This research considered the perceptions of policing students who attended a Preparing to Teaching in the Lifelong Learning Sector (PTLLS) course at a Central London College for Further Education, in relation to their study needs, motivation levels, relevant support and reflective practice. This phenomenological study considered 15 students from the Metropolitan Police Service (MPS) employing the use of semi-structured interviews to gather data. The findings were that the students‟ perception in relation to the support offered by the MPS was insufficient and this may be due to the pedagogical approach to learning favoured by many students. Several appeared to require support with learning and writing level at three or four. The college did very well in respect of the perception of the students in relation to the support they experienced. The scarcity of time and the intensity of the course was a prominent factor, where some had underestimated how much time they would need to allocate to study. Overwhelmingly the students required support when engaging in study at level three or four and there appeared to exist very little knowledge in how to write an assignment. Some of the students appeared to favour a more pedagogical approach to study and in some cases reacted against the andragogical style employed by the college. Support from the mentor was valued considerably by most of the students and this appears to be a contributory factor in easing the students back into study. In relation to students‟ perceptions of Reflective Practice (RP) there existed three distinct groups, namely those who considered that they used reflective practice, those who considered they did on certain occasions and one who did not. In general there existed a positive attitude towards the concept of RP although none of the students kept a record of their subsequent RP following the PTLLS course. The phenomenon of Situational Reflective Practice was observed which took the form of Reflection-re-Action and Reflection-re-Inaction. This is concerned with the way in which a social group or an organisation is behaving and the impact this has upon an individual. Further research in relation to the idea of Situational Reflective Practice is called for.

A tese analisa como a Pedagogia de Projetos interfere na aprendizagem dos alunos e da professora e nas práticas pedagógicas de Geografia. Nesse trabalho, utilizo a metáfora da organização de um projeto para construir a pesquisa. Inicio construindo a mobilização em um capítulo em que explico o sentido de escolher o portfólio como instrumento para coleta de dados e encaminho a discussão dos referenciais teóricos a partir dos quais fundamentei o estudo − as ideias de Hernandez, Levy, Maturana, Villas Boas, Callai e Cavalcanti. Em seguida, examino a prática do trabalho com Pedagogia de Projetos e as desestabilizações que esse trabalho produziu em minhas certezas, destacando a leitura e escrita como inibidores do ensinar Geografia, as fragilidades pedagógicas camufladas pela indisciplina e os questionamentos sobre ensinar ou aprender a Geografia. Ainda nesse capítulo, destaco a Pedagogia de Projetos e suas articulações com a Geografia, bem como as aprendizagens produzidas no movimento das interações com os portfólios dos alunos e os bilhetes da professora. No capítulo final, estabeleço uma conversa com os pensamentos que me produziram, para examinar os deslocamentos pedagógicos gerados pelos projetos de pesquisa, às vezes impulsionando, outras vezes inibindo as ações do professor. O caminho dessa investigação não se constituiu de forma linear. Como na lógica dos projetos de pesquisa, foram construídas redes, exibidas no emaranhado de idas e vindas que articularam os achados coletados nos diferentes instrumentos: portfólios dos alunos e da professora pesquisadora, cadernos informais de registro de conversas com colegas e outros professores, relatórios de pesquisa dos alunos e os planejamentos, tanto da proposta, quanto das aulas. A execução da Pedagogia de Projetos gerou deslocamentos em dois sentidos: aqueles que pontuaram sua validade e alcance em relação à contemporaneidade e os que criaram desestabilizações à efetivação da proposta, imobilizando algumas ações. Esses deslocamentos produziram três eixos que merecem ser destacados como aprendizagens emanadas da pesquisa: a formação, o ensinar e aprender Geografia e as práticas contemporâneas. Os escritos no portfólio produziram um processo reflexivo importante para reorganizar as ações pedagógicas, compreender as atitudes dos alunos, repensar minhas certezas em relação à Pedagogia de Projetos e estabelecer estratégias de atuação na escola, definindo avanços e recuos. / This thesis analyzes the way that Project Pedagogy interferes in both students‟ and a teacher‟s learning as well as in the pedagogical practices in Geography. In this work, I used the metaphor