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Dissertations / Theses on the topic 'Teachers autonomy'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Moomaw, William Edward. "Teacher-perceived autonomy a construct validation of the teacher autonomy scale /." [Pensacola, Fla.] : University of West Florida, 2005. http://purl.fcla.edu/fcla/etd/WFE0000027.

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Wang, Miao, and 王苗. "Professional autonomy of music teachers in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45595847.

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Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.

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This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educationa

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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but t

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Marcelli, Giorgia <1983&gt. "Exploring the autonomy of learning - Teachers’ point of view." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/18708.

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The learner autonomy has been considered a relevant field of research for a long period and it is impossible to have a good promotion of such autonomy without an adequate school system. The aim of the present study is to understand the relationship between the Italian school system, the request for autonomy and the development of the European competences for lifelong learning. The demand for 'learning to learn', implies the concept of autonomy in the action of students, while the traditional teaching paradigms fail to fully meet the new needs. A change in the didactic approach that makes the r

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Long, Nana. "Teacher autonomy in a context of Chinese tertiary education: case studies of EFL teachers." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/103.

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This thesis reports on a multiple case study of four EFL teachers’ long-term development of autonomy in a particular Chinese mainland university. Each teacher was selected as a holistic case because of their variations in dispositions, backgrounds, experiences, and trajectories of development. It addresses three major research questions: 1) How do the teachers control over the multiple aspects of their teacher work across time and contexts? 2) What are the major individual and contextual factors that facilitate and constrain the development of teacher autonomy? 3) How do teacher identities aff

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Cripps, Anthony Clayton. "Teachers' views on fostering learner autonomy through a CALL project." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479294.

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Paradis, A. (Audrey). "Towards a relational conceptualisation of teacher autonomy:narrative research on the autonomy perceptions of upper-secondary school teachers in different contexts." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526223230.

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Abstract This narrative research focuses on teachers’ perceptions of autonomy because of its importance to job commitment, efficiency, satisfaction, and motivation. A positive perception of autonomy relates to teachers’ feelings of competency, empowerment and professionalism. The overall importance of and desire for autonomy may be symptomatic of teachers’ reactions to obtain more, or to keep the autonomy they have. Previous studies have often depicted teacher autonomy as individualistic, comprising freedom from control. However, this research challenges the appropriateness of this conceptuali

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Nicoll, Carol Patricia. "The dynamics of individual teacher autonomy: A case study of teachers' work in a Queensland secondary school." Thesis, University of British Columbia, 1997.

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The emphasis on collegiality and collaboration in the literature on teachers' work and school reform has tended to underplay the significance of teacher autonomy. This thesis explores the dynamics of teachers' understandings and experiences of individual teacher autonomy (as contrasted with collective autonomy) in an independent school in Queensland which promoted itself as a 'teachers' school' with a strong commitment to individual teacher autonomy. The research was a case study which drew on methodological signposts from critical, feminist and traditional ethnography. Intensive fieldwork in

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Anderson, Victoria. "Language Learner Autonomy: Both Sides of the Coin : A study of EFL teachers' and students' perceptions of autonomy in Spain." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122476.

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Learner autonomy has become the latest buzzword in the world of EFL pedagogy and practice, but what do contemporary practitioners and learners of EFL understand by learner autonomy, what do they believe it is, and do they consider it to be valuable? The purpose of this mixed-methods study in Spain is to garner teacher and student perceptions of this popular notion – to identify and compare their beliefs and understandings of autonomous learning and learners within the Spanish EFL context. Specifically, we are focused upon a comparative interpretation of the desirability and feasibility of auto

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Galloway, Sheila. "Professionalism and autonomy : the case of teachers' in-service training 1988-92." Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/55555/.

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This thesis provides a sociological analysis of the in-service training (INSET) of teachers in England between 1988 and 1992, to explore issues concerning the professionalism and autonomy of teachers. Sociologists of education have produced numerous explanations of educational phenomena, and evaluation studies reveal much about INSET. Yet there remains the task of developing sociological explanations in this field. As an especially dynamic phase, the period designated merits detailed study. Teachers' professional development is conceptualized in three ways: in relation to change in the educati

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Robertson, Laura, and M. Gail Jones. "Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/765.

