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1
Cordeiro, Bárbara Osório. "Relatório da prática de ensino supervisionada realizada no Conservatório Regional de Castelo Branco: métodos de ensino na iniciação à aprendizagem do violino." Master's thesis, Universidade de Évora, 2021. http://hdl.handle.net/10174/29169.
Full textAbstract:
O presente trabalho insere-se no âmbito da unidade curricular da prática de ensino supervisionada
do Mestrado de Ensino da Música da Universidade de Évora, relativo ao ano letivo 2019/2020.
Na primeira parte do trabalho é realizada uma descrição e análise da Prática de Ensino
Supervisionada (PES), assim como uma contextualização, tanto da cidade como do
estabelecimento acolhedor, o Conservatório Regional de Castelo Branco. É também facultada uma
caracterização dos alunos acompanhados no decorrer do estágio, bem como uma breve
abordagem sobre a professora cooperante. Ainda nesta primeira secção é realizada uma pesquisa
relativamente às ofertas educativas e aos docentes e não docentes integrantes do CRCB. A
segunda parte aborda os métodos de ensino na iniciação à aprendizagem do violino, quais os mais
utilizados e quais os mais eficazes. A presente investigação tem também como objetivo encorajar
a reflexão sobre o uso dos diferentes métodos que podem ou não influenciar a aprendizagem dos
alunos que se iniciam nesta arte, assim como, o papel do professor na utilização e adaptação dos
mesmos. É um trabalho destinado aos professores e aos que exercem uma atividade violinística
performativa; Report on Supervised Teaching Practice held at Conservatório Regional de Castelo Branco:
Methods of teaching to initiate the learning of violin
Abstract:
This work is part of the supervised teaching practice unit of the Music Teaching Master's Degree
of the University of Évora, for the academic year 2019/2020. In the first part of the work a
description and analysis of the Supervised Teaching Practice (PES) is performed, as well as a
contextualization, both of the city and the welcoming establishment, the Conservatório Regional de
Castelo Branco. A characterization of the students accompanied during the internship is also
provided, as well as a brief approach about the cooperating teacher. Also in this first section a
survey is carried out regarding the educational offers and the teachers and non-teaching staff
members of the CRCB. The second part deals with teaching methods in the initiation of violin
learning, which are the most used and which are the most effective. This research also aims to
encourage reflection on the use of different methods that may or may not influence the learning of
students who initiate in this art, as well as the role of the teacher in their use and adaptation. It is
a work intended for teachers and for those who carry out a performing violinistic activity.
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COCK, JULIANA CRISTINA ARAUJO DO N. "REVIEW STUDY OF THE INSTITUTIONAL ARRANGEMENT OF POLICIES: THE CASE OF THE SCHOLARSHIP INSTITUTIONAL PROGRAM FOR INITIATION TO TEACHING (PIBID)." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2018. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=35552@1.
Full textAbstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Estudo de Revisão do Arranjo Institucional de Implementação de Política: o Caso do Programa Institucional de Bolsa de Iniciação à Docência (Pibid), apresenta um estudo de revisão do campo de estudos de Políticas Públicas e principalmente do subcampo de implementação de políticas. Com base nas referências teóricas e metodológicas de tradição na área, oriundas da Ciência Política, Administração Pública e Sociologia Política, foi realizada uma análise do arranjo institucional de implementação de uma política educacional, o Pibid. Esse programa faz parte de um conjunto de políticas públicas recentes do MEC e da Capes direcionadas aos cursos de licenciatura com foco sobre a formação inicial docente. Trata-se de uma pesquisa qualitativa desenvolvida mediante análise de conteúdo temática de dados bibliográficos e documentais, além da utilização de dados secundários. O objeto da pesquisa consiste em compreender as especificidades do Pibid no histórico das políticas públicas voltadas à formação inicial docente no Brasil a partir de uma análise do arranjo institucional da sua implementação. Os objetivos específicos são compreender i) a articulação de políticas educacionais no contexto de formulação do programa; ii) como está estruturado o seu desenho mediante os regimes de colaboração entre os entes federativos, os níveis de ensino e as instituições de ensino superior e básica, e iii) os papéis desempenhados pelos atores desde a formulação até a implementação. A reflexão proposta também visa contribuir para o campo de implementação de políticas ao expandir o escopo analítico incorporando o conceito de escala, em interface com a Geografia, para uma perspectiva socioespacial.
This research presents a review study of the Public Policies field, mainly the subfield of Policy Implementation. Based on established theoretical and methodological references from Political Science, Public Administration and Political Sociology, we analysed the institutional arrangement for the implementation of specific educational policy, Programa Institucional de Bolsas de Iniciação à Docência (Pibid), the Brazilian Scholarship Institutional Program for Initiation to Teaching. This program is part of a set of recent public policies of the Ministry of Education and Capes – the coordination for higher education staff development –, directed to undergraduate courses focusing on initial teacher training. We developed qualitative research through the analysis of the thematic content of bibliographic and documentary data, together with secondary sets of data. The purpose of the research was to understand the specificities of Pibid in the history of public policies for initial teacher training in Brazil throughout the analysis of the institutional arrangement of its implementation. The specific objectives were to understand i) the articulation of educational policies in the context of the program formulation; ii) the structure of the policy design through collaboration schemes between federative entities, educational levels and institutions both of higher and K-12 education, and iii) the roles played by the actors from the formulation to the implementation. The prospective reflection aims to further contribute to the Policy Implementation field by expanding the analytical scope, incorporating the concept of scale in an interface with Geography, within the lights of a socio-spatial perspective.
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Gomes, Catarina Vieira. "Relatório de prática de ensino supervisionada realizada no Orfeão de Leiria - Conservatório de Artes: guia prático para a aprendizagem inicial do clarinete." Master's thesis, Universidade de Évora, 2019. http://hdl.handle.net/10174/27639.
Full textAbstract:
O objeto de estudo do presente trabalho é a criação do primeiro método de iniciação
ao clarinete em português com melodias tradicionais e populares portuguesa.
Este trabalho pretende dar um contributo para o ensino do clarinete em Portugal, bem
como criar uma ferramenta didática de apoio ao discente de clarinete.
O relatório encontra-se organizado em duas partes distintas, sendo a primeira referente
à Prática de Ensino Supervisionada realizada na Escola de Música do Orfeão de Leiria –
Conservatório de Artes, com o professor cooperante Luís Casalinho, e a segunda, à
investigação sobre o tema anteriormente referido; Abstract - Supervised Teaching Report held at Orfeão de
Leiria – Conservatório de Artes: Pratical guide for the initial
learning of the clarinet
The object of study in the present work is the creation of the first method in Portuguese
for the initiation to the clarinet, with excerpts from Portuguese traditional and popular
music.
This work aims to contribute to the teaching of the clarinet in Portugal, as well as to
create a didactic tool to support the clarinet student.
This report is organized in two distinct parts, the first one referring to the supervised
teaching practise held at Orfeão de Leiria – Conservatório de Artes with the cooperating
advisor Luís Casalinho, and the second, to the research on the subject previously
mentioned.
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Silva, Eliene Maria da. "A iniciação à docência no processo da aprendizagem docente: um estudo no Programa Institucional de Bolsa de Iniciação à Docência Pibid / Capes na Universidade do Estado da Bahia - UNEB." Faculdade de Educação, 2016. http://repositorio.ufba.br/ri/handle/ri/21822.
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PAC/UNEB
O presente estudo aborda a iniciação à docência no processo da aprendizagem docente. Para isso, tomou o Programa Institucional de Bolsa de Iniciação à Docência-PIBID na Universidade do Estado da Bahia-UNEB, como lócus de investigação e com o objetivo de compreender como a iniciação à docência se relaciona no processo da aprendizagem da docência a partir da experiência do Programa na instituição. Partindo do argumento de que a aprendizagem da docência é um processo itinerante e nômade, que ocorre em diversos espaços de aprendizagem (FRÓES, 2000) foi desenvolvida uma pesquisa qualitativa em 04 (quatro) Departamentos da UNEB a partir de seus subprojetos vinculados ao Projeto Institucional da UNEB. A pesquisa de base qualitativa e natureza fenomenológica, contou com a colaboração de dez bolsistas de iniciação à docência do PIBID da Universidade do Estado da Bahia – BA. As fontes de análise foram selecionadas com base no objetivo do estudo e consideraram a aprendizagem, a formação e a licenciatura como elementos estruturantes para a realização da pesquisa. Como dispositivos de pesquisa foram realizadas as análises de documentos, entrevistas semiestruturadas e grupos focais. As análises partiram das proposições que fundamentam o trabalho investigativo e foram feitas a partir de um movimento de alternância entre o campo empírico e a teoria, numa estreita relação com as atividades acadêmicas dos Cursos de Licenciatura da UNEB e com a organização do trabalho pedagógico das escolas da Educação Básica. Assim, tais análises se articularam em quatro eixos: a identificação progressiva do licenciando com a profissão, docente, a co-existencia entre PIBID e Estágio: um entre-lugar da formação, ser e não ser professor: entre a discência e a docência e a iniciação (com) partilhada.
ABSTRACT This present study addresses the initiation in teaching on the process of docent apprenticeship. For this, it took the Institutional Grant Program Teaching Initiation-PIBID at the State University of Bahia-UNEB as investigation locus. Starting from the argument that the docent apprenticeship is an itinerant and nomadic process that occurs in several learning spaces (BURNHAM, 2000), it was developed a qualitative research in 04(four) different departments of UNEB with Initiation scholarship holders to the various subprojects teaching linked to the Program. The qualitative research base, phenomenological nature, was assisted by the collaboration of ten scholarship holders of the initiation in teaching PIBID State University of Bahia - BA. The analysis sources were selected based on the study's goals and considering the apprenticeship, education and licensure as structural elements for the research. As research devices were carried out a document analysis, semi-structured interviews and focus groups. The analyses set off from the propositions that base the investigative work in agreement with some principles of hermeneutics from an alternating movement between all the empirical field and theory, in a close relationship with the academic activities of the degree of UNEB lecturing courses and the organization of Basic School Pedagogical Work. Thus, such analyses are articulated around four axes: the progressive identification of the licensed under docent education, the shared initiation, the transition from student into faculty and the relationships of coexistence between PIBID and Internship.
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Nascimento, Wilson Elmer 1986. "Professores supervisores do PIBID : um estudo sobre o desenvolvimento profissional." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254166.
Full textAbstract:
Orientador: Elisabeth BarolliDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este estudo, de cunho qualitativo, teve como objetivo compreender e caracterizar a influência de subprojetos do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da área de Ciências na rotina profissional dos professores supervisores, bem como o efeito dessa participação no PIBID para o desenvolvimento profissional. O presente estudo configura-se como Estudo de Caso e envolve quatro supervisores do PIBID de subprojetos vinculados a diferentes Instituições de Ensino Superior do Estado de São Paulo. Para o levantamento dos dados optamos pelo uso de entrevistas semiestruturadas, que apresenta um esquema por nós elaborado que sintetiza as características mais importantes do desenvolvimento profissional de professores de acordo com a literatura. Ao percebermos que os dados nos permitiam reconstruir as histórias dos supervisores no PIBID em uma perspectiva diacrônica durante o projeto, lançamos mão de uma análise narrativa procurando, nesse primeiro momento, apontar para as práticas realizadas no programa e os principais impactos nas rotinas dos professores. Para a compreensão dos modos como os supervisores interagiram com seus subprojetos, recorremos ao ferramental teórico em torno do conceito de disposições conforme proposto pelo sociólogo Bernard Lahire. O segundo patamar de análise nos permitiu apreender algumas disposições dos supervisores interpretadas como motores de suas ações nos subprojetos e, ao mesmo tempo, relacionadas com possibilidades de desenvolvimento profissional. Diante de uma perspectiva teórica multireferencial para o desenvolvimento profissional dos professores, em que tem subjacente uma dinâmica muito dependente do sujeito e do contexto, as principais disposições inferidas na análise nos revelaram seus efeitos diante do desenvolvimento do professor. A compreensão daquilo que os impulsionam a agir em contextos específicos e o porquê de acionarem determinadas práticas e mecanismos, se tornou muito importante para o nosso estudo, à medida que nos possibilitou encontrar indicadores de desenvolvimento profissional. Como resultados, identificamos disposições que, atualizadas durante a participação no PIBID, mobilizaram ações que nos indicaram processos de desenvolvimento profissional em alguns dos supervisores sujeitos da pesquisa. Dos indicadores de desenvolvimento profissional destacamos: (i) os professores como agentes de mudanças, comprometimento e satisfação pessoal; (ii) práticas de reflexão e de investigação; (iii) práticas colaborativas e de trabalho em equipe; e (iv) atualização contínua de repertórios pedagógicos e científicos. Nossos resultados sinalizaram, ainda, para a importância do modo como os subprojetos PIBID são conduzidos e a maneira como o próprio supervisor encara o programa para que processos de desenvolvimento profissional se desencadeiem
Abstract: This research, qualitative nature, aimed to comprise and characterize the influence of subprojects of "Programa Institucional de Bolsas de Iniciação à Docência" in the field of Science in the daily tasks of the supervisors teaching practicers, as well as the effect of participation in referred program for professional their growth. For this research was used as objetct a case studying involving four PIBID supervisors which work on subprojects team into different Institutions of Higher Education of the State of São Paulo. For mapping the information necessary for this research was chosen as main method semi-structured interviews, which presents a scheme developed by the authors of this article which summarizes the most important features of teacher¿s professional development in accordance with literature. To conclude that the obtained information allowed us to reconstruct the histories of supervisors in PIBID in a diachronic perspective during the project, was used a narrative analysis, which looked at at first moment point out the practices at in the program and the main impacts on the routines of teachers. To understand the ways in which supervisors interacted with their subprojects, we resorted to the theoretical tooling around the concept of dispositions as proposed by sociologist Bernard Lahire. The second level of analysis allowed us to apprehend certain provisions of supervisors interpreted as motor of their actions in the subprojects and, at the same time, related to the opportunities for professional development. Considering the mentioned multi-referential theoretical perspective for the teachers¿ professional development, based on a dependent dynamics of subject and context, the main provisions revealed the effects on the teachers¿ development. Reaching what timulates them to act in specific contexts and why they adopt certain practices and mechanisms was a important issue for this study, as well as contributed to find professional development indicators. As a result, were identified dispositions that, updated during participation in PIBID, mobilized actions indicated in the process of professional development in some of supervisors which had participated of this research. According author¿s oppinion, the main developments are: (i) teachers as change agents, commitment and personal satisfaction; (ii) reflection and research practices; (iii) collaborative and teamwork practices; and (iv) continuous updating of scientific and pedagogical repertoires. The results also shows the importance of how PIBID subprojects are conducted and the way supervisors face the PIBID for their professional development process
Mestrado
Ensino de Ciencias e Matematica
Mestre em Multiunidades em Ensino de Ciências e Matemática
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Cosmo, Thaís. "Escritas de licenciandos em matemática, quanto à docência, no contexto do PIBID." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/8463.
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Não recebi financiamento
This research, of qualitative approach, aims to analyze the writings of future Mathematics teachers about teaching while they are inserted in the context of the Institutional Program of Initiation to Teaching Scholarship (PIBID). It was conducted by the following research question: How is teaching expressed in the writings of future Mathematics teachers while they are inserted in PIBID? To contextualize the research, a historical survey on teacher training in Brazil was made, and a brief PIBID history was also presented. The research relied on theoretical contributions on the importance of practice in the teacher training process and also on the issue collaborative partnership between school and University. As the focus of the research was to analyze the writings of future teachers, the instrument used for data collection was the portfolio, prepared by PIBID undergraduates. Thus, the literature on the importance of writing in the teacher training process was consulted and the concept of portfolios and their purpose in the initial training process of teachers were studied. Therefore, thirteen portfolios were selected for pre-analysis, from which six, related to three undergraduates, were analyzed through categories within four axes of analysis: (1) of personal character; (2) related to classroom; (3) related to students; and (4) related to school and/or to education. As a result, it is inferred that future teachers have a broad understanding of teaching while they are inserted in PIBID, extensively expressing teaching in their writings through the four axes of analysis, highlighting the following categories: pedagogical knowledge; experience; planning, adaptation and improvisation; socialization; contextualization; use of resources and technologies; adversities; student learning; evaluation of learning; discipline; lack of resources; and intention of education.
