Dissertations / Theses: 'Educative teaching'

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Mytton, Elizabeth. "Legal education : experiencing the dynamics of law teaching." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341612.

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Miranda, Nilson Fonseca. "Digital technologies in Teaching Chemistry." Universidade Federal do CearÃ, 2007. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20173.

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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
This work analyzes the speech of the Chemistry professors of Universidade Federal do PiauÃ about the use of digital technologies, educational sites and softwares, conceived as tools applied to the teaching of Chemistry. It also analyzes the usage of softwares in the classroom: Spartan; origin; organic Chemistry II and the sites: nautilus; chemkeys; ucs; qmc.ufsc and quark. The main goal is to verify how the use of such tools contribute pedagogically to the teaching/learning in the area of Chemistry. The theoretical contribution used supports that the digital technologies themselves donât stablish nor catalyze the changes on the pedagogical practice, but the way which it is conceived by the teacher and the way it is used at the teaching system, intensifies the development of successive innovations and later change in the posterior change in the educational paradigm. As for the development of this research a qualitative methodology was used in order to make the search of chemical knowledge possible bearing in mind that this production also comes from the exchange, the socialization, sometimes conflicting, that the different agents involved promote when theyâre facing and representing their realities, completing them with various definitions. In this sense, (a) the speech of the teachers obtained through interviews, (b) the data about educational sites and softwares used on the chemistry teaching obtained through a grid of analysis produced for this purpose have been analyzed. The result of the collected data analysis aims at some positive reasons that justify the use of digital technologies on the Chemistry teaching: quickness and efficiency in the obtainment of information; access to new acquirements and higher agility at learning. Besides, it makes the simulation through virtual experiments possible, gives the opportunity to teachers and students to acquire modern information and possibilities of access to new acquirements.
Este trabalho analisa o discurso dos professores de quÃmica da Universidade Federal do PiauÃ acerca do uso das tecnologias digitais, sites e softwares educativos, concebidas como ferramentas aplicadas ao ensino de quÃmica. Analisa tambÃm a forma de utilizaÃÃo na sala de aula dos softwares: spartan; origin; quÃmica orgÃnica II e dos sites: nautilus; chemkeys; ucs; qmc.ufsc e quark. O objetivo fundamental Ã verificar como o uso dessas ferramentas contribui pedagogicamente para o processo de ensino/aprendizagem na Ãrea da quÃmica. O aporte teÃrico utilizado sustenta que as tecnologias digitais por si sÃ nÃo estabelece, nem catalisa mudanÃas na prÃtica pedagÃgica, mas a forma como Ã concebida pelo professor e utilizada no sistema de ensino, potencializa a eclosÃo de sucessivas inovaÃÃes e posterior mudanÃa no paradigma educacional. Para o desenvolvimento desta pesquisa foi utilizada uma metodologia qualitativa a fim de possibilitar a busca do conhecimento quÃmico compreendendo que essa produÃÃo tambÃm se elabora na troca, na socializaÃÃo, Ãs vezes conflituosas, que os diferentes atores envolvidos promovem ao enfrentarem e representarem suas realidades, preenchendo-as de significaÃÃes diversas. Neste sentido, foram analisados: (a) o discurso dos professores obtido atravÃs de entrevista; (b) os dados sobre sites e softwares educativos utilizados no ensino de quÃmica obtidos atravÃs de uma grade de anÃlise produzida para esta finalidade. O resultado da anÃlise dos dados gerados aponta para algumas razÃes positivas que justificam a utilizaÃÃo das tecnologias digitais no ensino de quÃmica: rapidez e eficiÃncia na obtenÃÃo de informaÃÃes; acesso a novos conhecimentos e maior agilidade no aprendizado. AlÃm disso, possibilita fazer simulaÃÃo mediante experimentos virtuais, oportunizando professores e alunos a adquirirem informaÃÃes recentes e possibilidades de acesso a novos conhecimentos.

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Englehart, Deirdre. "AN EXPLORATION OF HOW PRE-SERVICE EARLY CHILDHOOD TEACHERS USE EDUCATIVE CURRICULUM MATERIALS TO SUPPORT THEIR SCIENCE TEACHING." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2520.

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Research indicates that a proportion of elementary teachers are not comfortable teaching science to young children. These teachers are unaware of the best methods of approaching science and don't have the science background knowledge to support teaching through inquiry methods. This case study explores the role educative curriculum materials play in supporting pre-service early childhood education teachers' knowledge with science content and teaching practices. Specifically, I examine how educative materials impact pre-service teacher's content knowledge in science and their pedagogical content knowledge related to inquiry methods. Three pre-service early childhood teachers participated in this research. The teachers were initially interviewed about teaching science based upon three instruments: Views of Science Inquiry, Views of the Nature of Science and the Science Teachers Efficacy Beliefs Inventory. Each subject was observed teaching science in their internship site: the first lessons taught were guided or approved by their teachers and the next lessons were conducted using the support of educative curriculum materials. Finally, the initial instruments were once again administered along with an interview to obtain changes in teacher's knowledge, beliefs and understandings of science and science teaching. Results from this research indicate that educative curriculum was supportive of teachers in a variety of ways. Most importantly, this curriculum helped teachers to target more aspects of scientific inquiry during their science lessons than lessons without the use of educative curriculum. The important considerations regarding the effectiveness of the educative curriculum for these pre-service teachers were their underlying beliefs about how science should be taught, their uses of the curriculum materials and reflective practices regarding their own teaching. Results specifically related to early childhood educators include the level of inquiry implemented with young children and how children communicate their findings. Young children need support in their participation of inquiry learning. Successful implementation of guided inquiry practices occurred in this research. Also, the teachers in this research found insightful ways that directly supported young children in their communication of ideas. Implications for further research are also discussed. Educative materials could further support pre-service early childhood teachers if additional supports were used including accessible curricular rationales, support in classroom management and the specific use of guided inquiry.
Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction EdD

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Kyle, Judy A. "Investigating philosophical discussion with children as co-researchers : a case story of doing educative research using collaborative philosophical inquiry." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36776.

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This thesis is about an investigation of how children with philosophical experience use philosophical discussion as a way of doing research. A Lawrence Stenhouse description of 'research' as "systematic and sustained enquiry made public" (Bridges 1996, p. 2) served as my starting point for what to count as 'research'. As an interpretive case story of children participating in research as co-researchers, this research is about how I engaged in an after-school Discussion Research Group co-research project with seventeen volunteer students from my Philosophy for Children classes. Our co-research was a methodological experiment in merging genres of research (Anderson, 1989) in which we adapted and combined Philosophy for Children and qualitative research techniques in a philosophical exploration of philosophical discussion. Bringing together the children's philosophical expertise and my interest in the use of qualitative research methodologies, I explored how and whether 'to do philosophy' is 'to do research'.
Using an open and systematic inquiry approach, I answer the dissertation research question in three ways: by demonstration, by surfacing philosophical inquiry research acts and by conceptual investigation. In a set of co-researching stories, I use document and verbatim transcribed data obtained from audio and video tapes of forty-eight co-research sessions to demonstrate the co-researcher children at work using their own voices. Using these data I surface philosophical inquiry research acts by identifying philosophical inquiry 'moves' the children use in the research context. And I present a conceptual investigation of research roles as a way of answering how the philosophical work the children co-researchers do can be seen as 'doing research'.
This investigation offers a textured portrayal of children using philosophical discussion as a way of doing research. It presents their work as a complex and comprehensive account of 'philosophical discussion'. It uses children's verbatim data to surface the philosophical in research thereby supporting my assertion that to do philosophy is to do research. It presents a conceptual refinement of a variety of research roles. And it presents a viable example of how philosophical and qualitative research methodologies can work together for mutual benefit.

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Meiring, Leslie Frank. "The impact of toys as educative curriculum material on pre-service primary school Natural Sciences teachers' understanding of energy." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1332.

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In this study toys were used as educative curriculum material in an intervention on the topic of energy aimed at Intermediate Phase pre-service science teachers (n= 87) registered for a BEd degree at the Nelson Mandela Metropolitan University, South Africa. The intervention consisted of, amongst other elements, lectures, assignments and toy workshops, with the latter being a key driver in the process. The choice of toys as the educative curriculum material was informed by the fact that there is a huge variety of simple, reasonably priced and easily procured toys that are suitable to demonstrate the concept of energy from both theoretical and practical perspectives. The conclusions that can be drawn from the study are that the use of toys in the preparation of pre-service primary school teachers has the potential to substantially improve their subject content knowledge (SCK), pedagogical content knowledge (PCK), and their confidence related to these two constructs with respect to their understandings of energy. The data generated also suggest that when appropriate educative curriculum materials are integrated into a topic in science-teacher education, there may be a substantial positive impact on pre-service teachers‘ confidence in both their understanding of the science content and their perceptions of their ability to teach this content. An additional finding of the study was that, despite its popularity, status and usefulness over many years, the Science Teacher Efficacy Belief Instrument (STEBI-B) shows low sensitivity to measuring changes in efficacy as a consequence of the so-called ‗ceiling effect‘. The ceiling effect is a result of initial high scores which provide little opportunity to show iii substantial positive change as a result of an appropriate intervention that is designed to improve efficacy. While this study did not directly address this lacuna in STEBI-B, it made use of an innovative descriptive statistic, ‗percentage gain of potential‘, in an attempt to describe and interpret even small changes in efficacy as measured by STEBI-B.

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Navarro, Fernández Ricardo Javier, Velarde María Vanessa Vega, Landayeta Enrique Chiroque, and Panaqué Carol Rivero. "Teacher’s perception on good practices with a mobile application for teaching mathematics." Pontificia Universidad Católica del Perú, 2018. http://repositorio.pucp.edu.pe/index/handle/123456789/123975.

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This study aims to identify public schools teacher’s perceptions of the Good Teaching Practices, especially the use of technology in the classroom. Additionally, the study identify teacher’s perception concerning the use of a mobile app to teach mathematics. The study begins with a theoretical review that delimit the concept.From this review, an interview guide was designed to identify teacher’s perceptions of good teaching practices and the use of technologies in the classroom. The results suggests that teachers identify Good Teaching Practices in a conceptual approach, but not in a practical approach. In addition, they acknowledge the benefits of technologies for their teaching practices, recognizing the importance for teaching mathematics.
Este estudio busca identificar las nociones que los profesores de instituciones educativas públicas tienen sobre el concepto de buenas prácticas docentes, especialmente, respecto al uso de la tecnología en el salón de clase. Asimismo, se explora las percepciones sobre la utilidad del uso de un aplicativo móvil para enseñar matemáticas. Se inicia con una revisión teórica que delimita el concepto. A partir de esta, se diseñó una guía de entrevista para conocer la percepción de los profesores, sobre las buenas prácticas docentes y el uso de tecnologías. Los resultados apuntan a que los docentes identifican el concepto de buenas prácticas, pero no reconocen casos concretos donde estas se utilicen. Por otro lado, identifican las ventajas de las tecnologías y su uso en el aula, reconociendo aspectos importantes para la enseñanza.
Este estudo busca identificar as noções que os professores das instituições educacionais públicas têm sobre o conceito de boas práticas de ensino, especialmente com o uso da tecnologia na sala de aula. Também explora as percepções sobre a utilidade de usar uma aplicação móvel para ensinar matemática. Começa com uma revisão teórica que delimita o conceito. A partir disso, um guia de entrevista foi projetado para conhecer a percepção dos professores sobre boas práticas de ensino e o uso de tecnologias. Os resultados sugerem que os professores identifiquem o conceito de boas práticas, mas eles não reconhecem casos concretos em que são usados. Por outro lado, eles identificam as vantagens das tecnologias e seu uso na sala de aula, reconhecendo aspectos importantes para o ensino.

