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Fassett, William E. "Doing right by students : professional ethics for professors /." Thesis, Connect to this title online; UW restricted, 1992. http://hdl.handle.net/1773/7641.
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Christovich, Courtney. "Student perception of their instructors do college students rate female professors more harshly?" Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/832.
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Student evaluations are often used by administrators to make important career decisions for professors such as offers of tenure, increase in salary or other monetary reward (see Frick, Chadha, Watson, & Zlatkovska, 2009). Research has consistently shown that helpfulness in its various operational definitions is one of the most important traits to students when evaluating a professor (For example Silva et al., 2008). Previous findings have demonstrated that inequalities exist among subjective student evaluation ratings of men and women, (see Bennet, 1982). The present study extended this research by manipulating the instruction styles (strict vs. permissive), as well as the gender of the instructor, in a hypothetical syllabus. Participants were randomly assigned to read 1 of 4 syllabi which varied only by instruction style and gender of the instructor. Subsequently, participants answered follow up questions on the content of the syllabus which emphasized the gender of the instructor. Evaluations were collected in the form of both Likert scale ratings and responses to open ended questions. The written evaluations were analyzed for emotional content using the Linguistic Inquiry and Word Count Software (LIWC, Pennebaker, Francis, & Booth, 2007). A 2 (male vs. female) X 2 (strict vs. permissive) between subjects ANOVA was applied to the data collected. The results support the hypothesis that gender inequalities do exist, particularly when the professor was established as having a strict style of student interaction.B.S.
Bachelors
Sciences
Psychology
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Schwartz, Harriet L. "Thankful learning a grounded theory study of relational practice between master's students and professors /." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1247833338.
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Thesis (Ph.D.)--Antioch University, 2009.Title from PDF t.p. (viewed October 7, 2009). Advisor: Elizabeth Holloway, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May 2009."--from the title page. Includes bibliographical references (p. 179-187).
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Buckmaster, Matthew T. "Teaching strategies of successful college trombone professors for undergradute students." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001712.
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Burton, Tyler Bryant. "How are Professors Preparing School Psychology Students to Evaluate Research?" TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3135.
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This study examines how school psychology professors are preparing graduate students to evaluate research and seeks their views on problematic assessment and intervention practices. School psychology faculty members’ e-mails were identified based on the National Association of School Psychologists’ (NASP) list of Approved Programs (NASP, 2017) and a total of 127 professors responded. Each participant completed a survey that included 22 Likert scale items and three free listing items. Three research questions were proposed: What percentage of school psychology faculty members are using each of the strategies recommended by Lilienfeld et al. (2012)? What school-based assessment practices do school psychology faculty members identify as the most problematic? What school-based intervention practices do school psychology faculty members identify as the most problematic? The researcher found that the majority of programs are using the recommendations suggested by Lilienfeld and colleagues (2012), although there is room for improvement in the amount of usage for multiple recommendations. School psychology faculty members frequently listed cognitive profile analysis (CPA), projective testing, and inappropriate use of assessments as problematic assessment practices, and inappropriate use of interventions and eclectic counseling as problematic intervention practices. Implications for the use of evidence-based practices (EBP) were provided. Limitations of the study were discussed.
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Gottardello, Debora. "Professors’ roles in dealing with university students’ plagiarism: a cross-cultural perspective." Doctoral thesis, Universitat Rovira i Virgili, 2019. http://hdl.handle.net/10803/667153.
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El plagi és un fenomen molt estès en l'àmbit universitari global i representa una amenaça per a la integritat universitària i les normes ètiques. L'objectiu de la present tesi és el d'aconseguir una perspectiva holística de la percepció dels professors pel que fa la etica en la educació i més especifícament al plagi dels estudiants universitaris, així com entendre quin rol juguen en la seva prevenció, detecció i gestió. A tal efecte, s'utilitza una metodologia qualitativa recollint dades a través d'entrevistes semi-estructurades. La mostra consisteix en 81 professors de sis facultats d'economia i empresa de sis països diferents, la qual cosa permet analitzar la influència del factor cultural en aquesta qüestió. Els resultats mostren com l'ètica (en general) i el plagi (en particular) són percebuts de manera diferent en diferents contextos culturals, fins i tot entre països de l'espai educatiu europeu, i evidencien com les diferents percepcions influeixen en la forma i grau de dedicació que els professors exerceixen per prevenir-lo, detectar-lo i gestionar-lo.El plagio es un fenómeno muy extendido en el ámbito universitario global y representa una amenaza para la integridad universitaria y las normas éticas. El objetivo de la presente tesis es el de conseguir una perspectiva holística de la percepción de los profesores con respecto a la etica en educación y mas especificamente al plagio de los estudiantes universitarios, así como entender qué rol juegan en la prevención, detección y gestión del mismo. Para ello, se utiliza una metodología cualitativa recogiendo datos a través de entrevistas semi-estructuradas. La muestra consiste en 81 profesores de seis facultades de economía y empresa de seis países diferentes, lo cual permite analizar la influencia del factor cultural en esta cuestión. Los resultados muestran cómo la ética (en general) y el plagio (en concreto) son percibidos de forma distinta en diferentes contextos culturales, incluso entre países del espacio educativo europeo, y evidencian cómo las distintas percepciones influyen en la forma y grado de dedicación que los profesores ejercen para prevenirlo, detectarlo y gestionarlo.
Plagiarism is a widespread phenomenon in the global university environment and represents a threat to academic integrity and ethical standards. The objective of this thesis is to achieve a holistic perspective of professors' perception about ethics in education and more specifically university students' plagiarism, as well as to understand the role that they play in its prevention, detection and management. To this end, a qualitative methodology is used, collecting data through semi-structured interviews. The sample consists of 81 professors from six universities of economics and business faculties in six different countries. Thus, it allows analyzing the influence of the cultural context on this issue. The results show how ethics (more generally) and plagiarism (more specifically) are perceived differently in different cultural contexts, including between countries of the European educational area, and show how different perceptions influence the form and degree of dedication that teachers exercise to prevent, detect and manage it.
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Dinwoodie, Rebecca L. Mays. "Curiosity in the Lives of Non-science and Science Professors and Students." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301370770.
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Schwartz, Harriet L. "Thankful Learning: A Grounded Theory Study of Relational Practice between Master’s Students and Professors." Antioch University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1247833338.
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Torres, Ayala Ana Teresa. "Future Engineering Professors' Conceptions of Learning and Teaching Engineering." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4412.
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Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore, there is a need to understand not just future engineering professors' conceptions of teaching but also their conceptions of learning. The purpose of this study was to explore qualitative variations in future engineering professors' conceptions of learning and teaching as well as understanding how they came to these conceptions.
The research questions that guided this qualitative study are the following: 1) How do future engineering professors describe their conceptions of learning engineering?, 2) How do future engineering professors describe the basis of their conceptions of learning engineering?, 3) How do future engineering professors describe their conceptions of teaching engineering?, and 4) How do future engineering professors describe the basis of their conceptions of teaching engineering?
Twenty doctoral engineering students interested in academic careers were interviewed. A phenomenographic approach was used to explore variations in conceptions of learning and teaching. The basis of conceptions of learning and teaching were explored using thematic analysis.
Six variations in future engineering professors' conceptions of learning engineering emerged and included learning engineering as 1) acquiring knowledge, 2) gaining an understanding, 3) practicing problem solving, 4) applying knowledge, 5) developing an approach, and 6) maturing. Each conception of learning was described by seven dimensions or features: focus, nature of knowledge, view of engineering, strategies, assessments, interactions, and relational. Participants described the basis for their conceptions of learning engineering through four general themes: undergraduate student experience, research, graduate school experience, and prior teaching experiences.
Five categories of conceptions of teaching engineering emerged and included teaching engineering as 1) delivering knowledge, 2) helping understand and apply concepts, 3) motivating students, 4) helping students learn how to approach problems, and 5) preparing students to make socially conscious decisions. In describing conceptions of teaching, five dimensions were identified: focus, strategies, use of students' prior knowledge, faculty-student interaction, conception of learning, and projects. Observing professors, student experience, talking about teaching, and teaching experience were described by participants as the basis for their conceptions of teaching engineering.
The findings of this study are consistent with previous categorizations of university professors' conceptions of teaching from teacher-centered/content-oriented to student-centered/learning-oriented. However, this study contributes to the literature of engineering education and faculty development by contextualizing the conceptions of learning and teaching of future engineering professors. Furthermore, this study provides richer descriptions of variations in other aspects of teaching and learning engineering such as future professors' views on student interactions, student development, assessment, motivation, problem solving, assumptions about knowledge, teaching and learning strategies.
In addition, this study contributes to our understanding of how professors learn about teaching. In particular, the exploration of the basis for the conceptions of learning and teaching opens new avenues to explore how conceptions of teaching and learning evolve over time. This study closes with implications for faculty development and suggestions for further research.
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Davis, Margery Ann Salisbury. "Age and dress of professors: influence on students' first impressions of teaching effectiveness." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/39428.
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Using the framework of attribution theory, the variables of age of professors, formality of dress of professors, and class of student were tested for their influence on college students' expectations of the teaching effectiveness of college professors in a first impression situation. A rating questionnaire containing ten positive professors' traits was developed. An older male and a younger male were photographed in black-and-white in three outfits, for a total of six photographs. The sample consisted of two groups: 179 freshmen and 175 seniors. Each student was randomly assigned one of the six photographs to rate.
A Pearson correlation of the ten traits revealed two groups of closely related traits plus some miscellaneous traits. One group represented competence and one represented approachability.
A multivariate analysis of variance indicated that the factors of age and formality were significant. Overall, the older professor rated significantly higher than the younger. The older professor received higher scores on knowledge, preparation, and organization, while the younger professor received a higher score on sympathy toward students. The lowest formality rated the highest of the three levels, with the moderate level receiving the lowest score. The lowest level rated significantly higher on clarity of communication. This trait had the highest negative association with formality. The highest and lowest level rated significantly higher for well-prepared. The older professor in the lowest formality of dress rated the highest of all six photographs. The factor of class was not significant. There were no significant two- or three-way interactions.
Overall, results indicate that older males are expected to be more effective professors than younger males. Evidently age gives an impression of experience. Casual dress conveys the best impression. Perhaps students can relate more to professors when professors are dressed more like them.Ph. D.
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Cots, Caimons Josep Maria. "The pragmatics of communicative competence. The case of interactions between university professors and students." Doctoral thesis, Universitat de Barcelona, 1991. http://hdl.handle.net/10803/1605.
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This dissertation constitutes a quest for an approach to describing language use capable of integrating the findings of disciplines such as linguistics, anthropology, sociology and philosophy within a pedagogical framework based on a modular concept of communicative competence which involves four areas of knowledge and skills: linguistic, sociolinguistic, discourse and strategic.
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Goupil, Jason D. "SYNC IN PROGRESS: Connecting the Technology Gap Between Gen Y Students and Their Professors." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334027245.
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Deans, Juliana M. "The Experiences of Black MFT Doctoral Degree Holders with White Professors: A Phenomenological Study." NSUWorks, 2016. http://nsuworks.nova.edu/shss_dft_etd/23.
