According to works’ data of research and periodic literature of Lithuanian and foreign scientist authors about conception and structure of competency and analyzing specifics of soldier’s work. The model of consultant competency evaluation is applied, also, to evaluate the soldier’s competency components missing in their competence are reveled and the most effective foreseen ways of soldier’s basic competence are offered. The results of research were published in scientific conference of students “Junior scientist 2006” and some of the results were applied successfully in Lithuanian grand duke Algirdas’ mechanize infantry battalion for calculation of soldiers training results.

The special learning needs in Initial Teacher Education of international postgraduate students whose own education was linguistically and culturally different to that of New Zealand students are often unacknowledged and under-researched. This qualitative study, based on narrative inquiry, presents case studies of six participants from six different countries, languages and cultures. The findings point to challenges faced by pre-service teacher education students from other languages and cultures. Tensions created by language difficulties, new pedagogies and social and educational cultural differences lead to feelings, at times, of disorientation, heightened “otherness” and unease. Students who are crossing the border between one culture and pedagogical belief system to another require specific support. This study did, however, find evidence of students developing new understandings about teaching and learning. The findings carry implications for the content, delivery and pedagogy of Initial Teacher Education programmes. The introduction of a Foundation Course and a Support Group, modelling of good practice by ITE lecturers using a variety of interactive teaching strategies and targeted reflective practices are suggested. In a time of teacher shortages, changing demographics in schools and the changing nature of university-based ITE it is important that the assumption that one size fits all in ITE all needs to be put aside. From the perspectives of social justice and acceptance of diversity it is timely to pay attention in ITE to the learning of students from other languages and cultures. This study suggests ways of moving towards this goal.

Made available in DSpace on 2015-05-14T12:43:25Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2925049 bytes, checksum: 7db3636e858edc85278d01dd3f498b7e (MD5) Previous issue date: 2010-10-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Pieces of research in Applied Linguistics on course planning for teaching and learning a foreign language, especially in pre-service, are still quite scarce. There is a gap to be filled with more studies that investigate teachers development process in order to understand their decision-making and their pedagogical work. The purpose of this investigation was to analyze how undergraduates - during their last period of Letras Course at a private university in the state of Tocantins - built their teaching practice on reading in a foreign language (English). We emphasize the course planning as the locus for the development of reflection and as a relevant field to understand the concepts of language underlying the approaches used in the acquisition of knowledge of the future language teachers. The data showed that the teaching approach demonstrated by the student-teachers are supported by structuralist concepts acquired throughout the years of their experiences as students. The results indicate that it is necessary to rethink curricula that and to include subjects that promote a critical-reflective formation which may foster the development of an autonomous practice of future teachers of languages. / Pesquisas em Linguística Aplicada sobre o planejamento do curso para ensinar e aprender uma língua estrangeira, especialmente na formação pré-serviço, são ainda bastante escassas. Há uma lacuna a ser preenchida com mais estudos que investiguem processos de desenvolvimento do professor em formação a fim de compreender a sua tomada de decisão e o seu trabalho didático-pedagógico. O objetivo desta investigação foi analisar como os alunos de graduação - durante o último período do Curso de Letras de uma universidade privada do Estado do Tocantins - construíram sua prática de ensino da leitura em língua estrangeira (inglês). Enfatizamos o planejamento do curso como o locus para o desenvolvimento da reflexão e como um campo relevante para compreender os conceitos de linguagem subjacentes às abordagens utilizadas na aquisição de conhecimento dos futuros professores de línguas. Os dados mostraram que a abordagem de ensino dos professores-alunos estão sustentadas em conceitos estruturalistas adquiridos ao longo dos anos de suas experiências como estudantes. Os resultados indicam que é necessário repensar os currículos e incluir disciplinas que promovam uma formação crítico-reflexiva, para favorecer o desenvolvimento de uma prática autônoma dos futuros professores de línguas.