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This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analys

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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

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Liaven-Nucamendi, Maria-Elena. "Autonomy in learning languages : what students, teachers and authorities in an institution of higher education understand by autonomy in language learning." Thesis, University of Essex, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499799.

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This research explores the beliefs of students, teachers and senior administrators have about language learning autonomy and students self-learning, autonomy or independent learning (SAIL) in a higher education. It explores the autonomy students have in the institution and the role of the context in this. The research describes participants' language learning understandings and identifies students' SAIL in the institution. It shows how the understanding of learning has been influenced by the practice of an institution trying to promote SAIL. The study discusses the understanding of language le

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Brooks, Jeffrey S. "Teachers, freedom, and alienation : a year at Wintervalley school /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091903.

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Watkins, Mildred. "The convergence of autonomy and heteronomy in teacher professional communities." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Dissertations/Spring2008/m_watkins_041808.pdf.

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Berry, Jonathan. "An investigation into teachers' professional autonomy in England : implications for policy and practice." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10337.

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The current coalition government in England has expressed its commitment to establishing an autonomous teaching profession. This study argues that such autonomy cannot exist in a system that is ideologically driven by market forces and neo-liberal policy. The best situation that most teachers can hope to experience – barring a seismic shift in material conditions – is an earned and scrutinised autonomy, which is an oxymoronic concept. It is argued that the tight control exercised by the state over what happens in schools through its promotion of market forces, reinforces the ideological nature

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Damio, Siti Maftuhah. "Seeking Malay trainee English teachers' perceptions of autonomy in language learning using Q methodology." Thesis, University of Nottingham, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594590.

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Greater learner autonomy has, in recent decades, become recognised as a worthy goal in the field of foreign language learning. However, it is difficult to find a consensus view in the literature concerning the definition of the concept. One area of debate is the extent to which autonomy in language learning (ALL) is universally applicable, or whether versions of autonomy exist which are defined culturally or contextually. To attempt to address this debate, a study was carried out in the specific context of Malaysian higher education. The subjects were four cohorts. totalling 31 participants, o

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Wongphothisarn, Janchai. "An Investigation into Thai EFL University Teachers and Students Perceptions towards Language Learning Autonomy." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499604.

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Ding, Xin, and 丁鑫. "A study on Chinese teachers' beliefs about learner autonomy in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209661.

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Learner autonomy has been asserted by many scholars as essential to learning, and that the teacher’s role in fostering autonomy is of great importance in the institutional context of learning. In the field of language education, previous studies have looked into teachers’ beliefs in promoting autonomy mainly in the university setting in different regions of the world, such as Omen, Turkey, some countries in Europe and Hong Kong. The teachers were from a range of nationalities and cultures. A certain group of teachers in the primary education field or in a homogeneous cultural context has not b

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Bursey, Wallace Dean. "Educating teachers for Ontario's multi-religious classroom : accommodating religious learners and respecting student autonomy." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/39047/.

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The 2015 revisions to the Ontario teacher education program were intended to give greater attention to diversity in the Ontario classroom and provide new teachers with more knowledge of the Ontario context. Using an interpretivist methodology, a careful examination of the curriculum changes undertaken by the Ontario Ministry of Education and the Ontario College of Teachers indicates that these objectives have not been met. Despite being an integral part of the identity and experience of a large number of Ontario teachers and students, religion is not one of the diversities given attention to i

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Tian, Xiaoling. "Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural Settings." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/470.

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This study explored preschool teachers' perspectives on caring relationships and their perceptions of how such relationships affect children's autonomy and motivation in preschool in two cultural settings: one city in China and another in the U.S. Data was collected from preschool teachers in both locations using a qualitative interviewing research strategy. The study found that consensus exists among preschool teachers from the two cities about the importance of caring relationships, in which trust, acceptance, equality, and mutual respect were viewed as these relationships' primary character

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Chuk, Yim-ping Joanne. "Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.

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Ecclestone, Kathryn. "The impact of Advanced level GNVQ assessment policy on further education students' autonomy and motivation." Thesis, University of Newcastle Upon Tyne, 2001. http://hdl.handle.net/10443/739.

