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Hays, Elaine. "The genres of tutor training : searching for reflective practice /." View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3248229.
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Huyton, Jan Louise. "Behind closed doors : discovering and articulating the essence of the personal tutor's practice." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5849.
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Personal tutoring is a term commonly used in the policy and practice of higher education. Extant literature utilizes the term, but there is no common understanding of its ethos within the higher education profession. Consequently the tacit nature, purpose and outcomes of one-to-one interactions between tutors and students, which have been at the heart of UK higher education since medieval times, risk invasion by policy imperatives such as employability and student retention, or risk marginalization as off-stage activities that occur in invisible space at the periphery of higher education practice. The thesis begins by exploring research and literature on the social and institutional contexts of activities which involve personal, supportive interaction between tutors and students, alongside literature on emotion work and emotional labour, counselling supervision and therapy culture, using a theoretical lens of critical social interactionism. This produced themes which were used to frame part of the data production and analysis. The purpose of the research is to explore the essence of the personal tutorial from the tutor’s practice perspective, and to locate this in its social and institutional contexts, enabling tutors to illuminate the essence of practice that takes place behind closed doors. The focus of data production is the reflective accounts of tutors participating in the study. Ten participants from a range of UK universities produced brief written reflections about one-to-one interactions with students, followed by an individual interaction between researcher and participant, based on exploring the written reflection. These methods are underpinned by critical theory which relates to the emancipatory, transformative outcomes of facilitated critical reflective practice. Participants revealed critical reflection is unlikely to occur in the absence of facilitation. The opportunity for tutors to take part in facilitated, critical reflective practice to explore personal interactions with students produced awareness of what shapes the nature and outcomes of personal tutoring, often resulting in transformation and articulation of practice. Contextualization by participants tended to be limited to institutional and personal factors, there was less engagement with wider social policy issues. There was little evidence that participants were aware of literature and practice models relating to personal tutoring, and little evidence of professional development opportunities in this area. Practice generally occurred in invisible space and time, and tended to be based on personal judgement rather than practice ethos. If personal tutoring is to become established as an essential practice at the heart of higher education, action will be needed to recognize and value its ethos, including social and pedagogical purpose.
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Mahrous, Doaa S. "BUILDING A COMMUNITY OF PRACTICE FOR ENGLISH-AS-A-FOREIGN LANGUAGE TUTORS DURING PRIVATE TUTORING." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/260.
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The creation of a community of practice of tutors--a shared practice among a group of people who share the same domain--enables second-language learners to facilitate their acquisition of English by embracing new learning strategies while they learn the target language. The community of tutors’ perspective allows for the incorporation of the individual’s particular second-language-acquisition needs and goals. This presentation presents a proposed study that took place at the Yasuda Center at California State University, San Bernardino in the summer of 2015. Students in the English Language Program housed in the College of Extended Learning were asked to participate in tutoring sessions offered by tutors who participated in a community of tutors. Tutors embraced new teaching strategies that they acquired through participating within a community of practice, sharing their background knowledge and teaching experience, and demonstrating new teaching techniques to each other by using collaborative and hybrid strategies during activities embedded in a rich learning context. The provision of community of practice for tutors in the English Language Program enabled learners to develop meaning-making and communication skills as well as language and literacy skills to address the informational and problem-solving needs of their tasks and assignments.
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Aguiton, Rhonda Lisa. "A Descriptive Study of Teacher Candidates’ Reflective Thinking During Literacy Tutoring Clinical Experiences." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525124978865095.
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Bunting, John W. "An expert system version of a textbook of general practice medicine, to help with tutoring and decision support." Thesis, University of Sheffield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369992.
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Mansour, Ali Abdul Hadi. "A framework for the design of a medical tutoring system for the instruction of undergraduates in general practice." Thesis, University of Sheffield, 1990. http://etheses.whiterose.ac.uk/14648/.
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One of the difficulties in teaching clinical medicine is the lack of opportunity a student has to acquire techniques for solving clinical problems. By using a computer to simulate a General Practice environment where patients with sets of symptoms are presented, a student can gain experience of diagnostic techniques and treatment management for any medical condition. Such an approach should enhance a student's development of properly structured clinical algorithms for interrogating a patient and arriving at an appropriate management plan. The intelligent tutoring system developed at the Department of Computer Science with the collaboration of the Department of General Practice aims not only to simulate this environment but also to formulate the basis for a general interactive learning environment for all subject domains with similar problem-solving model. In this system, a student may question, examine and provide treatment plans for a patient whilst constantly being monitored by the system:. Using Artificial Intelligence techniques, the tutor is able to assess the progress of a student throughout the tutorial session and produce tutoring interventions at appropriate stages, according to the student's ability. The system's knowledge base consists of disease profiles and population parameters which are created and updated by a separate system - the Medical Editor. The manipulation of this database allows tailoring of the system to simulate any clinical situation in Primary Care. This research considers in detail the current teaching/tutoring strategies adopted by all medical computer-assisted learning systems. It identifies the main areas of difficulty for using such systems in the Primary Care undergraduate course and discusses the consultation model used in this system with full comparison of the models used in Secondary Care. The research also discusses the main design issues which forms the framework for building learning environments based on intelligent tutoring systems.
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Goodenough, Pammala K. "A comparison of computer-assisted and peer-partner practice in treble-staff note recognition /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575082.pdf.
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Schneider, Daniele da Rocha. "PRÁTICA DIALÓGICO-PROBLEMATIZADORA DOS TUTORES NA UAB/UFSM: FLUÊNCIA TECNOLÓGICA NO MOODLE." Universidade Federal de Santa Maria, 2012. http://repositorio.ufsm.br/handle/1/7000.
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The following research aimed to analyze whether the technological flow at Moodle
boosts the problem-dialogic practice of the tutors at UAB/UFSM. According to the
principles of school action-investigation and Freire s dialogic-problem, the concepts
like interaction, interactivity, collaboration, and online monitoring are priority, since
they constitute essential actions for technological flow. Operating with flow in order to
understand, create, modify, and share is essential to figure out limit situations,
enabling the problem-dialogic practice to emancipate Distance Learning students.
Data has been obtained through the following steps: bibliographical study, participant
observation, Moodle assessment research, survey. The delimitation, organization,
and data analysis was conducted through methodological orientation of three
matrices: Problem-Dialogic Matrix (MDP), Theme-Organizational Matrix (MTO), and
Theme-analytical Matrix (MTA). The results of this investigation led to the practice of
tutors of UAB/UFSM to reach the appropriate indexes for dialogic and problems
concerning syllabus since technological flow is not limited to technical and practical
standards only. Concluding, technological flow at Moodle boosts the dialogic when
tutors practice goes both to technical and practical levels to independence.<br>O objetivo desta pesquisa é analisar se a fluência tecnológica no Moodle
potencializa a prática dialógico-problematizadora dos tutores na UAB/UFSM.
Conforme os princípios da investigação-ação escolar e do diálogo-problematizador
freireano, priorizamos conceitos como a interação, interatividade, colaboração e
monitoramento online, pois constituem ações essenciais para a fluência tecnológica.
Operar com fluência, no sentido de compreender, criar, modificar e compartilhar
colaborativamente, é essencial para problematização das situações-limite,
transformando a prática dialógico-problematizadora em caminho para a
emancipação dos estudantes na EaD. A obtenção dos dados envolveu as seguintes
etapas: estudo bibliográfico, observação participante, questionário survey do
Moodle e questionário. A delimitação, organização e análise dos dados foi realizada
a partir da orientação metodológica de três matrizes: Matriz Dialógico-
Problematizadora (MDP), Matriz Temático-Organizadora (MTO) e Matriz Temático-
Analítica (MTA). Os resultados da investigação apontam que a prática dos tutores
na UAB/UFSM alcança os índices desejáveis de dialogicidade e problematização
em torno dos conteúdos curriculares desde que a fluência tecnológica não se limite
aos patamares técnico e prático apenas. Conclusivamente, a fluência tecnológica
no Moodle potencializa diálogo-problematizador quando a prática dos tutores
perpassa tanto os níveis técnico e prático quanto emancipatório.
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Wallman, Andy. "Pharmacy Internship : Students’ Learning in a Professional Practice Setting." Doctoral thesis, Uppsala universitet, Institutionen för farmaci, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112771.