of the organization of a project to construct the research. I started constructing mobilization, in a chapter that explains the meaning of choosing the portfolio as an instrument for data collection, and discusses the theoretical references on which I grounded this study, i.e. ideas by Hernandez, Levy, Maturana, Villas Boas, Callai and Cavalcanti. Next, I examined the practice of working with Project Pedagogy and the destabilizations it caused in my certainties. I highlighted both reading and writing as inhibitors of Geography teaching, the pedagogical fragilities camouflaged by indiscipline, and questionings about teaching or learning Geography. Still in this chapter, I highlighted the work with projects and its articulations with Geography, as well as learning produced through the interactions with the students‟ portfolios and the teacher‟s notes. In the final chapter, I established a conversation with the thoughts that produced me, in order to examine the pedagogical displacements generated by the projects, sometimes stimulating, sometimes inhibiting the teacher‟s actions. The path of this investigation was not linearly traced. As with the project logic, networks were built, exhibited in a web of movements forward and backward that articulated the findings obtained through different instruments: students‟ and researcher-teacher‟s portfolios, informal notebooks where conversations with classmates and other teachers were recorded, students‟ research reports, and plans of both the proposal and classes. The practice of project pedagogy caused displacements in two senses: those that claimed its validity and reach in relation to contemporaneity, and those that generated destabilizations in the proposal, thus immobilizing some actions. These displacements produced three axes that are worth mentioning as learning stemming from the research: education; teaching and learning geography; and contemporary practices. The portfolio writings produced an important reflexive process to reorganize pedagogical actions, understand students‟ attitudes, rethink my certainties in relation to the project pedagogy, and establish strategies for action at school, by defining advances and drawbacks.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T13:58:13Z No. of bitstreams: 1 Dissertacao Claudia Menezes.pdf: 2202796 bytes, checksum: b63552daaa759c77fc35cc7aed9870e7 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-20T17:54:58Z (GMT) No. of bitstreams: 1 Dissertacao Claudia Menezes.pdf: 2202796 bytes, checksum: b63552daaa759c77fc35cc7aed9870e7 (MD5) / Made available in DSpace on 2013-05-20T17:54:59Z (GMT). No. of bitstreams: 1 Dissertacao Claudia Menezes.pdf: 2202796 bytes, checksum: b63552daaa759c77fc35cc7aed9870e7 (MD5) Previous issue date: 2008 / A pesquisa intitulada A organização dos espaços de ensinar e aprender numa escola de educação infantil do município de Jequié – Bahia teve como objetivo central analisar a organização dos espaços escolares e diagnosticar a sua interferência nos processos de ensino e aprendizagem. O estudo evidencia a relação histórica, política, cultural e social da educação infantil com a arquitetura escolar, os avanços e retrocessos da legislação brasileira e das políticas públicas voltadas para a educação das crianças pequenas e para o espaço escolar, a importância da ludicidade e do espaço no desenvolvimento infantil. Discute, ainda, a articulação do currículo das instituições infantis e os espaços de ensinar e aprender, a formação dos profissionais deste segmento e a relação com o trabalho pedagógico e com os espaços de aprendizagem. A pesquisa tem um caráter qualitativo, fundamentada na abordagem fenomenológica e no método etnográfico, tendo como opção metodológica o estudo de caso. Esta pesquisa teve como locus uma das escolas de educação infantil do município de Jequié, na qual foram aplicados os dispositivos da observação participante, entrevista semi-estruturada e grupo focal. Participaram da pesquisa a diretora e os professores da escola estudada, a Secretária de Educação e a Coordenadora Pedagógica do referido município. Os dados coletados foram analisados através da interpretação da análise do conteúdo, apresentando resultados significativos para o desenvolvimento da educação infantil. Os estudos e as reflexões realizadas possibilitaram afirmar com segurança que a arquitetura das instituições infantis revela o percurso histórico da educação infantil brasileira; permanece a distância entre a legislação, as políticas públicas e a realidade das escolas infantis; existe uma interação entre o desenvolvimento infantil, a ludicidade e os espaços escolares; o espaço escolar deve estar contido na proposta pedagógica de educação infantil; a forma como estão organizados e geridos os espaços escolares interferem nos processos de ensino e aprendizagem e, quando inadequados, contribuem para a precariedade da educação infantil. / Salvador