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Severino, Natália Búrigo. "Formação de educadores musicais: em busca de uma formação humanizadora." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2702.

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This research is based on Paulo Freire, Carlos Rodrigues Brandão and Ernani Maria Fiori ideas about education for dialogue, respect and not oppression, known as humanizing education. According to that, authors as HJ Koellreutter, Carlos Kater, Maura Penna and Ilza Joly, help us to defend humanizing education within the field of Music Education. When advocating for humanizing musical education we must also defend the teaching fomation to work within this perspective. Thus, a qualitative research accompanied a group of undergraduate students in music education, which are working with music in public schools through a scholarship program named Institutional Scholarship Program for Teaching Initiation (PIBID). From the framework adopted, the observations made as a music mentor of these students, and the use of a daily field diary, we raised a list of skills and attitudes necessary for an educator seeking to act under the humanizing perspective. The researcher made interventions, and dynamic activities with these undergraduate students to instigate them, to question them, and propose a reflection on their own teaching practice. From these interventions, several pathways and its obstacles were pointed to a teaching formation that aims and cares about the human as a being. During these two years of research, a cyclic pattern was identified regards to how the licensees relates with their job in PIBID. This cycle was analysed from Michaël Huberman analysis about the teaching career cycle, which gave elements to comprehend the teaching experience and their formation. We noticed that to the student become a loving, respectful and dialogical musical educator, therefore humanizing, their formation must be founded in this same principles. This means that the training teacher, who accompainying the undergraduate from the beggining of their program must be loving, respectfull and dialogical. Hopefully, this research will contribute to the field of education and music education, presenting a new concept of music education and showing the necessity and importance of thinking, with commitment and respect, the teaching formation of musical educators to act in Brazilian schools.
A partir das ideias de Paulo Freire, Carlos Rodrigues Brandão e Ernani Maria Fiori, defendemos uma educação libertadora, pautada no diálogo, no respeito e na não opressão, ou seja, uma educação humanizadora. Em consonância com essas ideias, trazemos autores como Hans-Joachim Koellreutter, Carlos Kater, Maura Penna e Ilza Joly, que nos ajudam a defender essa educação humanizadora dentro do campo da Educação Musical. Ao defender uma educação musical humanizadora, devemos defender também a formação de educadores para se trabalhar dentro dessa ótica. Assim, a pesquisa, que teve um caráter qualitativo, acompanhou um grupo de licenciandos em música que estão em exercício da docência através do Programa Institucional de Bolsas de Iniciação a Docência (PIBID). A partir do referencial adotado, e das observações feitas no acompanhamento desses licenciandos, registradas nos diários de campo da pesquisadora, foi levantado uma lista de habilidades e atitudes necessárias para um educador que procure agir sob a ótica humanizadora. Dessa forma, através da pesquisa-ação, a pesquisadora realizou intervenções, dinâmicas e estudos com esses licenciandos de modo a instiga-los, questioná-los, e propor a reflexão sobre a própria prática pedagógica. Dessas intervenções saíram os dados da pesquisa que nos apontaram caminhos que podem ser percorridos, bem como as dificuldades desse percurso, na busca por uma formação docente que valorize e respeite o humano enquanto ser no mundo. Durante a pesquisa, foi identificado um ciclo vivido pelos bolsistas que se repetiu de forma semelhante nos diferentes licenciandos que passaram pelo PIBID ao longo dos dois anos da pesquisa. Esse ciclo foi analisado a partir das pesquisas realizadas por Michaël Huberman sobre ciclo de vida dos professores e nos deu elementos para compreender a experiência da docência e a formação desses licenciandos. Percebemos que para que o educador musical seja amoroso, respeitoso e dialógico, ou seja, um educador humanizado, é preciso que sua formação seja baseada nesses pressupostos. Isso significa que o professor formador, aquele que acompanha os licenciandos no início da sua formação, deve ser necessariamente amoroso, respeitoso e dialógico. Esperamos, com esta pesquisa, contribuir para a área de educação e educação musical, apresentando um novo conceito de educação musical e mostrando a necessidade e a importância de se pensar, com compromisso e respeito, a formação de professores para atuarem como educadores musicais nas escolas brasileiras.

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Silva, Sirlene Mota Pinheiro da. "A MULHER PROFESSORA E A SEXUALIDADE: representações e práticas no espaço escolar." Universidade Federal do Maranhão, 2009. http://tedebc.ufma.br:8080/jspui/handle/tede/151.

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Study on sexuality and its influence on the educative practice of the teaching woman in the school space. It aims at analyzing the teachers representations about sexuality and sexual education, emphasizing how the social control mechanisms and the truth discourses influence the work developed by the women in the teaching practice. In the theoretical plan, Foucault (1985; 1989; 1993; 1999; 2000; 2006) is used, with his analyses about power relations, knowledge and the truth devices, emphasizing the human sexuality in general and the women s sexuality in particular. Moscovici (2007) is also used in this paper, with the two processes which generate the social representations (anchorage and objectification), presented as an analytical support for sexuality and sexual education in school. In the history of sexuality, the paper rescues the social control mechanisms and the truth devices about sexuality, emphasizing the woman s sexuality. In the history of education, it also rescues some ways of exclusion and insertion of the woman in the formal teaching, emphasizing her entrance in the school as a student and as a teacher. Evidencing as well as her articulation with teaching, the school as a control mechanism of sexuality, especially the feminine. Interviews were conducted with subjects of two schools in São Luís MA, one of the public web and other, confessional, of the private teaching web: an education specialist, a pedagogical coordinator and eleven teachers. The schools, the subjects and their representations about sexual repression, sexual education and sexuality, as well as the influences of this last in the educative practice, resultant of the treatment given to the issues related to se and sexuality in classroom in particular, and in the school space in general. Thus, the paper relates sexuality to the educative practice of teaching, demonstrating the emphasis given to the biological materiality in the issues related to sexuality and the ignorance of a scientific knowledge about that theme and about sexual education. Sexuality is recognized as a social and cultural construction, seeking for the reflection and contribution with subsidies for the fomentation of other studies about the theme.
Estudo sobre a sexualidade e sua influência na prática educativa da mulher professora no espaço escolar. Tem como objetivo analisar as representações de professoras sobre a sexualidade e a educação sexual, destacando-se como os mecanismos de controle social e os discursos de verdade influenciam o trabalho por elas desenvolvido no fazer docente. No plano teórico, utilizam-se: Foucault (1985; 1989; 1993; 1999; 2000; 2006), com suas análises sobre as relações de poder, saber e dispositivos de verdade, com ênfase na sexualidade humana e, especialmente, na da mulher; e Moscovici (2007), com os dois processos que geram as representações sociais (ancoragem e objetivação), apresentando-se como suporte analítico da sexualidade e da educação sexual na escola. Resgatam-se, na História da Sexualidade, os mecanismos de controle social e os dispositivos de verdade sobre a sexualidade, com ênfase na mulher e, na História da Educação, algumas das formas de exclusão e inserção da mulher no ensino formal, ressaltando-se o seu ingresso na escola como aluna e como professora. Evidenciam-se sua articulação com a docência, a escola como mecanismo de controle da sexualidade, especialmente a feminina. Realizam-se entrevistas com sujeitos de duas escolas de São Luís (MA), sendo uma da rede pública e outra, confessional, da rede privada de ensino: um especialista da educação, uma coordenadora pedagógica e onze professoras. Apresentam-se as escolas, os sujeitos e suas representações acerca da repressão sexual, da educação sexual e da sexualidade, bem como as influências desta última na prática educativa, decorrentes do tratamento dado às questões relacionadas a sexo e sexualidade em sala de aula, de modo particular, e no espaço escolar, de modo geral. Com isso, relaciona-se a sexualidade à prática educativa de professoras, demonstrando-se a ênfase dada à materialidade biológica nas questões da sexualidade e o desconhecimento de um saber científico, sobre essa temática e sobre a educação sexual. Reconhecem-se a sexualidade como construção social e cultural, buscando-se a reflexão e a sua contribuição como subsídios para o fomento de outros estudos sobre a temática.

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Teixeira, Adriano Canabarro. "Formação docente e inclusão digital : do processo de emersão tecnológica de professores." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2005. http://hdl.handle.net/10183/14660.

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A partir de reflexões acerca das implicações e das potencialidades da situação de conexão generalizada instituída na sociedade moderna, do reconhecimento de um processo de globalização que tende à formatação das tecnologias de rede a tecnologias de acesso aos indivíduos e da existência de um modelo de educação que, ao ignorar o potencial das tecnologias de rede e sua lógica subjacente, imprime aos indivíduos a marca da passividade, da verticalidade e da reprodução, aponta-se para a urgência de ampliação político-conceitual dos processos de inclusão digital, cuja base é a criação de uma cultura de rede. A partir dessa contextualização, esta tese relata o processo de análise do projeto de Emersão Tecnológica de Professores, realizado junto a um grupo de alunos dos cursos de licenciatura da Universidade de Passo Fundo no ano de 2003. Dentro de uma proposta de pesquisa participante, constituiuse em uma experiência de formação docente baseada na lógica das redes. O desenvolvimento desta experiência fornece subsídios à análise de sua possível contribuição para a construção de uma cultura equivalente e sua pertinência como base teórico-conceitual de propostas na área de informática educativa.
From reflections concerning the implications of the potentialities of the situation of generalized connection instituted in the modern society, of the recognition of a globalization process that tends to formatting the technologies of net in the technologies of access to the individuals and of the existence of an education model that, when ignoring the potential of the net technologies and its underlying logic, prints the individuals the mark of the passivity, the upright and the reproduction, it points to an urgency of politician-conceptual magnifying of the processes of digital inclusion, whose base is the creation of a net culture. Parting from this contextualization, this thesis describe the analysis process of the Technological Emersion of Professors project, carried through together a group of pupils of the courses of teachers formation of the University of Passo Fundo in the year of 2003. Inside of a proposal of participant research, one consisted in an experience of based teaching formation in the logic of the nets. The development of this experience supplies subsidies to the analysis of its possible contribution to the construction of a culture equivalent and its relevancy as theoretician-conceptual base of proposals in the area of educative computer science.

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Frattari, Neto Nicola José. "Educandário Espírita Ituiutabano : caminhos cruzados entre a ação inovadora e sua organização conservadora. Ituiutaba, Minas Gerais (1954-1973)." Universidade Federal de Uberlândia, 2009. https://repositorio.ufu.br/handle/123456789/13784.

