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Gossiel, Salem Milad. "Science practical work in Libyan secondary schools." Thesis, University of Sheffield, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263553.
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Mohamed, Saleh Hassan. "The communicative approach in language teaching and its implications for syllabus design in Libya." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341757.
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Dabia, Mustafa. "Developing pedagogic skills of Libyan pre-service teachers through reflective practice." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/367357/.
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Over the last two decades, teacher education (TE) has witnessed substantial changes in the way the divide between theory and practice is viewed. This has resulted in changes in the approaches used to deliver TE programmes. Since Dewey (1933), teacher educators have been concerned with how to prepare teachers who are reflective about what they are doing. Hence, there has been widely applied emphasis on the investigation of practice. This study describes the introduction of Reflective Practice (RP) to Libyan fourth-year trainee teachers to enhance their thinking about pedagogic skills. Its main aim is to examine to what extent trainee teachers will engage in a reflective practice (RP) programme, how they will reflect on their everyday understanding and practice and how they may improve their thinking about practice as a result. It describes how an action research study was conducted with a group of 30 prospective teachers over a period of 14 weeks and involved three phases. The first two phases lasted twelve weeks. In the first phase, the participants engaged in general discussions on instructional strategies, and this paved the way for the second phase, where there was in-college teaching practice. Finally, the participants practised teaching for two consecutive weeks in a real-life context, i.e. in a secondary school. The findings indicate that the implementation of RP in the Libyan context promoted a culture of observation and critical discussions in a setting that has traditionally been characterised as passive and non-reflective. The study indicates that RP is an essential component of pre-service teachers’ development. However, if we are to make more progress, we need to aim for more understanding of the pedagogic process that supports trainee teachers’ (TTs) pedagogic inquiry. This will require good collaborative work between colleges and schools, between educators and language tutors in schools and colleges, and among TTs themselves.
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Hussein, Suad. "Factors affecting the implementation of communicative language teaching in Libyan secondary schools." Thesis, Sheffield Hallam University, 2018. http://shura.shu.ac.uk/23409/.
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Because English is considered and taught as a foreign language in Libya, where the classroom is the only environment offering exposure to English, an effective teaching method is required to underpin the quality of teaching English in such a context. This study was undertaken to investigate the implementation of communicative language teaching (CLT) in Libyan secondary schools by exploring the implementation of the Libyan English language curriculum in which the CLT principles are incorporated. The study examines the teachers' perceptions and understanding of CLT. It investigates whether and how CLT is implemented, and identifies the challenges faced by both teachers and students, highlighting the socio-cultural and contextual factors that facilitate or hamper its implementation. It also explores how appropriate the curriculum is for use in the Libyan secondary school context. For this study, an interpretive research paradigm was chosen, and the qualitative research approach was adopted. Three kinds of participants, including 20 teachers, three inspectors of English and 10 secondary school students, were involved. The qualitative data were gathered by undertaking audio- and video-recorded classroom observations of teachers' practice and stimulated-recall interviews. Finally, I conducted semi-structured interviews with all of the participants: the teachers, the inspectors, and the students. Qualitative content analysis of the observation and interview transcripts, plus field notes, was used for the data analysis. The findings showed (1): an inconsistency between the theoretical principles of the curriculum and its practical implementation in the majority of the teachers' practices; (2) that the majority of the teachers' practices were characterised as traditionally oriented, adopting traditional teaching methods, such as the teacher-centred approach, the grammar translation method, reading aloud, and an over reliance on the mother tongue ,and translation between Arabic and English; (3) a lack of student participation in the classroom with the rare implementation of pair and group work, combined with some degree of misunderstanding of its purpose; (4) that exams dominated and shaped the teaching of the curriculum, affecting the teachers' practices and students' expectations regarding English teaching and learning; (5) the students' dissatisfaction with the majority of the teachers' practices, such as the overuse of the mother tongue in the classroom, the omission of pair and group work activities, and the neglect of the teaching of productive skills; and (6) that the students were aware of the international importance of English, and that their positive attitude towards learning English as a communicative language contrasted with the teachers' outlook, as the students were critical of the exam, which neglected the communicative side of English language. These findings, along with the challenges related to contextual and socio-cultural factors such as the lack of teaching aids, large class sizes, and (Libyan) parents with no knowledge of English, were found to impact negatively on teaching using CLT. The study concludes by offering pedagogical recommendations about how CLT implementation in the Libyan secondary school context might be improved. In addition, the study identifies several important areas for further research: the implementation of CLT in the Libyan primary school context, given its significance as a foundation for the secondary stage, an investigation of the teaching of productive skills, and improved teacher training. The study offers fresh insights by attempting: (a) to bridge the gap existing in the previous literature and give Libyan students an opportunity to have their voices heard; (b) to use stimulated-recall interviews as a research tool, which facilitated effective data collection, and is a method that has not been used in the Libyan context hitherto; (c) to identify key socio-cultural factors related to CLT implementation, which have restricted the teachers' practices; and (d) to offer recommendations, as this study sheds light on the importance of primary schooling as a key stage for improving secondary school attainment and promoting more effective CLT implementation.
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Alhmali, Rajab. "Student attitudes in the context of the curriculum in Libyan education in middle and high schools." Thesis, Connect to e-thesis. Move to record for print version, 2007. http://theses.gla.ac.uk/61/.
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Thesis (Ph.D.) - University of Glasgow, 2007.Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.
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Khalifa, Said M. G. "The use of computers in the teaching of mathematics in Libyan primary schools." Thesis, University of Sunderland, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394137.
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This study shows how schools in the United Kingdom, make use of leT in the primary school classroom, and compares these experiences with the potential for schools in an economically developing country, Libya, which has yet to introduce computers into primary education. Based on a triangulation of empilical study, classroom observation and a review of the literature, this study considers the merits of introducing computers into primary school mathematics teaching in Libya. Empirical field studies involved questionnaires and interviews for teachers in both countries, and testing the effect of introducing mathematical software to pupils in Libya who had not used a computer. The study considers initial and in-service training requirements for teachers, including the need for teachers to be able to select appropriate software. The study considers a list of criteria for teachers to use. In examining the UK situation, observing what took place in Libyan classrooms during the fieldwork experiment, and through subsequent interviews with Libyan teachers, the study identifies that the introduction of leT into primary school classrooms would impact significantly on traditional teaching methods used in Libya; challenging continuous whole-class teaching, moving to the use of small groups; challenging traditional gender-roles of boys and girls; challenging teachers to act as facilitators allowing pupils to determine in part their own learning. An evaluation of the experiment suggests that the computer can enhance mathematics learning in a non-computing literate culture. The study concludes that the introduction of leT into Libyan education involves far-reaching issues of resourcing and teacher training.
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Mohamed, Moftah A. S. "The representation of the Orient in English language textbooks used in Libyan secondary schools." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/6920/.
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This qualitative study seeks to explore how 'the Orient' and its culture are characterised in English Language textbooks used in Libyan secondary schools. The study analyses language and images used in the textbooks. This analysis reflects and draws upon the discourses of Post-Colonialism and Orientalism. The language used in the textbooks is analysed using an adapted framework of Fairclough's (1989) approach to Critical Discourse Analysis (CDA) and images are analysed using a Critical Image Analysis (CIA) framework derived from analytical approaches developed by Kress & van Leeuwen (2006) and Scholes (1985). The study establishes, among other things, that the role of the textbooks is not only to support educational processes, but to convey implicitly and explicitly the dominant culture in a systematic way. This resonates with the Post-Colonialism discourse which contends that knowledge production is restricted to the western countries where these textbooks are produced and published. The analysis indicates a substantial degree of cultural betrayal, stereotypical images and structures of non-western cultures, particularly in regard to 'the Orient'. The images and language structures indicate a positive depiction of the West while 'the Orient' and its cultures are presented in a negative manner in many instances. Overall, the study argues that altering the existing misrepresentations and pre-assumed and pre-conditioned reality, whether linguistically or visually, is a key means for the elimination of misconceptions, categorisations and essentialisations of 'the Orient'.
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Kshir, Mohamed A. M. "An evaluative survey of the role of inset in managing educational innovations in Libyan schools." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4395/.
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The exponential rate, and structural nature of, change in Libya - demographic, social, cultural, economic, political, infrastructural - have placed a massive strain on its education service to cope with these changes. Currently teachers in Libya are experiencing serious problems in meeting the human capital requirements of Libyan society. Curriculum initiatives are being introduced into Libya with an inadequate support base. As a result there are serious problems currently facing teachers in Libya. They are ill-equipped to cope with the current and prospective demands on education and its ability to service the changes in Libya. In particular the study suggests the need for hugely increased, carefully targeted and efficient in-service (INSET) provision. Through a comprehensive survey, the first to be undertaken in Libya, this thesis identifies the problems that teachers face in Libya, and outlines ways in which INSET can be provided and organised to meet these needs. This thesis 'maps the field' of problems, change and INSET in Libya. Recommendations are made to improve INSET in Libya and a model of person-centred change is provided that is based on a large-scale yet person-centred survey. Conclusions are drawn for change theory and practice that include considerable attention to needs analysis. Common problems and features of INSET are identified, that pattern themselves regardless of characteristics of the sample. The need for increased, differentiated, targeted and person-centred INSET is established, and implications are drawn for teachers, providers of INSET, nspectors and quality assurance. The study indicates how 'top-down' models of change can dovetail with 'bottom-up' models of change, and where INSET is located within these.
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Alkhboli, Naema Ali Alarabi. "Qualified to teach : the induction experience of English language novice teachers in Libyan secondary schools." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4549/.
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This study is an investigation of Libyan English language novice teachers' experiences during their first three years after qualifying. Its aim is to inform the development of an induction framework for supporting newcomers to the profession in secondary schools. In this mixed methods study I employed a two-pronged approach: quantitative methods for mapping the territory and to see the wider picture, and qualitative methods to gain an in-depth understanding of the teachers' experiences and thoughts during their first three years of teaching. Quantitative data were generated by a survey questionnaire, while qualitative data were derived from open-ended questionnaire items and interviews. The vast majority of novice teachers in this study reported serious shortcomings in the quality of their induction. Two hundred and twenty-seven teachers from Alzawia and Al-Niqat Al-Khams districts were surveyed, including 21 teachers who participated in interviews. One hundred and ten had graduated from Faculties of Arts in universities where the main focus of study was to develop research. One hundred and seventeen had completed a degree at a teacher training institution. Findings from this research indicate that they encountered diverse challenges in relation to curriculum delivery, integration into the school community and communication with students’ parents, as well as financial difficulties. The key issues that emerged from this research were:• Support for novice teachers is limited, inconsistent and inadequate.• Teacher professionalism requires further development.• The concept of mentoring warrants further consideration to be of benefit to novice teachers and their pupils. This study provided evidence that support at school and district level is essential in order to assist novice teachers of English as a foreign language in their transition from student teacher to professional practitioner. With the aim of enhancing the quality of teacher induction in Libyan secondary schools, the findings of this study have been used to inform the development of a set of recommendations for novice teachers, school principals, mentors and senior staff in district education departments.
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Tantani, Abdussalam Saleh Nasser. "Significant relationships between EFL teachers' practice and knowledge in the teaching of grammar in Libyan secondary schools." Thesis, University of Sunderland, 2012. http://sure.sunderland.ac.uk/3306/.
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Studies of teacher cognition and the teaching of grammar have attracted increasing research attention in recent years, yet relatively little has been published about how EFL teachers working in secondary schools teach grammar compared to what they know about their teaching. The present study considers this relationship by looking at eight teachers and investigating if their knowledge is consistent with their instructional practice. The value of this study is that it examines the current situation in grammar teaching by exploring how knowledge may influence performance in secondary school, teaching in the Libyan context. Observation and semi-structured interviews were employed to collect the necessary data. A factual questionnaire was used to collect background information and then to choose the most appropriate participants in a sample of eight who were more and less experienced teachers and both male and female. Purposive sampling was used to select the sample. Data were transcribed and encoded for analysis according to grounded theory principles, and a framework was designed to analyse the coded data in order to triangulate the findings gathered from observation and interviews. The findings revealed that grammar was taught using different approaches and techniques, but there was no single way of teaching that worked perfectly with all classes. What did not work for one teacher worked for another in certain cases. The teachers had different levels of knowledge which was not always reflected in their classroom practice. The more experienced teachers had better practical knowledge, although all had similar levels of theoretical knowledge about teaching and learning English grammar. This study offers a more profound understanding of the complex relationship between teachers’ practice and their knowledge about teaching grammar. Different patterns of incongruence and congruence between practice and knowledge are acknowledged, such as ‘teachers knew but did not do’; ‘teachers did but were not aware that they did’; and ‘teachers did and they knew’. Some of the most interesting findings in this study have not been reported before, and it is clear that not all relationships of congruence between practice and knowledge have positive pedagogical value, and not all incongruent relationships have negative value. The rationales behind of all of these relationships between practice and knowledge were related to the complex relationship between teachers’ practice and knowledge and contextual factors. Thus, the implications of this research should benefit future EFL teachers of grammar and open doors to further research.
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Alshibany, Entessar. "Libyan teachers' beliefs about teaching 'English as a Foreign Language' at preparatory and secondary schools : teaching methodology, curriculum and professional development." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34604/.
