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Three years ago, our residency program began a new approach to teaching practice management to our second- and third-year residents. The underlying principles for the new curriculum involved a realization that our residents lacked basic business understanding and that they would likely learn more effectively through a hands-on approach.The newcurriculum, which we describe in this article, is in large part built around the establishment of a mockpractice during thesecond year ofresidency. Although the curriculum is still evolving, initial response and evaluation have been encouraging.

At the beginning of the coronavirus pandemic (COVID-19) and with the closure of schools, the question of how to continue schooling became a major challenge in education systems (Kong, 2020). Emergency Remote Teaching and Learning (ERTL) has since become the only solution to continue the learning process. Moving instruction to ERTL is based on the assumption that virtual learning can be effective in K-12 settings during times of disaster. The purpose of this study was to explore Saudi teachers' experiences in leading ERTL in K-12 settings and employed a qualitative approach using semi-structured interviews. This study included six K-12 public schools in Saudi Arabia from different educational levels. Participants were asked to share their perspectives and experiences with ERTL through open-ended questions. The findings revealed the experiences of K-12 teachers during the quick transition to ERTL (redesign support, technological, pedagogical, and classroom management training), the changes that occurred in their practice (teaching and assessment strategies), the implementation of ERTL (challenges and other aspects), the impact of ERTL after the pandemic, and the lessons learned from the crisis. The results of this study suggest that a curse may be turned into a blessing by incorporating the experience of ERTL (using technology, lesson design, and online activities) into the school agenda on a regular basis. In doing so, teachers and students may develop important digital competencies and be better prepared for the next emergency. The implications of our findings and limitations are also discussed. / Doctor of Philosophy / Due to the urgent need for those in the education profession to change teaching modes, Emergency Remote Teaching and Learning (ERTL) which is defined as "a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances. It involves the use of fully remote teaching solutions for instruction or education that would otherwise be delivered face-to-face or as blended or hybrid courses and that will return to that format once the crisis or emergency has abated." (Hodges et al., 2020). ERTL came to serve all levels of learners in response to the crisis of COVID-19. The use of ERTL was unplanned, but helped to assure continuity of learning. This rapid shift forced faculty to take courses that were designed for in-classroom teaching, and transition them to an online learning format, causing challenges to teachers and students. The purpose of this study was to explore Saudi teachers' experiences in leading Emergency Remote Teaching and Learning (ERTL) in K-12 settings, and employed a qualitative approach using semi-structured interviews. This study included six K-12 public schools in Saudi Arabia from different educational levels. Participants were asked to share their perspectives and experiences with ERTL through open-ended questions. The findings revealed the experiences of K-12 teachers during the quick transition to ERTL (redesign support, technological, pedagogical, and classroom management training), the changes that occurred in their practice (teaching and assessment strategies), the implementation of ERTL (challenges and other aspects), the impact of ERTL after the pandemic, and the lessons learned from the crisis. The results of this study suggest that a curse may be turned into a blessing by incorporating the experience of ERTL (using technology, lesson design, and online activities) into the school agenda on a regular basis. In this way, teachers and students may develop important digital competencies, and be better prepared for the next emergency. The implications of our findings and limitations were also discussed.

This dissertation explores how women kindergarten teachers in Pakistan understand the concept of gender as evident from their own reflections of their life experiences and from their interaction with their students. Early childhood education and gender equality in education are critical policy issues in Pakistan. Women pre-primary teachers have received little specific attention and little is known about their experiences. Seven women kindergarten teachers from one co-educational, private, English-medium school in the urban city of Karachi, Pakistan were involved in this mixed-method study. Multiple methods were used, namely, life history interviews with the women teachers, classroom observations of their teaching practice and interactions with girls and boys, and document analysis. Data were qualitatively and quantitatively analyzed. The findings were presented and discussed through the five nested interrelated structures – microsystem, mesosystem, exosystem, macrosystem and chronosystem - of Bronfenbrenner’s bioecological model of human development. Study findings reveal that the family and school are critical microsystems that have shaped the women kindergarten teachers’ understanding of gender in terms of possibilities and impossibilities for girls and boys, women and men within the norms of the broader patriarchal macrosystem. Throughout their lives across the chronosystem, they have had to negotiate multiple positions in their patriarchal extended families, schools, and, to some extent, the larger community in response to social change across diverse geographical spaces. Compromise and conformity have formed much of how they have understood their role and position as women in this patriarchal context. As women and as kindergarten teachers, they are doubly disadvantaged. They have been inadequately prepared to take up positions as pre-primary teachers. Nevertheless, their developing knowledge of teaching young children based on their practice and in-service training in a school with a positive outlook towards teaching has led to a more professional perspective of themselves and their careers. They are committed to teaching, but face the challenge of coping with their professional and familial demands. Often times, they draw upon their religion for strength and to make sense of their gendered experiences. Tensions are evident in their understanding of gender, particularly in relation to their own children and their kindergarten students, about following ascribed gender norms or allowing for more change in tradition in a context being rapidly influenced by globalization and socio-economic change. For the most part, their interaction with their students reflected their internalization of dominant patriarchal values and their active role in perpetuating them. Nevertheless, their gendered teaching practice has also presented possibilities for change in their unconscious and, occasionally conscious, attempts to push gender boundaries towards more equitable gender relationships in this patriarchal context. This study is significant for bringing to the fore women kindergarten teachers’ lived experiences to provide a dimension of education which has gone largely unexamined locally and globally, and which, in the context of Pakistan, are critical to consider in light of issues related to quality, access, and gender equity in early childhood education.

