本研究主要為探討不同背景變項之台灣地區北、中、南之公私立大學學生對大學教師優質教學內涵及大學教師優質教學模式之看法，除作現況分析及差異比較外，並依據大學學生所填答之課程學群的分類，找出適合該課程學群之優質教學模式。 研究中除蒐集、整理、閱讀相關文獻外，並依據文獻資料編製「大學教師優質教學內涵現況之調查問卷」及「大學教師優質教學模式現況之調查問卷」，對台灣地區北、中、南各公私立大學實施調查研究，總共回收824份有效樣本，而後根據資料分別進行描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計分析後有以下幾項發現： 一、大學教師優質教學內涵中，以「大學教師教學之師生互動」得分最高，以「大學教師教學之準備活動」得分最低。 二、大學教師優質教學模式中，以「講述教學模式」得分最高，以「協同教學模式」得分最低。 三、 大學學生不同背景變項在大學教師優質教學內涵上之差異 1. 女學生在大學教師優質教學內涵上之得分，顯著高於男學生之得分。 2. 第一類科系學群（文法傳播）學生及第五類科系學群（教育）學生在大學教師優質教學內涵之得分，顯著高於第三類科系學群（理工）學生及第四類科系學群（農醫）學生的得分。 3. 大學二年級學生及大學四年級學生在大學教師優質教學內涵之得分，顯著高於大學一年級學生的得分。 4. 修習第一類課程學群（文法傳播）學生及第五類課程學群（教育）學生在大學教師優質教學內涵上之得分，顯著高於修習第三類課程學群（理工）學生及第四類課程學群（農醫）學生的得分。 5. 課程性質在大學教師優質教學內涵上之得分，沒有顯著差異。 6. 其他課程（如通識）及外系課程在大學教師優質教學內涵上之得分，顯著高於本系課程及共同科目的得分。 7. 選修課程在大學教師優質教學內涵上的得分，顯著高於必修課程的得分。 8. 晚上時段課程在大學教師優質教學內涵上的得分，顯著高於下午、上午時段課程的得分。 四、 大學學生不同背景變項在大學教師優質教學模式上之差異 1. 女學生在「討論教學模式」、「講述教學模式」、「個案教學模式」、「角色扮演模式」、「探究教學模式」此五種教學模式之得分，皆顯著高於男學生的得分。 2. 第五類科系學群（教育）及第一類科系學群（文法傳播）在「討論教學模式」、「講述教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「合作學習模式」、「探究教學模式」的得分，均顯著高於第三類科系學群（理工）及第四類科系學群（農醫）的得分。 3. 二年級及四年級大學學生在「討論教學模式」、「講述教學模式」、「個案教學模式」、「探究教學模式」四種模式中之得分，顯著高於一年級學生之得分。 4. 第五類課程學群（教育）及第一類課程學群（文法傳播）在「討論教學模式」、「講述教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「合作學習模式」、「探究教學模式」的得分，均顯著高於第三類課程學群（理工）及第四類課程學群（農醫）的得分。 5. 偏實務課程在「討論教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「協同教學模式」、「合作學習模式」、「探究教學模式」中的得分，皆顯著高於偏理論課程的得分。 6. 其他課程（如通識）在「討論教學模式」中得分較高;外系課程在「講述教學模式」中得分較高;本系課程在「踏查教學模式」、「協同教學模式」中得分較高。 7. 選修課程在「講述教學模式」、「合作學習模式」、「探究教學模式」中的得分，顯著高於必修課程及旁聽課程。 8. 晚上時段課程在「討論教學模式」、「講述教學模式」、「個案教學模式」、「協同教學模式」之得分，皆顯著高於下午時段課程及上午時段課程。 五、整體大學教師教學內涵與大學教師優質教學模式有低度至中度正相關。 六、「講述教學模式」為五大類課程學群所共有最能預測大學教師優質教學內涵之教學模式。 最後，本研究依據上述研究結果，形成結論並提出建議，以供教育行政機關、學校單位、大學教師、大學學生及未來相關研究之參考。 / The main purpose of this study is to investigate the viewpoints of various university students background for the effective teaching contents and effective teaching models of university teachers in Taiwan. In addition to understanding the current situation and difference, the study also based on the classification of curriculum to find out the suitable effective teaching models. According to the literature review, the study forms a self-made questionnaire in the topic of “ The questionnaire for current effective teaching contents of university teachers ” and “ The questionnaire for current effective teaching models of university teachers ”.The questionnaire are sent to all the samples ( including the public and private universities in Taiwan ) and 824 surveys that returned from the samples are identified to be valid. The conclusion is through statistic analysis of research sources, including description analysis, t-test, one-way ANOVA, correlation analysis, and stepwise multiple regression analysis. The main finding of the study are as follows : 1. The point of “ the interaction between teacher and students in class ” is highest, whereas the point of “ the preparation of the teaching in class ” is lowest in “ The questionnaire for current effective teaching contents of university teachers ”. 2. The point of “ The lecture teaching model ” is highest, whereas the point of “ The collaboration teaching model ” is lowest in “ The questionnaire for current effective teaching models of university teachers ”. 3. The difference of university students’ various background in “ The questionnaire for current effective teaching contents of university teachers ” are as follows : (1) The point of female university students is significantly higher than that of male university students. (2) The points of the university students studying in the first classification of department ( Liberal Arts, Law and Communication ) and the fifth classification of department ( Education) are significantly higher than those of the university students studying in the third classification of department ( Science and Engineering ) and the fourth classification of department ( Agriculture and Medicine). (3) The points of the second grade students and the fourth grade students are significantly higher than those of the first grade students. (4) The points of the university students studying in the first classification of curriculum ( Liberal Arts, Law and Communication ) and the fifth classification of curriculum ( Education) are significantly higher