An information ecology, in the words of MIT Press, is “a system of people, technologies and values in a local environment” (2000:[online]). This inquiry uses the elements of the information ecology – the interdependent system, its wealth of diversity, the co-evolutionary nature of the relationships within the environment, the leadership of keystone species, and the relationships and technology within its locality – to provide a framework within which to reflect on my learning as a postgraduate student at the Rand Afrikaans University (now the University of Johannesburg). Situated in a postmodern philosophical perspective and informed by constructivism, deconstructionism and critical theory, the phenomenological inquiry uses John Dewey’s model of reflective thought (1933) to examine the reasons for the disparity in the transfer of their new expertise by students who have participated in postgraduate programmes at the University, and to determine the principle factor that led to my incorporating such new skills into my own teaching practice. Evidence of this transfer of skills is presented in the description of an action research intervention that I designed and implemented in teaching basic computer skills to a group of ACE students in 2004. / Mr. G.V. Lautenbach

[pt] A pesquisa tem como objeto de investigação a prática educativa dos professores de Ciências que atuam na educação prisional. Partimos do pressuposto de que, na ausência de uma formação profissional e acadêmica no campo, esses docentes acabam por usar em suas as aulas no cárcere as mesmas estratégias didáticas realizadas em escolas extramuros, subestimando as especificidades do ensino prisional. Nesse sentido, busca-se caracterizar as práticas docentes desenvolvidas em prisões, reconhecendo as especificidades do ensino de Ciências nessa modalidade escolar. A amostra foi constituída de 10 professores com experiência no ensino da disciplina escolar Ciências - anos finais do Ensino Fundamental - em escolas prisionais estabelecidas em unidades penais de regime fechado (segurança máxima), gênero masculino, localizadas no Complexo Penitenciário de Gericinó, no município do Rio de Janeiro. Os dados, obtidos através de entrevista individual semiestruturada, foram tratados qualitativamente com base na Análise de Conteúdos - modalidade Análise Temática. As categorias de análise foram construídas, principalmente, a partir do referencial teórico de Tardif (2002) sobre a natureza dos saberes docentes. A interpretação das informações coletadas apontam para a importância dos saberes docentes provenientes da experiência profissional nas escolas prisionais. Ou seja, é no cotidiano da sala de aula que os professores de Ciências compreendem a especifidade do ensino em prisões e, a partir disso, constroem as suas práticas educativas. / [en] The research aims to investigate the educational practice of science teachers who work in prison education. We assume that, in the absence of professional and academic formation in the field, these teachers end up using in their jail classes the same didactic strategies carried out in schools outside the prison, underestimating the specificities of prison education. In this sense, the aim is to characterize the teaching practices developed in prisons, recognizing the specificities of science teaching in this school modality. The sample consisted of 10 teachers who taught/teach the scholar discipline Sciences - final years of Elementary School - in prison schools established in closed prison units (maximum security), male gender, located in the Penitentiary Complex of Gericinó, in the municipality of Rio de Janeiro. The data, obtained through a semi - structured individual interview, were treated qualitatively based on the Content Analysis - Thematic Analysis modality. The categories of analysis were constructed, mainly, from the theoretical reference of Tardif (2002) on the nature of the teaching knowledge. The interpretation of the collected information points to the importance of the teaching knowledge coming from the professional experience in the jail. That is, it is in the everyday classroom that the science teachers construct their practices.