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Policy goals for lifelong learning prioritise a need to motivate people to participate in purposeful learning and to become autonomous lifelong learners. As the latest of a series of initiatives in the vocational curriculum, Advanced GNVQs adopted a controversial assessment model to achieve these aims. The implementation of the model in the further education (FE) sector has taken place at a time of protracted restructuring in colleges. This study evaluates the effects of Advanced level GNVQ policy on students' autonomy and motivation. It focuses on the 'policy trajectory' created by the interp

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Hatipoglu, Suzan. "An Exploratory Study Of Teachers." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12606506/index.pdf.

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The purpose of this comparative case study was to explore English language teachers&rsquo<br>beliefs, assumptions and knowledge about learner-centeredness and the European Language Portfolio (ELP) and to see how they implement their understanding of learner-centeredness in their classrooms. The study was conducted at one public and one private primary school in Istanbul. Focus group interviews were held in each school with thirteen teachers of English and then individual interviews and observations were carried out with four volunteer teachers during the spring semester, 2004-2005. The four p

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Naveed, Maryam. "The impact of primary teachers' pedagogical knowledge and autonomy on the teaching of early reading." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/34425/.

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There has been considerable controversy over the effective approach to teach early reading known as phonics versus whole language. However, synthetic phonics as prime method emerged from a review (Rose, 2006a) of the teaching of early reading in England. The Coalition government declared the phonics screening test at the end of Year 1. In order to raise the standard in literacy the new national curriculum (2013) has been introduced with more high expectations for every year group. The government has also announced its obligation to give more freedom to schools and teachers to tailoring the cur

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Bryant, Sandra Lea. "Queensland teachers' conceptions of creativity : a phenomenographic investigation." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/70237/1/Sandra_Bryant_Thesis.pdf.

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This study investigated conceptions of creativity in a group of Queensland teachers. The analysis of interview data produced precise descriptions of seven categories of meanings of creativity, delimiting the range and variance of meanings expressed. The study provides evidence of two distinct ways of experiencing and defining creativity. As a result the researcher was able to propose further research directions to extend educational understanding of creativity and recommended using the present study findings to strengthen policy and training measures for the Australian Curriculum focus on buil

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Rousseau, Nicoline. "Fostering learner autonomy amongst second language student teachers with computer assisted language learning in a supportive role." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/898.

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Zhai, Shengjie. "From EGP to ESP: University EFL Teachers’ Professional Identities in China." Thesis, The University of Sydney, 2022. https://hdl.handle.net/2123/29892.

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Research on English as a Foreign Language (EFL) teachers’ identities in the curriculum shifting period from English for General Purposes (EGP) to English for Specific Purposes (ESP) has just begun to draw attention from scholars in China (e.g., Ai et al., 2019; Jiang, 2022; Jiang et al., 2020; Qi et al., 2021; Tao & Gao, 2018) and other similar contexts (e.g., Mahendra, 2020; Mohamed et al., 2016; Rebenko, 2020), but there was a scarcity in terms of empirical research. To help fill the gap, this study sought to examine a cohort of EFL teachers based in a Chinese university in the transitional

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El, Hajjar Darine. "Autonomie des élèves en physique ou en chimie et son développement : croyances des enseignants libanais de terminale scientifique." Electronic Thesis or Diss., Brest, 2025. http://www.theses.fr/2025BRES0008.

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Dans notre étude doctorale, nous considérons que la promotion de l'autonomie en physique et en chimie et son développement découle du rôle de l’enseignant. Au Liban, favoriser l'autonomie des élèves est un objectif général de l’enseignement des sciences. Mais cette préconisation institutionnelle n’est jamais précisément définie. Notre thèse vise à comparer les croyances des enseignants de physique et de chimie des lycées publics libanais sur l'autonomie de leurs élèves en terminale scientifique. Le cadre inclut les croyances des enseignants ainsi que le cadre d’analyse AtA2d (Autonomie transve

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Byrne, Jeana Lee. "Elementary teachers' perceptions of autonomy in light of the standards movement and No Child Left Behind." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939372711&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Cameron, Allan Walter. "How perceptions of autonomy affect suburban elementary school teachers’ perceptions of efficacy regarding state-mandated testing." Thesis, Boston College, 2008. http://hdl.handle.net/2345/718.

