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Dissertations / Theses on the topic 'Teaching pedagogic practice'

Author: Grafiati

Published: 10 September 2021

Last updated: 29 July 2025

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1

Olu, Fagbemi Ellen Louise. "Pedagogic renewal and the development of teachers in Sub-Saharan Africa : the case of Ghana." Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/60878/.

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This study examined the pedagogic practices of primary teachers in Ghana. The major goal was to identify innovative pedagogic practices, as well as to understand why the transmission practices continue to prevail in a majority of Ghanaian primary classrooms. Using a qualitative approach, the study tried to probe deeply into how and why teachers in Ghana engage with their practices, at the same time, how and where teachers manage to better support their learners in the face of their contextual difficulties. The theoretical framework for this study was based on Schulman's theory on teacher knowl

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Clarence, Sherran. "Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011763.

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Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what students are learning. Much of this research and practice is influenced by constructivism, which has a relativist stance on knowledge, generally arguing, contra positivism, that knowledge is constructed in socio-historical contexts and largely inseparable from those who construct it and from issues of power. This leads to a confusion of knowledge with knowing, and knowledge is thus obscured as an object of study because it is only seen or un

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Rocha, Márcia Regina Alves. "A prática de ensino como exercício pedagógico construído pelas licenciandas em enfermagem : ampliando o conceito de saúde /." Bauru : [s.n.], 2004. http://hdl.handle.net/11449/90850.

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Orientador: Mara Alice Fernandes de Abreu<br>Banca: Ana Maria Lombardi Daibem<br>Banca: Cássia Irene Spinelli Arantes<br>Resumo: A pesquisa tem como objetivo de investigação a prática pedagógica, construída pelas licenciandas em enfermagem em conjunto com a pesquisadora e, realizada de forma continuada, com alunos da sétima série do ensino público. O trabalho objetivou investigar se a realização de uma prática pedagógica, contextualizada ao ambiente escolar e às necessidades do aluno e elaborada, desde o seu planejamento até o exercício pedagógico, considerando-o como elemento ativo no process

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Rocha, Márcia Regina Alves [UNESP]. "A prática de ensino como exercício pedagógico construído pelas licenciandas em enfermagem: ampliando o conceito de saúde." Universidade Estadual Paulista (UNESP), 2004. http://hdl.handle.net/11449/90850.

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Made available in DSpace on 2014-06-11T19:24:48Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-08-26Bitstream added on 2014-06-13T20:32:14Z : No. of bitstreams: 1 rocha_mra_me_bauru.pdf: 1085459 bytes, checksum: 7c0998d6c90723be0bd0b3628c3aed9d (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>A pesquisa tem como objetivo de investigação a prática pedagógica, construída pelas licenciandas em enfermagem em conjunto com a pesquisadora e, realizada de forma continuada, com alunos da sétima série do ensino público. O trabalho objetivou investigar se a realiz

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Cerqueira, Nilce Mazarello Mendes. "A formação de professores egressos do curso Veredas / UFV: percorrendo opiniões, experiências e metas." Universidade Federal de Juiz de Fora (UFJF), 2008. https://repositorio.ufjf.br/jspui/handle/ufjf/2814.

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Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-10-11T14:53:29Z No. of bitstreams: 1 nilcemazarellomendescerqueira.pdf: 2296690 bytes, checksum: c8e5f27e071ea9cd66942d63d2ca328c (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-11T16:01:26Z (GMT) No. of bitstreams: 1 nilcemazarellomendescerqueira.pdf: 2296690 bytes, checksum: c8e5f27e071ea9cd66942d63d2ca328c (MD5)<br>Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-10-11T16:02:03Z (GMT) No. of bitstreams: 1 nilcemazarellomendescerqueira

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Silva, Kelly Cristina Ducatti da. "A formação no curso de pedagogia para o ensino de ciências nas séries iniciais /." Marília : [s.n.], 2005. http://hdl.handle.net/11449/91234.