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The aim of this thesis was to explore Swedish pharmacist students’ learning during pharmacy internship. Internships are meant to introduce students to professional practice. Education programs have to reflect changes in the professional role, and take into account that learning in a professional practice setting differs from organized formal education. This thesis includes both quantitative and qualitative research approaches and applies workplace learning theories. A scheme for measuring pharmacy students’ reflective ability was developed and shown to be feasible and reliable. Factors important for reflection were found to be primarily social and contextual, especially trained tutor and small pharmacy size. Notably, learning style or critical thinking did not correlate to students’ reflective ability. Tutors and students perceived that students used a wide variety of activities supporting learning of a broad repertoire of knowledge and skills, preparing them for coming professional working life. Tutors are most important to support learning. However, the current curriculum and formal activities do not address all these outcomes and learning activities used, e.g. workplace learning. The first overall conclusion is that internship plays an essential part in the pharmacist education program. The integration of formal and informal learning activities during internship, including raising awareness of incidental learning, is important to support students in learning the professional practice of pharmacy. This integration could possibly be strengthened by introducing further tutor training, different assignments, and by using portfolios. The second conclusion is that the community of practice is essential for students’ learning during internship, especially the student-tutor interaction. Hence, the entire social context has to be considered and it is important to ensure a good learning environment at pharmacies during internship. In summary, this thesis contributes to the understanding of students’ learning during pharmacy internship and introduces educational research on the Swedish undergraduate pharmacy education programs.
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Ferreira, Zeila Miranda. "Prática pedagógica do professor-tutor em educação a distância no curso Veredas - Formação Superior de Professores." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-03092009-140200/.
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A pesquisa tem por objetivo, compreender as possibilidades e os desafios da prática pedagógica do professor-tutor no curso Veredas, destinado à habilitação de professores das séries iniciais do ensino fundamental, na modalidade de Educação a Distância EaD). O estudo da prática do tutor no Veredas se deu por meio de pesquisa de campo, na Universidade Federal de Uberlândia (AFOR UFU), em Uberlândia, MG, no período de janeiro de 2003 a julho de 2005. Para melhor compreender de que modo e em que condições o tutor desenvolveu sua função de mediação pedagógica na formação de professores e qual a percepção dos tutores acerca da própria prática, observamos as atividades dos tutores nos encontros presenciais do curso. Realizamos entrevista semiestruturada com tutores e coordenadores, grupo focal com cursistas e análise documental. Participaram da pesquisa, dez tutores e trinta cursistas do total de 42 tutores e 630 professores cursistas. Os resultados mostraram que o Veredas apresentou avanços e inovação no que diz respeito à formação superior de professores das séries iniciais do ensino fundamental em EaD. Entretanto, a pesquisa aponta aspectos que precisam ser corrigidos e aperfeiçoados para melhor atender às necessidades de cursistas e tutores. Esses aspectos envolvem desde o processo seletivo dos tutores, as condições de trabalho até a criação de espaços autoformativos e formativos para o desempenho das funções que exercem. A EaD requer um professor-tutor capaz de refletir e pesquisar a própria prática, com vistas a transformá-la e ressignificá-la. O discurso e prática dos tutores são mesclados por inconsistentes concepções de educação, EaD, professor-tutor, ensino e aprendizagem. Transitam entre abordagens tradicionais, construtivistas e sociointeracionistas e explicitam reduzidos conhecimentos acerca destes elementos e da modalidade à distância. Na maior parte dos encontros presenciais, os tutores se mostram confusos, inseguros, carentes de orientações e de apoio didático-pedagógico, metodológico, tecnológico e administrativo. Apresentaram dificuldades com o planejamento, a coordenação de atividades interativas, colaborativas e significativas, orientações do estágio, monografia e memorial. Demonstraram fragilidades teórico-prática sobre os diversos saberes, competências e habilidades que envolvem a docência, na perspectiva crítico-reflexiva-investigativa em EaD. Consideramos que ficou comprometida a mediação pedagógica e a orientação acadêmica, no sentido de desenvolver nos cursistas práticas reflexivas, interativas e cooperativas, a articulação teoria-prática, autogestão e autonomia no aprendizado. Tal cenário confirma e explicita a urgência e necessidade de autoformação, de formação contínua do professor-tutor em serviço para dar conta de uma formação superior de professores qualificada em EaD.<br>The purpose of this paper is to comprehend the possibilities and the challenges of the pedagogic practice of a teacher-tutor in the Veredas course, aimed at enabling teachers in the initial grades of elementary schools, Distance Education System (EaD). The study of the tutor practice in Veredas course was through a field research in the Federal University of Uberlândia (AFOR UFU) in the city of Uberlândia, state of Minas Gerais, from January 2003 through July 2005. To better comprehend how and in what conditions the tutor developed his/her job of pedagogic mediation in the teachers development and the perceptions of the tutors concerning their own practice, we observed the activities of the tutors in the physical on site meetings during the course. We performed semistructured interviews with tutors and coordinators, focus group with students and document analysis. Some ten tutors and thirty students, out of 42 tutors and 630 student teachers, participated in the research. The results demonstrated that the Veredas course showed advancement and innovation concerning the development of the under graduate course of the initial grade teachers of elementary schools in distance education. However, the research shows aspects that need to be corrected and improved to better suit the needs of the teacher students and tutors. These aspects entangle since the selection procedure of the tutors, the working conditions up to the creation of self-formative and formative spaces to perform their tasks. Distance education requires a teacher-tutor that is able to reflect and research his/her own practice aiming at changing them and giving them a new meaning. The speech and practice of the tutors are mixed with inconsistent conceptions of education, distance education, teacher-tutor, teaching, and learning. They use traditional approach, constructivism, and social-interactionism and show little knowledge concerning these aspects as well as the distance education. In most part of the on site meetings, the tutors seemed confused, insecure, with lack of directions and lack of didactic-pedagogic, methodological, technological, and administrative support. They showed difficulty with the planning and the coordination of the interactive collaborative and significative tasks, internship orientation, dissertation, and the other reflective papers about practices. They also showed little theoretical-practical knowledge concerning various subjects, competence and abilities which entangle the teaching in a critic-reflective-investigative perspective in distance education. We conclude that the pedagogic mediation and academic orientation have been compromised in the way to develop in the teacher students reflective, interactive and cooperative practices, the theoretical-practical articulation, self management and autonomy in the learning process. Such scenario confirms and unveils the urgent need of self-development, continuous development of the working teacher-tutor to be able to carry out the task of majoring teachers in distance education.
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Xiong, Xiaolu. "Theory and Practice: Improving Retention Performance through Student Modeling and System Building." Digital WPI, 2017. https://digitalcommons.wpi.edu/etd-dissertations/139.
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The goal of Intelligent Tutoring systems (ITSs) is to engage the students in sustained reasoning activity and to interact with students based on a deep understanding of student behavior. In order to understand student behavior, ITSs rely on student modeling methods to observes student actions in the tutor and creates a quantitative representation of student knowledge, interests, affective states. Good student models are going to effectively help ITSs customize instructions, engage student's interest and then promote learning. Thus, the work of building ITSs and advancing student modeling should be considered as two interconnected components of one system rather than two separate topics. In this work, we utilized the theoretical support of a well-known learning science theory, the spacing effect, to guide the development of an ITS, called Automatic Reassessment and Relearning System (ARRS). ARRS not only validated the effectiveness of spacing effect, but it also served as a testing field which allowed us to find out new approaches to improve student learning by conducting large-scale randomized controlled trials (RCTs). The rich data set we gathered from ARRS has advanced our understanding of robust learning and helped us build student models with advanced data mining methods. At the end, we designed a set of API that supports the development of ARRS in next generation ASSISTments platform and adopted deep learning algorithms to further improve retention performance prediction. We believe our work is a successful example of combining theory and practice to advance science and address real- world problems.
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Hall, Kathryn Cowart. "The Effects of Individualized Test Coaching on Teacher Certification Test Scores." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9096/.
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While student populations are growing, the gatekeeping devices of teacher certification examinations prevent many who want and are trained to teach from entering the profession. If failing these exams predicted failure to teach well, blocking students who do not pass certification exams from entering the profession might be a well-reasoned policy. However, many studies indicate that there is little correlation between certification test scores and quality of teaching. The present study investigated the effectiveness of a program to improve the scores of Texas elementary preservice teachers on a required certification exam. The program consisted of one-on-one coaching of preservice teachers upon the completion of coursework and prior to their taking the state's certification exam. Subjects' scores on a representative form of the certification test were used as pre-treatment measures. The content of the treatment program was individualized for each subject and determined by the specific items missed by each subject on the representative form. The post-treatment measure was the subject's score on the certification exam. Scores on the representative form and on the certification examination were compared to determine if there were significant differences between scores of preservice teachers who had been coached and those who were not coached. Since subjects voluntarily enrolled in the treatment, initial differences between coached and uncoached groups were controlled through analysis of covariance and pairwise matching. Descriptive statistics, t-tests for dependent samples, repeated measures analysis of variance, and univariate analyses of variance and covariance all indicated that there were statistically significant differences between the scores on the certification test of coached and uncoached students. Coached students showed greater improvement in scores than uncoached, with Hispanic subjects showing greater improvement than Caucasian subjects. Analyses that examined the differences between the coached and uncoached subjects on the domain and competency scores that make up the raw scores failed to indicate the sources of the differences in raw scores.