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The No Child Left Behind Act directs states to establish annual assessments to measure student mastery of state-established learning expectations. American public school students in grades 3 through 8, with few exceptions, take a series of state-mandated assessments each year; students in grades 10 through 12 take a series of state-mandated assessments at least once during those years. NCLB and state laws mandate considerable consequences if students do not perform well on the assessments. Research suggests that the standardized tests associated with NCLB affect curricula and pedagogy. What is

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Aljehani, Mona Ali M. "Learning to teach languages : an exploratory study of student language teachers' beliefs and their relationship to learner and teacher-as-learner autonomy." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566683.

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Chrostowska, M. "The illusion of autonomy : an ethnography of teachers' professional lives in a primary academy in England." Thesis, Liverpool John Moores University, 2018. http://researchonline.ljmu.ac.uk/8914/.

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This thesis reports on an ethnographic research of primary school teachers’ lived experiences of working and teaching in a school that had recently converted from a LA maintained community school to an academy. The aim of this doctoral study is to explore teachers’ work and capture the changing nature of the teacher professionalism in the new educational setting that is a primary academy. Academies are independent schools that are funded by the state but are managed privately. In England, academies built upon the ideas of the City Technology Colleges project developed by the former Conservativ

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Piercy, Sheryl Wernsing Morreau Lanny E. "Teacher perceptions of task importance and expectations of independence in student learning." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9105741.

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Thesis (Ed. D.)--Illinois State University, 1990.<br>Title from title page screen, viewed November 21, 2005. Dissertation Committee: Lanny E. Morreau (chair), Thomas E. Caldwell, E. Paula Crowley, Kenneth H. Strand, Alan C. Repp. Includes bibliographical references (leaves 132-142) and abstract. Also available in print.

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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

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Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.

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[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of a

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Stegner, Linnea H. "Strategies Utilized by Secondary French Teachers to Help Students Visualize Their Progress." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6742.

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This qualitative study identified the strategies that secondary French teachers use in their classroom to show students that they have made progress in their learning. Six teachers participated in this study. Data were collected from interviews, class observations, and artifacts used by the teachers. The findings suggest that teachers use a variety of strategies to help their students to know that they have made progress. These strategies include various forms of formative assessments, self-assessments, and self-reflections. The findings reveal that teachers choose to use these strategies beca

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Dellenlöv, Johanna, and Pernilla Tonning. "Influence, Responsibility and Awareness - teachers' and students' attitudes and experiences." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28459.

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In this degree project the concepts of student democracy, student influence, learnerresponsibility and learner awareness are discussed. This has been done in connection to the learner autonomy movement in Sweden and the steering documents at a secondary school level. Our study concerns some teachers’ and students’ attitudes to and experiences of working with these issues in school. We came to the conclusion that the teachers that we interviewed are very aware of what the steering documents say and try to incorporate these essential parts in their teaching. We also found that the students are n

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Leitão, Maria Cristina Pimenta. "Um percurso na gestão." Master's thesis, [s.n.], 2012. http://hdl.handle.net/10284/3201.

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Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Docência e Gestão da Educação, especialização em Administração Escolar e Administração Educacional.<br>Este trabalho pretende refletir a nossa experiência, enquanto membro de um órgão de administração e gestão e, mais concretamente, aferir as diferenças entre o estabelecimento de ensino que encontrámos, no passado, e aquele que existe, na atualidade. Procedemos, então, à divisão do relatório em quatro partes fundamentais. Numa primeira parte, efetuámos uma breve resenha da no

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Chuk, Yim-ping Joanne, and 祝艷萍. "Learning to teach, teaching to learn: a longitudinal study of student teachers' autonomous development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B4401417X.

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Othman, Awras. "Learner autonomy in a Syrian tertiary language teaching institute : an investigation into the teachers and students perspectives and practices." Thesis, University of Essex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496261.

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Westlake, Andrew, and Lovrenc Zitko. "A switch to the new paradigm: Teachers’ views and attitudes towards self-assessment." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33825.

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The study that has been undertaken sets out to explore teacher attitudes towards the subject of self-assessment. It also aims at finding out specific strategies and tools used, and what the teachers feel would aid with the promotion and implementation of self-assessment in the modern language classroom.To this end we conducted a number of interviews, in the south of Sweden, with teachers of varying experience who actively practice self-assessment in their classrooms. The teachers were positive to the concept of self-assessment, but stressed a number of areas that presented problems, available

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Malone, Beverly E. Angell Maureen E. "Secondary level special education teachers' perspectives and self-reported practices related to the self-determination skills of high school students with disabilities." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417813001&SrchMode=1&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207666444&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2007.<br>Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Maureen E. Angell (chair), John K. Rugutt, Debra L. Shelden, Julia B. Stoner. Includes bibliographical references (leaves 104-111) and abstract. Also available in print.