Esta pesquisa, de caráter qualitativo, tem como objetivo analisar as escritas de futuros professores de matemática, quanto à docência, enquanto inseridos no contexto do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Foi conduzida pela seguinte questão de pesquisa: De que modo a docência é expressa nas escritas de futuros professores de matemática, enquanto estão inseridos no PIBID? Ao contextualizar a pesquisa, fizemos um levantamento histórico da formação de professores no Brasil e apresentamos, também, um breve histórico do PIBID. Fundamentamo-nos em aportes teóricos que dizem respeito à importância da prática no processo de formação do professor e consultamos também estudos sobre a temática parceria colaborativa entre escola e universidade. Como o foco da pesquisa era analisar as escritas dos futuros professores, o instrumento utilizado para a coleta de dados foi o portfólio, elaborado pelos licenciandos no âmbito do PIBID. Desta forma, recorremos à literatura sobre a importância da escrita no processo de formação docente e procuramos ainda entender o que são portfólios e qual a sua finalidade no processo de formação inicial de professores. Selecionamos, portanto, treze portfólios para pré-análise, dos quais analisamos seis, referentes a três licenciandos, através de categorias inscritas em quatro eixos de análise: (1) de caráter pessoal; (2) relacionadas à sala de aula; (3) relacionadas aos alunos; e (4) relacionadas à escola e/ou à educação. Como resultado, podemos inferir que os futuros professores apresentam uma ampla compreensão sobre o trabalho docente quando inseridos no PIBID, expressando a docência extensivamente em suas escritas por meio dos quatro eixos de análise, com destaque às seguintes categorias: conhecimentos pedagógicos; experiência; planejamento, adaptação e improvisação; socialização; contextualização; uso de materiais e tecnologias; adversidades; aprendizagem dos alunos; avaliação da aprendizagem; disciplina; falta de recursos; e intenção da educação.
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Zaqueu-Xavier, Ana Claudia Molina. "Narrativas na formação de professores : possibilidades junto ao Pibid da UFSCar /." Rio Claro, 2019. http://hdl.handle.net/11449/181137.
Full textAbstract:
Orientador: Heloisa da SilvaResumo: Elaborar compreensões sobre a mobilização de narrativas na formação de professores no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (Pibid) da Universidade Federal de São Carlos, UFSCar, foi o objetivo desta pesquisa. A escolha por este espaço de formação deu-se a partir de conversas informais com uma das ex-coordenadoras institucionais e de leituras de produções vinculadas a ele e do seu regimento interno, que indicaram a obrigatoriedade do trabalho com portfólios, diários e relatórios. A metodologia esteve pautada nos pressupostos da História Oral praticada no interior do Grupo História Oral Educação Matemática, Ghoem. As compreensões elaboradas tiveram apoio no estudo de dez narrativas produzidas a partir de momentos de entrevistas com oito coordenadores de área de subprojetos e com dois coordenadores institucionais, bem como de documentos do Pibid da UFSCar. Os estudos e produções de entrevistas deram-se junto aos subprojetos da Biologia, Interdisciplinar, Letras, Pedagogia e Química, perpassando os três campi da instituição, quais sejam, Araras, São Carlos e Sorocaba. Os resultados apontam para uma pluralidade de compreensões e mobilizações das narrativas e seus usos, os quais parecem estar intimamente relacionados a aspectos da formação acadêmica, dos referenciais teóricos e do modo como o Programa é entendido por quem as mobiliza. O portfólio é instituído como o instrumento principal de formação e avaliação, embora outros instrumentos e estratégias... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: To elaborate understandings about the mobilization of narratives in the teacher’s formation in the Institutional Scholarship Program for Teaching Initiation (Pibid) of Federal University of São Carlos, UFSCar, was the objective of this research. The choice for this formation space was based on informal conversations with one of the former institutional coordinators and of readings of productions linked to it and it internal regulation, which indicated the obligation to work with portfolios, diaries and reports. The methodology assumed of the Oral History practiced inside the Group Oral History Mathematics Education, Ghoem. The elaborated understandings had support in the study of ten narratives produced from moments of interviews with eight coordinators of subprojects area and with two institutional coordinators, as well as of documents of the Pibid of UFSCar. The studies and productions of interviews took place with the subprojects of Biology, Interdisciplinary, Letters, Pedagogy and Chemistry, going through the three campuses of the institution, which are, Araras, São Carlos and Sorocaba. The results point to a plurality of understandings and mobilizations of narratives and their uses, which seem to be closely related to aspects of academic formation, of the theoretical references and how the Program is understood by those who mobilize them. The portfolio is established as the main tool for formation and evaluation, although other instruments and strategies with the narrati... (Complete abstract click electronic access below)
Doutor
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Corrêa, André Luiz da Costa. "Rolando dados, criando histórias, aprendendo história : o uso do RPG como instrumento de iniciação científica no ensino de história." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/168963.
Full textAbstract:
A presente pesquisa aborda a temática do uso de jogos na educação básica. Especificamente, trata dos RPGs (role-playing games), jogos de interpretação de personagem, como um recurso para estimular a iniciação científica no ensino de história. A partir da prática do RPG, buscou-se evidenciar momentos de pesquisa a partir de situações-problema apresentadas durante as sessões, bem como a partir da imersão dentro do cenário de jogo. Ao permitir uma simulação, que também é uma imaginação, do passado e articulando saberes prévios com a formação de conceitos formais do conhecimento histórico, o RPG se torna um mecanismo útil para as aprendizagens significativas em história – dentre as quais se destacam a concepção de agência histórica e o aprendizado de situações históricas: contextos, estruturas e conjunturas. As práticas foram conduzidas com alunos e alunas do sétimo ano do ensino fundamental da EMEF Paulo VI – Canoas-RS, a partir da formação de um grupo focal cujos encontros se deram dentro do espaço escolar no turno contrário às aulas regulares.This research addresses the use of role-playing games as a resource to stimulate a scientific initation on the learning process of the history teaching action. From the practical use of RPGs and the student immersion in the game scenery, one seeks to shine a light upon research moments within the roleplaying sessions. Through simulation and creation upon the thematic past of the sessions and articulations with previous knowledge of the student and the formal learnings of historiographic concepts, RPG becomes an useful mechanism for meaningful History experiences - for example, learning the historic agency concept or the historical situations framework: context, structure and conjuncture. The practical applications of our theory were experimented with students of the seventh grade of brazilian elementary school at EMEF Paulo VI - Canoas-RS, who formed a focal group whose meetings took place within the school space after the regular class' shift.
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Ferreira, Henrique Barcelos. "Pedagogia do esporte : estrutura pedagógica para o processo de iniciação esportiva na ótica de especialistas na temática." [s.n.], 2015. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274684.
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Orientador: Roberto Rodrigues PaesTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física
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Resumo: A partir de reflexões e proposições balizadas pelas tendências atuais em Pedagogia do Esporte, este estudo teve como objetivo geral descrever elementos pedagógicos potencializadores das possibilidades educativas presentes no processo de iniciação esportiva. A pesquisa se constituiu da articulação entre escopo teórico e o que pensam 5 especialistas no campo de investigação delimitado. Na metodologia da pesquisa descritiva, de caráter qualitativo, realizamos uma pesquisa de campo, composta por um roteiro de 7 perguntas, que permitiu coletar e analisar as ideias de doutores sobre a temática no país. Para interpretação dos dados, dentre o conjunto de técnicas da análise de conteúdo, utilizamos a categorial. Os resultados obtidos possibilitaram a proposição do "Hexágono da Pedagogia do Esporte", estrutura pedagógica composta de 6 elementos, que pode contribuir na mediação e gestão de processos educativos esportivos intencionais e, no contexto da iniciação esportiva para crianças, pode favorecer que o esporte seja compreendido em sua pluralidade, complexidade e seja tratado numa perspectiva reflexiva, ética, inclusiva, plural e transformadora
Abstract: Having as a starting point reflections and propositions delimited by current trends in Sport Pedagogy, this study aimed to describe pedagogical elements enhancers of educational opportunities present in sportive initiation process. The research was based on the articulation between theoretical scope and what think five recognised experts in the defined field of investigation. In the methodology of descriptive research, qualitative, we have conducted a field survey, consisting of a roadmap of seven questions, which allowed collecting and analysing the ideas of leading PHD in the subject in the country. To interpret the data, considering the existent techniques of content analysis, we have used the Categorial. The results enabled the proposition of the "Hexagon of Sports Pedagogy", pedagogical structure, consists of six elements, that can contribute to the mediation and management of intentional educational sportive processes and in the context of sports initiation for children, can promote the sport to be understood in its plurality, complexity and be treated in a reflexive, ethical, inclusive, plural and transformative perspective
Doutorado
Biodinamica do Movimento e Esporte
Doutor em Educação Física
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Bezerra, Josy Kelly Abreu. "Monitoria de iniciaÃÃo à docÃncia no contexto da Universidade Federal do CearÃ: aspectos legais e sua aplicabilidade." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8724.
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nÃo hÃEste estudo analisa a relaÃÃo entre a legislaÃÃo e a prÃtica da monitoria de iniciaÃÃo à docÃncia, nos cursos de graduaÃÃo da Universidade Federal do CearÃ, sob a Ãptica dos monitores. Diversos fatores influenciaram a necessidade de aprofundamento deste tema, tais como: carÃter dinÃmico da monitoria; por tratar-se de uma polÃtica institucional, comprometida com o desenvolvimento profissional dos futuros docentes; configurar-se como atividade presente hà muitos anos na UFC; inserir-se no processo de formaÃÃo dos estudantes de graduaÃÃo e pela experiÃncia profissional da investigadora. Diante da complexidade do assunto, surgiu a seguinte questÃo a ser investigada: - de que forma o Programa de IniciaÃÃo à DocÃncia està sendo executado nos cursos de graduaÃÃo da Universidade Federal do Cearà e qual sua adequaÃÃo a legislaÃÃo pertinente? O objetivo desta pesquisa foi analisar a percepÃÃo dos monitores remunerados, do Programa de IniciaÃÃo à DocÃncia, da Universidade Federal do CearÃ, quanto à efetivaÃÃo dos objetivos previstos na ResoluÃÃo n 01/CEPE, de 04 de marÃo de 2005. Os objetivos especÃficos foram: Fazer um levantamento histÃrico da monitoria atà sua institucionalizaÃÃo na educaÃÃo superior; apresentar definiÃÃes de monitoria propostas pelas instituiÃÃes federais de ensino superior do Brasil; analisar a legislaÃÃo vigente voltada à monitoria do Programa de IniciaÃÃo à DocÃncia da Universidade Federal do CearÃ; descrever a monitoria do Programa de IniciaÃÃo à DocÃncia; relacionar os objetivos previstos na resoluÃÃo do Programa de IniciaÃÃo à DocÃncia com a prÃtica da monitoria nos cursos de graduaÃÃo. AtravÃs do levantamento do material necessÃrio para subsidiar a realidade estudada, optou-se por uma pesquisa descritiva. O universo da pesquisa foi composto pelos monitores remunerados do Programa de IniciaÃÃo à docÃncia da Universidade Federal do Cearà e que receberam remuneraÃÃo em dezembro 2011. Os dados foram coletados mediante a aplicaÃÃo de um questionÃrio composto por 12 perguntas, sendo 10 objetivas e 2 subjetivas. Compuseram a amostra 335 monitores remunerados do programa e que devolveram o questionÃrio no prazo determinado. Fundamentou-se a pesquisa nos estudos de LibÃneo (1994), Luckesi (2005), NatÃrio (2010), dentre outros considerados importantes para a elaboraÃÃo do referencial teÃrico da pesquisa e fundamentaÃÃo da anÃlise das respostas. ApÃs a coleta e anÃlise dos dados, conclui-se que, conforme a visÃo dos monitores que participaram da pesquisa, este programa alinha-se ao compromisso da instituiÃÃo em promover a adequada utilizaÃÃo do conhecimento teÃrico Ãs mais diversas situaÃÃes encontradas no ambiente profissional, como tambÃm, favorece o desenvolvimento de habilidades relacionais, pelo fato de estar o monitor em constante interaÃÃo com outros estudantes; isso posto, à evidente que a atividade de monitoria à importante passo em direÃÃo à atividade de docÃncia.
This study examines the relationship between law and practice of monitoring of initiation to teaching in the graduation courses of Federal University of Ceara (known as UFC), in terms of the monitors. Several factors influenced the need to deepen this theme, such as: dynamic character of monitoring, because it is an institutional policy committed to the professional development of future teachers; set up as this activity for many years at UFC; insert itself in the process of training of graduate students and by the experience of the researcher. Given the complexity of the subject, came the next question to be investigated: - how the Initiation Program to Teaching is running in the graduation courses of Federal University of Ceara and what it is its suitability relevant legislation? The aim of this study was to analyze the perception of monitors paid in the Initiation Program to Teaching of Federal University of Ceara, regarding the realization of the goals set out in Resolution n 01/CEPE of March 4, 2005. The specific objectives were: Making a historical survey of the monitoring up to its institutionalization in university education; present definitions of monitoring proposed by federal institutions of university education in Brazil; analyze current legislation aimed at monitoring the Initiation Program to Teaching of Federal University of Ceara; describe the monitoring of the Initiation Program to Teaching; relate the goals set forth in Resolution of the Initiation Program to Teaching with monitoring practice in undergraduate. Based on the material needed to support the reality studied, we chose a descriptive research. The research consisted of the paid monitors of the Initiation Program to Teaching of Federal University of Ceara that received compensation in December 2011. Data were collected by a questionnaire consisting of 12 questions, with 10 objective and 2 subjective. The sample consisted of 335 paid monitors program that returned the questionnaire within the prescribed period. The research was based on the studies of LibÃneo (1994), Luckesi (2005), NatÃrio (2010), among others considered important for the development of theoretical research and support of the analysis of the responses. After collecting and analyzing data, it was concluded that, according of the vision of monitors that participated in the survey, this program fits the institution's commitment to promote the appropriate use of theoretical knowledge to various situations encountered in the workplace, but also favors the development of relational skills, because the monitor being in constant interaction with other students; that said, it is evident that the activity monitoring is an important step toward the activity of teaching.
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Braccini, Marja Leão. "A iniciação científica e o exercício da docência na educação básica: ressignificações da experiência de professores iniciantes." Universidade do Vale do Rio dos Sinos, 2012. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4553.