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Orientador: José Carlos Miguel<br>Resumo: A presente pesquisa teve por objetivo identificar a percepção que os professores responsáveis pela disciplina de Metodologia Para o Ensino de Ciências têm ao ministrar suas aulas no Curso de Pedagogia e a concepção dos alunos de 3.º e 4.º anos desse curso, quanto ao oferecimento de tal disciplina para a formação do professor de Ciências nas séries iniciais do Ensino Fundamental. A metodologia escolhida foi o estudo de caso, tendo como abordagem a pesquisa quanti-qualitativa. Os dados foram coletados em três etapas: na primeira, aplicaram-se os question

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Porto, Robson Teixeira. "Programa institucional de bolsa de iniciação à docência: ensinar e aprender matemática." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/4785.

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Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-03-27T18:56:12Z No. of bitstreams: 1 ROBSON TEIXEIRA PORTO.pdf: 1289807 bytes, checksum: 7718c93d93db25abf84b2a7f67d7a6d6 (MD5)<br>Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-04-01T18:19:34Z (GMT) No. of bitstreams: 1 ROBSON TEIXEIRA PORTO.pdf: 1289807 bytes, checksum: 7718c93d93db25abf84b2a7f67d7a6d6 (MD5)<br>Made available in DSpace on 2015-04-01T18:19:34Z (GMT). No. of bitstreams: 1 ROBSON TEIXEIRA PORTO.pdf: 1289807 bytes, checksum: 7718c93d93db25abf84b2a7f67d7a6d6 (MD5) Previ

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Leder, Johanna Stephanie [Verfasser], Frauke [Gutachter] Kraas, and Alexandra [Gutachter] Budke. "Pedagogic Practice and the Transformative Potential of Education for Sustainable Development. Argumentation on Water Conflicts in Geography Teaching in Pune, India / Johanna Stephanie Leder ; Gutachter: Frauke Kraas, Alexandra Budke." Köln : Universitäts- und Stadtbibliothek Köln, 2016. http://d-nb.info/1136716696/34.

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Carder, Rebecca Jean. "The influences of teachers regulative discourse, specifically teachers expectations of learner achievement on teachers' pedagogic practice in teaching Grade 6 Natural Science in the Western Cape : two case studies." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13652.

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This study examines how two Grade 6 Natural Science teachers in two low SES schools in the Western Cape teach Natural Science, and what relation this has to the regulative discourse that informs their teaching. Data texts were derived from interviews and lesson observations. The study draws on research relating to teacher expectations and redescribes this in terms of Bernstein’s concept of the regulative discourse. The study concludes that the teachers’ regulative discourses and instructional discourses are not wholly developed individually; instead, these discourses, and specifically teachers

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Briguenti, Ederson Costa 1975. "Cartografia e contexto : a linguagem simbólica e as múltiplas relações cotidianas mediando o ensino de Geografia." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/286611.

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Orientador: Maurício Compiani<br>Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências<br>Made available in DSpace on 2018-08-26T08:35:56Z (GMT). No. of bitstreams: 1 Briguenti_EdersonCosta_D.pdf: 8682673 bytes, checksum: 6dd356fa8ee76535a4c2d5b41dedf074 (MD5) Previous issue date: 2014<br>Resumo: As relações escolares, de modo geral, carecem de posturas mais participativas dos alunos e didáticas mais dialogadas por parte dos professores. No âmbito de tais demandas, uma parceria estabelecida entre Universidade e Escola Pública proporcionou alicerces teórico-metodológi

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Silva, Kelly Cristina Ducatti da [UNESP]. "A formação no curso de pedagogia para o ensino de ciências nas séries iniciais." Universidade Estadual Paulista (UNESP), 2005. http://hdl.handle.net/11449/91234.

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Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2005Bitstream added on 2014-06-13T20:13:28Z : No. of bitstreams: 1 silva_kcd_me_mar.pdf: 699244 bytes, checksum: 43e2eb60d30fb9f2280c69f37e6a5b83 (MD5)<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>A presente pesquisa teve por objetivo identificar a percepção que os professores responsáveis pela disciplina de Metodologia Para o Ensino de Ciências têm ao ministrar suas aulas no Curso de Pedagogia e a concepção dos alunos de 3.º e 4.º anos desse curso, quanto ao oferec

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Batista, Maria Eugenia. "Implicações socioeducacionais do ensino de inglês em escolas públicas: linguística sistêmico-funcional e representação da prática pedagógica." Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/13577.