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The purpose of this research is to explore the experiences of Black doctoral degree holders’ interactions with their White professors in a Marriage and Family Therapy (MFT) program. There are a number of studies on the effectiveness of White professors and Black graduate students, but few focus specifically on the field of Marriage and Family Therapy. This study employed existential phenomenological methodology to examine Black MFT doctoral degree holders’ perceptions of their White professors. The experiences of six Black doctoral degree holders who attended COAMFTE-accredited programs were examined. The process involved an in-depth semi-structured interview. The study also revealed five major themes describing the meanings of Black doctoral degree holders’ experiences. These five areas of concern were: Perceptions of world: The program; Perception of others: White Professors; Perception of self: Participation; Perception of self: Participants; Implications for Black students; and Implications for White professors. The study suggests implications for future research on the lives of doctoral students, specifically, Black doctoral students’ who are enrolled in marriage and family therapy programs. Recommendations are offered on improving future interactions between Black students and White Professors based on changes by MFT programs, White professors, and Black doctoral students.
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Lin, Xingyi. "Learning to write the candidacy examination professors and students talking about academic genres and authorship /." Columbus, Ohio : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1061313464.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains x, 224 p.; also includes graphics. Includes abstract and vita. Advisors: George E. Newell and Diane Belcher, College of Education. Includes bibliographical references (p. 219-224).
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Lin, Hsing-I. "Learning to write the candidacy examination: professors and students talking about academic genres and authorship." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1061313464.
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Eilers, Linda. "When Calvinist and Arminian beliefs collide facilitating communication between North American professors and Russian Bible students /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Sloan, Carol BonDurant. "Planning for Academic Success: Survey of University Professors' Assessments of Non-native Students' Language Skill Needs." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4777.
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The purpose of this study is to examine which language skills university professors believe are most essential for academic success in Portland State University classes. The study can shed light on a question for future research: Do current academic ESL classes at Portland State University teach the necessary skills to help international students maximize their second-language learning potential in university-level courses. Enrollment statistics for 1993 I 94 show 53 percent of the 815 international students declared majors in two programs: the school of Business Administration and the school of Engineering and Applied Science. This study asked 31 instructors from business and engineering to assess which language skills--reading, writing, listening or speaking--were most important to success in their undergraduate and graduate classes; how they used the language skills; how international students performed in their classes compared with native speaking students; and to describe any critical incidents which appeared to have been caused by lack of comprehension of orally-presented materials. Interview questions were designed to establish a profile of each class and assess the relationship between the amount of culturally-embedded vocabulary and the degree of difficulty experienced by non-native speaking students. Three patterns emerged from the research. First, the ranking of language skills followed results of earlier national surveys showing the importance of reading and listening. All faculty ranked reading the "most important" language skill; reading and listening were ranked equally "most important" by engineering faculty; and writing varied by level and discipline; and speaking was ranked "least important" by all faculty. Second, all faculty ranked textbooks the preferred use of reading skills; note taking was the most-used listening skill; and class discussion was the mostused speaking skill. Writing activities varied by level and discipline, although reports and essay answers were the most frequently mentioned uses. Third, faculty said international students performed better in quantitative than qualitative classes. Within both disciplines, classes which manipulated numbers were less problematic than those which manipulated language with culturally-embedded context or vocabulary. Implications for ESL curriculum design suggest emphasis on skills considered most important by academic faculty.
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Sauer, Karen. "University Professors' and Department Directors' Perceptions Regarding Support for Freshman Academic Performance." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4021.
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In Chile, 50% of students who enroll in Chilean colleges do not graduate, negatively impacting their families' economic situations as well as national development. The purpose of this qualitative bounded case study was to gain a deeper understanding of the perceptions held by math, English, and general education professors regarding the support provided to freshman students in a program at 1 campus of a private Chilean university. Deci and Ryan's self-determination theory emphasizing internal and external motivations and social constructivism theory emphasizing development as a process comprised the conceptual framework. Both theories provide meaningful understanding of the drivers that support students in their learning process. The research questions focused on understanding the support that math, English, and general education professors and directors might provide to freshman students. A purposeful homogeneous sampling was used to identify 9 professors and 3 directors. Data collection involved semistructured interviews, peer debriefing, and member checks to triangulate the data. The findings revealed that the university could benefit from implementing a seminar program to acclimate conditionally admitted students to university studies. A 1-week seminar was developed. This study may contribute to positive social change by influencing professors' and directors' perceptions regarding possibilities for supporting students in improving their academic performance, thereby raising student passing and graduation rates to positively impact national development in Chile.
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BOTELHO, MARIA DA GLORIA BAKER. "BLACK AND WHITE PORTRAIT OF MEDIA HYBRIDISM: THE CULTURAL PRACTICES OF FUTURE TEACHERS/PROFESSORS, STUDENTS AT UFRJ." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2004. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5883@1.
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UNIVERSIDADE FEDERAL DO RIO DE JANEIROPesquisou-se as práticas culturais dos estudantes dos cursos de licenciatura da UFRJ com o objetivo de verificar a hipótese de que as variáveis nas práticas culturais destes jovens estudantes universitá¡rios, analisadas segundo suas inserções na universidade por centros universitários (CFCH, CCMN, CCS e CLA), podem ser atribuídas também ao que se propôs como variáveis de convivialidades, além das variáveis explicativas tradicionais (sócio-econômicas e demográficas). O questionário, respondido por 369 estudantes dos cursos de licenciatura da UFRJ alunos do curso de Psicologia da Educação II em 2003/2, com pelo menos dois anos de vida universitária, foi construído a partir de 4 constructos: Protoculturas, Culturas de volume, Culturas de lazer e Culturas sóciodigitais. A análise, descritiva simples, seguida por análise descritiva discriminante, multivariada, em caráter exploratório, indicou que aqueles 4 constructos não chegam a discriminar as práticas culturais dos estudantes, por centro universitário, o que impediu que a hipótese fosse comprovada. Esta mesma análise indicou outras possibilidades de agrupamento das variáveis, nas quais o contato com a cultura linguística (lecto-escrita) e a cultura tecno-científica (sociodigital) podem ter importante papel na comprovação da hipótese. A leitura e o contato com a música permitiram indicar alguns perfis da(s) juventude(s), por centro, porém sem dimensão conclusiva.
The Cultural practices of future teachers attending Education courses at UFRJ were studied in order to verify the hypothesis that the variations of the cultural practices of these young students, analyzed according their university centers (CFCH, CCMN, CCS e CLA), can also be attributed to what is being proposed here as variable of acquaintanceship, besides the traditional (socioeconomic and demographic) explanatory variables. The questionnaire, answered by 369 students attending the Psychology of Education II course, in the year 2003, with at least two years of university experience, was designed based on 4 constructs: protocultures; culture of volume; leisure cultures; and socio-digital cultures. The simple descriptive analysis was followed by the discriminative descriptive analysis, multivariated, which at least in an exploratory basis avoided that the hypothesis should be confirmed. That analysis indicated another possibilities to group the variables where the linguistic cultures (written- reading matter) and the techno-scientific cultures (socio- digital) can play an important role to the confirmation of the hypothesis. The reading matter and the link with music were aspects that allowed develop some profiles of the several youths, by center, however without conclusive dimension.
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Freeman, Michelle, and Gary Burkette. "VITA Programs on a College Campus: Create a Win-Win for Students, Professors, Alumni, Employers and Community." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6426.
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In the spring 2017 semester, East Tennessee State University (ETSU) hosted an on-campus Volunteer Income Tax Assistance (VITA) program. Through a series of discussions with other department faculty, it was decided to offer the experience as an internship for accounting students who had completed the federal income tax course in our accounting curriculum. Although one could easily see the benefits of VITA for taxpayers who received the service, I personally had no idea what a blessing the experience would be, nor did I recognize the positive ripple effects it would have for students, alumni and employers. This article will explain what the VITA program is and the process to develop a VITA site.
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Freeman, Michelle. "Vita Programs on a College Campus Create a Win-Win for Students, Professors, Alumni, Employers, and the Community." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/6427.
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Taylor, K. Lynn. "University professors' and students' knowledge of the executive control strategies applied in the solving of ill-structured problems." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7515.
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In a problem solving context, executive control (EC) strategies are those strategies which monitor, direct and evaluate the problem solving process. Effective use of EC strategy knowledge characterizes the problem solving behaviour of expert solvers, but is commonly lacking in students. The exploratory investigation presented here addresses EC strategy knowledge at the university level and was guided by the following research objectives: (1) to explore EC strategy use and the associated strategic knowledge demonstrated by professors and students, while solving ill-structured problems within their domain of expertise and outside of that domain; and (2) to examine the differences in EC strategies applied and in associated strategies knowledge, across expertise and across domains. The research describes a broader range of EC strategy knowledge than is typically addressed in conventional expert-novice studies. This broader spectrum of strategy knowledge is reflected in a model of strategy knowledge first proposed by Pressley, Borkowski and O'Sullivan (1985) which, in its revised form, includes the interaction of general strategy knowledge, specific strategy knowledge and strategy acquisition knowledge. Four groups consisting of nine students and nine professors from the domain of biology and nine students and nine professors from the domain of political science respectively, were recruited on a volunteer basis. Following a short training session, each solver was requested to solve randomly assigned, ill-structured tasks in two domains: biology and political science. Participants were asked first, to work on each task while thinking aloud and then, to report on how they solved the problem in a semi-structured interview. All verbalizations were audiotaped, transcribed and then coded to extract EC strategy knowledge. The results indicate clear expertise and domain differences. Across expertise, professors and students differed in their patterns of global strategy use, the specific strategy knowledge they demonstrated and the beliefs they reported relevant to problem solving. Some of these results reflected a non-linear progression from novice to expert, suggesting that the EC strategy knowledge of both professors and effective student solvers provide an important resource in understanding and addressing EC strategy knowledge in the context of academic courses. Across domains, general strategy knowledge differences were strongest and influenced specific strategy knowledge, which in turn, was frequently implemented with different emphases and supported by different conditional knowledge. At a more general level, a number of themes emerged from the data. As expected, a full spectrum of EC strategy knowledge was demonstrated in the strategy knowledge reported by university students and professors, and the components of strategy knowledge in this spectrum were inter-dependent. The results on strategy acquisition knowledge indicated that solvers experienced little exposure to strategic knowledge in academic courses. Consequently, there was little conscious awareness of how EC strategy knowledge can be actively acquired. Finally, a performance-goal pattern of motivation was observed to influence the problem solving behaviour and strategy acquisition knowledge of both professors and students. The results have important implications for how university level educators represent and use Ec strategy knowledge in heir classrooms and demonstrate specific forms of EC strategy knowledge which could contribute to the development of "competence" in the domains of biology and political science.
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Nalon, M. June. "The effect of liking on the clinical performance rating of nursing students by clinical nursing professors, an exploratory study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20683.pdf.
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Oliveira, Gisele Cássia Tamparowsky de. "Atividades de educação ambiental desenvolvidas no ensino fundamental em duas instituições do município de Assis Chateaubriand PR: entre o ideal da abordagem crítica e a realidade da corrente conservadora." Universidade Estadual do Oeste do Paraná, 2013. http://tede.unioeste.br:8080/tede/handle/tede/1661.
