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Dissertations / Theses on the topic 'Formation of the Geography teacher'

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Published: 4 June 2021

Last updated: 2 February 2022

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1

Woitowicz, Eliete. "A formação inicial de professores de geografia no PIBID/UNIOESTE - Campus de Marechal Cândido Rondon-PR (2011-2015)." Universidade Estadual do Oeste do Parana, 2016. http://tede.unioeste.br:8080/tede/handle/tede/83.

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Made available in DSpace on 2017-05-12T14:42:24Z (GMT). No. of bitstreams: 1 Eliete.pdf: 2943124 bytes, checksum: 83580534fd38164c52732cfa52a33e7f (MD5) Previous issue date: 2016-06-01<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This this dissertation was to analyze the performances of the Institutional Program Geography Subproject Initiation Grant to Teaching (PIBID), the State University of Western Paraná (UNIOESTE), campus Marechal Cândido Rondon (MCR), entitled "The teaching of geography: from theory to practice", in the period from 2011 to 2015, before the improvem

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CORREIA, LUANA FERREIRA. "THE PIBID/PUC-RIO IN THE CONTEXT OF PUBLIC EDUCATIONAL POLICIES: EXPERIENCES OF IMPACT IN THE FORMATION OF GEOGRAPHY TEACHERS FOR BASIC EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36188@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>Nos últimos anos, a formação docente vem se destacando no cenário das políticas públicas educacionais articulando-se à ideia de que o professor exerce papel fundamental na melhoria da qualidade do ensino em nosso país. Diante deste contexto, foi criado, em 2007, o Programa Institucional de Bolsa de Iniciação à Docência (PIBID), que tem como objetivo incentivar e valorizar a formação de professores para atuar na educação básica. Dada a amplitude e o reconhecido impacto deste Programa, selecionamos o PIBID/PUC-Rio, em particular o Subprojeto

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Martins, Rosa Elisabete Militz Wypyczynski. "Os Desafios do processo formativo do professor de geografia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/28474.

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A formação docente tem se constituído em objeto de discussão e estudos no âmbito da pesquisa em educação, evidenciando a necessidade de uma compreensão mais detalhada dos processos formativos para atender às demandas atuais de nossa sociedade. No bojo das pesquisas que tem por escopo a formação de professores, pretende-se contribuir, de maneira geral, com a melhoria do processo de formação do professor de Geografia buscando identificar quais os desafios enfrentados no desenvolvimento da sua prática na educação básica. Diante disso, esta tese investiga o processo formativo do professor de Geogr

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4

Prado, Simone Marassi. "Formação do professor de Geografia: Vozes e Discursos da Escola e da Universidade." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-26052014-123825/.

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Este trabalho é um estudo sobre a formação acadêmica e científica do professor de Geografia por meio da análise de seu discurso sobre a sua formação inicial nos cursos de licenciatura e/ou bacharelado, a Geografia enquanto ciência e a concepção de aluno revelada por suas práticas didático-pedagógicas. As elaborações discursivas dos professores são constituídas de enunciações não lineares, ambivalentes e contraditórias que ora se aproximam dos discursos produzidos na esfera acadêmica de produção e circulação do conhecimento, ora se relacionam com os discursos recorrentes na esfera cotidiana, em

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Lopes, Claudivan Sanches. "O professor de Geografia e os saberes profissionais: o processo formativo e o desenvolvimento da profissionalidade." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-30042010-151609/.

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Esta tese trata do processo de apropriação, produção e desenvolvimento dos conhecimentos/saberes necessários à docência em Geografia. Considerando a especificidade desse campo disciplinar no currículo escolar, busca identificar e apreender aqueles conhecimentos/saberes que professores de Geografia, ao atuarem na Educação Básica, devem dominar para desenvolver um trabalho pedagógico-geográfico que promova aprendizagens significativas e edifique sua profissionalidade. No bojo das pesquisas que têm por escopo a profissionalização dos professores e seu principal corolário, os saberes docentes, pre

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Vieira, Eliane Ferreira Campos. "A cartografia no processo de formação acadêmica do professor de geografia." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8136/tde-10062015-155625/.