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This thesis aims to develop an understanding and explanation about what Libyan teachers think and believe about teaching English. It examines how they regard themselves as English language teachers, addresses their beliefs about classroom practices and the current curriculum, and what might be regarded as professionalism within the Libyan educational context. This interpretive qualitative case study was conducted in the southern part of Libya and involved fifteen teachers of English from seven public schools who were purposively chosen and then observed and interviewed to generate data. Four inspectors and the head of a university English department were also interviewed to elucidate the wider context. This research adopted Ajzen’s (2005) Planned Behaviour Theory (PBT) and Desimone’s (2009) model of professional development as a theoretical base for the study. PBT underpinned an exploration and explanation of teachers’ beliefs, taking into consideration a variety of motivational factors. The way teachers’ intentions acclimatised to certain practices were analysed with regard to the three main determinants of PBT: behavioural, normative and control beliefs. Desimone’s model of professional development then was implemented as a relevant basis to explore the change required with respect to teachers’ current practices and their professional development in an evolving context such as Libya. The findings of this research confirm that Libyan teachers’ pedagogical practices are largely traditional. However, it also demonstrates that this occurs, in some cases, despite initial teacher training, since there were those participants who had had a pre- service background in teaching methodologies but, nevertheless, still adopted a traditional role once in the classroom. Significant factors which influenced this were: firstly, a lack of alignment between the Libyan assessment system and the principles of the English curriculum; secondly, an inconsistency between the official inspection regime and the principles of the current curriculum; thirdly, inadequacy in initial training and in any subsequent continued professional development (CPD). The Libyan inspection regime itself also displayed inconsistencies owing to inspectors’ incongruent views about what constitutes effective teaching in Libyan English language classrooms. Moreover, the research findings regarding teachers’ beliefs, as they emerged from the data and were interpreted under the main aspects of PBT, suggest that the participant teachers hold a range of beliefs which influence their practices. Those beliefs were formed in various ways initially as a result of background factors: their previous preparatory and secondary school experiences as language learners, and then advice from inspectors and other colleagues. However, significantly, the Libyan public examining system encouraged them to teach to the test and define success solely in terms of assessment while defining their concept of professionalism exclusively as years of teaching experience. This thesis reveals then a lack of alignment between the Libyan English curriculum and its assessment. It also indicates that professionalism in Libyan education is conceived as years of experience rather than as pedagogical knowledge and understanding, and that, currently, there are few opportunities either through pre- service training or continued professional development for that to change.
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Abusrewel, Fatma. "An investigation of the experiences of newly graduated English Language Teachers (ELT) in their first years in Libyan schools : a case study in post-conflict Tripoli." Thesis, University of Huddersfield, 2014. http://eprints.hud.ac.uk/id/eprint/24333/.
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This thesis analyzes the experiences, perceptions and views of a group of newly graduated teachers in post-conflict Tripoli, Libya. The focus of the study was on the first year teachers of English as a foreign language EFL and the aim was to gain an insight into those teachers‘ experiences and the contextual factors that shaped them. The present study adopts communities of practice (CoP) as the conceptual framework for exploring the newly graduated teachers‘ experience and perceptions in post-conflict Libya. In particular, the study attempts to identify the elements within CoP: mutual engagement, joint enterprise and shared repertoire to allow me to interpret the data. The data for the study come from three main sources: (a) semi-structured interviews with eleven teachers, (b) two expert teachers, (c) three headteachers, (d) the manager of the Education Development Centre and (e) focus group interviews with three inspection office managers and (f) documentary analysis. The results suggested that the newly graduated teachers‘ experiences in the context of the study are influenced by several factors that interact together to make these experiences unique and a contextually situated phenomenon. These factors are: (a) the conflict, which has diminished the opportunities for integration, learning, and establishing relationships so that any CoP was precluded from existence, b) the social restriction, (c) personal characteristics, (d) the discrepancies between their teacher preparation programmes and the requirements of teaching. Within each of these broad categories, there are also sub-categories such as age barrier, the impact of the conflict which further demonstrates the complexity of this situation and how this shapes the development of teachers. The thesis finishes by recommending that further research is needed conducted to explore the experiences of newly graduated teachers in other parts of the country to obtain a clear picture of this category of teachers. A reform of teacher education programme in this context will contribute to the development of these teachers. Formal training sponsored by the government would be the means through which these teachers can be trained and developed in the absence of any professional communities due to the reasons mentioned earlier.
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Shihiba, Salama Embark S. "An investigation of Libyan EFL teachers’ conceptions of the communicative learner-centred approach in relation to their implementation of an English language curriculum innovation in secondary schools." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/878/.
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This phenomenographical investigation explores conceptions of the communicative learner-centred approach (CLCA) held by a sample of Libyan English foreign language teachers (EFL) in relation to their implementation of an English language curriculum innovation in secondary schools. A mixed approach employing quantitative (survey questionnaire) and qualitative (semi-structure interview) research methods was used for data collection during the first phase of this research. Martons’ (1981)phenomenographical approach was employed for analysing the qualitative data and the Statistical Package of Social Sciences (SPSS) programme was used for analysing the quantitative data. Content analysis was used for analysing qualitative data gathered through an open-ended questionnaire completed by ten English language inspectors during the second phase of this research. Fourteen conceptions and misconceptions of the CLCA have been explored through this investigation. School location and place of graduation did not have significant effect on teachers’ conception of the principles and practices of the CLCA and the teachercentred approach (TCA). However, the less experienced teachers were more positive about those related to the TCA than were the experienced ones. Influential barriers related to individual, contextual and cultural considerations have been identified as responsible for limiting the success of the teachers’ attempts to implement this approach. Nevertheless, the majority of the participants (teachers and inspectors) were positive about the notion of implementing the CLCA for teaching English as a foreign language (TEFL) in the Libyan context. However, the current conditions and realities in Libya seem to fit a weak version of this approach but not a strong one. i This study is significant because it adds to the literature new insights about EFL teachers’ conceptions and practices of the CLCA as a Western teaching methodology for TEFL in developing countries and challenges the argument of considering this approach inappropriate in these contexts. The findings of this study also have potential implications for school reform, curriculum design, EFL teacher education and training and for developing the role of language inspectors in Libya. These implications may be applied in similar contexts. Moreover, this study provides empirical evidence for the possibility of employing both qualitative and quantitative approaches in phenomenographical investigations.
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El-Taher, Al-Fourganee Zadma. "How secondary school Libyan teachers assess students' oral communication." Thesis, University of Sunderland, 2018. http://sure.sunderland.ac.uk/9585/.
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Assessment as an area of research has a rich history of theories and debates and numerous studies deal with the definitions and different functions of assessment. Recent developments in the assessment field (Sadler, 1989; Black & Wiliam, 1998; Black et al., 2004; Taras, 2005; Fraser, 2016) stress the influence of assessment on learning and show a switch in assessment responsibilities from teacher to students. Although, there is a broad literature on the need for research on language assessment across many parts of the world like the United States of America, Europe, and Australia, there is still very limited research in the Arab world, particularly in Libya. Therefore, this study aims to investigate factors related to teachers' assessment practices in public secondary schools in a Libyan context. It sought to explore teachers' and students' perceptions towards these processes and identify major influences that could have effects on these processes. The research sample consists of 180 male and female students and 50 male and female teachers from 6 secondary public schools in Libya. The different schools in this study were chosen randomly using stratified random sampling. The study addressed various issues that may influence teachers' practices, including teachers' and students' perceptions about the different assessment processes to evaluate students' academic learning. A combination of quantitative and qualitative research methods was utilised to collect data. A closed-ended questionnaire was administered to 50 teachers and a student's questionnaire was distributed to 180 students. In addition, 12 semi-structured interviews and observations were conducted with 12 teachers and 12 semi-structured interviews were also conducted with students. SPSS software was used to analyse the questionnaire responses, while thematic analysis was applied to the qualitative data. The findings revealed that most teachers and students were aware of the significance of assessment practices, including both the traditional test item forms and the new assessment processes. Teachers' comments showed that they were able and willing to implement different practices to evaluate their students' learning performance. However, there were some external factors such as; the accountability for the external exams, the class size and the lack of training that negatively influenced their application of different assessment forms and restricted their capability to introduce new assessment procedures. Furthermore, the instability of the country and the war affected the teachers' decisions towards students' evaluation and assessing with the latter sometimes threatening teachers with guns in order to gain high marks in their poor achievement. Teachers' responses also indicated that they would welcome any further plans that help in introducing any assessment workshops and training sessions in the new assessment processes. The findings of the current study draw attention to the impact of these factors on assessment practices, and further studies are needed to explore these issues in more detail and in different contexts. Additionally, the research findings provide empirical information that can be utilized in improving pedagogy in countries where English is taught as a foreign or second language.
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Azzam, Cynthia. "Le paysage scolaire au Liban entre centralisation et décentralisation." Thesis, Université Paris-Saclay (ComUE), 2018. http://www.theses.fr/2018SACLD003.
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L'éducation, au cœur des débats de sociétés, devient de plus en plus un outil de compétitivité pour les métropoles. La formation se présente dès lors comme une partie prenante d'une politique publique, une forme de métropolisation. Pourtant, aujourd’hui, la société libanaise pâtit d’une absence totale de procédures officielles au niveau du secteur éducatif ; notamment en ce qui concerne les infrastructures scolaires. Bien qu’à partir des années 2000 (suite à la mise en place du décret 9091 qui définit les nouvelles normes de l’architecture scolaire), l’Etat ait eu recours à de nouvelles constructions dans le souci majeur de relever l’éducation publique, nous nous sommes retrouvés avec une standardisation de projets prototypes indépendamment du site où ils s’implantent.Si, l’école au Liban a joué, tout au long de son histoire, le rôle de cadre administratif pour l’Empire ottoman et de cadre d’occidentalisation par les jésuites, aujourd’hui, en prenant en compte l’hétérogénéité du pays (caractéristique non négligeable du lieu), quel cadre l’éducation forme-t-elle ? Entre publics et privés, les établissements scolaires permettent-ils la gestion du territoire et donc la formation des cadres de la société ? Comment les infrastructures éducatives pourraient-elles être un moyen de réappropriation du territoire libanais ?Education, a main topic of debates nowadays, is growing into a way of competitiveness between big cities. Therefore, teaching has become a part of a public policy, a form of metropolization. However, the Lebanese society is suffering from a total absence of formal procedures; particularly regarding school infrastructures. Although the State engaged in construction activities since 2002 (following the implementation of the decree 9091, which defines the new architectural specifications for schools) with the main purpose of raising public education level, we have ended up with a standardization of prototypes with no regards for the local community.Schools in Lebanon are the result of a historical, cultural and social crossbreeding (Ottoman Empire, French Mandate…). Considering the heterogeneity of the landscape (significant characteristic of the location), where does education stand today? Do schools, whether public or private, allow land management and thus the formation of society's framework? Isn’t it necessary to consider education as a tool to restructure society and a way to reclaim the Lebanese territory?
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Ahmed, Ahmed A. M. "Washback : examining English language teaching and learning in Libyan secondary school education." Thesis, University of Huddersfield, 2018. http://eprints.hud.ac.uk/id/eprint/34799/.
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This thesis critically analysed the influence of the Libyan public examination on English Language Teaching (ELT) and on learning strategies and practice in secondary school classrooms. It investigated the washback of the Secondary Education Certificate Examination (SECE) on ELT teachers and explored practitioners’ perceptions and practices. It also examined washback on students’ perception, motivation, learning strategies and outcomes. Weir’s socio-cognitive framework for test validity was chosen as a conceptual framework for its capability of conceptualising appropriate evidence on how testing constructs (policy & design) are operationalised and interpreted (use) in practice. This thesis describes an interpretative qualitative case study research conducted in the south west of Libya. Data were generated through interviews, classroom observation and document analysis. Semi-structured interviews were conducted with two ELT teachers and inspectors, a school headteacher and a representative of the examination office. Group interviews were also conducted with a number of the final year secondary school students within the research context. All the research data were analysed using a thematic data analysis. The findings reveal that the lack of alignment between the focus of the English SECE and the objectives of the curriculum had a significant adverse effect on the Libyan ELT teachers, inspectors and students’ perceptions about the aim and the value of ELT in the school education and their role within the policy as well as on Libyan school students’ motivation. The study participants held the perception that developing language skills is not the aim of teaching English in Libyan secondary school since these skills have never been assessed in public examinations despite their integration in the curriculum. The Libyan ELT teachers and inspectors prioritised the aim of completing the curriculum through the use of traditional approaches of teacher-centred and Grammar Translation Method(GTM) and teaching to the test rather than meeting the pedagogical objectives of ELT or implementing the Communicative Language Teaching (CLT) proposed in the school curriculum. The Libyan on-going conflict, the public examination policy, and teachers’lack of assessment literacy were also significant on classroom testing. Students were largely passive in English classrooms as teaching focused on the SECE. Accordingly, students utilised different learning strategies to cope with the teaching such as prioritising the translation of textbook texts, relying on rote-learning, engaging in test-preparation activities and developing test-taking strategies. Evidence accumulated through this study clearly indicates that Libyan students’ experience of the public examination had a significant effect on their attitudes, perceptions and choice of learning strategies. This finding represented an important implication for developing the socio-cognitive framework for test validity. The public examination strategies improved the Libyan secondary school students’ examination performance in the SECE but not their English learning outcomes. The examination content and format as well as a social acceptance of cheating all have a significant effect on students’ performance in the SECE and threaten its score validity.
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Ali, Muhsen Abobaker A. "The Oral Error Correction Techniques Used by Libyan Secondary School Teachers of English." Thesis, University of Sunderland, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490354.