Cette thèse s’intéresse au travail enseignant en Sciences et Techniques des Agroéquipements (STA) dans le cadre de la transmission d’une « bonne pratique agricole » en situation d’enseignement professionnel. Elle vise à saisir l’organisation de l’activité d’enseignement, instrumentée dans un contexte particulièrement discrétionnaire et dans des environnements dynamiques multiples. Le cadre conceptuel mobilisé est au croisement de la didactique professionnelle et de l’approche instrumentale étendue. L’analyse porte à la fois sur des pratiques effectives et racontées et tient compte de la dimension symbolique de l’instrument dans la stratégie didactique mobilisée par l’enseignant. L’observation de l’activité didactique des enseignants, portant sur un même objet technique, permet de mettre en évidence les différents modes d’appropriations des instruments. L’analyse des résultats s’appuie sur la notion d’invariant (du sujet et de la situation) qui est envisagée au niveau du système d’instruments de l’enseignant et dans une articulation dialectique entre « pouvoir d’agir » et « accomplissement de soi ». La variabilité interindividuelle s’explique dans un processus dynamique de construction identitaire du sujet à l’origine « d’un sens pour soi » à chaque fois unique et sans cesse renouvelé : les connaissances en acte mobilisées par l’enseignant au travers de ses instruments apparaissent intimement liées à une forme de « re-connaissance en acte » donnant des styles d’enseignement variés. D’un point de vue plus général, les résultats valident le modèle « du sujet enseignant » proposé dans le cadre théorique en donnant à l’acte global d’enseignement une signification plus large et au-delà du langage. / This University thesis looks into the work done by teachers in Agri-Sciences and Techniques: how a "sound agricultural practice" is transmitted in a vocational teaching situation. Its aim is to grasp the organisation of the teaching activity in a particularly discretionary context and in various fluctuating situations. The conceptual framework used for this research is at the intersection of Professional Teaching Practice and an extended instrumental approach. The analytical work is based on tangible teaching practices as they were expressed, and takes into account the symbolic dimension of the device used by the teacher. As it bears on one technical element, the observation of the teachers’ activity makes it possible to highlight the various ways they make use of the chosen devices. The results analysis is based on the concept of invariance (both of the subject and the situation), as it was expected from the teacher’s range of devices and also dialectic relation between the concepts of "empowerment" and "self-accomplishment". The variations can be explained by the active process of the person’s identity construction, proceeding from the feeling of personal sense, a feeling each time unique and incessantly renewed: the teacher’s knowledge and cognition, as it is mustered through the devices used, appear to be closely linked to a form of "re-cognition", leading to varied teaching styles. From a more general point of view, the results verify the model of a "teaching person", as it was propositioned in the theoretical framework; it gives the global teaching act a broader meaning that reaches beyond language.

Environmental Education in the last thirty years, has been demonstrated as an important way for the appropriateness of the relationship between man and nature. In this sense, understanding how man conceives Environmental Education is essential to understand how it interacts, intervenes, transform the environment and in the case of teachers, as this perception interferes with their teaching. From this perspective, this research has developed from a perspective of phenomenological inspiration, which addressed the bias empirical conceptions, pedagogical practices and difficulties of the development of environmental education in the municipalities that make up the Regional Board of Education Nine (DR9) in the semiarid state of Sergipe, namely, Nossa Senhora da Glória, Feira Nova, Monte Alegre, Poco Redondo and Canindé do São Francisco. Thus, the study then went on to answer a central question: What is the role of Environmental Education in the conception and practice of teachers working in the semiarid of Sergipe State? Having specific objectives: to analyze the concept of teachers working in DR9 on Environmental Education; investigate teaching practices developed by teachers in Environmental Education from their narratives, to identify, based on reports from teachers, the difficulties in working in