than those of the university students studying in the third classification of curriculum ( Science and Engineering ) and the fourth classification of curriculum ( Agriculture and Medicine). (5) The difference shown in the character of the curriculum is not significant. (6) The points of the other curriculum (liberal education) and the minor curriculum of one’s department are significantly higher than those of the major curriculum of one’s department and the common curriculum. (7) The point of the elective curriculum is significantly higher than that of the required curriculum. (8) The point of the curriculum after 6:00 p.m.is significantly higher than that of the curriculum in the morning and afternoon. 4. The difference of university students’ various background in “ The questionnaire for current effective teaching models of university teachers ” are as follows : (1) The point of female university students in “ The discussion teaching model ”、 “ The lecture teaching model ”、“ The case-study teaching model ”、“ The role-playing teaching model ”、 “ The inquiry teaching model ” is significantly higher than that of male university students. (2) The points of the university students studying in the fifth classification of department (Education) and the first classification of department ( Liberal Arts, Law and Communication) in “ The discussion teaching model ”、“ The lecture teaching model ”、“ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The cooperative learning model ”、“The inquiry teaching model ” are significantly higher than those of the university students studying in the third classification of department ( Science and Engineering ) and the fourth classification of department ( Agriculture and Medicine). (3) The points of the second grade students and the fourth grade students in “ The discussion teaching model ”、“ The lecture teaching model ”、“ The case-study teaching model ”、“ The inquiry teaching model ” are significantly higher than those of the first grade students. (4) The points of the university students studying in the fifth classification of curriculum (Education) and the first classification of curriculum (Liberal Arts, Law and Communication) in “ The discussion teaching model ”、“ The lecture teaching model ”、 “ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” are significantly higher than those of the university students studying in the third classification of curriculum ( Science and Engineering ) and the fourth classification of curriculum ( Agriculture and Medicine). (5) The point of the practical curriculum in “ The discussion teaching model ”、“ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The collaborative teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” is significantly higher than that of the theoretical curriculum. (6) The point of the other curriculum ( liberal education ) in “ The discussion teaching model ” is higher than others ; the point of the minor curriculum of one’s department in “ The lecture teaching model ” is higher than others , and the point of the major curriculum of one’s department in “ The field-study teaching model ” and “ The collaborative teaching model ” is higher than others. (7) The point of the elective curriculum in “ The lecture teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” is significantly higher than that of the required curriculum and the non-credit earning curriculum. (8) The point of the curriculum after 6:00 p.m. in “ The discussion teaching model ”、 “ The lecture teaching model ”、“ The case-study teaching model ”、“The collaborative teaching model ” is significantly higher than that of the curriculum in the morning and afternoon. 5. The positive correlation between “ The questionnaire for current effective teaching contents of university teachers ” and “ The questionnaire for current effective teaching models of university teachers ” is from low to middle. 6. “ The lecture teaching model ” is the most common and the prediction of the five classification of curriculum is highest . Eventually, the study draw a conclusion from the overcome of the study and provide further suggestion for the reference of educational administration department, university administrational units, university teachers, university students and further study.