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As discussões em âmbito nacional e internacional sobre a Cartografia Escolar apontam que a compreensão da linguagem cartográfica é passo importante na leitura das realidades geográficas. Tais discussões apontam para a necessidade de se repensar a Cartografia na formação do professor. Esse é o debate que nos interessa e sobre o qual nos debruçamos neste trabalho. Os estudos nesse campo apresentam formulações que abrem problemas específicos, também relevantes, que suscitam ângulos diversos de análise. Norteados por questionamentos acerca da inadequação da formação acadêmica no tocante à Cartogra

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SOUZA, Vanilton Camilo de. "O processo de construção do conhecimento geográfico na formação inicial de professores." Universidade Federal de Goiás, 2009. http://repositorio.bc.ufg.br/tede/handle/tde/1159.

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Made available in DSpace on 2014-07-29T15:13:48Z (GMT). No. of bitstreams: 1 Tese Vanilton.pdf: 1729138 bytes, checksum: 616d40a71fc92d30c11bc6d4c9a4eb98 (MD5) Previous issue date: 2009-06-30<br>This work deals with a research about the knowledge construction process made by UFG, UCG and UEG students of geography licentiateships. The aims of this research are: 1) to characterize the knowledge construction practices in the beginning formation of the students of geography licentiateships from these Goianas universities; 2) to identify the formation practices that give power to these profession

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Sandberg, Marissa Anne. "Teacher Geography: So What?" Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297735.

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Despite a wide range of existing literature concerning urban schools, teacher attrition, and educational disparities for the underprivileged, little research has been conducted concerning these issues in relation to commuting teachers. This study seeks to identify possible effects of commuting teachers, particularly into urban schools, including potentially strained relationships between teachers and students, schools, and communities, and possible linkages to high attrition rates. An exploratory case study was performed in one school in a large western city, consisting of qualitative intervie

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Vasconcellos, Cristiane Peres de. "Saberes escolares x saberes acadêmicos: proximidade ou distanciamento? o currículo da licenciatura em Geografia da UFPel e os conteúdos programáticos da disciplina de Geografia da SMED." reponame:Repositório Institucional da FURG, 2011. http://repositorio.furg.br/handle/1/2266.

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Dissertação(mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Geografia, Instituto de Ciências Humanas e da Informação, 2011.<br>Submitted by Caroline Silva (krol_bilhar@hotmail.com) on 2012-07-25T15:01:29Z No. of bitstreams: 1 dissertao cristiane.pdf: 719766 bytes, checksum: 76aabe0f33da8d94c81b81bc0a40e82e (MD5)<br>Approved for entry into archive by Bruna Vieira(bruninha_vieira@ibest.com.br) on 2012-08-03T22:15:59Z (GMT) No. of bitstreams: 1 dissertao cristiane.pdf: 719766 bytes, checksum: 76aabe0f33da8d94c81b81bc0a40e82e (MD5)<br>Made available in DSpace on 2012-08-

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Kaercher, Nestor André. "A geografia escolar na prática docente : a utopia e os obstáculos epistemológicos da geografia crítica." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2004. http://hdl.handle.net/10183/15909.

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Cette thèse met en lumière deux points d'intérêt: l'Enseignement de la Géographie(EG) dans le cadre de l'Enseignement Fondamental et Moyen (EFM), et de même la formation d'enseignants de Géographie. Il s'agit ,dans cette thèse, d'apprendre comment le renouveau concernant la géographie, celle-ci nommée génériquement Géographie Critique (GC), a abouti au EFM. Les objectifs principaux de cette thèse ont été de rechercher comment le bouillonement et le renouveau de la Géographie, après 1978, sont-ils arrivés dans l'EG de l'EFM, et aussi quel est l'ap-port du mouvement GC dans le renouveau de l'EG

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Ortega, Thiago Fernandes. "O ensino de cartografia e o desenvolvimento de competências de aprendizagem: uma contribuição para a formação de professor de geografia do ensino fundamental II." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-21052012-155646/.