Environmental Education scope of DR9, build a profile of teachers who work in Environmental Education State Schools in Sergipe, under DR9. To meet these objectives it was decided to make a qualitative approach using a structured interview with teachers to develop environmental education in the hinterland of Sergipe. However, the study also used quantitative data acquired through a questionnaire that merely responding to one of the objectives of the study, which is to assemble a profile of teachers who work with environmental education in that region. Through the analysis of the contents obtained in interviews and questionnaires, it was evident that the place of environmental education in the design of most of the teachers who work with environmental education within the DR9 is situated in a conservation perspective. With regard to educational practices developed through the interpretation of the speeches, it is noted that, in general, are concentrated in the following aspects: emphasis on the conservationist practice of environmental education, guided from the concern with the issue of garbage; concern about the deterioration of the caatinga, construction of educational projects focusing on environmental issues. Finally, faculty research subjects cited a series of obstacles that permeate their practices in environmental education in the semiarid of Sergipe. From their speeches, it was revealed that, in general, teachers attribute their difficulties to the absence of main courses to develop skills to improve their practices. Other complications noted were the lack of teaching materials specific to the development of its practices and lack of educational support for managers and team teaching units for teaching the development of projects with environmental issues. / A Educação Ambiental nos últimos trinta anos, tem se demonstrado como importante caminho para a adequação da relação homem e natureza. Nesse sentido, entender como homem concebe a Educação Ambiental é indispensável para entender como ele interage, interfere, transforma o meio ambiente e no caso dos docentes, como tal percepção interfere em suas práticas pedagógicas. Nessa perspectiva, a presente investigação se desenvolveu dentro de uma perspectiva de inspiração fenomenológica, cujo viés empírico abordou as concepções, práticas pedagógicas e dificuldades do desenvolvimento da Educação Ambiental nos municípios que formam a Diretoria Regional de Educação Nove (DR9) no semiárido do Estado de Sergipe, a saber, Nossa Senhora da Glória, Feira Nova, Monte Alegre, Poço Redondo e Canindé do São Francisco. Desse modo, o estudo passou então a responder uma questão central: Qual o lugar da Educação Ambiental na concepção e na prática dos professores que atuam na Rede Estadual no semiárido sergipano? Tendo como objetivos específicos: analisar a concepção dos docentes que trabalham na DR9 sobre Educação Ambiental; investigar as práticas docentes desenvolvidas pelos professores em Educação Ambiental a partir de suas narrativas; identificar, com base no relato dos professores, as dificuldades em trabalhar Educação Ambiental no âmbito da DR9; montar um perfil dos docentes que trabalham Educação Ambiental na Rede Estadual de Ensino em Sergipe, no âmbito da DR9. Para responder os referidos objetivos optou-se por fazer uma abordagem qualitativa através de entrevista estruturada com os docentes que desenvolvem a Educação Ambiental no âmbito do sertão sergipano. No entanto, o estudo utilizou também dados quantitativos adquiridos através de um questionário que se limitou a responder a um dos objetivos do estudo, que é montar um perfil dos docentes que trabalham com Educação Ambiental na referida região. Através das análises dos conteúdos obtidos nas entrevistas e nos questionários, ficou evidenciado que o lugar da Educação Ambiental na concepção da maior parte dos professores que trabalham com Educação Ambiental no âmbito da DR9 está situado numa perspectiva conservacionista. No que se refere às práticas docentes desenvolvidas, a partir da interpretação das falas, nota-se que, de modo geral, estão concentradas nos seguintes aspectos: ênfase na prática de Educação Ambiental conservacionista, pautada a partir da preocupação com a problemática do lixo; na preocupação com a degradação da caatinga; na construção de projetos pedagógicos com temática ambiental. Por fim, os docentes sujeitos da pesquisa citaram uma série de obstáculos que permeiam as suas práticas em Educação Ambiental no semiárido sergipano. A partir de suas falas, foi possível perceber que, de modo geral, os professores atribuem suas principais dificuldades à ausência de cursos de capacitação que desenvolvam a melhoria de suas práticas. Outras complicações apontadas foram a falta de material pedagógico específico no desenvolvimento de suas práticas e a falta de apoio pedagógico por parte dos gestores e das equipes pedagógicas das unidades de ensino para a o desenvolvimento de projetos com a temática ambiental.