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Engerer, Pamela J. "Teacher Actions Secondary Science Students Reckon as Teacher-to-Student Classroom Respect." University of Akron / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=akron1477679722661839.
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Nordquist, Tomas. "Auktoritet och respekt i klassrummet : En kvalitativ undersökning om några lärares syn på ledarskap och relationer i klassrummet." Thesis, Karlstads universitet, Musikhögskolan Ingesund, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-8731.
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Syftet med undersökningen är studera vad som präglar auktoriteten i den svenska skolan, undersöka värdet av goda relationer i klassrummet samt studera hur konflikthantering påverkas av gruppsituationen som råder i klassrummet. Mina frågeställningar handlar om vilken betydelse ledarskap, respekt och auktoritet får i relationen mellan lärare och elever, vad som avgör om en lärare respekteras av elever och vad det beror på att en lärare får eller inte får auktoritet i en grupp. I studien undersöks också hur det är möjligt att på olika sätt hantera konfliktsituationer. För att undersöka detta har jag gjort strukturerade intervjuer med sex olika lärare inom gymnasiet och högstadiet, med olika bakgrund, erfarenhet och ämnesområden. Resultatet har jag sedan jämfört med olika teorier om ledarskap, grupprocesser och konflikthantering. Min undersökning visar att auktoritet måste förtjänas genom bland annat social kompetens och goda relationer. I studien framgår att de viktigaste yttre faktorerna för att lyckas är gruppstorleken och tiden. När det gäller konflikthantering, kan slutsatsen dras att det är viktigt att gå varsamt fram i ett inledande skede, och att fokus i början måste ligga på att skapa en positiv känsla och få med sig gruppen. Vid fostrande av elever och korrigerande av avvikande och respektlösa beteenden, visar undersökningen att det är önskvärt och betydligt effektivare att ta en konflikt utanför klassrummet, i ett enskilt samtal med en elev.The aim of this study is to discern what characterizes authority in the modern Swedish school, to explore the value of good relations in the classroom, and also to examine how the management of conflicts is affected by the group situation which occurs in the classroom. The questions at issue are to which degree leadership, respect and authority affect and determine the relation between teacher and students, in what manner a teacher receives respect from his students, and why a teacher may or may not gain authority in a classroom. I am also curious as to how to handle certain common conflict situations in the best way. In order to examine these questions, I have interviewed six teachers of varying age and professional experience, who all teach in high schools. The result of the interviews has then been compared with the current theories about leadership, group processes and conflict management. My study shows that authority must be acquired through social skills and good relations. The most important factors, which are not dependent upon the teacher, are the size of the group and time. Regarding the management of conflicts, a conclusion may be made that it is important to be careful and gentle in the initial phase, and to create a positive feeling at the beginning in order to be accepted by the group. If misbehavior must be corrected and a conflict is emerging, the study shows that it is more efficient to deal with the student outside the classroom, speaking in private. In this way, the student is not affected by the rest of the group, and the conflict is less likely to escalate.
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Miller, Suzanne B. "The Revolving Door: How Leaders Push Teacher Turnover." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/eps_diss/68.
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THE REVOLVING DOOR: HOW LEADERS PUSH TEACHER TURNOVER
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Suzanne Kay Bryant Miller
In today’s age of accountability leaders of schools cannot afford to lose quality teachers. The No Child Left Behind Act of 2001 requiring schools to staff all classrooms with “highly qualified teachers” creates a major challenge. Today, more than ever, school systems need to retain their experienced and effective teachers.
While many reasons have been attributed to the revolving-door phenomenon known as teacher turnover, this research suggests that school leaders’ behaviors play a major role in the issue. This qualitative inquiry focused on the perceptions of veteran teachers who have migrated from one school to another, having indicated that their primary reason for migrating was because of their leader’s behavior. The following research questions guided the study:
• What were the perceptions of migrating teachers, regarding their previous leader’s behaviors, qualities and attributes, at his/her former school?
• How did these perceptions influence the teacher’s desire to migrate to another school?
• Was there anything that the leader could have done differently that would have made the migrating teacher stay?
Data was gathered through individual interviews, emails, and focus group discussions. The data was then analyzed qualitatively using an interpretivist theory (LeCompte & Schensul, 1999) to address the research questions, and a constant comparative method to determine patterns and themes (Merriam, 2009). Trustworthiness was established through attention to credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985).
The results of my study identified three main areas of leadership behaviors which teachers indicated directly influenced their decisions to migrate. These three areas were the leaders: (1) Lack of Knowledge of the Business of School-the leader’s lack of skills needed (a) to be supportive, (b) to make connections and build relationship, and (c) to transform school into an effective community; (2) Lack of Professionalism- the leader’s lack of (a) respect, (b) trust, and (c) consistent behavior; and (3) Lack of Personal Morals. While other studies on teacher turnover showed a link between leadership and teacher turnover (Barnett & Berry, 2002; Eggen, 2002; Gonzalez et al., 2008; Hirsch & Emerick, 2007; Thornton et al., 2007), my study revealed specific leadership behaviors that pushed teachers to migrate.
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Moustakim, Mohamed. "Power and resistance in the classroom : teachers' and pupils' narratives on disaffection." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/117485.
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This study sought to analyse critically the discourse of pupils’ disaffection captured in the views of a teacher, a Learning Mentor and a group of six pupils from key stage 4 at a secondary school in south London. The analysis examined how some pupils acquired the label ‘disaffected’ and considered the extent to which dominant curriculum ideologies and power relations between teachers and pupils contributed to pupils’ disconnection from learning. Additionally, the study examined the effectiveness of the Alternative Education project organised by the school in a bid to engage disaffected pupils in learning. The corpus of data was generated through a combination of semi-structured one to one interviews and a focus group interview. Drawing on Fairclough’s (1989, 2001, 2003) approach to Critical Discourse Analysis (CDA), excerpts from the data were chosen on the basis of their salience to the key themes of the study to describe, interpret and explain the opaque and contradictory discourse of disaffection. The teachers’ narratives largely located explanations for pupils’ disconnection from learning in pupils’ cognitive, emotional and behavioural pathologies or the influence of a moral underclass culture in their communities. The pupils’ counter-narratives suggested that their disengagement was a rational response to a perception of de-motivating curricula and disrespectful teachers, resulting in a counter school culture, where resistance accorded status among peers and compliance with teachers’ demands for conformity earned the derisory label ‘Neek’. The teacher’s narrative also revealed that curriculum overload and the preoccupation with attainment targets posed significant challenges in his attempts to engage disaffected learners. However, the success of the Alternative Education Programme highlighted the importance of flexibility and positive educator-pupil relationships in capturing and sustaining the interest of learners. It is argued that an adequate analysis of the determinants of disaffection ought to consider the impact of instrumentality in education on relationships in the situational, institutional and societal contexts of schooling. Furthermore, the significance of class, ethnicity and gender on the academic under-achievement of black working class boys, can not be overstated.
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Lemani, Chifundo N. "Effectiveness of Trek-21 model of professional development on changes in teacher practices with respect to instructional technology integration." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3631.
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Thesis (Ed. D.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains xiii, 154 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 121-131).
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Ganchorre, Athena Roldan. "Recognition and Respect for Difference: Science and Math Pre-service Teachers' Attributes that Underlie a Commitment to Teach in Under-resourced Schools." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202743.
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This work revealed what is at the core of a particular group of prospective teachers that underlie their commitment to teach in under-resourced schools and districts. Prospective teachers committed to teaching in under-resourced schools have qualities or attributes of recognition and respect for students and families who come from low-income and culturally different backgrounds and experiences. These prospective teachers were able to recognize complex interactions that students and their families face at the individual, social and institutional level. They also sought ways to address their students' learning needs by drawing from students' experiences to make meaningful connections between home and school. To identify students' and families' lived experiences, cultural practices, and language as resources to draw from, are acts of recognition and respect towards students and their families who are, for many prospective teachers, different from themselves. Recognition and respect for difference are essential attributes that underlie a socially just and humanistic pedagogy which can positively impact the learning outcomes for students who are historically poorly served by our public schools. This work highlights a different view that prospective teachers from majority White European backgrounds have about social others. It also provides a new framework using social otherness as a lens to reveal prospective teachers' understandings and knowledge about students and families from low-income backgrounds.
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Liedmann, Céline. "How to teach modeling in mathematics classrooms? The implementation of modeling tasks. Comparing learning arrangements and teacher methods with respect to student’s activities." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80522.
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There is a wide consensus that including mathematical modeling into the curricula is an important aim. A lot of attention has been spent on the realistic problems whereas their embedding in a classroom situation is less investigated so far, although the methodical
arrangements are of major importance for initiating students’ activities. In this paper, the implementation of the modeling task “swimming pool” in mathematics education in two lessons is compared concerning learning arrangement and teaching methods in depth with respect to the students’ activities. Two videos about this implementation will be shown and discussed in this workshop. They are supposed to demonstrate in which different ways teachers engage in modeling. The aim is to show teachers, especially those without
experience in teaching modeling, how modeling tasks can be implemented.
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Ellison, Bruce. "Te reo o te ākonga me ngā whakapono o te kaiako : Student voice and teachers’ beliefs." Thesis, University of Canterbury. Education (leadership), 2015. http://hdl.handle.net/10092/10496.
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The beliefs that teachers have about teaching and learning have an influence on the practices that teachers implement. This is particularly relevant, although not exclusively, to teaching practices that meet the needs of Māori students in our bicultural learning environments of New Zealand. There is a growing amount of research to support the use of student voice data, the benefits of which can be seen at a school level, at the classroom teacher level as well as for the individual students themselves.
This research project focused on exploring the impact of students sharing their thoughts and opinions about their learning, (i.e.: student voice data) on influencing teachers’ beliefs about teaching and learning. In doing so it explores effective facilitation of this process in a bicultural learning environment. In particular it investigates the potential of a combination of specific tools, notably student focus groups and coaching conversations with teachers to influence teachers’ beliefs.