This dissertation explores how women kindergarten teachers in Pakistan understand the concept of gender as evident from their own reflections of their life experiences and from their interaction with their students. Early childhood education and gender equality in education are critical policy issues in Pakistan. Women pre-primary teachers have received little specific attention and little is known about their experiences. Seven women kindergarten teachers from one co-educational, private, English-medium school in the urban city of Karachi, Pakistan were involved in this mixed-method study. Multiple methods were used, namely, life history interviews with the women teachers, classroom observations of their teaching practice and interactions with girls and boys, and document analysis. Data were qualitatively and quantitatively analyzed. The findings were presented and discussed through the five nested interrelated structures – microsystem, mesosystem, exosystem, macrosystem and chronosystem - of Bronfenbrenner’s bioecological model of human development. Study findings reveal that the family and school are critical microsystems that have shaped the women kindergarten teachers’ understanding of gender in terms of possibilities and impossibilities for girls and boys, women and men within the norms of the broader patriarchal macrosystem. Throughout their lives across the chronosystem, they have had to negotiate multiple positions in their patriarchal extended families, schools, and, to some extent, the larger community in response to social change across diverse geographical spaces. Compromise and conformity have formed much of how they have understood their role and position as women in this patriarchal context. As women and as kindergarten teachers, they are doubly disadvantaged. They have been inadequately prepared to take up positions as pre-primary teachers. Nevertheless, their developing knowledge of teaching young children based on their practice and in-service training in a school with a positive outlook towards teaching has led to a more professional perspective of themselves and their careers. They are committed to teaching, but face the challenge of coping with their professional and familial demands. Often times, they draw upon their religion for strength and to make sense of their gendered experiences. Tensions are evident in their understanding of gender, particularly in relation to their own children and their kindergarten students, about following ascribed gender norms or allowing for more change in tradition in a context being rapidly influenced by globalization and socio-economic change. For the most part, their interaction with their students reflected their internalization of dominant patriarchal values and their active role in perpetuating them. Nevertheless, their gendered teaching practice has also presented possibilities for change in their unconscious and, occasionally conscious, attempts to push gender boundaries towards more equitable gender relationships in this patriarchal context. This study is significant for bringing to the fore women kindergarten teachers’ lived experiences to provide a dimension of education which has gone largely unexamined locally and globally, and which, in the context of Pakistan, are critical to consider in light of issues related to quality, access, and gender equity in early childhood education.