This thesis is concerned with the phenomenon of burnout in university teachers, who have been previously rather neglected in connection with this topic. The theoretical part provides an analysis of current knowledge regarding the development of the concept of burnout from the very early interest in this issue in the 1970s to the present, with emphasis being placed on the teaching profession, especially in the tertiary education sector. In the empirical part of the research, the assumption of different levels of burnout in university teachers in the former Eastern Bloc and Western European country was tested. This international study compares the burnout level in teachers from the philosophy faculties of Czech Charles University and German Universität Regensburg. In order to achieve a more holistic view of this topic, the levels of life engagement and depression have been studied as well. The data were collected with the help of Copenhagen Burnout Inventory, Life Engagement Test, Beck Depression Inventory and a sociodemographic questionnaire. Basic research assumption predicting differences in levels of burnout, life engagement and depression in Czech and German university teachers was confirmed in only one burnout subscale, namely the subscale of student-related burnout. Additionally, the...

Magistro darbe nagrinėjama universiteto dėstytojų tarpkultūrinės kompetencijos užsienio kalbų dimensija kaip internacionalizacijos asmenio lygmens aspektas. Darbo tikslas - teoriškai pagrįsti tarpkultūrinės kompetencijos užsienio kalbos dimensijos svarbą ir empiriškai ištirti Šiaulių universiteto dėstytojų užsienio kalbos kompetencijos, kaip vieno iš sėkmingos internacionalizacijos faktorių, raišką. Išanalizavus mokslinę literatūrą bei sudarius specialų klausimyną kalbinei kompetencijai nustatyti buvo apklausti Šiaulių universiteto dėstytojai. Identifikuojant viso universiteto internacionalizacijos problemas, papildomai atlikta antrinių duomenų apie dėstytojų mokslinę ir pedagoginę veiklą analizė. Gauti tyrimų rezultatai, patvirtina hipotezę, kad nepakankamas dėstytojų užsienio kalbos mokėjimas trukdo sėkmingai integruoti tarpkultūrinį aspektą į pedagoginę ir mokslinę veiklą. / Foreign language dimension of university teachers intercultural competence in the context of higher education. / In der Masterarbeit wird die fremdsprachliche Dimension der interkulturellen Kompetenz als persönliches Bereich der Internationalisierung untersucht. Das Ziel der Arbeit ist die theoretische Begründung der fremdsprachlichen Dimension der interkulturellen Kompetenz und die empirische Erforschung des Fremdsprachenkompetenzausdrucks der Lektoren von Universität Siauliai. Diese Kompetenzen gelten hier als Faktoren der erfolgreichen Internationalisierung. Nachdem die wissenschaftliche Literatur analysiert und Fragebogen für die Feststellung der Sprachkompetenz entwickelt worden waren, wurden die Lektoren der Universität Siauliai befragt. Zwecks der Identifizierung der Internationalisierungsprobleme für die ganze Universität, wurde daneben die Analyse der Sekundärdateien über die wissenchaftliche und pädagogische Tätigkeit durchgeführt. Die Ergebnisse der Forschung bestätigen die Hypothese, dass die ungenügende Fremsprachenbeherrschung der Universitätslektoren bei der Einbeziehung des interkulturellen Aspekts in die wissenschaftliche und pädagogische Tätigkeit hindern.