This study took place in two low decile schools in Christchurch. It involved focus groups of Māori and non-Māori primary-aged students, alongside teacher reflective interviews being conducted on repeated visits. Its findings identified approaches for accessing authentic student voice in a bicultural learning environment. The thoughts and opinions shared by Māori students highlighted a focus on their own learning as well as celebrating their culture. Teachers reacted to student voice by making connections to their classroom programmes, and by accepting or dismissing more provocative statements. These reactions by teachers helped emphasize the most helpful methods for reflecting on this data. Their reflections, used alongside a specially designed ‘Teacher Belief Gathering Tool’, ascertained that teachers’ beliefs were both reaffirmed and changed through guided reflection and coaching conversations on student voice data. Teachers’ knowledge of effective teaching and learning, their motivation for changing their teaching practices, as well as witnessing success were all considerable factors in teachers changing their beliefs.
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Mampane, Sharon Thabo. "How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers." Thesis, University of Pretoria, 2008. http://hdl.handle.net/2263/28176.
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This study investigated the legislation (the Education Laws Amendment Act, Act 24 of 2005) dealing with teacher selection and appointment. It focused specifically on the principles equity, redress and representivity changes in legislation. Not only do these principles encourage the equal advancement of everybody’s interests but they also serve as a means of establishing an appropriate balance between conflicting interests. The primary purpose of the study was to determine whether or not the racial group to which the school governing body members belong had an effect on the way in which they interpreted and implemented legislation, and if so, to what these could be ascribed. Five schools’ governing bodies in the Tshwane South District of the Gauteng Province were interviewed using semi structured, open-ended interviews to investigate the extent to which their staff composition has changed as a result of the new legislation. A qualitative research paradigm allowed me to adopt a constructivist/interpretivist approach to data collection and analysis. Indications from data were that the understanding and interpretation of SGBs across racial divides are influenced by their different cultural and linguistic preferences, their different political and educational histories and the contexts in which they work. These differences indicated that deeply entrenched racial stereotypes and strong attachments to a specific school culture, language or ethnic traditions could be influencing the final decision on short listing taken by the SGBs represented in my study. Suggestions are that legislation implementation should be addressed at all stages; that is, reviewing performance, considering reasons for governance difficulty or failure, designing alternative interventions, and interpreting evaluation results as an intervention practice for legislation success. Based on my research findings I would therefore suggest that the key reason for the lack of transformation in the staff composition of public schools is the short period of time that has elapsed since the promulgation of the Education Laws Amendment Act of 2005. Given that transformation is a social process and that stereotypes are key obstacles to transformation, I believe that, as far as the schools in my sample are concerned, their staff compositions will eventually change.Thesis (PhD)--University of Pretoria, 2009.
Education Management and Policy Studies
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McDowall, Sophie. "An investigation into which forms of early teacher learning are most effective with respect to retention, motivation, commitment and job satisfaction for new entrants to the school teaching profession." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/4860/.
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This research project explores which forms of early teacher learning (ETL) are most effective to secure the retention, motivation, commitment and job satisfaction of new entrants to the teaching profession in the United Kingdom (UK). It was inspired by concern over the high drop-out rate of teachers new to the profession expressed by Michael Gove (UK Secretary of State for Education) in The White Paper “The Importance of Teaching” (2010). A survey methodology was used and the method was that of semi-structured interviews with twenty teachers from three secondary schools in the West Midlands of England. It was found that ETL was effective when interactive, shared, school based, well mentored and related to teaching in the classroom. It was also found that effective ETL took place when teachers were learning through their engagement in projects, responsibility roles and extra-curricular activities. It was further found that this was so because such activities developed professional identity; self-efficacy; a psychological contract with the school and mastery of the craft of teaching. Links to the processes of acculturation, assimilation and actualisation were indicated. The significance of this research project is that it points to strategies which can help retain new entrants in the profession.
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Call, Jonathan J. "Student Teachers' Interactive Decisions with Respect to Student Mathematics Thinking." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3295.
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Teaching mathematics is a difficult and complicated task. For student teachers, who are extremely new to the mathematics classroom, this difficulty is magnified. One of the biggest challenges for student teachers is learning how to effectively use the student thinking that emerges during mathematics lessons. I report the results of a case study of two mathematics education student teachers. I focus on how they make decisions while teaching in order to use their students' mathematical thinking. I also present analysis of the student teachers' discourse patterns, the reasons they gave to justify these patterns, and how their reasons affected how they used their students' thinking. I found that generally the student teachers used student thinking in ineffective ways. However, the reasons the student teachers gave for using student thinking always showed the best of intentions. Though given with the best of intentions, most of the reasons for using student thinking given by the student teachers were correlated with the student teachers ineffectively using their student's thinking. However, some of the reasons given by the STs for using student thinking seemed to help the student teachers more effectively use their students' thinking. I conclude with implications for preparing future student teachers to better use student thinking.
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Vallance, Roger John. "Some personality characteristics of beginning teachers with respect to classroom performance." Thesis, University of Cambridge, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.624922.
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Aydemir, Murat. "The Investigation Of Teachers With Respect To Knowledge Level On Environmental Concepts." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608580/index.pdf.
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The aim of this study is to investigate the environmental knowledge level of teachers, who teach the elementary science and technology course, and to explore possible relationships between environmental knowledge level and their demographic attributes.
In this study, data was obtained by the instrument developed by the researcher to 183 teachers from 91 selected elementary schools throughout Çankaya and Yenimahalle districts of Ankara in spring 2005-2006 semester. The results of the study indicated that participant did not take adequate environmental education neither preservice nor inservice education. Teacher in the study used media (visual or printed) to reach environmental information. Majority of the teachers in the study had average knowledge about environmental concepts and only small number of teachers had adequate knowledge level about environmental concepts. The main predictor of teachers&rsquo
knowledge were teaching experience, class hours taught in a week and being a part of an environment project.
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Singh, Gursev. "Beliefs, Attitudes, and Practices of Principals with Respect to Hiring Diverse Teachers." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-104891.
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The purpose of this study is to explore the beliefs, attitudes, and practices of principals with regard to equity and inclusion specific to hiring teachers from diverse backgrounds. A qualitative design and narrative analysis guided this study. Twelve principals and vice-principals from six high schools in one school district in Ontario participated in the study by answering questions on a self-completion web questionnaire. The findings were analyzed using four categories with regard to hiring diverse teachers: 1) current understanding of diversity in the school community; 2) current practices for diversity hiring; 3) beliefs and attitudes for diversity hiring and existing barriers; 4) solutions and future learning opportunities. Data were analysed using thematic analysis. The overall themes that emerged from the data were: a) valuing the importance of diversity, equity, and inclusion; b) not valuing diversity and providing rationale for not considering diversity and equity. The findings revealed that principals were able to define diversity in their own words. However, principals did not always value diversity in teacher candidates in their hiring practices. The questions used by principals to interview teachers – based on those recommended by the school board’s interview questions – did not include questions that would elicit and support responses from teacher candidates with regard to teaching diverse students or that reveal the value of their own diversity. The findings revealed that there are various barriers due to biases, hiring attitudes and current practices. Finally, the findings revealed that some principals are resistant to additional learning and professional development activities, saying they see no barriers for diverse teacher candidates being hired. However, some principals are open to more training and learning opportunities and see professional development as a catalyst in bringing positive change with respect to hiring practices and valuing diversity. A discussion of the findings with reference to current literature is provided. In conclusion, questions and approaches for further studies are identified.
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Beyers, James E. R. "Development and evaluation of an instrument to measure prospective teachers' dispositions with respect to mathematics." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 104 p, 2008. http://proquest.umi.com/pqdweb?did=1601234521&sid=11&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Chen, Kuan-Yun. "University English teachers' ideologies in respect of English language policy in Taiwanese higher education." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/427681/.
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English is recently used as a lingua franca (ELF) in global communication, involving people from different socio-lingualcultural backgrounds. However, the fact of using ELF still has not been fully recognized in Taiwan, where English is mainly considered as a second, foreign, or international language. Many institutions in non-Anglophone countries nowadays have started to use English as a medium of instruction (EMI) and launched new language policies. In Taiwan, for example, the language policies in higher education are graduation benchmark and EMI. Besides, language teachers' attitudes and perceptions towards English also have great influence on students' attitudes. Researchers have explored the issue of EMI and language policies from various perspectives, but mainly from students' perspectives rather than from language teachers'. Given this gap, this research explores Taiwanese university English language teachers' perceptions of English, by considering the aforementioned language policies and teaching practices from their viewpoints. Thus, one of the aims in this research is to discover teachers' language ideologies guiding their own and students' perceptions of English, as well as their attitudes towards ELF. Using a qualitative method research design, this research employed two sets of data collection tool: semi-structured interview and focus group. The research was conducted with Taiwanese university English language teachers from different universities/colleges in three regions of Taiwan. To analyse qualitative data, a mixture of qualitative content analysis, discourse analysis, and positioning theory were applied. Participants' language ideologies were emerged from several factors, for example, the previous education experiences. The results show that overall, participants do not hold standard language ideology but still believe English as a native language (ENL) norm is necessary in language education. Most of participants also hold negative attitude towards the current language policies in Taiwan. Furthermore, many participants have limited knowledge of ELF but approve the theory and perspective. The research has ideological and practical implications for English language policy and practice in Taiwanese higher education. The results propose that education authorities and policymakers should reconsider the English role in Taiwan as well as in the world and revise the current English language policy in order to make them more in-line with the current sociolinguistic reality of English use.
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Minnaar, Lorinda Melanie. "The expectations of school governing bodies with respect to educator workloads an education labour law analysis /." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04272009-121642.
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Sobet, Luis Geremías. "Motivación, percepciones y expectativas respecto al ejercicio docente en condiciones adversas." Doctoral thesis, Universidad de Murcia, 2013. http://hdl.handle.net/10803/117257.