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Este estudo busca compreender se os alunos de Cursos de Licenciaturas, que vivenciaram a experiência de atuarem como Bolsistas de Iniciação Científica, reconhecem que essa condição repercute na sua posterior docência na Educação Básica. Destacam-se como objetivos principais: (1) Identificar os principais lugares de construção dos saberes docentes dos professores egressos de iniciação científica; (2) Identificar as principais aprendizagens vivenciadas durante a iniciação científica; (3) Compreender se as aprendizagens de iniciação à pesquisa são significativas para docência; (4) Entender como os professores orientadores de BIC percebem a iniciação à pesquisa como parte da formação inicial para docência. Utiliza-se os princípios da pesquisa qualitativa incluindo a realização de entrevistas semi-estruturadas com seis professores, egressos de Cursos de Licenciatura, que atuaram, também, como Bolsistas de IC, bem como os docentes universitários que foram seus orientadores. Os dados foram organizados em duas grandes dimensões: Iniciação Científica e Saberes da pesquisa e os saberes da docência. A dimensão Iniciação Científica foi divida em duas categorias – motivações e aprendizagens. E a segunda dimensão tem por categorias: iniciação científica e a formação para docência; professor reflexivo/professor pesquisador; ensino com pesquisa. O estudo aborda, também, alguns destaques dos orientadores e, ainda, os desafios que vivenciados pelos egressos no inicio da carreira, etapa em que se encontram. A revisão de literatura e os achados a partir da análise dos depoimentos dos interlocutores ajudam a compreender que a pesquisa como componente da formação docente não pode ser vista de forma isolada, estando na dependência das condições objetivas do trabalho docente. Entretanto ao considerarmos a Iniciação Científica como uma experiência significativa na formação dos licenciandos, percebe-se que esta condição repercute nos saberes da docência, contribuindo para qualificação do ensino e do trabalho docente.
This study aims at comprehending whether the undergraduate students in degree courses who experienced as a Scientific Initiation Scholarships recognize that this condition influences in their posterior teaching condition in the basic education. It is possible to highlight as main objectives: (1) Identify the major sources of the teaching knowledge construction for teachers that used to work with scientific initiation; (2) Identify the main learning experiences acquired during the scientific initiation; (3) Comprehend whether the learning experiences obtained during the initiation to the research are significant to the teaching; (4) Understand how mentor teachers of SIS perceive the initiation to the research as part of the initial training for teaching. This investigation is based on the principles of the qualitative research and semi-structured interviews are being conducted with six teachers, graduates in degree courses and also from Si Programs and with the university professors who were their advisors. The data were organized in two large dimensions: Scientific Initiation and knowledge of research and knowledge of teaching. The dimension Scientific Initiation was divided in the categories – motivations and learning. And the second dimension has the categories: Scientific Initiation and the teachers training; reflexive/research teachers; learning with research. The study addresses, either, some highlights from the advisors, and the challenges lived by the graduates from the early carrier, stage that they are. The literature review and the findings from the analysis of the speeches of our partners have been helping us understand that the research, as a component of the teacher training, can’t be seen in isolation. It will be in the surroundings of the objective conditions of the teaching work. However, when considering the Scientific Initiation as a significant experience in the training of undergraduates, we have seen that this condition may have an impact on the teaching knowledge, contributing to the qualification of the education and the teaching work.
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Fin, Adriane. "O Programa Bolsa Estágio Formação Docente e a formação inicial de professores no Estado do Espírito Santo: uma experiência de aprendizagem da docência." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/16200.
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Previous issue date: 2015-09-16Conselho Nacional de Desenvolvimento Científico e Tecnológico
This research aimed to analyze the contributions of the Programa Bolsa Estágio Formação Docente (PBEFD Grant for Docent Training Stage Program) on the teaching learning of future teachers from the basic school of the Espírito Santo state. The program is part of a teaching initiation public policy, and it was regulated in 2010 by the Espírito Santo state government. It consists of a not obligatory paid stage whose main purpose is to narrow the relationship between theory and practice in such a way to make a good association of content and didactic knowledge and the methodologies which the basic school teachers need. The theoretical framework was developed from arguments proposed by: Gatti and Nunes (2008, 2009a, 2009b), and Gatti and Gimenes (2011) that guided the discussion about curriculums of the teaching degree courses in Brazil and in Espírito Santo, emphasizing different aspects of the teaching learning process; André et al (2013), Brito (2013), Poladian (2014), and Gatti et al (2014), were used to argue about initiation to teaching programs and projects arising from teacher training brazilian public policy; and Rodrigues (2009), Malandrino (2012), Melo (2013), and Melo and Almeida (2014) were explored in order to talk about the training and its contributions on the teaching learning process. Authors as Tancredi (2009), Mizukami (2013), Tardif (2011), Vaillant (2010, 2012), Nóvoa (2009, 2011), Perrenoud (2002), Gatti, Barreto and André (2011), Carlos Marcelo (2009), Gatti and Barreto (2009), Imbernón (2002), and Zeichner (2010), supported the teaching learning process understanding as well as the importance of school and university approximation. This research has a qualitative approach and used as methodological procedures the program official documents analysis, discussion group with the trainees, and semi-structured interviews with the basic school teachers and tutor pedagogues from the training school centers. The program movements analysis was subdivided in five classes that oriented us in understanding it as a significant experience of teaching learning, not only for the trainees but also for the school teachers, since the training process was developed within a potential shared learning situation
Esta pesquisa teve como objetivo analisar as contribuições do Programa Bolsa Estágio Formação Docente (PBEFD) na aprendizagem da docência de futuros professores da educação básica do Estado do Espírito Santo. O Programa faz parte de uma política pública de iniciação à docência e foi regulamentado, em 2010, pelo governo do Estado do Espírito Santo. Trata-se de um Estágio remunerado e não obrigatório com a principal finalidade de estreitar as relações entre teoria e prática, de modo a associar os conhecimentos dos conteúdos com os conhecimentos didáticos e metodológicos necessários ao professor da educação básica. O referencial teórico foi desenvolvido a partir das discussões propostas por: Gatti e Nunes (2008, 2009a e 2009b) e Gatti e Gimenes (2011) para discorrer sobre os currículos dos cursos de licenciaturas no Brasil e no Espírito Santo, enfatizando diferentes aspectos pertinentes ao processo de formação de professores; André et al (2013), Brito (2013), Poladian (2014) e Gatti et al (2014) para discorrer sobre os Programas e/ou Projetos de iniciação à docência, decorrentes também de políticas públicas de formação de professores no Brasil e da aproximação universidade e escola; e de Rodrigues (2009), Malandrino (2012), Melo (2013) e Melo e Almeida (2014) para tratar do estágio e das suas contribuições na aprendizagem da docência. Para compreender os processos de aprendizagem da docência e a importância da aproximação universidade e escola subsidiaram a pesquisa: Tancredi (2009), Mizukami (2013), Tardif (2011), Vaillant (2010, 2012), Nóvoa (2009, 2011), Perrenoud (2002), Gatti, Barreto e André (2011), Carlos Marcelo (2009), Gatti e Barreto (2009), Imbernón (2002) e Zeichner (2010). A pesquisa, de abordagem qualitativa, utilizou como procedimentos metodológicos a análise dos documentos oficiais do Programa, os grupos de discussão com estagiários e as entrevistas semiestruturadas com professores da Educação Básica e Pedagogos tutores das escolas-campo do estágio. A análise dos movimentos do Programa se subdividiu em cinco categorias que nos direcionaram a compreendê-lo como uma experiência significativa de aprendizagem da docência não apenas aos estagiários, mas também aos professores das escolas, pois o estágio se concretizou em situação potencial de aprendizagem compartilhada
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Lima, Jacilene Fiúza de. "A implantação da Pós-Graduação e da Iniciação Científica na Faculdade de Educação da UFBA (FACED/UFBA) suas problemáticas e perspectivas para a integração entre o ensino e a pesquisa nesta instituição no âmbito dos dois programas." Faculdade de Educação, 2015. http://repositorio.ufba.br/ri/handle/ri/24024.
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CNPq
Esse estudo teve por objetivo analisar a implantação da Pós-graduação e da Iniciação Científica na FACED, suas problemáticas e perspectivas para a integração entre o ensino e a pesquisa nesta instituição, no âmbito dos referidos Programas. Para tanto, fez-se uma pesquisa qualitativa, do tipo estudo de caso, com realização de pesquisa documental e entrevistas semiestruturadas com bolsistas de Iniciação Cientifica da Faced, professores orientadores e, com professores que participaram do processo de implantação do mestrado e doutorado nessa instituição. As reflexões sobre Política Científica, Iniciação Científica, Pós-graduação no Brasil e Integração entre Ensino e Pesquisa, foram tomadas como principais categorias teóricas que embasaram o estudo. As análises das entrevistas evidenciaram que, no processo de implantação da Pós-graduação na FACED, não houve uma preocupação específica com atividades de integração entre o ensino de graduação e as atividades de pós-graduação, exceto pela obrigatoriedade do Tirocínio docente, que previa uma articulação entre os dois programas e pelas atividades desenvolvidas por alguns professores, nesse sentido. Sobre as relações entre a Iniciação científica e a pós-graduação, as falas de orientadores e de bolsistas do PIBIC demonstraram que as atividades desenvolvidas nos grupos de pesquisa da Pós e as aulas ministradas na graduação, tanto pelos estagiários de pós-graduação, quanto pelos docentes do programa, não se articulam de modo a promover uma integração entre as duas atividades e os dois Programas. Os bolsistas de iniciação científica, por sua vez, afirmaram conseguir estabelecer relações, promovendo uma integração em sala de aula com base no que vêm nas atividades de pesquisa e no convívio nos grupos; entretanto, consideraram que o ensino em sala de aula fica defasado em termos de algumas competências e habilidades necessárias para que se possa desenvolver melhor o aluno dentro da vida acadêmica. Os orientadores de iniciação científica, que são também professores da pós-graduação, não conseguem fazer a mesma integração que os bolsistas entre suas atividades de pesquisa e o ensino na graduação, tanto conforme afirmação deles próprios ao apontarem as dificuldades para realizar a integração com as atividades de ensino, quanto de acordo com as falas dos bolsistas, que sentem em sala de aula a diferença entre as duas atividades, de modo que, verificou-se que no âmbito dos Programas de Pós-graduação e de Iniciação científica, somente os bolsistas desse último conseguem promover uma integração entre o ensino e a pesquisa, embora de forma isolada.
ABSCTRAT This study aimed to analyze the implementation of Graduate Studies and Scientific Initiation in FACED, its problems and prospects for integration between teaching and research in this institution, under those programs. Therefore, there was a qualitative research, study type of case, with conducting documentary research and semi-structured interviews with Scientific Initiation Faced fellows, mentors and teachers, with teachers who participated in the master's and doctoral deployment process that institution. Reflections on Science Policy, Scientific Initiation, Postgraduate in Brazil and Integration of Research and Education, were taken as the main theoretical categories that supported the study. The analyzes of the interviews showed that, in the implementation process of the Postgraduate in FACED, there was no specific concern with integration activities between undergraduate education and postgraduate activities, except for the mandatory teaching apprenticeship, which included a coordination between the two programs. On relations between the scientific initiation and postgraduation, the lines of guiding and PIBIC Scholars have shown that activities in the Post's research groups and classes taught at graduation by both graduate trainees, as the Program teachers, do not articulate in order to promote integration between the two activities and the two programs. The undergraduate research fellows, in turn, said can establish relations by promoting integration in the classroom based on coming in research activities and socializing in groups; however, they considered that the teaching in the classroom is outdated in terms of some necessary skills and abilities so that they can better develop the student into the academic life. The scientific initiation counselors, who are also graduate teachers, can not do the same integration that the stock between its research activities and teaching in undergraduate, both as their own statement to indicate the difficulties to integrate with the teaching activities, as according to the statements of the scholars, who feel in class the difference between the two activities, so that it was found that under the Graduate Programs and Scientific initiation, only Fellows the latter can promote integration between teaching and research, while in isolation
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Reys, Maria Cristiane Deltregia. "MÉTODOS PARA INICIAÇÃO DE CRIANÇAS AO VIOLONCELO: LEITURAS E USOS - UM ESTUDO NA REGIÃO SUL DO BRASIL." Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/6963.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis dissertation binds to the line of research Education and Arts LP4, from the Graduate Program in Education of the Federal University of Santa Maria/RS, and to the Group of studies FAPEM (CNPq): Training, action and research in Music Education. The research objective was to analyze readings and usages of cello teacher, active in the southern region of Brazil, about methods used in the initiation of children. To this end, it was necessary a review and a brief analysis of the methods, as well as investigates how these books are adapted and supplemented in different realities. The study had the theoretical contribution of Roger Chartier referential (1997, 1999, 2002a and 2002b), considering the musical text a reading object constituted of materiality and liable to interpretation. For the realization of the work, the musical methods were studied while textbooks for instrumental teaching, as well as aspects relating to the repertory and musical development in the stage of initiation. For this, it was sought to establish a dialogue with the authors of the areas of Education and Music, in interfaces with Music Education. In this sense, were used as benchmarks studies of authors such as Anne-Marie Chartier (2007) and Alain Choppin (2004), in the area of Education; Garbosa (2003, 2009), Souza (1994), Penna (2008), Torres (2009), França and Swanwick (2002), Pleeth (1982) and Maciente (2008) in the area of Music, among others. Methodologically, the research, of a qualitative nature, had as its main data sourced the talks of cello teachers, considering their readings and experiences in the use of methods. From the study, it was noted that some methods are chosen as the basis for the work of initiation, however, the proposals from authors do not paralyze the practices of the teachers, there is freedom in reading and great diversity of uses. The methods are chosen and supplemented, in accordance with the needs of the community of readers cellists. The results also point to the influence of textbook in the dissemination of musical education proposals that prioritize the making music at the expense of an education focused on technique and on the performance.
A presente dissertação vincula-se à linha de pesquisa Educação e Artes LP4, do Programa de Pós-Graduação em Educação, da Universidade Federal de Santa Maria/RS, e ao grupo de estudos FAPEM (CNPq): Formação, ação e pesquisa em Educação Musical. A pesquisa teve por objetivo analisar as leituras e usos de professores de violoncelo, atuantes na região sul do Brasil, acerca dos métodos utilizados na iniciação de crianças. Para tanto, foi necessário um levantamento e uma breve análise dos métodos, assim como investigar de que modo esses livros são adaptados e complementados em diferentes realidades. O estudo teve como aporte teórico o referencial de Roger Chartier (1997, 1999, 2002a e 2002b), considerando-se o texto musical um objeto de leitura constituído de materialidade e passível de interpretação. Para a realização do trabalho, os métodos musicais foram estudados enquanto livros didáticos para o ensino instrumental, assim como quanto aos aspectos referentes ao repertório e ao desenvolvimento musical na etapa de iniciação. Para tanto, procurou-se estabelecer um diálogo com autores das áreas de Educação e de Música, em interfaces com a Educação Musical. Neste sentido, foram utilizados como referenciais estudos de autores como Anne-Marie Chartier (2007) e Alain Choppin (2004), na área de Educação; Garbosa (2003, 2009), Souza (1994), Penna (2008), Torres (2009), França e Swanwick (2002), Pleeth (1982) e Maciente (2008) na área da Música, entre outros. Metodologicamente, a pesquisa, de natureza qualitativa, teve como principal fonte de dados a fala dos professores de violoncelo, considerando-se suas leituras e experiências no uso dos métodos. A partir do estudo, constatou-se que alguns métodos são escolhidos como base para o trabalho de iniciação, entretanto, as propostas dos autores não engessam as práticas dos professores, há liberdade na leitura e grande diversidade de usos. Os métodos são escolhidos e complementados, segundo as necessidades da comunidade de leitores violoncelistas. Os resultados apontam também para a influência do livro didático na divulgação de propostas de educação musical que priorizem o fazer musical em detrimento de um ensino focado na técnica e na performance.
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Andretti, Evandro Carlos. "As contribuições do PIBID/UNIOESTE na formação de professores: subprojetos de matemática de Cascavel e Foz do Iguaçu." Universidade Estadual do Oeste do Parana, 2017. http://tede.unioeste.br:8080/tede/handle/tede/1029.