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Esqué, Boldú Sara. "Desenvolupament de les actituds en els estudiants d’infermeria durant les estades formatives clíniques a través de la pràctica reflexiva." Doctoral thesis, Universitat d'Andorra, 2019. http://hdl.handle.net/10803/667094.
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L'estudi de les actituds pren major rellevància en professions de l’àmbit de la salut, com és infermeria, ja que es considera clau per a la formació dels futurs professionals d’infermeria, com a component indispensable pel desenvolupament de les competències en situació real. És tant important el coneixement i l'habilitat professional com l'actitud que ha de desenvolupar l'estudiant, tenint en compte que les competències s’integren per coneixements, habilitats i actituds. El present estudi s’articula a partir de quatre eixos fonamentals: les actituds, la pràctica reflexiva, el portafoli i la tutorització.
L’objectiu de la investigació és dissenyar una estratègia formativa per a la millora de les actituds de Responsabilitat, d’Autoavaluació i autocrítica, i d’Ètica professional durant les estades formatives clíniques dels estudiants d’infermeria de la Universitat d’Andorra.
Aquesta investigació ha permès dissenyar i validar els instruments de mesura pel treball i l’avaluació de les actituds a través de la reflexió. Aquests instruments es consideren formatius i avaluatius, i han permès establir la constància del procés reflexiu per part dels estudiants.
Els principals resultats que s’han obtingut són la Rúbrica d’actituds, validada de manera interna i externa per experts; l’anàlisi descriptiu de les qualificacions obtingudes de l’aplicació de l’instrument, que evidencia l’evolució qualitativa del procés reflexiu documentat, que dona importància a la reflexió per a la millora del procés d’aprendre.
La investigació s’ha dut a terme des del curs 2015-2016 fins el curs 2017-2018. S’han estudiat els procesos reflexius documentats dels estudiants d’infermeria matriculats a les assignatures d’Estades formatives clíniques dels tres cursos del bàtxelor en Infermeria.
Com tot treball d’investigació, caldrà continuar amb el treball de revisió i millora del procés d’aplicació dels instruments de mesura.<br>Studying attitudes is gaining greater relevance among health professions, such as nursing, since they are believed to be a fundamental aspect of the training process of future nurses and an essential component when developping competences in real situations. It is as equally important for students to acquire knowledge and professional skills as it is for them to develop certain attitudes, taking into account that competences include the integration of concepts, skills and attitudes. This present study is based on four cornerstones: attitudes, reflexive practice, portfolio and tutoring.
The goal of this research is to design a training strategy aimed at improving attitudes of Reponsibility, Self-assessment, Self-criticism and professional Ethics among student nurses during their clinical internships at the University of Andorra. The research has required designing and validating measuring tools and their application in the assessment of attitudes through reflexive practice. These tools have allowed a formative assessment and enhanced student perseverance in their reflexive learning process.
The main results obtained are a rubric of attitudes, which has been validated internally and by external experts, and a descriptive analysis of the outcomes gathered from the measuring tool. This latter result has shown a qualitative progress in the documented reflexive practices, which is also an evidence of how important reflexive practice is to improving a learning process.
This research covered the period from 2015-2016 to 2017-2018 and the studies were conducted using the reflexive work of nursing students, belonging to all three academic cohorts of the Bachelor of Nursing, while enroled in clinical internships.
As with any research, more work should be undertaken in order to review and improve the process by which measuring tools could be implemented.
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Stonerock, Krista Hershey. "From training to practice the writing center as a setting for learning to tutor /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117636352.
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Cervera, Gasch Agueda. "Validación y resultados de un cuestionario para medir la implicación de las enfermeras clínicas en la formación de estudiantes de Grado en Enfermería." Doctoral thesis, Universitat Jaume I, 2016. http://hdl.handle.net/10803/385206.
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La tesis doctoral que se presenta, pertenece a la línea de investigación relacionada con innovación docente de la Unidad predepartamental de Enfermería de la Universitat Jaume I de Castellón. Esta universidad está en consonancia con otras universidades y otras titulaciones que, a consecuencia del cambio metodológico que ha supuesto la adaptación de los estudios superiores al Espacio Europeo de Educación Superior, están investigando y aportando de manera continua propuestas de mejora en la calidad de los estudios.
En el ámbito de las Ciencias de la Salud, hay titulaciones universitarias reguladas con directiva comunitaria, como es el caso de los estudios de Grado en Enfermería. Entre otros requisitos, la formación de Grado de los enfermeros en el entorno de la Unión Europea, requiere 2,300 horas de prácticas clínicas, impartidas en entornos clínicos bajo la supervisión de personal de enfermería cualificado. El hecho de que el 50% del plan de estudios se realice en entornos clínicos y aporte resultados en la adquisición de competencias fuera del entorno académico, requiere de una investigación casi continuada en relación a los métodos que mejor evalúen la calidad de la docencia clínica; una docencia en proceso de mejora continua, ya que a largo plazo, impacta sobre la calidad de la asistencia sanitaria y en consecuencia sobre la salud de la población.
El objetivo de la investigación que se presenta, es construir y validar una herramienta que permita analizar la implicación de las enfermeras clínicas en la formación práctica de estudiantes de grado en enfermería, para poder valorar el nivel de implicación de estas enfermeras en el aprendizaje clínico de la provincia de Castellón.
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Martin, Brent I. "Intelligent tutoring systems: The practical implementation of constraint-based modelling." Thesis, University of Canterbury. Computer Science, 2002. http://hdl.handle.net/10092/4834.
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An Intelligent Tutoring System (ITS) differs from other educational systems because it uses knowledge to guide the pedagogical process. It attempts to optimise the student's mastery of domain knowledge by controlling the introduction of new problems, concepts and instruction/feedback. Central to this process is the student model, which provides information about what the student knows. The state of the art in student modelling is model tracing, which compares student actions against an "ideal" procedure.Constraint-based modelling is a new domain and student modelling method that
describes only pedagogically informative states, rather than following the procedure
the student used to arrive at their answer. Ohlsson introduced the idea, which is based
on learning from performance errors, but did not provide details of how it should be
implemented. Even his definition of constraints is very broad. SQL-Tutor is an
existing ITS that uses a constraint-based model. The representation of constraints
within this system is as loose as Ohlsson's description. The constraints in SQL-Tutor
are LISP code fragments, where domain structural knowledge is incorporated into the
constraints via ad hoc functions.
In this thesis we present a more specific representation for constraints that
obviates the need for complex user-defined functions. Constraints (and their
associated taxonomies and domain-specific functions) are specified as pattern
matches. This new approach has two advantages: the constraints are simpler to author,
and they can be used to generate solutions on demand. We have used the new
representation to create algorithms for solving problems and correcting student
mistakes, and for generating novel problems to present to the student. We present the
details of these algorithms and the results of both laboratory and classroom
evaluations. The solution generation algorithm is demonstrated in laboratory testing to
be practical, and the problem generation algorithm, together with a new problem
selection method, exhibits improved learning performance in the classroom.
We also present the design and implementation of an authoring system for
constraint-based tutors and demonstrate its efficacy in authoring tutors for two
domains. One of these, a tutor for English language skills, was evaluated in an
elementary school classroom. This evaluation was a success. The students enjoyed
using the tutor, found the interface easy to use, and felt that they had learned a lot. An
analysis of their mastery of the constraints suggested that they did indeed learn the
underlying principles in the course of the session. The authoring tool enabled us to
develop this system quickly using a spelling resource book as the source of both the
domain taxonomy from which to produce the problems (i.e. a vocabulary of words to
use) and the principles for the constraints. The authoring tool provided all other
functions. This evaluation therefore showed that our authoring tool allows the rapid
creation of an effective ITS.
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Santos, Elissandra Silva. "Tutoria a distância : uma reflexão acerca da epistemologia da prática docente no ensino online." Pós-Graduação em Educação, 2013. https://ri.ufs.br/handle/riufs/4615.