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Made available in DSpace on 2016-04-28T18:22:32Z (GMT). No. of bitstreams: 1 Maria Eugenia Batista.pdf: 3390587 bytes, checksum: dd7356371f224fa461452f787d0717c0 (MD5) Previous issue date: 2012-06-06<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This dissertation, part of the DIRECT Project, is aimed to investigate the use of material processes, i.e., the processes of doing, in the pedagogic practice representation underlying the discourse of teachers of English and students, from state schools located in the Metropolitan Region of São Paulo, regarding their English teach

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Anderson, Sonja M. "Barbadian teachers' personal practical knowledge about advocated pedagogic practices used in the education of the under-fives." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1999. https://ro.ecu.edu.au/theses/1259.

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This study investigated the personal practical knowledge of twenty-one Barbadian teachers in relation to a range of pedagogic practices advocated for use in the education of children under five years of age. The investigation of this knowledge was based on an interpretative perspective. The conceptual underpinning was framed by Personal Construct Psychology (Kelly, 1995), and its methodology, the repertory grid technique. The grid was formulated and used in a sample of schools with under-fives. Findings were clarified, confirmed and elaborated by the use of in-depth interviews conducted with t

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Mazibe, Ernest Nkosingiphile. "Teaching graphs of motion : translating pedagogical content knowledge into practice." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62885.

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This study investigated the comparison between captured and revealed Pedagogical Content Knowledge (PCK) about graphs of motion. The aim of the study was to explore PCK when captured in a written format and discussions (captured PCK) and compare it to the PCK that the same teachers revealed in practice (revealed PCK) when teaching the topic. Four Grade 10 Physical sciences teachers were purposively and conveniently selected as participants of the study. Their PCK was captured through Content Representations (CoRes) and interviews. The revealed PCK on the other hand was gathered through lesson

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Back, Susana. "FÍSICA E SEGURANÇA NO TRÂNSITO: UMA PROPOSTA DIDÁTICA POR UMA PROFESSORA INICIANTE." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/6672.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The present work had to educational resources for the Teaching of Physics in the present research papers/teatching/extension education in the field of Science/ Physics/Teaching in the production of educational material with a view to developing awareness of students in relation to them traffic safety as well as enhance the teatching practice, developing a beginning teacher in the habit of reflection. Therefore we created a didactic proposal consists of seven units with a view to teaching content related to quantity of motion, momen

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16

Socorro, Luís Eduardo Rebelo. "Relatório da prática de ensino supervisionada na Escola Secundária André de Gouveia: relatório de estágio." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/11583.

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O presente documento surge no âmbito da Prática de Ensino Supervisionada, estágio pedagógico desenvolvido no mestrado em Ensino da Educação Física nos Ensinos Básico e Secundário, na Universidade Évora. A PES decorreu na Escola Secundária André de Gouveia, no 3º Ciclo e Ensino Secundário, no ano lectivo de 2010/2011. A organização deste relatório teve por base a estrutura do regulamento da PES, procurando focar 4 dimensões: Organização e Gestão do Ensino e Aprendizagem; Participação na Escola e Relação com a Comunidade; Desenvolvimento Profissional Social e Ético; Desenvolvimento Profissional

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Reis, José da Paz Pereira Batista dos. "Relatório da prática de ensino supervisionada realizada na Escola Básica André de Resende e na Escola Secundária Gabriel Pereira em Évora." Master's thesis, Universidade de Évora, 2012. http://hdl.handle.net/10174/17846.

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No culminar do 2°Ciclo de estudos, no Mestrado de Ensino de Educação Física nos Ensinos Básicos e Secundário, na Universidade de Évora, surgiu a minha integração num contexto escolar, com a frequência do estágio pedagógico dentro da unidade curricular da Prática de Ensino Supervisionada. A PES decorreu na Escola Básica André de Resende e na Escola Secundária Gabriel Pereira, no 2°Ciclo e Ensino Secundário, no ano letivo de 2011/2012. O presente relatório teve como objetivo descrever e refletir sobre todas as ações efetuadas e vivenciadas relativamente ao processo de ensino-aprendizagem nos doi

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Jones, Christian. "Spoken discourse markers and English language teaching : practices and pedagogies." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12260/.