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This work proposes an investigation into a school institution, the Educandário Ituiutabano, established in Ituiutaba city, in Minas Gerais State. The school was built and maintained by the União da Mocidade Espírita de Ituiutaba (UMEI), by means of campaigns. The UMEI verified that, until 1954, there was not free secondary school in the city, and 57% of the population were illiterate. The temporal landmarks were delimitated between 1954, the beginning of the building of the Educandário because the moment of its installation was one of religion and political fights and 1973, the year of its second principal s dismissal, the Teacher Paulo dos Santos the central personality in the development of the institution. As the School was declared secular, in the local press, in the date of its inauguration, the aim of this research is to find out vestiges which can prove or not religions characteristics, mainly by the way it was set up, supported and directed. The project of the historical research was carried on, focusing on questions as temporariness, globality, method and sources. It was used school documents, such as records, annual reports and the opening process; records of Ituiutaba City Council; local press; photographs and interviews with ex-employees, exteachers, ex-pupils, Paulo Santos relatives and people who opposed to the School. The movement between the theoretical base and the sources made the (re)construction possible from the historical moment researched, finding out vestiges of what is intended to, in a critical perspective. It was confirmed that the School was like other educative experiences in Spiritism, especially in Brazil. In spite of proposing, as the main objective, to remedy an educational lack in Ituiutaba city, presented, in its educative proposal, the philosophy of Spiritism, focused on concepts of the development of an integral man, in assistance postulates; in which the work of UMEI was based on. The Institution has also met in Paulo dos Santos, the central figure, able to plan a teaching practice in the pattern of the Spiritism: without proselytism, open to everyone, related to a moral formation of the human being and based on assistance and charity practices.
Este trabalho propõe uma investigação de uma instituição escolar, o Educandário Ituiutabano, instalado em Ituiutaba, Minas Gerais. A escola foi construída e mantida pela União da Mocidade Espírita de Ituiutaba (UMEI), por meio de campanhas. A UMEI constatou que, até 1954, não havia ensino ginasial gratuito na cidade, e 57% da população era analfabeta. Os marcos temporais foram delimitados entre 1954, início da construção do Educandário − por ser um momento cercado por lutas políticas e religiosas o de sua instalação − e 1973, por ser o ano do afastamento de seu segundo diretor, o professor Paulo dos Santos − figura central do desenvolvimento da instituição. Como a escola foi declarada leiga na imprensa local, na data de sua inauguração, objetiva-se encontrar vestígios que possam comprovar suas características religiosas ou não, principalmente pela forma com que foi instalada, mantida e dirigida. Segue a proposta da pesquisa histórica, focada em questões como temporalidade, globalidade, método e fontes. Foi utilizada documentação escolar, como atas, relatórios anuais e o processo de abertura; atas da Câmara dos Vereadores; imprensa local; fotos e entrevistas com ex-funcionários, ex-professores, ex-alunos, familiares de Paulo dos Santos e ainda aqueles que se opunham à escola. A movimentação entre o lastro teórico e as fontes permitiu a (re)construção do momento histórico pesquisado, encontrando-se vestígios do que se pretende, numa perspectiva crítica. Foi constatado que a escola se assemelhou a outras experiências educativas espíritas, sobretudo no Brasil. Apesar de propor, como objetivo principal, sanar uma carência educacional na cidade de Ituiutaba, apresentou, em sua proposta educativa, uma filosofia espírita, focada em conceitos de formação de homem integral e em postulados assistenciais, que fundamentou o trabalho da UMEI. Encontrou, também, em Paulo dos Santos, a figura central, capaz de articular um ensino nos moldes do Espiritismo: sem proselitismo, aberto a todos, voltado à formação moral do ser e fundamentado em práticas de caridade e assistência.
Mestre em Educação

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Ament, Mariana Barbosa. "O PIBID na formação de educadores musicais: reflexões sobre os processos educativos na construção da identidade profissional." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/2760.

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This dissertation advocates for Humanizing Music Education, a term in education that places the human as priority, as well as its relations based on dialogue, curiosity, authonomy, otherness, amorousness, to be freedom through conscientization of educators and students about the potential and power to transform society. Authors that discuss education as Paulo Freire, Ernani Maria Fiori, Carlos Rodrigues Brandão, António Nóvoa, in consonance with authors from Music Education as Carlos Kater, Hans Joachim Koellreutter, Teresa Mateiro, Claudia Belochio, among others, help to comprehend this concept on analysing humanizing elements of education together with what we understand of music education of quality. For a truly humanizing music education, it is necessary to educate teachers in humanization, which could help in the process of humanization of their students. We believe that in initial education, teachers learn and teach in a way that could be very usefull for its professional development as educator. The research strived to study knowledge about the influence of a government scholarship program for teaching initiation on future music educators and the construction of its professional identity considering the program, one of the main incentives of teaching which offers partnerships between school and university in a process of mutual implementation for the teacher education. Seeking to know from music educators, what are their most significative learnings during their participation in the program and what those experiences helped them in the construction of their professional identity, three subjects that graduated in Music Education and participated in the program during their initial formation were choosen. Through documental analysis, we analysed portfolios selected and sent by the subjects to find education processes that occurs during their participation in the program. After gathering the portfolios, individual open-interviews were done so that the subjects could, with the researcher, remember some learnings, talk about their professional practices after the formation and how affirm their professional identity, they are: "Learning of Teaching", Possible methodologies and Professional Identity". From the data collection, three analisys categories arose and revealed learnings in teaching, possibilities for methodology strategies created by their own at school and comprehensions about professional identity of each one. In the analisys process, we realized that we must valorize and create more and more programs, projects and actions at university that approximate and or introduce the future educators at schools daily routine and more, valorize the learnings of own future educators as equally important part of the disciplinary avaliations that occurs at university. We hope, with this research contribute to the area of education and music education and show that, even that the music educator does not act at basic education as a professional, the learnings generated from school, as we could see, will also contribute to the acting in other fields of music education and education if made with compromisse, respect, in other words, more humanizing practices.
Defendemos nesta pesquisa, o conceito de Educação Musical Humanizadora defendendo uma concepção de educação que priorize o humano e suas relações fundamentadas no diálogo, na curiosidade, na autonomia, na alteridade, na amorosidade para que seja libertadora por meio da conscientização de educadores e educandos(as) sobre suas potencialidades e poder de transformação da sociedade. Autores da educação como Paulo Freire, Ernani Maria Fiori, Carlos Rodrigues Brandão, António Nóvoa, entre outros em consonância com autores da Educação Musical, como Carlos Kater, Hans Joachim Koellreutter, Teresa Mateiro, Claudia Belochio, e outros nos auxiliaram na compreensão deste conceito ao analisar princípios humanizadores da educação juntamente com o que entendemos por uma educação musical de qualidade. Para que haja uma educação musical de fato humanizadora, é necessário então formar professores mais humanizados, e que poderão auxiliar no processo de humanização de seus educandos. Acreditamos que, na formação inicial, os professores aprendem e ensinam num processo que pode ser muito útil para sua atuação profissional como educador. A pesquisa se atentou em aprofundar conhecimentos sobre qual a influência do Programa Institucional de Bolsa de Iniciação à Docência na formação de Educadores Musicais e na construção de sua identidade profissional considerando o programa, um dos principais incentivadores da docência e que proporciona parcerias entre escola e universidade em um processo de construção conjunta para a formação do licenciando. Com o intuito de saber de educadores musicais, quais suas aprendizagens mais significativas durante a participação no PIBID e o que essa experiência auxiliou na construção de sua identidade profissional, escolhemos três sujeitos que se formaram em licenciatura em Música e participaram do programa durante sua formação inicial. Através de análise documental, analisamos portfólios escolhidos e enviados pelos sujeitos a fim de encontrar processos educativos que ocorreram durante a participação dos mesmos no programa. Após a coleta dos portfólios, realizamos entrevistas abertas individuais para que os sujeitos pudessem, em conversa com a pesquisadora, relembrar algumas aprendizagens, dialogar sobre suas práticas profissionais após a formação e se as mesmas afirmam sua identidade profissional. Dessas coletas de dados, surgiram três categorias de análise que nos revelaram aprendizagens da docência, possíveis estratégias metodológicas criadas por eles mesmos na escola e compreensões sobre a identidade profissional de cada um, são elas: Aprendizagens da Docência , Metodologias possíveis e Identidade Profissional . No processo de análise, percebemos que, cada vez mais devemos valorizar e criar programas, projetos e ações na universidade que aproximem e ou inserem os licenciandos na rotina da escola e ainda, valorizar as aprendizagens dos próprios licenciandos como parte igualmente importante às avaliações disciplinares que ocorrem na universidade. Esperamos, com esta pesquisa, contribuir para a área de educação e de educação musical e ainda mostrar que, mesmo que o educador musical não atue na educação básica como profissional, as aprendizagens geradas na escola, como pudemos ver, contribuirão também para atuações em outros campos da educação musical e da educação se for pensada e realizada com compromisso e respeito, ou seja, com práticas mais humanizadoras.

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Monge, Beatriz Carrasco. "Prática de ensino supervisionada em Pré-escolar e em 1.º ciclo do ensino básico: organização de ambientes educativos promotores da educação em ciências naturais." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/19947.

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O presente relatório, elaborado no âmbito Prática de Ensino Supervisionada em Pré-Escolar e em 1.º Ciclo do Ensino Básico dá a conhecer os processos de aprendizagem imanentes à prática desenvolvida em contexto. Em Educação Pré- Escolar elaborei um memorial de formação que permitiu refletir sobre as experiências vividas no estágio, possibilitando a aquisição de conhecimentos e aprendizagens profissionais. No 1º Ciclo do Ensino Básico o estágio também assumiu uma perspetiva reflexiva que me permitiu aprender a profissão, mas a dinâmica do trabalho com as crianças possibilitou, igualmente, a realização de um projeto alinhado com a investigação-ação. Os contextos foram diferenciados pela sua especificidade, quer pela situação geográfica e cultural das instituições, quer pelo nível de ensino em que se desenvolveram. A prática educativa em 1º Ciclo do Ensino Básico ocorreu na escola EB/JI Galopim de Carvalho em Évora, já a prática em Pré-Escolar ocorreu no Núcleo de Educação Infantil Colônia Z-11, na cidade de Florianópolis no Brasil. No que respeita à dimensão investigativa, dediquei especial atenção à “Organização de Ambientes Educativos Promotores da Educação em Ciências Naturais”, com vista a compreender como é que aprender ciências pode contribuir para a literacia científica das crianças tendo em vista o exercício de uma cidadania informada. Para tal as crianças envolveram-se ativamente no processo de construção do seu próprio conhecimento. Recorri a autores que me deram contributos para conceber, planear e fundamentar as práticas, quer do ponto de vista pedagógico quer do ponto de vista dos conteúdos curriculares. Para a recolha e tratamento da informação, atendi aos contextos onde o trabalho se realizou, bem como às observações dos diversos intervenientes na supervisão dos estágios, a planificações e reflexões semanais que fui elaborando e me permitiram concretizar uma análise imprescindível para as aprendizagens concretizadas e apresentadas no presente Relatório; REPORT OF SUPERVISED TEACHING PRACTICE IN PRE-SCHOOL EDUCATION AND THE 1ST CYCLE OF PRIMARY EDUCATION: ORGANIZATION OF EDUCATIONAL ENVIRONMENTS PROMOTERS OF EDUCATION IN NATURAL SCIENCES Abstract: The present report, elaborated in the scope of the Practice of Supervised Teaching in Pre-School and in the Primary Education, makes to known the learning processes inherent to the practice developed in context. In Pre-School Education, I created a training memorial that allowed me to reflect on the experiences I had live in the internship, making possible the acquisition of professional’s knowledges and learnings. In Primary School the internship also assumed a reflexive perspective which allowed me to learn the profession, but the dynamic of the work with the children allowed me to, equally, the realization of a project lined up with the action-research. The contexts where differentiated by their specificity, by the institutions geographic location, by the cultural situation and by the learning level where they were developed. The educational practice in Primary School occurred in the school EB/JI Galopim de Carvalho in Évora and the Pre-School practice occurred in Núcleo de Educação Infantil Colônia Z-11, in Brazil in the city of Florianopolis. In the matter of the investigative dimension, I dedicated special attention to the “Organization of Educative Environments Promoters of Natural Sciences Education”, to understand how learning sciences can contribute to scientifically literacy of the children, having in view the exercise of an informed citizenship. For this the children involved actively in the process of building their own knowledge. I resorted to authors who give me contributes to conceive, to plan and to fundament the practices, both from the pedagogical point of view and from the curricular contents point of view. To the collect and treat of data, I attend to the contexts where the work were realized, to the observations of the diverse actors in the internship supervision, to the daily plans and weekly reflections which I had been elaborating and which allowed me to concretize an indispensable analysis to the learnings achieve and presented in the present report.