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A number of studies have examined the error correction techniques used by teachers and offered some advice to both teachers and students in order to enhance the effectiveness of teaching and learning a foreign language. However, few studies have examined the differences between experienced and less experienced male and female teachers in ways of correcting students' oral errors, and none have been conducted on Libyan teachers' gender and/or experience. This study examined the oral error correction techniques used by Libyan teachers at secondary schools, in particular the 2nd year classes, in Ajelate City. The study focused on the oral error correction techniques applied by teachers when a student commits errors during speaking or reading English, to determine whether there were any differences between male and female / experienced and inexperienced teachers in correcting students. It also examined whether teachers' ways of error correction affected students' participation in oral activities. Sixty classroom observations, 20 semi-structured interviews, 65 questionnaires for teachers and 200 for students were utilised for the data collection. The triangulation of approaches were used to investigate the issue from different points and angles. Observations and semistructured interviews were audio-recorded and the tapes were then transcribed, translated . and encoded for analysis. In addition, the nonverbal communications used by the teachers during classroom observation were taken into account by recording them in a form prepared and designed for this purpose. Teachers' questionnaires were grouped twice, once according to different genders and the other to different experiences, while students' questionnaires were classified according to students' genders. SPSS programme and Weighted Arithmetic Means were used to establish the differences between participants' responses regarding each item in the questionnaires. The data yielded a number of interesting findings which showed that there were differences and similarities between male and female/ experienced and less experienced teachers in the ways of correcting students' oral errors. Findings also showed that students were affected by the teacher's gender and experience. At the end of this thesis, recommendations and suggestions were given.
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Abu-Talag, Salem Etaher Mustafa. "Libyan secondary school EFL teachers and communicative language teaching : attitudes, beliefs and constraints in implementation." Thesis, Durham University, 2016. http://etheses.dur.ac.uk/11429/.
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The communicative approach to language teaching is based on the theory of language as communication. According to Hymes (1972), language teaching is interpreted by learners as learning through communicative competence. Researchers, particularly in EFL secondary teachers’ classroom practices, have emphasized teachers’ concentration on using grammar translation (GTM) and audio-lingual (ALM) methods. However, most studies did not investigate teachers’ beliefs (as situated in their cultural context) and their classroom practice. Therefore, taking Libya as an example, the aim of this study is to find out whether EFL secondary teachers implement the CLT approach in their classrooms. A data collection triangulation method was utilized involving different research tools. Firstly, an evaluation of a questionnaire distributed to 24 participating Libyan teachers was carried out. Secondly, classroom observations of the same teachers were conducted, applying the communicative orientation of language teaching observation scheme (COLT). Here, the four categories derived from the literature on CLT are employed to determine whether the teaching methodology is communicative. Finally, the same teachers were interviewed to investigate their beliefs and attitudes concerning the CLT approach and its practicality. The results of the qualitative and quantitative data analyses indicated that teachers do not implement the CLT approach. This is due to several factors: low teacher language proficiency; over-reliance on textbooks; class size; time limitations; and lack of adequate training in classroom implementation. An analysis of challenges teachers encounter in implementing CLT and recommendations arising from the study constitute the final chapter of this research.
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Elhisadi, Tawfeg A. A. "Nutrition, lifestyle and diabetes-risk of school children in Derna, Libya." Giessen VVB Laufersweiler, 2009. http://geb.uni-giessen.de/geb/volltexte/2010/7363/index.html.
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Abusaloum, Abdulkarim S. "Rearing practice, family background and primary school achievement in eastern Libya." Thesis, University of Sussex, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363584.
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Bakhit, Rana. "L’Enseignement du français à l'école publique au Liban." Thesis, Cergy-Pontoise, 2013. http://www.theses.fr/2013CERG0624.
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L'enseignement du français comme une langue étrangère constitue une nécessité dans un pays plurilingue comme le Liban. La constitution libanaise a donné une place privilégié à la langue française dans le cadre de l'enseignement public en stipulant que : «l'enseignement des deux langues: l'arabe et le français sont obligatoires dans toutes les écoles nationales». Toutefois, à l'école publique, plus précisément au cycle primaire, les apprenants souffrent d'un niveau médiocre en français. Plusieurs facteurs entravent le processus d'enseignement/apprentissage du français ; nous avons délimité ces facteurs par les trois champs d'investigation suivants : l'apprenant, l'enseignant et le milieu scolaire. Notre recherche expérimentale tente d'établir une corrélation entre le niveau médiocre en français des apprenants de l'école publique et ces trois champs d'investigation. Elle vise à expliciter avec minutie les causes qui sous-tendent ce niveau médiocre en français notamment chez les apprenants de l'école publiqueTeaching French as a foreign language is a necessity in a multilingual country like Lebanon. The Lebanese Constitution gave a privileged place to the French language in the context of public education by stipulating that: "the teaching of two languages: Arabic and French are mandatory in all national schools." However, public schools, specifically in the primary grades, students suffer from a poor level in French. Several factors impede the process of teaching / learning French, we have defined these factors by the following three areas of investigation: the learner, the teacher and the school. Our experimental research attempts to establish a correlation between the level of poor learners in French public schools, and these three areas of investigation. It aims to explain carefully the reasons underlying this poor level in French particularly among public school students
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Ouba, Charbel. "Le rôle des chefs d’établissement scolaire catholique dans un milieu islamo-chrétien au Liban." Thesis, Paris Est, 2015. http://www.theses.fr/2015PESC0022.
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Étudier le système éducatif ou la pédagogie au Liban impose une différenciation de ce qui peut être écrit en France, au Canada ou dans d’autres pays du monde occidental ou oriental. La société libanaise constitue en effet une société pluraliste au niveau politique ainsi qu’au niveau religieux. Au Liban coexistent deux grandes religions, le christianisme et l’islam. Cette coexistence au sein d’un même pays implique, de par son histoire des rapports entre deux grandes religions, deux conceptions de l’homme et deux cultures différentes, dont l’une trouve sa pleine expression dans la civilisation judéo-chrétienne et l’autre dans la civilisation musulmane. Dès lors, l’enseignement religieux est d’une importance majeure pour les écoles catholiques au Liban qui accueillent des élèves non catholiques dans un pourcentage de 40% et sont dirigées par une majorité des religieux (90%).Le statut du chef d’établissement (CE), religieux ou laïc, ses responsabilité et sa façon de les assumer, son style de direction et ses missions pédagogiques, éducatives et missionnaires jouent-ils un rôle important et lequel dans la motivation des parents d’élèves musulmans qui inscrivent leurs enfants au sein de l’école catholique au Liban (ECL) ?La spécificité de cette recherche consiste à caractériser rôles et missions du chef d’établissement scolaire catholique dans un milieu islamo-chrétien, et à déterminer si la direction assurée par un religieux diffère de celle assurée par un laïc au regard des différents acteurs du système. C’est pourquoi nous avons formulé ainsi la problématique de notre recherche : dans un milieu islamo-chrétien, quel genre de chef d’établissement permet à l’école catholique au Liban d’atteindre ses buts éducatifs, pédagogiques et missionnaires dans le respect de la liberté de conscience des élèves et des familles ?Une enquête de terrain a été menée, par questionnaire et par entretiens semi-directifs, auprès des chefs d’établissement scolaire catholique, religieux et laïcs, des directeurs adjoints, des enseignants, des parents d’élèves, chrétiens et musulmans, et des élèves musulmans. Des perspectives d’avenir ont été émises concernant l’éducation religieuse et l’éducation aux valeurs assurées au sein de l’ECL ainsi que la formation et la professionnalisation des futurs chefs d’établissement dans le cadre de leur recrutementTo study the educational system or pedagogy in Lebanon imposes a differentiation of what can be written in France, Canada or in other countries of the Western or eastern world. Lebanese society is indeed a pluralistic society on both political and religious levels. In Lebanon two great religions co-exist, Christianity and Islam. This coexistence within one country implies something different from the history of relations between the two great religions, two conceptions of man and two different cultures. One finds full expression in the Judeo-Christian civilization and the other in the Muslim civilization. Therefore, religious education is of major importance for Catholic schools in Lebanon that host non-Catholic students with a percentage of 40% and is managed by a majority of religious leaders (90%).Do the status of the head-teacher, whether religious or secular, his role, his leadership style and his educational missions, educational and missionary play a role and which one in motivating parents of Muslim students who enrol their children in Catholic schools in Lebanon?The specificity of this research is to characterize the roles and missions of the Catholic head-teacher in a Muslim-Christian environment and whether the leadership provided by a religious head-teacher differs from that provided by a layman for the different actors of the system. That is why we formulated the problem of our research as such: In a Muslim-Christian environment, what kind of school head allows the Catholic school in Lebanon to achieve its educational, pedagogical and missionary goals, with respect to the freedom of conscience of students and families?A field survey has been conducted through a questionnaire and semi-structured interviews with heads of Catholic, religious and laic schools, deputy heads, teachers, parents, Christians and Muslims, and Muslim students. Prospects for the future have been made regarding religious education and education to values provided in the ECL as well as the training and professionalization of future school heads as part of their recruitment
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Hassan, Laila Asaed. "Physical activity and play behaviour of primary school children in England and Libya." Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.546742.
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Ghafir, Fathia Ali. "Pre-school education in comparative perspective with special reference to England and Libya." Thesis, University of Hull, 1987. http://hydra.hull.ac.uk/resources/hull:4700.
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There is a great demand for pre-school education in most countries of the world, but while pre-school education has long received only modest consideration within the educationally developed world, it has attracted even less consideration than other levels of schooling especially in the developing countries. There is still a danger that early childhood education may continue to be viewed as something of a luxury. Nonetheless, the past few decades have witnessed much greater interest in pre-school education. Among the reasons for this growing interest are the new knowledge gained in the sphere of child development and the changes which have taken place in social conditions. Most countries provide some kind of educational opportunities for children below school age, their aims and objectives may differ to a greater or lesser extent from one country to another depending on resources and specific historical, social or religious influences on the way pre-school education has developed, and the way in which different cultures come to view the main aims and objectives of such education. This thesis is based on a combination of empirical and documentary research. Historically, pre-school education seems to have served similar functions despite difference in time and culture. For that reason Libya as a developing country should learn from the mistakes of a developed country as England, as well as from such of her insights as are perhaps capable of being transplanted successfully in Libya. It was thought that a comparative study of views of preschool teachers in two countries with different political, economic, social and ideological systems, would illuminate some current concerns in the field of pre-school education. This study is designed to arrive at criteria development of pre-school education in general and its teacher training dimension in particular, as an essential background for an improvement in the quality of pre-school education in Libya. The findings of the research revealed that there are major problems in pre-school education in Libya centred around diffused aims, centralised administration, a subject centred curriculum, and teacher-centred methods. Low qualifications among teachers following a mediocre calibre of intake, tutors without professional training, lack of guidance services, the overlooked curriculum, much traditional teaching methods and final examinations demanding all combined to render the task of the few keenly interested in developing a Libyan pre-school sector particularly difficult. The over-arching conclusion of this study is that fundamental changes should be introduced throughout Libyan education, and that this in itself requires the development of a pre-school sector. Because the relationship between pre-school education and other levels of education is organic - any change in one part will be reflected on the other parts. The study is divided into three parts. Part A is the context, and consists of three chapters: Chapter 1 gives a brief account of the significance and purpose of this particular study, the scope of the problem, the aims and the methods to be used - both documentary and empirical. Chapters 2 and 3 review the situation of pre-school education in Western Europe and Arabic countries respectively. Part B is the Libyan Dimension: it consists also of three chapters. Chapter 4 traces the development of education in Libya through the various periods of Libya's history. Chapter 5 traces the development of pre-school education in Libya, the influence of the different communities who were settled in the area before Independence on pre-school education. Chapter 6 provides a description and analysis of teacher training and its relationship with pre-school education. Part C is the English Dimension. There are two chapters. Chapter 7 reviews the development of pre-school education from the nineteenth century, including the ideas of leading European reformers and traces the development of nursery education up to the present time. Chapter 8 is concerned with teacher training programmes for teachers and nursery nurses in England and Wales. The final section, Part D, comprises three chapters. Chapter 9 gives a brief description of the two cities where the field studies were conducted, Hull in England and Derna in Libya. It also provides a detailed description of the research design and application in England and Libya. Chapter 11, the final chapter, concerns itself with summarising the study, and also looking towards improvements through a number of recommendations from the author. It is hoped that the thesis will be a valuable document in retrospect, especially to those keen to develop pre-school facilities there.
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Dalala, Jamal. "Investigating the use of the self-assesment processes by Libyan EFL secondary school teachers in assessing students' written work." Thesis, University of Sunderland, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657611.