O presente estudo tem por finalidade investigar as práticas docentes de um grupo composto por seis professoras de educação infantil quanto às modalidades de tratamento das ideias históricas nessa etapa da educação básica. Para tanto, a partir da perspectiva qualitativa de investigação (BOGDAN; BIKLEN, 1994), e particularmente com o referencial de Thompson (2002) sobre a história oral, foram realizadas entrevistas com cada uma delas tratando de temas como suas trajetórias profissionais, suas experiências com a História no seu tempo de estudantes e suas práticas naquilo que tratam da mobilização de conhecimentos históricos. Igualmente houve um momento de partilha das transcrições e novas conversas travadas a partir daquele material por elas comentado e mesmo corrigido. Nesse esforço de investigação, articulamos contribuições teóricas de autores de diferentes campos do conhecimento de modo a enfrentar o desafio de estudar práticas por meio de seus indícios: Hilary Cooper (2006, 2012), Jörn Rüsen (2010), Marlene Cainelli (2006, 2008, 2011, 2012), Marie-Christine Josso (2006), Sonia Kramer (2005), Moysés Kuhlmann Jr. (2000, 2001a, 2001b), Sonia Kramer (2005) e Roger Chartier (1988, 1991), entre outros, com o objetivo de tornar possível a aproximação dos modos de compreensão engendrados por tais professoras que se deram a ver nos relatos partilhados durante as entrevistas. A mobilização de conhecimentos históricos na educação infantil pode ser compreendida e proposta como um meio de articulação da imaginação e capacidade infantis de criação, compreensão e atuação no mundo, e assim auxiliá-las no seu desenvolvimento pleno. As trajetórias e práticas compartilhadas pelo grupo de seis professoras são alguns dos caminhos possíveis para tal. / The following study aims to investigate the teaching practices from six early childhood education teachers on how historical ideas have been treated at this stage of the educational life. To achieve this goal, each teacher was interviewed about her professional experience, about her experiences on History as student and about how historical knowledge was articulate on her teaching practices. The investigation utilized the qualitative investigation perspective (BOGDAN; BIKLEN, 1994) and more closely the Thompson (2002) system of references for oral history. Theoretical contributions from scholars from varied knowledge fields - Hilary Cooper (2006, 2012), Jörn Rüsen (2010), Marlene Cainelli (2006, 2008, 2011, 2012), Marie-Christine Josso (2006), Sonia Kramer (2005), Moysés Kuhlmann Jr. (2000, 2001a, 2001b), Sonia Kramer (2005) e Roger Chartier (1988, 1991), et al - were articulated during this investigative effort to face the challenge of studying practices using only evidences with the objective of finding a more general understanding of the different methods applied which the teachers shared during the interviews. The use of historical knowledge in early childhood education can be comprehended and proposed as a mean of articulating the childrens capacity of creation, understanding and acting in the world and thus it can help these children towards their full development. The experiences and practices shared by the group of six teachers are examples of the feasible options available for that.

O presente estudo objetivou investigar a apropriação de elementos constitutivos de um modo geral de organização do ensino por futuros professores de Matemática nas disciplinas de Prática de Ensino e Estágio, com o intuito de explicitar indicadores de um movimento formativo na direção da práxis docente e, por conseguinte, identificar elementos norteadores para a organização do ensino pelos formadores de professores. Com referência na Teoria Histórico-Cultural e na Teoria da Atividade, em particular, tomou-se como pressuposto que colocar o sujeito em atividade deve ser condição para a organização do ensino. Nessa perspectiva, discutiu-se o modo como os estudantes se apropriam de um modo geral de organização do ensino, ao desenvolverem o pensamento teórico sobre a docência, por meio da reflexão, análise e planificação das ações. O percurso metodológico da pesquisa, com aporte no método histórico-dialético, desenvolveu-se em uma pesquisa de campo com estudantes de um curso de licenciatura em Matemática, nas disciplinas Metodologia do Ensino de Matemática e Prática de Docência em Matemática I e II. Os dados foram coletados por meio de registros de observação, de áudio e escritos. As observações possibilitaram a organização de um diário comentado, indicativo do movimento de aprendizagem dos estudantes. Os registros de áudio foram mais utilizados em situações de debates e seminários. Já os registros escritos tiveram como referência atividades individuais ou coletivas dos estudantes, registros de avaliações, elaboração de artigo e portfólio. A pesquisa previu ocasiões em que a pesquisadora acompanhou as atividades organizadas pelo professor regente e algumas nas quais a pesquisadora organizou atividades de ensino por meio de situações desencadeadoras de aprendizagem. Os dados foram organizados em três isolados de pesquisa - reflexão, análise e planificação das ações - entendidos como seções da realidade capazes de desvelar manifestações do movimento de apropriação dos futuros professores sobre a organização do ensino. Cada um desses isolados foi composto de episódios e estes de cenas que, ao longo do processo, evidenciam manifestações dos futuros professores acerca da apropriação de elementos constitutivos de um modo geral de organização do ensino. Da análise do que se apreende da pesquisa estabeleceu-se a organização de dois eixos: o movimento de aprendizagem da docência pelos futuros professores e o movimento de aprendizagem da pesquisadora. O primeiro contempla as principais conclusões decorrentes do conhecimento desse movimento para a organização do processo formativo dos futuros professores, na direção da práxis docente. Já o segundo, envolve a apropriação do referencial teórico, de princípios de um modo geral de organização do ensino para a formação de professores e, por fim, o processo de conhecimento do fenômeno e de constituição de um modo de fazer pesquisa. Com referência nesses eixos, a pesquisa possibilita indicativos acerca do papel do professor formador na universidade, dos instrumentos dos quais ele necessita dispor em sua atividade, do papel do professor orientador de estágio na escola, da necessidade de sua relação com a universidade e com o professor formador e da organização das ações de ensino no movimento de reflexão, análise e planificação das ações. / This study aimed to investigate the general