Information technology (IT) have for several decades been used in university education. An increasing number of classrooms today are built around a concept which uses IT in collaboration with the room itself. However, little is known about the experience of university teachers when working in such classrooms. This study examines the views and opinions of teachers at a Swedish university regarding using and interacting with these classrooms. Furthermore, we identify possible underlying factors that influence these views. Using data from qualitative interviews we apply Technology acceptance model (TAM) and Activity theory (AT) used in both education and human computer interaction to identify how different factors interact to form these opinions. Our study finds that teachers experience a lack of proper training in the use of classrooms as a concept and tend to stay in established norms of how education is to be conducted. These results leads to questions whether education in the use of these classrooms is adequate for teachers or if education needs to focus more on outcomes of the concept and changing established norms rather than to focus on the use of technology. Our study also shows that teachers do not view the classrooms as a whole where artefacts enable and form each other. Rather they view the physical room, the technology and themselves as separate entities that operate separately from each other.

Orientador: Terezinha de Jesus Machado Maher / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem / Made available in DSpace on 2018-08-23T12:25:24Z (GMT). No. of bitstreams: 1 Lima_MarianaBatistade_M.pdf: 1030666 bytes, checksum: 5d0c59a403c76230309f61959c9a5922 (MD5) Previous issue date: 2013 / Resumo: O propósito do estudo relatado nesta dissertação de mestrado foi o de descrever e discutir as representações de professores universitários acerca da escrita acadêmica de seus alunos, com foco no uso do recurso de "copiar e colar" (com ou sem a explicitação da fonte). O aparato teórico utilizado incluiu discussões sobre o conceito de letramento, segundo a perspectiva dos Novos Estudos do Letramento (LEA; STREET, 2006, dentre outros) e sobre a construção de identidades culturais em práticas envolvendo a leitura e a escrita de textos (VÓVIO, 2008; ZAVALA 2010). Também o conceito de plágio, entendido como uma prática situada sócio-historicamente (SCHNEIDER, 1999), assim como as noções de autoria (CHARTIER, 1999) e de propriedade intelectual (BAZERMAN, 2010) são discutidas, considerando a necessidade de se atentar para o modo como esses constructos teóricos são redefinidos pelos novos valores evocados pela cibercultura (BRITO, 2012). A pesquisa aqui referida é de cunho qualitativo/interpretativista e se filia à corrente da Linguística Aplicada chamada de ideológica (MOITA LOPES, 2006). Os 10 participantes da pesquisa lecionam em instituições universitárias públicas ou privadas, na região sudeste do país. O corpus de análise foi gerado em entrevistas semi-estruturadas (BONI, QUARESMA, 2005), que ocorreram de três maneiras distintas: a) pessoalmente; b) em troca de e-mails ou c) por chat em rede social. Os resultados obtidos por meio das análises dos registros gerados sugerem, entre outras questões, não haver consenso, nas representações dos participantes, quanto ao plágio ser, ou não, uma estratégia produtiva utilizada pelo aluno para tentar lidar com suas dificuldades em relação à escrita na universidade. A expectativa é que este trabalho forneça, aos responsáveis pela elaboração de currículos para o Ensino Superior, subsídios que possam ajudá-los a encontrar maneiras de efetivamente promover a aquisição dos letramentos acadêmicos / Abstract: The aim of the study described in this dissertation was to reflect upon issues related to university professors' representations of their students academic writing, focusing specifically on the use of "cut and paste" as a resource, with or without proper reference as to original sources. The theoretical bases of the work included concepts such as literacy, taking the contributions of the New Studies of Literacy (LEA; STREET, 2006, among others) as primary references, and cultural identities construction in practices involving the reading and writing of texts (VÓVIO, 2008; ZAVALA, 2010). The concept of plagiarism, understood as a social-historical situated practice (SCHNEIDER, 1999), as well as the notion of authorship (CHARTIER, 1999) and intellectual property (BAZERMAN, 2010) were also discussed, taking into account the need to consider the way these constructs theoretical have been redefined by the new values evoked by the cyber culture (BRITO, 2012). The qualitative/interpretative based research study here described is affiliated with the area of Ideological Applied Linguistics (MOITA LOPES, 2006). The analyzed corpus consisted of semi-structured interviews (BONI, QUARESMA, 2005) with 10 participants who work in public or private university institutions in the southeastern region of Brazil. These interviews were conducted in three distinct ways: a) personally; b) through e-mails interchange or c) during a social network chat. As far as the participants' representations is concerned, results derived from data analysis suggests, among other things, that there is no consensus as to whether plagiarism could be considered, or not, a productive strategy used by some students in order to try to deal with their difficulty regarding academic writing at the university level. It is expected that this dissertation will provide University curriculum policy makers with useful insights that may enable them to pursue ways of effectively promoting the acquisition of academic literacy competences / Mestrado / Multiculturalismo, Plurilinguismo e Educação Bilingue / Mestra em Linguística Aplicada