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Assessment is of paramount importance in enhancing learning through diagnosing learners' needs, describing their accomplishments and checking their learning progress. Self-assessment is a powerful strategy for involving learners in their own learning and increasing their language awareness in everyday educational practice. Conducting self-assessment after writing is a powerful way to develop one's own learning. Adopting and using self-assessment is an ultimate goal in Libyan classrooms. Despite research in self-assessment over many years, there has been no research, which has focused on how this has been implemented in practice in Libyan secondary schools. Changes in Libyan education practices in 1999 - 2000 moved from traditional teacher-led classrooms to a more communicative context which requires learner and learning-centred approaches made it mandatory for self-assessment to become integral and integrated into the English language classroom. However, despite this, there has been little staff development to guide secondary teachers through the changes which were largely dependent on individual interpretations of the new manuals. The study, therefore, explores how self-assessment of EFL writing is understood and used in Libyan secondary schools. This research explores these interpretations and changes to practice through 60 semi-structured questionnaires, 10 semi-structured interviews and 5 semi-structured classroom observations conducted with a sample of EFL Libyan teachers from 12 different secondary schools. For this study, the three methods of data collection have been combined. Thematic analysis was selected as a means for qualitative data analysis while a Statistical Package of Social Sciences (SPSS) programme was adopted for analysing the quantitative data. Evaluation of the data produced some very interesting results. Both the quantitative and the qualitative results show that the participants used selfassessment strategies that are required to develop student learning abilities such as establishing criteria, comparing work to the criteria and/or standards and providing feedback. As concerns, the timing of the grades relative to feedback, the majority of both, the quantitative and the qualitative data showed that tutors preferred to provide feedback before giving summative grades. Interestingly, to give feedback after distributing summative grades, which is the standard self-assessment model was less frequent and less popular for all types of data collected. Moreover, conducting self-assessment integrated with peer or teacher feedback was also considered in this stud. The results also show individual and often idiosyncratic interpretations of the practices and processes which support self-assessment. The findings showed that the teachers hold passionate beliefs towards the self-assessment processes. However, most of the teachers did not translate their beliefs into practice. Hence, a noticeable contribution to knowledge was made by the success of this research and adds to the body of previous knowledge. This research is of particular importance because the literature argues and concurs that self-assessment is a critical element which supports learning and teaching and the dialogic, interactive classroom, all of which are components of the communicative language classroom which is the context of the study. Finally, the findings of this study are very helpful for teachers and researchers in Libya and other international EFL contexts and may also provide great insights into the Libyan context and into other similar contexts.
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BUSEDRA, SULIMAN. "LA SCUOLA NELLA COMUNITA'. LA SCUOLA ARABO-LIBICA IN ITALIA COME VEICOLO DI INTEGRAZIONE CULTURALE." Doctoral thesis, Università Cattolica del Sacro Cuore, 2018. http://hdl.handle.net/10280/42958.
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Il tema più generale dell`insegnamento scolastico in Libia, dal colonialismo italiano del 1911, fino il 1934, l’autorità italiana in Libia ha permesso l’accesso alla scuola solo per i maschi, usando la lingua araba e la lingua italiana per l’insegnamento. Nel 24.12.1951, la Libia ha avuto la suo indipendenza, il nuovo governo libico ha messo le prime basi di un sistema educativo completo che potesse formare una classe dirigente nazionale qualificata per gestire lo stato. I programmi e i metodi di insegnamento, con l’obbligo di studio per tutti fino alla terza media, si possono constatare i cambiamenti culturali e politici della Libia. Nel 1969, la rivoluzione libica, ha portato più impegno verso lo sviluppo dell’educazione per combattere l’analfabetismo, inoltre ha dato la possibilità agli studenti di avere borse di studio all’estero. Con la difficoltà di trovare testi e materiale, a causa del caos e la drammatica situazione che stava passando la Libia dopo la rivolta del 17.02.2011, si sono dovuti attuare dei cambiamenti nei programmi scolastici a causa della scarsità di fornitura dei libri in quasi tutto il paese. Infatti per sopperire a queste mancanze, si sono dovute attuare nuove riforme per conformare gli edifici scolastici danneggiati dalla guerra. I ritardi nei restauri degli edifici, i problemi della mancanza dei libri scolastici, tutto questo ha messo l`istruzione davanti a sfide che i due governi ancora oggi sono incapaci di affrontare. A causa dell`aumento della comunità libica residente all`estero, il governo libico decise di aprire delle scuole arabo - libiche in paesi stranieri, in Italia sono due, situate rispettivamente a Roma e Milano, che seguissero gli ufficiali programmi educativi libici. In queste scuole vennero accettati anche studenti di altri paesi arabi.The most general theme of school education in Libya, from Italian colonialism in 1911, until 1934, the Italian authority in Libya allowed access to the school only for males, using the Arabic language and the Italian language for teaching. On 24.12.1951, Libya had its independence, the new Libyan government laid the foundations of a complete educational system that could form a qualified national leadership to manage the state. The programs and methods of teaching, with the obligation to study for everyone up to the third year of middle school, can be seen in the cultural and political changes in Libya. In 1969, the Libyan revolution brought more commitment to the development of education to combat illiteracy, and also gave the opportunity for students to have scholarships abroad. With the difficulty of finding texts and material, due to the chaos and the dramatic situation that Libya was going through after the revolt of 17.02.2011, changes had to be made in school programs due to the scarcity of supply of books in almost the whole country. In fact, to make up for these shortcomings, new reforms have had to be implemented to conform the school buildings damaged by the war. The delays in the restoration of buildings, the problems of the lack of school books, all this has put education in front of challenges that the two governments are still unable to deal with today. Due to the rise of the Libyan community resident abroad, the Libyan government decided to open Arab-Libyan schools in foreign countries, in Italy there are two, located respectively in Rome and Milan, that followed the official Libyan educational programs. In these schools were also accepted students from other Arab countries.
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Grada, Taaziz Khaled A. "An investigation into Libyan EFL novice secondary school teachers' current knowledge and practice of speaking assessment : a socio-cultural perspective." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17559.
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This study sought to further understanding of EFL teachers’ knowledge of speaking assessment and how their knowledge informs their speaking assessment practices in classrooms. Based on a socio-cultural perspective, the present study aimed at investigating EFL novice teachers’ current knowledge and practice of speaking assessment in a Libyan secondary school context. The study is based on the interpretive paradigm and adopted social constructionism as a philosophical stance. Quantitative and qualitative methods of data collection were employed in two sequential phases. The findings of this study indicated that EFL novice teachers’ current knowledge of speaking assessment is complex and that was reflected in the different ways these teachers interpreted the concept of speaking assessment and in the ways they expressed their beliefs and values regarding how speaking assessment needs to be or is implemented in the classroom settings. Three main issues regarding teachers’ knowledge of speaking assessment emerged from the data. The first issue is that these teachers, although showing some variability in their knowledge and practice, seem to base their assessment practice on a view of spoken language being more about linguistic content than communicative effect. Secondly, that they mostly seem to afford more importance to summative assessment than to formative assessment. Thirdly, they have a view of assessment that focuses on the content to be assessed rather than on the process of assessment. The findings also indicated that while teachers refer to contextual factors that influence how they implement their knowledge into practice, their understanding of the notion of assessment seems to have more influence on their implementation of speaking assessment as process than that of the context. That is, their current understandings of the notion of spoken language seem to contribute to their current practice of speaking assessment. Also of significance are the participants’ views of the role of context. The results showed that although contexts are similar in some aspects, especially those related to institutional factors, teachers’ views show the uniqueness of the context, especially in the light of the unanticipated social, political and institutional changes. The implications of this study suggest that these EFL novice teachers’ current knowledge of language and of assessment goes beyond factual knowledge to their perceptions of language and their understandings of the purpose of assessment. They also suggest that context plays a role on their current knowledge and practice of speaking assessment. Thus, this study provides further understanding that what these teachers know and how they use their knowledge in practice arises from a complex interweaving of context and individual understandings.
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Sperb, Carolina Comerlato. "Escola libriação : biografemática do gesto." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/170344.
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A presente tese traduz, imagina e transcria uma escola biografemática do gesto denominada Libriação. Este nome significa e deriva de Libras e de criação e vive por meio de biografemas (vidas de grafemar) curricularesdidáticas da arte, do gesto, do romance, do cenalário e da diferença. O texto compõe-se de procedimentos tradutórios de pensar-criar, desde signos e conceitos sentidos; funciona em elementos-atributos científicos-filosóficosartísticos; e traduz em três formas: de pesquisa, ensino e extensão, que não se separam, mas operam, de forma conjunta e transversalizada, em meio à educação e à vida. O primeiro bloco é formado pela biografemática de pesquisar-ensinar-extensionar sobre produções-efeitos de pensamentos e extensões educacionais-contemporâneas; o segundo bloco é escrito por cenalários da educação contemporânea; e o terceiro conclui em um eu pesquisador, um educador e um extensionador, impossíveis de ser definido, pois é resultante de possibilidades diárias-vivas de criar.The present thesis translates, imagines and transcrires a biographical school of the gesture denominated Libriação. This name means and derives from Libras and creation and lives by means of biografemas (live of grafemar) curricular-didactics of the art, the gesture, the novel, the scenario and the difference. The text consists of translational procedures of thinkingcreating, from signs and concepts sense; Works on scientific-philosophicalartistic- attribute elements; and translates into three forms: research, teaching and extension, which do not separate, but operate, jointly and transversally, in the midst of education and life. The first block is formed by the biographemática of research-teach-extend about productions-effects of thoughts and educational extensions-contemporary; the second block is written by contemporary education cenarios; and the third concludes in a researcher, an educator and an extension worker, impossible to be defined, because it is the result of daily living possibilities to create.
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Ghenghesh, Pauline. "The motivation of learners of English and Arabic at an international school in Tripoli, Libya." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416748.
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Shok, Aiad Mohamed. "An analytical study of selected aspects of the secondary school mathematics teacher education programme in Libya." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296654.
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Faddoul, Fares. "Ski schools : An opportunity for rural mountainous areas to enhance sustainable territorial development the case of Kfarbedian "Mount Lebanon"." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAH017.
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Le but de cette recherche est d'analyser si le tourisme de ski à Kfardebian (Liban) sous un système centralisé ou décentralisé est capable d'atteindre un développement territorial et touristique durable réussi. Le tourisme devient l'une des principales sources d'emploi et est considéré comme l'un des principaux piliers qui contribuent directement au développement territorial. Le tourisme, en particulier le tourisme d'hiver, est aujourd'hui l'une des industries à la croissance la plus rapide, les gens voyageant partout dans le monde pour participer à toutes sortes d'événements touristiques, sachant que le Liban dépend fortement du secteur touristique pour son économie.La région à Kfardebian présente un potentiel énorme pour le secteur du tourisme car elle est située sur une zone montagneuse stratégique au Liban où la neige est de grande qualité et dure plusieurs mois par an, ce qui en fait une destination touristique hivernale majeure dans la région du Moyen Orient. Par conséquent, aider à stimuler le secteur du tourisme en Kfardebian conduira à une croissance économique qui produira un développement territorial durable et fructueux. Cependant, le gouvernement a négligé cette région pendant de nombreuses années, en particulier dans le cadre du système centralisé.La municipalité de Kfardebian a un programme d’action pour développer et améliorer l'infrastructure touristique et le niveau d'éducation afin d'être en mesure d'assurer la meilleure durabilité pour son tourisme et son territoire et d'améliorer le niveau de vie de sa population locale. Les parties prenantes en Kfardebian travaillent sans relâche pour moderniser les stations de ski disponibles, d'abord en améliorant l'état des infrastructures, ensuite en formant les employés et les moniteurs de ski de la station de ski pour améliorer les performances et troisièmement en lançant des campagnes publicitaires internationales pour promouvoir le Liban et Kfardebian. Tous ces efforts sont essentiels pour parvenir à un développement territorial durable.En conséquence, le développement territorial et touristique durable de la région de Kfardebian doit être mis en place et totalement fiable dans le cadre d’une stratégie selon laquelle le gouvernement et les parties prenantes, en particulier la population locale avec la municipalité, devraient établir des bases et des objectifs mesurables en matière de sécurité des habitants et de préservation de l'environnementThe purpose of this research is to illustrate and analyze whether the ski tourism in Kfardebian, a rural area located in Mount-Lebanon, would be capable of achieving a sustainable territorial and tourism development under a centralized governmental system, or whether decentralization would constitute the ultimate approach to realize a fruitful development for Kfardebian’s tourism industry.Tourism nowadays is considered a major driver of development, constituting one of the most effective and leading pillars that can contribute directly to rural territorial development. Potential touristic areas usually trigger capital flow to investments in various service sectors, including heath, infrastructure, resorts and several other tourist-related services leading to significant increase in sales, profits and employment opportunities.This study investigates the fundamental relations between Tourism, Education, Economic Growth and Territorial Development of Kfardebian, with emphasis on ski tourism as a major attraction of tourists. Winter tourism, especially skiing-related services, is considered among one of the fastest rising industries nowadays, as it triggers economic growth and territorial development for rural areas thriving to boost their low performing economy during low tourism seasons.Lebanon, situated on the eastern shore of the Mediterranean Sea, heavily depends on tourism for its economic growth. The area of Kfardebian, the subject matter of this Thesis, demonstrates huge potential for the ski tourism in Lebanon, as it is located on a strategic mountainous area and possesses one of the utmost snow quality in the region. Kfardebian’s snow is most valued for being capable of lasting throughout the whole winter season, hence creating a primary winter tourism destination for the whole Middle East. For that reason, boosting the tourism sector in Kfardebian will definitely lead to enormous economic growth that will produce a rewarding and sustainable territorial development.However, despite the government’s declared intentions to develop Kfardebian’s infrastructure, it remains short on achieving a remarkable improvement due to political motives and bureaucracy structure embedded under the centralized system currently in place in Lebanon. Such system requires that most of the essential decisions must be taken by state officials rather than by elected representatives.Nevertheless, the Municipality of Kfardebian, realizing the importance of ski as a main source of income for its inhabitants, is aiming to accomplish the finest sustainability for both its tourism industry and territory by allocating all its available resources towards developing and improving its infrastructure, while simultaneously raising the awareness among its population through educational programs highlighting the importance of preserving the area as a touristic attraction.For this main reason, Kfardebian’s stakeholders are working tirelessly to modernize the available ski resorts, either by improving its infrastructure status, or by providing trainings and awareness programs to all personnel involved in the ski industry, whether they are regular employees or ski monitors or even the general population. On the other hand, international advertisement campaigns promoting Lebanon and Kfardebian as an international ski destination are being conducted throughout all tourism seasons on local and international media.Based on the above, a comprehensive strategy is highly recommended to ensure a sustainable territorial and tourism development at Kfardebian area, by which all involved parties and stakeholders are required to set efficient strategies, plans, educational programs, baselines and measurable targets regarding preserving security, health care and environment for the sole purpose of developing this area
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Elhisadi, Tawfeg A. A. [Verfasser]. "Nutrition, lifestyle and diabetes-risk of school children in Derna, Libya / eingereicht von Tawfeg A. A. Elhisadi." Giessen : VVB Laufersweiler, 2010. http://d-nb.info/1001133528/34.