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Padovani, Ornella. "A prática pedagógica na educação profissional técnica de nível médio em enfermagem: estudo em uma escola privada do interior paulista." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-04102007-183846/.

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Esta pesquisa teve como propostas caracterizar a prática pedagógica das professoras que atuam na Educação Profissional Técnica de Nível Médio em Enfermagem, de uma instituição privada do interior paulista e de identificar também a percepção da coordenadora do curso quanto à prática pedagógica das docentes do mesmo. Trata-se de um estudo descritivo-exploratório, de natureza qualitativa. A obtenção dos dados se deu por meio de entrevistas semi-estruturadas gravadas, no período de julho a dezembro de 2006. A população estudada foi constituída por cinco enfermeiras professoras que ministravam aulas teóricas e práticas e a coordenadora do curso, que estavam atuando nesta instituição no momento da pesquisa. Da análise das entrevistas, norteadas pelo Fenômeno Central: A Prática Pedagógica na Educação Profissional Técnica de Nível Médio em Enfermagem emergiram três categorias: o professor na instituição escola profissional; o caminho para ser professor; o processo ensino-aprendizagem: planejamento, execução e avaliação. A partir destas categorias, foi possível a construção de algumas reflexões sobre a prática educativa das docentes e da coordenadora, considerando as vivências relatadas por elas. Os docentes são agentes formadores e necessitam atualizar seus conhecimentos. Desse modo, é fundamental repensar a prática pedagógica, dando ênfase a uma atividade educativa baseada na práxis, como instrumento de transformação.
This research proposed to characterize the pedagogical practice of teachers who work on Professional Technic Education of Nursing Intermediate Level in a private institution of São Paulo State countryside and also identify the course´s coordinator perception as for pedagogical practice of course´s professors. It s a question for a descriptive-explorer study, qualitative nature. The data were obtained by recorded semi-structured interviews, since july until december 2006. The studied population was composed by five teachers nurses who ministered theorical and practical classes and by the course coordinator, whom were working in this institution at the research s moment. Three categories emerged by the analysis of interviews guided for the Central Phenomenon: The Pedagogical Practice on Professional Technic Education of Nursing Intermediate Level. They are: the professor at the professional school institution; the way to be a professor; the teaching-learning process: projection, execution and evaluation. From the general analysis of categories, became possible the construction of some reflections about the educative practice of professors and coordinator, considering the experiences related by them. The professors are former agents and they need to update their knowledges. In this manner, it s fundamental to rethink the pedagogical practice, giving emphasis to a educative activity based in praxis, as a transformation instrument.

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Ruedell, Pedro. "Fundamentação antropológico-cultural da religião segundo Paul Tillich: perspectivas pedagógicas abertas frente aos dispositivos legais vigentes." Universidade do Vale do Rio do Sinos, 2006. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2060.

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Atento à problemática do ensino religioso, minha reflexão se insere num percurso histórico, do qual participo ativamente desde a década de 1960. Associando-me a outros profissionais do ensino, em âmbito estadual e nacional, refleti com eles sobre as mudanças contextuais, procurando ressignificar a compreensão do ensino religioso e reconfigurar a sua prática, dentro da realidade cambiante. Tais reflexões foram elaboradas em textos, parcialmente publicados, e levadas à prática em projetos de formação de professores e em subsídios para aulas de educação religiosa. Com esta atividade, também entrei em contato com autoridades de ensino, no sentido de promover programas de atualização dos professores na disciplina aqui em questão. Agora, no trabalho de tese, insiro-me neste processo, o qual constitui, por assim dizer, o chão de minhas considerações, que desenvolvo em três partes:1) um olhar histórico sobre a evolução do ensino religioso, com destaque às mudanças ocorridas, visando a uma melhor compreensão do mesmo,
Having in mind the problem with the religious teaching, my reflection is inserted in a historical course of which I have been participating actively since the 1960’s. By associating myself with other professionals of the teaching, in both state and national field of action, I reflected with them about the contextual changes, trying to give a new meaning to the understanding of the religious teaching and to reshape its practice within the changeable reality. Such reflections were elaborated in texts, partially published, and taken into practice in projects of formation of teachers and in subsidies for classes of religious education. With this activity, I also got in touch with teaching authorities, in the sense of promoting programs of the updating of the teachers in the subject of this matter. Now, in the work of thesis, I insert myself in this process, which constitutes, so to say, the ground of my considerations that I develop in three parts:1) a historical look on the evolution of the religious teaching, p

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Campos, Flavio Rodrigues. "Diálogo entre Paulo Freire e Seymour Papert: a prática educativa e as tecnologias digitais de informação e comunicação." Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/2360.

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Our work rises from a preoccupation in deepening discussion and reflection about Paulo Freire and Seymour Papert discourse about the uses of digital information and communication Technologies in educational practices and aims to analyze the implications of those discourses to the changes of discourses practices and social practices in which those discourses are included as well as their importance to education. From bibliographic research, it sought to explain some concepts defended by each author, as well as discuss the concepts of ideology, language and curriculum that are fundamental for the comprehension to our research. The methodology used in this sought to relate the concepts above with the discourse analysis of the recorded dialogue entitled The future of School , in which Paulo Freire and Seymour Papert argued about. In practice, we did a discourse analysis based on the theory of Norman Fairclough (2001), which considers the discourse in three dimensions: text, discursive practice and social practice. The analysis discussed and reflected about textual and social aspects insert in the discourse of Paulo Freire and Seymour Papert, which can imply (or not) changes in social and discursive practice of educators and professionals of education. The thesis presented here upheld is that discursive analysis can contribute to extend our comprehension about the influence of Paulo Freire and Seymour Papert discourses to educative practice of education professionals related to the uses of digital information and communication technologies.
Nosso trabalho nasce da preocupação em discutir e refletir sobre o discurso de Paulo Freire e Seymour Papert em relação ao uso das tecnologias digitais de informação e comunicação nas práticas educativas, buscando analisar as implicações desses discursos para as mudanças nas práticas discursivas e nas práticas sociais nas quais esses discursos estão inseridos, bem como sua importância para a educação. Partindo da bibliografia pesquisada, buscou-se mapear e explicitar alguns conceitos defendidos na teoria de cada autor, assim como destacar os conceitos de ideologia, linguagem e currículo, que são fundamentais na compreensão desta pesquisa. A metodologia utilizada neste trabalho procurou relacionar os conceitos citados acima com a análise de discurso textualmente orientada do diálogo gravado intitulado O futuro da escola , em que Paulo Freire e Seymour Papert debatem sobre o assunto. Na prática, fizemos uma análise do discurso baseada na teoria de Norman Fairclough (2001), que considera o discurso em três dimensões: texto, prática discursiva e prática social. A análise propriamente dita procurou discutir e refletir sobre os aspectos textuais e sociais inseridos no discurso de Paulo Freire e Seymour Papert, que poderão implicar (ou não) em mudanças nas práticas discursivas e sociais de educadores e profissionais da educação. A tese apresentada defende que a análise discursiva pode contribuir para ampliarmos nossa compreensão sobre a influência dos discursos de Paulo Freire e Seymour Papert para a prática educativa dos profissionais da educação, em relação às tecnologias digitais de informação e comunicação.

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Sousa, Elisabete Maria Zambujo. "Condicionantes de aprendizagem no 10º ano de escolaridade na disciplina de ciências físico-químicas: O ponto de vista dos professores." Master's thesis, Universidade de Évora, 2006. http://hdl.handle.net/10174/16161.

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O presente estudo, de natureza qualitativa e etnográfica, teve como grande objetivo a compreensão dos fatores que podem influenciar a aprendizagem dos alunos do 10° ano na disciplina de Ciências Físico-Químicas. Foram para isso inquiridos onze professores dessa disciplina, através de entrevistas semiestruturadas. Nelas se procurou também caracterizar a forma como esses professores avaliavam o impacto pedagógico do novo programa da disciplina. Através de análise de conteúdo dos discursos dos entrevistados, foi possível identificar algumas condicionantes que, na sua perspetiva, dificultam a aprendizagem dos alunos na disciplina em causa, destacando-se aqui as seguintes: insuficiências na gestão das atividades experimentais, insuficiências dos alunos em Matemática e Língua Portuguesa, falta de hábitos e métodos de trabalho, linguagem da própria ciência e metodologias didáticas inadequadas. O problema da motivação, afetando os alunos mas também os professores, foi igualmente bastante relevado. A maioria dos entrevistados pareceu, contudo, acreditar que, com o novo programa e uma mais efetiva articulação entre os professores, o nível de sucesso dos alunos do 10° ano poderá, de facto, aumentar. /ABSTRACT - The following study, of qualitative and ethnografic nature, had the purpose of understanding the factors that may influence the 10"' from student's at the subject Physico-Chemistry Sciences. As such, eleven teachers of the subject mentioned before, were questioned, using semi-structured interviews they also tried to characterize the way these teachers assessed the pedagogic impact of the new syllabus on this subject. Analyzing the contents of the interviewed speeches, it was possible to identify some conditioning that, according to them, make the students' learning difficult at this subject, pointing out the following: insufficiencies in the experimental activities management, students’ insufficiencies at Mathematics and Portuguese Language, lack of work methods and habits, scientific language, and inadequate didactic methodologies. The motivation problem, affecting not only students but also teachers, was also pointed out. However, most interviewed seemed to believe that, with the new syllabus and a more effective teachers' articulation, the level of 10'h form student’s success can, in fact, increase.

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Pagliarini, Thaís Ribeiro. "SITUAÇÃO-PROBLEMA: REPRESENTAÇÕES DE ACADÊMICOS DO CURSO DE LICENCIATURA EM MATEMÁTICA DA UFSM." Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/7201.