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Previous issue date: 2013-09-27Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
As we proposed to work analyzing Environmental Education in the township of Assis Chateaubriand PR, the necessity of knowing the professors and other social actors´ practice arises, in the sense of deepening the analysis around this theme. The proposal of the research considers historical, economics, socials, politics and environmental aspects, based on the ample and complex context about the practice of Environmental Education, at Elementary School (6º until 9º degree). The research is justified, allowing knowledge from the occasional highlight and practice results of Environmental Education, of Geography professors, at two higher education institutions in the township of Assis Chateaubriand- PR, considering the influence of the State Education Department of Paraná (SEED) and Regional Center of Education in Assis Chateaubriand (NRE). Considering it´s required the Environmental Education according to the Federal Law nº 9.795/99, we´ve intended to identify which worked contents, the methodologies and the didactic researches are used by the professors. This way, it will be possible to comprehend how the Environmental Education actions are constituted, in the Formal Education. The temporal cut established in this research is between the period of 2003 and 2011 and the spatial cut is composed by two education institutions, where we´ve tried to know the diverse dynamics related to the Environmental Education in the Elementary School, one institution is located in the urban area and the other in the countryside. The proposed Environmental Education, can´t be a remedial practice for the diverse social groups actions in their environment, or be remembered as money economy. However we can´t ignore the way the Environmental Education thematic is leaded for the professors and students, making it difficult the social sensitization. We understand that the professor is the main element for the Environmental Education activities. Finally, we point convenient aspects, related to the analysis of Environmental Education at the participating institutions, from the township of Assis Chateaubriand, west of Paraná
Quando se propôs o trabalho de análise das atividades de Educação Ambiental no município de Assis Chateaubriand PR, objetivou aprofundar conhecimento em torno desta temática, emergindo a necessidade de conhecer também as práticas dos docentes e de outros atores sociais. A proposta de pesquisa considera aspectos históricos, econômicos, sociais, políticos e ambientais, baseando-se no contexto amplo e complexo sobre a prática de Educação Ambiental no Ensino Fundamental (6º ao 9º ano). A pesquisa justifica-se por permitir conhecimento do eventual destaque e resultados das práticas de Educação Ambiental de docentes de Geografia em duas instituições de ensino no município de Assis Chateaubriand PR, levando-se em conta a influência da Secretaria Estadual de Educação do Paraná (SEED) e do Núcleo Regional da Educação de Assis Chateaubriand (NRE). Considerando-se a obrigatoriedade da Educação Ambiental segundo a Lei Federal nº 9.795/1999, objetiva-se com a pesquisa identificar quais são os conteúdos trabalhados, as metodologias e os recursos didáticos utilizados pelos docentes. Dessa forma, poderia-se compreender como se constituem as ações de Educação Ambiental no chamado Ensino Formal. O recorte temporal preestabelecido nesta pesquisa se dá no período de 2003 a 2011 e o recorte espacial é composto por duas instituições de ensino, nas quais buscou-se conhecer as diversas dinâmicas relacionadas ao processo de Educação Ambiental no Ensino Fundamental, sendo uma instituição escolar localizada na área urbana e outra na área rural. A Educação Ambiental que se propõe não pode ser mera prática corretiva das ações dos diversos grupos sociais em seu meio, ou ser lembrada como economia de dinheiro. Ao mesmo tempo, porém não se pode ignorar a forma como ocorre o direcionamento da temática de Educação Ambiental para os docentes e os discentes, dificultando a efetivação qualitativa. Entende-se que o docente é o elemento central nas atividades de Educação Ambiental. Portanto, apontou-se aspectos convenientes, relativos à análise da Educação Ambiental, nas instituições participantes do município de Assis Chateaubriand, da região oeste do Paraná
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Reszka, Maria de Fátima. "De homo sapiens a homo zappiens: relações entre discentes e docentes diante das tecnologias digitais." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4996.
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Esta pesquisa se dedica a um estudo que tem por objetivo compreender as mudanças ocorridas nas relações de docentes e discentes, diante do uso das tecnologias digitais (TD), para analisar se existe sofrimento psíquico advindo desse processo, visando (re)pensarmos sua formação docente. A investigação analisa a importância das TD bem como o seu uso no cotidiano da sala de aula e no mundo pessoal, para perceber as dificuldades encontradas e verificar como os discentes e docentes se empenham para resolver essas questões. O estudo se deu em uma instituição de Ensino Superior do Vale do Paranhana - RS, no curso de Pedagogia. A metodologia utilizada foi uma pesquisa qualitativa de cunho exploratório, em que nos utilizamos das narrativas orais e escritas, por meio de coletas online de depoimentos dos discentes da disciplina de Educação e Novas Tecnologias, de questionário online para ambos e de entrevista aberta com os docentes do curso. O aporte teórico fundamenta-se em Nóvoa (1993, 2007 e 2009), Charlot (2006), Arroyo (2011), Cunha (1997, 1998 e 2009) e outros que trabalham a formação docente a partir de uma perspectiva de pensarmos a profissionalidade docente ligada à pessoalidade do professor; em Lemos (2002, 2013), Levy (1988,1999), Castells (2005) e demais pensadores para refletirmos a cultura cibernética e o uso das TD nos ambientes escolares; em Freud (1980a, 1980b e 1980c), Aguiar e Almeida (2008), Codo(1999) e outros teóricos que se debruçam em analisar o sofrimento psíquico, o mal-estar na educação. A interpretação dos dados foi realizada a partir da análise de conteúdo de Bardin (2004). Os resultados apontam que tanto discentes quanto docentes são perpassados por sofrimento psíquico, aparecendo sentimentos de angústia, medo e frustração, além de apontar a necessidade de espaços de formação permanentes diante das mudanças aceleradas e de políticas para a efetivação do uso das TD nas instituições.
The current research is focused in a study that aims to understand the changes that took place in the relation between teachers and students, in regards with the use of digital technolgies (DT), to analyze whether there is psychological distress originated in this process, to (re)think the development of teachers. The research analyzes the importance of DT, as well as its daily basis use in the classroom and in the personal life, to understand the difficulties found in it and verify how the students and teachers try to resolve these questions. The study was performed in the course of Pedagogy an college in the valley of Paranhana-RS. The methodology used was a qualitative study of exploratory nature from which oral and written narratives were collected online from students attending the course of Education and New Technologies, open interview with professors of the course, and online questionaire fo both groups. The theoretical framework is based on Nóvoa(1993, 2007 e 2009), Charlot (2006), Arroyo(2011), Cunha(1997,1998 e 2009), and others that work on teacher development from a perspective of perceiving the teaching profession linked to individuallity of the teacher; in Lemos(2002, 2013), Levy(1988, 1999) Castells (2005), and other thinkers to reflect cyber culture and the use of TD in school environments; Freud (1980a, 1980b e 1980c) Aguiar and Almeida(2008), Codo(1999) and other theorists that focus on analyzing the psychological distress, the discomfort in education. The interpretation of the data was performed with Bardin's (2004) content analysis. The results show that both students and teachers are pervaded by psychological distress, the results show feelings of anxiety, fear and frustration, as well as pointing out the need for continued training spaces in the face of accelerated changes, and policies for ensuring the use of TD in institutions.
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Silva, Clérisson Torres. "Análise do juízo moral de docentes e discentes universitários." reponame:Repositório Institucional da UFBA, 2005. http://www.repositorio.ufba.br/ri/handle/ri/11814.
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As reincidentes queixas de alunos relativas à conduta de professores, remete à necessidade do estudo da moralidade destes, afinal, numa sociedade em que o papel moral da família se fragmentou, o papel do professor-educador se ressalta enquanto sujeito social facilitador e/ou mediador da construção moral de seus discentes. Assim, a presente pesquisa avalia o Juízo moral de docentes e discentes universitários dos municípios de Salvador e Camaçari, na Bahia, dos cursos de Pedagogia e Educação Física. Caracteriza-se por ser um estudo de caráter exploratório, sendo utilizado o método hipotético-dedutivo, concentrando-se na análise do julgamento moral à luz da teoria de Lawrence Kohlberg. Através de instrumento adaptado e revalidado no Brasil, foi aplicado o mesmo em três instituições de ensino com o fim de coletar dados para estabelecer o perfil sociocultural e o nível de juízo moral dos docentes e discentes. Com base nos dados coletados, foi verificado que os professores universitários das instituições pesquisadas não apresentam estágios modais de juízo moral significativamente acima dos estudantes, pois há um número elevado de professores no estágio III que apresentam médias modais de raciocínios morais similares ao dos alunos, que predominam neste mesmo estágio, e também devido à ausência de professores no estágio V tendo em vista a presença de alunos no estágio IV. Isso demonstra que os professores não favorecem significativamente conflitos cognitivo-morais nos estudantes, essencial ao desenvolvimento moral deles. Foi pesquisada a relação entre titulação, faixa etária, gênero e afiliação religiosa ou filosófico-espiritual com o nível de raciocínio moral dos docentes e discentes, sendo verificada a inexistência de significativas diferenças quanto aos gêneros e à afiliação religiosa ou filosófica. Os resultados indicam uma elevação do juízo moral nos estudantes entre 17 e 28 anos e uma queda após tal faixa etária. Discute-se o poder da possível estabilidade pessoal e profissional como possível fator da estagnação do raciocínio moral. Os dados obtidos também pontuaram a ausência de relação significativa entre juízo moral e as diferentes titulações, e de igual modo, apresentou que as médias modais de doutores do estágio III e IV foram similares aos dos alunos das três instituições. Constatou-se que as variáveis estudadas na presente pesquisa foram insuficientes para explicar a razão de tal similaridade. Diante de tal pesquisa exploratória, percebe-se, portanto, a carência de desenvolvimento moral de discentes, e, principalmente, docentes universitários. Entende-se que há uma necessidade de maior diagnóstico de tal problemática, razão pela qual sugerimos novas pesquisas. Talvez a implantação de disciplinas no currículo que discutam a temática da consciência possa favorecer o desenvolvimento não só cognitivo, mas ético-moral na busca da formação integral do ser humano, finalidade última da educação.
Salvador
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Ribeiro, Diana Montenegro. "Dialogando com professores: o celular como analisador da relaÃÃo professor/mÃdia/aluno." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20328.