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Sokhra, Mansur M. "A comparison of four mathematical models for projecting enrollment and teaching staff demand at the preparatory school level in Libya /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702990914.
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Hammadi, N. K. B. "An exploration of the gendering mediating students' attitudes and experiences in the formal academic curriculum at secondary school level in Libya." Thesis, Nottingham Trent University, 2013. http://irep.ntu.ac.uk/id/eprint/119/.
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Introduction: The study was conducted to explore the gendering mediating students’ attitudes and experiences towards the formal academic curriculum at secondary school level in Libya. The problematic nature of the link between access, quality of schooling and gender equality in the curriculum in Libya is not sufficiently recognised. Methods: A total of 800 secondary students (ages 15-20), (males=389, females=411), who were from urban (n=360=45%) and rural (n=440=55%) localities of Libya completed a questionnaire designed to respond to a 5-point Likert scale of 19 items to elicit and to find out the key factors that influence students’ gendered perceptions, interests and characteristics of their future subject directions towards the aspects of school academic curriculum. 16 semi-structured interviews were also followed up to gain a deep understanding of the issues and enrich the validity of the questionnaire evidence. The statistical analysis software Statistical Package for Social Sciences (SPSS) was applied. The t-test statistic was used to compare the means and test the significance of any possible differences that existed between male and female responses. Results: These depicted a significant effect of gender differences on students’ perceptions, experiences and attitudes related to the aspects of the science curricula, science and technology courses. Females had significant higher attitudes towards science than males in urban school regionson the total scale. A significant gender difference was also depicted in the students’ perceptions of their abilities related to learning mathematics. Females showed more negative attitudes compared with males. Rural males had significant higher attitudes and perceptions towards mathematics, more than so urban males. The causes of these gender differences were found to be multifaceted. The study has identified students’ classroom experiences, culture, religion and societal factors as being influential in making females internalize the feeling that they are inferior to males. Discussion: The findings evidently showed a great desire for positive curriculum changes among participants’ effective amendments within the contents of the formal academic secondary school curriculum in major areas: Curriculum and Assessment; Teachers’ Attitudes and Classroom Environment; Teacher Training and Qualification; Teachers’ and Students’ Participation; and Gender Religion and Culture Influences. This study has made a contribution to the theoretical social and educational framework of curricular alignment by investigating the alignment between the non-testable elements of the curriculum which are related to the affective domain of Bloom’s taxonomy (includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes) and shown that a tight alignment between these elements and classroom practice can help to minimize the role played by the implicit curriculum.
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Elmahjoub, Abdallah. "An ethnographic investigation into teachers' and learners' perceptions and practices in relation to learner autonomy in a secondary school in Libya." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7916/.
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The shift toward learner-centred approaches in language teaching and learning has resulted in greater interest in the role of the learner. The trend towards learner autonomy in this regard has occupied a wide space in the literature. One of the issues that has been hotly debated in the field of learner autonomy is its appropriateness/inappropriateness to certain cultures; more specifically, autonomy has sometimes been referred to as alien and inappropriate to non-Western cultures. This study aims to investigate the Libyan context which is categorised as one of the contexts in which autonomy is claimed to be inappropriate. However, education policy in Libya encourages learners to take responsibility for their learning and autonomy can take various manifestations and degrees. Therefore, the aim of this thesis is to see how autonomy is manifested and what impinges on it through investigating how the participants perceive and practise their roles in the teaching-learning process, and how the concept of learners being allowed to take active roles is conceived in the context of this study. The means through which I approached the context were ethnographic methods to the collection and analysis of data. These are interviews and observations. This is because the investigation requires 'living the experience and seeing a truth' - in order to abstain from claiming that there is only one truth. Findings derived from investigating the context related to the participants' general appreciation of the modes of collaboration and negotiation in learning. Teachers mostly held positive attitudes about allowing learners opportunities to be active, responsible learners, and learners themselves generally perceived themselves as adopting such roles. One of the significant modes that was particularly preferred for most of the teachers and learners was teachers providing help and encouragement and scaffolding learners to take more autonomous stances in their learning. The participants, particularly teachers, head-teachers and inspectors, emphasised the centralisation of education policy through which they were sometimes deprived of chances to turn ideas or initiative into practical work. There were other factors that impinged on the participants' practices, such as constraints placed by the materials, the exams and length of lessons. However, autonomy was seen to be realised in a contextually relevant form. Participants exhibited psychological readiness for being autonomous: for learners, they were active and showed enthusiasm for working collaboratively, while teachers demonstrated awareness of their roles as helpers for learners. On a technical level, participants complained about the layout of classes and the shortage of technology based aids such as computers that they suggested have a considerable effect on their teaching and learning. Also there was a degree of teachers controlling lessons, and learners recognising this control and their roles as active agents in learning. Sometimes teachers showed almost complete control of lessons with learners' reactions ranging from succumbing to this control to challenging it and negotiating active roles in their learning. Socio-culturally, the study gained insightful findings in terms of appreciation by the participants of collaborative and collective work, both learners with learners and learners with teachers. In this, teachers worked to bridge the gaps between learners' current situation where help and guidance are needed to stages where learners become gradually more autonomous in their learning. This study is hoped to provide insights into understanding the power relations between teachers and learners in Libya for a more effective implementation of education policy, and also to provide a theoretical contribution to the field of learner autonomy.
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Couto, Benigna Maria de Assunção. "Discursos docentes sobre Libras e língua portuguesa na educação de surdos em escolas municipais." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/6731.
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Esta dissertação tem como objetivo refletir sobre percepções dos professores de uma escola de ensino fundamental da rede municipal do estado do Maranhão, e, a partir disso, analisar a relação que os professores estabelecem entre a Libras e a Língua Portuguesa na educação de surdos. Para tal fim, utilizou-se da entrevista semiestruturada com 5 professores de séries iniciais do ensino fundamental. A reflexão sobre esses dados toma por base estudos que se voltam ao percurso da educação de surdos e ao ensino e à aprendizagem de línguas, mais especificamente, Língua Portuguesa e Libras, trazendo pressupostos de Vygotsky quanto ao desenvolvimento intelectual e de aprendizagem, Quadros (1997), Karnopp (2004), Fernandes (2003) quanto à educação de surdos e ao ensino da língua portuguesa e da Libras. Entre as constatações deste trabalho, ressalta-se que a educação de surdos, em particular, a educação bilíngue, encontra-se revestida de ações centradas na busca pela adequação e normalização dos sujeitos surdos. No diálogo mediado pelos dados gerados ao longo do estudo com as pesquisas que alicerçaram as discussões, percebe-se a necessidade de mais reflexões acerca da educação de surdos, em particular o ensino da língua portuguesa e da Libras, sobretudo o cenário dos processos de ensino e de aprendizagem nos quais se configura a educação de surdos.
This paper aims to reflect on perceptions of teachers of a primary school in the municipal state of Maranhão, and, from that, to analyze the relationship that teachers establish between the pound and the Portuguese language in deaf education. To this end, we used semi-structured interviews with five teachers in the early grades of elementary school. Reflection on such data is based on studies that turn the course of deaf education and the teaching and learning of languages, specifically Portuguese and Libras, bringing assumptions of Vygotsky on the intellectual development and learning, Tables (1997), Karnopp (2004), Fernandes (2003) about the deaf education and the Portuguese language teaching and Pounds. Among the findings of this study, it is emphasized that education of the deaf in particular, bilingual education, is coated actions focused on the search for the adequacy and standardization of deaf people. In the dialogue mediated by the data generated during the study with the research that underpinned the discussions, we see the need for more reflections on deaf education, particularly the teaching of Portuguese and Libras language, especially the scene of teaching and learning processes in which it sets the deaf education.
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Asker, Adel. "Future self-guides and language learning engagement of English-major secondary school students in Libya : understanding the interplay between possible selves and the L2 learning situation." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3486/.
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In 1990, secondary schools in Libya were transformed into specialized schools; a move, which require all Libyan students to choose a specialty subject which would become the focus of their secondary school learning and determine the academic direction of their future education. This ethnographically-oriented mixed-methods study is concerned with the motivation to learn English as a Foreign Language (EFL) among students in English-specialty secondary schools in Libya. Conceptually, this study builds on Dörnyei’s (2005) L2 Motivational Self-System with the aim to investigate empirically a largely unexplored area within this theoretical framework: the relationship between the learners’ possible L2 selves and their L2 learning situation. The study was conducted in one secondary school in the north west of Libya over a period of one academic year. The data come from a combination of qualitative and quantitative methods. The quantitative data provide a bigger picture of English specialty secondary school students’ motivational orientations, future self guides and their interaction with classroom-specific variables. The focus of the qualitative component is on three key student participants from the same school with the aim to obtain a fine-grained picture from interviews, classroom observations and student diaries of the interaction between their future self guides, their learning experience and their engagement in learning tasks in EFL classes. The findings show that the relationship between the L2 learning situation and the L2 selves is an intricate and complex one. First, the L2-self construct itself has emerged from this study as a complex nested system of multiple L2 visions that the students entertain in their working self-concept as they choose their specialty. The findings further indicate that the L2 learning situation plays a key role in foregrounding or, in contrast, rendering irrelevant specific L2 selves that the students bring to the L2 learning situation. And finally, the study shows that the students constantly negotiate the relationship between their future guides and their L2 learning situation by either adjusting and adapting their L2 visions in order to give meaning to their L2 learning experience or by actively engaging or disengaging with aspects of their learning situation in order to remain connected with their well defined future L2 selves.
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Cozendey, Sabrina Gomes. "A Libras no ensino de leis de Newton em uma turma inclusiva de ensino médio." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2906.
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In the process called inclusion the regular schools gradually receive students with special needs, among these students there are someone who have a hearing limitation, those students can be identified as students with hearing disability or deaf. The educational process of students with deafness is characterized by uniqueness. As a consequence of this uniqueness, they require a different proposal work by offering a bilingual education, presume that the combined use of Portuguese written and Brazilian Sign Language (Libras). This work presents a discussion about the construction of a bilingual resource, the didactic bilingual, video that can be used in inclusive classrooms with students who have hearing disability. The object of the research study, the bilingual video, was also developed during the research. Are constructed six videos that emphasized some concepts of physics related to Newton's laws: speed, acceleration, resultant force, Newton's first law, Newton's second law and Newton's third law. The resource developed used the Brazilian sign language, the Portuguese language written and spoken, and dynamic images that represent everyday situations in which the concepts discussed can be observed. The resource analysis developed in the context of Physics inclusive education occurred aimed at evaluate the resource, checking if it was in fact a potential tool in inclusion promoting, and if the recourse favored the learning of physics concepts discussed. Participated in this research eighteen students the high school of public school localized in state of São Paulo. The videos were used at two different times (test 1 and test 2) in Physics inclusive class. To analyze the effectiveness of the resource developed were used questionnaires before and after the screening of videos and the proposed discussion. The results indicate that the recourse developed can be considered inclusive, because students with and without hearing disability could follow the lesson and learn the concepts discussed at the same time. The results also indicate that although many variables are present in an inclusive context, the use of a bilingual resource can make the class more inclusive.
Com o processo denominado Inclusão as escolas regulares aos poucos recebem alunos com necessidades educacionais especiais, entre estes alunos estão aqueles que apresentam uma limitação auditiva, alunos estes que podem ser identificados como: alunos com deficiência auditiva ou surdos. O processo educacional dos alunos com surdez se caracteriza pela singularidade. Como consequência desta singularidade, os mesmos necessitam de uma proposta diferenciada de trabalho por meio da oferta de uma educação bilíngue, que pressupõem o uso conjunto da Língua Portuguesa escrita e da Língua brasileira de sinais (Libras). Neste trabalho é apresentada uma discussão acerca da construção de um recurso bilíngue que possa ser utilizado em turmas inclusivas que tenham alunos com deficiência auditiva. Buscou-se analisar o uso de um vídeo bilíngue em um contexto inclusivo de ensino de Física. O objeto de estudo da pesquisa, o vídeo bilíngue, foi também desenvolvido durante a pesquisa. Foram construídos seis vídeos que enfatizaram alguns dos conceitos da Física relacionados às Leis de Newton: velocidade, aceleração, força resultante, primeira lei de Newton, segunda lei de Newton e terceira lei de Newton. O recurso desenvolvido utilizou a língua brasileira de sinais, a língua portuguesa escrita e falada, e imagens dinâmicas que representam situações cotidianas em que os conceitos discutidos podem ser observados. A análise do recurso desenvolvido em um contexto inclusivo de ensino de Física ocorreu com o objetivo de avaliar o recurso, verificando, se este era de fato uma ferramenta potencial em promover a inclusão, e se o recurso favorecia a aprendizagem dos conceitos de Física discutidos. Participaram desta pesquisa dezoito alunos de uma escola estadual de Nível Médio localizada no interior de São Paulo. Os vídeos foram utilizados em dois momentos diferentes (teste 1 e teste 2) em aulas inclusivas de Física. Para analisar a eficácia dos recursos desenvolvidos foram utilizados questionários antes e depois da exibição destes e das discussões propostas. Os resultados da pesquisa apontam que o recurso desenvolvido pode ser considerado inclusivo, uma vez que alunos com e sem deficiência auditiva puderam acompanhar a aula e aprender os conceitos discutidos ao mesmo tempo. Os resultados também apontam que, ainda que muitas variáveis estejam presentes no contexto inclusivo, o uso de um recurso bilíngue pode tornar a aula mais inclusiva.