A tese analisa como a Pedagogia de Projetos interfere na aprendizagem dos alunos e da professora e nas práticas pedagógicas de Geografia. Nesse trabalho, utilizo a metáfora da organização de um projeto para construir a pesquisa. Inicio construindo a mobilização em um capítulo em que explico o sentido de escolher o portfólio como instrumento para coleta de dados e encaminho a discussão dos referenciais teóricos a partir dos quais fundamentei o estudo − as ideias de Hernandez, Levy, Maturana, Villas Boas, Callai e Cavalcanti. Em seguida, examino a prática do trabalho com Pedagogia de Projetos e as desestabilizações que esse trabalho produziu em minhas certezas, destacando a leitura e escrita como inibidores do ensinar Geografia, as fragilidades pedagógicas camufladas pela indisciplina e os questionamentos sobre ensinar ou aprender a Geografia. Ainda nesse capítulo, destaco a Pedagogia de Projetos e suas articulações com a Geografia, bem como as aprendizagens produzidas no movimento das interações com os portfólios dos alunos e os bilhetes da professora. No capítulo final, estabeleço uma conversa com os pensamentos que me produziram, para examinar os deslocamentos pedagógicos gerados pelos projetos de pesquisa, às vezes impulsionando, outras vezes inibindo as ações do professor. O caminho dessa investigação não se constituiu de forma linear. Como na lógica dos projetos de pesquisa, foram construídas redes, exibidas no emaranhado de idas e vindas que articularam os achados coletados nos diferentes instrumentos: portfólios dos alunos e da professora pesquisadora, cadernos informais de registro de conversas com colegas e outros professores, relatórios de pesquisa dos alunos e os planejamentos, tanto da proposta, quanto das aulas. A execução da Pedagogia de Projetos gerou deslocamentos em dois sentidos: aqueles que pontuaram sua validade e alcance em relação à contemporaneidade e os que criaram desestabilizações à efetivação da proposta, imobilizando algumas ações. Esses deslocamentos produziram três eixos que merecem ser destacados como aprendizagens emanadas da pesquisa: a formação, o ensinar e aprender Geografia e as práticas contemporâneas. Os escritos no portfólio produziram um processo reflexivo importante para reorganizar as ações pedagógicas, compreender as atitudes dos alunos, repensar minhas certezas em relação à Pedagogia de Projetos e estabelecer estratégias de atuação na escola, definindo avanços e recuos. / This thesis analyzes the way that Project Pedagogy interferes in both students‟ and a teacher‟s learning as well as in the pedagogical practices in Geography. In this work, I used the metaphor of the organization of a project to construct the research. I started constructing mobilization, in a chapter that explains the meaning of choosing the portfolio as an instrument for data collection, and discusses the theoretical references on which I grounded this study, i.e. ideas by Hernandez, Levy, Maturana, Villas Boas, Callai and Cavalcanti. Next, I examined the practice of working with Project Pedagogy and the destabilizations it caused in my certainties. I highlighted both reading and writing as inhibitors of Geography teaching, the pedagogical fragilities camouflaged by indiscipline, and questionings about teaching or learning Geography. Still in this chapter, I highlighted the work with projects and its articulations with Geography, as well as learning produced through the interactions with the students‟ portfolios and the teacher‟s notes. In the final chapter, I established a conversation with the thoughts that produced me, in order to examine the pedagogical displacements generated by the projects, sometimes stimulating, sometimes inhibiting the teacher‟s actions. The path of this investigation was not linearly traced. As with the project logic, networks were built, exhibited in a web of movements forward and backward that articulated the findings obtained through different instruments: students‟ and researcher-teacher‟s portfolios, informal notebooks where conversations with classmates and other teachers were recorded, students‟ research reports, and plans of both the proposal and classes. The practice of project pedagogy caused displacements in two senses: those that claimed its validity and reach in relation to contemporaneity, and those that generated destabilizations in the proposal, thus immobilizing some actions. These displacements produced three axes that are worth mentioning as learning stemming from the research: education; teaching and learning geography; and contemporary practices. The portfolio writings produced an important reflexive process to reorganize pedagogical actions, understand students‟ attitudes, rethink my certainties in relation to the project pedagogy, and establish strategies for action at school, by defining advances and drawbacks.