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nÃo hÃNo contexto de relevante influÃncia das novas tecnologias, à importante considerar os efeitos que se produzem no ambiente escolar a partir da relaÃÃo professor/aluno/mÃdia. Bruno (2013) aponta que as novas TIC nÃo sà afetam os limites do que à vivido no pÃblico e no privado, como nos remete a uma maneira diferente de se produzir subjetividade. CrianÃas e adolescentes que jà nasceram em uma era tecnolÃgica frequentam escolas que, muitas vezes, parecem estar seguindo padrÃes disciplinares da Ãpoca de sua expansÃo (SIBILIA, 2012b). Na escola, com a proibiÃÃo ou restriÃÃo do uso do celular em sala de aula, principalmente apÃs o surgimento dos smartphones, espera-se que o aluno aumente sua produtividade (concentraÃÃo, aprendizagem, resultados). Seguindo o pensamento foucaultiano de que a escola à exemplo de uma instituiÃÃo prÃpria da sociedade disciplinar e levando em consideraÃÃo tantas mudanÃas que jà ocorreram nos cÃdigos disciplinares e as novas formas de controle que as mÃdias ajudam a configurar, como a escola està lidando com essa questÃo contemporÃnea? A presente pesquisa de mestrado, atravÃs de uma pesquisa-intervenÃÃo realizada a partir de um curso de extensÃo, buscou analisar os posicionamentos dos docentes de uma escola da rede pÃblica de ensino da cidade de Fortaleza acerca do binÃmio mÃdia-educaÃÃo, tendo como analisador o celular. A partir de observaÃÃes feitas em sala de aula, rodas de conversa, oficinas de fanzine e de vÃdeo, foram problematizadas as relaÃÃes de poder e vigilÃncia na escola na atualidade, assim como a judicializaÃÃo dessa instituiÃÃo via utilizaÃÃo de prÃticas jurÃdicas para proibir o uso do celular em sala de aula. TambÃm foi discutida a possibilidade do uso do celular como ferramenta pedagÃgica. AlÃm disso, atravÃs de um vÃdeo construÃdo pelos docentes participantes da pesquisa, pode-se perceber a abertura de espaÃo para outras vozes, um espaÃo polifÃnico sem consenso, mas conscientemente heterogÃneo como deve ser o espaÃo escolar.
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Lamont, Sarah. "Deconstructing the Dichotomy: Muslim American University Students' Perceptions of Islam and Democracy." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336083346.
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Alassaf, Abir. "Construction d’une offre de services pour le public universitaire en Syrie- Une approche managériale." Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20074/document.
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Aujourd’hui, les bibliothèques universitaires (BU) en Syrie sont confrontées à une évolution de leur environnement liée en grande partie à la mutation de l’enseignement supérieur et l’arrivée de nouvelles technologies. Ainsi, les BU se trouvent dans l’obligation de s’interroger sur la pertinence de leurs offres de services. En effet, les besoins et les attentes des universitaires ne sont plus les mêmes qu’auparavant. Ces bibliothèques doivent, par conséquent, suivre cette évolution et répondre à leurs nouveaux besoins pour pouvoir survivre dans un contexte où elles ne sont plus la seule source d’information. L’objectif de cette thèse est de contribuer à la réflexion sur l’adéquation entre l’offre et les besoins. Pour y parvenir, des enquêtes quantitative et qualitative ont été menées auprès d’étudiants, d’enseignants, de dirigeants et de bibliothécaires dans cinq universités syriennes. Cette enquête a été réalisée dans le but de connaître la situation actuelle des BU et des besoins informationnels de leurs publics. Nous avons, ensuite, élargi et diversifié la gamme de services proposés aux universitaires tout en partant de leurs besoins tant exprimés qu’implicitesToday, in Syria, university libraries are facing an actual change in their environment. This change is largely due to the evolution of higher education and the advent of new technologies. In this context, university libraries have to question the relevance of their services. Indeed, information needs have evolved and are no longer the same as before hence libraries need to adapt to evolution by meeting new needs in a context where they are no longer the only source of information. This thesis aims at contributing to reflection on adequacy between supply and service needs. To achieve this goal, a quantitative and a qualitative survey was conducted among students, professors, managers and librarians in Syria to have a clear understanding of the current situation of university libraries and information needs of their publics. We then expanded and diversified the group of services and provided the academics with the basis of their stated and implied needs
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Meléndez, Vizcarra Dora. "El proceso de construcción de la identidad profesional en alumnos universitarios." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/399904.
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Esta tesis profundizó en el conocimiento y la comprensión de los alumnos universitarios, de un programa educativo de la Universidad de Guadalajara (México), haciendo especial énfasis en el proceso de construcción de la identidad como docentes de lengua extranjera (inglés). Además se indagó sobre su percepción del proceso de formación profesional enfrentado durante su tránsito por la carrera, en particular en cuanto al ámbito de las prácticas de enseñanza curriculares desplegado. Se partió de la premisa, y la necesidad actual e ineludible, de desarrollar un estudio más integral sobre uno de los actores principales de toda institución escolar, como lo son los estudiantes. Esto ha constituido una visión renovadora que ha ido más allá de la tradicional conceptualización del aprendiz como "objeto" de puro, o simple interés académico-administrativo y estadístico, para transformarlo en "sujeto" y captarlo en una multiplicidad de dimensiones como son la individual, familiar, escolar, social, cultural e incluso cognitiva. Por lo anterior, el acercamiento metodológico implicó los dos enfoques principales de investigación: el cuantitativo y el cualitativo.
En la primera etapa de este estudio se analizó la categoría de los Estudiantes, bajo la óptica de un área en el campo de la investigación en educación superior, como lo es el estudio de las Trayectorias Escolares (TE), en donde los estudiantes se configuran como unidades de análisis y mediante el establecimiento de diversos indicadores (deserción, rezago educativo, rendimiento académico, eficiencia terminal y titulación) se logró caracterizar el comportamiento académico de varios grupos de estudiantes (6 cohortes) de manera longitudinal. Esto respondió al propósito de contar con la información precisa y sistematizada que el organismo acreditador solicitó de forma oficial e institucional sobre los alumnos (entre otros rubros) y para propósitos de autorizar la re-acreditación del programa de Licenciatura en Docencia del Inglés como Lengua Extranjera, adscrito al Departamento de Lenguas Modernas del Centro Universitario de Ciencias Sociales y Humanidades.
La segunda etapa de la investigación dio cuenta, desde una perspectiva interpretativa e inductiva, de la dinámica de la formación universitaria recibida por los alumnos, hasta la obtención de su título de licenciatura. Para lo anterior, se derivaron las siguientes unidades de análisis: episodio inicial de ingreso a la Universidad, sus principales y diversos motivos de elección de esta profesión, la significación de las prácticas de enseñanza curriculares y la variedad de roles adoptados durante su permanencia escolar, la imagen de cuándo se sienten preparados para dar clases de idioma, la relación entre lenguaje y cultura, y el desarrollo de la identidad como docentes.
Se puede afirmar que el objetivo de reconstrucción de la realidad, tal y como la percibieron e, inclus,o elaboraron conceptualmente los alumnos universitarios, se logró con creces.This thesis went deep in the knowledge and comprehension of students of an academic program of the University of Guadalajara (Mexico), putting special emphasis in the process of construction of identity as teachers of a foreign language (English). Furthermore, it has been inquired about their perception of the process of professional formation encountered during their transit within the BA program, in particular with regard to the pre-service training aspect. We started from the statement, and the actual and inescapable necessity to develop a more integral study of one of the principal actors of every educational institution: the students, with an innovative vision, away from the traditional notion of the learner as an “object” of pure or simple academic-administrative and statistics interest, in order to transform them into “subjects” and capture them in a multiplicity of dimensions such as: individual, familiar, educational, social, cultural and even cognitive ones. Therefore, the methodology included the two main approaches of research: the quantitative and the qualitative. In the first stage of this study, we analyzed the category of students, under the vision of an area in the field of higher education research, that is the study of academic trajectories, where the students are shaped as units of analysis and by means of the establishment of diverse indicators (desertion, educative straggle, academic achievement, efficiency and completion) we accomplished to characterize the academic behavior of some groups of students (6 cohorts) in a longitudinal manner, with the intention to obtain accurate and systematic information which the accreditation organization asked for officially and institutionally about the students (among others issues) and with the intention to authorize the re-accreditation of the BA program in Teaching English as a Foreign Language located in the Modern Languages Department of the Campus of Social Sciences and Humanities. The second stage of this research, based on an interpretive and inductive perspective, explored the dynamic of the process of academic formation that the university provided for the students until they obtain their BA diploma. In order to do the above, we derived the following analysis units: the beginning passage of entering the university, their principal and diverse motives of selection of this profession, the meanings of the pre-service practice and the variety of roles adopted during their stay, the mental representation of the moment when they feel prepared to teach English classes, the relation between language and culture and the development of an identity as teachers. We can affirm that the objective of their reality reconstruction, as they perceived and elaborated it, conceptually speaking, was fully achieved.
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Pagliarini, Eliana de Camargo Magalh?es. "A forma??o docente para o trabalho interdisciplinar no ensino superior." Pontif?cia Universidade Cat?lica de Campinas, 2004. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/667.
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Previous issue date: 2004-11-29This current work linked to the research line University, Teaching and Professors graduation , aims at focusing the interdisciplinarity question referring to a teaching attitude and its necessity in teacher s graduation. A teacher whose practice needs an open dialog among teachers, a commitment with the research and communication and interest in the epistemological integration taking into consideration as well the licensing role as a partner and not simply a process final product. The study presents as a suggestion, a practice for the future professors graduation so that they behave in an interdisciplinary way, as partners in the construction/production of the truth knowledge. In order to elaborate this work, a survey of qualitative approach was carried out with professors graduated in two majors about the professors opinion referring to the interdisciplinary practices. As a result, the survey showed a lack of experience of the university professor and the idea that the interdisciplinarity is made only of discipline integration. Professors cannot notice that the action depends on the dialog openness, which involves the student as a main partner.
O presente trabalho, inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores , objetiva enfocar a quest?o da interdisciplinaridade, enquanto atitude docente, e sua ocorr?ncia na forma??o do professor. O estudo apresenta como sugest?o uma pr?tica para a forma??o interdisciplinar dos futuros docentes, cuja a??o do professor necessita de abertura ao di?logo com os outros docentes, compromisso com a pesquisa e a comunica??o e interesse na integra??o epistemol?gica, considerando, ainda, a inser??o do licenciando como sujeito parceiro e n?o simplesmente um produto final do processo. Para conhecer a opini?o dos docentes do Ensino Superior sobre a interdisciplinaridade, foi realizada uma pesquisa de abordagem qualitativa. O question?rio, com sete quest?es fechadas para a identifica??o do docente e uma quest?o fechada e oito abertas sobre a interdisciplinaridade, foi distribu?do para trinta e cinco professores de Hist?ria de duas universidades de Campinas. A an?lise foi feita a partir das respostas recebidas de apenas cinco professores e uma professora. Como resultado, a pesquisa mostrou a falta de experi?ncia do docente universit?rio quanto ? interdisciplinaridade e a id?ia de que a mesma ? feita somente de integra??o de disciplinas, sem levar em considera??o o di?logo entre os docentes e a parceria com o aprendiz.
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Oyama, Daniela Kitawa. "A angustia do professor diante do aluno : um estudo com professoras das primeiras series do Ensino Fundamental." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251785.