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Este trabalho apresenta uma investigação sobre o ensino da cartografia articulado ao desenvolvimento de competências de aprendizagem, destacando a importância da formação dos professores de geografia para o desenvolvimento de práticas de ensino que atinjam os objetivos do processo de alfabetização cartográfica. Parte-se da idéia de que é extremamente importante que os professores adquiram os conhecimentos básicos da cartografia escolar e do ensino a partir do desenvolvimento de competências para mediar esses conhecimentos e práticas juntamente com os alunos. Nesse sentido, o trabalho toma como

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Rosa, Claudia do Carmo. "Professores iniciantes de Geografia: processos de recontextualização da formação inicial no contexto da prática pedagógica." Universidade Federal de Goiás, 2017. http://repositorio.bc.ufg.br/tede/handle/tede/8174.

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Submitted by Erika Demachki (erikademachki@gmail.com) on 2018-02-19T19:44:58Z No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-02-20T11:04:44Z (GMT) No. of bitstreams: 2 Tese - Claudia do Carmo Rosa - 2017.pdf: 6768605 bytes, checksum: 00c5d0e38d5061c13692b56f081d389f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)<br>Made available in D

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Barzini, Guido Niccolo. "Dynamics of riverbeds and sandbody formation." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251790.

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Lam, Wei Ling Karen. "Singapore teachers' classroom assessment: Preparing students for the "test of life," or a "life of tests"?" Thesis, Boston College, 2014. http://hdl.handle.net/2345/3804.

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Thesis advisor: Andrew Hargreaves<br>In 2006, Singapore introduced the Teach Less Learn More (TLLM) movement to continue the systemic changes introduced under the Thinking Schools Learning Nation vision. A curricular initiative, TLLM had implications for classroom assessments, calling on teachers to focus on the process of learning, and to use more formative and qualitative assessing. This dissertation examined the extent to which Singapore teachers' classroom assessment practices are aligned to the policy. It adopted mixed methods research to study teachers' assessment practices. Data culled

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Reid, Alan. "How does the geography teacher contribute to pupils environmental education?" Thesis, University of Bath, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266469.

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Bermingham, Susan Hazel. "Problematising the concept of 'personal geography' within initial teacher education." Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/579562/.

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The thesis investigates the concept of ‘personal geographies’ as introduced in the 2007 National Curriculum for England (QCA, 2007), and considers the implications for initial teacher education and for the teaching and learning of geography in secondary schools. The inclusion of personal geographies seemed to offer the potential for a curriculum that values diversity and is relevant to the personal experiences and values of learners. However, it is argued that the concept was never adequately defined or elaborated in curriculum and policy documents, and that the attempt to bring the ‘personal’

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Gao, Yan. "SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/274.

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Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to

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Akinlotan, Oladapo Odunayo. "The sedimentology of the Ashdown formation and the Wadhurst Clay formation, southeast England." Thesis, University of Brighton, 2015. https://research.brighton.ac.uk/en/studentTheses/fbbe159f-ad9c-4def-87b5-dfeae8a9c567.

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Detailed sedimentological studies, using coastal and inland exposures, were carried out at formation and bed levels on the Ashdown and Wadhurst Clay formations (Late Berriasian-Valanginian) in the Weald, southeast England. Field descriptions of outcrops were conducted at seven sites and supplemented by borehole and 2D seismic data. Field samples were studied in detail using hand specimen analysis. The sandstones were described in hand specimen and via optical microscopy. Clay mineral and geochemical analyses on mudstones, shales, and ironstones were conducted using XRD, XRF, and SGR methods wh

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Geisler, Scott. "The formation and effects of teacher expectations on students." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001geislers.pdf.

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Abdulla, Muhammad A. H. "Traditional resource management and the state formation in Bahrain, 1870s - 1930s." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386957.

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Khamanarong, Suranart. "Rural industrialisation and policy formation : a case study of North-East Thailand." Thesis, University of Hull, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265131.