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T15:03:10Z No. of bitstreams: 1 andersonjosedeoliveira.pdf: 1227613 bytes, checksum: a133fc97fdbba31e59a8cbf458d1dbe2 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T15:54:18Z (GMT) No. of bitstreams: 1 andersonjosedeoliveira.pdf: 1227613 bytes, checksum: a133fc97fdbba31e59a8cbf458d1dbe2 (MD5) / Made available in DSpace on 2015-12-14T15:54:18Z (GMT). No. of bitstreams: 1 andersonjosedeoliveira.pdf: 1227613 bytes, checksum: a133fc97fdbba31e59a8cbf458d1dbe2 (MD5) Previous issue date: 2015-06-25 / O presente trabalho teve como objetivo analisar a prática docente de uma professora de educação física que, numa escola pública de Juiz de Fora, segue o ideário da pedagogia histórico-crítica. Levantou-se as seguintes questões norteadoras: Como se deu o contato da professora com tal ideário? Que recursos e estratégias foram utilizadas por ela para colocá-lo em prática? Como se deu, de forma geral, o cotidiano das aulas de educação física? Que dificuldades foram enfrentadas? Que possibilidades a pedagogia histórico crítica apresentava para a educação física? Referenciado por autores como Saviani (1992), Coletivo de Autores (1992) e Gasparin (2009), a pesquisa é resultado de ações desenvolvidas no Mestrado em Educação da Universidade Federal de Juiz de Fora – UFJF. Para realização desta pesquisa foi utilizada metodologia de cunho qualitativo e caráter etnográfico, sendo necessária uma imersão no ambiente escolar para captar os elementos e detalhes que compuseram a prática docente analisada, acompanhar as aulas da professora, gravar entrevistas e observar as situações daquele cotidiano. Um primeiro achado da pesquisa foi perceber nas aulas a seleção de conteúdos da cultura corporal para além de atividades esportivas comumente desenvolvidas na educação física escolar. A professora orientou sua prática em acordo com os cinco passos do método histórico-crítico de transmissão do conhecimento: prática social inicial, problematização, instrumentalização, catarse e prática social final. Observou-se ricas possibilidades de trabalho com tal referencial teórico. No entanto, a falta de adesão de determinados alunos a um trabalho diferenciado na educação física, a situação de segundo plano dessa disciplina e deficiências na estrutura do prédio escolar foram fatores que dificultaram a ação docente da professora em questão. / This study aimed to analyze the teaching practice of a physical education teacher who, in a public school in Juiz de Fora, follows the ideas of historical-critical pedagogy. The following guiding questions were pointed: How was the contact of the teacher with such ideas? What were the resources and strategies used by her to transform these ideas in reality? How was, in general, physical education classes in everyday life? Which were the difficulties faced by the teacher? Which possibilities did the historical-critical pedagogy present to physical education classes? Referenced by authors like Saviani (1992), Coletivo de Autores (1992) e Gasparin (2009), this research is result of actions developed during the Masters in Education of Universidade de Juiz de Fora - UFJF. For this research it was used the qualitative methodology with ethnographic character. It was necessary the immersion in the educational environment so that could be possible to point the elements and details which composed the teaching practices analyzed, to follow the lessons given by the teacher, to record interviews and to observe the situations in that context. A first finding of this research was to perceive the selection of body culture contents to beyond the sport activities normally developed in physical education at schools. The teacher guided her teaching practice in accordance with the five steps of the historical-critical method of knowledge transmission: identification of social practice, questioning, instrumentation, catharsis and return to social practice. It was observed during classes rich possibilities of work with that theoretical reference in physical education. However, lack of adhesion to a differentiated work in physical education classes by some students, the second plan situation of this subject and deficiencies in educational building infrastructure were factors which made the teaching activities of that teacher more difficult.