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La investigación trata sobre determinados factores contextuales que influyen en la motivación, percepciones y expectativas de futuros docentes que están siendo formados en una Institución de Formación de Maestros (Recinto Juan Vicente Mosco), situada en la provincia de S. Pedro de Macorís (República Dominicana). Tras analizar y describir determinadas condiciones contextuales e históricas, y realizar una revisión de literatura especializada, la investigación, con un estudio de campo en el que se han aplicado cuestionarios y entrevistas, ha recabado las perspectivas de los sujetos informantes sobre las variables objeto de estudio y sus relaciones. El tratamiento, análisis e interpretación de los datos ha permitido extraer conclusiones relevantes para la formación docente y la política social y educativa del país dominicano, proponiendo para ello una serie de recomendaciones empírica y teóricamente fundadas.The research has focused some of the historical and contextual conditions influencing prospective teachers motivation, perceptions and expectations related to the teaching profession in a institution for Teachers Education (Recinto Juan Vicente Mosco), placed at the province of the S. Pedro de Macorís (República Dominicana). After analyzing and describing some of the relevant historical and contextual conditions and undertaking a revision of the specialized literature, the inquiry, through a field study where questionnaires and interviews have been applied, has focused the prospective teacher perspectives about relevant variables and their relationship. Data analysis and interpretation allowed to get relevant conclusions for teacher education so as for the social and education policy in the country, proposing empirical and theoretical founded recommendations.
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Mackay, Mary Ann. "Attitudes of New Brunswick teachers concerning integrated students with respect to cognitive and behavioural areas." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0001/MQ46266.pdf.
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Carvalho, Maria Angelica Nastri de. "Representações sociais dos professores de geografia a respeito de sua formação inicial." Universidade Católica de Santos, 2016. http://biblioteca.unisantos.br:8181/handle/tede/2261.
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This study aims to cognize the social representations of geography teachers working in state public schools in the city of Santos, SP, regarding his initial education. It is a qualitative research as anounced by Bogdan and Biklen (1994), which is based on the Social Representation Theory / TRS (MOSCOVICI, 2012), and authors who are dedicated to study the initial teacher education, Geography teacher education, as Pontuschka, Paganelli and Cacete (2009), Cavalcanti (2012) and Callai (2013), dealing with the education of geography teachers; and Nóvoa (1995), Abdalla (2006, 2012 and 2013a, 2013b), Saviani (2011), García (2012), Tardif (2012), among others, to discuss the initial teacher education. The research was developed in three steps: first, exploratory interviews with three teachers were held; then a questionnaire was applied with open and closed questions to twenty-five (25) teachers; and in the third stage, deepening interviews were made with two (02) newly graduated teachers and two (02) Geography students. Based on the data, the results are anchored in two dimensions of analysis. The formative dimension to the category initial education and sense units: knowledge necessary for teaching, in which teachers recognize the importance of university education for the career; the internship as articulation between theory and practice, where teachers do not recognize the importance of the internship for their education; and, finally, sense of unity, the choice of Geography course, which, according to teachers, was made under the influence of other teachers. The professional dimension, with the ranking of the challenges of early career, in which teachers highlight some epistemological obstacles, such as inadequate education difficulting their work, inter-relational difficulties, highlighting by facing the school reality and, finally, recognize that become teachers by practicing in the classroom. Finally, the data indicate that education for change depends on a education policy that contributes to that complaint the "bureaucracy", both in University degree, as in the practices of schools, encouraging a more critical education, and developing internship, which are linked to the schools.
Este trabalho objetiva conhecer as representações sociais dos professores de Geografia, que atuam na rede pública estadual na cidade de Santos, SP, a respeito de sua formação inicial. Trata-se de uma pesquisa qualitativa como anunciam Bogdan e Biklen (1994), que se fundamenta na Teoria das Representações Sociais/TRS (MOSCOVICI, 2012), e em autores que se dedicam a estudar a formação inicial de professores e a formação de professores de Geografia, como: Pontuschka, Paganelli e Cacete (2009), Cavalcanti (2012) e Callai (2013), que tratam da formação de professores de Geografia; e Nóvoa (1995), Abdalla (2006; 2012 e 2013a, 2013b), Saviani (2011), García (2012), Tardif (2012), entre outros, para discutir a formação inicial de professores. A pesquisa se desenvolveu em três etapas: primeiro, foram realizadas entrevistas exploratórias com três professores; em seguida, foi aplicado um questionário com questões abertas e fechadas a vinte e cinco (25) professores; e, na terceira etapa, foram efetuadas entrevistas de aprofundamento com dois (02) professores recém-formados e dois (02) estudantes de Geografia. Com base nos dados, os resultados se ancoram em duas dimensões de análise. A dimensão formativa com a categoria formação inicial e as unidades de sentido: saberes necessários à docência, em que os professores reconhecem a importância da formação universitária para a carreira; o estágio como articulação entre teoria e prática, em que os professores não reconhecem a importância do estágio para sua formação; e, finalmente, a unidade de sentido, a opção pelo curso de Geografia, que, segundo os professores, foi feita por influência de outros professores. A dimensão profissional, com a categoria dos desafios do início de carreira, em que os professores destacam alguns obstáculos epistemológicos, como a formação inadequada dificultando o trabalho, dificuldades inter-relacionais, destacando o enfrentamento da realidade escolar e, finalmente, reconhecem que se tornaram professores dentro da sala de aula, na prática. Por fim, os dados indicam que uma formação para mudança depende de uma política de formação, que contribua para que se denuncie o ¿burocratismo¿, tanto na formação superior, quanto nas práticas das Escolas, incentivando-se uma formação mais crítica, e desenvolvendo-se estágios, que se articulem com as Escolas.
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Mampane, Sharon Thabo. "How school governing bodies understand and implement changes in legislation with respect to the selection and appointment of teachers." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09252009-002505.
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Shipley, Jordan. "Seeking a Respec(table) Environment: A Phenomenological Inquiry into Pre-Service Teachers’ Lived Experience of Anaphylaxis." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32164.
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This phenomenological inquiry delved into the lived experience of what it is like to have anaphylaxis, a severe and potentially fatal allergy, for those in the teacher education context. Hence, an understanding of the phenomenon of living with a severe allergy as well as the impact it has on the professional development of teachers emerged. Three pre-service teachers with first-hand experience of anaphylaxis participated in a series of in-depth interviews over the course of five months. Guided by the hermeneutic approach to phenomenological research outlined by Max van Manen as well as the philosophical writings of Bernd Jager on the social experiences of eating, several essential themes surfaced. The lived experience of anaphylaxis can thus be understood through two actions: ‘The Inhale’ which is associated with perceived barriers of anaphylaxis and ‘The Exhale’ which is a sense of relief one experiences when one is managing an anaphylactic allergy. The three most significant contexts where these actions notably hindered or empowered pre-service teachers were: ‘The Habi(table) Environment’, the concept of safe spaces for those with anaphylactic allergies, ‘The Confron(table) Environment’, represented by spaces beyond a safe environment where there is a need to confront the allergy, and ‘The Respec(table) Environment’ which is an inter-subjective space between those with allergies and those without who are able to negotiate their needs with one another, allowing for the creation of respectable community. These themes, comprised of two actions and three contexts, thus serve to offer a sense of what it is like to live with and manage anaphylaxis. They also sensitize educators toward developing thoughtful, pedagogical responses to the increasing rates of anaphylaxis in the classroom.
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Johnston, Weldon Byron, of Western Sydney Nepean University, and Faculty of Education. "The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels." THESIS_FE_XXX_Johnston_W.xml, 1998. http://handle.uws.edu.au:8081/1959.7/374.
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One of the multitude of factors that can influence the cardiovascular components of children's health related fitness is the classroom teacher's knowledge of attitudes toward and personal participation rate with repect to physical activity. This study explored the possibility of a relationship existing between these teacher variables and children's health-related fitness levels. Nineteen Year Five and Year Six teachers from four suburban Sydney primary schools completed a physical activity attitudinal survey designed to ascertain their background knowledge of minimum physical activity requirements, their involvement rates, both as partcipants and as leaders of physical activity and their attitudes toward physical activity. A physical activity questionnaire was completed by 509 students in classes taught by the nineteen teachers. Results of survey and questionnaire are given and the issue is explored in some depthMaster of Education (Hons)
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Mondaini, Rosimery Leão. "VISÃO DAS PROFESSORAS DA EDUCAÇÃO INFANTIL A RESPEITO DA INCLUSÃO ESCOLAR." Universidade Federal do Maranhão, 2011. http://tedebc.ufma.br:8080/jspui/handle/tede/218.
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Previous issue date: 2011-10-17This work comprises a study which main objective is to understand the vision(s) that 4 to 5 year-old children s teachers on kindergarten institutions in the municipal schools in São Luís, Maranhão, are building about school inclusion. It seeks to achieve other objectives: discuss the role of the educator in the subject constitution process; analyze the kindergarten teacher s role on the inclusion of children with special educational needs; identify the knowledge shown by teachers on child education about school inclusion; infer on the personal position of the kindergarten teacher s about school inclusion; think about the importance of extracting meanings off of the kindergarten teacher s speech about the process of children with special educational needs inclusion. The theoretical references that supported this research lie on the subjects of Education and Psychology. Contributions were taken from the works of Jean Piaget (1896-1980) and the knowledge of the socio-historical approach came from one of its representatives, Vygotsky (1896-1934), as well as other authors, reviewing some legal documents aimed at education. A psychoanalytic perspective was coupled with the theoretical references to clarify the research object. The field and qualitative research was developed in six schools on the Municipality of São Luís, Maranhão. The subjects were eight teachers of early childhood education who had at least one student with special educational needs (SEN) on their classes. Two types of interviews were designed and served as research tools to achieve the general and specific objectives. The technique of content analysis was used to organize, codify and interpret data. Collected and analyzed data plus inferences were taken from the teacher s answers. This study revealed, in the words of the teachers, an understanding of inclusive proposals. They are receptive to the inclusion in their classrooms. They talk about obstacles such as lack of material and human resources and poor structures on the schools. Driven by an unconscious desire, they also reported the efforts on working with students with SEN. The teachers reckon a law superior to their desires and seek support from official agencies. They talk about the need of serious public politics in order to fulfill this role they play, such as offer a better structure and provide material and human resources for an effective school inclusion.