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Smas, Lukas. "Transaction Spaces : Consumption Configurations and City Formation." Doctoral thesis, Stockholms universitet, Kulturgeografiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7419.

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Consumption forms and is formed by the city. How, when and where commodities are transacted is essential in this urban drama of mutual relationships. This thesis explores how consumption and everyday life in cities are interrelated. The specific objective is to analyse how commodity transaction situations are configured and constrained in time and space, and, how consumer service spaces are formed in and are part of city formation. Transactions are conceptualised as economically and socially situated material projects constituted by consumers, commodities and producers. Commodities and values

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Hall, Joseph James. "The formation, implementation and reception of gender and sexualities education in English primary schools." Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:12624.

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This thesis examines the formation of gender and sexualities education and its implementation and reception in two state-funded English primary schools. The first part identifies how childhood discourses circulating in Section 28 debates influenced the trajectory of UK government legislation and guidance for gender and sexuality education. I demonstrate how anti-homophobia and anti-bullying emerged as a desexualised policy paradigm following parliamentary debates in which the Western cultural myth of ‘childhood (sexual) innocence’ was preserved. The second part explores how Stonewall (a leadin

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Bradley-Levine, Jill. "The role of leadership preparation in teacher leaders' formation of critical consciousness and enactment of critical teacher leadership." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3344626.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2008.<br>Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0417. Adviser: Leonard Burrello.

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Hale, Kimberly Danielle. "Identity Formation and the Development of Self in Early Career Teachers." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27273.

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Many aspects of teaching involve the personal dimension of teaching and yet this dimension is often neglected and overlooked as we prepare teachers and sustain teachers in their work. The personal beliefs, attitudes and emotions of teachers often determine the decisions that teachers make in their classrooms. Increasingly, educational researchers have found that effective teachers are aware of this dimension. The aim of this study was to better understand how teachers' self perceptions and understandings of teaching evolve and change across their professional lives and what events contribut

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Shpargalyuk, Maryna. "La formation des enseignants de langues étrangères en France et en Ukraine. : Vers une harmonisation européenne." Thesis, Saint-Etienne, 2011. http://www.theses.fr/2011STET2155.

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Le but de la recherche était de révéler et d'analyser les bases théoriques et pratiques du système de la formation des enseignants de langues en France et en Ukraine, de révéler les principales tendances du développement de ces système et de poser la « première pierre » pour une réelle harmonisation de la formation des enseignants de langues étrangères en Europe à partir de la problématique franco-ukrainienne. L'hypothèse est la suivante : les systèmes français et ukrainien de la formation des enseignants de langues sur leur voie vers l'harmonisation européenne sont freinés par la représentati

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Dragone, Maria Lucia Oliveira Suzigan [UNESP]. "Voz do professor: interfaces e valor como instrumento de trabalho." Universidade Estadual Paulista (UNESP), 2000. http://hdl.handle.net/11449/90345.

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Made available in DSpace on 2014-06-11T19:24:36Z (GMT). No. of bitstreams: 0 Previous issue date: 2000Bitstream added on 2014-06-13T20:52:10Z : No. of bitstreams: 1 dragone_mlos_me_arafcl.pdf: 389368 bytes, checksum: 565e4e37b9f4898fe7f71229b844a3ff (MD5)<br>A voz, som responsável pela mensagem oral, no conjunto de suas qualidades, compõe o comportamento vocal e sua psicodinâmica durante a emissão da linguagem oral humana. O objetivo deste estudo foi configurar como a voz do professor é abordada em duas áreas do conhecimento - fonoaudiologia e educação - e na perspectiva dos professores, est

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Wilt, Mary E. "Becoming a Teacher in Multiple Voices: An Exploration of Teacher Identity Formation Among Teachers of Students with Autism Spectrum Disorder." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4614.