The phenomenon of technostress can also be seen as a worldwide pandemic (Boyer-Davis, 2020). The transition to e-learning due to the sudden COVID-19 pandemic outbreak has created new demands on teachers and students and their interaction with technology (Galvin et al. 2021). Previous research has discovered higher levels of technostress for both students and teachers when using technology at home. The aim of this study was to investigate the potential effects of the implemented distance-based form of teaching that was enforced on students and teachers at Uppsala University during the pandemic outbreak. The study collected data from students and teachers on a survey comprising eight questions related to technostress and the use of technology. The data were then linked to different stressors introduced by Tarafdar et al. (2007) and Nimrod (2017) to explain the effects of e-learning. The P-E Fit theory was then used to further explain why various effects were prominent. The study found that teachers experienced high levels of primarily techno-overload, with an example being more preparation before lectures. Students experienced a more mixed result, where they saw techno-invasion as the highest effect, while techno-complexity and techno-overload were also prominent. An example of an effect related to techno-invasion that students experienced was the lack of balance between time reserved for studies and free time.

Den ökande användningen av information-och kommunikationsteknik (ICT) hos lärosäten i samband med omställningen till distansundervisning har inneburit att allt högre krav ställs på universitetslärare. Den stress som uppstår i samband med användningen av ICT kallas för teknikstress och kan bland annat ge upphov till problem med sömn, koncentration och sociala relationer. Det kan också leda till mindre trivsel och motivation på jobbet. Ålder och kön är faktorer som i tidigare forskning undersökts och man har kommit fram till blandade resultat, men ett relevant resultat är att medelålders lärare i åldern 35-45 år lider av mer teknikstress jämfört med lärare som är yngre än 35 och äldre än 45 och det tros bero på att de som är i medelåldern har ett mer komplicerat förhållande mellan hem och arbete på grund av att man till exempel har barn. Det finns också andra studier som kommit fram till resultat som skiljer sig från dessa. Syftet med denna studie var därmed att undersöka om det finns en korrelation mellan ålder och teknikstress. En kvantitativ undersökning i form av en enkät skickades ut till åtta högskolor och universitet i Sverige och 1422 svar togs emot. Frågorna i enkäten baseras på de fem källorna till teknikstress som är tekno-överbelastning, tekno-komplexitet, tekno-invasion, tekno-otrygghet och tekno-osäkerhet. Dessa används som underlag för att mäta mängden teknikstress hos respondenterna. De resterande frågorna behandlar de påverkande faktorer på teknikstress som identifierats i tidigare forskning. Datan analyserades med deskriptiva, univariata och bivariata analyser. En övergripande univariat analys utfördes på kön och ålder med frekvensfördelning. Resultatet visar på att det inte finns en korrelation mellan teknikstress och ålder och att samtliga åldersgrupper upplevde liknande mängder av teknikstress. Det fanns ingen skillnad i mängden teknikstress för män och kvinnor samt de med barn under 18 år och de utan barn under 18 år. / The increasing use of information and communication technology (ICT) in higher education institutions in connection with the transition to distance education has meant that ever higher demands are placed on university teachers. The stress that arises in connection with the use of ICT is known as technological stress and can, among other things, give rise to problems with sleep, concentration and social relationships. It can also lead to less job satisfaction and motivation. Age and gender are factors that have been investigated in previous research which has shown mixed results, but a relevant result is that middle-aged teachers aged 35-45 suffer from more technical stress compared to teachers younger than 35 and older than 45 and it is believed to be due to the fact that those who are middle-aged have a more complicated relationship between home and work due to having children, for example. There are also other studies that have come up with results that differ from these. The purpose of this study was