Este trabalho consta de uma pesquisa cujo objetivo geral é compreender a(s) visão(ões) que as professoras de crianças de 04 a 05 anos de instituições de Educação Infantil da rede municipal de ensino de São Luís do Maranhão estão construindo a respeito da inclusão escolar. Procura atingir outros objetivos: discutir sobre a função do educador no processo de constituição do sujeito; analisar o papel do(a) professor(a) da Educação Infantil para a inclusão das crianças com necessidades educativas especiais; identificar o conhecimento evidenciado pelas professoras de Educação Infantil a respeito da inclusão escolar; inferir sobre a posição subjetiva das professoras da Educação Infantil a respeito da inclusão escolar; refletir sobre a importância de extrair significações dos discursos das professoras da Educação Infantil para o processo da inclusão das crianças com necessidades educacionais especiais. Os referenciais teóricos que subsidiaram esta pesquisa situam-se nos campos da educação e da psicologia. Foram tomados por empréstimos as contribuições de Jean Piaget (1896-1980) e os conhecimentos da abordagem sócio-histórica, que tem como um de seus representantes Vygotsky (1896-1934). Além de agregar outros autores foram revisitados alguns documentos legais voltados para a Educação. A perspectiva psicanalítica foi aliada aos referenciais teóricos para esclarecer o objeto da pesquisa. A pesquisa de Campo e de cunho qualitativo foi desenvolvida em seis escolas da rede municipal de São Luís do Maranhão. Os sujeitos são oito professoras da Educação Infantil que têm em suas classes pelo menos um aluno com necessidades educativas especiais (NEE). Dois tipos de questionários foram confeccionados e serviram como instrumento de pesquisa para atingir aos objetivos geral e específicos. A técnica de Análise de Conteúdo foi utilizada para a organização, codificação e interpretação dos dados. Os dados colhidos, analisados e as inferências começaram a ser feitas a partir das respostas das professoras. Este estudo revelou, nas falas das professoras a compreensão das propostas inclusivas. Estão receptivas a fazer inclusão em suas salas de aula. Elas falam dos obstáculos como a falta de recursos materiais e humanos, e das estruturas precárias das escolas. Movidas por um desejo inconsciente, relataram também os esforços em trabalhar com os alunos com - NEE. As professoras reconhecem uma lei que sobrepõe aos seus desejos e solicitam apoio dos órgãos oficiais. Falam da necessidade de políticas públicas sérias, no sentido de estas cumprirem a parte que lhes cabe como oferecer estrutura e recursos materiais e humanos para a efetiva inclusão escolar.
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Li, Zhiying. "Creencias de profesores chinos respecto a la enseñanza del español como lengua extranjera en China." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/664232.
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Esta investigación tiene como objetivo fundamental estudiar las creencias de profesores chinos de ELE respecto a la metodología de enseñanza y contrastarlas con su actuación docente (Williams y Burden, 1999). Centramos la atención en explorar cómo los profesores universitarios de ELE en China conceptualizan los diferentes aspectos de enseñanza en su práctica docente (programación de la clase, actividades utilizadas, la forma de evaluación, las expectativas, etc) en contraste con su actuación docente. Partiendo de un enfoque etnográfico, se lleva a cabo una entrevista semiestructurada y la observación no participante de sesiones de clase de cuatro docentes. En esta comunicación analizaremos los resultados de cuatro docentes ante un curso de ELE de nivel intermedio (B1-B2). El análisis relacional (Ballesteros, 2000) de la entrevista junto con el análisis interpretativo y discursivo de la sesión de clase (Li, 2014; Ramos, 2005) revela que existe cierta discrepancia entre las creencias de las participantes y sus prácticas en el aula. A pesar de unas reflexiones sobre la programación conservadora y la falta de oportunidades de interacción, las clases todavía se centran en los contenidos lingüísticos mediante las instrucciones deductivas y actividades de traducción sin tener en cuenta los factores afectivos de los alumnos ni las estrategias de aprendizaje que utilizan. Este problema se debe al plan curricular oficial de China y la experiencia académica y pedagógica de las profesoras. La triangulación de los datos permite ofrecer posibles interpretaciones de dicho hiato.The main objective of this research is to study the beliefs of Chinese ELE teachers regarding the teaching methodology and contrast them with their teaching performance (Williams y Burden, 1999). We focus on exploring how ELE university professors in China conceptualize the different aspects of teaching in their teaching practice (class programming, activities used, the form of evaluation, expectations, etc.) in contrast to their teaching performance. Based on an ethnographic approach, a semi-structured interview and non-participant observation of class sessions of four teachers is carried out. In this communication, we will analyze the results of four teachers in an intermediate level ELE course (B1-B2). The relational analysis (Ballesteros, 2000) of the interview along with the interpretative and discursive analysis of the class session (Li, 2014; Ramos, 2005) reveals that there is a certain discrepancy between the beliefs of the participants and their classroom practices. Despite some reflections on conservative programming and the lack of opportunities for interaction, classes still focus on linguistic content through deductive instructions and translation activities without considering the affective factors of the students or the learning strategies they use. This problem is due to the official curriculum of China and the academic and pedagogical experience of the teachers. The triangulation of the data allows to offer possible interpretations of said hiatus.
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Andersson, Karin. "”På samma sätt som alla barn, med vänlighet och respekt” : En kvalitativ studie om mångkulturellt arbete i förskolan." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8881.
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Den kvalitativa studiens syfte var att analysera, beskriva och förstå skollednings och lärares uppfattningar kring mångkulturellt arbete i förskolan, samt deras betydelse för förskolans verksamhet. Studien utgick från sociokulturell teori och byggde på intervjuer av skolledning och förskollärare på en mångkulturell förskola. I studiens resultat framkom att skolledning och lärare i förskolan menar att barn och föräldrar ska mötas med respekt oavsett kulturell bakgrund. Lärarna ansåg sig viktiga att förmedla läroplanens värdegrund samt det svenska språket och kulturen till förskolans barn och föräldrar. De uttryckte även att de upplevde olika kulturella bakgrunder som spännande och berikande, vilket gav dem en fördjupad kunskap om olika sätt att tycka och tänka. Barnens språkutveckling var det innehåll som studiens lärare prioriterade högst, både det svenska språket och barnens modersmål. I diskussionen jämfördes studiens resultat med teorier och tidigare forskning. Lärarens komplexa och mångfasetterade arbete problematiserades och det ställdes frågor hur verksamheten kunde utvecklas. Frågor om inkludering av barns olika kulturer och modersmål, värderingar samt barns dubbla kulturtillhörighet diskuterades. Dessa frågeställningar kan bidra till verksamhetsutveckling i en förskola där alla barn och familjers kulturella bakgrund är lika värda, och där alla barnens språk är inkluderade.The aim of this qualitative study was to analyze, describe and understand the school leaders and teachers’ perceptions about multicultural work in preschool, and their importance to preschool activities. The study was based on sociocultural theory and built on interviews of school leaders and teachers in a multicultural preschool. The results of the study showed that the school leaders and teachers expressed that children and parents should be treated with respect regardless of cultural background. The teachers considered themselves important to convey basic values of the curriculum as well as the Swedish language and culture to preschool children and parents. They also expressed their experience of different cultural backgrounds as exciting and rewarding, giving them a deeper knowledge of alternative ways to think and believe. The teachers of the study considered children's language development as the most important content, both in Swedish and in children's first language. In the discussion of the study were results compared with theories and previous research. Teacher's complex and multi-faceted work were problematized with questions how the early childhood education could be developed. There were questions in discussion about the inclusion of children of different cultures and first language, questions about values as well as children’s dual cultural affiliation. These issues can contribute to develop early childhood education to a preschool where all children and families' cultural backgrounds are equal, and where all children's languages is included.
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Vasconcelos, Silvia Cristina Ravasio. "Percepções de professores de Matemática a respeito da inclusão." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/10966.