appropriation of constitutive elements of teaching organization by future Mathematics teachers in the subjects of Teaching Practice and Internship, in order to show indicators of a formative movement towards the pedagogical praxis and, as a consequence, identify guiding elements for the organization of teaching by teacher trainers. Having as reference Cultural-Historical Theory, particularly Activity Theory, it has been assumed that putting the student in activity is paramount for the organization of teaching. Within this perspective, we discuss the way students take hold of the organization of teaching by developing theoretical thinking about teaching through reflection, analysis and planning of actions. The methodology of this research, supported by the historical-dialectical method, is based on field research with students from a Maths Teacher Training course, in the subjects Teaching Maths Methodology and Teaching Maths Practice I and II. Data was recorded through written and audio observation registers. These observations allowed the organization of a commented diary, indicating the learning movement of the students. The audio register was more used in situations of debates and presentations. Conversely, the written register has as reference the students individual or collective activities, register of evaluations, creation of portfolios and articles. The research includes moments when the researcher followed the activities organized by the main teacher and some when the researcher organized teaching activities through situations which stemmed learning. Data was organized in three isolated of research - reflection, analysis and planning of actions which were understood as sections of reality able to unveil manifestation of movements of appropriation by future teachers on teaching organization. By analysing the collected information, we establish two axes: the movement of learning teaching skills by the future teachers and the movement of learning by the researcher. The former contemplates the main conclusions arising from the knowledge of this movement for the organization of the future teachers formation process towards the pedagogical praxis. The latter involves the appropriation of the theoretical reference, as well as a general principle of teaching organization in the future teachers formative process and, eventually, the process of knowledge of phenomena and constitution of a new way of doing research. Having as reference these axes, this research brings up indicatives around the role of the teacher trainer in the university, the necessary tools for this activity, the role of the internship supervisor in the school and the need of his/her relationship with the university and with the teacher trainer, as well as the organization of the teaching actions within the movement of reflection, analysis and planning of these action.

A presente dissertação de mestrado é sobre como as professoras e professores indígenas guarani mbya entendem sua prática docente. Parte do pressuposto de que a educação escolar indígena começa a ser ressignificada a partir de 1990, quando o Estado reconhece e dá maior respaldo às demandas dos movimentos e organizações indígenas. Assim, reestrutura-se uma instituição tipicamente não-indígena, norteada até então por princípios de catequização, civilização, integração e preservação. Ao se reconstruir junto aos projetos de futuro de cada etnia, a escola indígena se constitui como inovação educacional. A pesquisa de campo verificou qual a visão que docentes indígenas têm de suas práticas, considerando a hipótese de que estas se centram no modo de transmissão dos saberes tradicionais de sua cultura ou na mera reprodução do modelo de ensino escolar predominante, originalmente não-indígena, ainda que se trate oficialmente de uma escola diferenciada. As observações centraram-se na Escola Estadual Indígena Guarani Gwyra Pepo, situada na aldeia Tenonde Porã, em Parelheiros, capital de São Paulo. Foram feitas entrevistas com as professoras e professores guarani. As informações recolhidas foram analisadas com bases teóricas das pesquisas antropológicas sobre a etnia Guarani e sociológicas sobre inovação educacional, bem como pelo recurso às produções da etnologia ameríndia sobre educação escolar indígena. Conclui-se que a prática docente das professoras e professores guarani é entendida como forma de luta, favorecida pelos espaços de discussão sobre educação escolar indígena e pela própria atuação como liderança. Para elas e eles, a prática docente é vista tanto como valorização do nhandereko quanto como subsídio para compreender e enfrentar a sociedade não-indígena dominante, sendo modelo de engajamento e luta para reconceituação da educação pública de modo geral. / This masters dissertation focuses on how Guarani Mbya indigenous teachers understand their teaching practice. It starts from the assumption that indigenous school education begins to be redefined after 1990, when the State recognizes and gives greater support to the demands of indigenous movements and organizations. Thus, a typically non-indigenous institution has been restructured, guided until then by principles of catechesis, civilization, integration and preservation. While the ethnics projects for the future are rebuilt with each ethnicity, the indigenous school constitutes an educational innovation. The field research verified how indigenous teachers view their practices, considering the hypothesis that their focus is on the way of transmitting the traditional knowledge of their culture or on the mere reproduction of the predominantly non-indigenous school teaching model, although it is officially a differentiated school. The observations focus on the Guarani Gwyra Pepo State Indigenous School, located in the village Tenonde Porã, in Parelheiros, capital of São Paulo. Interviews were conducted with Guarani teachers and the collected information was analyzed with theoretical bases of the anthropological research on the Guarani ethnic group and sociological research on educational innovation, as well as by the productions of Amerindian ethnology on indigenous school education. It is concluded that the teaching practice of Guaraní teachers is understood as a form of struggle, favoured by the spaces of discussion about indigenous school education and by the very act as leadership. For them, their teaching practice is seen both as valorization of the nhandereko and as a subsidy to understand and confront of the dominant non-indigenous society, being a model of engagement and struggle for the reconceptualization of public education in general.