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Abdelatia, Belal. "Contribution à l’étude du confort visuel en lumière naturelle dans les établissements scolaires en Libye : évaluation qualitative et préconisations." Thesis, Bordeaux 1, 2013. http://www.theses.fr/2013BOR14854.
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La recherche propose de faire la démonstration qu’il existe une certaine relation de cause à effet entre la prise en compte des paramètres du confort visuel dans la conception des établissements scolaires et la performance scolaire des utilisateurs. Dans ce sens, nous essaierons de montrer comment la façon dont l’éclairage naturel sera introduit dans une salle de classe sera un facteur déterminant du confort visuel. En termes de méthodologie, nous avons retenu une approche qualitative qui permet de répondre, de manière simple et efficace, aux objectifs de cette recherche. Dans un premier temps, nous établissons un état de l'art du concept de l’éclairage naturel et du confort visuel en milieu scolaire. Ensuite, nous proposons une méthode d'analyse et d'évaluation qui s’articule autour de deux phases : - l’une consiste à analyser la qualité environnementale des établissements scolaires en Libye. L'objectif de cette phase est d’arriver à une classification typologique des salles de classe existantes dans notre zone d’étude ;- l’autre consiste à incorporer des simulations par maquette, qui nous permettent la collection des informations maximales dans le temps le plus court, par une série de photos enregistrant les conditions de confort visuel. Cela nous permet de montrer de façon simplifiée l’impact des caractéristiques des salles de classe étudiées, notamment leurs orientations, qui peuvent avoir une influence directe ou indirecte, positive ou négative, sur le confort visuel et par extension sur la performance scolaire de ces utilisateurs.D'après les résultats obtenus, nous avons constaté que les établissements scolaires en Libye, tels qu’ils sont conçus et réalisés actuellement, ne répondent guère aux besoins de leurs utilisateurs et ont sur eux un impact considérablement négatif. Enfin, à la lumière de l'ensemble des constatations, nous discutons les conséquences de nos résultats obtenus pour la conception architecturale des futurs établissements scolaires en Libye, et nous proposons ensuite d’établir une liste des recommandations appropriées au contexte climatique de la zone d'étude pour la conception des salles de classe, afin de les mettre à la disposition des architectes et des autorités pour d’éventuelles utilisations et approfondissements, qui permettent non seulement de rénover des édifices existants mais aussi d’améliorer la conception des futures constructionsThe research deals with demonstrating that there is some cause-and-effect relationship between the inclusion of visual comfort parameters in the design of schools and academic performance of the users. We try to show how the way natural light is introduced into a classroom will be a determinant of visual comfort.In terms of methodology, we used a qualitative approach which allows identifying, quickly and easily, the context of this research. At first, we establish a state of the art of the concept of day lighting and visual comfort in schools. Then, we propose a method of analysis and evaluation based on two phases:- One is to analyze the environmental quality of schools in Libya. The objective of this phase is to arrive at a typology of existing classrooms in our study area;- The other is to incorporate model simulations, which allow us to obtain the maximum information in the shortest possible time, by a series of photographs recording the conditions of visual comfort. This allows us to understand, in a simple way, the impact of the studied classroom characteristics, including their orientations, which may have a direct or indirect influence, positive or negative, on visual comfort and by extension on the academic performance of the users.According to the results, we found that the Libyan schools, as they are currently designed and implemented, do little to address the needs of their users and have a considerable negative impact on them.Finally, in the light of all these findings, we discuss the implications of our results for the architectural design of future schools in Libya. We then propose to establish a list of recommendations appropriate to the climatic context of the study area for the design of classrooms in order to make them available to architects and authorities for possible uses and further investigations. This allows not only to renovate the existing buildings but also to improve the design of future buildings
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El, Hage Hala. "L’équité éducative dans le contexte de l’enseignement privé subventionné par l’Etat libanais : la résilience des enseignants. : étude menée au Liban-Nord." Thesis, Paris 8, 2016. http://www.theses.fr/2016PA080126.
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Le contexte libanais actuel de l’enseignement est caractérisé par une pluralité de types d’établissements et par une liberté d’enseignement. Ces établissements (publics, privés, subventionnés) connaissent, chacun à son niveau, de grandes difficultés qui les menacent, et de véritables problèmes accentués par divers phénomènes sociaux, économiques et politiques. Cette réalité a des incidences notables sur l’état actuel de l’enseignement scolaire en général, sur le statut de chaque type d’école, sur le niveau professionnel des enseignants et sur les réussites scolaires. Notre étude cible les écoles subventionnées, comme constituant une originalité libanaise. C’est un secteur « compromis », situé au croisement du privé et du public, offrant une qualité d'enseignement avec une scolarité accessible à une population défavorisée. L’étude vise à voir de près les enjeux en termes d’équité éducative, et à repérer, au sein d’une situation contraignante, l’aspect militant de certains enseignants de ces écoles, visant à atténuer les sentiments d’équité (sur-équité et sous-équité) et à réduire les écarts par l’efficacité éducative. Les conditions de travail sont à l’origine d’un épuisement professionnel chez certains enseignants. Elles sont par ailleurs un moteur-défi pour d’autres enseignants qui réussissent à se développer professionnellement malgré tous les facteurs de risque. Ce phénomène s’apparente au concept de résilience éducationnelle introduit récemment dans le monde de la psychopédagogie. La résilience du personnel scolaire se présente alors comme un facteur primordial valorisant l’évolution professionnelle et l’efficacité éducative en milieux scolaires modestes et ayant à réguler, en conséquent, certaines in-équités entre apprenants et entre milieux scolairesThe current Lebanese context of the education is characterized by a plurality of types of establishments and by a freedom of education. These establishments (public, private, subsidized) know, each at the level, of great difficulties which threaten them, and with real problems stressed by diverse social, economic and political phenomena. This reality has notable incidences on the current state of the school education generally, on the status of every type of school, on the professional level of the teachers and on the successes at school. Our study targets the subsidized schools, as constituting a Lebanese originality. It is a sector, situated in the crossing of the private and the public, offering a quality of education with an accessible schooling to a disadvantaged population. The study aims at seeing closely the stakes in terms of educational equity, and at spotting(locating), within a binding situation, the militant aspect of certain teachers of these schools, to limit(ease) the feelings of equity (on equity and sub-equity) and to reduce discard by the educational efficiency. The working conditions are at the origin of a professional exhaustion at certain teachers. They are besides an engine-challenge for other teachers who manage to develop professionally in spite of all the risk factors. This phenomenon is similar to the concept of “resiliency in education” introduced recently into the world of the education. The resiliency of the school staff appears then as an essential factor(mailman) valuing the professional evolution and the educational efficiency in modest school circles and having to regulate, in consequent, some in equities between learners and between school environment
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Muck, Gisele Farias. "O status da libras e da língua portuguesa em contextos de ensino e de aprendizagem de crianças surdas." Universidade do Vale do Rio do Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2584.
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Esta dissertação de Mestrado investiga o status que a Língua Brasileira de Sinais (LIBRAS) e a língua portuguesa representam em um contexto de ensino e de aprendizagem de crianças surdas e ouvintes, trazendo à tona a forma como ambas as línguas são concebidas e correlacionadas nesse âmbito escolar. Inicialmente, apresentam-se considerações sobre propostas educacionais voltadas ao ensino de surdos ao longo da história; em seguida, reflete-se sobre surdez, língua, LIBRAS e língua portuguesa, destacando-se, por fim, as noções de sujeito, linguagem e discurso, na perspectiva de Bakhtin. Tais considerações teóricas voltam-se a dados (gravados em áudio) de entrevistas com duas professoras, uma de LIBRAS e uma de língua portuguesa, e a observações de aulas dessas docentes, durante o ensino de suas respectivas disciplinas a uma turma de quinta série do Ensino Fundamental, de uma escola regular da região do Vale do Rio dos Sinos. Entre as constatações deste trabalho, ressalta-se que o status atribuído a cada uma das l
This Master´s dissertation investigates the status that the Brazilian Sign Language (LIBRAS) and the Portuguese language play in a teaching and learning context with deaf and hearing children, pointing out the way both languages are conceived and correlated on this school domain. Initially, considerations on educational methods for teaching the deaf along the years are presented; then, reflections on hearing impairment, language, LIBRAS and the Portuguese language are made, highlighting, at last, notions of subject, language and discourse, using Bakhtin´s perspective. Such theoretical considerations are applied on data (audio recorded) interviews made with a LIBRAS teacher and a Portuguese teacher, and on class observations of these two teachers while they were teaching their subjects to a 5th grade class at a regular school located in the Vale do Rio dos Sinos region. One important consideration to be made is that the status each language plays and the way the deaf build their identities in each teaching sit
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Abou, Ali Imane. "L'enseignement de la photosynthèse au Liban : quelles missions éducatives ? Quelles mises en œuvre ? : contribution pour une analyse curriculaire." Phd thesis, École normale supérieure de Cachan - ENS Cachan, 2011. http://tel.archives-ouvertes.fr/tel-00712221.
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Aux problèmes de réformes curriculaires qui concernent tous les pays du monde, s'ajoutent des problèmes spéciaux dans les pays du tiers monde dont le Liban : Absence de démarches indépendantes de réformes curriculaires, faiblesse dans les recherches didactiques, problèmes économiques, politiques et sociétaux qui peuvent conduire à mettre de côté le souci pédagogique dans ces pays. Au Liban, des réformes curriculaires ont été proclamées, sans qu'aucune évaluation du curriculum ancien n'ait été, à la limite, effectuée et sans recherches approfondies, pour préparer la nouvelle réforme. Il s'agit, dans cette recherche, de comprendre, à travers l'étude de cas de l'enseignement de la photosynthèse, les missions éducatives de l'enseignement scientifique dans la filière générale et dans la filière technique agricole, au Liban. A partir des analyses du curriculum prescrit et produit, et sur la base d'entretiens conduits auprès des responsables des deux filières, enseignement général et enseignement technique agricole, il s'agit d'identifier la compatibilité entre les deux filières aux niveaux des finalités et des objectifs déclarés. Ceci devrait tirer au clair, les relations entre filières. Une enquête par questionnaire, réalisée auprès d'enseignants permettra de diagnostiquer la mise en œuvre de l'enseignement de la photosynthèse. Quelques éléments didactiques, pouvant aider à l'élaboration des curricula en termes de compétences, de pratiques sociales de références et d'évaluation, sont avancés, afin d'ouvrir des perspectives et dans le but d'améliorer l'enseignement scientifique en l'orientant vers le développement durable.
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Zein, Rowayda. "Contribution à l'identification des déterminants psychologiques et sociaux des risques de décrochage scolaire chez des collégiens de 5ème au Liban." Thesis, Paris, CNAM, 2014. http://www.theses.fr/2015CNAM0967/document.
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Au Liban, le taux d’abandon scolaire est élevé entre le primaire et le complémentaire(l’équivalent du collège en France). Notre objectif est d’identifier certains facteurspsychologiques et sociaux impliqués dans le risque d’abandon scolaire. Nous avons choisi lathéorie sociale cognitive d’Albert Bandura (2003) - qui étudie les interactions dynamiquesentre facteurs contextuels et facteurs individuels – comme cadre d’analyse systémique desfacteurs en jeu dans le risque d’abandon scolaire. L’étude a été menée auprès de 504 adolescents scolarisés (à un niveau équivalent à celui de la classe de 5e de collège en France) dans l’enseignement public libanais dans un quartier populaire. Les analyses multivariées effectuées sur les données de notre recherche ont montré que l’anxiété scolaire, les expériences d’apprentissages scolaires, les sentiments d’efficacité personnelle relatifs aux apprentissages scolaires, les attentes par rapport à l’école, les intentions d’avenir scolaire et professionnel, le soutien social dispensé par la famille et les professeurs, sont associés au risque d’abandon scolaire des collégiens au Liban.Notre enquête qualitative par entretiens individuels - conduite auprès de 26 élèves (dont huitd’entre-deux avaient abandonné l’école) - a corroboré les données quantitatives et a apportédes informations supplémentaires. En outre, d’autres facteurs en jeu dans l’abandon scolaireont été mis en évidence et, notamment, les représentations sociales des filles et des garçonsrelatives à la scolarité et à la vie professionnelle, représentations qui participent de façonimportante à leur construction identitaire. Nous avons mis en évidence le fait que les facteurscontextuels ont un peu plus de poids que les facteurs individuels. Ainsi, les résultats relatifs àla différence des sexes montrent que les filles et les garçons semblent avoir les mêmesparcours qui permettent d’expliquer le risque d’abandon scolaireIn Lebanon, the dropout rate is high between the primary and supplementary school (theequivalent of college in France). Our goal is to identify certain psychological and socialfactors involved in the risk of dropping out. We chose Albert Bandura's social cognitivetheory (2003) – which studied the dynamic interactions between contextual factors andindividual factors - as a framework for systematic analysis of the factors involved in the riskof dropping out.The study was conducted among 504 adolescent students (equivalent to a fifth term class inFrench college) in Lebanese public school in a poor neighborhood. Multivariate analyzesperformed on the data of our research showed that school anxiety, school learningexperiences, feelings of self-efficacy related to classroom learning, the expectations of theschool, the future intentions school and work, social support provided by family and teachers,are associated to the risk of dropping out of college in Lebanon.Our qualitative survey by individual interviews - conducted over 26 students (eight of whomhad two-school dropouts) - corroborated the quantitative data and provided additionalinformation. In addition, other factors involved in the dropout were identified and, inparticular, social representations of girls and boys on education and working life,representations that have significant involvement in their construction identity. Wehighlighted the fact that contextual factors have a little more stress than individual factors.Thus, the results for gender differences show that girls and boys seem to have the same causesthat explain the risk of dropping out
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Suzana, Elisama Rode Boeira. "O tradutor/intérprete de libras em contextos de inclusão escolar : perspectivas em uma rede municipal do rio grande do sul." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106462.