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This thesis reports on a mixed methods classroom research study carried out at a British university. The study investigates the effectiveness of two different explicit teaching approaches, Illustration – Interaction – Induction (III) and Present – Practice – Produce (PPP) used to teach the same spoken discourse markers to two different groups of Chinese learners at the same level of language competency. It was hypothesised that one explicit teaching approach would be more effective than the other in terms of both short and longer term acquisition and both would be more effective than no teachi

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SANTANNA, NEIDE DA FONSECA PARRACHO. "PEDAGOGICAL PRACTICES FOR TEACHING FRACTIONS AIMING AT THE INTRODUCTION TO ALGEBRA." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12463@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>A idéia central desta tese foi trabalhar o conceito de fração, identificando a fração como número e representando esse número na reta numérica, tendo como base as recomendações e experiências realizadas por Kathleen Hart, e principalmente Hung-Hsi Wu. Um conjunto de atividades foi desenvolvido, constituindo uma proposta de ensino de frações, posta em prática em turmas do sétimo ano e oitavo ano do Colégio Pedro II durante os anos letivos de 2006 e 2007. Parte substancial da tese é dedicada à descrição dos procedimentos metodológicos

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Nixon, Sarah. "Teaching and learning pedagogies to enhance practice in Higher Education : a practitioner's perspective." Thesis, Liverpool John Moores University, 2014. http://researchonline.ljmu.ac.uk/4594/.

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The overall aim of the presented work is the enhancement of the student experience through creating conditions where excellent learning can occur both individually and through working in communities of practice. There was a mixed method approach taken within the studies, with a bias towards a more qualitative slant. Each study had an action research focus through the use of small scale case studies of teaching and learning in practice. A criticism of qualitative research and particularly case studies, is in relation to generalisation of the findings. However, case studies in teaching and learn

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SanGregory, Mary Jo. "A Self-Study: Pedagogical Practices in a Multicultural Literature Course." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1242666130.

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Rodriguez, Migdalia Elizabeth. "Effective Pedagogical Practices in Online English Language Teacher Education." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613241.

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Internet technology has made possible for students to be able to have access to continuous learning. Currently, online education has gained credibility and academic leaders' belief about its value has increased in the US (2014 Survey of Online Learning). Studies are no longer solely focused on comparing face-to-face to online learning, but on learning about how to improve the online experience. In the Language Teacher Education field, online learning options are growing and Language Teaching post-secondary programs, certificates, and professional development courses are readily available. Cons

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Kuykendall, Sue A. Morgan William Woodrow Strickland Ron L. "The subject of feminist literary practices radical pedagogical alternatives (teaching subjects/reading novels) /." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9411040.

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Thesis (D.A.)--Illinois State University, 1993.<br>Title from title page screen, viewed February 23, 2006. Dissertation Committee: William Morgan, Ronald Strickland (co-chairs), Victoria Harris, Thomas Foster, Anne Rosenthal. Includes bibliographical references (leaves 228-242) and abstract. Also available in print.

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Owens, Tessa. "An investigation into the pedagogical beliefs and online teaching practices of university teachers." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9885.

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A gap between university teachers’ beliefs and practices has been identified in the literature (see Murray and Macdonald, 1997; Prosser et al, 2003; Dunkin, 2002; Samuelowitz and Bain, 2001; Jelfs et al, 2006; and Richardson et al, 2007). This literature indicates that a teacher may claim to hold beliefs that students learn through a process of social construction but their practices when they teach reveal that they adopt more of a ‘transmission’ mode. This is considered to have an impact upon the quality of the student learning experience (Prosser and Trigwell, 1999). Due to the increased use

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Stevens, Melissa A. "Marcel Tabuteau : pedagogical concepts and practices for teaching musical expressiveness : an oral history /." Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225392470.