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The purpose of this study was to explore the formation of teacher identity among four teachers of students with autism spectrum disorder (ASD) and my own by examining our perspectives, influences, and experiences at different points in our careers and determining the similarities and differences that exist in our professional and educational experiences. This study focused on how teacher identity is defined within the field of education, the current literature on teacher identity formation, and the importance of understanding the formation of teacher identity among teachers of children with a

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Purtill, Matthew P. "An Integrated Geo-science Approach for Revealing the Formation History of a Mississippian Period House Feature at the Angel Mounds Site, Indiana, U.S.A." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1378109162.

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Bergé, Laurent. "Social networks and the geography of innovation and research collaboration : Three essays." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0358/document.

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Cette thèse porte sur la création de connaissances scientifiques et technologiques,et son lien avec la géographie et le réseau social. En ce sens la thèse s’attacheà mieux identifier le rôle du réseau social dans la production de connaissance, et à éclairerle lien entre réseau social et géographie dans la formation des collaborations, en mettanten avant dans quelles conditions le réseau permet de s’affranchir de cette dernière. Acet égard, cette thèse apporte plusieurs contributions théoriques, méthodologiques et empiriques.L’essentiel de la thèse s’applique à assembler les mécanismes qui lien

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Eysenbach, Brent Adam. "The Formation of Place Based Identities in Gentrified East Nashville, Tennessee." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323798798.

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Sloane, Kelly. "RACE, PLACE, AND POLICY FORMATION: PUBLIC EDUCATION AND SCHOOL CHOICE DISCOURSE IN THE WASHINGTON POST, 2007-2012." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/582940.

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Geography<br>Ph.D.<br>As the first city with a majority African American population and a school system that has long served majority low-income African American children, DC offers a compelling case study about public education and school choice in an increasingly affluent city. Using The Washington Post archive, this dissertation considers how discourse about one of the most vital public goods evolved between 2007 and 2012, a period of rapid economic, political, and social change in the city. DC is a civically engaged and diverse city and, The Washington Post has one of the most diverse news

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Burgess, Patricia L. "Formation of Professional Identity: Elementary Teachers Who Transition to University-Based Teacher Education." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3111.

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This qualitative study inquired into the ways university-based teacher educators who taught in elementary grades had come to understand and describe their professional identity within the context of higher education. Additionally, the study explored their personal motives in becoming a teacher educator and the challenges and received support as they transitioned into higher education. Further, it investigated how their previous teaching experiences and identity were relevant to their new roles and identity as university-based teacher educators, and how they have come to understand their beli

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Yeung, Stephen Pui-ming. "The effectiveness and use of issues-based enquiry teaching approaches for the development of environmental consciousness in Advanced Level geography." Thesis, University of Liverpool, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367055.

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Testa, Peter. "Decoding the Formation of a Retail Giant: the Evolving Geography of Costco’s Store Network." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822836/.

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Although Costco operates over 580 warehouse stores throughout North America, their location strategy remains relatively unexamined in the economic geography literature. A cursory examination of Costco’s network makes it clear that the firm chooses to locate primarily in the suburbs of major cities, where income levels are somewhat higher than the national average. However, what is not clear is the extent to which other demographic and geographic factors adequately account for Costco’s store locations, and what strategy underlies the geography of the firm’s warehouse stores, especially in relat

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McCormick, John Matthew. "Impact of a Geography-Literature Collaborative on Secondary School Pedagogy." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6797.

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Geography education has been relegated to a subset of social studies standards in most of the United States and has been overshadowed by a history-centered curriculum. Student achievement in geography has not improved for several decades due to the focus on history content in the social studies curriculum. Rooted in a conceptual framework encompassing elements of self-efficacy and the whole teacher approach, the purpose of this case study was to examine the impact of the West Virginia Geographic Alliance (WVGA) professional development workshop on teachers' practices in delivering cross-discip

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Parry, Brian. "The provenance of the Norber erratics, and the formation of post-Devensian-deglaciation pedestal rocks with Carboniferous limestone pedestals in England, Ireland and Wales." Thesis, University of Huddersfield, 2007. http://eprints.hud.ac.uk/id/eprint/716/.