thus to investigate whether there is a correlation between age and technostress. A quantitative survey in the form of a questionnaire was sent out to nine universities in Sweden which yielded 1422 responses. The questions in the survey are based on the five technostress creators which are techno-overload, techno-complexity, techno-invasion, techno-insecurity and techno-uncertainty. These are used as a basis for measuring the amount of technical stress in the respondents. The remaining questions address the influencing factors on technostress identified in previous research. The data were analyzed with descriptive, univariate and bivariate analysis. An overall univariate analysis was performed on gender and age with frequency distribution. The results show that there is no correlation between technology stress and age and that all age groups experienced similar amounts of technology stress. There was no difference in the amount of technical stress for men and women as well as those with children under 18 years and those without children under 18 years.

Den ökande användningen av information-och kommunikationsteknik (ICT) hos lärosäten i samband med omställningen till distansundervisning har inneburit att allt högre krav ställs på universitetslärare. Den stress som uppstår i samband med användningen av ICT kallas för teknikstress och kan bland annat ge upphov till problem med sömn, koncentration och sociala relationer. Det kan också leda till mindre trivsel och motivation på jobbet. Ålder och kön är faktorer som i tidigare forskning undersökts och man har kommit fram till blandade resultat, men ett relevant resultat är att medelålders lärare i åldern 35-45 år lider av mer teknikstress jämfört med lärare som är yngre än 35 och äldre än 45 och det tros bero på att de som är i medelåldern har ett mer komplicerat förhållande mellan hem och arbete på grund av att man till exempel har barn. Det finns också andra studier som kommit fram till resultat som skiljer sig från dessa. Syftet med denna studie var därmed att undersöka om det finns en korrelation mellan ålder och teknikstress. En kvantitativ undersökning i form av en enkät skickades ut till åtta högskolor och universitet i Sverige och 1422 svar togs emot. Frågorna i enkäten baseras på de fem källorna till teknikstress som är tekno-överbelastning, tekno-komplexitet, tekno-invasion, tekno-otrygghet och tekno-osäkerhet. Dessa används som underlag för att mäta mängden teknikstress hos respondenterna. De resterande frågorna behandlar de påverkande faktorer på teknikstress som identifierats i tidigare forskning. Datan analyserades med deskriptiva, univariata och bivariata analyser. En övergripande univariat analys utfördes på kön och ålder med frekvensfördelning. Resultatet visar på att det inte finns en korrelation mellan teknikstress och ålder och att samtliga åldersgrupper upplevde liknande mängder av teknikstress. Det fanns ingen skillnad i mängden teknikstress för män och kvinnor samt de med barn under 18 år och de utan barn under 18 år. / The increasing use of information and communication technology (ICT) in higher education institutions in connection with the transition to distance education has meant that ever higher demands are placed on university teachers. The stress that arises in connection with the use of ICT is known as technological stress and can, among other things, give rise to problems with sleep, concentration and social relationships. It can also lead to less job satisfaction and motivation. Age and gender are factors that have been investigated in previous research which has shown mixed results, but a relevant result is that middle-aged teachers aged 35-45 suffer from more technical stress compared to teachers younger than 35 and older than 45 and it is believed to be due to the fact that those who are middle-aged have a more complicated relationship between home and work due to having children, for example. There are also other studies that have come up with results that differ from these. The purpose of this study was thus to investigate whether there is a correlation between age and technostress. A quantitative survey in the form of a questionnaire was sent out to nine universities in Sweden which yielded 1422 responses. The questions in the survey are based on the five technostress creators which are techno-overload, techno-complexity, techno-invasion, techno-insecurity and techno-uncertainty. These are used as a basis for measuring the amount of technical stress in the respondents. The remaining questions address the influencing factors on technostress identified in previous research. The data were analyzed with descriptive, univariate and bivariate analysis. An overall univariate analysis was performed on gender and age with frequency distribution. The results show that there is no correlation between technology stress and age and that all age groups experienced similar amounts of technology stress. There was no difference in the amount of technical stress for men and women as well as those with children under 18 years and those without children under 18 years.