The focus of this phenomenological research project is to delve into the question of ‘what it is like’ for teacher candidates to experience the phenomenon of learning to teach-in-relation in the context of a community service learning project. A sense of the phenomena of learning to teach-in-relation emerges as the five teacher candidates make and play with hula hoops beyond the initial intention of cultivating joyful physical activity on campus. This research is guided by van Manen’s (1997) phenomenological approach to researching lived experience, as well as an Indigenous research framework based on the theoretical and philosophical underpinnings of the medicine wheel. Within the relational and embodied framework of the medicine wheel, the following six significant themes shifted perceptions of what it means to teach: 1) waiting to learn; 2) shaping community; 3) learning in movement; 4) sitting with students; 5) learning with students; and 6) embodying a flexible practice.

Indiana University-Purdue University Indianapolis (IUPUI) / This thesis discusses the use of film in the composition classroom. It is divided into four chapters: The Argument, The Audience, Film as a Pedagogical Tool, and The Future. Chapter One (the Argument) discusses the different ideas about using media in the classroom, and how it is good practice to do so. New ideas on teaching from education expert Ken Bain (What the Best College Teachers Do) are presented. Bain suggests that as long as the instructor is confident in his or her subject, any innovative thing they do in class is all right. Malcolm Gladwell’s ideas from The Tipping Point are applied to the classroom: the Law of the Few, Connectors, Mavens, Salesmen, the Stickiness Factor, and the Power of Context. Presentations couched within a Gladwell frame can prove to be extraordinarily effective. Chapter Two (the Audience) analyzes the Millennial students, and discusses their views on learning and media. These students see learning as a commodity and view modern media with a bit of contempt. Therefore, to use media in the classroom the instructor must be innovative. Chapter Three (Film as a Pedagogical Tool) examines various different applications of film use in the classroom. It also looks in depth at using David Mamet’s films in the classroom, especially Glengarry Glen Ross, The Edge, and The Verdict, which use classical structure to persuade and argue. Chapter Four (The Future) looks at the work of Howard Gardner and his theory five minds: the Disciplined Mind, the Synthesizing Mind, the Creative Mind, the Respectful Mind, and the Ethical Mind and how we must prepare to teach to them all. In the conclusion I posit that the students of today and the students of tomorrow will require new and innovative techniques to be taught effectively, and that film is versatile and flexible enough to do it.

California needs high quality teachers, particularly in schools that are located where well- prepared teachers who are committed to teaching urban youth are in short supply. Only 15–18% of traditional teacher candidates state a preference for urban settings. In contrast, the percentage of interns who state that they would prefer to teach in an urban school is 70%. Because of its ability to produce teachers willing to teach in urban schools, the California District Intern Program has been able to help alleviate the shortage of teachers willing to teach in urban settings. A key feature of district intern programs is the requirement to establish cohort structures within each program. The purpose of this study was to describe cohort support as it exists in district intern programs currently in operation in California. This included understanding what effect, if any, cohort participation has on interns' sense of personal teaching efficacy and determining to what extent the relationships formed within the cohorts provide support in both teaching and non-teaching contexts. Additionally, this study provides insight into practice and offers recommendations for improving the cohort system in district intern programs. California district interns affirm the need for cohort groups in learning to teach. There is strong agreement that participation in a cohort is a positive experience and seen by interns as being essential to their success within district intern programs. Additional analysis provided evidence that interns participation in cohort activities specifically tied to reflection is linked to a higher sense of personal teaching efficacy. This is crucial information as there is a direct relationship between teaching efficacy and higher student achievement. Regardless of whether internships exist as a result of a teacher shortage in California or because intern programs are seen as a high quality program for preparing teachers, these novices are expected to learn to teach on the job. There is clear evidence that participation in cohort groups provide interns with the support they feel is necessary for them to be successful in this endeavor. Current programs provide ample opportunities for this to occur, new programs are encouraged to provide the same variety.