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Previous issue date: 2017-02-03Fundação Araucária
This research aims to understand how the ex - pibidiano - teacher applies in the day to day school the theoretical and practical knowledge learned during his participation in the Institutional Program of Initiation to Teaching - PIBID - of the State University of the West of Paraná - UNIOESTE - of the Mathematics courses of the Campi de Cascavel and Foz do Iguaçu. In order to identify the contributions and limitations of this training process, in the eyes of the graduates of the program, we seek to answer the following guiding questions: How does the teacher who lived PIBID / UNIOESTE in his undergraduate course evaluate PIBID's contributions to teaching Mathematics in the future as a teacher? What is the contribution of PIBID in initiating teaching of ex-pibidians? The documents, projects and publications were used for the recognition of the scenario, identification of the dynamics and particularities of the program in the national, institutional and in each of the subprojects. Firstly, we sought the students who graduated from the Mathematics courses of Campi Cascavel and Foz do Iguaçu that met the following criteria: to have participated in the program for a time equal to or greater than twelve months and to be effectively in the classroom. Two teachers from Foz do Iguaçu and three teachers from Cascavel participated in the study. Data were collected through a semi-structured interview. After collecting the data the work was concentrated on observing if the national, institutional and of each subproject objectives were contemplated in the speech of the graduates. The characteristics and feelings of beginning teachers indicated by the literature are revealed throughout the initiation process of the subjects, beginning in the experiences in the program what follows in the first years of teaching, however with some indications that some difficulties are overcome by the learning generated in that Training, which contributed to the professional integration. The program also seeks to provide the articulation between theory and practice to the licenciandos, seeks to overcome the dichotomies between school mathematics and the academic mathematics of initial formation that reflects directly in professional practice. The teachers participating in the research highlight continuing education, as they reflect on their practice, perceive their trajectories, their gaps in initial and continuing training, and difficulties stemming from inexperience. However, they are reflective and interested in becoming better teachers and developing professionally in their careers.
Esta pesquisa tem como objetivo compreender como o professor ex-pibidiano aplica no dia a dia escolar os conhecimentos teóricos e práticos aprendidos durante sua participação no Programa Institucional de Bolsas de Iniciação à Docência PIBID da Universidade Estadual do Oeste do Paraná UNIOESTE dos cursos de Matemática dos Campi de Cascavel e Foz do Iguaçu. No intuito de identificarmos as contribuições e limitações desse processo formativo, sob o olhar dos egressos do programa, buscamos responder as seguintes questões norteadoras: Como o professor que vivenciou o PIBID/UNIOESTE na sua graduação, avalia as contribuições do PIBID para exercer sua docência em Matemática no futuro como professor? Qual a colaboração do PIBID na iniciação à docência de ex-pibidianos? Para reconhecimento do cenário, identificação da dinâmica e particularidades do programa no âmbito nacional, institucional e em cada um dos subprojetos, foram utilizados documentos, projetos e publicações. Primeiramente buscamos os alunos egressos dos cursos de Matemática dos Campi Cascavel e Foz do Iguaçu que atendiam os seguintes critérios: ter participado do programa por tempo igual ou superior a doze meses e estar efetivamente em sala de aula. Aceitaram participar da pesquisa dois professores de Foz do Iguaçu e três professores de Cascavel. Os dados foram coletados por meio de uma entrevista semiestruturada. Depois de coletados os dados o trabalho foi concentrado em observar se os objetivos nacionais, institucionais e de cada subprojeto foram contemplados na fala dos egressos. As características e sentimentos de professores iniciantes apontados pela literatura são revelados em todo o processo de iniciação dos sujeitos, começando nas vivências no programa o que se segue nos primeiros anos de docência, porém com alguns indicativos de que algumas dificuldades são superadas pelas aprendizagens geradas naquele momento de formação, o que contribuiu para a inserção profissional. O programa também busca proporcionar a articulação entre teoria e prática aos licenciandos, busca superar as dicotomias entre a Matemática escolar e a Matemática acadêmica da formação inicial que reflete diretamente na prática profissional. Os professores participantes da pesquisa destacam a formação continuada, pois refletem sobre sua prática, percebem suas trajetórias, suas lacunas da formação inicial e continuada, dificuldades decorrentes da inexperiência. No entanto, mostram-se reflexivos e interessados em se tornarem professores cada vez melhores e de se desenvolverem profissionalmente na carreira.
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Neves, Rayssa Martins de Sousa. "Práticas de iniciação à docência: um estudo no Pibid/IFPI/Matemática." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3107.
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Rayssa Martins de Sousa Neves.pdf: 1662099 bytes, checksum: 2fffd09edcdaf88e38f7ec98b235351b (MD5)Made available in DSpace on 2015-03-23T16:38:02Z (GMT). No. of bitstreams: 1 Rayssa Martins de Sousa Neves.pdf: 1662099 bytes, checksum: 2fffd09edcdaf88e38f7ec98b235351b (MD5) Previous issue date: 2014-01-31
IFPI - Instituto Federal de Educação Ciência e Tecnologia do Piauí
Esta pesquisa problematiza a formação inicial dos professores de matemática, tendo como objetivo principal descrever e analisar as práticas de iniciação à docência, desenvolvidas no Programa Institucional de Bolsa de Iniciação à Docência (Pibid) do Instituto Federal de Ciência e Tecnologia do Piauí (IFPI) - Campus Teresina Central. Para tanto, as questões que nortearam esse estudo foram: como o PIBID/IFPI promove as práticas de iniciação à docência dos estudantes da licenciatura em Matemática do Campus Teresina Central? Que verdades sobre a docência esses estudantes aprendem nesse processo de iniciação à docência? Para a investigação, desenvolveu-se um trabalho de pesquisa utilizando-se dois procedimentos metodológicos: a análise documental e a entrevista semiestruturada. Assim, consideraram-se como documentos os materiais elaborados pelo Pibid/IFPI, tais como: o subprojeto de Matemática e os relatórios trimestrais. As entrevistas foram realizadas com os coordenadores e supervisores do programa. Para o desenvolvimento das análises e da problematização do material empírico, estudos foucaultianos e estudos contemporâneos sobre a docência proporcionaram ferramentas para identificar as práticas analisadas. Na realização do exercício analítico foi necessário estudar os aspectos históricos da formação inicial docente no Brasil e alguns modos de fabricação da docência, bem como alguns aspectos das reformas educacionais implantadas por meio das políticas atuais para formação inicial de professores a partir da lógica neoliberal e a emergência do Pibid nesse contexto. Assim, os dados apontaram recorrências, constituindo núcleos de sentidos, em que as práticas de iniciação à docência dos estudantes de licenciatura em Matemática do Campus Teresina Central no Pibid/IFPI são realizadas com ênfase: 1) no desenvolvimento de projetos; 2) na utilização de jogos educativos e materiais concretos e 3) na utilização de recursos tecnológicos. Isso permitiu questionar as práticas de iniciação à docência desenvolvidas no programa, assim como algumas das ?verdades? que atravessam a formação inicial docente, o que nos leva a entender que nada por si mesmo é bom ou ruim. Temos que historicizar e conhecer o que essa prática produz. Portanto, este estudo possibilitou mostrar muitos significados que o Pibid/IFPI/Matemática vêm produzindo nas práticas de iniciação à docência, bem como a matemática escolar é ensinada e a formação inicial do professor de Matemática desenvolvida no Programa.
This research problematizes the initial formation of Mathematics teachers, having as main objective to describe and analyze the practices of the initiation to teaching, developed in the Programa Institucional de Bolsa de Iniciação à Docência (Pibid) of the Instituto Federal de Ciência e Tecnologia do Piauí (IFPI) - Campus Teresina Central. Therefore, the questions which guided this study were: how does the PIBID/IFPI promote the practices of the initiation to teaching of the students with a degree in Mathematics from the Campus Teresina Central? Which truths about the teaching do these students learn in the process of initiation to teaching? For the investigation, it was developed a work of reasearch using two methodological procedures: the documentary analysis and the semi-structured interview. Thus, it was considered as documents the materials elaborated by Pibid/IFPI, such as the subproject of Mathematics and the quartely reports. The interviews were performed with coordinators and supervisors of the program. For the development of the analysis and the problematization of the empirical material, foucauldian studies, and the contemporary studies about the teaching provided tools to identify the analyzed practices. In the realization of the analytical exercise it was necessary to study the historical aspects of the initial formation of teachers in Brazil and some ways of manufacturing the teaching, as well as some aspects of the educational reforms implanted through the current policies for the initial format ion of teachers from the neoliberal logic and the emergence of Pibid in this context. Thus, the data pointed recurrences, constituting cores of senses, in which the practices of the initiation to teaching of the students with a degree in Mathematics from Campus Teresina Central in the Pibid/IFPI are carried with emphasis: 1) in the development of projects; 2) in the usage of educational games and concrete materials; and 3) in the usage of technological resources. That allowed to question the practices of the initiation to teaching developed in the program, as well as some of the "truths" that cross the initial formation of teachers, which leads us to understand that nothing on its own is good or bad. We have to historicize and know what this practice produces. So, this study allowed to show many meanings that Pibid/IFPI/Mathematics has been producing in the practices of initiation to teaching, as well as how the school mathematics is taught and the initial formation of the Mathematics teacher developed in the program.
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Silva, Danielli Ferreira. "Processo de iniciação à docência de professores de matemática: olhares de egressos do PIBID/UFSCar." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2724.
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Previous issue date: 2014-05-29Financiadora de Estudos e Projetos
This research aims to understand the process of initiation into teaching of graduates of Institutional Scholarships Program initiation into Teaching (PIBID) at the Federal University of São Carlos, in the area of Mathematics. In order to identify the contributions and limitations of this formative process, under the gaze of the scholars graduating from the same, we seek to answer the following question: what are the main guiding perceptions of the graduates of the PIBID/UFSCar of Mathematics in its process of initiation to teaching, about difficulties and learning of teaching career? We left a few theoretical assumptions of the learnings teachers (MIZUKAMI ET. AL., 2003; TANCREDI, 2009, GUARNIERI, 1996, 2005), and in particular, the initial stage of career (HUBERMAN, 1995; VEENMAN, 1988; CAVACO, 1995; MARCELO GARCIA, 1999; TARDIF, 2012), which has its own characteristics and is usually marked by feelings of "survival" and "discovery" that may influence the permanence or not on teaching career. For recognition of the scenario, identifying the dynamics and particularities of the programme at the national level and institutional, were used documents, projects and publications. For data collection we chose three steps. First perform the mapping of the scholars who participated in the program, in which count 35 scholars in 3 years of subproject and routing of a questionnaire. The initial questionnaire included data about initial training, training in the PIBID and professional experiences, including teaching jobs or not, in order to draw the profile of the scholars and alumni. This step also seek to identify the graduates who followed the teaching career for the deepening of the data thus followed five subjects for the second step. This was created by the analysis of the reflective writings of graduates still at the beginning of their careers, in order to identify and: the main activities developed in the PIBID. In the third and final step, we conducted interviews with four subjects employees (Amanda, Beatriz, Olavo and Viviane), teachers graduates, in order to understand perceptions about the process of training, entry into the profession and future prospects. We look to analyze data from graduates of the PIBID/UFSCar/Mathematics through their difficulties and learnings narrated, composing two axes of analysis: (1) Characteristic Aspects of early career and (2) Dichotomies and joints of training and professional practice. The characteristics and feelings of teachers beginners pointed by literature are revealed in all the subjects ' initiation process, starting in experiences in the following program in the early years of teaching, but with few indications that some difficulties are overcome by the learnings generated at the time of formation, which contributes to the professional insertion. The program also seeks to provide the articulation between theory and practice to licenciandos, seeking to overcome the dichotomies between School Mathematics and mathematics academic training that reflects directly in professional practice. Also highlight the continuing training, realize their trajectories, their gaps, difficulties arising from inexperience. However, are reflective and interested in becoming increasingly better teachers and to develop professionally in career.
Esta pesquisa tem como objetivo compreender o processo de iniciação à docência dos egressos do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) da Universidade Federal de São Carlos, da área de Matemática. No intuito de identificarmos as contribuições e limitações desse processo formativo, sob o olhar dos bolsistas egressos do mesmo, buscamos responder à seguinte questão norteadora: Quais as principais percepções dos egressos do PIBID/UFSCar de Matemática em seu processo de iniciação à docência, sobre dificuldades e aprendizagens da carreira docente? Partimos de alguns pressupostos teóricos das aprendizagens docentes (MIZUKAMI ET. AL., 2003; TANCREDI, 2009, GUARNIERI, 1996, 2005), e em especial, da fase inicial da carreira (HUBERMAN, 1995; VEENMAN, 1988; CAVACO, 1995; MARCELO GARCIA, 1999; TARDIF, 2012), a qual possui características próprias e, normalmente, é marcada por sentimentos de sobrevivência e de descoberta que podem influenciar na permanência ou não na carreira docente. Para reconhecimento do cenário, identificação da dinâmica e particularidades do programa no âmbito nacional e institucional, foram utilizados documentos, projetos e publicações. Para a coleta de dados optamos por três etapas. Primeiro realizamos o mapeamento dos bolsistas que participaram do programa, no qual contabilizamos 35 bolsistas em 3 anos de subprojeto e encaminhamento de um questionário. O questionário inicial contou com dados sobre a formação inicial, formação no PIBID e as experiências profissionais, incluindo trabalhos de docência ou não, com o intuito de traçarmos o perfil dos bolsistas e ex-bolsistas. Nessa etapa também procuramos identificar os egressos que seguiram a carreira docente para o aprofundamento dos dados, assim, seguiram cinco sujeitos para a segunda etapa. Esta constituiu-se pela análise dos escritos reflexivos (portfólios) dos egressos ainda em início de carreira, a fim de identificarmos e evidenciarmos as principais atividades desenvolvidas no PIBID. Na terceira e última etapa, realizamos entrevistas com quatro sujeitos colaboradores (Amanda, Beatriz, Olavo e Viviane), professores egressos, a fim de compreender as percepções sobre o processo de formação, de entrada na profissão e perspectivas futuras. Voltamos o olhar para analisar os dados dos egressos do PIBID/UFSCar/Matemática através de suas dificuldades e aprendizagens narradas, compondo dois eixos de análise: (1) Aspectos característicos do início de carreira e (2) Dicotomias e articulações da formação e prática profissional. As características e sentimentos de professores iniciantes apontados pela literatura são revelados em todo o processo de iniciação dos sujeitos, começando nas vivências no programa o que se segue nos primeiros anos de docência, porém com alguns indicativos de que algumas dificuldades são superadas pelas aprendizagens geradas naquele momento de formação, o que contribui para a inserção profissional. O programa também busca proporcionar a articulação entre teoria e prática aos licenciandos, buscando superar as dicotomias entre a Matemática Escolar e a Matemática Acadêmica da formação inicial que reflete diretamente na prática profissional. Também destacam a formação continuada, percebem suas trajetórias, suas lacunas, dificuldades decorrentes da inexperiência. No entanto, mostram-se reflexivos e interessados em se tornarem professores cada vez melhores e de se desenvolverem profissionalmente na carreira.
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Ament, Mariana Barbosa. "O PIBID na formação de educadores musicais: reflexões sobre os processos educativos na construção da identidade profissional." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/2760.