My study documents the formation and impact of the student-led movement of Black Lives Matter in Higher Education (BLMHE) that is housed within Teachers College Higher and Postsecondary Education Program (HPSE). This group consists of HPSE students and faculty that have come together to analyze the effects of systemic societal forces on members of the HPSE community and their broader effects on higher education. BLMHE has since come together to show solidarity and support for students of color at TC through demonstrating their general commitment to social justice in the form of an educational seminar program. This study, which relies on oral history interviews with BLMHE’s three student co-founders, examines the formation and impact of BLMHE, how they analyze the effects of systemic societal forces on members of their community, and their broader effects on higher education. I am interested in learning to what extent BLMHE plays a role in increasing equitable spaces for Black students who identify as scholars on campus because I want to find out how this form of student activism empowers students as agents for change against systemic racism within higher education. This will permit me to understand how this form of student advocacy compares to other forms of advocacy that seeks to address such inequality in higher education. This exploratory oral history study centers on three themes: student advocacy within the realms of equitable epistemological spaces, how BLMHE is distinctive from the Black Studies and Black Lives Matter movements, and the role of Teachers College in supporting equitable epistemological spaces that can combat racism in higher education. BLMHE applies an alternative mode of viable activism beyond rallies and protests. I am interested in exploring the effect that involvement in student-led groups such as BLMHE have on increasing equitable spaces for these students as critical scholars within higher education scholarship, as well as their impact on TC as an institution. This student group is challenging not just the inequities within institutional infrastructures of higher education, but the thought processes behind what frames higher education scholarship itself, and which types of academic spaces for this scholarship need to be created for people of color. Further, their work demonstrates the degree to which marginalized Black and Indigenous People of Color (BIPOC) students are not content to sit on the sidelines. This study also goes in-depth in discussing how inclusive archiving that accompanies this research can actively support and empower communities in the collective documentation of their own histories. Study findings will portray how these student members of BLMHE perceived social inequities in higher education, along with their experiences and reflections on microaggressions, diversity and inclusion, have informed their forays with activism. Study findings indicate that in order for higher education to better support these students, it is critical to center them in the process of knowledge creation via educational seminars; this, in turn, can inform change in scholarship. This study concludes that inclusive epistemological spaces created by BLMHE challenge dominant views of power in higher education, validating BIPOC-centered methods and theories while providing resources for scholars of color to thrive in the academy.