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Previous issue date: 2013-06-04Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The present paper had the objective of identifying the perceptions of the teachers who teach Mathematics concerning the inclusion of students with deficiency in a regular classroom. It was developed through a descriptive research with Mathematics teachers from the Fundamental I, Fundamental II and High School. A hundred ninety seven teachers from São Paulo state took part in the research. We used a questionay as a research tool. Our theoretical reference was based on the meanings and suppositions of the integration and inclusion paradigms. The data were analized through two kinds of statistics procedures: a descriptive uni and bidimensional statistics and a multidimensional analysis, related to the CHIC (Classificação Hierárquica Implicativa e Coesiva / Implicative and Coesitive Hierarquic Classification). According to the analysis of the data we could notice that the major part of the teachers who answered the questionary did not participate in enabling activities and they did not have in their inicial formation, not even in the continuous one, an effective work related to education for inclusion. We identified that in most part os the schools of the teachers who answered the questionary there are no assistant technology and pedagogical material for the work with students with deficiency, and when there are such things, they are not enough. The teachers who answered the questionary were favorable to the inclusion and to the benefit that it provides to the students with and without deficiency, to their relatives, to their teachers and to their communities when it concerns light and moderate deficiencies. When we dealt with more severe deficiencies there was a division of opinions among the teachers who agreed and who did not agree, altough there was no conviction on their positions
O presente trabalho teve por objetivo identificar as percepções dos professores que lecionam Matemática a respeito da inclusão de alunos com deficiência em sala de aula regular. Ele foi desenvolvido por meio de uma pesquisa junto a professores que ensinam Matemática nos Ensinos Fundamental I, Fundamental II e/ou Médio. Participaram da pesquisa 197 professores do estado de São Paulo. Utilizamos como intrumento de pesquisa um questionário. Nosso referencial teórico foi pautado nos significados e pressupostos dos paradigmas da integração e da inclusão. Os dados foram analisados segundo dois tipos de procedimentos estatísticos: análises uni e bidimensional e uma análise multidimensional, aliada ao software CHIC (Classificação Hierárquica Implicativa e Coesiva). Por meio da análise dos dados pudemos observar que a maior parte dos professores respondentes não participou de cursos ou capacitações e não teve em sua formação inicial, nem continuada, um trabalho efetivo relativo à educação para inclusão. Identificamos que na maior parte das escolas dos professores respondentes não existem tecnologias assistivas e materiais didáticos para o trabalho com alunos com deficiência, e quando há, são insuficientes. Os professores respondentes demonstraram ser favoráveis à inclusão e aos benefícios que a mesma proporciona aos alunos com e sem deficiência, aos seus familiares, aos seus professores e à comunidade na qual estão inseridos, quando se trata de deficiências leves e moderadas. Quando tratamos de deficiências mais severas houve uma divisão de opiniões entre os professores que concordam e os que discordam, entretanto não houve convicção no posicionamento
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Mejdi, Yasmine, and Agnes Bergendahl. "Vilken respekt inger jag i mjukisbyxor? : En kvalitativ undersökning om fritidshemmet, kläder & yrkesidentitet." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32459.
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Syftet med denna studie är att undersöka fritidspersonals attityd till sin yrkesidentitet genom att ta reda på deras tankar, erfarenheter och upplevelser av kläder i skolvärlden. Fritidspersonal är en yrkesgrupp som balanserar mellan skolans målstyrda kunskapsinriktade pedagogiska uppdrag och fritidshemmet som traditionellt sett varit en socialpedagogisk omsorgsbetonad verksamhet. Genom sju djupintervjuer med personal verksamma inom fritidshem i Stockholmsområdet har vi undersökt hur de i sitt arbete förhåller sig till fritidshemmets relativt nya uppdrag. Sedan har materialet analyserats utifrån Anthony Giddens teori om strukturering, identiteter och positionering. Studien pekar på hur fritidspersonalens identitet ständigt omförhandlas i ett dagligt socialt samspel där även kläder har betydelse för vad som kommuniceras och hur läraridentiteter konstrueras.The purpose of this study is to examine after school teachers attitude to their professional identity by investigating their thoughts and experiences of clothes in the school context. After school teachers are working in both the school area and the leisure time area which makes the profession difficult to define. This qualitative study has been conducted through interviews with seven after school teachers in Stockholm, and analyzed using Anthony Giddens theories of structuration, identities and positioning. The study points out that teacher identities are not set in stone but are being negotiated in the daily social life where clothes are being used as means of communication and a way of constructing teacher identities.
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Johnston, Weldon Byron. "The relationship between senior primary school teachers' attitudes, knowledge and participation with respect to physical activity and their students' cardiovascular fitness levels : a thesis /." View thesis, 1998. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030826.100108/index.html.
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Liedmann, Céline. "How to teach modeling in mathematics classrooms? The implementationof modeling tasks. Comparing learning arrangements and teachermethods with respect to student’s activities." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 368 - 371, 2012. https://slub.qucosa.de/id/qucosa%3A1773.
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There is a wide consensus that including mathematical modeling into the curricula is an important aim. A lot of attention has been spent on the realistic problems whereas their embedding in a classroom situation is less investigated so far, although the methodical
arrangements are of major importance for initiating students’ activities. In this paper, the implementation of the modeling task “swimming pool” in mathematics education in two lessons is compared concerning learning arrangement and teaching methods in depth with respect to the students’ activities. Two videos about this implementation will be shown and discussed in this workshop. They are supposed to demonstrate in which different ways teachers engage in modeling. The aim is to show teachers, especially those without
experience in teaching modeling, how modeling tasks can be implemented.
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Pereira, Sergio Alves. "Um estudo a respeito do professor de matemática e a implementação de uma seqüência didática para a abordagem da estatística no ensino médio." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/11198.
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Previous issue date: 2007-05-22The National Curricular Parameters (1997) had included contents of statistics in Basic and Average education as part of the program of Mathematics, that was very important so that it had changes in the education of the Statistics, the fact took the publishing companies to a bigger concern about the education of this topic, thus, they had passed to include the Statistics of a form in such a way elaborated in its manuals more and the mathematics teachers comes reflecting on its practical. But the researches show that the universities nowadays come working of a very limited form in the education of the statistics, making that they leave classrooms as professionals with low preparation about this topic and how to work, therefore the majority of the mathematics professors had crystallized in their practical knows little on statistics and the proposals of the PCN for the education of this topic. The proposal of this work is applied in an inquiry that will involve professor and pupils of average education. Verify if this educator would teach its pupils to solve a list with elaborated problems to understand average; medium; mode; standard deviation; quartiles and graphs as it would proceed after some adjustments considered about the Technician, Mobilized and Available. After the preparation of the professor and the results of this preparation have been implemented in its classroom, as the pupils would answer the list proposal to the test, and in which level of conceitualization considered for Robert (1998), these pupils had surveyed
Os Parâmetros Curriculares Nacionais (1997) incluíram conteúdos de estatística no ensino Fundamental e Médio como parte do programa disciplinar de Matemática, que foi muito importante para que houvesse mudanças no ensino da Estatística, o fato levou as editoras a uma preocupação maior quanto ao ensino deste tópico, assim, passaram incluir a Estatística de uma forma um tanto mais elaborada em seus manuais e o professor de matemática vem refletindo sobre sua prática. Mas as pesquisas mostram que as universidades nos dias de hoje vêm trabalhando de forma muito limitada no ensino da estatística, fazendo que saiam para as salas de aulas profissionais pouco preparados a respeito desse tópico e como trabalhar, pois a maioria dos professores de matemática cristalizaram em sua prática conhecem muito pouco sobre estatística e as propostas dos PCN para o ensino deste tópico. A proposta deste trabalho aplicase a uma investigação que envolverá professor e alunos do ensino médio. Verificar-se este educador ensinaria seus alunos a resolver uma lista com problemas elaborados para compreender média; mediana; moda; desvio padrão; quartis e gráficos como procederia depois de alguns ajustes proposto quanto ao Técnico, Mobilizável e Disponível. Após a preparação do professor e os resultados deste preparo ter sido implementado em sua sala de aula, como os alunos responderiam a lista proposta ao teste, e em qual nível de conceitualização proposto por Robert (1998), estes alunos aferiram
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Sousa, Valdirene da Silva de. "O erro no ensino de Matemática: reflexões a respeito de ações docentes no processo de ensino." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20523.
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The present study has started on the will to investigate the ways teachers on elementary levels, while teaching Math, deal with situations when students make errors when performing tasks. Seeing that, it was built the following question: which characteristics can be identified in the teacher’s speech about their practice in using the error as a resource for learning? It was expected with this question to identify convergences and/or divergences among theoretical instances and teacher’s reports about their practices. The theoretical support was found specially on the ideas of Cury and Brousseau in order to analyze the assumptions teachers have on students errors. In order to focus on teacher’s views we added to the consideration teacher’s backgrounds and the error and obstacles concept, aiming to narrow the ideas adopted although the research. A qualitative approach or research was chosen in which six people took part, all elementary teachers of 4th and 5th grades from private and public schools in the city of São Paulo. The data were collected through semi-structured questionnaires. As a result of this process of reflection, we can infer that teachers use student’s errors in their Math classes in different possibilities inherent to the teaching process. As strategies, the teachers affirmed to use, in most cases, collective corrections in which the students participate by showing their reasoning in carrying out the activities, sometimes going to the blackboard to register them, or participating orally. Teachers have stated that they rarely use individualized correction because there is not enough time to realize this dynamic. All of them ask students to erase the resolution when they miss an activity, and to redo copying from the blackboard. It is expected from this paper to contribute to the thinking of errors students make as part of what they understand of what is taught
O presente estudo teve a intenção de investigar de que forma os professores que ensinam Matemática dos anos finais do Ensino Fundamental I lidam com as situações em que os alunos apresentam erros nas atividades. Diante dessa inquietação, construiu-se o seguinte questionamento: Quais características podem ser identificadas no discurso de professores sobre sua prática na utilização do erro como ferramenta para a aprendizagem? Com essa pergunta esperou-se identificar convergências e/ou divergências entre instâncias teóricas e relatos de professores sobre sua prática. Buscou-se aportes teóricos que permitissem analisar as visões que os professores têm sobre os erros dos alunos, com base, principalmente, nas ideias de Cury e Brousseau. Para tratar a perspectiva dos profissionais, agregamos a essa reflexão, a formação de professores e os conceitos erro e obstáculo, visando delimitar a concepção adotada ao longo da investigação. Desenvolveu-se uma pesquisa de abordagem qualitativa, em que participaram seis sujeitos, professoras de 4º ou 5º ano do Ensino Fundamental I, que lecionam em escolas da rede pública ou privada do município de São Paulo. A coleta de dados foi efetuada por meio de entrevistas semiestruturadas. Como resultado, constata-se que as professoras aproveitam os erros dos alunos em suas aulas de Matemática, utilizando diferentes possibilidades inerentes ao processo de ensino. Como estratégias, elas afirmaram realizar, na maioria das vezes, correções coletivas, em que os alunos participam mostrando seu raciocínio ao realizar as atividades, às vezes indo até a lousa para registrá-los, ou então participando oralmente. As professoras declararam que raramente utilizam a correção individualizada, porque não há tempo suficiente para realizar essa dinâmica. Todas pedem que os alunos apaguem a resolução quando erram alguma atividade, e que refaçam copiando da lousa. Com esse trabalho, espera-se contribuir com uma reflexão sobre a análise dos erros que os alunos cometem nas aulas, como reflexo do que eles compreendem dos conteúdos
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Silva, Andréia Parente da. "Análise das falas dos professores de educação especial a respeito da atuação e da formação do educador relacionado ao contexto da comunicação /." Marília : [s.n.], 2005. http://hdl.handle.net/11449/91244.