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2013-12-16T16:05:47Z No. of bitstreams: 1 Tese Narciso.pdf: 3819435 bytes, checksum: d689fd8dcb0966010ebb5bee0b02bfcd (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2014-01-23T15:30:41Z (GMT) No. of bitstreams: 1 Tese Narciso.pdf: 3819435 bytes, checksum: d689fd8dcb0966010ebb5bee0b02bfcd (MD5) / Made available in DSpace on 2014-01-23T15:30:41Z (GMT). No. of bitstreams: 1 Tese Narciso.pdf: 3819435 bytes, checksum: d689fd8dcb0966010ebb5bee0b02bfcd (MD5) / O objetivo desta pesquisa de tese foi “compreender o cenário criado por um Currículoem movimento, que se quer inovador, e as ações matemáticas formativas que emergem deste cenárioe suas implicações casuais com o pensamento complexo”.O texto se apresenta na forma de uma escrita narrativa. Os sujeitos da pesquisa são professoresdos anosiniciais do Ensino Fundamentalque se encontravam em Formação em Exercício no curso de Pedagogia nas cidades de Irecê e Tapiramutá,por intermédio dos Projetos Irecê e Tapiramutá da Faculdade de Educação da Universidade Federal da Bahia –FACED/UFBA. A pesquisa de abordagem qualitativa utilizou-se da metodologia do estudo decaso. A análise foi realizadapor meio dosseguintes recursos: os diários de ciclo, os memoriais de formaçãoe participação nos fóruns realizados no ambiente virtual de aprendizagem Moodle-UFBA, aoqualchamei de Grupo Focal Virtual.Os resultados da pesquisa indicam, entre outros aspectos, que os professores cursistas apresentamcarência formativa em relação ao sabernecessárioparao ensino dematemática e que encontraram no currículodo curso possibilidades intensasdeaprendizagense de articulações com os saberes matemáticos constituídos em sua época escolar. Outro resultado importante é que os professores,de fato,se consideram Professores de Matemática, o que fica explícito no registro dos memoriais, independentemente de sua formação. Quanto ao currículo do curso, este foi caracterizado aqui, como um currículo do tipo aberto, de possibilidades complexas, ligantes. Foi também observadaa carência dos professores cursistas de formularematividades lúdicas para ensinar matemática, sendo este um dos principais motivos pela procura das atividades curriculares oferecidas no campo da Educação Matemática. Pôde-se constatar que o currículo dos projetos Irecê e Tapiramutá se aproxima das características do pensamento complexo, como elaborado por Edgar Morin, possibilitando aos professores cursistas a compreensão de si, e de seu estar-no-mundo e com-o-mundo, e que os saberes constituídos satisfazeme vãoalém dos sete saberes para a educação do futuro, melhor dizendo, do presente, já que estes saberes precisam se adequar a este tempo. Na consolidação para o professor cursista formar o que se é: professor que ensina Matemática, aponto a necessidade de se manterem programas permanentes de formação continuada, visando àmelhoria continua da prática pedagógica docente. / ABSTRACT The Objective thi s research thesis was “ comprehend the scenario created by a Curriculum in motion, we want innovative, and the mathematical formative actions that emerge from this scenario and its implications casual with complex thinking ”. The text is in the form of a wri ting narrative . T he subjects are teachers of the early years of elementary school who were in Formation in Exercise in Pedagogy course in the cities of Irecê and Tarpiramuta through P rojects Irecê and Tapiramutá the Faculty of Education of the Federal Universi ty of Bahia - FACED / UFBA. A qualitative research was used in the case study methodology. The analysis was conducted by means of the following features: the daily cyc le, memorials of formation, and participation in forums held in virtual learning environm ent Moodle - UFBA, to which I have called of Virtual Focus Group. The research results indicate, among other aspects, then participant teachers have training in relation to lack knowledge to teach mathematics and found in the course curriculum of intensive l earning opportunities and joi nts made with mathematical knowledge in their time school. Another important result is that teachers actually consider themselves Mathematics Teachers, what is explicit in the registry of the memorials, independently of their formation. As the course cur riculum, this was characterized here, as an open curriculum for the type, of complex possibilities, binders. It was also observed the lack of recreational activities for participant teachers to teach mathematics , this being one of the main reasons for seek ing curricular activities offered in the field of Mathematics Education. It was noted that the curriculum of projects and Irecê and Tapiramutá approaches the characteristics of complex thinking, as elaborated by Edgar Morin, making possible to the particip ant teachers understanding of themselves, and your being - in - world and with - the - world, and that knowledge constituted satisfy and are beyond of the seven knowledge for the future education, better saying, of the present, since this knowledge need be suita ble for this time. On consolidation for participant teacher form what is : Teacher who teaches Mathematics, point the need to keep permanent programs continuous formation, Seeking continuous improvement in teaching practice teaching