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Previous issue date: 2015-02-23Financiadora de Estudos e Projetos
This dissertation advocates for Humanizing Music Education, a term in education that places the human as priority, as well as its relations based on dialogue, curiosity, authonomy, otherness, amorousness, to be freedom through conscientization of educators and students about the potential and power to transform society. Authors that discuss education as Paulo Freire, Ernani Maria Fiori, Carlos Rodrigues Brandão, António Nóvoa, in consonance with authors from Music Education as Carlos Kater, Hans Joachim Koellreutter, Teresa Mateiro, Claudia Belochio, among others, help to comprehend this concept on analysing humanizing elements of education together with what we understand of music education of quality. For a truly humanizing music education, it is necessary to educate teachers in humanization, which could help in the process of humanization of their students. We believe that in initial education, teachers learn and teach in a way that could be very usefull for its professional development as educator. The research strived to study knowledge about the influence of a government scholarship program for teaching initiation on future music educators and the construction of its professional identity considering the program, one of the main incentives of teaching which offers partnerships between school and university in a process of mutual implementation for the teacher education. Seeking to know from music educators, what are their most significative learnings during their participation in the program and what those experiences helped them in the construction of their professional identity, three subjects that graduated in Music Education and participated in the program during their initial formation were choosen. Through documental analysis, we analysed portfolios selected and sent by the subjects to find education processes that occurs during their participation in the program. After gathering the portfolios, individual open-interviews were done so that the subjects could, with the researcher, remember some learnings, talk about their professional practices after the formation and how affirm their professional identity, they are: "Learning of Teaching", Possible methodologies and Professional Identity". From the data collection, three analisys categories arose and revealed learnings in teaching, possibilities for methodology strategies created by their own at school and comprehensions about professional identity of each one. In the analisys process, we realized that we must valorize and create more and more programs, projects and actions at university that approximate and or introduce the future educators at schools daily routine and more, valorize the learnings of own future educators as equally important part of the disciplinary avaliations that occurs at university. We hope, with this research contribute to the area of education and music education and show that, even that the music educator does not act at basic education as a professional, the learnings generated from school, as we could see, will also contribute to the acting in other fields of music education and education if made with compromisse, respect, in other words, more humanizing practices.
Defendemos nesta pesquisa, o conceito de Educação Musical Humanizadora defendendo uma concepção de educação que priorize o humano e suas relações fundamentadas no diálogo, na curiosidade, na autonomia, na alteridade, na amorosidade para que seja libertadora por meio da conscientização de educadores e educandos(as) sobre suas potencialidades e poder de transformação da sociedade. Autores da educação como Paulo Freire, Ernani Maria Fiori, Carlos Rodrigues Brandão, António Nóvoa, entre outros em consonância com autores da Educação Musical, como Carlos Kater, Hans Joachim Koellreutter, Teresa Mateiro, Claudia Belochio, e outros nos auxiliaram na compreensão deste conceito ao analisar princípios humanizadores da educação juntamente com o que entendemos por uma educação musical de qualidade. Para que haja uma educação musical de fato humanizadora, é necessário então formar professores mais humanizados, e que poderão auxiliar no processo de humanização de seus educandos. Acreditamos que, na formação inicial, os professores aprendem e ensinam num processo que pode ser muito útil para sua atuação profissional como educador. A pesquisa se atentou em aprofundar conhecimentos sobre qual a influência do Programa Institucional de Bolsa de Iniciação à Docência na formação de Educadores Musicais e na construção de sua identidade profissional considerando o programa, um dos principais incentivadores da docência e que proporciona parcerias entre escola e universidade em um processo de construção conjunta para a formação do licenciando. Com o intuito de saber de educadores musicais, quais suas aprendizagens mais significativas durante a participação no PIBID e o que essa experiência auxiliou na construção de sua identidade profissional, escolhemos três sujeitos que se formaram em licenciatura em Música e participaram do programa durante sua formação inicial. Através de análise documental, analisamos portfólios escolhidos e enviados pelos sujeitos a fim de encontrar processos educativos que ocorreram durante a participação dos mesmos no programa. Após a coleta dos portfólios, realizamos entrevistas abertas individuais para que os sujeitos pudessem, em conversa com a pesquisadora, relembrar algumas aprendizagens, dialogar sobre suas práticas profissionais após a formação e se as mesmas afirmam sua identidade profissional. Dessas coletas de dados, surgiram três categorias de análise que nos revelaram aprendizagens da docência, possíveis estratégias metodológicas criadas por eles mesmos na escola e compreensões sobre a identidade profissional de cada um, são elas: Aprendizagens da Docência , Metodologias possíveis e Identidade Profissional . No processo de análise, percebemos que, cada vez mais devemos valorizar e criar programas, projetos e ações na universidade que aproximem e ou inserem os licenciandos na rotina da escola e ainda, valorizar as aprendizagens dos próprios licenciandos como parte igualmente importante às avaliações disciplinares que ocorrem na universidade. Esperamos, com esta pesquisa, contribuir para a área de educação e de educação musical e ainda mostrar que, mesmo que o educador musical não atue na educação básica como profissional, as aprendizagens geradas na escola, como pudemos ver, contribuirão também para atuações em outros campos da educação musical e da educação se for pensada e realizada com compromisso e respeito, ou seja, com práticas mais humanizadoras.
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Bezerra, Josy Kelly Abreu. "Monitoria de iniciação à docência no contexto da Universidade Federal do Ceará: aspectos legais e sua aplicabilidade." www.teses.ufc.br, 2012. http://www.repositorio.ufc.br/handle/riufc/8014.
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BEZERRA, Josy Kelly Abreu. Monitoria de iniciação à docência no contexto da Universidade Federal do Ceará: aspectos legais e sua aplicabilidade. 2012. 128f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Políticas Públicas e Gestão da Educação Superior, Fortaleza (CE), 2012.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-05-08T12:40:29Z No. of bitstreams: 1 2012_dis_jkabezerra.pdf: 1077677 bytes, checksum: 0e28161ed8482b75f6f702068d1b1f08 (MD5)
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This study examines the relationship between law and practice of monitoring of initiation to teaching in the graduation courses of Federal University of Ceara (known as UFC), in terms of the monitors. Several factors influenced the need to deepen this theme, such as: dynamic character of monitoring, because it is an institutional policy committed to the professional development of future teachers; set up as this activity for many years at UFC; insert itself in the process of training of graduate students and by the experience of the researcher. Given the complexity of the subject, came the next question to be investigated: - how the Initiation Program to Teaching is running in the graduation courses of Federal University of Ceara and what it is its suitability relevant legislation? The aim of this study was to analyze the perception of monitors paid in the Initiation Program to Teaching of Federal University of Ceara, regarding the realization of the goals set out in Resolution nº 01/CEPE of March 4, 2005. The specific objectives were: Making a historical survey of the monitoring up to its institutionalization in university education; present definitions of monitoring proposed by federal institutions of university education in Brazil; analyze current legislation aimed at monitoring the Initiation Program to Teaching of Federal University of Ceara; describe the monitoring of the Initiation Program to Teaching; relate the goals set forth in Resolution of the Initiation Program to Teaching with monitoring practice in undergraduate. Based on the material needed to support the reality studied, we chose a descriptive research. The research consisted of the paid monitors of the Initiation Program to Teaching of Federal University of Ceara that received compensation in December 2011. Data were collected by a questionnaire consisting of 12 questions, with 10 objective and 2 subjective. The sample consisted of 335 paid monitors program that returned the questionnaire within the prescribed period. The research was based on the studies of Libâneo (1994), Luckesi (2005), Natário (2010), among others considered important for the development of theoretical research and support of the analysis of the responses. After collecting and analyzing data, it was concluded that, according of the vision of monitors that participated in the survey, this program fits the institution's commitment to promote the appropriate use of theoretical knowledge to various situations encountered in the workplace, but also favors the development of relational skills, because the monitor being in constant interaction with other students; that said, it is evident that the activity monitoring is an important step toward the activity of teaching.
Este estudo analisa a relação entre a legislação e a prática da monitoria de iniciação à docência, nos cursos de graduação da Universidade Federal do Ceará, sob a óptica dos monitores. Diversos fatores influenciaram a necessidade de aprofundamento deste tema, tais como: caráter dinâmico da monitoria; por tratar-se de uma política institucional, comprometida com o desenvolvimento profissional dos futuros docentes; configurar-se como atividade presente há muitos anos na UFC; inserir-se no processo de formação dos estudantes de graduação e pela experiência profissional da investigadora. Diante da complexidade do assunto, surgiu a seguinte questão a ser investigada: - de que forma o Programa de Iniciação à Docência está sendo executado nos cursos de graduação da Universidade Federal do Ceará e qual sua adequação a legislação pertinente? O objetivo desta pesquisa foi analisar a percepção dos monitores remunerados, do Programa de Iniciação à Docência, da Universidade Federal do Ceará, quanto à efetivação dos objetivos previstos na Resolução nº 01/CEPE, de 04 de março de 2005. Os objetivos específicos foram: Fazer um levantamento histórico da monitoria até sua institucionalização na educação superior; apresentar definições de monitoria propostas pelas instituições federais de ensino superior do Brasil; analisar a legislação vigente voltada à monitoria do Programa de Iniciação à Docência da Universidade Federal do Ceará; descrever a monitoria do Programa de Iniciação à Docência; relacionar os objetivos previstos na resolução do Programa de Iniciação à Docência com a prática da monitoria nos cursos de graduação. Através do levantamento do material necessário para subsidiar a realidade estudada, optou-se por uma pesquisa descritiva. O universo da pesquisa foi composto pelos monitores remunerados do Programa de Iniciação à docência da Universidade Federal do Ceará e que receberam remuneração em dezembro 2011. Os dados foram coletados mediante a aplicação de um questionário composto por 12 perguntas, sendo 10 objetivas e 2 subjetivas. Compuseram a amostra 335 monitores remunerados do programa e que devolveram o questionário no prazo determinado. Fundamentou-se a pesquisa nos estudos de Libâneo (1994), Luckesi (2005), Natário (2010), dentre outros considerados importantes para a elaboração do referencial teórico da pesquisa e fundamentação da análise das respostas. Após a coleta e análise dos dados, conclui-se que, conforme a visão dos monitores que participaram da pesquisa, este programa alinha-se ao compromisso da instituição em promover a adequada utilização do conhecimento teórico às mais diversas situações encontradas no ambiente profissional, como também, favorece o desenvolvimento de habilidades relacionais, pelo fato de estar o monitor em constante interação com outros estudantes; isso posto, é evidente que a atividade de monitoria é importante passo em direção à atividade de docência.
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Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.
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Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.
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Puiati, Lidiane Limana. "INICIAÇÃO À DOCÊNCIA NA FORMAÇÃO INICIAL DE PROFESSORES: POSSÍVEIS RELAÇÕES ENTRE CURSOS DE LICENCIATURA E SUBPROJETOS PIBID/CAPES NA UFSM." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/7131.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis research aimed to understand the relationships established between the organization and development of subprojects PIBID/CAPES and the organization and development of Degree Courses (CL) in UFSM, considering that these two formative spaces actions "initiation to teaching" are developed. Accordingly, we seek to answer the following research problem: That ways the actions performed by Subprojects PIBID/CAPES/UFSM relate to the organization and development of activities/subjects in Degree Courses UFSM? This research is characterized as a qualitative nature in which we take as sources of information: 1) Area Coordinators responsible for the Institutional Project Subprojects PIBID/CAPES/UFSM (10 coordinators interviewed) 2) Initiation to Teaching Scholars of several subprojects PIBID/CAPES/UFSM (28 participants from 04 focus groups), 3) two types of documents: a) complete texts of Subprojects PIBID/CAPES/UFSM (10 texts analyzed using own script) b) texts for event scheduling conducted within the CL involving PIBID (05 texts analyzed). Compared to CL, the analysis of the collected information allows saying that: a) there are historical gaps that are still present today, with often a lack of institutionalized mechanisms of interaction between university and school; b) the activities developed in schools by students of CL are punctual and restricted to performance in the classroom; seems no insertion in the school environment activities to meet the institution "schools" as a whole, a more comprehensive way, other words, besides the classroom; c) The Pre-Professional Curricular Training although providing insertion in school for a longer period than the specific activities earlier this curricular component, also presents problems, among them the lack of moments for discussion during its development to reflect collectively with classmates about the practices realized and lack of time to be able to monitor changes caused by their practices. Compared to subprojects analyzed, we can affirm that: a) there are several activities planned for and developed by the Teaching Scholars of Initiation to teaching under Subprojects PIBID/UFSM, the most common among them refers to the planning and implementation of educational activities in schools. These activities varying from workshops with different themes, but isolated from each other, until a set of sequenced learning activities on a particular subject to accomplishment in classes; b) for the investigated subjects, the initiation to teaching should cover both actions theoretical nature but also practical nature of actions; c) students of CL looking for Subprojects PIBID/CAPES/UFSM to know the school for a longer period and have experiences in the classroom as teachers typical of Basic Education; they see us Subprojects the opportunity to develop the practical part of the course, since disciplines who study in the Undergraduate develop, mostly only the theoretical part; d) relationships established between CL scholars and Subprojects PIBID/CAPES/UFSM are of compensation: the PIBID seems to be filling gaps of CL, the most important of these gaps relates to the development of practical activities in schools. Therefore, no explicit links between these two formative spaces which are areas of development actions initiation to teaching. The few associations carried occurring on an individual basis: or initiative upon a Scholar of Initiation to Teaching or, at most, a small group of them, under a Subproject.
A pesquisa aqui relatada teve como objetivo Compreender as relações que se estabelecem entre a organização e o desenvolvimento de Subprojetos PIBID/CAPES e a organização e o desenvolvimento de Cursos de Licenciatura (CL) na UFSM, considerando que nesses dois espaços formativos são desenvolvidas ações de iniciação à docência . Nesse sentido, procuramos responder o seguinte problema de pesquisa: De que formas as ações realizadas pelos Subprojetos PIBID/CAPES/UFSM se relacionam com a organização e o desenvolvimento das atividades/disciplinas em Cursos de Licenciatura da UFSM? Essa pesquisa caracteriza-se como de natureza qualitativa na qual tomamos como fontes de informação: 1) Coordenadores de Área responsáveis pelos Subprojetos do Projeto Institucional PIBID/CAPES/UFSM (10 coordenadores entrevistados); 2) Bolsistas de Iniciação à Docência dos diversos Subprojetos PIBID/CAPES/UFSM (28 participantes de 04 grupos focais); 3) documentos de dois tipos: a) textos completos dos Subprojetos PIBID/CAPES/UFSM (10 textos analisados mediante roteiro próprio); b) textos relativos à programação de eventos realizados no âmbito dos CL envolvendo o PIBID (05 textos analisados). Em relação aos CL, a análise das informações coletadas permite afirmar que: a) há lacunas históricas que ainda estão presentes nos dias atuais, sendo mais frequente a falta de mecanismos institucionalizados de interação entre universidade e escola; b) as atividades desenvolvidas em escolas por alunos de CL são pontuais e restritas à atuação em sala de aula; parece não haver atividades de inserção em ambiente escolar para conhecer a instituição escola como um todo, de forma mais abrangente, ou seja, para além da sala de aula; c) O Estágio Curricular Pré-Profissional, apesar de proporcionar inserção na escola por um período maior do que as atividades pontuais desenvolvidas anteriormente a esse componente curricular, também apresenta problemas, dentre eles, a falta de momentos de discussão durante o seu desenvolvimento para refletir coletivamente com os colegas sobre as práticas realizadas e falta de tempo para poder acompanhar mudanças decorrentes de suas práticas. Em relação aos Subprojetos analisados, podemos afirmar que: a) há diversas atividades previstas para e desenvolvidas pelos Bolsistas de Iniciação à Docência no âmbito de Subprojetos PIBID/UFSM; a mais comum entre elas refere-se ao planejamento e à implementação de atividades didáticas nas escolas. Essas atividades variam desde oficinas com temas diversos, porém isolados entre si, até um conjunto de atividades didáticas sequenciadas sobre determinado assunto para realização em aulas; b) para os sujeitos investigados, a iniciação à docência deve contemplar tanto ações de natureza teórica como também ações de natureza prática; c) os alunos de CL procuram os Subprojetos PIBID/CAPES/UFSM para conhecer a escola durante um período mais prolongado e ter vivências em sala de aula como típicos professores de Educação Básica; eles veem nos Subprojetos a oportunidade para desenvolver a parte prática do curso, já que as disciplinas que cursam nas Licenciaturas desenvolvem, em sua maioria, somente a parte teórica; d) as relações que os bolsistas estabelecem entre CL e Subprojetos PIBID/CAPES/UFSM são de compensação: o PIBID parece estar suprindo lacunas dos CL; a mais importante dessas lacunas refere-se ao desenvolvimento de atividades práticas em escolas. Portanto, não há articulações explícitas entre esses dois espaços formativos que são âmbitos de desenvolvimento de ações de iniciação à docência. As poucas associações estabelecidas ocorrem de maneira individualizada: ou mediante iniciativa de um Bolsista de Iniciação à Docência ou, no máximo, por um pequeno grupo deles, no âmbito de um Subprojeto.