Orientador: Pedro Jose Winterstein / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T22:37:18Z (GMT). No. of bitstreams: 1 VendittiJunior_Rubens_M.pdf: 1628545 bytes, checksum: 9b2361dac66c04b5499c6a3ce5297081 (MD5) Previous issue date: 2005 / Resumo: A auto-eficácia se caracteriza como as crenças nas capacidades individuais de organizar e executar cursos de ação, necessários à realização de determinadas tarefas ou feitos dirigidos a uma meta. Engloba processos auto-perceptivos e avaliativos, que relacionam fatores ambientais, pessoais e comportamentais. Neste trabalho, a auto-eficácia é aplicada na compreensão do controle interno das crenças e percepções que envolvem a prática docente em Educação Física (EF), especificamente para a área de EF adaptada (EFA), caracterizada por atender pessoas com necessidades especiais. O fato da EF se configurar repleta de conteúdos e atividades práticas e corporais, reforça a necessidade em se compreender o fenômeno da auto-eficácia de maneira singular e sistematizada. Além disso, os critérios disciplinares e métodos avaliativos; espaço das aulas e seus conteúdos práticos; realçam a necessidade de atenção especial a detalhes diferenciais da EF. A problemática se encontra na análise das possíveis contribuições da auto-eficácia e suas associações com: satisfação, preferência de atuação profissional e disposição para continuidade docente em EF. Além disso, surgem associações na percepção de competências, segurança, engajamento e domínio de conteúdos para atuação docente no ambiente da EF inclusiva. Por meio de dois instrumentos aplicados em 44 profissionais atuantes na área, destacam-se alguns fatores e aspectos relacionados à auto-eficácia docente. Os resultados obtidos evidenciam as associações da auto-eficácia com a questão motivacional do professor, através de sua satisfação pessoal e disposição para continuar na carreira docente, bem como os níveis de esforço e persistência. Também aparecem relações a respeito da influência da formação profissional e a configuração da auto-eficácia para o profissional de EF, que valoriza sobremaneira as expectativas de resultados, os desempenhos e a avaliação direta das atividades corporais de seus alunos, como parâmetros a respeito de suas capacidades de ensinar. Verificou-se que outras fontes são também importantes na formação da eficácia docente e existem inúmeras possibilidades para desenvolver estas crenças ainda precocemente. Dentre os profissionais entrevistados, os maiores níveis de auto-eficácia docente estavam entre os professores com preferências de atuação em treinamento esportivo, seguidos por aqueles com escolha na atuação em EFA. A perspectiva social cognitiva e as propostas de ensino reflexivo configuraram-se excelentes referenciais, comuns para as discussões sobre as crenças docentes, formação profissional e atuação em EF e EFA / Abstract: Analysis of the teacher self-efficacy of Physical Education Instructors The self-efficacy is characterized as the beliefs on the individual capacities of organizing and executing courses of action, which are necessary to the achievement of certain tasks directed to a goal setted. Includes self-perceptive and evaluation effects that relate environmental, personal and behavioral factors. In this study, the self-efficacy is applied on the comprehension of the internal control of belief perception which involves the teaching in Physical Education (PE), specifically for the Adapted Physical Education (APE) area, characterized for attending handicapped people with special necessities. The fact of the PE configures itself full of contends and practical body activities strenghns the need of understanding the phenomenon of the self-efficacy in a singular and sistemized way. Besides, the discipline criteria and evaluate methods, space of the classes and its practical contends, show the need of special atention to differencial details of the PE. The question is the analysis of the possible contributions of the self-efficacy and its association with the satisfaction, professional acting preferences and avalability for the PE teaching continuity. Moreover, associations to the perception of competence arise, as well the security, engagement and contend mastery for the PE teaching in the inclusive PE environment. Through 3 instruments applied on 44 acting professionals of the field, we can highlight some factors and aspects related to teacher self efficacy. The results show the associations of the self-efficacy with the motivational questions of the teacher through their personal satisfaction and avalability to continue with the teacher PE career, as well the levels of efforts and persistance. There are also relations related to the professional career influence and the self-efficacy configuration to the PE professional, which really worships the outcome expectations, the performance and the direct evaluation of the body activities of its students as parameters related to the teaching skills. We also verify that other sources are important for the construction of the teaching efficacy, and there are uncountable possibilities for early developing of these beliefs. Among the interviewed professionals the highest levels of teacher self-efficacy were the teachers with preferences of acting on the sportive trainning area, followed by those who chose the APE. The social cognitive perspective and the proposals of the reflexive teaching showed themselves as excellent referencials, and complement the discussion about the teaching beliefs, professional career and PE or APE educational acting / Mestrado / Pedagogia do Movimento / Mestre em Educação Física