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This study aimed to reflect critically on the knowledge and teaching practices for Distance Tutoring in Virtual Environment for Teaching and Learning (AVEA) under the theoretical bias of ``complex thinking´´ proposed by Edgar Morin (2002), the ``practical teaching reflective´´ discussed by Donald Schön (2000) and ``epistemology of practice teachers ´professional´ reflected by Maurice Tardif (2007). Methodologically, from my experience as Tutor Distance, lead this theoretical construct, qualitative, phenomenological approach under the subjectivist-compreensivista the philosophical perspective of the phenomenological method, presented by Spiegelberg (1971). This method allowed me to make a theoretical reflection on my teaching practice as an educational phenomenon AVEA - here shaping up as empirical educational field. Thus, it was made a ``hermeneutic effort´´ to understand the whole (tutoring distance) from the individual (my experience), through the analysis of the categories ``Tutoring Distance´´, ``Online Education´´ and ``Learning via Internet´´ in light of the major theorists who think the Mentoring and Education Online. To identify the phenomenon of interactions built in AVEA in its objective and subjective aspects, resorted to the characterization of ``phenomenon´´ made by Lofland (1971) and dimensions submitted by observational Spredley (2009). As a result, I present a critical reflection on the role of mentoring in the distance online education by proposing a set of knowledge, skills and principles to the teaching practice of teacher-tutor in order to promote the construction of collaborative learning, reflective and formative AVEA. Finally, even though science of limitations, this study intend to contribute to the discussions in the field of Epistemology in Educational Practice in Online Teaching, and highlight the importance of continuing education for Distance Mentoring seeking the quality of teaching and learning via Internet.<br>Este estudo objetivou refletir criticamente sobre os saberes e práticas docentes para a Tutoria a Distância no Ambiente Virtual de Ensino e Aprendizagem (AVEA) sob o viés teórico do pensamento complexo proposto por Edgar Morin (2002), do ensino prático reflexivo discutido por Donald Schön (2000) e da epistemologia da prática profissional dos professores refletidos por Maurice Tardif (2007). Metodologicamente, a partir da minha experiência enquanto Tutora a Distância, conduzi esse construto teórico, de natureza qualitativa, sob o enfoque fenomenológico subjetivista-compreensivista na perspectiva do método fenomenológico filosófico, apresentado por Spiegelberg (1971). Esse método permitiu-me fazer uma reflexão teórica sobre minha prática pedagógica enquanto fenômeno educacional num AVEA aqui se configurando como campo educacional empírico. Nesse sentido, foi feito um esforço hermenêutico para compreender o todo (a tutoria a distância) a partir do individual (minha experiência), através da análise das categorias Tutoria a Distância , Ensino Online e Aprendizagem via Internet sob a luz dos principais teóricos que pensam a Tutoria e a Educação Online. Para identificar o fenômeno das interações construídas no AVEA em seus aspectos objetivos e subjetivos, recorri à caracterização de fenômeno feita por Lofland (1971) e às dimensões observacionais apresentadas por Spredley (2009). Como resultado, apresento uma reflexão crítica sobre o papel da tutoria a distância no ensino online propondo um conjunto de saberes, competências e princípios para a prática docente do professor-tutor com o intuito de promover a construção da aprendizagem colaborativa, reflexiva e formativa no AVEA. Por fim, mesmo tendo ciência das limitações, pretendo com este trabalho contribuir com as discussões no campo da Epistemologia da Prática Docente no Ensino Online, além de destacar a importância da formação continuada para a Tutoria a Distância visando a qualidade do ensino e da aprendizagem via Internet.
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Silva, Fernanda Casqueiro Souza da. "Profissionalização do tutor na educação a distância." Universidade Católica de Santos, 2013. http://biblioteca.unisantos.br:8181/handle/tede/1182.
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Previous issue date: 2013-06-17<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This study is the result of the investigation carried out during my Master's course in Education at Universidade Católica de Santos ¿ UNISANTOS, on Teacher Training and Professionalization line of research. The research aimed to investigate the professionalization of tutors on Distance Learning courses (EaD), in order to have a glimpse of the perception this professional might have about his professionalization and understand, within the context in which these professionals are inserted, the difficulties they face when working as tutors on Undergraduate Distance Learning courses. The research adopted a qualitative approach, was conducted with tutors who work in undergraduate courses in a higher education institution in Santos/SP, and had as theoretical basis studies of Gonzalez (2005), Moraes (1997), Tardiff & Lessard (2011), Valente (2002), Belloni (2009), Santos (1991), Garcia (1999), among others, who dealt with issues concerning distance learning, teaching work and the latest educational paradigms. The empirical research used initially, as a methodological tool for data collection, 39 questionnaires, which were answered by tutors of undergraduate courses. On the second phase, a focus group was created, with participation of three tutors. The investigated issues were related to the area in which the tutors operate: continuing education, working conditions, relationship with peer teachers, mentoring experiences and difficulties found within this work environment. The data from this survey revealed conflicts regarding tutor role and his identity, as well as difficulties to understand what the mentoring job entails, and the lack of knowledge about cyber education settings, involving professionalism based on actions and changes, for which there are scarce opportunities for reflection. Results also pointed to controversies, among which, lack of structure for the mentoring work, including number of students per tutor and the small number of continuing education courses. Aspects on the devaluation of this professional suggest further investigation, once there is a remarkable growth on the field of distance learning, and teachers need to be prepared to perform their role as teacher trainers.<br>Universidade Católica de Santos (UNISANTOS), na linha de pesquisa Formação e Profissionalização Docente. A pesquisa teve como objetivo investigar a profissionalização do tutor na EaD, com vistas a conhecer a percepção desse profissional sobre a sua profissionalização e compreender o contexto no qual está inserido e as dificuldades que os professores enfrentaram na tutoria dos cursos de graduação a distância. A pesquisa, de abordagem qualitativa, foi realizada com tutores que atuam em cursos de Graduação em uma instituição de ensino superior de Santos-SP, e teve como base teórica os estudos de Gonzalez (2005), Moraes (1997), Tardiff e Lessard (2011), Valente (2002), Belloni (2009), Santos (1991), Garcia (1999) entre outros autores, que trataram de temas ligados à educação a distância e ao trabalho docente. A pesquisa empírica utilizou inicialmente, como instrumento metodológico de coleta de dados, 39 questionários, que foram respondidos por tutores de cursos de Graduação. No segundo momento, foi realizado um grupo focal, que contou com a participação de três tutores. As questões investigadas versaram sobre assuntos relacionados à área em que atuam: formação continuada, condições de trabalho, relações com os professores envolvidos, experiências de tutoria e dificuldades encontradas neste contexto de trabalho. Os dados da pesquisa revelaram alguns conflitos existentes em relação à identidade e o papel do tutor, como também dificuldades de compreensão sobre a tutoria, além da falta de conhecimento sobre o cenário educacional virtual, que envolve profissionalização embasada em ações e mudanças, para as quais existem poucas oportunidades de reflexão. A pesquisa apontou também controvérsias, entre elas, a falta de condições para o trabalho da tutoria, incluindo o número de alunos sob a responsabilidade dos tutores e as poucas ofertas de cursos de formação continuada. Além disso, foram sinalizados aspectos quanto à desvalorização desse profissional, o que demanda novos estudos, já que há um crescimento notável da modalidade de ensino a distância e os professores precisam estar preparados para exercer seu papel de formadores de professores.
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Zhu, Xun. "Tutorial support systems for undergraduates : a case study of practice in a Chinese university." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505461.
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A growing challenge faced by universities is the task of personalising lecturer-student contact in the context of mass education and modularisation. Universities are further pressured to improve the student learning experience in an era when students increasingly see themselves as 'customers'. Recently, a growing universities have responded to this challenge by adopting one-to-one Tutorial Systems (TS) as an approach to providing student support. My research set out to explore the impact of the TS implemented in one Chinese university, focusing especially on the quality of student experience.
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Lama, Prabin Tshering. "Assessing the Impact of Writing Centers on Student Writing." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82954.
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This study assesses the influence of writing center tutorials on student writing and presents tutoring best practices. Writing center scholars have emphasized the need for evidence-based studies to understand how one-on-one tutorials influence student writing practices. After examining twenty tutorial recordings along with their pre-and post-intervention drafts in two state universities (ten in each university), the author traced the influence of writing center tutorials on students' post-session revisions and identified tutoring best practices. The findings show that all the twenty students included in the study followed up on the issues addressed in their tutorials, in some form or the other, in their post-session drafts. In terms of tutoring strategies, the findings revealed that although most of the tutors in the study could identify and speak about global concerns (i.e. development, structure, purpose, audience), many lacked specific strategies to address these concerns effectively. To address this concern, this study identifies tutoring best practices related to global concerns. Furthermore, the findings also revealed that the tutors faced challenges navigating the directive/non-directive continuum of tutoring. To address this concern, this study presents tutoring best practices to demonstrate how tutors can shift flexible between directive and non-directive strategies during a session.<br>Ph. D.
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Phipps, Lorri Marie. "Preventing Child Maltreatment in Military Families: Evaluating the Effectiveness of a Web-Based Tutorial for Mandated Reporters." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194336.