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Although the term problem is greatly present in the daily routine of people who work with Mathematics, we can perceive, even nowadays, that its use is not always followed by a conscious understanding about its meaning. Taking this point into consideration, this research, which is linked to the UFSM Education Post-Graduation Program, introduced at the research area Curriculum, Teaching and School Practices, aims at studying UFSM Mathematics Degree Course undergraduate students representations about Problemsituations, as well as to investigate such representations having in mind the undergraduate formative way and the signals of the topic in the prescriptive to their future teaching practice. The methodology has a quantitative and qualitative character, happening in two different moments. At first, we will show percent data of the answers obtained, after that we will analyze from the elaborated categories, such as (1) the understanding about the Problemsituations by the Mathematics undergraduate students; (2) the Mathematics undergraduate students formation in their Mathematics Degree Course in terms of Problem-situations; (3) the importance given by the Mathematics undergraduate students to the Problem-situations; (4) types of Problem-situations solved by the Mathematics undergraduate students and (5) the feasibility seen by the undergraduate students in working with Problem-situations at schools. It is from this organization that we present the undergraduate students perceptions and the research results. Using the five categories, in order to make a cross-answer given as a theoretical reference, observing that the public politics and the implementation of suggestions proposed for them were out of all proportion, as well as the lack of knowledge from the academics about the problem-situations dynamics
Embora o termo problema esteja bastante presente no cotidiano de pessoas que trabalham com a Matemática, ainda hoje, podemos perceber que seu uso nem sempre está acompanhado de um consciente entendimento sobre o seu significado. Diante disso, este trabalho de pesquisa que está vinculado ao Programa de Pós-Graduação em Educação da UFSM, inserido na Linha de Pesquisa, Currículo, Ensino e Práticas Escolares tem como temática de estudo as representações de acadêmicos do Curso de Licenciatura em Matemática da UFSM sobre Situações-Problema e tem por objetivo investigar tais representações tendo em vista a trajetória formativa desses acadêmicos e a sinalização do tema nas normativas à sua futura prática docente. A metodologia é de cunho quantiqualitativo, ocorrendo em dois momentos distintos. Num primeiro momento buscaremos mostrar dados percentuais das respostas obtidas, em seguida faremos uma análise a partir das categorias elaboradas, a saber: (1) entendimento a respeito de Situações-Problema pelos acadêmicos do Curso de Licenciatura em Matemática; (2) formação dos acadêmicos do Curso de Licenciatura em Matemática em termos de Situações-Problema; (3) importância dada pelos acadêmicos do Curso de Licenciatura em Matemática a Situações-Problema; (4) tipo de Situações-Problema trabalhadas pelos acadêmicos do Curso de Licenciatura em Matemática e (5) viabilidade vista pelos acadêmicos do Curso de Licenciatura em Matemática para se trabalhar com Situações-Problema nas escolas. Usando as cinco categorias, buscamos fazer um cruzamento das respostas dadas com o referencial teórico, observando o descompasso entre as políticas públicas e a implementação das sugestões por elas propostas, bem como o desconhecimento dos acadêmicos sobre a dinâmica de Situações-Problema

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Camilo, Zildete Torres Peres. "Museu do brinquedo da Fafil: um espaço cultural integrando o lúdico no ensino e aprendizagem da arte para a formação de educadores." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/27/27160/tde-17112010-142122/.

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Este trabalho discute a importância do Museu do Brinquedo na formação de educadores, bem como, o ensino da Arte nas escolas. O objetivo desta pesquisa é apresentar um processo de concepção e desenvolvimento de uma metodologia lúdica, tendo o Museu do Brinquedo como objeto principal para uma ação educativa durante o ensino e aprendizagem da arte. Para isso, adotou-se como metodologia a linha de Pesquisa-Ação, que permite um constante ir-e-vir na situação pesquisada, além de envolver a ação do pesquisador e de grupos interessados. Assim a pesquisa justifica-se por oferecer uma nova visão sobre a prática do ensino da Arte, discutindo as tendências atuais. O projeto mostra a criação do Museu do Brinquedo dentro da Faculdade de Filosofia, Ciências e Letras Carlos Queiroz na cidade de Santa Cruz do Rio Pardo (SP) e a participação dos alunos do Curso de Pedagogia na sua montagem, sendo que lá o educador pode observar e documentar o comportamento da criança de hoje perante o brinquedo de ontem, integrando o lúdico no ensino e aprendizagem da Arte, bem como, permitindo a criação de outros projetos por meio de ações educativas.
This research discusses the importance of the Toy Museum in formation of educators, as well as teaching of art the schools. The aim of this search is to present a process of conception and developing of a playful methodology, having the Toy Museum as main object for an educative action during the teaching and learning of art. For this, it was adopted as methodology the line of Research-Action, that allows a constant to go-and-to come in the researched situation, besides involving the action of the researcher and of the interested groups. So the search justifies itself by offering a new view about the practice of teaching art, discussing the presentday tendencies. The project shows the creation of the Toy Museum within the Faculty of Philosophy, Sciences and Letters \"Carlos Queiroz in the city Santa Cruz do Rio Pardo (SP) and the participation of students of pedagogy in their assembly, and then the teacher can observe and document the behaviour of a child of today in the presence of yesterdays toy, integrating the playful to the teaching and learning of Art, as well as allowing the creation of other projects through educative actions.

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Toro, Pérez Gloria Patricia. "Enseñanza en educación superior: una aproximación a la evolución de la innovación en la enseñanza de disciplinas científicas, con énfasis en el uso de tic en ambientes de aprendizaje." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/400153.

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El presente trabajo de investigación tiene como finalidad caracterizar las innovaciones didácticas en la enseñanza de las disciplinas científicas en la universidad, así como analizar su evolución haciendo especial hincapié en aquellas que utilizan diferentes instrumentos y programas TIC. Para el desarrollo de la investigación se realizó un análisis transversal de cerca de 500 experiencias de innovación educativa presentadas en eventos académicos (seminarios, jornadas, congresos, entre otros) realizados entre los años 2001 al 2014, las cuales introducen iniciativas o modificaciones en las prácticas de enseñanza-aprendizaje de los estudiantes universitarios en las áreas de biología, química, física y educación ambiental. Este estudio longitudinal de las experiencias revisadas ha analizado su “Génesis” (carácter y necesidades a las que responde, así como quien las promueve), los “Contenidos” desarrollados en la experiencia (conocimiento conceptual, visiones de ciencia y habilidades de pensamiento que desarrollan), la “Metodología de enseñanza-aprendizaje” (estrategias didácticas, fases del proceso enseñanza aprendizaje, tipos de actividades, evaluación de los estudiantes y recursos didácticos incidiendo de manera más profunda en los de tipo tecnológico) y por último, también se han analizado “Otros aspectos generales” (fundamentación teórica, productos de la innovación y dificultades). En el análisis de los datos relacionados con el papel de los entornos tecnológicos en las innovaciones, se ha profundizado en aspectos como el ¿qué tecnologías son las que se incorporan en los procesos de innovación educativa?, ¿qué rol cumplen las TIC en los procesos de innovación en educación superior? y ¿existe algún tipo de relación entre las metodologías y los recursos tecnológicos empleados? Estos resultados permiten establecer posibles rutas en el diseño e implementación de innovaciones en Educación Superior que potencien el desarrollo del pensamiento científico y el aprovechamiento de los entornos tecnológicos en los procesos de enseñanza aprendizaje.
This research aims to characterize didactic teaching innovations in higher education scientific disciplines, and analyze its evolution focusing on those that use different tools and ICT programs. This study was developed through a cross-sectional analysis of about 500 experiences of educative innovation showed on academic events (seminars, congresses, conferences, etc.) made between years 01 and 14, which introduce initiatives or modify teaching and learning practices of college students in biology, chemistry, physics and environmental education areas. Current cross-sectional study has analyzed its “genesis” (own characteristic and needs as the ones that promotes), the “contents” developed throughout experience (conceptual knowledge, science visions and developed thinking skills), the “teaching and learning methodology” (didactic strategies, teaching process phases, types of activities, student assessment, and didactic resources mainly focused in technologic kind); finally, ‘another general aspects’ have been analyzed (theoretical foundation, innovative results and issues). Data analysis related with the role of technologic environments into innovation, have focused in aspects such as ‘Which technologies are the ones that can be incorporated into innovative education process?’ ‘What is the IT role within innovative education processes?’ and, ‘Are there relationships between methodologies and used technologic resources?’ These results allow establishing possible ways in the design or application of higher education innovations that boost the development of critical thinking and the exploitation of technologic environments into the teaching processes.

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Oliveira, Margaret Fernandes Coelho de. "Inclusão das tecnologias da informação e comunicação (TIC) na formação contínua dos professores do ensino fundamental do Centro Educacional Nossa Senhora Auxiliadora (CENSA)." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/15704.

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O presente trabalho é o texto final da dissertação apresentada na Universidade de Évora, Portugal para a obtenção do grau de Mestre. Esta dissertação tem como objetivo principal, analisar se os conhecimentos sobre a utilização das TIC estão sendo incluídos de maneira consistente na Formação Contínua dos professores do ensino fundamental do CENSA, de modo a que a ação desses docentes possa de fato contribuir para um ensino de qualidade. O estudo sobre a Formação Contínua dos professores baseou-se nos principais investigadores, sobre esta problemática, da atualidade, que auxiliaram no aprofundamento e compreensão da necessidade da Formação Contínua dos professores para o uso das tecnologias da informação e da comunicação na prática educativa. Para a efetivação desse estudo optamos pela abordagem metodológica quantitativa e qualitativa, a segunda predominando sobre a primeira. Realizamos entrevistas através de questionário misto, com questões fechadas e abertas sobre o tema estudado, aplicados com professores dos anos escolares, com pais e alunos a fim de obter os dados desejados para a realização deste estudo. A análise de documentos, a entrevistas semiestruturadas, questionários e a observação foram instrumentos utilizados para o alcance do objetivo da pesquisa. Os resultados mostram que a Formação Inicial hoje e a Formação Contínua dos professores, não são suficientes para o uso adequado, das TIC na sua prática educativa. Os resultados apontam para a necessidade da melhor formação do professor para que haja uma mudança qualitativa na sua prática; ABSTRACT: This present work is the final text of a presented dissertation at Universidade de Évora, Portugal, for the degree of Master. This dissertation intends mainly to analyze if the utilization of TIC knowledge are being included in a consistent way in the continuing formation of CENSA Basic Education teachers, so that these teachers’ actions may indeed contribute to a teaching of quality. The study of teachers’ continuing formation was based in the main investigators, about this issue, in nowadays, that have helped in the teachers’ continuing formation deepening and comprehension to the use of information technologies and in the education practice communication. To the effectiveness of this study we have chosen the quantitative and qualitative methodological approach, the last one over the first one. We have made interviews through a mixed questionnaire, with open and closed questions about the theme, with teachers of Basic School, parents and students due to receive the wanted data to complete this work. Documents analyses, semi structured interviews, questions and observation were useful tools to reach this research goal. The results show that teachers’ training and continuing formation are not enough to the correct use of the TIC in their educative practice. The results lead us to a better teachers’ formation need to make a qualitative change in their educative practice.

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Zanatta, Colín Elizabeth, Dávalos Teresa Ponce, Iturriaga Sergio Luis García, Calderón Claudia Angélica Sánchez, and Vilchis José Luis Gama. "Questionnaire design: identity strategies in university academics in response to the educational reforms." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/100545.