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Orientador: Ana ArchangeloDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: A preocupação em relação aos professores deixou de ser exclusivamente com sua formação, dadas as indicações de que algumas dificuldades enfrentadas por eles têm envolvido a esfera afetiva, além das tradicionalmente consideradas, como a política e a cognitiva. Isso pode ser facilmente percebido atualmente pelo alto número de afastamentos e licenças de professores consequentes de problemas de saúde, grande parte deles, emocionais. Tendo em vista a dificuldade emocional enfrentada por eles, o trabalho trata da angústia sentida pelos professores diante dos alunos. Para tanto foi realizada uma análise psicanalítica do fenômeno da angústia com seis professoras de 1ª a 4ª séries do Ensino Fundamental de uma escola pública, análise essa baseada no conceito de angústia de Freud, que o define como reação a uma situação de perigo, ao desamparo psíquico ou físico diante de uma situação traumática. Foram considerados também os conceitos de ansiedade persecutória e ansiedade depressiva de Melanie Klein. O trabalho discute a pesquisa em psicanálise, o método psicanalítico, a sua importância em privilegiar o singular, a subjetividade dos sujeitos e a possibilidade de pesquisa por um não-analista, devido ao setting da pesquisa ser diferente do setting da análise. Discute ainda as angústias em nosso mundo contemporâneo, as mudanças ocorridas em nossa sociedade e como elas influenciam o psiquismo dos sujeitos de nossa época, a escola pública atual e o que é "ser professor" hoje. Traz o relato das seis entrevistas realizadas, suas análises e a partir delas, uma análise geral do fenômeno de angústia, com temas que atravessam esse fenômeno como a perda de autoridade, o ódio na relação professor-aluno e a forma como os professores lidam com esse sentimento. Alguns professores são dispersivos quanto à sua angústia, outros faltam às aulas para lidar com ela, negam os sentimentos que os alunos despertam neles, ou projetam a responsabilidade pelos alunos com dificuldade em outras figuras da escola. E por fim discute a importância da angústia na relação professor-aluno, pois quando a angústia é tolerada, é de grande importância para a realização do trabalho, pois é por sentir essa angústia que o professor pode se preocupar, questionar-se, pensar sobre o problema e tentar encontrar novos caminhos de atuação.
Abstract: The concern about teachers is no long exclusively related to their formation, due to the indications of some difficulties that they have had to face which involve the dedicated position, besides those traditionally taken into consideration such as policy and cognitive. This can easily be seen today by the high number of dismissals and leaves of absence of teachers as a consequence to health problems, most of them emotional. Keeping in mind the emotional difficulties they face, this study deals with the anxiety felt by the teachers with students, through a psychoanalytical analysis of the anxieties of six teachers of 1st-4th grades of an elementary public school, based on Freud's concept of anxiety (this concept is defined as a reaction to a situation of danger referring to the physical or psychic helplessness when faced with a traumatic situation) and of Melanie Klein's concepts of demandable and depressive anxieties. The study discusses the investigation in psychoanalysis, the psychoanalytical method, and the importance of favoring the individual, the subjectivity of people and the possibility of research by someone who is not an analyst, due to the setting of the research being different from that of analysis. It discusses the anxieties in our contemporary world, the changes that occur in our society and how they influence the psyche of the subjects of our era, the public school nowadays and what it is to be a teacher today. There are the six interviews, the analyses and from them, a general analysis of the anxiety phenomenon, with themes which pass through this phenomenon such as, loss of authority, hate in the teacher-student relationship and how the teachers deal with this feeling. Some teachers are vague as to their anxieties while others miss classes in order to deal with them, deny the feelings that the students arouse in them or project the responsibility for the students with problems to other people in the school. Finally, the importance of anxiety in the teacher-student relationship is discussed since, when the anxiety is tolerated, it is of great importance for the completion of the work, because it is by feeling this anxiety that the teacher can worry about it, question him/herself, think about the problem and try to find new paths of action.
Mestrado
Psicologia Educacional
Mestre em Educação
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Benker, Genelle Nicole. "Beyond Dissociation and Appropriation: Evaluating the Politics of U.S. Psychology Via Hermeneutic Interpretation of Culturally Embedded Presentations of Yoga." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1584465676302857.
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Miranda, Angela Martines. "V?nculo aluno-professor na atualidade: um estudo psicol?gico com universit?rios." Pontif?cia Universidade Cat?lica de Campinas, 2005. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/384.
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Previous issue date: 2005-02-11The purpose of this study was to investigate the student-teacher bonds nowadays and it was held with a reflection group made up of university students. The interest for this survey came from the researcher s know-how as a professor and her noticing the interference of these bonds in the students lives, personal identification, individual choices, and professional goals. In other words, this work deals about the psychological phenomena that permeate the student-teacher relationship, as well as its influence in the students lives. The participants, whose ages vary from 20 to 40, are sophomore pedagogy graduation students at a university in the state of S?o Paulo. For the development of this study, the Reflection Group technique was used, as well as the theoretical reference point of the Psycho-dynamic Psychology and of the Group Psychotherapies with an Analytical support. A qualitative analysis was carried out, which disclosed the psychological phenomena that percolate the student- teacher interchange. The participants looked back into their past and their first relations with both their parents and their teachers, in order to understand the established bonds with their present professors. The group experience revealed not only the expression but also the form in which the bonds are established both through the eye and the students understanding. Despite all the changes that have occured in the communication and relationship fields, it showed that the teacher still ranks high in the students pychological world, wich determines the links in the present time.
Este trabalho objetivou investigar a qualidade dos v?nculos aluno-professor na atualidade, a partir de um Grupo de Reflex?o de estudantes universit?rios. O interesse por este estudo surgiu a partir da pr?tica do pesquisador como docente e em sua observ?ncia da interfer?ncia dos v?nculos como geradores de identifica??es, escolhas pessoais e profissionais dos alunos, ou seja, os fen?menos ps?quicos que permeiam esta rela??o e as interfer?ncias na vida do aluno. Os participantes s?o estudantes de uma faculdades no interior do Estado de S?o Paulo, do segundo ano do curso de gradua??o em Pedagogia, cuja idade varia de 20 ? 40 anos. Para desenvolvimento do estudo foi utilizada a t?cnica dos Grupos de Reflex?o e o referencial te?rico da Psicologia Psicodin?mica e das Psicoterapias de Grupo com base Anal?tica. Foi realizada an?lise qualitativa que revelou os fen?menos ps?quicos que permeiam o v?nculo aluno-professor. Os participantes fizeram uma busca ao passado nas suas primeiras rela??es com os pais e primeiros professores, para compreenderem as rela??es estabelecidas com os professores na atualidade. A viv?ncia em grupo possibilitou a express?o e elabora??o da forma que se estabelecem os v?nculos pelo olhar e compreens?o dos alunos. Mostraram que com tantas mudan?as no campo da comunica??o e das rela??es, h? um lugar em que o professor ? colocado no mundo ps?quico dos alunos que determina os v?nculos no presente.
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Clements, Andrew James. "Commitment in students training for caring professions : a focus on student nurses' experience of support." Thesis, University of Bedfordshire, 2012. http://hdl.handle.net/10547/233630.
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This thesis reports a mixed-method investigation into the relationship between training experiences and commitment in students training for a caring profession such as nursing. There are recruitment and retention difficulties in healthcare care professions (Storey, Cheater, Ford and Leese, 2009) and on nursing courses (Waters, 2006). While extensive research has examined the retention of student nurses, little is known about the antecedents, experience and impact of work commitment in student nurses. The findings of such research have the potential to inform interventions and enhance support structures to improve retention in students training for the caring professions. This programme of research initially aimed to explore the experiences of students training for caring professions, with particular focus placed on nursing students, together with how these experiences relate to commitment. Lecturers and students participated in semi-structured interviews in study 1 and 2 respectively. Issues were identified relating to support, such as peer support and staff-student relationships during placement, as being important to understanding the development and maintenance of commitment in students. Quantitative work in study 3 demonstrated that affective commitment was positively related with wellbeing and help-seeking behaviours, and negatively with turnover intentions. Perceived support was positively related to satisfaction with experiences of training, affective commitment, and help-seeking behaviours. In a longitudinal study (study 4) affective commitment and work-related anxiety-contentment were found to decrease, and turnover intentions increase, between time 1 and time 2, before and after a work placement. Further, satisfaction with placement experiences appeared to causally influence affective commitment. However, study 4 provided only limited support to the findings of study 3, partly due to its limited sample. The findings of this programme of research suggest that placement experiences have important implications for the development and maintenance of student commitment to nursing. An intervention following placement could assist in re-establishing student commitment to nursing if required. It is argued more broadly that it would be of benefit for nursing educators to manage student commitment in order to enhance retention, wellbeing and satisfaction amongst students. These findings also have the potential to enhance insight into the nature and impact of commitment in students training for other caring professions.
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Ribeiro, Marlucy Maria da Silveira. "Atitudes e motivação : fatores intrinsecos da interação professor/aluno." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269444.
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Orientador: Linda Gentry El-DashDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Este trabalho é um estudo de caso, que analisa as atitudes e a motivação de um grupo de alunos brasileiros, aprendizes de inglês em situação formal de aprendizagem. Os dados foram obtidos por meio de questionários, observações e gravações de aulas, além da realização de um estudo Q, combinando, portanto, métodos qualitativos e quantitativos. Os participantes da pesquisa são alunos universitários de um curso de inglês geral em uma universidade pública do estado de São Paulo. Nosso objetivo principal foi analisar a motivação e as atitudes dos alunos em relação a aspectos da aprendizagem da língua, ao povo americano, à língua inglesa e à cultura americana, em busca de possíveis efeitos destes fatores no desempenho dos alunos no curso. As notas do curso foram utilizadas como medida de desempenho. A metodologia Q nos ajudou a compreender como esses alunos viam os americanos, garantindo uma maior confiabilidade aos dados obtidos nos questionários. Os resultados apontaram para uma grande rejeição ao povo americano e à sua cultura, o que, entretanto, se mostrou irrelevante para afetar o desempenho dos alunos. Os fatores que se mostraram especialmente significativos para influenciar o desempenho desse grupo, contrariando nossas expectativas, foram as atitudes em relação à situação de aprendizagem da língua. A abordagem comunicativa da professora e sua atitude em sala de aula, favorecendo a interação entre os alunos e estabelecendo um ambiente descontraído de ensino, foram elementos decisivos para promover motivação e, consequentemente, um melhor desempenho no curso
Abstract: This thesis is a case study that analyzes the attitudes and motivation of a group of Brazilian students learning English in a formal setting. The data were collected on the basis of questionnaires, class observations, class recordings, and a Q-study, thus combining both qualitative and quantitative methods. The subjects are university students taking a general English course at a public university in the state of São Paulo. Our main goal was to analyze the motivation and attitudes of the students in relation to aspects of the language learning, the American people, the English language and the American culture, in order to identify the possible effects of these factors on student achievement in the course. Achievement was measured through the course grades The Q-study helped us understand better the perceptions of the students in relation to the American people, assuring greater reliability for the data obtained through the questionnaires. Results pointed to a high rejection of the American people and their culture, although this did not seem to be significant in affecting the performance of the students in the course. The most significant elements in influencing the performance of this group, in contrast to our expectations, were the attitudes toward the language learning situation. The communicative approach of the teacher and her attitude in the classroom, promoting interaction among students and establishing a pleasant learning environment, were crucial to the generation of motivation in the students, and consequently, to a better performance during the course
Mestrado
Lingua Estrangeira
Mestre em Linguística Aplicada
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Vargas, Gisele Marques. "Formação de professores e o desafio da inclusão de alunos com deficiência: caminhos trilhados por professoras dos anos iniciais." Universidade Federal de Pelotas, 2013. http://repositorio.ufpel.edu.br/handle/ri/1651.