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Introduction: Child maltreatment continues to be a significant public health concern in civilian and military communities alike. Child maltreatment has profound short and long term negative effects on children and families and is tremendously costly to society. There are several correlates of child maltreatment unique to the military family: deployment of the active duty service member and living in an overseas duty locations.Rationale: The high rate of deployments within the Marine Corps military community in Japan makes these children particularly vulnerable to child maltreatment. Many forms of child maltreatment are most significant in school aged children, and nearly all maltreated children display recognizable signs and symptoms including physical, emotional, and behavioral characteristics, but also academic difficulties which can be best detected by the educator or other school personnel. Thus, the importance of improving school personnel's knowledge regarding the recognition and response of child maltreatment is especially important. Department of Defense Dependent Schools (DoDDS) teachers, school professionals, and staff with direct student contact spend a significant amount of time with military children and are in a prime position to recognize and respond to at-risk and maltreated children.Purpose/Objective: The purpose of this study was to pilot a web-based child maltreatment tutorial for DoDDS teachers, school professionals and support staff with direct student contact within the Marine Corps community in Japan. The goal was to determine whether these professionals would gain information about child maltreatment in general and specific to the military families in Japan.Methods: Thirty-three eligible school personnel within the DoDDS school district in Japan participated in the study. A pre-test /post-test design was used to determine the effectiveness of the tutorial in increasing participant knowledge of risk factors, signs and symptoms, and reporting procedures for child maltreatment.Results: Findings indicated that participants' post-test scores were significantly higher than pre-test scores (p <0.001). The majority of participants indicated that they liked the format and self-paced nature of the tutorial.Conclusions: This exploratory study demonstrated the effectiveness of a web-based tutorial to disseminate information about child maltreatment in military families.
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Jiménez, Segura Flor Isabel. "La evaluación del Practicum de Formación del Profesorado." Doctoral thesis, Universitat de Barcelona, 2013. http://hdl.handle.net/10803/283565.
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Esta tesis tiene como finalidad profundizar en el análisis de las prácticas de evaluación del Practicum en la formación del profesorado, basada en competencias desde una perspectiva constructivista sociocultural y situada. Concebimos las prácticas de evaluación como una actividad estrechamente vinculada al proceso de enseñanza y aprendizaje de las competencias. Además, consideramos que la perspectiva constructivista sociocultural y situada entiende el contexto sociocultural como aquello que facilita a las personas estar en interacción con otros miembros de la sociedad más experimentadas, que les ayudan en la adquisición de conocimientos y competencias.
Nuestro estudio tiene cuatro propósitos. El primero es conocer y analizar lo que declaran los tutores universitarios del Practicum sobre las prácticas de evaluación del Practicum basado en competencias en la formación del profesorado. El segundo es identificar y analizar el feedback que dicen los tutores universitarios del Practicum que usan para el ajuste de la ayuda de los alumnos. El tercero es describir los problemas y dificultades que los tutores universitarios del Practicum relacionan con la evaluación del aprendizaje de los estudiantes a partir de un enfoque de competencias y, por último, el cuarto es conocer las expectativas de los tutores universitarios del Practicum sobre las nuevas propuestas de evaluación y calificación que exigen las nuevas titulaciones oficiales de grado basadas en competencias.
Elegimos la opción metodológica de estudio de casos, ya que nos permitió identificar, describir y comprender, mediante la triangulación de informaciones diversas (cuestionario y entrevistas), determinadas representaciones e interpretaciones que los tutores universitarios declararon sobre las prácticas de evaluación del Practicum.
Algunos de los resultados obtenidos permiten concluir que los tutores universitarios fundamentan la práctica de evaluación en un enfoque pedagógico que permite realizar valoraciones de forma continua y reguladora, formativa y formadora, situada y auténtica apoyada en una perspectiva constructivista sociocultural. Sin embargo, es necesario analizar en el enfoque educativo de la evaluación la relación entre la función pedagógica de la evaluación y la función social.
En lo relativo al programa de evaluación, resulta conveniente, mejorar las situaciones de evaluación. Reflexionando, por una parte, sobre el papel dado a la memoria o carpeta de aprendizaje en todo el proceso del Practicum y, por otra parte, sobre las actividades de preparación de la actividad de evaluación (o memoria) que se dan en los momentos iniciales y a lo largo del Practicum.
En lo relativo a las situaciones de evaluación del Practicum propiamente dichas, cabe ser consciente de que la memoria o carpeta es un instrumento que presenta limitaciones importantes para valorar todas las competencias relevantes que se pretende que los alumnos aprendan en el Practicum.
También se debería mejorar el uso que se hace del feedback y de la calificación, de modo que el primero resulte más explícito, compartido y, en definitiva, componga un sistema completo y bien distribuido, y la segunda se fundamente sobre criterios claros y también compartidos entre tutores y con los estudiantes.
Los tutores universitarios del Practicum ven la necesidad de que los agentes involucrados en las prácticas de evaluación profundicen en el programa docente y en el programa evaluativo.<br>The purpose of this thesis is to examine in depth the analysis of the evaluation practices in teacher’s academic training, based on Competency Education from a located sociocultural constructivism perspective. We conceive the assessment practices as an activity closely linked to the process of teaching and learning skills. In addition, we consider the located socio-cultural constructivist perspective understands the socio-cultural context as a facilitator of interactions among the people with more experience from the society, who assist to the learners in the acquisition of knowledge and skills.
Our study has four purposes. The first one is to understand and analyze what the Practicum university tutors say about the evaluation practices of the Practicum based on Competency Education. The second one is to identify and analyze the feedback reported by the university tutors which aids to adjust the helping actions for the students. The third one is to describe the problems and difficulties that the Practicum university tutors relate to students learning evaluation based on a Competence approach, and the last one, the fourth is to know the university tutors of the Practicum’s expectations about the new evaluation and grading proposals that are required by the new official degrees based on competencies.
We chose the case study method, because it enabled us to identify, describe and understand, through triangulation process the different information (questionnaire and interviews), representations and interpretations from the university tutors’ point of view about the evaluation practices.
Some of the results allow us to conclude that university tutors base their assessment practices on a pedagogical approach which allows them to make continuous and regulatory valuations, training and forming, located and authentic form supported on a socio-cultural constructivist perspective. However, it is necessary to analyze from an educational approach the relationship between evaluation function and social function.
As regards the assessment program, it is advisable, to improve evaluation contexts. Reflecting, on the one hand, on the role given to memory or learning folder throughout the Practicum process and, on the other hand, about the preparation for evaluation activities (or memory) that take place at the initial moments and throughout the Practicum.
As regards of Practicum assessment situations, one should be aware of the significant limitations of the memory or folder instrument for evaluating every relevant competencies intended to be learned by students in the Practicum. Also, it will be necessary to improve the use of the feedback and grading should be based on accurate criteria and shared with tutors and students.
The Practicum University tutors see the need that the actors get involved in the assessment practices deepen in the teaching program and the evaluation program.
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Velez, Vanessa. "Implementing Child Maltreatment Prevention into the Clinical Setting: an On-Line Learning Tutorial for Advanced Practice Nurses." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556563.
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Child maltreatment in the pediatric population is becoming more prevalent in today’s society and is being seen more frequently in the primary care setting. Universal prevention of child maltreatment plays a significant role in nursing practice. The American Academy of Pediatrics set forth guidance for pediatricians to practice when assessing a pediatric patient for maltreatment; however, such guidance is not available for advanced practice nurses and little to no training is provided in the clinical setting. In order to accurately identify the child who is a suspected victim of maltreatment, advanced practice nurses must possess the ability to assess, evaluate, refer, investigate, and provide appropriate outcomes for the child and his/her families. The purpose of this Doctor of Nursing (DNP) project was to create an on-line learning tutorial for advanced practice nurses regarding the prevention of child maltreatment in the clinical setting. The goal of the on-line learning tutorial was to address the crucial role advanced practice nurses have in the prevention of child maltreatment and promote the well-being and safety of children. This project used a quasi-experimental, one-group, pre-test/post-test design to determine the effectiveness of an on-line learning tutorial related to child maltreatment. The pre-test and post-test would determine the inferences on the effect of the intervention by examining the differences in the pre- and post-test results. This study provided significant evidence demonstrating that an on-line learning tutorial on the implementation of child maltreatment prevention in the clinical setting was an effective means for increasing knowledge of nurse practitioner graduate students on child maltreatment. The results demonstrated a significant increase in the test scores of the participants after viewing the on-line learning tutorial, indicating the tutorial was effective.
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Pires, Francisca Cristina de Oliveira e. "Dimensões da tutoria da educação a distância: perfil, formação e prática." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/5903.