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We designed a questionnaire that aims to understand what happens to the identity of the teacher as a guiding element of its educative practice in response to the educational reforms –which have generated a constant change in what is expected from their role. The questionnaire was applied to 228 academics from different disciplines in a state public University with an educational model based on competencies. The data were processed by factor analysis and Cronbach’s Alpha. The results were consistent with the hypothesized factor structure, obtaining an acceptable percentage of variance (43%), which explains four factors of identity strategies: resistant-diffuse, attributed, simulated and assumed. The instrumentreported an adequate level of internal consistency (.94). Therefore, the questionnaire has both construct validity and internal consistency.
Se diseñó un cuestionario que tiene la finalidad de comprender qué sucede con la identidad del académico, como elemento rector de su práctica docente, ante las reformas educativas que han generado un cambio constante en lo que se espera de su función. El cuestionario se aplicó a 228 académicos de diferentes disciplinas de una Universidad pública estatal con un modelo educativo centrado en competencias. Los datos fueron procesados considerando el análisis factorial y el alfa de Cronbach. Los hallazgos fueron congruentes con la estructura factorial hipotética, con un porcentaje de varianza aceptable (43%), que explica cuatro factores de estrategias identitarias: resistente-difusa, atribuida, simulada y asumida. El instrumento reportó un adecuado nivel de consistencia interna (.94). El cuestionario cuenta con validez de constructo y consistencia interna.
Desenhou-se um questionário com a finalidade de compreender o que aconteceu com a identidade do acadêmico, como elemento principal da sua prática docente, mediante as reformas educativas as quais têm gerado mudanҫas no que se refere à sua funҫão. O questionário foi aplicado a 228 acadêmicos de diferentes disciplinas numa universidade pública estadual, que possui um modelo educativo orientado às competências. A análises foi fatorial e Alpha de Cronbach. Os descobrimentos foram congruentes com a estrutura fatorial hipotética, com a obtenҫão da porcentagem duma variável aceitável (43%), a qual explica quatro fatores de estratégias identitárias: resistente-difusa; atribuída; simulada e assumida. O instrumento reportou um adequado nível de consistência interna (94). O questionário conta com a validade do construto e da consistência interna.

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Gannon, Kathryn M. "Teaching early literacy skills to a student with autism spectrum disorder /." Staten Island, N.Y. : [s.n.], 2007. http://library.wagner.edu/theses/education/2007/thesis_edu_2007_ganno_teach.pdf.

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Rodrigues, Adriana. "Produção coletiva de objeto de aprendizagem : o diálogo na universidade e na escola." Universidade Federal de Uberlândia, 2006. https://repositorio.ufu.br/handle/123456789/13992.

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In this research, we look for to understand the process of production and socialization to know, proceeding from the development of the learning object Trasnbordando Conhecimento , as well as, its use in the daily one of the lessons of mathematics in average education. For in such a way, we investigate as to know produced them in the daily one of the school they can contribute for the improvement and effectiveness of the dialogue enters the team organizer of learning objects and the professors. Being that, this investigativo work was carried through at two moments, distinct, but that they had been complemented: in the University and the school. The period was understood between June of 2004 to the July of 2005. When answering the two questions that had guided this research, we verify that it had contribution for the formation to know on the systematics of object production of learning and in the object use of learning in the mathematics education; ressignificações of Trasnbordando Conhecimento through the work of projects and also, contribution for the implantation of the educative work with computer science in the schools. We verify that the cycle of constructing, correcting, to reconstruct must continue so that let us have a dynamic education, as well as the rivers its waters goes down follows the course In the tested truth and, thinking metaforicamente, object and people after they are not more the same ones. It had aggregation of knowledge, knowing them individual and collective.
Nesta pesquisa, procuramos compreender o processo de produção e socialização de saberes, provenientes do desenvolvimento do objeto de aprendizagem Transbordando Conhecimento , assim como, sua utilização no cotidiano das aulas de matemática no ensino médio. Para tanto, investigamos como os saberes produzidos no cotidiano da escola podem contribuir para a melhoria e eficácia do diálogo entre a equipe organizadora dos objetos de aprendizagem e os professores. Sendo que, este trabalho investigativo foi realizado em dois momentos, distintos, mas que se complementaram: na Universidade e na escola. O período foi compreendido entre junho de 2004 à julho de 2005. Ao responder as duas questões que nortearam essa pesquisa, verificamos que houve contribuição para a formação de saberes sobre a sistemática de produção de objetos de aprendizagem e no uso de objetos de aprendizagem no ensino de matemática; ressignificações do Transbordando Conhecimento através do trabalho de projetos e, também, contribuição para a implantação do trabalho educativo com informática nas escolas. Verificamos que o ciclo do construir, corrigir, reconstruir deve continuar para que tenhamos um ensino dinâmico, assim como os rios... suas águas descem... seguem o curso... Na verdade e, pensando metaforicamente, o objeto e as pessoas depois de testados não são mais os mesmos. Houve agregação de conhecimentos, dos saberes individuais e coletivos.
Mestre em Educação

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King, Jennifer. "Language acquisition among bilingual and monolingual preschoolers : a descriptive study with suggestions for teaching /." Staten Island, N.Y. : [s.n.], 2005. http://library.wagner.edu/theses/education/2005/thesis_edu_2005_king_langu.pdf.

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Quinn, Lynn. "Teaching in higher education." Routledge, 2014. http://hdl.handle.net/10962/66557.

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publisher version
As Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.

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Mussoi, Eunice Maria. "PROPOSTA DE DESENVOLVIMENTO DE UM SOFTWARE PARA O ENSINO E APRENDIZAGEM DE GEOGRAFIA NAS SÉRIES INICIAIS." Universidade Federal de Santa Maria, 2006. http://repositorio.ufsm.br/handle/1/9270.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work presents a virtual instrument development that is going to support the teaching and learning process in Geography, for the 3rd grade of Elementary School at Public Schools of Santa Maria City RS Brazil. In this educational scenery, one intends to provide an alternative for the cognitive and social-affective development of the students. The proposed software approach the Spacial Orientation, attending to the teachers instrumental necessities. This constitutes an education modality which makes possible the innovation of teaching procedures, the utilization of various eletronic means of interaction, providing practicability in an extra-school education.
Este trabalho apresenta desenvolvimento de um instrumento virtual de apoio ao processo ensino e aprendizagem de geografia, para a 3ª série do ensino fundamental das escolas da Rede Pública Municipal de Santa Maria RS Brasil. Neste cenário educacional, pretende-se proporcionar uma alternativa para o desenvolvimento cognitivo e sócio-afetivo dos alunos. O uso do software proposto aborda o tema orientação espacial, atendendo às necessidades instrumentais dos professores, possibilitando a inovação dos procedimentos de ensino, a utilização de diversos meios eletrônicos de comunicação, viabilizando uma educação extraescolar.

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Underwood, A. M. "Teaching styles in physical education." Thesis, University of Exeter, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.354263.

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Forestier, Yann. "L’École, exception médiatique. La presse face aux enjeux des changements pédagogiques, 1959-2008." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040048.

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Cette thèse s’interroge sur l’intensité des débats, controverses et polémiques qui, en France, abordent la question de l’École, au moyen de l’étude du discours porté par la presse écrite généraliste entre 1959 et 2008, soit au cours du demi-siècle où se rencontrent la domination de ces débats par les enjeux liés à la démocratisation de l’enseignement du second degré et l’affirmation de la presse nationale d’information générale comme instance de prescription des débats intellectuels. Basé sur l’analyse statistique d’importants échantillons sélectionnés au sein d’un corpus de 8500 articles, ce travail s’attache à relier le contenu de ces textes aux réalités dont ils prétendent rendre compte, mettant en évidence les représentations qui sont élaborées et mobilisées. Dans le même temps, il examine les conditions de construction de l’information telle que la presse, dont les priorités et les méthodes évoluent, la façonne, et ce sur une matière scolaire dont la charge identitaire et les mutations à l’œuvre affectent de façon différenciée les catégories variées d’acteurs que les journaux font se rencontrer
This thesis questions the intensity of the debates, controversies and polemics that revolve around the school question in France, by studying the speech developed in the general written press between 1959 and 2008, i.e. during the five decades when the domination of the stakes linked to the democratization of second-degree schooling and the affirmation of national general press as a framing authority of the intellectual debates meet. Based on the statistic analysis of important samples of a corpus of 8500 articles, this work seeks to link the content of these texts to the realities they claim to reflect, putting in relief the representations they contribute to work out and to mobilize. At the same time, it reviews the conditions of the treatment of information as shaped by the press – whose priorities and methods evolve – on a school matter with its specific identity stakes and current changes that affect in different ways the various categories of actors expressing themselves in newspapers

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Halberg, David. "Teaching Devices in Education : Focusing on Technical Devices in Spanish Teaching." Thesis, Jönköping University, JIBS, Business Informatics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-6730.

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The aim of the thesis is to investigate how teaching devices, with focus on ICT use are regarded in education. I make comparison with teaching without technical devices, but emphasize the teaching with such devices. I address questions concerning what technical devices are used and in which way these devices may enhance the education process. In addition, in which way the devices influence power and communication.

The methods indicate a deductive-abductive approach, observations, interviews, and questionnaires. The theoretical framework focuses, Linguistics, Pedagogy, cognition, and Informatics. The results-part is built up on two cases – one concerning teaching with technical devices, the other concerning teaching without those devices. The results imply that the schools of Sweden use computers and Internet in a very ‘common’ way. However, there are intentions to use cell phones with software to assist the teaching. By this approach, that would be possible to add an additional time to the lectures since the pupils and teachers can work outside the classroom. One problem with technical devices is named ‘noise’, which are things in between the ‘useful’ (technical) devices and issues around that can decrease the learning process. In addition; if the goal is to have a symmetrical relationship between teacher and pupil, it may be difficult without taking carefully account on the (technical) device in use, and perhaps regard them as cognitive tools. From what I found, the tools are not regarded as cognitive.

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Kent, Athol Parkes. "Medical education and the importance of teaching medical teachers about teaching." Master's thesis, University of Cape Town, 1994. http://hdl.handle.net/11427/27044.