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Chamberlain, Mark E. "Middle School Students' Perceptions of the Teaching and Learning Initiative: Laptops for Every Student." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/27261.
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Henrico County Public Schools (HCPS) deployed laptop computers to over 23,000 middle and high school students in the division. Access to the computer network was through a wireless system that provided convenient and unlimited classroom arrangements without the restrictions required with cabled computer systems. Because each student was assigned a computer and assisted in obtaining low cost Internet service at home, this initiative also provided 24-hour access to digital information. This program was called the Teaching and Learning Initiative (TLI). Division leaders were striving to utilize this initiative not only to provide its students and teachers with 21st-century technologies that included access to the latest digital information, but also to change pedagogical practices in HCPS to a student-centered model. The purpose of this study was to determine the perceptions of students about the influence that this initiative has had on their classroom experiences. Secondary purposes included student perceptions of pedagogical changes in instruction, information acquisition, and recommendations that students would have for improving the TLI. Literature on computer use in schools is reviewed as it related to the HCPSâ laptop initiative, as well as the importance of giving students a voice in change processes. Through a qualitative analysis of interviews with student focus groups from six of the 11 middle schools in the division, middle school studentsâ perceptions of their experiences in the TLI were obtained. Analysis of focus group interviews, classroom observations, and studentsâ logs of classroom activities provided triangulation. Data were analyzed inductively and results emerged organized by subcategories, categories, and themes. Results were reported in narrative form and explanatory tables, with an emphasis on findings related to the research questions of this study focusing on studentsâ experiences in the TLI. Conclusions derived from this study were: Middle school students were keenly aware of their educational experiences and clearly articulated their thoughts; studentsâ educational experiences changed during the TLI; some elements of constructivist classrooms were supported by laptop use, but not collaborative work; students obtained information from the Internet and websites, using textbooks less; computer reliability was a concern; cost to students for repairs raised equity issues; and benefits of the TLI went beyond the classroom.Ed. D.
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Liefshitz, Irene Anastasia. "When Teachers Speak of Teaching, What Do They Say? a Portrait of Teaching From the Voices of the StoryCorps National Teachers Initiative." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461032.
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There is a significant lack of educational research in which teachers’ talk about teaching is not mediated by researchers. In the public sphere, teachers’ voices rarely reach us unfiltered by the media, union and school district representatives, education reformers, and policymakers. What if we could listen to teachers talk about teaching unconstrained by any topic or agenda, in a conversation initiated by them? The StoryCorps National Teachers Initiative (SCNTI) provides an unparalleled opportunity to answer this question. In 2011-2012, hundreds of teachers talked about teaching with someone significant to them. Listening to these conversations enables understanding of teaching from the perspective of those doing the work, in their own voice.
This study addresses the meanings and conceptualizations of teaching articulated by teachers. Three basic assumptions guide this research. First, because teaching is an uncertain craft (McDonald, 1992), I suggest poetics of teaching (Hansen, 2004) as a listening lens. Second, because the experiences of teaching are expressed in conversation, I suggest a prosaic approach to language (Morson & Emerson, 1990) which considers form and function. Third, I conceptualize teacher voice as a source of knowledge about teaching and the phenomenon by which we can comprehend its humanity, uncertainty, and unfinalizability (Bakhtin, 1981). Building on this conceptual framework, I propose a unique empirical approach to studying teacher voice: a synthesis of hermeneutics, metaphor analysis, and portraiture.
The answer to the question When teachers speak of teaching, what do they say? is in the form of a portrait, a portrait of teaching composed of teachers’ voices. I find that teachers talk about four essential human phenomena: love, learning, power, and purpose. Within these constructs, I provide a critical interpretation of teacher talk about teaching that illuminates the complex and varied nature of teaching work.
This study privileges teacher voice—literally and epistemologically—and presents research as an act of listening. It transmits and amplifies teacher voice to constitute a refreshed and reexamined cultural record (Lamothe & Horowitz, 2006) of teaching. And as critical interpretation of human experience, this research invites participation: a response to teacher voice.Education Policy, Leadership, and Instructional Practice
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Nivens, Ryan Andrew. "Moving from Student Teaching to a Residency Model: Tennessee's Ready 2 Teach Initiative in Action." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/232.
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Tennessee’s Ready2Teach initiative, a statewide teacher education reform, will be discussed with a description of its enactment at one regional university. Discussion will focus on how to utilize 300 hours of co-teaching in addition to student teaching.
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Ricci, Maira [UNESP]. "Relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência pibid pedagogia e professora colaboradora: elementos formadores da atuação docente nos anos iniciais do ensino fundamental." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/138126.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
O presente estudo foi elaborado a partir de dados obtidos pela vivência da autora como licenciando bolsista do Programa Institucional de Bolsa de Iniciação à Docência - PIBID no curso de Licenciatura em Pedagogia UNESP, que atuou no ensino fundamental I em uma escola da rede estadual do interior paulista nos anos de 2011 e 2012. Dentre os vários enfoques referentes ao estudo da formação de professores, trabalho docente e práticas pedagógicas, linha de pesquisa a que se vincula esse projeto, a reflexão dessa experiência conduziu ao estudo das relações entre bolsista de iniciação à docência PIBID e professora colaboradora visando identificar os elementos formadores para a atuação docente provenientes da gestão da matéria e gestão da classe, relações estas, que a proposta do programa PIBID oportuniza pela interação entre o aprendizado adquirido na universidade e na escola de educação básica com o propósito de melhorar a formação inicial e continuada dos docentes. O estudo teve por objetivo identificar, analisar e discutir quais são os elementos formadores para atuação docente provenientes da gestão da matéria e da gestão de classe no âmbito da sala de aula, presentes nas relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência e professora colaboradora no ensino fundamental: anos iniciais durante a participação no subprojeto PIBID Pedagogia. E verificar as influências decorrentes desse processo de socialização para a atuação e formação da bolsista de iniciação à docência e da professora colaboradora nessa troca de experiências, a partir do referencial teórico sobre as práticas pedagógicas e ações docentes discutidas por Gauthier et al., Gimeno Sacristán e Marcelo Garcia. O percurso metodológico baseou-se procedimentos alinhados à abordagem qualitativa de natureza empírica e revisão bibliográfica de estudos sobre o programa PIBID. Desse modo, o trabalho estruturou-se mediante leitura das fontes documentais que tratam do PIBID e do subprojeto investigado e, a coleta de dados por meio de entrevistas semiestruturadas individuais realizadas com uma bolsista e uma professora colaboradora. Os dados levantados foram organizados em categorias e subcategorias de análise provenientes dos processos que envolveram coleta, transcrição e a sistematização dos registros escritos das entrevistas, conforme as orientações de Laville e Dionne (1999). Com a análise dos dados foram apresentadas as principais concepções das participantes sobre as práticas pedagógicas, as tarefas didáticas específicas do ensino, a relação pedagógica socialmente compartilhada entre bolsista e professora colaboradora e as contribuições do PIBID para a iniciação à docência em Pedagogia no processo de socialização sob a perspectiva do conceito delineado de gestão da matéria e da gestão da classe. Os resultados obtidos demonstram que a hipótese inicial na qual o pressuposto de que a relação pedagógica socialmente compartilhada entre bolsista de iniciação à docência e professora colaboradora, dos anos iniciais do ensino fundamental, possibilita ao futuro professor conhecer e reconhecer os elementos formadores específicos do ensino para realizar as futuras ações docentes em sala de aula, entretanto, diante do contato com as práticas pedagógicas para a bolsista os conhecimentos são reconhecidos e aprendidos de forma parcial, fragmentada e superficial.
This study was drawn from data obtained by the experience of the author as licensing intern of the Institutional Initiation to Teaching Program - PIBID in the Bachelor's Degree in Education at UNESP, who served in the elementary school in the countryside of São Paulo state in 2011 and 2012. Among the various approaches referring to the study of teacher education, teaching work and teaching practices, research line which this project links to, the reflection of this experience led to the study of relations between initiation to teaching intern PIBID and collaborator teacher to identify the formative elements for teaching performance from the management of the subject and class management, relations that the proposed PIBID program provides an opportunity for interaction between the knowledge acquired at university and elementary school institutions with the purpose of improving the initial and continuing training of teachers. The study aimed to identify, analyze and discuss what the formative elements for teaching performance are from the management of matter and class management within the classroom, present in pedagogical relationships socially shared between fellow initiation to teaching and collaborating professor in elementary school: early years while participating in subproject PIBID education. Also check the influences resulting from this socialization process for the work and training of initiation to teaching intern and collaborating professor in this exchange of experiences, from the theoretical framework on educational practices and teaching actions discussed by Gauthier et al., Gimeno Sacristán and Marcelo Garcia. The methodological approach was based on procedures aligned to the qualitative approach and empirical literature review of studies on the PIBID program. Thus, the work was structured by reading the documentary sources that deal with PIBID and subproject investigated, and data collection through individual semi-structured interviews with an intern and a cooperating teacher. The data collected were organized into categories and subcategories of analysis from processes involving transcription and systematization of written records of interviews, according to the guidelines of Laville and Dionne (1999). With the data analysis were presented the main ideas of the participants about the pedagogical practices, the specific educational tasks of teaching, socially shared pedagogical relationship between scholar and collaborator teacher and PIBID contributions to the initiation to teaching in pedagogy in the socialization process from the perspective of the outlined concept of management matters and management class. The results show that the initial hypothesis in which the assumption that the socially shared pedagogical relationship between initiation to teaching intern and collaborating professor, the early years of elementary school, enables the teacher to future know and recognize the specific elements that form of teaching to realize future teaching practices in the classroom, however, before the contact with the pedagogical practices for interns knowledge are recognized and learned in a partial, fragmented and superficial way.
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Weir, Jade R. "Looking for Quantitative and Qualitative Measures of Teaching Interactions: A Preliminary Analysis." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505214/.
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Indicators of quality early intensive behavioral intervention (EIBI) include comprehensive interventions, adequately trained staff, high rates of effective instruction delivery, happy interactions between children and their teachers, and socially valid outcomes. When these are in place, high quality EIBI is more likely to increase progress that children with autism make during treatment. When not in place, progress is not as likely, as rapid, or as meaningful. To date, there is limited research regarding the correlation between these indicators of high-quality EIBI and the degree to which their effects are meaningful to direct consumers. The purpose of this methodological study was to compare direct, quantitative measures of teaching interactions (child initiations, teacher initiations, child affect, teacher affect) with qualitative measures (stakeholder ratings of teacher effectiveness, amount of opportunities for interaction and interest in the child) of teaching interactions to determine what sets the occasion for expert stakeholders to describe a teaching interaction as effective, quality therapy.
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Scott, Patricia Gioffre. "Delaware Writing Project Technology Initiative (DWPti) guiding teachers to integrate technology with the teaching of writing /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 1.89 Mb., 205 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3220737.
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Mammadov, Samir. "Factors impacting the integration of one-to-one computing initiative into learning and teaching in Azerbaijan." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/23576.
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During recent decades the educational community around the world has witnessed an increasing interest in programmes aiming at providing teachers as well as learners of all ages with direct access to personal computing devices and the vast amount of information such provision enables. These types of programmes are known as “one-to- one computing”, a term that indicates a very widespread distribution of computers in educational settings. Research into such patterns of provision has accordingly become a priority. Understandably, the realities of one-to-one programme implementation vary considerably across the nations, since cultural setting, educational system, customs of technology use and teachers’ experiences are all significant aspects that influence the process. However, there can be certain commonalities across all these aspects in countries whose educational systems have a largely shared history, as is the case in the former Soviet Union states. Azerbaijan’s experience in the field, as one of the countries with a post-soviet educational system going through curriculum reforms, was very attractive for a comprehensive study with the primary focus on identifying the factors influencing the infusion of one-to-one computing into learning and teaching. The research question developed for this study was: “What factors influence the integration of one-to-one computing into teaching and learning?” Qualitative research methods were used to gather data at three purposively selected schools, two in the capital city of Baku and one in a provincial town. The research data were collected by conducting classroom observations, interviews and focus group discussions with main stakeholders of the programme allowing for investigation of students’, teachers’ and parents’ experiences throughout the implementation process. Using a constructivist grounded theory approach the gathered data were analyzed in two major stages: the first one employed the ‘helicopter view’ approach to attain a preliminary picture, followed by the process of coding, memo-writing and analysis. The second stage of the analysis resulted in a thematic summary into teacher, student and classroom-dynamics-related categories. The findings revealed that the students were the most enthusiastic about the changes brought to the learning process with the introduction of the lightweight, small and inexpensive devices, commonly known as netbooks. The students improved their technological skills and knowledge and applied these skills in acquiring domain knowledge. By providing students with netbooks, the one-to-one programme introduced anytime, anywhere, and individualized learning opportunities. The study also revealed that the introduction of netbooks was leading to students developing collaborative learning skills. In addition, the study found that most of the teachers were developing new teaching methods to continue the programme implementation. They invested extra time and worked hard, notwithstanding the lack of guidelines both on the integration of technology with pedagogy and on meeting newly-set National Curriculum standards. Some teachers overcame the technological challenges that arose along the way eagerly, while others used them as an excuse to discontinue the programme implementation. The parents’ opinions varied considerably, some of them supported the innovation, while others considered the frequent usage of technology excessive, unnecessary and potentially damaging to their children’s health. The latter group of parents expected their children to be taught similarly to them, with a primary focus on the development of handwriting and speaking skills as well as the habits of reading printed books. The research has identified eight major factors influencing the integration of one-to-one computing into teaching and learning: embedding ICT in the curriculum, fostering of exploratory learning, student satisfaction, new learning practices, professional development, school leadership support, teacher beliefs and parental support. Most importantly, the findings have revealed the importance of addressing teacher professional development in terms of integrating technology with pedagogy and meeting curriculum standards through technology-infused teaching methods. These factors indicate the improvements needed for successful programme implementation. It is hoped that the results can be adopted by educational leaders to inform their decisions on one-to-one programmes, thereby contributing to successful integration.
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Whitlock, Will C. "Learning and teaching strategy in higher education : views of the University of Westminster coordinators on the implementation of the Teaching Quality Enhancement Fund Initiative." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020691/.
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It was Dearing's Inquiry into HE (1997) that first noted that many universities did not have a learning and teaching strategy (LTS). The resultant HEFCE funded initiative for teaching quality enhancement (TQEF) required universities to develop and implement an LTS. This thesis concerns the development and implementation of the LTS at the University of Westminster from 2001 to 2009, the period of funding. More particularly, this thesis exams the perspective of the learning and teaching coordinators (LTCs) from each of the academic Schools of the University. The LTCs were charged with the management of the implementation of the LTS and teaching quality enhancement change in the institution. This inquiry considers the LTCs views of the nature and implementation of the LTS. The thesis explores the practice of strategy formulation and develops a model of efficient permissive policy and strategy implementation. Responses to the LTS in interviews of the LTCs provide rich perspectives on the professional approach to teaching. The developed LTS Change Model identifies three categories of response labelled as Champions, Adopters and Resistors amongst the LTCs that act as proxies for the wider response of staff across the University. The evaluation of these perspectives demonstrate that the enhancements in learning and teaching evident were not due to any detailed action plan based on the LTS but to a cultural shift in learning and teaching. Modifying the gains in this cultural shift, additional to ineffective strategy formulation and the resistance to change in general, was the nature of academic leadership in the Schools. Despite these negative influences, the recognition and value of teaching in higher education and the facilitation of communities of practice have been the primary cultural shift changes that have brought about a more open and effective approach to teaching quality enhancement.