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Previous issue date: 2017-03-28<br>CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Esta tese é resultado de uma pesquisa desenvolvida junto aos atores de licenciaturas de universidades federais mineiras vinculadas ao sistema UAB, com o propósito de conhecer algumas dimensões do perfil, dos processos formativos e da prática pedagógica relacionados aos tutores da EaD. Como suporte histórico, este texto traz informações sobre a regulamentação e regulação da educação a distância no Brasil, desde a sua implementação na década de 1970, até os Decretos vigentes, bem como sobre a Secretaria responsável pela modalidade de educação no País. Autores como Bernadete Gatti, Maria Luiza Belloni, Daniel Mill e Adriana Rocha Bruno compõem o referencial teórico deste trabalho, uma vez que tratam das especificidades da EaD e, consequentemente, do papel inédito delegado aos seus atores, por conta das especificidades do processo educativo relacionado a essa modalidade de ensino. Eloiza da Silva Gomes de Oliveira e Lázaro Santos, assim como Edinéia Aparecida Blum, também trazem importantes contribuições a esta pesquisa, com a discussão sobre a importância da formação dos que atuam na educação a distância, devido ao surgimento de uma nova cultura educacional, na qual uma nova prática pedagógica passa a ser estruturada, não bastando a transposição da prática pedagógica do ensino presencial para o que o ocorre virtualmente. O presente trabalho se desenvolveu tendo por base o estudo bibliográfico, a análise documental e a pesquisa de campo realizada com tutores, coordenadores de curso, professores, coordenadores de tutoria e alunos. As respostas obtidas foram analisadas à luz do que o referencial teórico apresenta sobre outras pesquisas realizadas, bem como o que é definido pelos documentos oficiais sobre as dimensões da tutoria. Com relação ao perfil, identificamos um engessamento, uma vez que, para o recebimento da remuneração por seus serviços, os tutores precisam atender a alguns pré-requisitos exigidos oficialmente. Sobre a formação, os dados demonstraram que, apesar de os atores afirmarem receber uma que os capacita para a prática, ela não condiz com o que a demanda exige deles. Fazemos tal afirmação baseando-nos nos problemas elencados pela tutoria, que estão relacionados a uma prática solitária, sem o envolvimento dos professores, que acabam por delegar somente a esses atores o papel de atuação no dia a dia da disciplina, não compartilhando com eles a docência. Assim, ao contrário do que ocorre com relação ao perfil, na prática, não há o atendimento ao que preveem as diretrizes oficiais, que atribuem ao professor funções relacionadas à docência; e, ao tutor, o de ser um apoio daquele.<br>This thesis is the result of a research carried out with the undergraduate actors of Minas Gerais federal universities linked to the UAB system, with the purpose of studying the profile, the formative processes and the pedagogical practice related to tutors of EaD (Distance Education). This text provides information on the regulation of distance education in Brazil, since its implementation in the 1970s. Authors like Bernadete Gatti, Maria Luiza Belloni, Daniel Mill and Adriana Rocha Bruno compose the theoretical reference of this study, since they deal with the specificities of EaD and, consequently, of the unpublished role delegated to its actors, due to the specificities of the educational process related to this type of teaching. Eloiza da Silva Gomes de Oliveira and Lázaro Santos, as well as Edinéia Aparecida Blum, also bring important contributions to this research, with the discussion about the importance of the training of those who work in distance education due to the emergence of a new educational culture, in which a new pedagogical practice becomes structured, not simply transposing face-to-face teaching to virtual learning. The present work was developed based on bibliographic study, documentary analysis and field research carried out with tutors, course coordinators, teachers, mentoring coordinators and students. The answers obtained were analyzed under the light of theoretical reference present in other researches already carried out, as well as of what is defined by the official Brazilian documents related to tutoring. We identified an engagement of tutors, who must meet some officially required prerequisites since in order to receive remuneration for their services. The data obtained showed that, although the tutors claim to receive a training support that enables them to practice, it does not match what is really demanded of them. Those engaged in tutoring relatet to a solitary practice, without the involvement of the teachers, who only delegate the role of acting in the day to day of the discipline, not sharing the teaching with them. Therefore, different from what happens with respect to the profile, in practice, there is the attendance to what is provided by the official guidelines that assign the teachers with functions related to teaching, while the tutor is meant to be supporttive of their practice.
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Wium, Anna-Marie, and Brenda Louw. "Mixed-Methods Research: A Tutorial for Speech-Language Therapists and Audiologists in South Africa." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2593.
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Background: Mixed-methods research (MMR) offers much to healthcare professions on clinical and research levels. Speech-language therapists and audiologists work in both educational and health settings where they deal with real-world problems. Through the nature of their work, they are confronted with multifaceted questions arising from their efforts to provide evidence-based services to individuals of all ages with communication disorders. MMR methods research is eminently suited to addressing such questions.
Objective: The aim of this tutorial is to increase awareness of the value of MMR, especially for readers less familiar with this research approach.
Method: A literature review was conducted to provide an overview of the key issues in MMR. The tutorial discusses the various issues to be considered in the critical appraisal of MMR, followed by an explanation of the process of conducting MMR. A critical review describes the strengths and challenges in MMR.
Results: MMR is less commonly used or published in the fields of speech-language therapy and audiology.
Conclusion: Researchers working in teams can draw on the strengths of different disciples and their research approaches. Such collaborative enterprises will contribute to capacity building. Researchers, SLTs and audiologists are encouraged to make use of MMR to address the complex research issues in the multicultural, multifaceted South African context. MMR makes an important contribution to the understanding of individuals with communication disorders, and in turn, researchers in the two disciplinary fields of speech-language therapy and audiology can contribute to the development of this research approach. MMR is well suited to the complexity of South African contexts and its populations, as it can provide multiple perspectives of a topic.
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Pozzobon, Maria Margarete. "O HABITUS PROFESSORAL NA PRÁTICA PEDAGÓGICA DE PROFESSORES DE LÍNGUA PORTUGUESA DO ENSINO MÉDIO ESTADUAL DE PALMAS." Pontifícia Universidade Católica de Goiás, 2008. http://localhost:8080/tede/handle/tede/1092.
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Previous issue date: 2008-07-04<br>This study was developed for obtaining the title of Master in Education in the Postgraduation
programme Stricto Sensu of the Catholic University of Goiás, in the area
of Education, Society and Culture which is related to education and its intrinsic
relations to society and culture, its epistemological and theoretical implications, it
also holds studies which investigates social, cultural and historical components such
as influential study places of educational practices from several agents. The
research aimed to identify and analyze the conditions which uphold the production of
tutoring habitus, aiming the comprehension of the pedagogical practices of the
Portuguese Language of the State High School in Palmas. Conceiving the habitus
as a system of dispositions resulting from the learning process of the social relations
that start to act as unconscious principles of actions, it was aimed to find out the
habitus which mobilizes the teaching practices and there are possibilities in relation
to the habitus of the Portuguese language tutor of High School. From the theoreticalmethodological
framework it aims, priority, at the sociological Bourdieu´s approach,
above all on the concepts of habitus, field and linguistic field. To do the work it was
done a bibliographical research; documents research and qualitatively one. The data
was organized to characterize the Portuguese tutors of High School in Palmas, their
concepts, know-hows and practices, highlighting the strategies; the way of being of
the tutors and the mobilization of the status habitus, highlighting the concepts and
know-hows of the teaching action; to identify the specificities and the habitus of at
these tutors. Considering these productions of tutoring habitus it happens from a
process of the persons formation that goes on to all the life history and holds
interruptions, continuities and changes. The knowledge are not intact, but
produced by socialization, through the process of immersion from the subjects of the
agents in the diverse social spaces in which they are built, in interaction with the
others, their personal and professional identity. It was also noticed the mobilization
of primary and secondary habitus, while it was perceived the values transmitted to
the children, the teachers social origins, the family´s influence on the person or very
close friends in the profession´s choice. The school´s remains of socialization were
marked by the remembrance of qualities that the teachers may hold or avoid,
remembering the teacher´s personality, however, time structured the memorization of educational experiences for the building of tutor´s habitus. Related to the
specificities of the Portuguese language tutor of High School, one can conclude that
there is a identification which refers to the particularities required by the subject, the
language and perception concepts of the teachers related to the laws of the linguistic
market. As a contribution, one highlights the relation about the constitutive aspects
of habitus to comprehend and explain the teacher´s actions, considering that argue
about the tutoring habitus it is a way of obtaining the knowledge that may bring
alternatives for the redirecting of knowledge and teacher´s doing.<br>Este estudo foi desenvolvido para a obtenção do título de Mestre em Educação do
Programa de Pós-Graduação Stricto Sensu da Universidade Católica de Goiás, na
linha de pesquisa Educação, Sociedade e Cultura a qual abrange temas
relacionados à educação e suas relações intrínsecas com a sociedade e a cultura,
suas implicações teóricas e epistemológicas, bem como compreende estudos que
investigam componentes sociais, culturais e históricos como espaços
influenciadores de práticas educativas de variados agentes. A pesquisa teve o
propósito de identificar e analisar as condições que favorecem a produção do
habitus professoral, visando à compreensão da prática pedagógica de professores
de Língua Portuguesa do Ensino Médio Estadual de Palmas. Concebendo o habitus
como um sistema de disposições resultantes de um processo de aprendizagem das
relações sociais que passam a funcionar como princípios inconscientes de ação,
buscou-se compreender os habitus que mobilizam a prática do professor e se há
especificidades em relação aos habitus do professor de Língua Portuguesa de
Ensino Médio. Do ponto de vista teórico-metodológico fundamenta-se,
prioritariamente, na abordagem sociológica de Bourdieu, sobretudo nos conceitos
de habitus, campo e campo lingüístico. Para a realização do trabalho recorreu-se à
pesquisa bibliográfica, à pesquisa documental e à pesquisa qualitativa. Os dados
foram organizados de modo a caracterizar os professores de Língua Portuguesa do
Ensino Médio Estadual de Palmas, suas concepções, saberes e práticas,
destacando as estratégias dos agentes; o modo de ser e de fazer do professor e a
mobilização de habitus, ressaltando como os saberes e as concepções orientam a
ação docente; identificar as especificidades e os habitus desses professores.