Made available in DSpace on 2016-06-02T19:39:30Z (GMT). No. of bitstreams: 1 4896.pdf: 2379475 bytes, checksum: 90e01c6b99e61ac2be76521ab920ee1a (MD5) Previous issue date: 2013-01-18 / to teach and the importance of the teacher to keep learning are highlighted themes in order to comprehend the professional development and the teacher s education, although the aspects of caring and educating are still disconnected when we think about the pedagogical practices in kindergarten. Considering this, a qualitative approach of researching was adopted in three municipal kindergarten educational centers in the countryside of São Paulo, involving three beginner teachers, who work with children from zero to three years old. Considering the research question How is the beginning teachers` teaching knowledge configured to act in nursery care? , we tried to characterize the knowledge owned by the teachers who work with children from zero to three and how they learn to be nursery care teachers. In order to develop this study, field observations, diary registers, documental analyses and semi structured interview were undertaken. The collected data were organized in five axes of analyses in order to achieve the research s specific objectives: a) the teachers´ conception of nursery care and children; b) the kindergarten institutions´ pedagogical propose; c) the actions of educating and caring; d) the contents taught to children from 0 to 3; e) the learning of teaching in the nursery care. The analyses according to authors as Abramowicz, André, Cerisara, Bondioli, Faria, Garcia, Huberman, Lüdke, Mantovani, Nóvoa, Oliveira, Rosemberg, Tardif, among others, show that teachers are not able to name the knowledge they own, but they know what to teach the children and know where to find activities to be executed with them. Generally speaking, the teachers outlined the importance of executing an educative work and a necessary care of these children. Concerning the nursery care undertaken activities, the teachers reported they are not organized according to the contents. But concerning the degree of difficulty and the intentionality, which guides the age level of the nursery care children, the demands must be according to the child s development and the child´ s age specificity. A common aspect in the three teachers´ speech refers to the knowledge acquired in the professional practice by the exchange of knowledge with more experienced teachers, the main source of learning to teach in the nursery care. / A aprendizagem da docência e a importância do professor continuar aprendendo são temáticas que vêm se destacando para a compreensão do desenvolvimento profissional e formação do docente, assim como as questões de cuidar e educar ainda se mostram desconectadas, quando pensamos em práticas pedagógicas na Educação Infantil. Partindo deste pressuposto, optou-se pela pesquisa de natureza qualitativa, que foi realizada em três Centros Municipais de Educação Infantil de uma Rede Municipal de ensino do interior de São Paulo, envolvendo três professoras iniciantes que trabalhavam com crianças de zero a três anos. A partir da questão de pesquisa Como se configuram os saberes docentes de professoras iniciantes para atuar em creches? , procuramos caracterizar que saberes têm as professoras que trabalham com crianças de zero a três anos e como elas aprendem a serem professoras de creche. Para desenvolver este estudo, realizamos observações de campo, registros em diário, análise documental e entrevista semiestruturada. Os dados coletados foram organizados em cinco eixos de análises que buscaram atender os objetivos específicos da pesquisa: a) concepção de creche e crianças para as professoras; b) a proposta pedagógica das instituições de educação infantil; c) ações de educar e cuidar; d) conteúdos ensinados para as crianças de 0 a 3 anos; e) aprendizagem da docência na creche. As análises, pautadas nas contribuições teóricas de Abramowicz, André, Cerisara, Bondioli, Faria, Garcia, Huberman, Lüdke, Mantovani, Nóvoa, Oliveira, Rosemberg, Tardif, entre outros pesquisadores, mostram que as professoras não conseguem nomear que saberes possuem, porém elas sabem o que trabalhar com as crianças, e sabem onde procurar atividades para realizar com elas. Em linhas gerais, as professoras destacaram a importância de se realizar um trabalho educativo ao lado do cuidado necessário aos menores de três anos. Em relação às atividades realizadas na creche, as professoras relatam que não são diferentes em relação aos conteúdos, mas sim no grau de dificuldade e de intencionalidade que acompanha as respectivas faixas etárias das crianças, e que as exigências devem estar de acordo com o desenvolvimento infantil e com as especificidades da idade das crianças. Um ponto de vista em comum entre as três professoras refere-se aos saberes advindos da prática profissional e da troca de conhecimentos com professoras mais experientes, que se constituem enquanto as principais fontes de aprendizagem para a docência na creche.