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Orientador: Débora DeliberatoBanca: Leila Regina d'Oliveira de Paula Nunes
Banca: Sadao Omote
Abstract: The importance of an appropriated background to deal with the particularities of the special needs education has been largely discussed, considering that inclusive school demands trends on education, and also requires a review on the systems of initial and continued qualification of these professionals. The diversity of students with special educative needs demands a planning of the proper strategies and means in order to guaranty the learning of those students. In this context, studies have been shown the need of improvement concerning Alternative and Supplementary Communication to the teacher that work with students with severe impairments on communication. The objective was to proceed an analyses on the perception that teachers of special needs education in Londrina have about their performance and qualification, concerning alternative communication. This research counts on the participation of 12 teachers of Londrina Municipal School System, which were working on special needs education at least for six months. The data collect was carried through a semi structuralized script of interview. It was elaborated and showed to experienced appraisers, and also rebuilt and employed in a preview study in order to measure the adequateness of its questions. After the achievement of these proper alterations, the final script, containing thirty six questions, was elaborated. Then, the interviews have taken place, and also been transcribed and submitted to appraisers. Through a qualitative analyses of the twelve teacher's speech, it was possible to come up with four subjects, which its related sub-topics: Subject 1 - Student's Profile, whose Sub-topics where: Physical and Behavioral Aspects; Communicative Abilities (comprehension and expression of language); Difficulties (social, behavioral, and also in comprehension/expression, memory, learning, and in motor coordination)... (Complete abstract, click electronic address below)
Resumo: A necessidade de formação do educador para lidar com as especificidades da educação especial vem sendo intensamente discutida, considerando que a escola inclusiva exige modificações no ensino, necessitando rever os programas de formação inicial e continuada destes profissionais. A diversidade de alunos com necessidades educacionais especiais exige um planejamento com estratégias e recursos adequados, auxiliando e proporcionando ações que garantam a aprendizagem desses alunos. Neste contexto, a literatura tem demonstrado a necessidade de capacitação a respeito da área de Comunicação Alternativa e Suplementar para o professor que atua com alunos com severo comprometimento na comunicação. O objetivo foi analisar a percepção do professor de educação especial da rede municipal de Londrina a respeito de atuação e formação de educadores no contexto da comunicação alternativa. Participaram deste estudo 12 professores da rede municipal de Londrina que atendiam na área da educação especial há pelo menos 6 meses. A coleta de dados ocorreu por meio de um roteiro de entrevista semi-estruturada. Este roteiro foi elaborado e apresentado a juízes com experiência, sendo reformulado e utilizado em um estudo-piloto para avaliar a necessidade de adequação das questões. Realizadas as devidas alterações, elaborou-se o roteiro final, contendo 36 questões. Posteriormente, realizaram-se as entrevistas e as transcrições, também, foram submetidas a juízes. A partir de uma análise qualitativa dos conteúdos da fala dos 12 professores, foi possível estabelecer quatro temas com seus respectivos subtemas: Tema 1- Caracterização do aluno foram identificados os subtemas: - Aspectos Físicos e Comportamentais; Habilidades de Comunicação (compreensão e expressão); Dificuldades (sociais, de compreensão/expressão, motoras, de comportamento, de memória e de aprendizagem)... (Resumo completo, clicar acesso eletrônico abaixo)
Mestre
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Oliveira, Ieda Mara. "A pesquisa e a prática docente: investigação sobre hipóteses que alunos de 5ª série formulam a respeito de escritas algébricas." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/11512.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
In this current work of the course of Professional Master of Mathematical Education paper, entitled "Investigations on hypotheses that students formulate about algebraic writings , we emphasize our concern with the teaching and learning of Algebra, which is always very present in our practice and that led us to look for researches developed about this theme and also historical studies on the development of Algebra, whose knowledge is very needed in the formation of a teacher of Mathematics. We present the results of an investigation performed with my fifth-grade students, in which we tried to identify the hypotheses that they formulate about the use of letters. We conclude, by trying to establish a relationship between the performance of this research and our professional development and also emphasizing the relevance of this research, in the scope of the teacher's work, related to the construction of a quotidian attitude in the search for the comprehension of their students' learning and development processes and to the autonomy in the interpretation of reality and the knowledge that constitutes their teaching objects. We also consider fundamental the knowledge by the teacher, of investigation methods used in the development of researches in Mathematical Education with emphasis on those which focus on the knowledge, the experience, the formation and the professional development as a tesacher
No presente trabalho de conclusão do Curso de Mestrado Profissional em Ensino de Matemática, intitulado A pesquisa e a prática docente: investigação sobre hipóteses que os alunos de 5ª série formulam a respeito de escritas algébricas , destacamos nossa preocupação com o ensino e aprendizagem da álgebra, sempre muito presente em nossa prática, que nos levou a procurar conhecer pesquisas desenvolvidas sobre o tema e também estudos históricos sobre o desenvolvimento da álgebra, conhecimentos que fazem muita falta na formação do professor de Matemática. Apresentamos o resultado de uma investigação feita com meus alunos de 5ª série, em que procuramos identificar as hipóteses que eles formulam sobre o uso de letras. Concluímos, procurando estabelecer uma relação entre a realização dessa pesquisa e o nosso desenvolvimento profissional e também destacando a relevância da pesquisa, no âmbito do trabalho do professor, relacionada à construção de uma atitude cotidiana de busca de compreensão dos processos de aprendizagem e de desenvolvimento de seus alunos e à autonomia na interpretação da realidade e dos conhecimentos que constituem seus objetos de ensino. Consideramos também fundamental o conhecimento, por parte do professor, de métodos de investigação utilizados no desenvolvimento de pesquisas em Educação Matemática, com destaque para aquelas que focalizam o conhecimento, a experiência, a formação e o desenvolvimento profissional desse profissional
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Silva, Andréia Parente da [UNESP]. "Análise das falas dos professores de educação especial a respeito da atuação e da formação do educador relacionado ao contexto da comunicação." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/91244.
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A necessidade de formação do educador para lidar com as especificidades da educação especial vem sendo intensamente discutida, considerando que a escola inclusiva exige modificações no ensino, necessitando rever os programas de formação inicial e continuada destes profissionais. A diversidade de alunos com necessidades educacionais especiais exige um planejamento com estratégias e recursos adequados, auxiliando e proporcionando ações que garantam a aprendizagem desses alunos. Neste contexto, a literatura tem demonstrado a necessidade de capacitação a respeito da área de Comunicação Alternativa e Suplementar para o professor que atua com alunos com severo comprometimento na comunicação. O objetivo foi analisar a percepção do professor de educação especial da rede municipal de Londrina a respeito de atuação e formação de educadores no contexto da comunicação alternativa. Participaram deste estudo 12 professores da rede municipal de Londrina que atendiam na área da educação especial há pelo menos 6 meses. A coleta de dados ocorreu por meio de um roteiro de entrevista semi-estruturada. Este roteiro foi elaborado e apresentado a juízes com experiência, sendo reformulado e utilizado em um estudo-piloto para avaliar a necessidade de adequação das questões. Realizadas as devidas alterações, elaborou-se o roteiro final, contendo 36 questões. Posteriormente, realizaram-se as entrevistas e as transcrições, também, foram submetidas a juízes. A partir de uma análise qualitativa dos conteúdos da fala dos 12 professores, foi possível estabelecer quatro temas com seus respectivos subtemas: Tema 1- Caracterização do aluno foram identificados os subtemas: - Aspectos Físicos e Comportamentais; Habilidades de Comunicação (compreensão e expressão); Dificuldades (sociais, de compreensão/expressão, motoras, de comportamento, de memória e de aprendizagem)...
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Vaine, Thais Eastwood. "Ensinando ciências fora da escola: uma investigação sobre o estado de conhecimento dos professores da rede municipal de Curitiba a respeito dos espaços não-formais de ensino de ciências da cidade e região metropolitana." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/789.