Considerou-se que a produção do habitus professoral se dá por um processo de
formação do indivíduo que se estende por toda sua história de vida e comporta
rupturas, permanências, continuidades e mudanças. Os saberes não são inatos,
mas produzidos pela socialização, através do processo de imersão dos agentes nos
diversos espaços sociais nos quais eles constroem, em interação com os outros,
sua identidade pessoal e profissional. Também foi evidenciada a mobilização de
habitus primários e secundários, ao se perceber a influência da família nos valores
transmitidos aos filhos, a origem social dos professores, a influência de pessoas da
família ou de pessoas muito próximas na escolha da profissão. Os vestígios da socialização escolar foram marcados pela evocação de qualidades que as
professoras queriam encarnar ou evitar, lembrando da personalidade de um
professor, portanto, o tempo estruturou a memorização de experiências educativas
marcantes para a construção do habitus professoral. Quanto às especificidades do
professor de Língua Portuguesa de Ensino Médio, concluiu-se que há uma
identificação que se refere às particularidades requeridas pelo ensino da disciplina,
as concepções de língua e linguagem e a percepção dos professores em relação às
leis do mercado lingüístico. Como contribuição, destaca-se a reflexão sobre os
aspectos constitutivos do habitus para se compreender e explicar as ações
docentes, considerando que discutir acerca do habitus professoral é uma forma de
construção de conhecimentos que pode trazer alternativas para o
redimensionamento do saber e do fazer docente.
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Almeida, Thomas Eugenio Portes de. "Novos instrumentos de avaliação no componente curricular de tutoria em curso de medicina por metodologia ativa." Faculdade de Medicina de São José do Rio Preto, 2018. http://hdl.handle.net/tede/457.
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Previous issue date: 2018-03-22<br>Medical teaching has changed over time, requiring the expansion of active learning methodologies, such as problem-based learning. Student assessment is an important stage in the learning process and represents a challenge for medical schools. In this direction, two changes were made in the assessment instruments of the tutorial component: 1) the application of short answers questions applied before the closing section of the tutoring meeting, and 2) a change in the critical reasoning evaluation called "Triple Jump" to "Double Jump". Objectives: This study aims to evaluate the impact of these new assessments on students' grades as well as the reliability and validity of these instruments. Methodology: Quantitative, retrospective research, studying the impact of the changes made in the assessment methods in all the grades obtained in the Tutorial teaching component, by the second semester of 2015 and the complete 2016 year of medical students of the "Faculdade FACERES de São José do Rio Preto". Results: 1) Overall, after the introduction of the Short Answer Question, there was an increase in the scores of the summative tests and the final averages scores of students. 2) The Double Jump test maintained the ability to discriminate well-performing students from those with lower performance. Conclusions: The new evaluation tools have proved effective in improving students' performance. The Double Jump test proved to be an equivalent to Triple Jump.<br>A formação do médico tem mudado ao longo do tempo, exigindo a expansão das metodologias ativas de ensino, como o aprendizado baseado em problemas. A avaliação dos discentes é uma importante etapa do processo de aprendizagem e representa um desafio para o corpo docente. Neste sentido, duas mudanças foram feitas nos instrumentos de avaliação do componente curricular de tutoria: 1) a aplicação de uma prova dissertativa de respostas curtas aplicada antes da sessão de fechamento da tutoria, e 2) a mudança da avaliação de raciocínio crítico denominada “Salto triplo” para “Salto Duplo”. Objetivos: O presente trabalho visa avaliar o impacto destas novas avaliações nas notas dos alunos assim como a fidedignidade e a validade destes instrumentos. Metodologia: Pesquisa quantitativa, retrospectiva, estudando o impacto das mudanças efetuadas nos sistemas de avaliação em todas as notas do componente curricular de Tutoria, do segundo semestre de 2015 e de 2016, dos alunos do curso de medicina da Faculdade FACERES de São José do Rio Preto. Resultados: 1) De forma global, após a introdução da questão de resposta curta ocorreu aumento nas notas das provas somativas teóricas e médias finais. 2) A prova Salto Duplo manteve a capacidade de discriminar alunos com bom desempenho daqueles com desempenho inferior. Conclusões: Os novos instrumentos de avaliação se mostraram eficazes em melhorar o desempenho dos alunos. A prova “Salto Duplo” se mostrou uma alternativa equivalente ao “Salto Triplo”.
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Losso, Adriana Regina Sanceverino. "A mediação na formação dos profissionais da educação : reflexões de um professora-tutora." Universidade do Estado de Santa Catarina, 2004. http://tede.udesc.br/handle/handle/2163.
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Previous issue date: 2004-12-02<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The work looked for to reveal the road traveled in master's degree research on the mediation category as an activity specifically human, constituted in the complexity of the social and articulate relationships with field of performance of the teacher-tutor. It is based on the pedagogic practice in the author's tutoria in Education at the Distance - EaD in the University of the State of Santa Catarina - UDESC. He/she/you constitutes a bibliographical study, to the light of the Marxist dialética, in the aprofundamento of the understanding on the mediation category in that professional's of the education demands, so much in the plan of the acquisition of the knowledge as in the plan of professional action. Through the studies, of the work relationships in tutoria, of the observations in lectures in the area of the education, of thespeeches and educators' productions and of many authors in the area of the education, it is noticed that, of the theoretical-methodological point of view, the mediation category was very published, but he/she still meets, most of the time, naked of a theoretical-philosophical fundamentação more deepened, inside of your primary source - the Marxist dialética (axis of the analysis that the research accomplishes) what was redundant in uses a little necessary. In that way, it was initially necessary to accomplish a bibliographical rising about the theoretical conceptions of that analysis category, wrought in the immanent movement of the history. In the road of the work investigativo it was possible to notice that, without the understanding of the constitution of the concrete reality of being social in your totality and like him he/she pronounces in that context, it is impossible to understand the mediations. It was looked for to contribute with the desvelamento of some reflection guidelines and action that contribute to aid the teacher-tutors they establish her, with more solidity, your theoretical-methodological approaches, as well as they subsidize her with more clarity the politics for your práxis, in what he/she especially refers the denominated thematic pedagogic mediation. He/she/you challenges the professionals of the education they assume her/it the mediation, I don't eat anyactivity, but as a práxis developed with purpose - a posture front to the world, with the consequent ones proposed pedagogic then flowed.<br>O trabalho buscou revelar o caminho percorrido em pesquisa de mestrado sobre a categoria de mediação como uma atividade especificamente humana, constituída na complexidade das relações sociais e articulada com campo de atuação do professor-tutor. É baseado na prática pedagógica em tutoria da autora em Educação à Distância - EaD na Universidade do Estado de Santa Catarina - UDESC. Constitui um estudo bibliográfico, à luz da dialética marxista, no aprofundamento da compreensão sobre a categoria de mediação nas demandas desse profissional da educação, tanto no plano da aquisição do conhecimento como no plano de ação profissional. Através dos estudos, das relações de trabalho em tutoria, das observações em palestras na área da educação, dos discursos e produções de educadores e de muitos autores na área da educação, percebe-se que, do ponto de vista teórico-metodológico, a categoria de mediação foi muito divulgada, mas ainda encontra-se, na maioria das vezes, despida de uma fundamentação teórico-filosófica mais aprofundada, dentro da sua fonte primária - a dialética marxista (eixo da análise que a pesquisa realiza) o que redundou em usos pouco precisos. Dessa forma, foi necessário inicialmente realizar um levantamento bibliográfico sobre as concepções teóricas dessa categoria de análise, forjada no movimento imanente da história. No caminho do trabalho investigativo foi possível perceber que, sem a compreensão da constituição da realidade concreta do ser social na sua totalidade e como ele se articula nesse contexto, é impossível entender as mediações. Buscou-se contribuir com o desvelamento de algumas diretrizes de reflexão e ação que contribuam para auxiliar os professores-tutores a estabelecerem, com mais solidez, suas abordagens teórico-metodológicas, bem como a subsidiarem com mais clareza a política para sua práxis, no que se refere especialmente a temática denominada mediação pedagógica. Desafia os profissionais da educação a assumirem a mediação, não como uma atividade qualquer, mas como uma práxis desenvolvida com finalidade - uma postura frente ao mundo, com as conseqüentes propostas pedagógicas daí derivadas
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Abreu, Thiago Pedro de. "O trabalho docente na educação a distância: professor ou tutor?" Universidade Católica de Santos, 2017. http://biblioteca.unisantos.br:8181/handle/tede/3961.