A noção de perfil conceitual nos permite conceber que um conceito pode ser representado de diversas maneiras, as quais são chamadas de zonas do perfil conceitual. Cada conceito é utilizado a partir dos contextos estabelecidos na interação humana. Nesta direção, nos propomos realizar o levantamento dos perfis conceituais de ensinar e de aprender de licenciandos em Física, procurando estabelecer a relação entre estes perfis. Para tanto, construímos um questionário com questões que fornecessem marcas de delineamento de contextos, de forma a procurar identificar o uso das zonas de perfil conceitual em cada um desses. O Referencial Teórico foi constituído a partir ampliação da noção de perfil conceitual proposta por Mortimer (1995), nas idéias de Bernstein (1996) sobre contexto e significado, nos estudos sobre conceitos na psicologia da aprendizagem e de algumas considerações baseadas na psicologia histórico-cultural. Estabelecemos categorias, relacionadas a ensinar e a aprender, que foram utilizadas na construção e análise do questionário. Estabelecemos relações entre as respostas referentes ao questionário com ênfase na categoria Concepções de Educação para investigar a constituição dos perfis conceituais de ensinar e de aprender e a relação destas, que hipoteticamente ocorre em um perfil conceitual de ensinar-aprender. / The notion of conceptual profile allows us to conceive that a concept could be represented in several different ways, which are called zones of the conceptual profile. Each concept is used in contexts established in human interactions. Then, we propose to assess the conceptual profile of to teach and to learn of the pre-service Physics teachers, trying to relate those conceptual profiles. To achieve this target we build a questionnaire with questions that address contexts of concept´s use, trying to identify which conceptual profile zone is used in the specific situation. The theoretical referential was weaved with the amplified notion of Mortimers original proposal of conceptual profile (1995), with Bernsteins ideas about meaning and context, with studies about concept of the Psychology of learning and with some considerations based on the cultural-historic psychology. We proposed categories related with the two concepts to teach and to learn that were used to built and to analyze data. Data were related through the category of Concepts of Education to research the existence of those conceptual profiles and if there is a more complex conceptual profile of teaching-learning.

Esta pesquisa teve como temática central o estudo sobre o aprimoramento da docência em ensino de ciências na fase inicial da escolarização. Desenvolveu-se em uma escola da rede municipal de ensino da cidade de São Paulo, tendo como base uma formação contínua em serviço, cuja opção metodológica, em muitos aspectos, se aproxima de uma pesquisa-ação. Essa formação, orientada e organizada pela autora deste trabalho, realiza-se por meio de atividades investigativas de ensino, cujo princípio fundamental é a busca de soluções para os problemas de ensino eleitos como essenciais pelos próprios professores. Neste trabalho, o conceito de ATIVIDADE ocupa posição central e se aproxima do sentido atribuído por Leontiev. Nessa dimensão conceitual, a docência em ciências é concebida como a atividade principal do professor, desencadeadora de suas necessidades organizativas e formativas. Para discutir o processo de aprendizagem da docência, recorremos aos pressupostos defendidos por Leontiev, Vygotsky, Paulo Freire e Tardif. O problema desta investigação põe em discussão a maneira pela qual esse processo formativo contribui para a elaboração de saberes pelos docentes nele envolvidos. Os resultados, obtidos a partir da análise organizada sob parâmetros qualitativos e interpretativos, revelaram que a pesquisaação realizada pelas professoras em seu processo formativo, contribuiu com a elaboração de saberes docentes, criando variadas situações de aprendizagem, marcadas, sobretudo, pelas relações de interação. Identificamos vários saberes docentes, relacionados a