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A presente pesquisa propõe uma análise acerca de questões relativas à escolarização de alunos surdos e aos apoios especializados, tendo como questão central: qual tem sido o espaço pedagógico, considerando suas potencialidades e suas singularidades, que o tradutor/intérprete de Libras tem ocupado nos contextos escolares de inclusão de alunos surdos? São analisados os dispositivos legais que regulam a educação de surdos e a atuação do intérprete educacional, em conexão com as diretrizes presentes em estudos que discutem esse tema. Além da análise da literatura especializada a respeito da temática desta investigação, houve também um investimento em pesquisa de campo focalizando um contexto de educação municipal de uma cidade do Rio Grande do Sul. Trata-se de um município que implementou um projeto de educação de surdos que conta com a presença sistemática de intérpretes. A investigação, a partir das premissas de uma pesquisa qualitativa, realizou entrevistas com quatro intérpretes e com gestores municipais, buscando compreender as singularidades daquele contexto. O estudo tem como base teórica o pensamento de Lev S. Vygotsky e Gregory Bateson, autores que contribuem com a reflexão sobre as práticas educativas, sobre o desenvolvimento dos seres vivos e sobre a produção de conhecimento humano. Como reflexão decorrente da análise proposta pelo trabalho, foi possível identificar que a atuação do Intérprete de Libras, no contexto investigado, não se restringe ao ato de interpretar e envolve aspectos relativos à função de ensinar. A análise de um contexto que investe na inclusão escolar de alunos surdos mostrou que é importante qualificar o trabalho exercido pelos intérpretes, investindo na formação desses profissionais, assim como na interação e nas parcerias entre intérpretes e docentes. Esta pesquisa valoriza o contexto da educação e as relações na escola regular, colocando em evidência as possibilidades de uma educação para surdos na escola que se organiza com base na perspectiva inclusiva.This study presents an analysis on issues relating to education of deaf students and specialized support, with the central question: what has been the pedagogical space, considering their potential and their singularities, the translator/interpreter of Brazilian Sign Language (Libras) has been busy in school contexts inclusion of deaf students? Are analyzed the legal provisions governing the education of the deaf and performance of the educational interpreter in connection with the guidelines found in studies thar discuss this topic. Besides the analysis of the specialized literature on the subject of this investigation, there was alson an investment in research field focusing on the context of municipal education of a city in Rio Grande do Sul. It is a municipality that has implemented a project of deaf education that includes the systematic presence of interpreters. The research, from the premises of a qualitative research, conducted interviews with four interpreters and municipal managers, seeking to understand the uniqueness of context. The study is based on theoretical thought of Lev S. Vygotsky and Gregory Bateson authors who contribute to the reflection on the educational practices on the development of living organisms and the production of human knowledge. As a reflection from the analysis proposed by the study, we identify the role of interpreter in the context investigated, not restricted, not restricted to the act of interpreting and involve aspects of the teaching function. The analysis of a context which invests in school inclusion of deaf students showed that it is important to qualify the work done by the interpreters, investing in training of these professionals, as well as the interaction and partnerships between artists and teachers. This research emphasizes the context of education and relationships in regular school, showing the possibilities of deaf education in the school that is organized based on inclusive perspective.
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Chelala, Hilda. "Du traumatisme à la résilience chez les élèves dans les classes primaires dans le contexte de la guerre de juillet 2006 au Liban-sud." Phd thesis, Université Michel de Montaigne - Bordeaux III, 2012. http://tel.archives-ouvertes.fr/tel-00720407.
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L'adaptation psychosociale des enfants issus de la guerre représente un enjeu pour l'établissement scolaire et pour les familles. Souvent abordés dans une perspective d'apprentissage global, les processus d'adaptation scolaire spécifiques aux enfants traumatisés de guerre sont peu analysés. La variabilité de l'adaptation psychosociale de ces enfants invite à considérer le rôle des facteurs internes qui leur sont spécifiques et les autres facteurs externes qui dépendent de leur entourage, à savoir la famille et le milieu scolaire. Les points de vue de ces enfants sur leur bien-être psychosocial et l'opinion des éducateurs sur leur situation scolaire reflètent des caractéristiques susceptibles d'expliquer cette variabilité dans le contexte d'une résilience ainsi définie suite aux travaux de Boris Cyrulnik (1999, 2001, 2002, 2003) comme " la capacité d'une personne, d'un groupe, de se développer bien, de continuer à se projeter dans l'avenir en présence d'événements déstabilisants, de traumatismes sérieux, graves, de conditions de vie difficiles. " Dans le contexte de la guerre dévastatrice de juillet 2006 entre Hezbollah et Israël, cette étude vise à rechercher les facteurs internes et externes qu'adoptent les élèves des classes primaires, se trouvant dans des écoles à la frontière avec Israël, pour faire face à un agent stressant brutal et souvent répétitif ou à un traumatisme prolongé. Cette étude cherche à évaluer les contributions respectives de ces facteurs à leur adaptation scolaire. La dynamique de scolarisation de ces élèves a été appréhendée à travers les opinions des éducateurs et leur regard vis-à-vis de ces enfants qui reprennent le chemin de l'école pour suivre et terminer à temps un même cursus conçu pour toutes les écoles sur le territoire libanais. Leurs perceptions des attitudes éducatives, de la structuration des pratiques éducatives vont influencer les conduites des élèves. Les analyses de corrélations entre les ressources internes des enfants et les ressources sociales, à savoir une résilience familiale et scolaire élevée, nous amènent à postuler que le soutien de toute la communauté (famille, école, réseau social) semble constituer des facteurs protecteurs pour les enfants ayant vécu le traumatisme de la guerre. L'enfant protégé par sa famille aura également besoin d'une protection par son école, lieu de scolarisation et carrefour de socialisation, pour compléter le processus de résilience et empêcher un décrochage scolaire précoce.
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Olleik, Zeinab. "Les interactions didactiques en classe de français au cycle primaire au Liban Sud : analyse des stratégies verbales et non verbales de l'enseignant." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030037/document.
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L’objet de notre recherche est l’analyse des interactions didactiques dans les classes du français langue seconde à l’école primaire au Liban. Plus particulièrement, nous avons analysé les stratégies communicatives d’enseignement verbales et non verbales mises en œuvre par les enseignants pour assurer l’intercompréhension et maximiser l’acquisition des savoirs et des savoir-faire par les apprenants. Notre étude s’appuie sur un corpus recueilli dans des classes de français dans les écoles publiques et privées à Nabatieh. Le travail vise à analyser le rôle de l’école dans la réussite d’un bilinguisme actif arabe- français. L’analyse qualitative et quantitative nous a permis de mettre l’accent sur les principales stratégies les plus fréquemment utilisées par les enseignants ; d’en analyser les principales formes et fonctions et de dégager les spécificités discursives et structurelles des interactions didactiques à l’école primaire au Liban. Les éléments dégagés de l’observation permettent d’ouvrir la réflexion sur une pédagogie à concevoir dans le contexte scolaire libanaisIn our research, we analyze the didactic interactions in the classes of the French language that is taught as a second language in the elementary school in Lebanon. More precisely, we had analyzed the communication strategies of verbal and nonverbal teaching, which are utilized by the teachers to ensure mutual comprehension and to maximize the acquisition of the knowledge and know-how of learners. Our study is based on a corpus collected from French classes in the public and private schools in Nabatiyé. The objective of this work is to analyze the role of the school in the success of a French Arab active bilingualism. The qualitative and quantitative analysis enabled us to explore the principal strategies that are frequently used by the teachers; to analyze the principal forms and functions and to extract from them the discursive and structural specificities of the didactic interactions in the elementary school in Lebanon. The obtained elem! ents from the observation open the road for fabricating a new pedagogy conception in the Lebanese scholar context
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Chamoun, Maroun. "Une éducation à la paix au Liban : les projets d'innovation éducative des établissements scolaires maronites. Étude menée dans les écoles du Caza de Baabda." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMR023/document.
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Cette thèse porte sur le rôle des projets d’innovation éducative des établissements scolaires maronites dans la promotion de l’éducation à la paix au Liban.L’objectif de notre recherche est d’établir la possibilité d’une éducation à la paix à travers la vision de l’Église maronite traduite dans les textes synodaux, les projets éducatifs et les projets d’établissement et leur mise en œuvre dans les écoles maronites, ainsi qu’à travers l’intériorisation des différents aspects de la paix par les élèves et la transférabilité de cet acquis dans leur comportement.Notre cadre théorique s’appuie sur les cinq modèles de l’éducation à la paix de Harris et Morrison (2003). Nous avons ajouté un sixième modèle, l’éducation à la compréhension mutuelle et au dialogue.Dans le but de vérifier les hypothèses et de répondre à la problématique, la recherche empirique repose sur une analyse des textes synodaux maronites et sur une enquête menée dans des écoles secondaires maronites du caza de Baabda auprès des chefs de ces établissements et des élèves du cycle secondaire.Pour ce faire, nous avons créé l’Ep-mètre, soit un instrument de mesure du niveau de l’éducation à la paix dans les établissements scolaires. Cet instrument nous a aidé à analyser les textes synodaux, les contenus des entrevues avec les chefs d’établissement et les données statistiques issues des questionnaires adressés aux élèves du secondaire. Les résultats de notre recherche ont montré que les projets d’innovation éducative des établissements scolaires maronites contribuent partiellement à promouvoir l’éducation à la paix. C’est pourquoi les écoles maronites au Liban pourraient revoir leurs pratiques éducatives à la lumière des six modèles de l’éducation à la paix, afin d’aider les élèves à intérioriser les différents aspects de la paix et à transférer cet acquis dans leur comportement. La thèse incite enfin les établissements scolaires maronites à : relire les textes synodaux pour être fidèles à la vision de l’Église maronite ; revoir leurs projets éducatifs et surtout leurs projets d’établissement en vue d’être cohérents avec les six modèles de l’éducation à la paix ; former les enseignants en vue d’orienter les cours et les activités vers la promotion des six modèles de l’éducation à la paixThis thesis focuses on the role of innovative educational projects done at the maronite schools in order to promote peace education in Lebanon.The aim of our research is to establish the possibility of peace education peace education through the vision of the Maronite Church translated into synodal texts, the educational projects and establishment projects as well as their application at maronite schools, and the internalization of different aspects of peace by students along with the demonstration of this acquisition in their behavior.The conceptual framework of the research is grounded on the five models of Peace Education by Harris and Morrison (2003). A sixth model, the mutual understanding and communication education was added.In an attempt to verify the hypotheses and answer the research question, an analysis of maronite synod texts was administered, and a study was made in maronite schools in the Caza of Baabda, where school directors were interviewed and secondary students were surveyed. To analyze the data, the "Ep-meter", a Peace Education measurement tool for schools, was created. This tool helped interpret the synod texts, the results of the interviews, and the statistical data collected from the students.The results of the study revealed that the innovative projects administered at maronite schools partially contributed to the promotion of Peace Education. Hence, in light of the six Models of Peace Education, maronite schools in Lebanon must reconsider their educational practices to help students acquire the different aspects of peace and apply them.Finally, the thesis encourages the maronite schools to: reread the synod texts in order to be faithful to the vision of the Maronite Church; review their projects and especially the educational and establishment projects in order to become coherent with the six Models of Peace Education; train teachers develop their classes and activities in the light of the six models of Peace Education
تتناولُ هذه الأطروحةُ دورَ مشاريع التّجديد التّربويّة الخاصّة بالمؤسساتِ المدرسيّةِ المارونيّةِ في تعزيزِ التربيةِ على السلام في لبنان.يهدفُ البحثُ الذي قمنا به، من جهةٍ، إلى دراسةِ مدى ملاءمةِ مشروعِ التربيةِ على السلامِ، مع توجّه الكنيسة المارونيّة المُجسّد في النّصوص المَجمعيّة وفي المشاريع التعليميّةِ وتلك الخاصّة بالمدارسِ، ومن جهة أخرى يهدفُ البحثُ إلى دراسة مدى استيعاب التلامذة مُختلف أوجه السلام ومدى تجليّ هذه الأخيرة في تصرّفاتهم.يعتمدُ إطارُنا النظريُّ، بشكلٍ أساسيٍّ، على النماذجِ التربويّةِ الخمس الخاصّة بالباحثين التربويّين هاريس وموريسون (2003). كما وقمنا بإضافة نموذج سادس يختصّ بالتربية على التفاهم المتبادل والحوار.وبهدفِ إثباتِ صحّةِ الفرضيّاتِ والإجابةِ عن الإشكاليّةِ المُقترحةِ، تضمّن البحث العلميّ تحليلًا للنّصوص المجمعيّة المارونيّة كذلك للدراسة التي أُجريت مع مدراء المدارس الثانويّة المارونيّة الواقعة ضمن نطاق قضاء بعبدا ومع تلامذة أقسامها الثانويّة.وللوصول إلى هدفنا، كان لابدّ من ابتكار أداة أطلقنا عليها اسم "ميزان التربية على السلام" (Ep-mètre) وذلك كمعيار يساعدنا على قياس مستوى التربية على السلام في المؤسسات المدرسيّة. ساعدتنا هذه الأداة المُبتكرة في تحليل النّصوص المجمعيّة ومضامين لقاءاتنا مع مدراء المدارس والمعطيات المُستشفّة من البيانات التي ملأها تلامذة القسم الثانويّ.أظهرت نتائج بحثنا أنّ المشاريع التربويّة المُبتكرة المُعتمدة في المؤسسات المدرسيّة المارونيّة تُساهم بشكلٍ جزئيّ في تعزيز التربية على السلام. لذلك يجب على المدارس المارونيّة في لبنان إعادة النظر في ممارساتها التربويّة على ضوء مضامين النماذج الستّ للتربية على السلام بهدف مساعدة التلامذة على استيعاب أوجه السلام المختلفة وبالتالي تجسيدها في تصرّفاتهم
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Silva, Iramí Bila da. "Libras como interface no ensino de funções matemáticas para surdos : uma abordagem a partir das narrativas." Universidade Federal de Sergipe, 2016. https://ri.ufs.br/handle/riufs/5105.
