb21eb99 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-07-14T14:51:31Z (GMT) No. of bitstreams: 1 gastaldi_lks_me_arafcl.pdf: 1761423 bytes, checksum: 88d4a52043bac8c59ed90e7bdb21eb99 (MD5) / Made available in DSpace on 2017-07-14T14:51:32Z (GMT). No. of bitstreams: 1 gastaldi_lks_me_arafcl.pdf: 1761423 bytes, checksum: 88d4a52043bac8c59ed90e7bdb21eb99 (MD5) Previous issue date: 2017-05-22 / É possível verificar nas últimas décadas o interesse pelo ensino e aprendizagem de espanhol como língua estrangeira (ELE) no Brasil, principalmente, após a criação do MERCOSUL. Diante disso, a presente pesquisa busca desenvolver reflexões sobre a demanda por cursos de língua espanhola para fins específicos no Brasil, com relação às áreas de conhecimento dos potenciais alunos, suas características, necessidades e modalidade de curso preferida. Partimos da hipótese de que a modalidade a distância pudesse ser a de maior interesse, em consequência de seu crescimento nos últimos anos e em decorrência do perfil de muitos profissionais que buscam a aprendizagem do idioma. Utilizamos princípios teóricos do ensino de línguas para fins específicos e discutimos alguns aspectos da Educação a Distância. Trata-se de uma pesquisa qualitativa com dados quantitativos, na medida em que foram elaborados dois questionários utilizando uma ferramenta virtual e aplicado a estudantes e profissionais de diferentes áreas do conhecimento. O questionário 1 foi organizado com dez questões que buscam identificar desde o nível linguístico do aluno na língua-alvo, a sua faixa etária, quais as habilidades linguísticas mais presentes no cotidiano desses profissionais/alunos, a modalidade de ensino preferida (presencial, híbrida ou a distância) até a área do conhecimento dos entrevistados, Com relação a esse questionário, foram considerados para a análise um total de mil trezentos e quarenta e quatro informantes. O questionário 2 surgiu da necessidade de identificar, com maior eficiência o nível linguístico dos informantes, potenciais alunos, entre os participantes da área de maior demanda identificada no questionário um. Os estudos partiram das respostas dos dois questionários, às quais utilizamos para compor a análise final dos dados, pensando nos possíveis alunos e no contexto no qual eles estão inseridos. / It is possible to verify on the last decades, the growing interest in the teaching and learning of Spanish as a foreign language especially after the foundation of MERCOSUL on the last decade. Facing that, the present study aims to reflect about the demand by Spanish language courses to specific purposes in Brasil relative to the areas of knowledge of the potential students, their characteristics and favorite course modality. We considered the hypothesis that the distance learning modality is the one with the major interest as a result of its growing in the last years and the profile of many professionals that search the language’s learning. We will use the theoretical and methodological principles of the teaching of languages to specific purposes and we will discuss the aspects of the Distance Learning. It is a qualitative research with quantitative data, since two questionnaires were developed using the virtual tool and applied to students and professionals from different areas of knowledge. Questionnaire 1 was organized with ten questions that identified since the linguistic level of the student on the target language, age group, which were the most present linguistic skills in their job, the most favorite teaching modality (presential, hybrid or distance learning) until the area of knowledge of the interviewed. We considered to the analysis a total of a thousand three hundred forty-four questionnaires; then questionnaire 2 came up with the necessity of rethink the linguistic level of the professionals of Engineering, the course with the higher demand, according to questionnaire number one. The studies departed from the answers of both questionnaires which we will use to compose the final analysis of the data, thinking about the possible students and in the context in which they are inserted.