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Asip, Michael Patrick. "Program evaluation of a school district's multisensory reading initiative." W&M ScholarWorks, 2012. https://scholarworks.wm.edu/etd/1539618666.
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The purpose of this study was to conduct a formative program evaluation of a school district's multisensory reading initiative. The mixed methods study involved semi-structured interviews, online survey, focus groups, document review, and analysis of extant special education student reading achievement data. Participants included elementary special education teachers of high incidence students with disabilities, elementary assistant principals, central office special education leaders, and contracted training partners. Facilitating conditions that supported multisensory reading instruction included supportive school administrators, professional learning communities, intensive initial professional development, plentiful instructional materials, and supportive central office personnel. Constraints included school master schedules, limited time for small group specialized reading instruction, inconsistent frequency and duration of multisensory instruction, reading instruction not aligned to student needs, inconsistent progress monitoring, isolation of multisensory skills without application, and inconsistent levels of administrative support. A correlation between hours of multisensory instruction and gain scores on the Developmental Reading Assessment (DRA2) showed no statistically significant relationship. Recommendations to strengthen the implementation of multisensory reading instruction included: providing additional and effective follow-up professional development, developing required progress monitoring tools, exploring assessments more aligned with multisensory instruction, fostering school-based reading PLCs, building accountability procedures that assist school administrators in supervising teacher implementation, and developing a comprehensive curriculum with more detailed lessons and pacing guides. Recommendations for continued program evaluation are included with an annual process of review, including formal summative evaluation.
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Martinez, Nicholas. "A Program Evaluation of a Worksite Wellness Initiative for Weight Loss." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6896.
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The purpose of this study was to conduct a program evaluation of ACME’s worksite weight loss initiative and collect evidence relative to the efficacy of the program. An anonymous online survey was administered to participants of the weight loss initiative. The survey was designed to gather information relative to the research questions, which explored the initiative’s barriers to participation, alignment of initiative with the goals of participants, utilization of initiative resources, overall strengths, weaknesses, and areas of improvement for the weight loss initiative, as well as the respondents’ general profile for the six dimensions of wellness. Reporting of data included descriptive statistics, which contained means, frequencies, and percentages. Some questions required open-ended responses, which were grouped together to identify trends.
Of the 35 employees enrolled in the initiative, 32 responded to the online survey. Only a small group of participants from the larger pool of members at the worksite were successfully recruited into the weight loss initiative. Some respondents reported feeling intimidated towards the thought of participating in the initiative, which suggests that the weight loss theme may have been a barrier to participation. The majority of respondents identified weight loss as their primary wellness goal for the New Year, which aligned with the decision by the wellness staff to provide a weight loss initiative at the beginning of the year. The majority of respondents felt that the personal training provided by ACME Wellness was a primary resource in facilitating goal achievement.
All of the respondents were satisfied with their experience in the weight loss initiative, and most summarized their experience as challenging, motivating, and fun. Strengths of the weight loss initiative were identified as teamwork, motivational factors, and communication. Weaknesses included organization, participation, and readiness. Areas of improvement were identified as planning, structure, and promotional factors. Respondents scored favorably in the intellectual, emotional, social, and spiritual dimensions of wellness, but not as high in the physical and occupational dimensions. The conclusions of this study suggest that weight loss initiatives can be an effective option for worksites since the design and implementation of such programs assist members in goal achievement.
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Taylor, Clare. "Working through change : an insider's analysis of FE teachers and tutors lived experience in a time of initiative overload." Thesis, Brunel University, 2009. http://bura.brunel.ac.uk/handle/2438/6610.
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This is an investigation by a participant researcher into the 'hidden world' of Further Education (FE). I became interested in how the many innovations, which have occurred in the past twenty years have made FE staff feel and how this effected their work and how they coped with what often felt like the conflicting demands of constant change. This is longitudinal insider research with a political edge as it is an examination of one of New Labour's major inclusion strategies, as it covers almost all of the twelve years they were in power. Over this period I have seen staff concerns change, as have their 'folk devils', and as lecturers and support staff went through different 'moral panics' during a period of massive change and uncertainty in the post compulsory sector. The original grounded theory type emergent categories and my own personal ontology lead me to adopt the position of a 'critical realist' where I have also attempted to incorporate a Feminist stance with some insights from sociological theorists like Bourdieu. Through the Literature Review I looked at the wider social and political issues of 'new managerialism', 'globalisation', 'proletarianisation', 'intensification of labour', the 'audit culture' and the casualisation and 'deprofessionalisation' of academic staff. These and other issues had emerged as possible reasons for the way staff said they felt in my interviews with tutors and my long term participant observations in three colleges and the results from one local stress survey and one national questionnaire of college managers. My conclusions are that many staff who choose to stay in FE are to a degree alienated but not anomic, they still believe in their role despite the changes and take pride and pleasure in their work, especially their interaction with students. The work place and division of labour are gendered both vertically and horizontally. Staff and trainers are unsure of the effectiveness of the new training but recognise that they need more skills to deal with the newer student groups. The different cultural capital, 'habitus' and 'fields' work against a common professionalism developing and these are unlikely to disappear.
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Lam, Choi-ling, and 林賽玲. "An evaluation of a school based English Language Curriculum initiativeon the teaching of songs: a primary schoolcase study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44391328.
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Hug, Tod A. Hug. "The Impact on Teaching and Learning of the One-To-One Laptop Initiative at the Ayersville Local Schools." University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1461401600.
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Williams-Collins, LaTanya. "Teachers’ Perceptions and Strategies Implementing the Alabama Reading Initiative to Teach Literacy." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7773.
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A report from a 2015 descriptive study of the Alabama Reading Initiative (ARI) showed that 85% of the participants who were trained in strategies to address students’ reading difficulties in high school were not implementing them. Teachers’ implementation of ARI was the focus of this study. Pragmatism was the epistemological framework of the study, and Roger’s diffusion of innovation theory was the conceptual framework used to support the study. The purpose and corresponding research questions examined the extent of ARI implementation, reasons for not implementing those strategies, and ideas for future professional development in ARI. Six content-area teachers who taught Grade 9 participated in the study. A basic qualitative study was used to address research questions through individual interviews. Inductive and deductive coding was used to analyze data and identify themes. The results indicated that content area teachers who teach science and social studies implemented ARI strategies in their content to teach literacy. Math teachers did not implement ARI, citing time and a mismatch of ARI strategies with math content and ARI strategies. Strategies suggested to implement ARI were time with the literacy coach, embedded professional development, and collaboration among teachers. The results were used to create a 3-day teacher training project, which included these strategies. Results and project implementation can help administrators and teachers understand how to better implement school-wide reading initiatives in secondary schools, creating positive social change.
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Miller, Beverly Elaine. "Losing New Graduate Bedside Nurses, a Practice Improvement Initiative." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3904.
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New graduate nurses (NGNs) at bedside are faced with numerous challenges, which prompt them to leave jobs in their first year. The transition from being a student to competent nurse requires a NGN to have the necessary skills and experience. Subsequently, hospitals continue to face shortages of staff because of high turnover and low retention levels. Nonetheless, evidence from reviewed literature has indicated that the use of residency programs can increase NGNs' stay at bedside, improve retention, reduce costs of operations, and return employees' turnover. The purpose of this quality improvement project was to identify the likelihood of NGNs remaining at bedside after participating in a 52 week NGN residency program in the critical care units at Palmetto Health hospital. When a hospital recruits and retains NGNs at the bedside, the quality of life among patients is improved. Benner's theory of novice to expert was utilized to understand professional growth of nurses. Data were collected from the human resource department of the 18 nurses who initially participated in the residency program to compare retention rates before and after its implementation. The project initiative was based on a quantitative non-experimental comparison design. Based on the evidence from the human resource department, there was a 14% improvement in nurse retention 3 months after the implementation of the NGN residency program. A statewide adoption of NGN residency programs was recommended to help improve retention and enhance NGNs' professional improvement and quality of care. The implementation of NGN residency program also demonstrated implications for social change through increasing retention, building nurse competency, and enhancing quality of care delivered.
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Santos, Mariana dos. "As contribuições do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) para a construção de saberes sobre a docência : o caso do PIBID-Biologia da Universidade Federal de São Carlos." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8499.
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This work falls within the scope of the investigation of the initial teacher training, investigating the Institutional Scholarship Program Introduction to Teaching. This is a case study in which it is carried out an analysis of PIBID-Biology subproject of the Federal University of São Carlos (UFSCar), which is part of PIBID UFSCar-institutional project. From an analysis of all documents relating to the implementation of the project at all levels (national, institutional and subproject) as well as the interview with researchers involved in the construction of these projects, we built a description of the processes involving the construction of the national project, as well as the institutional design and, finally, the subproject Biology UFSCar. This first step was the context for understanding, through analysis of reflective portfolios produced by scholars, the dimensions of teaching knowledge built by undergraduates as scholarship students from PIBID. In light of the training teacher references (NÓVOA, 2009; ANDRÉ, 2012, GATTI, BARRETTO & ANDRÉ 2011, Zeichner, 2010, among others), knowledge of the teachers (PEPPER, 2005 Tardif, 2000, 2007) and also Complexity Theory (BONIL & PUJOL, 2008; RIBERAYGUA, 2012; MORIN, 2004, 2005), we realized that, despite the PIBID have characteristics that approach a complex and dynamic model, students have many difficulties in view their performance as part of a complex system that involves not only the classroom but the entire surroundings. We understand that this may occur because not always the PIBID works in coordination with the context , undermining thus functioning as a dynamic and complex system , requiring several adjustments and improvements in this program.
Este trabalho insere-se no âmbito das investigações sobre a formação inicial de professores, investigando o Programa Institucional de Bolsas de Iniciação à Docência. Trata-se de um estudo de caso em que é realizada uma análise do subprojeto PIBID-Biologia da Universidade Federal de São Carlos (UFSCar), que se insere no projeto institucional PIBID-UFSCar. A partir de uma análise de todos os documentos referentes à implementação do projeto em todos os âmbitos (nacional, institucional e subprojeto), bem como da entrevista com pesquisadores envolvidos na construção destes projetos, construímos uma descrição dos processos envolvendo a construção do projeto nacional, bem como do projeto institucional e, finalmente, do subprojeto Biologia da UFSCar. Esta primeira etapa constituiu o contexto para compreendermos, através da análise dos portfólios reflexivos produzidos pelos bolsistas, as dimensões de saberes docentes construídos pelos licenciandos enquanto bolsistas do PIBID. À luz dos referenciais de formação docente (NÓVOA, 2009; ANDRÉ, 2012, GATTI, BARRETTO & ANDRÉ, 2011, ZEICHNER, 2010, dentre outros), de saberes docentes (PIMENTA, 2005, TARDIF, 2000, 2007) e também da Teoria da Complexidade (BONIL & PUJOL, 2008; RIBERAYGUA, 2012; MORIN, 2004, 2005), percebemos que, apesar de o PIBID possuir características que o aproximam de um modelo complexo e dinâmico, os bolsistas apresentam muitas dificuldades em visualizar a sua atuação como parte de um sistema complexo, que envolve não apenas a sala de aula, mas todo entorno. Entendemos que isto pode ocorrer porque nem sempre o PIBID funciona de maneira articulada com o contexto, o que prejudica, portanto, o seu funcionamento como um sistema dinâmico e complexo, sendo necessários diversos ajustes e melhorias neste Programa.
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Philippe, Jonathan. "Le rôle des pratiques des enseignants dans la constitution des savoirs enseignés, dans l'enseignement supérieur." Doctoral thesis, Universite Libre de Bruxelles, 2007. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/210723.
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L’enjeu de la thèse peut-être situé à partir du domaine qu’on appelle aujourd’hui « pédagogie universitaire ». Dans ce domaine, une préoccupation majeure tient aux difficultés que rencontrent beaucoup d’étudiants, notamment au début des études supérieures. Ainsi, au sein d’une littérature désormais abondante, des recherches s’intéressent à l’origine sociale et au passé scolaire des étudiants, d’autres examinent leur attitude face aux études ou bien leurs stratégies d’apprentissage ou encore les dispositifs didactiques mis en place par les enseignants, etc. L’originalité de ce travail est d’entrer dans ce problème en s’interrogeant sur la nature des savoirs enseignés.Le « savoir enseigné » se révèle d’emblée un objet difficile à cerner et même insaisissable :s’agit-il des paroles de l’enseignant, des supports écrits divers auxquels il confronte les étudiants ?Faut-il y inclure ce que les étudiants doivent accomplir par eux-mêmes ?Comment rendre compte de ce qu’il est ?
Ce problème conduit à affirmer qu’on ne peut identifier ni même simplement décrire un savoir sans référence à des pratiques. Il s’ensuit une analyse fine et rigoureuse de cette notion de pratique. Si cette notion doit beaucoup aux travaux que Latour et Stengers ont conduits à propos des savoirs et pratiques scientifiques, elle est reconstruite au regard de la spécificité de la pratique enseignante et permet notamment de décrire le processus de réappropriation que la pratique enseignante opère sur des objets et des savoirs qui lui viennent d’autres pratiques. Dès lors, ce que nous appelons couramment « savoir » n’est pas un objet qui aurait une existence propre et indépendante, mais il est toujours pris dans une pratique comme ce qui constitue une réponse pertinente aux contraintes dont elle est constituée. Ainsi le savoir enseigné est le produit d’une construction au sein de la pratique enseignante. On ne peut le concevoir comme un objet qui serait le résultat d’une transmission ou d’un appauvrissement par rapport à un autre objet qui lui préexisterait et qui serait le « savoir savant ».
Ces analyses ont un certain nombre d’implications :elles conduisent inévitablement à une ré-interrogation de la notion de transposition didactique. Elles remettent en cause la vieille, mais tenace dichotomie entre théorie et pratique.
Elles obligent à penser le savoir comme ce qui s’inscrit dans une pratique et qui est porteur d’enjeux pour ses acteurs.
Pour appuyer ces considérations, la thèse contient le compte-rendu de l’observation de l’intégralité de huit cours d’enseignement supérieur (pris à l’université, dans l’enseignement supérieur court et dans la formation continue). Il s’agit, dans cette partie empirique, de mettre à l’épreuve les concepts construits et de voir, sur un ensemble d’unités d’enseignement suffisamment ouverts, s’ils sont assez précis pour rendre compte à chaque fois de la spécificité de la pratique enseignante et du savoir enseigné.
Ces huit études de cas conduisent à poser un problème didactique fondamental :sachant que l’étudiant ne peut porter intérêt à un cours que s’il fait l’expérience des enjeux auxquels le savoir enseigné peut répondre, comment lui faire partager ces enjeux ?Cette question conduit à un examen critique de la notion de « situation-problème » et à une ouverture des formes possibles de problématisation, mais également à proposer le concept de « dramatisation » pour désigner les infinies manières de faire partager aux étudiants les enjeux d’un savoir.
Il s’ensuit qu’on ne saurait concevoir de méthode pédagogique ou didactique qui pourrait « s’appliquer » indifféremment à n’importe quel contenu de savoir, puisqu’à la fois la dramatisation d’un savoir ne peut s’envisager indépendamment de ce qu’il est ni indépendamment des pratiques de l’enseignant, et qu’en retour il ne saurait y avoir de savoir enseigné qui préexisterait à la pratique d’enseignement.