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Vários são os espaços não-formais de ensino de Ciências em Curitiba e Região Metropolitana e poucos os estudos sobre o conhecimento dos professores quanto a esses locais e sua articulação com as escolas. Nesse contexto, considerando a importância desses espaços no processo ensino-aprendizagem, este trabalho teve como objetivo conhecer o atual estado de conhecimento dos professores de Ciências do 6º ao 9º ano do Ensino Fundamental da Prefeitura Municipal de Curitiba a respeito dos espaços não-formais de ensino relacionados a esse componente curricular e elaborar, com base nos dados obtidos, um recurso que os auxilie no planejamento de atividades envolvendo esses locais. À luz da literatura primeiramente realizamos um levantamento bibliográfico sobre as modalidades de educação formal, informal e não-formal e a história dos museus e centros de ciências no Brasil e no mundo, além da relação entre museus e escolas e possibilidades educativas desses locais. Os dados para a pesquisa foram coletados a partir de um questionário impresso contendo questões abertas e fechadas, aplicado a docentes de Ciências do 6º ao 9º ano do Ensino Fundamental nos meses de março e abril de 2013. Através de análise estatística e de conteúdo, constatamos que existem entre os professores várias demandas no que se refere ao suporte ao planejamento de visitas a espaços não-formais de ensino de Ciências, como desconhecimento a respeito de diversos espaços existentes na região onde atuam, o atual conhecimento em relação às possibilidades de contribuição desses locais ao processo de ensino-aprendizagem e o interesse por um recurso que centralize as informações a respeito desses locais bem como forneça sugestões de atividades de preparação para a visita e retomada de conteúdos. Para a confecção do recurso, produto deste trabalho, visitamos, nos meses de julho e agosto, 27 espaços não-formais de ensino de Ciências de Curitiba e Região Metropolitana e entrevistamos seus gestores e equipes quanto às possibilidades educativas desses locais e outras informações. Com base nos dados levantados elaboramos um site para os docentes de Ciências das séries finais do Ensino Fundamental contendo sugestões de sequências didáticas envolvendo esses locais, constituindo uma referência que auxilia os docentes na utilização desses espaços em seus planejamentos, estimulando o aprendizado fora da sala de aula.There are several non-formal spaces of science education in Curitiba and metropolitan region and few studies about teachers' knowledge regarding these places and their articulation with the schools. In this context, considering the importance of these spaces in the teaching-learning process, this study aimed to assess the current state of knowledge of science teachers from 6th to 9th grade of municipal public middle schools from Curitiba regarding non-formal spaces related to this curriculum component and elaborate, based on the data obtained, a resource that assists them in planning activities involving these locations. In light of the literature we initially conducted a bibliographic study on the education modalities - formal, informal and non-formal -, the history of museums and science centers in Brazil and in the world, and also the relationship between museums and schools and educational possibilities of these locations. We collect data for research using a printed questionnaire containing open and closed questions, applied to science teachers from 6th to 9th grade of middle school in the months of March and April 2013.Through statistical analysis and content , we found that there are several demands among teachers with regard to support and planning visits to places of non-formal science education, such as lack of knowledge about many spaces in the region where they operate, current knowledge regarding the possible contribution of these sites to the process of teaching and learning and an interest in a feature that centralizes information about these locations as well as provide suggestions for activities to prepare for the visit and resumption of content. To create the product, we visited in the months of July and August, 27 spaces of non-formal science education in Curitiba and metropolitan region and interviewed their managers and staff about the educational possibilities of these locations and other information. Based on the collected data we developed a website for science teachers of final grades of elementary school containing suggestions for didactic sequences involving these places and providing a reference that assists teachers in the use of these spaces in their planning, encouraging learning outside of the room class.
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Kuo, Kuo-Liang, and 郭國樑. "View the Application of the Students' Database in Respect of a Homeroom Teacher." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/48594231805034331060.
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碩士輔仁大學
應用統計學研究所
99
With the progress of computer technology as well as in communications and broadcasting technology, it can take various measures to construct the database. This study is tend to develop the database of their own students in the class in “mentor” position and ,advancedly, it can be linked to the different classes’, schools’, and the national information database. Thanks to technology, without astronomical costs, the students’ information database can be built up from the bottom up. In this study, the researcher built a database of his own class and analyzed the information by descriptive statistics. The purpose is to understand the distribution and connections of data and investigate the learning effectiveness by “Students’ Background” and “Learning Attitude”. Many interesting phenomena are found. For example, in “ Students’ Background”, parenting styles , quiet study environment, cram school attendance influenced the student learning outcomes most. In “Learning Attitude” , the most important factors are whether he or she discusses schoolwork with classmates or not and whether he or she tries hard to check answers on the textbooks or not. Finally, conclusions and recommendations are offered.
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Ngwenya, Raymond Mfaniseni. "Respect as an aspect of invitational feedback : implications for the management of teacher competence." Thesis, 2012. http://hdl.handle.net/10210/7211.
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M.Ed.This study forms part of a larger ongoing research project on teacher competence and its assessment. The project aims at researching teacher opinion with regard to teacher competence identified by the initial research done by Van der Merwe & Grobler(1995). The areas being researched are teacher competence and competent feedback during and after appraisal. The research project involves research on teacher competence and its appraisal consisting of group research on each of the following factors: The learning environment. Professional commitment. Order and discipline. Educational foundation. Teacher reflection. Cooperative ability. Efficiency. Management style. Competent feedback on the appraisal process consisting of group research on each of the following factors: Transparent feedback. Tactful feedback. Invitational feedback. Cultural sensitivity feedback. Credible feedback. Invitational feedback has been conceptualized to consist of the following four aspects, namely: Respect. Self-Concept. Intentionality.
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VOJTOVÁ, Veronika. "Učitel a autorita." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-381109.
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The master's theses focuses primarily on creating and a form of teacher's authority. It presents individual types, tries to describe what influences the authority and how easy it is to lose the authority. The master's theses also deals with teacher as a holder of authority and also deals with the issues of autority as a co-creator of discipline in the class. The goal of the practical part is to analyse the issues of authority and discipline in a class in high school. The research has two phases. The first one is a record of observation of 10 lessons taught by beggining teacher in a class that was marked as undisciplined by other teachers. The research is in the next phase completed by questionnaire survey "Evaluation of teacher by the student" (according to Holeček, 2014: p. 203, 204). Thee result of the research says that the the teacher is perceived by the students as a positive authority which makes students interested in his subject and the teacher is also perceived as a responsive person.
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Huang, Zih-Yan, and 黃子彥. "The Study of Teacher Education in HuaLiang, Taiwan with respect to Policy Change and Policy Compliance." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/hk67k5.
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碩士國立東華大學
公共行政研究所
95
The aim of this research article is to tackle the relationship between policy change and policy complicance of Taiwan teacher education policy. By adopting literature review and questionnaire method, the development of Taiwan teacher education policy as to what makes them change, and how they changed from 1979 to 2006 will be further discussed. At last, it will provide readers with better illustration of the relationship between policy change and policy compliance in Taiwan teacher education policy. Having conducted literature review and questionnaire method, one can find that Taiwan teacher education policy changes according to the interaction between financial shock, social and political situation. As for policy changes, it is found that most of the policy change types are non-linear succession . In addition, the types of policy change and policy compliance have some relate but not absolutely. Finally, it is discovered that students studying in different schools or different institutions in the past will affect students’ compliance level for teacher education policy . But different in gender will not affect students’ compliance level In the end, this article will answer four questions that were asked in the first chapter, furthermore, this study provides six discoveries and four suggestions which might be of some assistance to the future studies with respect to this particular topic.
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Hennings, Sandra Audrey. "A psycho-educational approach to facilitate synergy with respect to teaching and learning in a secondary school." Thesis, 2008. http://hdl.handle.net/10210/900.
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The goal of this research study was to provide psycho-educational guidelines that will facilitate synergy between the stakeholders involved with the teaching and learning of mathematics at a school. The stakeholders in this research study are members of the management team, the educators and the learners. Synergy simply defined means that the whole is greater than the sum of its parts. Covey (in Moore, 2003:1) states that synergy is the fruit of mutual respect, of understanding and valuing the differences in one another as well as different approaches to problem solving. I believe that when one creates an environment that is more open, more trusting, less judgemental, more loving and more caring in the classroom synergy will occur. This environment will produce learning outcomes beyond expectation. In other words, when the members of the groups of stakeholders at a school participate synergistically the results that are produced and outcomes that are achieved will be much higher then the total results of the inputs of their individual efforts. It is evident from the description, evaluation and interpretation of the collected data that learners and educators do not experience their interactions as situations where their potential is acknowledged and improved. Once again: if there is no effective interaction and appreciative understanding between the different stakeholders, successful integration cannot take place. There is almost no indication of any collaboration between the participants in the teaching and learning situation. In fact, the analysis of the data show that educators and learners experience the teaching and learning process as a process of disempowerment, which is Theme One of the analysed data. Almost all the sub-categories under Theme One provide evidence that the input of the different role players in the teaching and learning environment is not considered. These categories are: • learners experience that they have to do activities without the necessary pre-knowledge; • learners experience the teaching and learning of Mathematics as a process of victimization; • learners experience that educators ignore their learning needs; • learners experience inadequate communication and inappropriate guidance in the classroom; • educators portray an uncaring attitude; • learners do not portray a positive attitude towards the teaching and learning of mathematics; • educators do not experience job satisfaction; and • educators do not experience support from the parents. However, all the stakeholders that participated in this research study made recommendations that could contribute to a constructive teaching and learning climate. These recommendations were: • educators should play a supportive role; • learners and educators must be motivated; • learners should participate in the teaching and learning situation; o educators should implement new teaching strategies; o educators and learners should value co-operative learning and group work; and • team work between educators and learners should be enhanced; These recommendations indicate that the stakeholders would like the teaching and learning situation to become more constructive and meaningful through active participation. These are essential ingredients for synergy to take place. Educators and learners also indicated that they experience frustrations due to the socio-economic situation of the learners that impact negatively on the teaching and learning of mathematics and contribute to disempowerment of these stakeholders. It seems therefore that the community as well as the parents of these learners are stakeholders that should be considered when the guidelines are formulated. I experienced this research study as an eye-opener with regard to the development of the teaching and learning process into a constructive and meaningful activity. I realised that for sustainable development it is essential to develop all the stakeholders and not only the educators.Prof. C.P.H. Myburgh
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Tsai, Hui-Jen, and 蔡惠任. "Design Direction Planning of Visual Art Course in Junior High Schools in Respect of Different Teacher Backgrounds and the Development Trend of Courses." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/10087123339558165712.
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碩士朝陽科技大學
設計研究所
97
The main contents to be studied by students in a school are various courses. Whether a course is perfectly designed is of decisive importance to the teaching methods which a teacher may choose in subsequent teaching processes, and different teachers may develop their own distinctive system of course design because the logic of their thoughts varies. This study attempts to find out from the teachers’ background and the trend of courses development the underlying ideas of teaching design of visual arts courses in junior high schools. In this study, relevant information is acquired from document analysis and a supplementary field study, in which individual teachers are interviewed. An open questionnaire survey is also carried out in students of these teachers on their gain from learning to serve as reference. Interviewees of the study are mainly sampled from teachers of visual arts courses in Nantou County (to which the sample range of the study is restricted), and the study is to analyze whether the professional education a teacher received in college has any impact on the logic of his/her thoughts and the development of his/her distinctive teaching methods during his/her work as a teacher. The study also discusses whether the differences of these teachers in their college education and formative years have direct or indirect impact on their building of capacity and their formation of beliefs. The study reveals that teachers with actual design related educational background are more competent in promoting the teaching of digital art because they had focused on the study of creativity development, basic design concept, and other marketing oriented and consumer demand satisfying training courses in their college days, and to these teachers, the computer is an important tool in their design work. Therefore, teachers graduated from design related departments will not only be able to meet students'' expectation on visual arts, but will also probably be able to experience the charm of visual arts as well if they, by giving full play to their adaptability in computer science and incorporating digital technology into visual arts, get close to the living environment of their students. The main conclusions of the study are as follows: (1) teachers graduated from design related departments are versatile and capable of thinking logically. (2) it is suggested that internet-based digital courses should be planned, and a multi-faceted learning environment be constructed. (3) Teaching design deserves more attention as it can be very useful in practice.