elementos indicadores de aprendizagem, como a auto-organização, a predisposição ao estudo e à pesquisa, a maneira de se ensinar ciências por meio de atividades investigativas e de articular esse ensino com o processo de alfabetização na língua materna, a construção de práticas colaborativas na escola, entre outros. Desse modo, reforçamos o potencial formativo da pesquisa-ação como opção metodológica para uma formação contínua, que preza pela construção da autonomia docente e pela concepção da escola como uma comunidade de aprendizagem, capaz de gerar e gerir os seus processos formativos. Dessa maneira, a pesquisa contribuiu com as reflexões realizadas no campo teórico/prático da formação contínua, em especial no ensino de ciências. / This work was focossed on the increase in the teaching performance. It was done in a municipal school in São Paulo city in science discipline in the first years. At this school, the continuous formation process used by teachers was an approximation of the research-action, being the research activities elected by the teachers themselves, and conducted by the author. The concept of ACTIVITY is central to this research and paralallels the concept proposed by Leontiev. In this cintext, science teaching is approached as the main teacher activity, requiring both teacher organization and formation. To discuss the learning process of teaching, assumptions were based on Leontiev, Vygostky, Paulo Freire and Tardif. This work discusses how the teacher formative process adds to the knowledge of the teachers envolved. The results were organized based on the qualitative and interpretative analises, revealed that the research-action did contribute to build knowledge to the teachers involved, by exposure to several learning contexts were interactions were highlighted. Several aspects of teacher knowledge were indentifyied, such as self-organization, the willing to study and research, the use of invesgative activities and articulate it to the alphabetization in the mother language, the exercise of collaborative practices, among others. Therefore, we reinforce the formative potential of research-action as an option of method to a continuous formation. As a result, this research contributed with reflexions in the theory/practice of the continuous formation, particullarly in the science teaching.

Le métier d’enseignant universitaire s’apprend le plus souvent sur le tas (Knight, Tait & Yorke, 2006). Mais que recouvre cet apprentissage sur le tas ? L’objectif de cette thèse est de déterminer les pratiques d’apprentissage au travers desquelles, en France, les enseignants universitaires débutants construisent leurs compétences d’enseignement. La recherche, menée auprès d'universitaires novices, questionne l'usage de huit modèles d’apprentissage susceptibles d’être à l’œuvre dans le processus de construction des compétences. La thèse montre que les pratiques des novices sont éclectiques et tendanciellement non-structurées. Alors que les pouvoirs publics considèrent la mise place d’une formation initiale formelle et systématique, cette recherche de thèse engage à une réflexion sur une formation pédagogique des universitaires qui prendrait en compte la diversité des pratiques et l'aspiration des novices à l'autonomie. / How to teach in academia is most often learnt on-the-job (Knight, Tait & Yorke, 2006). But what does the phrase “on-the-job learning” genuinely mean in this case? This doctoral dissertation aims to identify which learning practices novice academics make use of to construct their teaching competences in France. A survey was carried out amongst novice academics asking them to describe how eight learning models may have contributed to the process of constructing their teaching competences. Results show that novices’ practices are eclectic and mainly informal. While public authorities have been developing for a while formal training structures targeted at all newly-hired academics, this research suggests that the variety of practices and the aspiration of novices to informality should also be taken into account.