Doctorat en sciences de l'éducation
info:eu-repo/semantics/nonPublished
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Holman, Rebecca. "Music history pedagogy| Three approaches to teaching a one-semester music history survey course in accordance with the LEAP Initiative." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1527558.
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Music appreciation is a popular General Education course at the university level and is included as a survey course for music majors at many universities, yet there is not a consensus on the "correct" way to teach the course. Many pedagogical approaches have been explored; each having its merits, and it is probable that there will never be unanimous agreement among music educators regarding which approach is the most effective. Three pedagogical approaches in particular have been effective; namely the analytical approach, the historical approach, and the contextual approach as described by professor of music Dr. Lewis W. Gordon. These approaches were applied in a onesemester survey music history course with the goal of analyzing which is the most effective in teaching freshman music majors. The assessment of these results will be discussed, and suggestions of ways to incorporate these methodologies into teaching will be offered. These approaches will also be discussed in their accordance with the Essential Learning Outcomes of AAC&U's LEAP initiative.
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Smith, Kimberly J. "Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change." Thesis, Boston College, 2009. http://hdl.handle.net/2345/661.
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Thesis advisor: Elizabeth TwomeyAs our world continues to evolve as a global community, schools must prepare students to live, work, and thrive in a diverse society. Teaching the acceptance of diversity to our students is a significant step in building a safe and peaceful culture within our school communities. Teaching the acceptance of diversity to a generation of young people is a significant step in building a peaceful world. This qualitative case study examined an anti-bias education initiative that empowered students to become leaders and activists in their high school. The findings of this study revealed that the diversity education initiative did not have an immediate impact on school culture, but the students who took active leadership roles encountered a transformational experience. The student leaders demonstrated substantial growth in the skills and understandings essential to anti-bias activism. Significant to this development was heightened awareness of discriminatory language and behavior, a more comprehensive view of diversity and its role in community, and the ability to engage peers in dialogue about challenging diversity topics. In a dialogic exploration of individual differences, student leaders discovered the commonality that connects all humanity. This insight led them to affirm individual identity, to conceptualize the richness that diversity adds to community, and ultimately to embrace diversity as fundamental to community. The findings of this study point to the incremental nature of school culture change and the need to institutionalize a diversity education/student leader effort as a long-term initiative in order to achieve substantive school improvement. The findings compel educators to provide leadership opportunities for students, cultivating their ability to become productive citizen-leaders in an increasingly global community. This is the subject matter of their lives, an authentic curriculum that activates their knowledge, their ability, and their responsibility to transform their world (Starratt, 2008). This dissertation captures the lived experiences of a group of students who led this diversity education initiative, and how their reflections inform educational policy, practice, and leadership
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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Lee, Brooke. "Texas Success Initiative Test Scores as a Predictor of College Mathematics Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5893.
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Advisors use placement test scores as a means of predicting students' proficiency in mathematics; however, there is a debate about how accurately these scores predict students' success. This nonexperimental quantitative study focused on one test, the Texas Success Initiative (TSI). The purpose of the study was to determine whether the test is an accurate predictor of students' success in college algebra for students in science, technology, engineering, and mathematics (STEM) majors, and whether students who took the test continued pursuing a STEM major. The theoretical framework for this study was Tinto's theory of retention. Statistical Package for the Social Sciences software was used to generate 500 random cases from 2,339 students ranging from 18 to 50 years of age who enrolled in Math 1414 during the Spring 2015 to Spring 2017 semesters at the Texas community college setting. Hierarchical multiple and logistic regression were performed to test whether the TSI scores significantly predicted students' math grade and retention. The hierarchical multiple regression revealed that the TSI score explained only 13% of the variance in math grades (R2 = .13). The logistic regression showed that the TSI score explained a variance of only 7% (Nagelkerke R2 = .07) and yielded a higher number of false positives in predicting retention in a STEM mathematics track after controlling for high school GPA, gender, ethnicity, and age. Findings revealed no significant relationship between TSI scores and students' academic success and retention. The results from this study may contribute to positive social change by providing academic advisors with additional knowledge of the best practice for placing students to achieve success in college math courses.
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Johnston, Noel. "Reflections on an Initiative to Improve Junior Secondary School Pupils’ Understanding of Number." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80260.
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In 2005 the opportunity to apply the New Zealand ‘Numeracy’ approach to teaching Mathematics was extended into the secondary school sector. The goal was to alter teachers’ pedagogy so that ‘sense
making’ rather than ‘instruction’ was the core objective of their lessons. Ultimately it is hoped that along with a familiarity and comprehension of Number will come a relatively seamless acquisition of the fundamentals of Algebra. This paper will present details of this approach for teaching Number, the status of Number in the secondary school curriculum, the focus and ramifications of teaching for understanding, as opposed to assimilating and learning to apply algorithms, and will also consider evidence of the effectiveness of the initiative.
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Pass, Rick. "Attempting to improve teaching and learning through technology : an examination of a professional development initiative in a rural junior high school /." Connect to dissertation online, 2008.
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McFee, Krystal M. "Teaching Social Skills to Children with Asperger’s and High Functioning Autism: An Evaluation of Video Self-Modeling and Behavior Skills Training." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3633.
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The purpose of this study was to evaluate the effects of video self-modeling and
behavior skills training to teach social skills to children with Asperger’s and high
functioning autism. The targeted social skills were social initiations and social responses.
The video self-modeling alone condition was implemented first using a video
feedforward approach. A behavior skills training (BST) procedure was implemented
following the video self-modeling alone condition for each participant. BST consisted of
instructions, modeling, rehearsal, and feedback. The frequency of each target behavior
was scored from videotapes using 10-second frequency within interval recording. After
the video self-modeling was introduced, a mean increase was demonstrated in the target
behaviors for 3 of the 4 participants. However, following the video self-modeling plus
behavior skills training procedures, the social skills increased further for each participant.
Follow up measures showed that the social interactions for each participant remained
higher than baseline, however slightly lower than levels during BST+VSM.
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Francis, Christine M. "The Impact of a "Response to Intervention" Initiative on Teachers' Efficacy with Students of Color in a Voluntary Desegregation Program." Thesis, Boston College, 2009. http://hdl.handle.net/2345/715.
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Thesis advisor: Elizabeth A. TwomeyThesis advisor: James Marini
This qualitative case study focused on a Response to Intervention (RTI) literacy initiative in a suburban elementary school near an urban area in New England. The initiative incorporated professional development about RTI and implementation of components of an RTI model. The participant-researcher analyzed teachers' feedback regarding the professional development and the RTI model, as the initiative developed, with a specific focus on the teachers' perceptions about the impact of the initiative on the school's capacity to effectively instruct urban students of color who are participants in a voluntary desegregation program. The professional development about RTI incorporated three features which are recommended for professional learning communities: content which is research-based, process which includes reflection and dialogue, and context which is job-embedded. The RTI model utilized the "problem-solving" approach, and incorporated progress-monitoring and interventions. The findings from the study indicated that the combination of three elements (sustained professional development about RTI, implementation of RTI in the school setting, and conversations and questions about addressing the needs of urban students of color) resulted in increased teacher confidence in their ability to provide effective instruction to this population of students. Further, the interaction of these three elements resulted in identification of next steps which the teachers believe will specifically address these students' needs. However, several teachers questioned whether RTI was adequate to address the complex issues of students of color in a voluntary desegregation program. They recognized that they needed more information about effective instructional strategies to match the learning profiles of this population of students. Combining the results of this case study with the recommendations of the professional literature about culturally responsive teaching, it appears that Response to Intervention has the potential to address the learning needs of urban students of color, but only if practitioners incorporate some basic principles of culturally responsive teaching. Integrating the results of this study with the professional literature about Response to Intervention, culturally responsive teaching, and effective professional development, the participant-researcher recommends that policymakers and educators should consider incorporating culturally responsive teaching into their RTI models in order to truly make RTI effective for addressing the achievement gap. Further, the researcher recommends that schools should provide sustained professional development (with content based upon research, process which includes reflection and dialogue, and context which is job-embedded) to increase teachers' understanding about Response to Intervention and about culturally responsive teaching
Thesis (EdD) — Boston College, 2009
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Administration
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Jones, Jiselle. "The Effectiveness of the Implementation of the Early Reading First Initiative on Preschool Students with Disabilities." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/532.
Full textAbstract:
The Early Reading First Program emphasizes that preschool classrooms provide services to better prepare children entering kindergarten with the necessary language, cognitive, and literacy skills that can avert reading difficulties. This study investigated two questions. The first addressed the effectiveness of the ERF program on students identified with a disability within control and experimental groups. The second addressed the effectiveness of the ERF program on subpopulations of students within the ERF program categorized with a severe language delay or a mild/moderate language delay. To address the first question, results showed a statistically significant difference between the control sample and experimental sample of posttest data in the area of language development. Addressing the second question, results showed a statistically significant difference in posttest scores between the mild/moderate sample of students versus the severe sample of students on the Individual Growth and Development Indicators (IGDI) Alliteration subtest and the Phonological Awareness Literacy Screening (PALS) Print-Word Awareness subtest. A major limitation of this study is the small number of children and, thus, it is difficult to draw any firm conclusions.
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Wilson, Desrian. "The teaching of Spanish as a modern foreign language in Trinidad : a case study of the Spanish initiative implementation in the primary classroom." Thesis, University of Leicester, 2016. http://hdl.handle.net/2381/37612.
Full textAbstract:
The focus on human capital development in the republic of Trinidad and Tobago may be viewed as an instrumental economic imperative. This government position has brought with it changes to the educational landscape of the local primary school. Recognition of the impetus for improved trade within the region has brought with it a new curricular focus, that of a modern foreign language at the level of the primary school. It is generally noted that policies are often imported and implemented in the local context without an evaluation of their efficacy. This study thus considers the issue of the implementation of Spanish at the primary school level in a quest to describe the perspectives and experiences of educational stakeholders locally. The research questions that directed this study were 1) How is Spanish taught at the primary level in Trinidad? 2) What are the factors that impact on the initiative's implementation? 3) How do teachers, principals and curriculum officers perceive the introduction of the primary Spanish initiative? 4) How do teachers and principals describe their experiences of implementing the primary Spanish initiative? and 5)What are the students' perspectives on learning Spanish at the primary level? Given the study‘s overarching aim to determine how Spanish is delivered in Trinidadian primary schools, the research concentrated on the teaching-learning process as it was conceptualized and implemented by generalist primary school teachers. The study‘s objectives and research questions required a qualitative-dominant methodology within an interpretivist paradigm. A multiple case study was undertaken at two primary schools within the southern region of Trinidad. Data were collected through pre-observation and video-stimulated recall interviews with teachers, structured classroom observations, focus group interviews with students, interviews with principals and curriculum officers and a school questionnaire. The findings point to the critical success factors of available, qualified teachers, administrative support, resource readiness and clear policy direction as variables that impact on the initiative‘s successful implementation. On the other hand, the learners‘ infectious enthusiasm for the language heralds the opportunities that can be grasped from a successful, sustainable initiative.
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Graessle, Lindsey R. "THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES." UKnowledge, 2018. https://uknowledge.uky.edu/edsrc_etds/58.
Full textAbstract:
Peer mediated interventions have been effective in teaching academic and social skills to students with disabilities. The present study assesses the effectiveness of students with autism spectrum disorder serving as the tutor and tutee. Four peer mediators and four students with autism spectrum disorder used technology and the simultaneous prompting procedure to teach acquisition of social studies vocabulary. Results indicate that both students with and without autism spectrum disorder effectively delivered instruction using technology and all students learned a portion of the vocabulary taught by a same-aged peer.
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Pavlak, Christina M. "On being a writing teacher: Exploring three middle grade teachers' experiences with a literacy initiative in an urban Catholic school." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3179.
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Thesis advisor: Patrick J. McQuillanThough writing is an essential life skill (National Commission on Writing, 2003, 2004, 2005), time spent writing in classrooms across the US is brief (Applebee and Langer, 2006; Applebee and Langer, 2011; Graham and Perin, 2007; National Commission on Writing, 2003). Furthermore, writing achievement of English learners (ELs) who represent nearly five million US students (Mather and Foxen, 2010) is often lower than other sub-groups (Fry, 2007, 2008). As such, using case study research (Stake, 2000, 2003) this study explored three sixth-eighth-grade teachers' experiences with an initiative to enhance writing instruction through the use of systemic functional linguistics (SFL), an approach that emphasizes writing for multiple purposes and the explicit teaching of language (Christie and Derewianka, 2008; Derewianka, 1990, 1999). SFL-informed instruction is an emerging strategy used to enhance the writing of ELs in US schools (see Brisk, Hodgson-Drysdale, and O'Connor, 2011; Brisk and Zisselsberger, 2010; Gebhard, et al., 2007; Schleppegrell and Go, 2007). A key argument of this ethnographic study is that the shape of the degree to which these three teachers took up a new way of teaching writing can be explained along a series of continua, consisting of the following five dimensions: cultivation of caring relationships with students, recognition of the needs of ELs, view of writing, commitment to professional growth, and commitment to collaboration and a number of related sub-dimensions. Another finding relates to the affective dimensions of teaching and learning, attention to which appeared to enhance teachers' enactment of SFL. Implications of these findings benefit teacher educators and professional development providers committed to enhancing writing instruction in US schools and speak to the field of educational reform more broadly by offering insight into multiple dimensions that influence teachers' uptake of a change endeavor
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Lloyd-Staples, Chris. "The implementation and impact of the secondary science National Strategy : a single-school case study to explore the changes in classroom teaching styles and the responses of students to these initiatives." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4665.
Full textAbstract:
The National Strategy for Science was progressively introduced from 2002 with the intention of providing a clear structure for improved delivery of the subject in secondary schools. Through a series of scripted training events, supported by printed resources, the intention was to provide science teachers with a clear framework for sequential teaching of key themes through the use of pedagogy intended to involve the students in their own learning. After several years, the nature of the National Strategy shifted to concentrate on the support of subject leaders, and the Strategy is planned to end in 2011. The current school cohorts have all experienced the teaching of science since the introduction of the Strategy, and should therefore have benefitted from the improved delivery, intended to create improved outcomes and more positive attitudes towards science. By means of a case study investigation in 2008 in a single school, the impact of the National Strategy was explored. By means of a range of qualitative methods, including questionnaires, interviews and lesson observations, it was possible to investigate the extent to which National Strategy ideas had become embedded in the daily routines of the science teachers, and the extent to which students viewed science positively. The study focused on Y7 (soon after entry to the school), Y9 (prior to the SATs examinations) and Y11 (during the run-up to GCSE). An initial study four years previously was used to provide an indication of changes during the life of the Strategy, and to indicate trends. In addition, sampling in other schools was used to determine whether the questionnaire results were atypical. The results showed that the Strategy had largely failed to become embedded in normal classroom practice, with little evidence of teachers making good use of the pedagogy or the structured delivery that was central to the Strategy message. The reasons for this failure were: • The expectation that centrally-delivered training would be effectively cascaded by one individual to other teachers in the school, • The failure to concentrate on a few simple messages or themes, repeatedly delivered and reinforced in subsequent training, • The introduction of a plethora of other initiatives, each demanding teacher time, and diluting efforts to focus attention on the National Strategy themes. As a result, the science teachers in 2008 showed less understanding of the Strategy than teachers in 2004, and their use of techniques such as the three-part lesson and enquiry-based learning were less evident. The Strategy was to be a mechanism to improve examination results and to improve student attitudes to science. The examination results are shown to be largely stagnant over this period 2003-2008, and the attitudes of students towards science are shown to become less positive during their time in secondary school. The key finding, therefore, is that the Strategy failed in its aims because it failed to listen to its own message. It failed to recognise that teachers, just as much as students, need simple messages, repeatedly delivered in innovative ways, in order to learn and fully internalise these ideas.