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Kuo, Shih Chih. "Teaching by discussion a case study of four professors' perspectives and pedagogical practices /." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3342203.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from home page (viewed on Oct. 5, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0505. Adviser: Jerome C. Harste.

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Pereira, Karina Ávila. "O ensino da língua estrangeira na educação de surdos: recontextualização dos discursos pedagógicos em práticas de professores de alunos." Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br:8080/handle/prefix/2946.

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Ip, Pui-shum, and 葉沛森. "Exploring innovative pedagogical practices and school disposition to change." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29784207.

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Bylund, Elisabet. "Spår av teorier i planering : En intervjustudie om teoriers betydelse i planering." Thesis, Mid Sweden University, Mid Sweden University, Mid Sweden University, Faculty of Educational Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-10594.

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<p>Denna uppsats handlar om hur lärare kopplar teorier och praktik utifrån dagens läraruppdrag. Syftet med studien var att undersöka hur lärare uppfattar teoriers betydelse i planering. Den empiriska undersökningen genomfördes som intervjustudie bland sju lärare. Intervjumaterialet analyserades utifrån en fenomenografisk ansats. Resultatet visade på tre skilda beskrivningskategorier, nämligen, A: Teorier är något närvarande som hjälper och stöder, B: Teorier är något omedvetet som påverkar och C: Teorier är något frånvarande vilket inte kopplas till praktiken. Slutsatser som drogs utifrån resu

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Souza, Valéria Isaura de. "As tecnologias digitais de informação e comunicação no atendimento pedagógico especializado para estudantes surdos na sala de recursos." Universidade do Oeste Paulista, 2017. http://bdtd.unoeste.br:8080/jspui/handle/jspui/1021.

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Submitted by Jakeline Ortega (jakortega@unoeste.br) on 2017-06-26T20:34:38Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Valeria Isaura de Souza.pdf: 2928525 bytes, checksum: c90d03b027502023abbd775cd2310238 (MD5)<br>Made available in DSpace on 2017-06-26T20:34:38Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Valeria Isaura de Souza.pdf: 2928525 bytes, checksum: c90d03b027502023abbd775cd2310238 (MD5) Previous issue date: 2017-04-17<br>The present research aims to identify the use of Digital I

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Davidson, Sara Florence. "(E)merging pedagogies : exploring the integration of traditional Aboriginal and contemporary Euro-Canadian teaching practices." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/743.

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It has been argued that contemporary Euro-Canadian teaching practices conflict with traditional Aboriginal teaching practices resulting in the current widespread lack of academic achievement for many Aboriginal students. Of particular concern is the area of print literacy, as achievement in this area has been linked to academic success. This is an area where Aboriginal students in British Columbia score well below their non-Aboriginal counterparts on tests such as the Foundation Skills Assessment. By reviewing traditional Aboriginal ways of transmitting knowledge, it is possible to understand

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Lee, Yeung. "An investigation of 21st century skills in innovative pedagogical practices using teachnology [sic]." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42182542.

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Gendron, Marie-Josée. "An investigation of pedagogical expertise in the planning practices of professors with varying degrees of teaching experience /." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68093.

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The role of teaching experience has been acknowledged in the development of pedagogical expertise, however, past research has failed to specify the relationship between experience and expertise. The ill-defined nature of the teaching task has led researchers to inadequately define pedagogical expertise directly in terms of years of teaching experience. Moreover, the literature on pedagogical expertise is primarily based on data from school teachers, who typically are not subject matter experts in the topics they teach. This study attempted to establish the differences and similarities between

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Rubiano, Zornosaent Clara Ines. "Political pedagogy and practice : a case study on teacher educators' understanding towards teaching for social justice in a Colombian pre-service early childhood education programme." Thesis, University of Roehampton, 2017. https://pure.roehampton.ac.uk/portal/en/studentthesis/Political-pedagogy-and-practice(b0603805-3eef-4045-8f5f-fec345a14987).html.