A presente pesquisa tem como objetivo identificar e analisar práticas docentes do ensino fundamental de forma a contribuir para o entendimento acerca das estratégias de produção, transmissão e legitimação de disposições culturais voltadas para a equidade de gênero e para as diferenças da sexualidade. O horizonte que norteia tal investigação enfatiza o ambiente escolar e as relações de interdependência entre seus/suas agentes. A hipótese é que, a partir de um contexto socializador específico, pode-se identificar condições para a transformação das disposições culturais de gênero e sexualidade. Como suporte teórico têm-se os Estudos de Sociologia da Educação, sobretudo as contribuições dos estudos de Norbert Elias, no que se refere ao conceito de configuração, além de Estudos de Gênero, de Sexualidade e dos Estudos Culturais, com base em aportes pós-estruturalistas. Trata-se de uma pesquisa qualitativa e exploratória, caracterizada por um estudo de caso em uma escola particular da cidade de Porto Alegre, definida devido às suas práticas de acolhimento às diferenças. Entrevistas com professores/as, com gestores/as escolares e observações de atividades docentes com alunos/as são técnicas de pesquisa utilizadas. Para tanto, identificou-se e analisou-se a atuação e as percepções de professores/as através das seguintes categorias de análise, ilustrativas das modalidades/práticas docentes: 1) Estratégias institucionais e práticas sistêmicas: docentes e escola; 2) Experiências pessoais e entrecruzamento de valores: docente e sua constante (trans)formação; 3) Construção do pensar e agir crítico/reflexivo: prática docente e discentes; 4) Estratégias de socialização sob uma de suas matrizes de legitimação: prática docente e o uso de recursos didáticos/discursivos 5) Pulverização e Legitimação de novos olhares: entre docentes e famílias. O intuito foi apresentar, portanto, um caso de práticas alternativas e considerar de que maneira os/as professores/as e, respectivamente, a escola em questão, lidam com os valores generificados e sexistas nas suas práticas docentes em prol da convivência com as diferenças, sem desconsiderar a imersão desses/as atores/as e da escola em uma sociedade sexista. / This research aims to identify and analyze practices of elementary school teachers, in order to contribute to the understanding of the strategies of production, transmission and cultural legitimization of provisions targeted at gender equality and differences in sexuality. The outlook that guides this research emphasizes the school environment and the relationship of interdependence between his/her agents. The hypothesis is that it is possible to identify conditions for the transformation of the cultural dispositions of gender and sexuality from a specific socialization context. As theoretical support, we cite Studies in Sociology of Education, especially the contributions of the studies of Norbert Elias, in relation to the concept of setting, along with the Gender Studies, Sexuality and Cultural Studies that are based on contributions post-structuralists. This is a qualitative explorative study, characterized by a case study in a private school in the city of Porto Alegre, locate in the south of Brazil, chosen due to its focus on the practice of encouraging differences in diversity. Interviews with teachers, managers and observations of the school and teaching activities with students were the research techniques used. To do so we identified and analyzed the performance and perceptions of teachers through out the following categories of analysis, illustrating the methods/teaching practices: 1) systemic institutional strategies and practices: teachers and school; 2) Personal Experiences interlacing with personal values : teaching and his/her constant (trans) formation; 3) Construction of thinking and acting critical/reflective: teaching practice and students; 4) School Socialization Strategies from the teaching practice and the use of teaching resources/discourse; 5) Pulverization and legitimization of new perceptions: between teachers and families. The intention was to present, therefore, a case of alternative practices and consider how the teacher and respectively the school in question handled the gendered and sexist values in their teaching practices in favor of living with differences without disregarding the immersion of these actors and school in a sexist society.