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This is an overview of medical education today. It deals with tertiary education matters pertinent to medical schools in South Africa, the forces that will inevitably cause medical education to change and the responses of other countries to similar circumstances. These forces are medical, educational and political. The medical forces bringing about changes are concerned with the explosion in knowledge in the fields of medical facts, technologies, therapies and informatics. It is an ongoing educational problem as to how the burgeoning sciences can be balanced with the present call for the return to the humanities. Medical schools are being required, through their teaching and learning methodologies, to encourage the qualification of empathetic graduates with generalist (holistic) skills and attitudes to best serve their patients. Educational forces, in particular new curriculum strategies, will need to be explored to assist teachers and students to cope with the demands of communities and individuals for care with expertise. In many First World countries these demands have found expression in moves from Traditional to Innovative curricula. Fundamentally, Traditional schools teach normal Anatomy and Physiology first, then move to the abnormal, before students reach the Clinical Years where these "basic sciences" are applied. Innovative schools, on the other hand, employ Problem-Based Learning with Community-Orientation throughout their curricula, with early patient contact, horizontal and vertical integration of disciplines, group work and community interaction as crucial aspects of their students' learning. Supporters of the Innovative philosophy see as progressive the revising of Flexnerian notions of basic science building blocks, the debalkanising of instruction subject by subject and the motivational impetus achieved when learning takes place in context. Political factors can impinge on staff teaching and student learning by Governmental demands through statutory councils or through the power exerted by the universities. Macro politics dictate financial or other resources that are allocated and may in future directly influence what sort of doctor the various medical schools are expected to graduate. The politics of staffing the teaching institutions, the development of teachers, and the demographics of the student population raise important questions of direction and commitment, and may lead to new realignments. The recognition of the importance of teaching at a professional level is a crucial factor in educating students more appropriately. Teachers versed in the medical pedagogic process will be pivotal in producing a new breed of doctors. This new breed will not be expected to "know everything" but have a core knowledge carefully ascertained by each medical faculty and the ability to find information that is further required. Students will not be expected to acquire all the facts to sustain them through the rest of their professional lives, but to have enquiring minds and the motivation to continue their education, to satisfy their curiosity and provide improved patient care. Their skills in mastery of the behavioural sciences will be more pertinent than ever as preventative medicine becomes as important as curative. They will be expected to formulate ethical attitudes and provide leadership in community and individual dilemmas. These are challenges that will need to be faced critically by our medical teachers who are too often experts in content in ever-narrower sub-specialities. For these challenges to be met, teaching cannot be taken for granted, but must be viewed more seriously by the schools and changes made where appropriate. The University of Cape Town (UCT) has a considerable reputation in the quality of its medical graduates. However, for its medical faculty to remain in the forefront of medical education, it needs to reconsider the knowledge required, the skills and attitudes embodied in its graduates but, as importantly, it must take the lead in undergraduate training. The need for renewing strategies and the action required are the themes of this dissertation.

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Crowder, Julie. "Teaching Mourning." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/215.

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Abstract TEACHING MOURNING By Julie Ann Crowder, MAE A thesis submitted in partial fulfillment of the requirements for the degree of Master of Art Education at Virginia Commonwealth University. Virginia Commonwealth University, 2011 Major Director: Sara Wilson McKay, Ph.D. Interim Department Chair and Associate Professor, Art Education As a researcher I sought to understand the following research questions: 1) What were the official policies and protocols that went into effect at William Fox Elementary School after the murder of the Harvey family in January of 2006? 2) What were the experiences of the staff and parents at William Fox Elementary School after the murder of the Harvey family? 3) What critiques and or suggestions do the employees and parents have of the personal or official policies or protocols, which were carried out after the murder of the Harvey family? The purpose of this research was layered. This research was necessary in order to create an accurate picture of the difficult emotional reactions of teachers attempting to teach students how to mourn while mourning themselves. Additionally, this study identified how teachers were able to continue about the business of every day life and education when they were dealing with difficult emotional issues. Participants at William Fox Elementary experienced the tragic death of the Harvey family on New Year’s Day 2006. This research illuminated possible new ways of looking at mourning, the public/media, and ways of handling these difficulties. This research could lead to the creation of new policies or protocols that would better serve the mourning populations in schools, which lose members to violence. The members of this study were William Fox Elementary employees or parents who were on present during and after the Harvey murders. Special attention was given to the IRB process. Seven participants who had a great deal of contact with Stella were selected. The PTA-funded Art Explosions teacher, Stella Harvey’s classroom teacher, the principal, the guidance counselor, a parent, the music teacher, and the librarian were all participants. Significant findings include: the importance of the speed and selection of information given to adults at the time of a tragedy, and the child information networks that form when children are not completely informed. Additionally a variety of information and thoughts are given on the subject of mourning, both public and private. Implemented and suggested healing techniques were investigated. Lastly, several uncomfortable issues that arose, such as race and rage were explored.

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Volmer, Abby. "Co-teaching as a Clinical Model of Student Teaching| Perceptions of Preparedness for First Year Teaching." Thesis, University of Missouri - Columbia, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13877174.

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College of Education faculty members at the University of Central Missouri found that public school teachers and administrators from surrounding schools were reluctant to hand over classrooms of students to novice teachers for student teaching. With high stakes accountability for test scores, teachers voiced their need to be present in the classroom, particularly during spring semester of statewide testing (Diana, 2014). The university adopted a co-teaching model of student teaching to prepare its teaching candidates for the first year of teaching while allowing the cooperating teacher to stay in the classroom throughout the student teaching term. The problem-of-practice addressed in this study focuses on the need to determine if a co-teaching student teacher model provides university students an adequate amount of clinical experience and preparation to support a successful first year of teaching.

The purpose of this study is two-fold: (1) analyze the perceptions of former and current student teachers, cooperating teachers, and university supervisors on the coteaching model of student teaching and (2) assess the model’s effectiveness in preparing student teachers for their first year of teaching. To this end, the research questions are as follows:

Research Question 1. What are the perceptions of University of Central Missouri current and former student teachers on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 2. What are the perceptions of University of Central Missouri university supervisors on the co-teaching student-teaching model’s ability to prepare student teachers for their first year of teaching?

Research Question 3. What are the perceptions of cooperating teachers on the co-teaching student- teaching model’s ability to prepare student teachers for their first year of teaching?

The research questions were answered through an analysis of the data collected via a quantitative survey followed by a qualitative interview. The quantitative survey asked respondents to rate items on a Likert-type scale (Fink, 2013) as to how well they perceived the co-teaching model of student teaching prepares student teachers to meet Missouri Teaching Standards. The qualitative survey asked respondents to discuss their perceptions of how well the co-teaching model of student teaching prepares student teachers for their first year of teaching based on their personal experience.

The responses indicated that the co-teaching model scored higher in first year teacher preparation by elementary teachers and elementary supervisors than by secondary teachers and supervisors. Responses also indicated that student teachers and cooperating teachers perceived the co-teaching model as more positively preparing student teachers for their first year of teaching than do university supervisors. Additionally, responses indicated that the co-teaching model of student teaching closely aligns to the Gradual Release of Responsibility theory of learning (Pearson & Gallagher, 1983) with the co-teaching model of student teaching strengths as follows: extensive modeling by a More Knowledgeable Other (Vygotsky, 1978), extensive professional reflection and immediate feedback, a narrowing of focus, professional collaboration, and building of confidence in the student teacher. Due to the student teacher never solely taking over the classroom responsibilities in a co-teaching model of student teaching, the model’s barrier for preparing student teachers for their first year of teaching centers on the student teacher not receiving a fully realistic teaching experience in a classroom without a co-teacher.

On this basis, it is recommended that universities and school districts adopt the co-teaching model of student teaching to provide a strong base of teaching background for the student teacher through the Gradual Release of Responsibility. The student teacher should also receive two to three weeks of sole classroom responsibility and all the duties in that role as to provide a realistic experience of teaching without a co-teacher present. Further research could synthesize the perceptions of the same group of participants in this study regarding a model similar to the one recommended.

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Gray, Carole. "Teaching styles in higher art education." Thesis, University of Aberdeen, 1988. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128434.

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The purpose of this study was to identify teaching styles in higher art education. The research was qualitative, and the methodology was one of triangulation, involving the views of lecturers, students, and the observer (author). Preliminary interviews with students and staff at one college provided the framework for the research and highlighted basic important variables in teaching art at college level. A 3D perspex model was designed to encourage lecturers to exteriorize and articulate in a visual/spatial way the various emphases they had in their teaching. The resultant form was a 3D 'concept map', indicating the person's approach or style. The research was replicated at another college, and extended by videotaping lecturers teaching, and interviewing students. Cluster analysis was used with the model data to establish groupings of lecturers, and when cross-referenced with the analysis of student interviews and videotapes/observations resulted in four different styles of teaching, which were labelled 'Fundamentalist', Structurist', 'Objectivist', and 'Artist'. There was found to be no real difference in style that could be attributed to the two different institutions; length of teaching experience markedly influenced styles; aims objectives and philosophies of courses had a strong influence on teaching styles.

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Chapman, Judith A. "Dance education : resources, teaching and talking." Thesis, University of Reading, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286103.

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Lyon, Lucinda J. "Developing teaching expertise in dental education." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2403.

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This exploratory study was designed to develop a baseline model of expertise in dental education utilizing the Dreyfus and Dreyfus continuum of skill acquisition. The goal was the development of a baseline model of expertise, which will contribute to the body of knowledge about dental faculty skill acquisition and may enable dental schools to provide more relevant faculty development opportunities, and maximize scholarship potential. Employing a qualitative approach, individual interviews were conducted with two dental school academic deans and seven experienced educators who were nominated by their academic deans for their expertise in dental education. Open coding of interview responses was performed to determine categories of phenomena that recurred repetitively. The categories of novice through experienced traits were examined using the Dreyfus model. Finally, the codes developed to describe recurring themes of faculty development were interpreted relative to influence of faculty qualities on development of student qualities. Results of this study indicate that the growth of skills necessary to good teaching, expressed by these experienced educators, reflects a learning curve similar to those noted by Dreyfus and Dreyfus and other previous investigators. While dental faculty approaching the Proficient and Expert end of the Dreyfus continuum, display many of the skills descriptive of these stages, they also speak about the process of active reflection. Some unique challenges present themselves in the process of educating dental students. In addition to supporting technique development, faculty teach a wide range of non-cognitive competencies such as professionalism, communication, and an ethic of care and service. The importance of these non-cognitive qualities to patient care and collaboration with peers are essential to successful practice. Articulation of practical knowledge may not be recognized by the teacher; however, data from this study indicates that qualities to which expert faculty are most sensitive influence dental student development profoundly. These findings increase understanding of expert performance in dental education and provide support for dental faculty who desire to become excellent educators. Study outcomes also have implications for exploration of hidden curricular elements embedded in dental faculty practice and their influence on novice dental students.

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Lacey, Jacqueline Marie. "Teaching social skills through environmental education." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.

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This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.

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McLaughlin, Glenn Denis. "Teaching the teachers of teaching : tertiary teacher education in Papua New Guinea." Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019312/.

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This thesis is centred upon the development, implementation and evaluation of the Bachelor of Education (Tertiary) BEd T. program at the University of Papua New Guinea, which aims to promote quality teacher educators. The program has its in rationale cognitive development theory, research on approaches to learning and the literature concerning adult and teacher development in the Melanesian context. The theoretical position adopted is that teacher development is a form of adult development and the promotion of quality teacher educators, a function of higher stages of development. Consequently, the intervention curriculum had two major expectations: to improve the level of cognitive development; to improve the quality of potential teacher educators. The following evolved as research questions. • What factors influence the learning of Papua New Guinea teachers undertaking higher education? • Does the experience of the special curriculum promote greater cognitive development than increased general education at the University? • What is the perceived impact of the BEd T. students in the teachers' colleges? • What are the contextual factors that influence college lecturers' teaching and students' learning? No one research methodology was considered appropriate to address these research questions because the theoretical position required a combination of qualitative and quantitative data. The methodology adopted was multi - disciplinary in scope and used structures from the following perspectives: ethnographic; illuminative evaluation; case study; quasi experimental. The research concluded that: The biggest single factor that influenced teachers' learning at university is their own misconceived expectations of learning compared with university expectations. This is exaccrbated by learning through English as a second language, where the main problem is the lack of conceptual equivalence between western and Melanesian epistcmologies. It was also found that the intervention curriculum did promote significantly greater cognitive development in the BEd T. students, as measured by the Student Process Questionnaire who in turn were perceived to be making a strong positive impact in the teachers' colleges. However the fullness of impact appears to be potentially muted by the mechanistic curriculum operating in the colleges, as well as by the conservative bureaucratic administrative practices of Government agencies.