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Previous issue date: 2013-03-30The inclusion of students with disabilities in the regular school is a right provided for in the Federal Constitution and led, in many cases, a reorganization of that institution. Because they are the teachers the main professionals working with these students, his training becomes part key to improving the quality of education, having as the principle that everyone can come to receive students with disabilities in their classrooms said regular. Based on the theoretical framework of Pletsch (2009), Carvalho (2009), Mantoan (2006), Machado (2009) and Mittler (2003), this dissertation seeks to identify as there is the formation of teachers who work with students included and the perception of these about inclusion. The methodological process was routed through open interviews with four (04) teachers from early years of a State School, located in Pelotas/RS. The results show that, in general, the teachers did not have No preparation for dealing with the inclusion during the initial training, and training was given, especially when they had contact with the classes with students included. The main alternative training were by means of Information Technologies, pedagogical meetings held in the school and the presence of a teacher specialist for existing support that allowed them to converse and remedy doubts. Another point highlighted was referring to what we call for continued training institutionalized and continued training non-institutionalized. The first character with more individual and informal and the second, more formalized by means of courses or specific programs. The teachers emphasized have been changes to deal with inclusion. Made reference to the humanization of them to seek to understand the needs and pace of each one of his students, for example. It was possible to conclude that the teachers they found viable alternatives for their formation and that these alternatives have helped to ensure that the work with the inclusion would be most qualified. However, although if they consider prepared to work with the inclusion, the interviewees emphasize that the training of teachers still requires improvement and greater attention of the public agencies of education.
A inclusão de alunos com deficiência na escola regular é um direito previsto pela Constituição Federal e provocou, em muitos casos, uma reorganização dessa instituição. Por serem os professores os principais profissionais a trabalhar com esses alunos, sua formação se torna peça chave para a melhoria da qualidade da educação, tendo como princípio que todos podem vir a receber alunos com deficiência em suas salas de aula ditas regulares. Tendo como base o referencial teórico de Pletsch (2009), Carvalho (2009), Mantoan (2006), Machado (2009) e Mittler (2003), a presente dissertação busca identificar como ocorre a formação de professores que trabalham com alunos incluídos e a percepção destes acerca da inclusão. O processo metodológico foi encaminhado por entrevistas abertas com quatro (04) professoras de Anos Iniciais de uma Escola Estadual, localizada em Pelotas/RS. Os resultados demonstram que, de modo geral, as professoras não tiveram nenhum preparo para lidar com a inclusão durante a formação inicial, e a formação se deu, principalmente, quando tiveram contato com as turmas com alunos incluídos. As principais alternativas de formação foram por meio das Tecnologias de Informação, Reuniões Pedagógicas realizadas na escola e a presença de uma professora especialista existente para apoio que permitia a elas conversar e sanar dúvidas. Outro ponto destacado foi referente ao que denominamos de formação continuada institucionalizada e formação continuada não-institucionalizada. A primeira com caráter mais individual e informal e a segunda, mais formalizada por meio de cursos ou programas específicos. Os professores salientaram ter havido mudanças ao lidarem com a inclusão. Fizeram referência à humanização delas ao buscar entender as necessidades e o ritmo de cada um de seus alunos, por exemplo. Foi possível concluir que as professoras encontraram alternativas viáveis para a sua formação e que essas alternativas auxiliaram para que o trabalho com a inclusão viesse a ser mais qualificado. No entanto, apesar de se considerarem preparadas para trabalhar com a inclusão, as entrevistadas enfatizam que a formação de professores ainda requer melhorias e maior atenção dos órgãos públicos de educação.
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Mortyakova, Julia Vladimirovna. "Existential Piano Teacher: The Application of Jean-Paul Sartre's Philosophy to Piano Instruction In a Higher Educational Setting." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/230.
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This essay uses existential ideas of Jean-Paul Sartre to provide a philosophy of college piano performance teaching which includes awareness of freedom, abandonment and responsibility as a prerequisite for student-teacher interaction. To set the stage for the interaction the study uses Sartre's philosophy, illustrated with concrete examples from the world of piano teaching and performing, to describe what it means to be human. The author applies Sartre's writings about literature to support the idea of an engaged performance, relating it to existential psychoanalysis, making the performer and audience member realize freedom through choice, while addressing ideas of abandonment and performance anxiety. Sartre's philosophy is used to identify the roles both teachers and students play in the college environment as people and as performers. The study with the help of existentialism, describes the interaction between the different elements: teacher, student, performer, and human being, and provides a better understanding of the complexity of the pupil/professor relationship in the college piano performance program.
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Hall, Justin A. "Empathy Levels in Health Professions Students." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1567593626920704.
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Penteado, Maria Emiliana Lima. "A dimensão subjetiva da docência: significações de professores e gestores sobre “ser professor”, produzidas em um processo de pesquisa e formação." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20566.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In this research, we had as a general aim the understanding of the subjective dimension of Teaching, considering the analysis of the meanings produced by teachers and managers about “being a teacher”, during a research and training process. In order to achieve this aim, we analyzed and interpreted the meanings produced by the participants, approximately 40 professionals, among teachers and managers, about teaching, produced during the meetings with researchers from the group known as GADS (Grupo Atividade Docente e Subjetividade). It enrolled two public school (one controlled by the state and other controlled by the city) which deals with basic education in the city of São Paulo. The theoretical framework had as a start up the Vigotski thought (2004, 2007, 2009) and his followers. We also appealed to contemporary authors who deepened and expanded the studies in the area of the Socio-Historical Psychology (AGUIAR, 2006; BOCK; GONÇALVES, 2009; AGUIAR; BOCK, 2016) and of the Historical-Critical Pedagogy (SAVIANI, 2003, 2004, 2006; LIBÂNEO, 1990; PIMENTA, 1994). In order to get the data, we used as methodological instrument “reflective sessions”, whose conduction has as reference the PCCol (Pesquisa Crítica de Colaboração) (MAGALHÃES, 2007, 2009, 2011, 2012). Further, in order to get information, we uses institutional documents, field impression reports, search group meeting registers and email texts sent by the researchers, along this research. To analyze and interpret the data, we used the Meaning Cores (Núcleos de Significação – NS) (AGUIAR; OZELLA, 2006, 2013; AGUIAR; SOARES; MACHADO, 2015). The interpretative and explanatory analysis of the meanings produced by the participants, with the help of the category Subjective Dimension, showed constitutive aspects of one Subjective Dimension of Teaching, specifically from the two studied school units, as: the school daily life, even alienating, cannot be understood as deterministic to the point of defining all educators as alienated; the horizontal relations, that is, among pairs, tend to be considered reliable, as opposed to verticalized ones, when there is one representative person of a superior “power”; the collective work has been revealed as a need to teaching, denying the tendency to the individualism, an attributed feature to teaching; the experiences of educators in their schooling process and academic background constitute the way of being a teacher and may be important for them to appropriate historical mediations. This thesis also contributes to give visibility to the critical process of the collective production of a purpose of Research and Training from GADS; to give evidences to the use of the Subjective Dimension category as a powerful resource for the analysis of the educational process and to identify, in the analytical process, the phenomenon known as Mediation Question (Questão Mediadora – QM). We defeat that the Subjective Dimension of Teaching of the participants, as a product derived from the action of these individuals in school and in education, also can be modified by them. We state that the educators, with the specific aid and in favorable objective conditions, can produce new meanings about teaching, expanding their vision of world and society, appropriating the constitutive mediations of the concrete reality, thus being able to advance to higher levels of human development
Nesta pesquisa, tivemos como objetivo geral compreender a Dimensão Subjetiva da Docência, a partir da análise das significações de professores e gestores sobre “ser professor”, em um processo de pesquisa e formação. Para isso, analisamos e interpretamos as significações dos participantes, aproximadamente 40 profissionais, entre professores e gestores, sobre a docência, produzidas em encontros com pesquisadores do Grupo Atividade Docente e Subjetividade (GADS), em duas escolas públicas de educação básica da cidade de São Paulo, sendo uma estadual e uma municipal. A fundamentação teórica teve como ponto de partida o pensamento de Vigotski (2004, 2007, 2009) e seus seguidores. Recorremos, também, a autores contemporâneos que aprofundaram e ampliaram os estudos na área da Psicologia Sócio-Histórica (AGUIAR, 2006; BOCK; GONÇALVES, 2009; AGUIAR; BOCK, 2016) e da Pedagogia Histórico-Crítica (SAVIANI, 2003, 2004, 2006; LIBÂNEO, 1990; PIMENTA, 1994). Para a produção dos dados, utilizamos como instrumento metodológico “sessões reflexivas”, cuja condução teve como referência a Pesquisa Crítica de Colaboração (PCCol) (MAGALHÃES, 2007, 2009, 2011, 2012). Usamos, ainda, para obter informações, documentos institucionais, relatórios de impressões do campo, registros de reuniões do grupo de pesquisa e textos de e-mails enviados pelos pesquisadores, no decorrer da pesquisa. Para a análise e a interpretação dos dados, servimo-nos do procedimento Núcleos de Significação (NS) (AGUIAR; OZELLA, 2006, 2013; AGUIAR; SOARES; MACHADO, 2015). As análises interpretativas e explicativas das significações produzidas pelos participantes, com auxílio da categoria Dimensão Subjetiva, indicaram aspectos constitutivos de uma Dimensão Subjetiva da Docência própria das duas unidades escolares, quais sejam: o cotidiano da escola, mesmo alienante, não pode ser entendido como determinista, a ponto de definir todos os educadores como alienados; as relações horizontais, isto é, entre pares, tendem a ser consideradas de confiança, ao contrário das verticalizadas, quando há uma pessoa representante de um “poder” superior; o trabalho coletivo revela-se como necessário à docência, negando a tendência ao individualismo, característica atribuída à atividade docente; as vivências dos educadores em seu processo de escolarização e formação acadêmica constituem o modo de ser docente e podem ser importantes para que eles se apropriem das mediações históricas. Esta tese também contribuiu para: dar visibilidade ao processo crítico de produção coletiva de uma proposta de Pesquisa e Formação do GADS; evidenciar a utilização da categoria Dimensão Subjetiva como potente recurso de análise do processo educacional; e identificar, no processo analítico, o fenômeno denominado Questão Mediadora (QM). Defendemos que a Dimensão Subjetiva da Docência dos participantes, sendo um produto decorrente da ação desses indivíduos na escola e na educação, também poderá ser modificada por eles. Afirmamos que os educadores, com auxílio específico e em condições objetivas favoráveis, poderão produzir novas significações acerca da docência, ampliando suas visões de mundo e sociedade, apropriando-se das mediações constitutivas da realidade concreta, podendo, assim, avançar para níveis mais elevados de desenvolvimento humano
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Chambers, A. Roland. "Academic Entitlement and the Decision-Making of Tenured Professors." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4914.