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This study investigates a Devensian glacial conundrum, the provenance of the Norber erratics in North Yorkshire, and the origins of a post-Devensian-deglaciation landform, pedestal rocks with Carboniferous limestone pedestals in England, Ireland and Wales. Investigations to determine the provenance of the Norber erratics were undertaken in a study area of about 2000ha. Mapping erratic dispersal and measuring striae strike revealed that the provenance is Crummackdale, and that Devensian ice crossed over only the Crummack, Sowerthwaite and Austwick formations en route to Norber. Petrographical a

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Dragone, Maria Lucia Oliveira Suzigan. "Voz do professor : interfaces e valor como instrumento de trabalho /." Araraquara : [s.n.], 2000. http://hdl.handle.net/11449/90345.

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Orientador: Maria Regina Guarnieri<br>Resumo: A voz, som responsável pela mensagem oral, no conjunto de suas qualidades, compõe o comportamento vocal e sua psicodinâmica durante a emissão da linguagem oral humana. O objetivo deste estudo foi configurar como a voz do professor é abordada em duas áreas do conhecimento - fonoaudiologia e educação - e na perspectiva dos professores, estabelecendo as interfaces e atribuindo um valor para a voz no trabalho docente. A metodologia eleita foi de estudo exploratório, com análise da bibliografia sobre voz do professor da área fonoaudiológica e das referê

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Prokop, Daniel. "The determinants of University spinout formation and survival : the UK context of network, investment, and management team effects." Thesis, Cardiff University, 2017. http://orca.cf.ac.uk/103936/.

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UK universities attract increasing attention from policy-makers searching for regional solutions to economic development challenges. Consequently, university spinout companies have featured prominently in UK policy-making, as they embody a transfer of knowledge of the most complex and comprehensive character. However, whilst the positive contribution of spinout companies to regional economies is widely accepted, little is known of how to ensure high quality outcomes from such knowledge commercialisation activities. This thesis aims to improve the understanding of this problem by examining the

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Irving-Bell, Dawne. "The formation of science, technology, engineering and mathematics teacher identities : pre-service teachers' perceptions." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/127684/.

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Set within the context of Science, Technology, Engineering and Mathematics (STEM), this study explores the personal teaching philosophies of students (pre-service teachers) training to become qualified teachers, with the purpose of better understanding how participant’s perceptions of teaching are shaped by their previous experiences. It goes on to consider how these experience-related beliefs influence the formation of their individual identities as teachers. Outcomes emerging from the study show that the meaning pre-service teachers assign to their lived experiences play a significant role i

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Wallner, Rachel. "Science, Space, and the Nation: The Formation of Modern Chinese Geography in Twentieth-Century China." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18537.

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At the turn of the twentieth century, the modern epistemological framework of science superseded indigenous Chinese knowledge categories as the organizing unit for empirical knowledge about space. By the 1920s, pioneering Chinese intellectuals housed spatial knowledge under the new category of modern geography. While this framework for modern knowledge was rooted in the West, Chinese scholars innovated the discipline in ways that enabled them to consistently attend to fluctuating nation-building imperatives. Using autobiography, memoir, and periodicals produced by early Chinese geographers,

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Azmi, Azrin. "Late Triassic to early Jurassic microfossils and palaeoenvironments of the Waterloo Mudstone Formation." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8517/.

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Northern Ireland Waterloo Mudstone Formation has received relatively little attention due to the scarcity of exposures and poor availability of subsurface records. The recent recovery of latest Triassic to Early Jurassic strata from boreholes permits further study of biostratigraphical and palaeoenvironmental using foraminifera and ostracods. The samples are from boreholes (Ballinlea-1, Magilligan and Carnduff-1) and exposures (White Park Bay, Tircrevan Burn, Larne, Ballygalley, Ballintoy and Kinbane Head). The age of the sections, established using foraminiferal biozonation ranges from latest

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Rouhani, Farhang. "The home as a site of state formation: The politics of transnational media consumption in Tehran." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289706.