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With the assumptions that we are all for social justice and that early childhood teacher education programmes need to take a stand on social justice and provide prospective teachers with the practical tools to work with children in early childhood settings, the author of this thesis conducted an instrumental case study aimed to illuminate a process of critical thinking towards conceptualising professional knowledge in teaching for social justice in pre-service early childhood teacher education in Colombia. The purpose of the research was to bring insights into how teacher educators’ views and

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Tong, Kwok-pan, and 湯國斌. "Conditions and constraints on innovative pedagogical practices: challenges to educational leadership." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29400594.

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Mokotedi, Rosinah Thando. "An investigation into pedagogical knowledge and teaching practices of reading among primary school teachers in Botswana." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/9522.

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The thesis focuses on teachers’ pedagogical subject knowledge and teaching of reading in English as a second language (L2) in Botswana Primary Schools. The participants consisted of ten teachers from four lower primary classrooms setting. To carry out the research, I adopted the qualitative methodology. The three modes of inquiry used in the study are semi-structured interviews, classroom observations and stimulated recall interviews. All the data were transcribed, coded and analysed qualitatively. For organisation purposes, the NVivo 8 software package was used in handling the interview data

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Manditereza, Blandina. "Improving quality of pedagogical practices in English as a language of learning instruction." Thesis, Bloemfontein : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/211.

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Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2013<br>This study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical

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Stivanin, Neridiana Fabia. "ESTÁGIO CURRICULAR: UM ESTUDO A PARTIR DAS SIGNIFICAÇÕES SOCIAIS CONSTRUÍDAS PELAS ESTAGIÁRIAS SOBRE O CURSO DE PEDAGOGIA/CE/UFSM." Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/7200.

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This research investigated how experiences were constructed during curricular training in Pedagogy Initial Series and Qualification in Pedagogical Disciplines of High School Level. According to Antunes (2001), this period stands for one of the most challenging in teaching trajectory and is marked by anguish and concerns. The research aimed at investigating the meanings constructed about the perspectives of the course, the experiences lives in training and the relationship established between the formation acquired during the course and the aspects that act upon the practice, in order to iden

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Zweers, Liezell. "The use of assessment outcomes to inform the teaching of mathematics." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65479.

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The poor learner outcomes in the TIMSS assessment, the SACMEQ assessment, and the Grade 9 ANAs led to this study being conducted. The purpose of the study was to explore whether Grade 9 mathematics teachers’ teaching can improve learner outcomes. This study therefore investigated the literature regarding mathematics teachers’ classroom practices with an emphasis on teachers’ Pedagogical Content Knowledge (PCK), Pedagogical Content Knowledge and Skills (PCK&S), and how these teachers used assessment outcomes to inform their teaching of mathematics. In developing learners’ conceptual understandi

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Comrie, Andrew. "Teaching in real time : a pedagogical analysis of the dynamic structuring of interactive subject matter discourse in the classrooms of student teachers on teaching practice." Thesis, University of Stirling, 1993. http://hdl.handle.net/1893/2159.

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It would be difficult to overstate the complexity of the task a student teacher undertakes when she assumes responsibility for teaching her subject to a class during teaching practice. Vet, while issues surrounding teaching practice - such as the attitudes of trainees and their socialization - have frequently been studied (Zeichner, 1986a; Wragg,1982; Al-Hidabi, 1986), it is only recently that the actual classroom teaching of student teachers has attracted much sustained research attention (see, for example, Feiman-Nemser & Buchmann, 1986a, b, c; Leinhardt & Greeno, 1986; Bork & Li

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Cohen, Matthew. "Culturally Responsive Teaching in the 21st Century: Elementary School Teachers' Perceptions of Culturally Responsive Teaching and Their Characterizations of its Implementation Process." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384851047.

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VAREJÃO, FILHA Maria da Conceição de Carvalho. "Prática Pedagógica Docente Promotora de Igualdade Racial." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17367.

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Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-14T12:46:44Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertação maria da conceição de carvalho v filha.pdf: 1198605 bytes, checksum: bdd9bec4d6b421bcaeae1b275b2dd110 (MD5)<br>Made available in DSpace on 2016-07-14T12:46:44Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) dissertação maria da conceição de carvalho v filha.pdf: 1198605 bytes, checksum: bdd9bec4d6b421bcaeae1b275b2dd110 (MD5) Previous issue d

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Batyi, Kekeletso Rejoyce. "The integration of mapwork and environmental issues using local context in FET Geography: an investigation of current pedagogic practices to inform professional development." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003462.