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Academic entitlement is a concern in higher education because of the potential societal and market driven influences on credible scholarship. Most of the research has focused on negative attitudes and behaviors attributed to students. The considerations of tenured professors who interact with academically entitled students and strategies for effective classroom management has not been fully explored. Constructivism provided the theoretical framework for the qualitative case study. Data were collected from open-ended, semistructured interviews with a purposeful sample of 10 tenured professors from a state college in the Southeastern United States to explore (a) the meanings participants attributed to academic entitlement, (b) how those meanings affected their decision-making, and (c) the ramifications of those decisions for classroom management. Data were analyzed through descriptive, InVivo, and patterns coding. Findings indicated that although academic entitlement is a consequence of cultural practices, professors can alter the perception of academically entitled students with an adherence to robust classroom policies and self-reflection to mitigate enablement of the behavior. Findings were used to create a professional development mentorship program for new full-time professors designed to promote self-reflective practices and individualized management considerations to cultivate classroom management skills and improve student learning and retention. New faculty without exposure to academic entitlement might face unanticipated challenges when managing classrooms. An awareness from the experiences of colleagues who instructed academically entitled students will benefit new educators by providing insights to promote stronger classroom management and result in culturally positive social changes.
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Sandock, Beverly. "Exploration of student disclosure of learning disabilities to university professors." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289953.
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The purpose of this study was to explore and describe the disclosure process for university students with learning disabilities. The study used qualitative and quantitative research methods to gather data and to measure the psychosocial development. A telephone survey, personal interviews, and The Student Developmental Task and Lifestyle Inventory (SDTLI) were used. The participants included 148 university students with learning disabilities who were enrolled in a learning disabilities fee-based support program at a Research I University. The study found that the psychosocial development of students with learning disabilities did not differ significantly from the norming sample on the SDTLI, nor were there any significant differences between cohort status or gender of students with learning disabilities. The majority of students disclosed their learning disabilities to their instructors in order to use accommodations. Students with learning disabilities considered classroom climate, instructor characteristics, and peers in their decision making about disclosure. The results have implications for faculty, staff, and administrators because successful students seem to reframe their learning disability challenges into positive outcomes. Even students who tended to doubt their successes used reframing. Personnel and faculty members who have contact with students with learning disabilities need to understand that the students are capable and have typical psychosocial development.
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Borralho, Soraia. "Sentimentos das crianças face aos professores." Master's thesis, Universidade de Évora, 2009. http://hdl.handle.net/10174/18693.
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Este trabalho centra-se na análise dos sentimentos das crianças emergentes da relação aluno-professor. A investigação empírica enquadra-se na teoria das representações sociais, tendo como principal objectivo identificar os sentimentos mais comuns das crianças, em particular em relação aos seus professores, numa população de 120 sujeitos de ambos os sexos, com idades compreendidas entre os 8-11 anos de idade, alunos do 1.o e 2.o ciclos do Ensino Básico. Os dados foram recolhidos por associação livre de palavras e tratados através de AFC 1 Verificámos existir proximidade das representações das raparigas com as das crianças mais novas, salientando fortes sentimentos positivos, mostrando-se bastante motivadas e valorizando as relações interpessoais. Em comparação, as crianças de 10-11 anos e os rapazes, relevaram sobretudo dimensões tisicas, cognitivas e emocionais, associadas ao mal-estar e aborrecimento. Os resultados contribuem para compreender o universo cognitivo, emocional e relacional das crianças, na sua vivência quotidiana. ABSTRACT; This work is focused on the analysis of children's feelings emerging from the relation student-teacher. This empirical research lies within the scope of the theory of social representations, and its main objective is to identify the most common feelings in children, particularly towards their teachers, in a population of 120 subjects of both sexes, between the ages of 8 and 11, and attending the 1st and 2nd stages of Basic Education. The data was gathered using free word association, and examined through FAC2. We verified that the girls' representations were closer to the representations of younger children, and gave relevance to strong positive feelings, revealing a great motivation and validation of personal relations. By comparison, children aged 1O and 11, as well as boys, mainly gave relevance to physical, cognitive, and emotional dimensions, associated to uneasiness and boredom. The results contribute to the understanding of the cognitive, emotional, and relational universe of children in their daily lives.
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Rocha, Micherlângela Barroso. "Estudo das interações sociais entre professores e alunos no ensino superior." Universidade Federal do Amazonas, 2011. http://tede.ufam.edu.br/handle/tede/3178.
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The status in which does occur the teaching-learning process must be analyzed both in pedagogical and psychological aspects in order to comprehend the causes associated to the implied difficulties in this process which must be considered when focusing researches and assessment of social interactions happening into classroom. The research also addresses the thematic of social interactions taking place in the higher education that is understood in this study as the interaction between teachers and students in the context of undergraduate classrooms in a course of pedagogy of a private university located in the municipality of Manaus, State of Amazonas, Brazil. As for decipher the genesis of the learning process in a formal setting it is necessary to interpret the interactive, communicative and metacommunicative processes occurring at different times and spaces where the subjects are found. It is intended then, to make an analysis in relation to the quality of social interactions drawn in the context of the higher education in Manaus. For such a task, the present study uses a focal group technique in order to achieve the proposed objectives. Based on Vygotsky socio-historical approach, this study examines how the interactive process act as mobilizers of the construction of knowledge based on convergent as well as divergent interactions, especially in talks related to the objectives and progress of educational activities. It is a unique problem, due to the scarcity of such studies, particularly in Brazil, where in general, educational research is focused on the elementary school which causes concern to some academics that in their majority have technician skills, lacking, consequently, great knowledge on the matter of the human interactions taking place inside classroom.
As circunstâncias em que se dá o processo ensino-aprendizagem devem ser analisadas, tanto em seu aspecto pedagógico, quanto psicológico, a fim de que se possam compreender as causas concernentes às dificuldades que estão implícitas nesse processo e que devem ser consideradas quando se trata de pesquisar ou avaliar as interações sociais que acontecem em sala de aula. A pesquisa aborda a temática das interações sociais que acontecem, também, no Ensino Superior, entendido, neste estudo, como a interação que ocorre entre docentes e discentes no contexto de salas de aulas do curso de graduação em Pedagogia de uma determinada universidade privada localizada no município de Manaus/AM. Para decifrar a gênese dos processos de aprendizagem em um ambiente formal é necessário decifrar os processos interativos, comunicativos e metacomunicativos, que ocorrem nos diferentes momentos e espaços em que os sujeitos se encontram. Pretende-se, portanto, fazer uma análise acerca da qualidade das interações sociais envolvidas no contexto da sala de aula do ensino universitário em Manaus. Para tal tarefa, o presente estudo utiliza a técnica do grupo focal a fim de atingir os objetivos propostos. Com base na abordagem sócio-histórica de Vygotsky, o estudo analisa como os processos interativos atuam enquanto mobilizadores da construção do conhecimento ao longo de convergências e divergências nas interações, especialmente nas negociações quanto aos objetivos e desenvolvimento de atividades pedagógicas. Considera-se um problema original, tendo em vista a escassez de estudos dessa natureza, sobretudo no Brasil, onde, em geral, as pesquisas educacionais são voltadas para as séries iniciais, o que causa certa inquietação por parte dos professores universitários, que, em sua maioria, têm formações tecnicistas, faltando-lhes, portanto, maior compreensão a respeito das interações humanas que ocorrem em sala de aula.
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Mello, Graziele Perpétua Fernandes. "Concepção de professores de sala regular sobre ensino para alunos com deficiência /." Marília, 2019. http://hdl.handle.net/11449/181602.
Full textAbstract:
Orientador: Eduardo José ManziniBanca: Manoel Osmar Seabra Júnior
Banca: Rita de Cássia Tibério Araújo
Resumo: Esta pesquisa tem como objetivo analisar as concepções subjacentes de professores de ensino regular sobre os caminhos escolhidos para o ensino de alunos com deficiência. Participaram da pesquisa cinco professores da Rede Municipal de Ensino, de uma cidade do interior paulista, alocados em uma escola que possui sala de recursos. Como critério de inclusão, os professores deviam ministrar aulas em salas com alunos com laudo e caracterizados no sistema de alunos como deficientes, que recebem atendimento pedagógico especializado na Sala de Recursos Multifuncional. Para a coleta de dados foi utilizada a entrevista semiestruturada e o caderno de conteúdo para melhor organização dos dados e coletas nas próximas sessões. O caderno de conteúdo é composto por toda a entrevista transcrita, com o conteúdo organizado em colunas, de forma que na primeira coluna estejam as informações mais relevantes para a pesquisa, e nas próximas colunas, a ordem de relevância vá decrescendo. A análise de conteúdo foi o referencial teórico para tratamentos dos dados. Prosseguimos com a leitura prévia de uma entrevista, para nos apropriarmos das primeiras informações. A partir desse ponto, fizemos uma leitura pormenorizada de cada resposta, e havendo concordância entre a pesquisadora e outros dois juízes de que identificaram uma concepção, a nomearam e continuaram a leitura do próximo trecho. Ao término da leitura, identificamos 20 categorias nas falas dos professores: 1) Concepção de Atenuar a deficiência;... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This research aims to analyze the underlying conceptions of regular teaching teachers about the paths chosen for the teaching of students with disabilities. Five teachers from the Municipal Teaching Network of a city in the interior of São Paulo participated in the study, allocated to a school that has a resource room. As an inclusion criterion, teachers should teach classes in classrooms with students with a report and characterized in the system of students as disabled, who receive specialized pedagogical attention in the Multifunctional Resource Room. For the data collection, the semi-structured interview and the content book were used to better organize the data and collections in the next sessions. The content book is composed of the whole transcribed interview, with the content organized in columns, so that in the first column are the most relevant information for the research, and in the next columns, the relevance order decreases. Content analysis was the theoretical reference for data processing. We continue with the previous reading of an interview, to take the first information. From that point on, we made a detailed reading of each answer, and there being agreement between the researcher and two other judges that they identified a conception, they named it and continued the reading of the next section. At the end of the reading, we identified 20 categories in the teachers' statements: 1) Conception of Attenuate the deficiency; 2) Conception of Disability; 3) Singl... (Complete abstract click electronic access below)
Mestre
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Zelikman, Jessica L. "Self-compassion training for graduate students in the helping professions." Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739826.
Full textAbstract:
This study explored the benefits of providing 8 weeks of self-compassion training to graduate students working in helping professions. The single-participant multiple baseline across individuals design included two measures, the Self-Compassion Scale (SCS) and the Perceived Stress Scale (PSS). Sixteen volunteer graduate students were asked to fill out online measures 2 weeks prior to the intervention, weekly throughout the 8-week trainings, and again at 1 week and 1 month after the conclusion of the intervention. Participants were also asked to complete a one-time background questionnaire to extract personal demographic and current stress-related information utilizing the Holmes and Rae scale. The results suggested a functional relationship between the teaching of self-compassion and the decrease in perceived stress of the participants. These effects continued to show marked decreases, especially in the last half of SCI training, and remained below baseline levels during follow-up. Self-Compassion Scale scores improved after the initial training. The results of this study suggest that participants who are taught self-compassion can experience decreased stress and increased well-being. Training in self-compassion shows promise as a technique for helping graduate students who are experiencing high levels of stress.