A formação universitária é uma necessidade e uma exigência legal para todos os docentes da educação básica. Nesse sentido, o objetivo deste trabalho foi investigar quais as contribuições da formação acadêmica em História para os docentes efetivos, que lecionam no Ensino Médio nas escolas da Rede Estadual de Ensino do município de Chapadinha (MA). Trata-se de um estudo descritivo com abordagem qualitativa, utilizando como instrumento de coleta de dados a entrevista semiestruturada junto a 10 (dez) docentes com graduação em História. A análise do conteúdo coletado foi amparada por Bardin (2011). Esse estudo foi fundamentado nas pesquisas de autores como: Tardif (2009; 2012), Zabala, (1998), Bitencourt (2005) e Bronfenbrenner (2004; 2011), cujos pressupostos teóricos contribuíram para a compreensão da temática em questão. Os resultados desta pesquisa apontaram que a formação em nível superior promoveu uma significativa mudança no ensino de História, e que os docentes passaram a compreender com mais profundidade esta disciplina, além de conhecerem novos recursos para a promoção do ensino, incluindo novas metodologias, tais como: utilização de músicas, filmes, poesias, jornais, entre outras, para melhor conduzir o processo ensinoaprendizagem. Para os participantes da pesquisa, mudanças significativas ocorreram na forma de avaliar os discentes, entretanto, identificou-se que a aplicabilidade da interdisciplinaridade está aquém do ideal e do propósito para uma educação contemporânea. / A university education is a necessity and a legal requirement for all teachers of basic education. In this sense, the aim of this study was to investigate what are the contributions of academic training in history to effective teachers, who teach in Secondary schools in the State Schools in the municipality of Chapadinha (MA). This is a descriptive study with a qualitative approach, using as an instrument of data collection through semi-structured interviews with ten (10) teachers with a degree in History. The content analysis of collected was supported by Bardin (2011). This study was based on the research of authors such as: Tardif (2009; 2012), Zabala (1998), Bittencourt (2005) and Bronfenbrenner (2004; 2011), whose theoretical assumptions contributed to the understanding of the topic in question . The results of this research showed that the top-level training promoted a significant change in the teaching of history, and that teachers have come to understand more deeply this discipline, and knowledge of new resources for the promotion of education, including new methodologies, such as: use of music, movies, poetry, newspapers, among others, lead to better teaching-learning process. For the research participants, significant changes have occurred in how we evaluate the students, however, it was identified that the applicability of interdisciplinarity is less than ideal and purpose for a contemporary education.

Diese Broschüre versammelt bewährte Beispiele erprobter Lehrpraxis an sächsischen Hochschulen, die von Hochschuldidaktiker:innen des Verbundprojekts Lehrpraxis im Transfer plus begleitet wurden. Es lädt alle Leserinnen und Leser dazu ein, sich ein eigenes Bild von innovativen Ideen und Konzepten der Lehre zu machen und fordert geradezu auf, diese Konzepte in die eigene Lehre zu transferieren, zu verändern und kritisch im Kolleg:innenkreis zu diskutieren. Lassen Sie innovative und lernförderliche Lehre mehr sein, als ein „bloßer Farbwechsel der Tafelkreide”.