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Charlot, Colomès Angel Anne-Lise, and Colomès Angel Anne-Lise Charlot. "Mothers' and teachers' autonomy support on students' school adjustment : the mediating role of satisfaction and frustration on basic psychological needs." Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37920.

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Il existe une riche littérature portant sur la contribution du soutien à l’autonomie de la mère et des enseignants sur l’ajustement des jeunes en milieu scolaire. Cependant, peu d’études ont tenté d’évaluer les mécanismes responsables de ce lien. Fondée sur la théorie de l’autodétermination (TAD ; Ryan & Deci, 2017), la présente étude tente de combler les lacunes empiriques en évaluant un modèle qui explore le rôle médiateur des besoins psychologiques chez les jeunes dans la relation entre le soutien à l’autonomie de la mère et des enseignants et leur ajustement à l’école. L’échantillon était

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Frison, Marli Dallagnol. "A produção de saberes docentes articulada à formação inicial de professores de Química : implicações teórico-práticas na escola de nível médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/61253.

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Este estudo aborda um processo de pesquisa-ação ocorrido no contexto de um curso de Licenciatura, no qual se constituiu grupos de trabalho envolvendo professores em formação inicial e professores em exercício, da escola e da universidade, que assumiram a própria prática docente como referência para a análise e reflexão de seu processo formativo. Teve como objetivos investigar e analisar os saberes docentes a as aprendizagens sobre conhecimentos profissionais de professor construídos durante a elaboração e o desenvolvimento de propostas de ensino, denominadas de Situações de Estudo (SEs) e comp

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Elmahjoub, Abdallah. "An ethnographic investigation into teachers' and learners' perceptions and practices in relation to learner autonomy in a secondary school in Libya." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7916/.

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The shift toward learner-centred approaches in language teaching and learning has resulted in greater interest in the role of the learner. The trend towards learner autonomy in this regard has occupied a wide space in the literature. One of the issues that has been hotly debated in the field of learner autonomy is its appropriateness/inappropriateness to certain cultures; more specifically, autonomy has sometimes been referred to as alien and inappropriate to non-Western cultures. This study aims to investigate the Libyan context which is categorised as one of the contexts in which autonomy is

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May, Donald. "CURRICULUM CONTROL AND TEACHERS' PERCEPTIONS OF PROFESSIONAL DISCRETION AND SATISFACTION." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2116.

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The goal of this research was to investigate teachers' perceptions of professional discretion and satisfaction related to internal and external factors of curriculum control. Results of the study were intended to provide data to policy makers and school district administrators that could be used in the development and implementation of the curriculum reform process. Middle and high school teachers in a large central Florida school district completed the survey. The survey's six constructs were 1. Influence of Teacher Beliefs 2. Perceptions of Success and Satisfaction 3. Influence of Tests and

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Bolt, Melanie A. "Teachers'' Perspectives on the Standards of Learning School Reform in Virginia." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27398.

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This study discussed the need for a broader public discourse on high-stakes accountability-based school reform that underscores teachersâ perspectives. Also, the study discussed the need for fuller disclosure of the possible undesirable classroom effects of the reform. To address these needs, the study described teachersâ perspectives on the Standards of Learning (SOL) school reform in Virginia, focusing upon teachersâ views on the reformâ s classroom effects. The domains of interest were (1) the adequacy of curriculum and the diversity of teachersâ instructional strategies, (2) the q

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Aljaser, Anfal M. M. F. "Investigating the perceptions of English language learners in relation to developing learner autonomy : a case study of student language teachers in Kuwait." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10581/.

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Developing Learner Autonomy depends on the learner's metacognitive awareness and beliefs about their own language learning experience. The SLTs' perceptions in this research were used to build up a reflective analysis of whether their past language learning experience is affecting their current learning and how it will affect their future teaching. This research managed to provide a valuable qualitative understanding for developing learner autonomy in the existing Kuwaiti public educational environment, based on exploring SLTs' perceptions. SLTs showed that, despite the limitations of the trad

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