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Angelotti, Andréa Paula. "Inclusão nas escolas municipais de São Paulo: um olhar dos professores." Universidade de São Paulo, 2004. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04042014-143726/.
Full textAbstract:
Este estudo trata-se de uma pesquisa-empírica, buscando verificar o olhar dos professores da rede municipal de ensino de São Paulo a respeito do movimento de inclusão escolar. Entendendo que o olhar refere-se a concepções e idéias que norteiam o processo, foram definidos os termos mais utilizados pela área educacional concernentes à inclusão e, a partir daí, verificou-se qual a compreensão dos professores acerca desses termos. Para a análise de tais termos, foram utilizadas as definições formuladas por Mazzotta. Outro aspecto observado na presente pesquisa foi o posicionamento dos professores em relação aos auxílios e encaminhamentos prestados aos alunos com necessidades educacionais especiais, tomando como base o tipo de formação e experiência desses professores. Tal observação partiu da premissa de que o conhecimento e domínio conceitual podem auxilia-los no entendimento e na avaliação das necessidades dos alunos. O trabalho demonstra a necessidade de ampliação da formação dos professores, para uma melhor compreensão dos termos, conceitos e propostas pedagógicas. Entretanto, nota-se que apenas a formação teórica não é suficiente para impulsionar mudanças na postura profissional. A formação deve possibilitar e impulsionar uma maior interação teoria/prática pedagógica, a partir da qual os professores poderão buscar novas soluções para problemas enfrentados no cotidiano da sala de aula. Além da formação ampliada, é necessário que os profissionais da educação tenham apoio, em termos de recursos materiais e humanos, para desenvolverem um trabalho satisfatório nas escolas, de modo a promover uma educação realmente inclusiva. De acordo com o estudo, os professores estão desestimulados e descrentes da proposta inclusiva, porque na maioria das vezes não têm apoio material e nem pedagógico para desenvolver tal proposta. Por outro lado, verificou-se que há disposição entre os professores para incluir os alunos com NEE nas classes comuns, acatando a diversidade. Optou-se, ainda, por realizar uma breve análise da legislação a respeito da educação especial e conhecer em que medida ela contempla os princípios da escola inclusiva. A expressão educação especial foi utilizada por ainda ser esse o termo empregado para indicar o campo privilegiado para as discussões em torno da integração e inclusão escolar. Como instrumento de coleta de dados, foi formulado um questionário a fim de obter as opiniões dos professores acerca da proposta inclusiva. O questionário também subsidiou o entendimento das atitudes dos professores em relação ao aluno com necessidades educacionais especiais, incluídos na sala regular.The present work deals with empiric research in search of the view of teachers that work for the municipal school-system in São Paulo, concerning the movement of educational inclusion. Perceiving such view refers to conceptions and ideas that guide the process. The most widely used terms employed by the educational area regarding inclusion were defined, and starting from that definition, the teachers understanding concerning such terms were verified. Another aspect observed in this work was the teachers standpoint in relation to the assistance and consideration given to students with special educational needs, using the teachers formation and experience as basis. Such observation started with the premise that conceptual knowledge and command can help towards understanding and assessing the students needs. The present work demonstrates the need to widen the teachers formation so as to include better comprehension of pedagogical terms, concepts and proposals. However, it can be perceived that theoretical formation is not enough to bring forth changes in the professional stance. Such formation should enable and stimulate a greater pedagogical theoretical/practical interaction from which the teachers can pursue new solutions to problems encountered in the daily functions of the classroom. Besides expanding formation, it is necessary for professional educators to receive support concerning material and personal resources to develop satisfactory work at the schools, thus promoting real inclusive education. In accordance with the present study, the teachers are unstimulated and unbelieving concerning the inclusive proposal because for the most part they do not have material support or pedagogical support in order to develop such a proposal. On the other hand, it was seen that teachers are predisposed to include special needs students into general classes, hence complying with diversity. Furthermore, a brief analysis of the legislation concerning special education was done in order to understand what dimension it considers regarding the principles of inclusive education. The expression special education was employed because it still is the commonly used term that indicates the preferential field for discussions on educational integration and inclusion. A Questionnaire form was used to collect data in order to gather opinions of the teachers regarding the inclusion proposal. The questionnaire also aided to understand the teachers attitudes in relation to students with special educational needs that are included in regular classrooms.
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Baldino, Angela Rocha de Oliveira. "Vigiar sem punir? o medo na relação professor-aluno." Universidade do Estado do Rio de Janeiro, 2009. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6252.
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Essa dissertação trata do medo na relação entre alunos e professores.O medo enquanto emoção humana determina alterações biofísicas que são responsáveis pela manutenção da vida. No entanto, em nível elevado, o medo pode se tornar paralisante ou causador de patologias psíquicas. Mobilizador ou paralisante, o medo pode ser causado por situações reais ou imaginárias. O mesmo medo pode ser causa de angústia para uns e não para outros. Existem aqueles que são só de uns e outros que são de todos. Ao longo da História o medo foi utilizado como forma de disciplinarização de indivíduos e até de populações inteiras. Também foi utilizado na Escola, como forma de controle e exercício do poder do adulto sobre a criança e o jovem. Punições, humilhações, palmatórias, varas, joelhos no milho foram alguns dos instrumentos utilizados por longo tempo na intimidação do aluno. O Século XXI, que já vem sendo conhecido como o Século do Medo, vem trazendo as mudanças nos comportamentos, o aumento da violência do mundo e as mudanças na escola. O professor outrora amedrontador, detentor do poder legitimado socialmente, vem se tornando um amedrontado tanto no exercício profissional quanto cidadão da grande cidade. Analisaremos nesse trabalho o quanto do professor amedrontador e do aluno amedrontado convivem hoje como o professor amedrontado e o aluno amedrontadorThis dissertation is about the fears in relation between students and teachers. The fear while human being emotion determines biophysics alterations that are responsible for the maintenance of life. However, in higher level, fear can be paralyse or be the cause of psychic pathologies. Mobilizing or paralising, fear can be caused by real or imaginary situations. The same fear can be cause of agary for ones and but not stop others . There are that are private and others that ar of all. Throughout the History fear was used as form of disciplinarization of individuals and even of entire populations. It was also used in the Schools, as form of control and exercise the power of adult upon the children and the youngers. Punishments, humiliations, ferules, poles, knees in the maize had been some of the instruments used for long time to intimidate the students. The XXI Century, is being known as the Century of Fear, bringing the changes in the behaviors and increasing of violence in the world and the changes in the schools. The threatening teacher, who was seen as the holder of legitimated and socially power in the beginning, is being frightened as a citizen and as in the professional practice in big cities. We will analyze in this work how the threatening teacher and the frightened students deal with their differences nowadays
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Gomes, Patrícia Bartolomeu. "A indisciplina em contexto escolar: perceções e representações de professores." Master's thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/27981.
Full textAbstract:
A Indisciplina em contexto escolar: perceções e representações de professores
Com este trabalho propomos analisar e refletir sobre a perceção que os professores têm perante
a gravidade de determinados comportamentos dos alunos em espaço escolar considerando-os
atos de Indisciplina com maior ou menor gravidade e se características pessoais e especificas de
cada professor como, o género, a idade e a situação profissional, são fatores que condicionantes
da perceção da gravidade em comportamentos/atitudes como (in)disciplinados.
A abordagem teórica assentou numa revisão de literatura para contextualizar o tema segundo
aplicação de inquéritos por questionários a professores de 2º e 3ºciclos num Agrupamento de
Escolas no concelho de Palmela.
Com a interpretação dos dados podemos concluir que a perceção dos professores face à temática
está relacionada com a idade e género do professor sendo ainda possível supor que a temática
pode ser motivo inviabilizador do sucesso escolar dos alunos; ABSTRAT:
Indiscipline in school context: teachers’ perceptions and representations.
With this work we propose to analyze and reflect on the perception that teachers have regarding
the severity of certain behaviors of students in the school space, considering them acts of
indiscipline with greater or lesser severity and whether personal and specific characteristics of
each teacher, such as gender, age and professional situation are factors that condition the
perception of gravity in behaviors / attitudes as (un) disciplined.
The theoretical approach was based on a literature review to contextualize the theme according
to the application of questionnaires to teachers of 2nd and 3rd cycles in a School Group in the
municipality of Palmela.
With the interpretation of the data we can conclude that the perception of teachers regarding the
theme is related to the age and gender of the teacher and it is still possible to assume that the
theme may be an unviable reason for students' school success.
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Braga, Maria Cecilia Bérgamo [UNESP]. "A interação professor-aluno em classe inclusiva: um estudo exploratório com criança autista." Universidade Estadual Paulista (UNESP), 2002. http://hdl.handle.net/11449/90362.
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braga_mcb_me_mar.pdf: 290301 bytes, checksum: 5773bc3b4224718d7d7178ee5d7e776f (MD5)O direito de acesso à escola, legitimado pela atual Política Nacional de Educação a todas as crianças, encontra resistências quando se refere a indivíduos com necessidades educacionais especiais. Este trabalho caracteriza a interação de uma única díade, professor - aluno portador de condutas típicas (autista de alto-funcionamento), em ambiente regular inclusivo, visando a contribuir com informações sobre o manejo com a diversidade em sala de aula. O estudo concluiu que o sujeito focal apresentou características facilitadoras de interação, levando a professora a dirigir-lhe preferencialmente contatos orientados para a tarefa, além de realizar adaptações curriculares às suas necessidades específicas, assistematicamente. O aluno autista estabeleceu uma dinâmica relacional pautada pela busca de atenção exclusiva da professora, alternando para tanto, artifícios adequados ou não ao momento em que ocorriam. Ambos professora e aluno mostraram-se suscetíveis a alterações de humor segundo acontecimentos familiares e escolares. No entanto, o sujeito autista mostrou-se mais agitado quando as atividades não lhe estavam adaptadas e ainda quando da falta de atenção da professora sobre suas solicitações. Ocorreram, portanto, situações interativas que adquiriram funções educacionais além de terapêuticas, para o sujeito em estudo.
The right of access to school, legitimized by the present National Politics of Education to all kids, finds resistance when it comes to individuals with special educational needs. This paper characterizes the interaction of one only couple, teacher - high functioning autistic child, in a regular inclusive atmosphere, trying to contribute with information about the handling with the diversity in the classroom. The study concluded that the subject presented characteristics that made the interaction easy, leading the teacher to give him oriented contacts to the task, besides realizing curriculum adaptations to his specific needs. The autistic student established a relational dynamic based on the search for the exclusive attention from the teacher, alternating for that adequate with non-adequate means to the moment in which they occurred. Both teacher and student were sensitive to changes in mood according to school and family happenings. However, the subject was more agitated when the activities weren't adapted and when there was lack of attention from the teacher in relation to what he wanted. The atmosphere presented positive aspects to a possible development of the subject's social and academic abilities: high level of responses to his approaches, similarities in the teacher's standard of responses to the autistic child and the other non-autistic students, as well as high level of participation of the subject in complementary contacts. Therefore, there were interactive situations that got educational and therapeutic functions to the subject being focused.