Studiens syfte var att i lärares uppfattningar och handlingar utforska deras förhållningssätt till faktorer som i tidigare forskning visat på områden som leder till framgång i undervisning. Studien utfördes i form av en fallstudie med en kvalitativ metodansats. Datainsamlingen gjordes med intervjuer med legitimerade matematiklärare, fyra lärare på grundskolans senare nivå samt fyra lärare på gymnasienivå. Dessa har tillsammans med 32 observationstimmar i de intervjuade lärarnas klassrum varit underlag för att få detaljerad information om lärarnas förhållningssätt till vilka faktorer som har betydelse för måluppfyllelsen. Den empiriska datainsamlingen har sammanställts och legat till grund för tolkning ur vilken resultatet framkommer. Det återfanns flera områden där alla lärare både har samma uppfattningar till, men också, bedrev samma typ av praktik med avseende på de undersökta faktorerna. Slutsatser som kunde dras av denna fallstudie är att lärare kan ha fler ämneskonceptioner än den egna uttalade. De intervjuade lärarna hade god kännedom om faktorer som är kopplade till framgångar i måluppfyllelse i matematik. De hade uppfattningen att dessa faktorer spelar en viktig roll i elevernas förmåga att nå målen. Undervisningen följde lärarnas kännedom om och uppfattning om dessa faktorers betydelse för elevernas måluppfyllelse i de flesta avseenden. Fem aktiviteter avvek från detta: gymnasielärarna lyfte mål och syfte med aktiviteterna i klassrummet i mycket högre utsträckning än grundskollärarna. Grundskollärarna använde sig av öppna frågor för att utveckla elevernas kritiska tänkande i högre utsträckning än gymnasielärarna. Lärarna uttalade inte sina högt ställda förväntningar till eleverna. Lärarna talade inte om för sina elever vilken vision de har för aktiviteterna och de presenterade inte utmaningar i samband med undersökningar i någon högre grad i klassrummet. / The purpose of this study was to explore teachers’ approaches to both perceptions and actions, as well as to factors that can affect the rate of which students in Swedish schools achieve their goals. The factors are chosen from research focusing on successful education. The study was conducted in the form of a case study with a qualitative method approach. The data collection was made through interviews with legitimized mathematic professors, four teachers from the upper levels of high-school and four teachers in a Swedish gymnasium. These have alongside with 32 observation-hours inside of the interviewed teacher’s classrooms formed the basis for the detailed information about the teachers’ approaches to what factors that are important for achieving (the students) goals. The empirical data collection has been compiled and provided the basis for interpretation from which the result is obtained. There were many areas where the teachers have the same opinion, but also exercised the same practical (teaching methods) with respect to the tested factors. Conclusions from this case study are that the teachers can have more subject conceptions than the expressed ones. The interviewed teachers had extensive knowledge of factors that are connected to success in goal completion within mathematics. They were under the perception that these factors play a major part in the students’ abilities to reach their goals. The education followed the teacher’s knowledge and perception about the importance of these factors in order to achieve the student’s goals. Five activities deviate from this: the teachers in the Swedish gymnasium focused on goals and purposes of the activities in the classroom to a greater extent than the high-school teachers. The high-school teachers used open-answer questions to develop the students critical thinking to a greater extent than the teachers in the Swedish gymnasium. The teachers didn’t expressed their high expectations to the students. The teachers didn ́t tell their students what goals they have for the activities in the classroom and they don’t presented any sort of challenge connected to laboratory experiments.

The mechanism of how physical education teacher education (PETE) students learn to teach physical education (PE) has been considered as a missing link in a comprehensive curriculum of PETE research. Previous studies found that the PETE students’ acculturation phase has a big impact on the students’ beliefs towards teaching PE as it is referred to as Occupational Socialization Theory (OST). The purpose of this study was to explore how PETE students learn to teach PE based on their experiences being taught PE and coached in a sport and their reflections on their emerging practices whilst taking a course EPHE 452 – Strategies for teaching games, a culminating course in their physical and health education teachable area. The study used two qualitative research methods, autoethnography and participant observation ethnography, within a case study design methodology. Data collection included the case studies’ interviews of three PETE students and the EPHE 452 course observation throughout COVID-19 pandemic in Spring semester in 2021. The findings showed that PETE students carried beliefs from their acculturation phase to their professional phase, while the teacher education program has a positive impact on the PETE students’ beliefs towards teaching PE. Four organizing course themes with sub-themes emerged; insights on the impact of COVID-19 pandemic on the course becoming a mediating theme. Several effective methods were used to develop PETE students’ abilities to teach PE, such as the online resources, group discussions, the practicum experience and the reading of articles. The COVID-19 pandemic created opportunities and challenges among PETE students who took EPHE 452 course in Spring Semester in 2021 that have led to a rethinking and redevelopment of the EPHE 452 course. / Graduate