Orientador: Lizete Maria Orquiza de Carvalho / Resumo: O Ensino de Ciências tem passado por renovações ao longo de sua existência, uma delas, é a perspectiva Ciência, Tecnologia e Sociedade (CTS). Ela surgiu mundialmente na década de 1970, fortemente influenciada por movimentos sociais que questionavam, desde dos anos de 1950, a participação da comunidade no desenvolvimento científico e tecnológico. Essa perspectiva tem influenciado diversas mudanças curriculares desde a década de 1980. Estudos apontam que uma possibilidade para o desenvolvimento dos pressupostos CTS/CTSA no Ensino de Ciências é a abordagem de questões sociocientíficas (QSC). Adotamos nesta pesquisa, a compreensão de Ratcliffe e Grace (2003) sobre o trabalho com as QSC. De acordo com esses autores, a abordagem das QSC revela as implicações científicas, tecnológicas, sociais, ambientais e de sustentabilidade, de natureza da ciência, de divulgação da ciência e de aspectos éticos e morais, além de contextos da vida dos sujeitos. Nesta pesquisa, investigamos, através de um estudo de caso, os fazeres de um professor na preparação de futuros professores para o trabalho com as QSC. A coleta de dados ocorreu durante a disciplina de Instrumentação para Ensino de Física , componente curricular do curso de Licenciatura em Física de uma universidade pública do Estado de São Paulo, foram feitos registros em áudio de todas aulas da disciplina e das conversas estabelecidas entre o professor e a pesquisadora- que atuava como estagiária na turma. Por meio da metodologia de anális... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The Science Education has undergone renovations during its life history, especially from the Science, Technology and Society (SSI) perspective. The worldwide emergence of Science in the 1970s, strongly influenced by the social movements, which have questioned, since the 1950s, the modern society participation in the scientific and technological development. This perspective has affected various curricular changes since the 1980s. Studies indicate that a possibility for the development of STS/STSE assumptions in the Science Education in the socio-scientific issues (SSI) approach. In this research the comprehension of Ratcliffe and Grace (2003) about the work with the SSI is adopted. According to the authors, the SSI approach reveals scientific, technological, social, environment and sustainability, science nature, science disclosure and ethical and moral aspects implications, besides contexts of subjects’ lives. In this research, is investigated, through a case study, to make a teacher in the preparation of future teachers for work with SSI. Data collection took place during an Instrumentation for Physics Teaching course, a curricular component of the Physics Degree Course at a public university in the State of São Paulo; and the researcher who worked as an intern in the class. Through the content analysis methodology, the categories were built, which allow us to discuss evidenced by the teacher to promote the training of teachers for the debate over socio-scientific issues. / Mestre

Dieser Band des HDS.Journals widmet sich auf der Mikro- und Mesoebene sowohl individuellen als auch kollaborativen Lehrentwicklungsprojekten und möchte durch die Publikation von Good-Practice Beispielen einen Beitrag zum Transfer dieser Ideen in die Hochschulöffentlichkeit leisten. Auf der Mikround Mesoebene wird Lehre intensiv reflektiert und (weiter-)entwickelt, auf der Makroebene kommen diese Entwicklungsvorhaben als Potential der Hochschulentwicklung aber leider noch zu selten an.

Thesis(Ph.D. (Education Curriculum Studies)) -- University of Limpopo, 2019 / This study reports on the evaluation of Teaching Practice necessary for guiding future best practice of Teaching Practice at the University of Limpopo. The key research question answered in this study was: How is Teaching Practice implemented at the University of Limpopo? The study is embedded within the interpretive paradigm. A qualitative research approach was employed using case study design. Case study design was used in order to explore the research questions that guided the entire study. This enabled the researcher to interact with the participants, immerse himself in the data for better and deeper understanding of the implementation of Teaching Practice. The case study design was also adopted because the researcher had no control over the implementation of Teaching Practice. In other words, the researcher could not manipulate the behaviour of the participants involved in the study. Purposive sampling was used to select knowledgeable and information rich participants comprising of the Director of the School of Education, three Heads of Department, the Teaching Practice coordinator, two academic staff members in the Teaching Practice Unit, the Teaching Practice administrative officer, six academic staff members, six four-year Bachelor of Education in Senior and Further Education and Training students, six Postgraduate Certificate in Education students, four schoolbased mentors in Limpopo, and four school-based mentors in the Mpumalanga Province. Data were captured through document analysis, semi-structured interviews and observations. Inductive analysis was used to analyse data from the documents. Data from semi-structured interviews and observations were analysed thematically. Findings from the documents, semi-structured interviews and observations were used to make recommendations for establishing an Integrated Model of Teaching Practice at the University of Limpopo. The study revealed lack of appropriate policy for Teaching Practice; lack of clear frameworks for the responsibilities of supervisors; student teachers and school-based mentors; lack of school-university partnerships; inadequate training of supervisors and school-based mentors in relation to supervision and assessment of student teachers; lack of a structured programme on the induction of student teachers into schools; poor human, physical and financial resources, and an inappropriate model for Teaching Practice.