The research described in this dissertation has its antecedents in my own experiences as a student and teacher of history in both England and the USA. Reflecting back on such experiences as a teacher educator in the US has led to a hypothesis that history teaching is conceptualized and performed differently by teachers in England and the US. This study used contrasting case studies of two English and two American preservice history teachers to illuminate and compare how the development of their understanding of history and evolving construction of self as history teacher influenced their everyday pedagogical performances as they began to teach history. Detailed portraits of teaching developed for this study show how the pedagogical approach to teaching history with an emphasis on developing historical understanding through learning the skills of the discipline of history in England contrast with the American emphasis on content coverage through the pedagogy of telling the tale of the past. The study revealed the participant's adherence to these two contrasting traditions in the teaching of history. This can be understood by examining two continually interweaving components: 1) well remembered events, and interactions associated with learning history and history teaching that form a "biographic conception" of history teaching, and 2) ongoing experiences and expected outcomes of planning and teaching history in a particular way. Within the scope of this study, particular attention was given to the participant's contextual understandings of: A) official history curriculum, B) their cooperating teacher and C) their students as they began to plan and teach history within their internship. The case studies compare and describe how the participants' biographic conceptions of both history and history teaching act as a filter through which the differing expectations of their respective history curriculum, their cooperating teacher and departments were mediated and negotiated. While the biographic conception of history exerted an enduring influence on their understanding of what it means to learn and study history in high school, the study revealed that the participants' ongoing classroom interactions with their students in conjunction with meeting the expectations of their cooperating teachers and departments constrained and limited the participants' perspectives as to what they believed was possible within the history classroom. The case studies here highlight the interactive forces and complexity of learning to become a teacher of history and have further implications for exploring the possibilities and constraints of two competing traditions in the teaching of history. This comparative study raises questions and opportunities for examining such epistemological questions as What is history? and How should it be taught in high school? The work shows that the role of history teacher can be and should be more than a teller of the tale of the past. It also highlights the problems faced by teachers and students when the primary goal of history is focused on the difficult task of learning historical skills and concepts. However, if the goals of history teaching in the US are truly for the development of knowledgeable, critically thinking citizens, then teacher educators must begin to provide opportunities and create communities of practice which encourage preservice teachers to not only break their attachment to the pedagogy of telling but also develop their skills to think historically to the end of organizing learning experiences that emphasize the doing of history within their classrooms. / Ph. D.

The process of ‘learning to teach’ is still not well understood. In particular, existing research does not fully reflect the complexities of the process; how student teachers’ level of subject matter knowledge influences their teaching, or how their placement affects the process. This study provides an alternative nonlinear, relational model for understanding the process of ‘learning to teach’. I study the ways in which 66 BEd students teach during eight school-based Teaching Experience sessions, conducted over the four year duration of their preservice teaching degree. I primarily draw on evidence obtained from lesson observation reports written by university tutors as they respond to lessons taught by this cohort of student teachers. I cluster their comments into five facets necessary for enabling learning, namely, student teachers’ knowledge and understanding of content; their preparation; their teaching strategies; their classroom management; and the ways in which they monitor learning. These five facets have links to the process of teaching described by Shulman’s (1987b) Model of Pedagogical Reasoning and Action. Within each of these five facets, varying levels of competence were demonstrated by the student teachers in this study. I develop an analytical tool that describes four developmental levels of student teaching over each of the five facets of the teaching process. An in-depth study of the developmental teaching portraits of five student teachers illustrates that they are often more advanced in some facets of their teaching, and less so in others. The portraits highlight the ways in which certain facets affect teaching in other facets. The interactions between these differing levels and facets give rise to particular challenges that student teachers experience as they ‘learn to teach’. Some of these challenges are more significant than others, as certain inter-facet relationships are essential to the development of pedagogically reasoned action, and other relationships are less crucial. My findings suggest that although ‘learning to teach’ is a non-linear process, there nevertheless exists a logical hierarchy within the facets, whereby some facets create conditions of possibility for others. In particular, I find that the way in which student teachers use their knowledge and understanding of the content to inform other facets, establishes the 2 logical conditions necessary for the development of teaching as pedagogically reasoned action.