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How is the middle-class Tehran home, as a site of satellite television and Internet consumption, implicated within the processes of Iranian state formation and transformation? The new media technologies of satellite television and the Internet have far-reaching societal effects. Most significantly, their use has brought the role of the middle-class Tehran home to the center of state politics. Even though the technologies are used within the private space of the home, their use has become a significant matter of political contestation for the Iranian state. The middle-class Tehran home has beco

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Wouters, Barbora. "Geoarchaeological and micromorphological approaches to the formation and biographies of early medieval towns in northwest Europe." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231764.

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Stuiver, Caroline. "Coastal evolution of soft cliff coasts : headland formation and evolution on the southwest Isle of Wight." Thesis, University of Southampton, 2013. https://eprints.soton.ac.uk/366515/.

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The standard model of headland formation assumes a coastline with discordant geology, where the less resistant rock is eroded at a higher rate than the more resistant geology. The indentation of the coastline will continue to increase until variations in wave energy due to refraction balance with the variation in rock strength and beach volume. On soft cliff coasts, where no systematic variations in cliff lithology or strength exist subtle headlands are still seen. Several examples of this can be seen on the southwest coast of the Isle of Wight, a coastline of complex interbedded soft rock lit

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Buque, Suzete Lourenço. "Conhecimentos docentes dos alunos da licenciatura em geografia da Universidade Pedagógica-Maputo." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/3167.

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Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-09-24T21:28:51Z No. of bitstreams: 2 Tese Suzete Lourenço Buque.pdf: 8736273 bytes, checksum: 10aa7a1399c19c113b33ca6370c3c428 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-09-25T10:44:09Z (GMT) No. of bitstreams: 2 Tese Suzete Lourenço Buque.pdf: 8736273 bytes, checksum: 10aa7a1399c19c113b33ca6370c3c428 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<br>Made available in DSpace on 2

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Zhu, Chunjie [Verfasser], Detlef [Akademischer Betreuer] Urhahne, and Jutta [Akademischer Betreuer] Mägdefrau. "Understanding the Formation and Improving the Accuracy of Teacher Judgment / Chunjie Zhu ; Detlef Urhahne, Jutta Mägdefrau." Passau : Universität Passau, 2019. http://d-nb.info/1194234674/34.

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Milleson, Emily Kate. "Oral history exploration of teacher decision-making and empowerment within the formation of professional development schools." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10320.

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Thesis (Ed. D.)--West Virginia University, 2009.<br>Title from document title page. Document formatted into pages; contains viii, 336 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 279-289).

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Rodrigues, Talita Almeida. "The beliefs of students of the FACED / UFC pedagogy course on good teacher and initial formation." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19787.

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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior<br>Durante a trajetÃria escolar e/ou acadÃmica, muitos professores passam pela vida dos alunos. Com suas prÃticas e atitudes, com os relacionamentos estabelecidos, marcam positiva ou negativamente a vida desses sujeitos. Desse modo, ao longo dos anos, vÃo se sedimentando as crenÃas que os discentes possuem acerca dos bons professores. Que atitudes e prÃticas se destacam? O que caracteriza o fazer pedagÃgico desses professores? Como o estudo sobre essas questÃes pode contribuir para reflexÃes crÃticas e novos direcionamentos para a Form

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KHAOULE, Anna Maria Kovacs. "Projetos de Ensino: contribuições para a formação de professores." Universidade Federal de Goiás, 2008. http://repositorio.bc.ufg.br/tede/handle/tde/1909.

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Made available in DSpace on 2014-07-29T15:32:11Z (GMT). No. of bitstreams: 1 ANNA MARIA KOVACS KHAOULE - DISSERTACAO.pdf: 1182347 bytes, checksum: f3c6e2208ae4b0fa820ee894bcbf7a8a (MD5) Previous issue date: 2008-10-23<br>This research constituted an study about the Geografy teachers formation. It is vinculated line: Geografy and Educative Practices from to the Program of Post-Graduation of the Institute of Socio-Ambientals Studies of the Federal University of Goiás (IESA). It has as main objective to investigate the contribution of teaching projects to the formation of the teachers of Geogr

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