Orientador: Carmen Zink Bolonhini / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-11T00:53:46Z (GMT). No. of bitstreams: 1 Furlan_CassiaCristina_M.pdf: 8926131 bytes, checksum: f4a7fbd9b924fde07bae3f3f9cee1858 (MD5) Previous issue date: 2008 / Resumo: Este trabalho focaliza o processo de ensino-aprendizagem de português como língua estrangeira (PLE) em contexto brasileiro. A atuação da pesquisadora enquanto professora da área evidenciou a carência de formação específica dos profissionais envolvidos no processo e, também, a carência de informações sobre os materiais didáticos disponíveis. Os livros didáticos (LDs), em especial, quando se tornam objetos de pesquisa são analisados e avaliados quanto aos seus aspectos metodológicos e, pouco ou nada se diz acerca de seu caráter discursivo. Com o intuito de enfocar esse aspecto pouco abordado nos trabalhos desenvolvidos nesta área, a proposta é analisar 4 livros didáticos amplamente utilizados em cursos de português para falantes de outras línguas, sendo eles: Fala Brasil (Coudry & Fontão, 1989), Avenida Brasil (Lima et al., 1991), Aprendendo Português do Brasil (Laroca et al., 1993) e Bem-Vindo: a língua portuguesa no mundo da comunicação (Ponce et al., 1999). Utilizando o escopo teórico da Análise de Discurso de perspectiva materialista, atentamos para os efeitos de sentido produzidos entre locutores (Orlandi, 1999) no que se refere ao Brasil e a todos aqueles que fazem parte de sua história. Busca-se averiguar o que é dado como verdadeiro e natural a respeito dos diversos povos que participam da história do Brasil, apurando a maneira como eles são apresentados e os sentidos produzidos a respeito dos mesmos nos LDs. Com vistas a atingir este objetivo, se considera a relação entre a formação imaginária (Pêcheux, 1975) do aprendiz e os discursos veiculados pelos livros didáticos, indo para além de uma análise da abordagem e observando os (pré) conceitos e as imagens (des) construídas nessa relação. A partir das análises realizadas, se nota que as falas que definem o negro e o índio, por exemplo, exercem um trabalho de apagamento e, ao mesmo tempo, de fixação de determinados sentidos que acabam constituindo um imaginário que passa a funcionar ao longo da história. A relevância de reflexões e pesquisas nesta área e, especificamente, sobre os livros didáticos, advém da evidenciada necessidade de apreender esses materiais em sua complexidade e disponibilizar alguns dados que permitam uma melhor atuação dos profissionais envolvidos. O conhecimento daquilo que já existe publicado em termos de material permite abrir caminhos para a produção de novos livros didáticos que assegurem a melhoria e a qualidade do ensino de português para estrangeiros / Abstract: This work focuses on the process of teaching-learning Portuguese as a foreign language in the Brazilian context. Working as a teacher in the area has shown us the lack of specialized professionals in the process, and also the lack of information related to the teaching materials available. The textbooks usually have their methodological aspects reviewed and evaluated, and little or nothing is said about their discourse aspects. In order to focus on these aspects we analyse 4 textbooks widely used in courses of Portuguese as a foreign language: Fala Brasil (Coudry & Fontão, 1989), Avenida Brasil (Lima et al., 1991), Aprendendo Português do Brasil (Laroca et al., 1993) and Bem-Vindo: a língua portuguesa no mundo da comunicação (Ponce et al., 1999). Using the Discourse Analysis theoretical scope, the aim of this work is to focus on the effects of meaning produced among speakers (Orlandi, 1999) regarding to Brazil and all those who are part of its history, in order to verify how the Brazilian history is shown in these books. In order to reach this objective, it is investigated what is said about different people who are responsible for constituting this country and it is also checked the way they are presented and the meanings produced about them. In order to achieve our goal, we consider the relationship between the imaginary formation (Pêcheux, 1975) of the students and the discourses on the textbooks, going beyond an analysis of the approach and focusing on the (pre) concepts and images built (or not) on that relationship. Based on the analyses, it can be observed that the speeches that define the Indians and the Afro-descendents, for example, are able to exclude them and, at the same time, establish some meanings that form a social imaginary that lasts for a long time. The relevance of this research comes from the need to seize these materials in their complexity and provide some information to enable better performance of the professionals involved in the process. The knowledge of what already exists in terms of published material allows the reorganization of new textbooks to ensure the improvement and the quality of teaching Portuguese for foreigners / Mestrado / Lingua Estrangeira / Mestre em Linguística Aplicada