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This is an interpretative case study of four Grahamstown Education District Further Education and Training (FET) schools. The study sets out to investigate how Geography teachers integrate mapwork and environmental issues using local context, with the intention of providing insights for future professional development. Data for this study were generated using qualitative methods such as document analysis, semi-structured interviews and lesson observations. Interviews were conducted with geography teachers, the subject advisor and a workshop facilitator. The evidence generated in the study reve

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Tiba, Chantyclaire Anyen. "The ability of newly qualified teachers to integrate technology into their pedagogical practice." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2818.

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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2018.<br>Growing numbers of urban and rural South African classrooms are now occupied by learners accustomed to, or could easily learn how to use technology that they have been described as ‘digital natives’. In order to design lessons that facilitate knowledge acquisition in a way that is familiar and relevant to these digital natives in the 21st century classroom, teachers have to integrate technology into their daily practice. In response to this situation, the National Department of Higher Education (NDoHE) has drafted an

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Wang, Tiffany R. "Devout Pedagogies: A Textual Analysis of Late Nineteenth Century Christian Women." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1498327741573647.

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Mota, Maria Ã. Braga. "The course pedagogy of URCA, their influence on curriculum structure and pedagogical practice of students who exexcem the teaching profession." Universidade Federal do CearÃ, 2012. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=7205.

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FundaÃÃo de Amparo Ã Pesquisa do Estado do CearÃ<br>The study is part of the theoretical effort to contribute to the understanding of the field of teacher education. Prioritize goals and analyze the formation in pedagogy courses, their curriculum and pedagogical influences on the students, who already hold a teaching function, during that course, see how is the teacher-student relationship, the organization of work in the classroom, identify the learning and assessment procedures resulting from the initial training. As a working hypothesis that the teacher is influenced by scientific knowledge

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Garbisch, Amelia Ellen. "PEDAGOGICAL PRACTICE IN THE TEACHING OF MUSICIANSHIP TO INSTRUMENTALISTS AND VOCALISTS IN HIGH SCHOOL MUSIC EDUCATION SETTINGS: A COMPARATIVE ANALYSIS." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/262001.

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Music Education<br>Ph.D.<br>The purpose of this study is to compare the ways high school instrumental teachers and high school vocal teachers teach musicianship skills. The study also compares secondary music teachers' perceptions of the effectiveness of their teaching of musicianship skills with college students' perceptions of how effectively they were taught these skills. I examined how instructional time, teaching methodology, and availability of small-group and private lessons factor into (1) teacher perception of student understanding of musicianship, and; (2) college students' perceptio

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Lee, Yeung, and 李陽. "An investigation of 21st century skills in innovative pedagogical practices using technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42182542.

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Liviero, Sara. "Teachers' reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16005.

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The purpose of this dissertation was to investigate teachers’ beliefs about a fundamental aspect of foreign language teaching: grammar. Whilst progressively reinstated in the national curriculum and consistently sustained by foreign languages teachers’ practices, grammar’s perceived irrelevance for assessment criteria of the nationally adopted method of assessment - the General Certificate of Secondary Education – kept it caught in conflicting discourses of policy, linguistic research and teaching practices. Whilst foreign languages policy and practice kept converging towards increasing focus

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Martin, Adriana Ofretorio de Oliveira. "Significados e sentidos sobre os processos formativos de estudantes de pedagogia." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251350.

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Orientador: Anna Regina Lanner de Moura<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-17T19:24:52Z (GMT). No. of bitstreams: 1 Martin_AdrianaOfretoriodeOliveira_M.pdf: 2312535 bytes, checksum: 433f54f42b21934aaa5325fe22d7e728 (MD5) Previous issue date: 2010<br>Resumo: Esta pesquisa tem como objetivo principal analisar os sentidos pessoais sobre os espaços formativos para o ofício de ensinar produzidos por quatro estudantes-estagiárias do terceiro ano do curso de Pedagogia da UNICAMP-SP-Brasil. As referidas particip

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