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Yuksel, Harun. "Personal and professional experiences of turkish qualified teachers in Victorian schools." Thesis, 2013. https://vuir.vu.edu.au/21717/.
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The aim of this research was to identify the personal and professional experiences of Turkish primary and secondary teachers, who are currently teaching, or have previously taught in Victorian schools. This research drew upon these teachers’ experiences to make recommendations for future teacher education, training, professional development and/or induction programs. These recommendations if implemented will support future Turkish teachers in adapting to the Victorian education system. The induction programs and facilities are expected to encourage overseas graduate teachers, who are currently not in the teaching system, to re-enter the workforce as teachers in Victoria.
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Fialová, Gabriela. "Rozvoj, možnosti a dovednosti učitele při práci s žáky s odlišným mateřským jazykem na 1. stupni ZŠ." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-354610.
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Theoretical part follow up possibilities of a teacher in self-education of students with Czech as a second language problematic as well as preparation for entry to class for students with Czech as a second language and their teachers as their mission should be to create welcoming climate in the class. I also describe the key terms in field of students with Czech as a second language in Czech Republic and Finland as well. In the practical part I prepare questionnaires for teachers with the goal to identify the level of awareness on this issue, which I deepen via subsequent interviews with selected teachers. Based on personal experience from an internship in Finland than the findings from interviews and study of available literature to prepare a workshop for teachers. I would also like to prepare a variety of examples of good practice and inspiration for teachers. KEYWORDS inclusion, individuality, teacher, respect, environment, group integration, immigrant pupils, pupil with a different mother tongue, multicultural education, primary/elementary school, education in Finland, inspiration for teachers, workshop
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Šimonová, Jindra. "Odlišnosti výchovných stylů rodičů s pedagogickým vzděláním a rodičů bez pedagogického vzdělání." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-370022.
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(in English) The design of the research pedagogical project deals with the way of raising children in families where the mother has university degree in education and in families where the parents do not have an education degree or teaching practice. The work focuses on discoverin differences in the upbringing of children in the sample families. The thesis is divided into two parts. The theoretical part includes definitons of key terms, characteristics of parental upbringing and educational styles. Firtstly, the work is focused on the issues of education from the point of view of the family, followed by characteristics of the teacher, his personality, typology of teaching styles, pedagogical skills and professional competence. The empirical part summarizes the outcomes of the qualitative research. Klíčová slova (anglicky): education, family, styles of education, respect, punishment, the aims of education, teacher's personality
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Akhtar, Syeda. "Study of the knowledge and attitude of secondary school teachers in Karnataka in respect of population education." Thesis, 1987. http://hdl.handle.net/2009/2175.
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Singmuang, Charuwan. "Thai preservice middle school mathematics teachers' subject matter knowledge and knowledge of students' conceptions of division of rational numbers with respect to their classroom practices." Thesis, 2002. http://hdl.handle.net/1957/31811.
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The study investigated the impact of Thai preservice middle school
mathematics teachers' knowledge of subject matter and of students' conceptions of
division of rational numbers with respect to their classroom practices in a teaching
environment controlled by a required national curriculum. Four preservice teachers
were selected with different knowledge of subject matter and of students'
conceptions of division of rational numbers: high knowledge of subject matter and
high knowledge of students' conceptions, high knowledge of subject matter and
low knowledge of students' conceptions, low knowledge of subject matter and high
knowledge of students' conceptions, and low knowledge of subject matter and low
knowledge of students' conceptions.
Each preservice teacher was observed three weeks, each class day during
the teaching of units on division of decimals, representing fractions as decimals,
and division of fractions. Formal interviews were conducted with each of the four
preservice teachers prior to and after teaching each unit. Informal interviews were
conducted prior to and after teaching each lesson. Materials used in the normal
teaching of the class were collected. Interviews with the preservice teachers'
mentors were conducted before and after each unit. The mentors were interviewed
daily before or after the instruction. Interviews with supervisors were conducted
each time they supervised the preservice teachers.
Results showed that all preservice teachers planned and taught division of
rational numbers procedurally following an algorithmically-based national
curriculum. The preservice teachers with higher subject matter knowledge used
multiple examples. They could make up examples when the students asked
questions. In contrast, the lower subject matter knowledge preservice teachers
rarely created new examples while they were teaching. The high knowledge of
students' conceptions preservice teachers used their knowledge of students'
conceptions throughout the lessons more often than the low knowledge of students'
conceptions preservice teachers. After teaching the lessons, they all gained
knowledge of subject matter and of students' conceptions of division of rational
numbers. The depth of knowledge of subject matter and of students' conceptions of
division of rational numbers is as essential for preservice middle school
mathematics teachers' teaching in a nonvoluntary curriculum as it is in a voluntary
curriculum.Graduation date: 2003
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Wang, Yiting, and 王怡婷. "An Action Research of An Elementary School Teacher's Implementation of Experiential Learning on Respect and Caring." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/15856183324484548562.
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碩士國立中正大學
教育學研究所
100
This action research aimed to understand the curriculum design of experiential learning on respect and caring. The researcher also examined the difficulties she faced in teaching and the strategies she coped with, and also explored the impact of experiential learning program on students, as well as the personal growth on her professional work. The researcher adopted the action research in ten weeks and chose her pupils as research participants when they were fifth and sixth graders. She collected and analysed her data from the teaching observation, lesson plans, daily behavioral observation on pupils, interview with pupils and self-evaluation form and evaluation forms by the other colleagues. The research findings were as following: 1. The values of "respect” and “caring” could be used as the main themes in the character education curriculum for the elementary students. And the character education curriculum was based on the Kolb’s experiential learning circle’s four learning processes: concrete experience, reflective observation, abstract conceptualization, active experimentation. 2. This “respect” and “caring” experiential learning curriculum could make pupils have the real experience, and using the real things and teaching materials could make the meaning of character education possible. Then the pupils could transform the meanings in action and make them agree with the meanings of respect and caring in the process of experimentation. 3. According to the data analysis, after the implementation of experiential learning curriculum, the pupils have improved their attitudes and action in the following dimensions: not use hurtful words to insult others, consider and respect the others' choices, respect and listen to the others ideas, tolerance and acceptance of individual differences, become more helpful toward others, and be generous to others. 4.Teachers should clarify the concepts of ‘respect’ and ‘caring’ while teaching character education, select the teaching materials based on the ideas of "students as subject", design appropriate experiential learning activities, and integrate such materials in proper timing to foster and encourage students to practice in their daily lives. Then, the teaching effects could be continuously improved. 5. During the process of doing this action research, it not only could be helpful for the researcher to solve the problems in her teaching practice, but also be useful for the students grow up in their practice of interpersonal conflicts. Meanwhile, the teacher as researcher could do self-reflection during the process of teaching to improve her improper attitudes and ways of thinking while dealing with others.
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Hankin, Deborah S. "Individual novice teacher needs and professional development: an evaluation of a well-respected induction program /." 2006. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-1641/index.html.
Full text
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Rao, Shih-Miao, and 饒世妙. "The Status and Factors Influencing Primary Teachers Adopting ICT Integrated Teaching—A study with Respect to Larry Cuban’s Discourse on Technology." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/3x53zw.
Full textAbstract:
博士國立臺灣師範大學
教育學系
101
With respect to Larry Cuban’s discourse on technology, this study investigates the status of ICT integrated teaching as adopted by primary teachers in local schools. It also discusses the factors that disadvantaged ICT integrated teaching for teachers. A questionnaire is given to primary teachers in public schools nationwide. The findings are summarized below. Firstly, current state of ICT integrated teaching--(1) most of the teachers are satisfied with the ICT facilities, but E-classrooms are oversold and underused. Computers are still used mainly for daily tasks. (2) teachers are not technophobic. The hours for ICT integrated teaching are increasing, but most teachers rely on the use of e-books. (3) teachers agree with the ICT integration policy promoted by school administrative staff, but they adapts to it at a slow pace.. (4) ICT brings a positive impact on teaching. It’s expected to be more and more influential to teachers. Secondly, factors influencing teachers’ adoption of ICTs are-(1)digital literacy and technical demand of the teachers, (2) ICT integration knowledge and capabilities and (3) The impact of ICT on learning behavior. All are crucial to teachers’ failure in applying ICT integrated teaching in the classroom. Thirdly, variables of gender, jobs, information skills, integration experiences, age, educational background and size and geographical location of the schools are significantly relevant to the decline of teachers’ use of ICTs. Fourthly, the regression prediction, path analysis and structural modeling has lead to the conclusion that the effects of schools promoting ICT integration are the key determinants of teachers’ decline in adopting ICT integrated teaching. This study wraps up with some suggestions to ICT education. Policymakers should carry on deploying and renewing ICT facilities with discretion. Meanwhile, the performance indicators for ICT integrated teaching should be set up. School administrative staff should strengthen the effects of ICT education and eliminate factors that disadvantaged ICT integrated teaching. Teachers should enhance their digital competence and participate in projects of information innovation. For future studies, a qualitative review should be conducted. Also, the scope of the unexpected result should be explored.