Esta dissertação teve como objetivo geral investigar os indíícios do desenvolvimento profissional na atuaçaão de uma professora de muísica iniciante por meio dos gestos profissionais. Como objetivos especííficos, buscou: identificar e caracterizar os gestos profissionais na atuaçaão da professora de muísica iniciante; e compreender o processo de transformaçaão dos gestos do trabalho ou ofíício (sentidos) em gestos profissionais (elementos) singulares e contextuais na atuaçaão da professora de muísica iniciante. Para alcançar esses objetivos, foi adotado como referencial teoírico o conceito de funçaão e profissionalidade docente de Maria do Ceíu Roldaão, que defende a funçaão de ensinar como elemento fundante da profissionalidade, e o modelo de atuaçaão profissional de Anne Jorro, que apresenta os gestos do trabalho ou ofíício, como caracterizadores socialmente construíídos da profissaão docente, e os gestos profissionais, como um alargamento dos gestos do trabalho ou ofíício para uma perspectiva particular e contextual. Por meio desses conceitos, foi desenvolvido um estudo de caso instrumental, com observaçaão e gravaçaão audiovisual de sete aulas de Paloma, a professora escolhida para participar da pesquisa, e oito entrevistas de estimulaçaão de recordaçaão. Os dados coletados passaram por procedimentos de transcriçaão, codificaçaão, categorizaçaão e interpretaçaão, para, entaão, serem explicitados os indíícios de desenvolvimento profissional de Paloma. Como resultado, saão explicitadas as dimensoães (açoães) transformadoras da atuaçaão de Paloma, passando de um sentido para um elemento de atuaçaão, sendo os gestos profissionais expressos por meio dos gestos da linguagem, da encenaçaão do conhecimento, do ajuste na açaão e da eítica. O processo de transformaçaão dos gestos do trabalho ou ofíício em gestos profissionais se daí a partir da experieência adquirida pela professora no contexto de atuaçaão e eí impulsionado pela realizaçaão de treês açoães: flexibilizaçaão de pressupostos anteriores, viveência no ambiente de trabalho e reflexaão sobre a praítica. A conclusaão propoãe o entendimento do desenvolvimento profissional como o processo de aprender a ensinar com duas perspectivas em relaçaão aà atuaçaão docente em sala de aula: a perspectiva interna, que foi descrita como constataçaão desta pesquisa, e a perspectiva externa, que diz respeito a polííticas puíblicas educacionais e aàs condiçoães de trabalho a elas relacionadas. / This MA dissertation aimed at to investigate signs of the professional development in the performance of a beginning music teacher through her professional gestures. More specifically, it aimed at to identify and to characterize the professional gestures in the performance of the beginning music teacher; and to understand how the gestures of work or métier (senses) are transformed into singular and contextual professional gestures (elements) in the performance of the beginning music teacher. The theoretical framework was constituted by the concept of function and teaching professionality, by Maria do Ceíu Roldaão, who claims teaching function is a founding element of professionality, and by the model of professional performance, by Anne Jorro, who presents the gestures of the work or métier, as socially constructed characterizers of the teaching profession, and professional gestures, as an extension of work or métier gestures to a particular and contextual perspective. An instrumental case study was carried out, with data being collected through observation and audiovisual recording of seven classes of Paloma, the music teacher that engaged in the research, and eight recall stimulation interviews. Data collected underwent procedures of transcription, codification, categorization and interpretation, so that the signs of professional development of Paloma could be explained. Results make explicit the transformative dimensions (actions) of Paloma's performance, moving from a meaning to a performance element, being the professional gestures expressed through the gestures of language, the gestures of staging the knowledge, the gestures of adjustment in action and the gestures of ethics. The process of transforming gestures of work or métier into professional gestures is based on the experience acquired by the teacher in the context of her work and is driven by three actions: flexibilization of previous assumptions, living in the work environment and reflection on her practice. The conclusion proposes the understanding of the professional development as the process of learning to teach with two perspectives related to the teaching performance in the classroom: the internal perspective, which was described through the findings of this research, and the external perspective, which concerns educational policies and teachers´ working conditions related to these policies.