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Kesselring, LeAnn E. "Physical Education Teacher Education Student Teaching Placement Procedures: Part 1." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4010.

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Conyers, Marcus. "Improving teaching practice through education, mind, and selected brain research." Thesis, University of Westminster, 2017. https://westminsterresearch.westminster.ac.uk/item/q1497/improving-teaching-practice-through-education-mind-and-selected-brain-research.

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Around the world, there is an unprecedented opportunity for improving educational outcomes by aligning the practice of teaching with the emerging science of learning. However, a research-to-practice gap persists, and many students, particularly low-income and minority children and youth, are failing to reach their academic potential. The texts submitted with this document (Conyers & Wilson, 2015a, 2016; Wilson & Conyers, 2013b, 2013c) were written as a means of bridging this gap by applying two original frameworks developed through transdisciplinary, practice-based research over 15 years. The first translates implications of education, mind, and selected brain research on how people learn into a conceptual framework and strategies for enhancing teaching and learning. The second focuses on a process for supporting changes in teaching practice and aligns with research and theory from implementation science. These frameworks have been incorporated into professional development programmes for some 100,000 educators and 2,500 teachers from 47 U.S. states, Canada, Europe, the Middle East, and Asia through one of the first two graduate degrees in this field. Studies suggest a positive impact on teaching practice and student learning. The four texts extend the impact of this body of work to a broader audience of teachers, researchers, faculty, and other educational stakeholders and uniquely incorporate research, theory, and examples of practical strategies being applied in real-world settings.

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Hilli, Pia Elisabet Angelique. "Educating professionals and professionalising education in research-intensive universities : opportunities, challenges, rewards and values." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/25110.

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This study describes what higher education institutions (HEIs) that are known for their research excellence are doing to implement current student and teaching oriented higher education (HE) policies in England and Wales. Pressures to reach increasingly higher levels of excellence in both teaching and research challenge existing structures and mechanisms in these researchintensive universities (RIUs). Options for overcoming challenges are discussed by bringing together perspectives of different stakeholders. This thesis is based on analysis of documentary and empirical data to gain insight into perspectives and experiences of stakeholders of the implementation of current HE policies in England and Wales. Documentary data consisting of publicly available material about HE policies has been analysed by an interpretive analysis of policy, and papers about research have been systematically reviewed. The contents of interviews with academics in four RIUs have been analysed in case studies. This study contributes to existing research on ‘professionalism’ (see, for example, Kolsaker, 2008), ‘effective teaching’ (see, for example, Hunter & Back, 2011), and ‘evaluating teaching quality’ (see, for example, Dornan, Tan, Boshuizen, Gick, Isba, Mann, Scherpbier, Spencer, Timmins, 2014). This study also complements The UK Higher Education Academy’s (HEA) research in this area including Gibbs’ report on quality (2010) as well as earlier work on reward and recognition (2009). Key findings give insight into a troublesome relationship between teaching and research activities, which is at the core of many of the challenges RIUs are facing. Findings showing academics strong interest in their students, teaching, and research highlight their engagement in the development of these key activities. These support recommendations for development processes in RIUs involving organisation wide engagement to build parity of esteem between research and teaching to achieve aims to reach their full potential in terms of excellence in HE.

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Wyke, Rebecca Martha C. "Teaching creativity and innovation in higher education." Thesis, University of Pennsylvania, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3592900.

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A principal goal of higher education is to prepare students for the real-world challenges they will encounter upon graduation in their everyday life, in their work and in society. While discipline specific content knowledge is an important component of a college education, a 2010 survey of employers conducted for the Association of American Colleges and Universities reflected the changing expectations of employers for recent college graduates. Approximately ninety percent of employers surveyed said college graduates entering the workplace need a broader set of skills than in the past in order to meet increasingly complex workplace challenges. Among the top four workplace skills in demand are creativity and innovation.

This study employs a qualitative phenomenological approach to examine a particular curricular program designed to impart creativity and to promote the generation of new ideas that lead to innovation. Through the use of student surveys and in-depth interviews with students and faculty who have participated in the program, the study offers a synthesized description of the student experience of the curriculum and the pedagogies used in the program. The study identifies the key benefits of the program for students; offers guidance on what kind of pedagogical approaches are necessary for faculty to successfully implement this kind of program; and addresses the challenges involved in advancing a curriculum for creativity and innovation that utilizes unconventional pedagogies.

What seems clear from the student experience is that the curricular program is effective in imparting the knowledge and skills to practice creativity and innovation. Also evident is that the constructivist learning environment and the pedagogies employed in teaching the program, including hands-on and collective learning, critical thinking and problem-based learning, and formative assessment, contribute to a feeling of confidence in the mastery of the skills and results in deep learning by the students. Through the experience, students are empowered with a creative capacity and an ability to innovate, as well as with skills in communication, collaboration, critical thinking and problem-solving. These are abilities that will prepare students for the complexities of rapidly changing world.

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Malone, Joanne. "Creative teaching methodologies for hospitality management education." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602396.

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This dissertation explores the role of creative teaching methods in hospitality management education. It examines how hospitality lecturers and students perceive the role of creativity in a selection of higher education institutions in the Republic of Ireland. It also reports on the current level of creative leaching practices within the hospitality discipline in these institutions and how effective they are within the disciplinary and institutional contexts in which they occur. A mixed methods approach was used to gather the views of lecturers and students concerning creativity and its role in higher education within the hospitality discipline. The research adopted three traditional data collection methods: survey questionnaires, interviews and focus groups. The data from the student and lecturer surveys were combined with data from interviews and focus groups to provide an indication of the current levels of creativity in teaching methods. On the whole, the hospitality lecturers and students in the study supported the use of creative teaching methods to enhance hospitality education. This position is consistent with current literature in the field. A range of factors and conditions were identified by the research as enabling or inhibiting the adoption of creative teaching methods in hospitality management education. These included challenging working conditions and a lack of available resources. Additionally, this research was used to identify what the respondents perceived as missing from hospitality education and how teaching and learning could be improved. The results suggest that questions need to be asked about the structure of many hospitality management programmes. The consensus among lecturers and students was the need for a more practically orientated curriculum and increased opportunities for structured work placements. In summary the results of this study add to our understanding of how hospitality lecturers and students perceive the role of creativity in higher education. They also indicate the current level of creative teaching practices within the hospitality discipline and how effective they are within the disciplinary and institutional contexts in which they are practised.

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Burwell, Kim. "Instrumental teaching and learning In Higher Education." Thesis, University of Kent, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523523.

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The nature of lesson interactions in instrumental teaching and learning in Higher Education is investigated in this thesis through the micro-analysis of a small scale case study. The case, nested within a larger research project undertaken in a university music department, draws upon video observations of two individual clarinet lessons, undertaken by undergraduate students with an expert teacher, along with interviews with the three participants. Collaborative lesson activity is analysed in terms of performance, verbal and nonverbal behaviours, and contextualised with reference to the epistemology of skill and apprenticeship. The foregrounded lesson interactions are also contextualised by the background consideration of social, cultural and institutional frameworks. The rich description of lesson interactions, enhanced by the use of descriptive statistics in the analysis of subunit behaviours, serves to highlight issues characteristic of the setting, including multimodal approaches to the cultivation of performance skill, demonstration and imitation, and the nature of the teacher-student relationship. Ways of understanding the collaborative procedures of instrumental teaching and learning are proposed, and implications for researchers and institutions of Higher Education considered.

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Tickle, Les. "The education of new entrants to teaching." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316121.

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O'Neil, Kason M., and LeAnn Kesserling. "Teaching Tactical Concepts in Secondary Physical Education." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4036.

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Murray, Neil Langdon. "Communicative language teaching and language teacher education." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10019210/.

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This study explores a basic paradox. On the one hand, innovations thatappear in the field of language teaching - or indeed any other field ofendeavour - in order to be maximally effective, need in some way to beincorporated into the contexts of their application. However, such contextsare often unfavourable to the reception of new ideas which consequentlyneed to undergo some measure of adjustment prior to theirimplementation in the classroom. As such those ideas are seldomrealisable in their 'true colours'. Furthermore, they are at timesthemselves not very clear even within their own terms, and may suffer tovarying degrees from vagueness, diffusion and instances of contradiction. What I seek to do in the chapters that follow is investigate Communicative Language Teaching in order to (i) establish what the basictenets of the approach are, and (ii) identify those factors that affect the wayin which communicative principles could be made acceptable andeffective with particular reference to the language teaching /learningsituation in japan. As a necessary corollary of this investigation, consideration is givento the implications for language teacher education where, it is argued,teachers-to-be need to be provided with the means via which to mosteffectively evaluate innovative ideas and come to terms with thosedifficulties that arise from attempts to apply general principles toparticular circumstances.

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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.

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Marks, Lori J., and D. Montgomery. "C0-Teaching." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3723.

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Jonina, Renata. "From teaching competences to teaching praxeologies : the case of the problem-centred education." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAG025.

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Cette thèse questionne les pratiques des enseignants et leur capacité à exploiter les appareils théoriques présentés durant leur formation à l’enseignement dans leur pratique quotidienne. L’objectif est d’analyser des « praxéologies » d’enseignement, au travers de l’étude de la transposition qui s’effectue dans le cas de la formation aux théories de « l’éducation centrée sur la résolution de problèmes (PCE) » vers les pratiques concrètes d’enseignement. Les parties théoriques s’emploient à définir la notion de « compétences à enseigner » ainsi que la notion de PCE. Le but ultime est de définir les compétences qui sont indispensables pour l’organisation de l’apprentissage dans le cadre de la PCE. La partie empirique étudie les praxéologies des enseignants qui travaillent avec la PCE. L’analyse des données permet de repérer dans les praxéologies des professeurs des éléments pertinents pour l’enseignement dans le cadre du modèle PCE qui représentent certains indicateurs de compétence
The research addresses the problem of teaching competences and the transposition of certain theoretical understandings into teachers’ own practice.The aim is to study teaching praxeologies of teachers who learn to work with the Problem-Centred Education (PCE) in order to shed light into the question of how teachers construct their teaching competence in this domain.The theoretical part explores the concept of teaching competences in general and defines those relevant for the PCE in particular. The concept of the PCE is also defined and positioned among the existing ‘problem’ approaches. The aim is to outline teaching competences relevant for the PCE.The empirical part aims at studying teachers’ understanding and practical application of the Problem-Centred Education. The analysis allowed revealing certain essential components in teachers’ praxeologies that are assumed to serve as an indicator of a certain level of teaching competence in the domain of the PCE. A tentative relation between some components has also been suggested

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Allen-Masacek, Marjorie Kirsten. "Teaching ARTifacts: Teaching art with a cultural lens." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1925.

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Dissertations / Theses on the topic 'Educative teaching'

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