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This dissertation aims to describe the narratives in Libras of the personal experience of deaf students in the mathematics classes of the 9th year of Elementary School. In order to investigate them, the proposals of Labov (1967), (1997) and Perroni (1992), who see the narrative as a method of recapitulating linguistically past experiences, were taken as theoretical basis. According to Bruner (1991), Kenski (1994) and Cunha (1997), it is proposed the didactic feasibility of narratives because they are considered verisimilantes the reality of teaching and full of meanings and reinterpretations. In order to make this research feasible, it was primarily aimed at investigating the narratives in Libras during the process of learning related function for deaf students of the 9th year of Elementary School. Specific objectives were also articulated, namely to recognize the probable learning difficulties during the affine function classes, to identify the possible aspects of the narratives that help in the understanding of these contents and to verify the potential mathematical properties of the related function content. Before the objectives, methodologically, we chose a case study, with the techniques of observation and interview for data collection based on Gil (2008) and Chizzotti (1998). For analysis and interpretation, we used the technique of the enunciation analysis that is part of the set of techniques called Content Analysis (BARDIN, 2011). From the analysis, it was noticed that, in addition to the narratives of the content of related function, the collected data addressed other contents: the narratives on the delta discriminant expression, parabolas and quadratic function. It was also found that it is an indispensable condition for the deaf student to appropriate the teaching situation so that he can use his own procedures from the representation he makes of the situation, since significant mathematical representations help in understanding and clarifying the properties and mathematical concepts.Esta dissertação tem como objetivo descrever as narrativas em Libras da experiência pessoal dos alunos surdos nas aulas de matemática do 9º ano do Ensino Fundamental (EF). Para investigá-las tomou-se como fundamentação teórica as propostas de Labov (1967), (1997) e Perroni (1992) que veem a narrativa como método de recapitular linguisticamente experiências passadas. Propõe-se a viabilidade didática das narrativas por considerá-las verossimilhantes a realidade de ensino e repletas de significados e reinterpretações, conforme afirmam Bruner (1991), Kenski (1994) e Cunha (1997). Para viabilizar esta pesquisa, objetivou-se primariamente investigar as narrativas em Libras durante o processo de aprendizagem de função afim para alunos surdos do 9º ano do EF. Objetivos específicos também foram articulados, a saber: reconhecer as prováveis dificuldades de aprendizagem durante as aulas de função afim, identificar os possíveis aspectos das narrativas que auxiliam no entendimento desses conteúdos e verificar as potenciais propriedades matemáticas do conteúdo de função afim. Diante dos objetivos, metodologicamente, optou-se por estudo de caso, com as técnicas da observação e entrevista para a coleta de dados com base em Gil (2008) e Chizzotti (1998). Para análise e interpretação, utilizou-se a técnica da análise da enunciação que faz parte do conjunto de técnicas denominado Análise de Conteúdo (BARDIN, 2011). A partir da análise, percebeu-se que, além das narrativas do conteúdo de função afim, os dados coletados abordaram outros conteúdos: as narrativas sobre a expressão discriminante delta, parábolas e função quadrática. Verificou-se também que é uma condição indispensável para o aluno surdo, se apropriar da situação de ensino, de modo que possa utilizar seus próprios procedimentos a partir da representação que faz da situação, pois, representações matemáticas significativas auxiliam na compreensão e no esclarecimento das propriedades e conceitos matemáticos.
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Ghanem, Hiba. "La scolarisation des enfants en situation de handicap dans les écoles primaires du Liban : quelles représentations pour quelles pratiques chez les enseignants ?" Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2016/document.
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Dans un contexte social et scolaire qui se veut inclusif, nombre de facteurs font entrave à un processus de scolarisation de qualité pour les enfants en situation de handicap dans les écoles ordinaires du Liban. Les représentations sociales et les pratiques à l’égard de ces enfants en sont les signes les plus saillants. Cette thèse interroge les représentations que se font lesenseignants des enfants en situation de handicap et leurs pratiques pédagogiques effectives, afin de comprendre les interactions entre les premières et les secondes ainsi que leur impact sur la réussite de la scolarisation. Elle vise simultanément à saisir la position de l’École libanaise face à la diversité des enfants.Cette recherche relève d’une démarche compréhensive. Elle repose sur l’observation des pratiques éducatives et pédagogiques ainsi que sur des focus groups et des entretiens compréhensifs avec les enseignants. Le recours à ces méthodologies permet, d’une part, d’appréhender les conduites des enseignants et leurs démarches pédagogiques ; d’autre part, d’analyser leurs discours et d’explorer les représentations sociales qui structurent inconsciemment leurs manières de penser et d’agir. Par l’analyse et le croisement des données recueillies, les freins et les leviers à la mise en œuvre du processus de scolarisation se trouvent ainsi mis en lumière.L’interprétation croisée des pratiques et des représentations permet finalement de comprendre ce qui pourrait amener les enseignants à modifier leurs conceptions, à transformer leurs pratiques usuelles et à envisager la possibilité d’en instaurer de nouvelles, plus cohérentes avec la visée inclusiveIn a social and school context that seeks to be inclusive, many factors hinder a quality schooling process for children with disabilities in mainstream schools in Lebanon. Social representations and practices with regard to these children are the most remarkable signs. This thesis investigates the representations made by teachers of children with disabilities and their actualpedagogical practices, in order to understand the interactions between both parties as well as the teachers’ impact on the success of schooling. It also seeks to reflect the position of the Lebanese School on the diversity of children.This research adopts a comprehensive approach. It is based on the observation of educational and pedagogical practices as well as focus groups and comprehensive interviews with teachers. The use of these methodologies allows, on the one hand, the apprehension of the behavior of teachers and their pedagogical approaches; and on the other hand, the analysis of theirdiscourses and exploration of the social representations that unconsciously structure their ways of thinking and acting. The cross-sectional analysis of data thus highlights the brakes and levers for the implementation of the schooling process.The crossed interpretation of practices and representations finally makes it possible to understand what could lead teachers to modify their conceptions, to transform their usual practices and to consider the possibility developing new ones, more coherent with the inclusive aim
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Silvério, Carla Couto de Paula. "Investigando uma proposta educacional bilíngue (Libras/Português) em uma escola da rede municipal de Juiz de Fora." Universidade Federal de Juiz de Fora (UFJF), 2014. https://repositorio.ufjf.br/jspui/handle/ufjf/5318.
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O presente trabalho tem por finalidade a investigação de uma proposta educacional bilíngue (Libras/Português) que foi elaborada por uma equipe de profissionais do CAEE/Sul e que está sendo implementada na Escola W desde 2012, sendo essa uma escola da rede municipal de Juiz de Fora que oferece Educação Infantil e Ensino Fundamental, anos iniciais. Por meio dessa investigação, buscou-se conhecer em que consiste tal proposta e saber quais ações estão envolvidas na sua implementação, quem são os profissionais e quais são seus papéis e o que precisa ser modificado ou acrescentado para que a implementação da proposta seja efetiva e proporcione, de fato, uma educação bilíngue para as crianças surdas e ouvintes. De acordo com Sacks (1998), Quadros (2005) e Skliar (1999), a educação bilíngue para surdos se torna importante, visto que é uma perspectiva que, de fato, possibilita o acesso à educação na língua natural do surdo e a criação de uma base linguística e cognitiva para o seu aprendizado de quaisquer outros conhecimentos, já que a Libras se torna a língua de instrução e a principal língua em que ele estabelece suas interações e que o Português escrito assume característica de segunda língua. Para a realização dessa investigação, foi necessária a observação na Escola W das ações desenvolvidas na proposta educacional bilíngue no segundo semestre letivo de 2013 e no primeiro de 2014, da investigação documental (PPP da Escola W de 2013, Atas de reuniões da Escola W de 2013 e de 2014, a Proposta Educacional Bilíngue Escola W/CAEE/Sul, escrita em 2012, o Relatório de Atividades do CAEE/Sul de 2013 e o Projeto Político Pedagógico do CAEE/Sul de 2010) e da reunião de Grupo Focal com familiares dos alunos surdos. Para embasar as discussões sobre a educação bilíngue, bem como sobre a análise realizada, recorri aos autores Sacks (1998), Skliar (1997a, 1997b, 1998 e 1999), Cavalcanti (1999), Karnopp e Quadros (2001), Santos e Navas (2004), Quadros (2005), Quadros e Paterno (2006), Lodi e Moura (2006), Quadros e Schmiedt (2006), Campello (2008), Moura (2009), Neves (2011), Albres (2012), Albres e Saruta (2013), Barbosa, Neves e Barbosa (2013) e Rodrigues e Silvério (2013). Após a análise realizada, foi constatado que a implementação da proposta educacional bilíngue está acontecendo de maneira crescente e que ela se apresentou bastante válida para as salas com alunos surdos, devido ao fato de proporcionar um espaço educacional bilíngue que tem dado à Libras status de primeira língua, assim como ao Português. É importante ressaltar que a educação bilíngue está sendo proposta somente nessas salas, nas demais, se oferece aula de Libras como segunda língua aos alunos ouvintes. Sugiro que essa proposta se torne uma política pública da Prefeitura de Juiz de Fora e que ela também seja implementada em outras escolas, contemplando, assim, surdos e ouvintes de outras regiões da cidade. Para isso, é necessário repensar a proposta, bem como elaborar novas ações, como a criação das aulas de Português como segunda língua para os alunos surdos, por exemplo, a fim de se consolidar, assim, a educação bilíngue oferecida à Educação Infantil e ao Ensino Fundamental, anos iniciais.
The present dissertation aims to investigate a bilingual educational proposal (Brazilian Sign Language - Libras/Portuguese) which was elaborated by a professional team from CAEE/Sul and is being implemented at W School since 2012, a school of the municipal network of Juiz de Fora which comprises Preschool and Elementary School. By means of this investigation we intended to comprehend the proposal and the actions involved in its implementation, the professionals and their roles and what needs to be changed or added so that the proposal may me effective and in fact allow a bilingual education to deaf and hearing children. According to Sacks (1998), Quadros (2005) and Skliar (1999), bilingual education to deaf individuals becomes important given that it is a perspective that allows access to education in their natural language and will make it possible to create a linguistic and cognitive basis to learning whichever new subjects, since Libras becomes the language of instruction and the main language in which they establish their interactions and the written Portuguese assumes the position of a second language. In order to fulfill this investigation it was necessary to observe at the W School the actions developed in the bilingual educational proposal during the second semester os 2013 and the first of 2014, documental investigation (the school’s Political Pedagogical Project in 2013, minutes from meetings at W School from 2013 and 2014, the W School/CAEE-Sul Bilingual Educational Proposal written in 2012, the Activity Report of CAEE/Sul of 2013 and the Political Pedagogical Project of CAEE/Sul in 2010), Focal Group meeting family members of deaf students. In order to fundament the discussions regarding bilingual education, as well as the analysis conducted we have utilized the authors Sacks (1998), Skliar (1997a, 1997b, 1998 and 1999), Cavalcanti (1999), Karnopp & Quadros (2001), Santos & Navas (2004), Quadros (2005), Quadros & Paterno (2006), Lodi & Moura (2006), Quadros & Schmiedt (2006), Campello (2008), Moura (2009), Neves (2011), Albres (2012), Albres & Saruta (2013), Barbosa, Neves & Barbosa (2013), Rodrigues & Silvério (2013). After the analysis it became evident that the implementation of the bilingual educational proposal is taking place in a growing manner and has been valid to the classrooms with deaf students, given that it allows for an educational environment that gives Libras the status of first language, as well as Portuguese. It is important to highlight that the bilingual education has been proposed only in these classrooms, and the other ones Libras is offered as a second language class to the hearing students. We suggest that the proposal should become a public policy of the city of Juiz de Fora and also be implemented in other schools, contemplating hearing and deaf students of others regions in the city. To accomplish that we need to rethink the proposal as well as create Portuguese lessons as L2 to the deaf students, for example, consolidating, therefore, the bilingual education offered in Preschool and Elementary School.