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Previous issue date: 2017-05-23<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>Distance education is a modality of teaching that offers possibility of access in different places, facilitating the management of time in the studies. Despite the benefits it offers, it is questioned in relation to the difficulties of student learning and the performance of tutors who, often, because they do not have specific training to act in distance education, cannot identify their functions as teachers in the teaching process and Learning in virtual environments. Studies on the practice of tutors show that, although they engage in pedagogical practice as tutors and mediators, they do not recognize themselves as teachers. This work aims to investigate the teaching work and the difficulties of the tutors in courses of higher education in the distance modality. It is based on Litwin, Belloni and Mill, with respect to Distance Education and the work of tutors teachers; Concepts of Marcelo Garcia, Tardif and Lessard were used in the central questions of the teaching work; Besides the studies of Pimenta and Nóvoa that contributed with their research on the formation of teachers. The methodology consisted in the application of an exploratory questionnaire and interviews with tutors who work in Higher Education in distance courses. The research sought to know (i) how the subjects became tutors; (ii) the training of these teachers; (iii) as seen in their performance and; (iv) how they carry out their work in Distance Education; (v) the difficulties faced in student learning. For the analyze of the data, a content analysis technique was used to identify four main categories: Training, Identity, Teaching Work and Precarization. The results obtained after the data analysis indicated that the tutors: a) mostly do not have specific training to act in distance education; B) they are in a scenario of difficulties of the students with the use of the technology and the understanding of the proposed activities. The tutors emphasized the precariousness of work in distance education, since many activities are required beyond teaching, and most of them do not recognize themselves as teachers. These results contribute to intensify the issues that guide distance education and the work of tutors.<br>A educação a distância é uma modalidade de ensino que oferece possibilidade de acesso em diferentes lugares, facilitando a gestão de tempo nos estudos. Apesar dos benefícios que oferece, é questionada em relação às dificuldades da aprendizagem dos alunos e à atuação dos tutores que, muitas vezes, por não possuírem formação específica para atuar na educação a distância, não conseguem identificar suas funções como professores no processo de ensino e aprendizagem nos ambientes virtuais. Estudos realizados sobre a prática pedagógica de tutores mostram que, embora se empenhem como tutores e mediadores, não se reconhecem como professores. Este trabalho tem por objetivo investigar o trabalho docente e as dificuldades dos tutores em cursos do ensino superior a distância. Fundamenta-se em Litwin, Belloni e Mill, no que tange à Educação a Distância e o trabalho dos professores tutores; conceitos de Marcelo Garcia, Tardif e Lessard foram utilizados nas questões centrais do trabalho docente; além dos estudos de Pimenta e Nóvoa que contribuíram com suas pesquisas sobre a formação de professores. A metodologia consistiu na aplicação de um questionário exploratório e de entrevistas realizadas com professores tutores que atuam no Ensino Superior em cursos a distância. A pesquisa buscou saber (i) como os sujeitos se tornaram tutores; (ii) a formação desses professores; (iii) como se veem na sua atuação e; (iv) como realizam o seu trabalho na Educação a Distância e; (v) as dificuldades enfrentadas na aprendizagem dos alunos. Para a análise dos dados foi utilizada a técnica de análise de conteúdo que permitiu nas entrevistas a identificação de quatro categorias principais: Formação, Identidade, Trabalho Docente e Precarização. Os resultados obtidos após a análise dos dados sinalizaram que os tutores: a) em sua maioria não possuem uma formação específica para atuar na educação a distância; b) situam-se em um cenário de dificuldades dos alunos com o uso da tecnologia e a compreensão das atividades propostas. Os tutores destacaram a precarização do trabalho na educação a distância, visto que muitas atividades são exigidas além da docência, sendo que a maioria não se reconhece como professor. Esses resultados contribuem para intensificar as questões que norteiam a educação a distância e o trabalho dos professores tutores.
30
Goodsett, Mandi. "Determining the Extent to Which Information Literacy Online Learning Objects Follow Best Practices for Teaching and Assessing Critical Thinking." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1526048546211971.
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Beese, Jane Ann. "The Effects of Supplemental Educational Services on Student Learning Outcomes." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207331255.
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Berthoud, Françoise. "Les pratiques tutorales dans un campus numérique : constructions sociales singulières." Thesis, Lyon 2, 2012. http://www.theses.fr/2012LYO20045/document.
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Cette thèse s’intéresse à la construction des pratiques tutorales dans le cadre d’une formation ouverte et à distance au sein de Campus Numériques français. L’hypothèse centrale de ce travail est que, malgré de nombreuses contraintes, les tuteurs à distance, en grande majorité, poursuivent cette activité. L’auteur commence par mettre en lumière, par le biais d’une trentaine d’ entretiens semi-directifs, les représentations des tuteurs concernant leur activité : quelles ressources et quels liens entrent dans la construction de leurs pratiques. C’est grâce au « modèle-service » quadripolaire que l’analyse s’effectue : quelles influences peuvent avoir le « système », « les pairs », « la personne-à-qui-s’adresse le service » (les étudiants) et « soi » sur la pratique tutorale à la fois individualisée et sociale. Les conclusions de ce travail permettent à l’auteur d’envisager la poursuite de l’activité tutorale comme une réponse à une ou des logique(s) individuelle(s) idiosyncrasique(s) à chacun des tuteurs dans le cadre de la sociologie de l’expérience<br>This dissertation addresses the matter of constructing tutorial practices construction in e-learning French campuses. The main hypothesis of this work is that, despite numerous constraints, most cybertutors pursue their tutorial activity.The author starts her research by in highlighting tutors’ representations of their activity through about thirty semi-directed interviews : which resources and links are required in building their practices. Thanks to the four poles “service-model”, the author can analyze the influences of the “system”, “the peers”, “the students” and “oneself” on tutorial practices which are individual and social in nature.These findings lead the author to consider the pursuit of tutorial activity as an answer to individual idiosyncrasic logic(s) for every tutor. This is accomplished through experience sociology
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Favreau, Cécile. "Approche psycho-développementale de la diversité des pratiques tutorales dans les petites entreprises : influence du rapport au savoir sur l'activité des artisans maîtres d'apprentissage." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2013. http://tel.archives-ouvertes.fr/tel-00989934.
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L'objectif de cette thèse est d'évaluer l'influence du rapport au savoir sur la diversité des pratiques tutorales mises en œuvre par les artisans maîtres d'apprentissage (MA) accueillant des apprentis de niveau V. Les pratiques tutorales sont étudiées à partir du modèle de l'activité formalisé par Leontiev (1975) et définie à partir du rapport dynamique existant entre les mobiles, les actions et les opérations qui structurent l'activité tutorale. Notre population est composée de 153 artisans-maître d'apprentissage de la région Midi-Pyrénées qui ont répondu au questionnaire " Etre maître d'apprentissage aujourd'hui " construit à l'occasion de cette recherche. A partir d'une analyse multivariée des réponses à ce questionnaire, 15 sujets représentatifs de la diversité des modes d'exercice de la fonction de maître d'apprentissage ont été sélectionnés pour une étude approfondie des liens entre rapport au savoir et pratiques tutorales, par entretiens semi-directifs de recherche A travers la mise en œuvre d'une triangulation des données, nos résultats révèlent une diversité des modes d'exercice de la fonction tutorale et des formes de rapport au savoir au sein de la population des artisans-maîtres d'apprentissage. Ils montrent que le rapport au savoir influence les modes d'exercice de la fonction tutorale par sa contribution à la construction du sens que les sujets assignent à leur activité de tuteur. Parmi l'ensemble des dimensions du rapport au savoir, le sens de l'expérience scolaire joue un rôle majeur en participant à la constitution des mobiles qui ont incité les tuteurs à s'investir dans leur fonction de maître d'apprentissage. Ainsi, cette recherche contribue à la formalisation de propositions à visées applicatives relatives à la formation et la professionnalisation des maîtres d'apprentissage et permet de repérer l'importance de l'histoire socio-familiale et du sens et de la valeur que le sujet accorde à son parcours scolaire et professionnel personnel pour expliquer l'organisation de la formation des apprentis au sein des micro-entreprises.
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Silva, Andrea Soares Rocha da. "Estudo da relação entre domínio tecnológico, interação e aprendizagem "colaborativa" na EaD on-line pelo uso de um modelo de equações estruturais." http://www.teses.ufc.br, 2009. http://www.repositorio.ufc.br/handle/riufc/3391.
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SILVA, Andrea Soares Rocha da. Estudo da relação entre domínio tecnológico, interação e aprendizagem "colaborativa" na EaD on-line pelo uso de um modelo de equações estruturais. 2009. 163f. Tese (Doutorado em Educação) – Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2009.<br>Submitted by Raul Oliveira (raulcmo@hotmail.com) on 2012-07-04T13:50:36Z
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Previous issue date: 2009<br>Although distance learning is not a recent educational model, its new format, which has been modernized with the insertion of information and communication technologies, especially the computer and the Internet, has brought resources that enable interaction at a higher level, totally modifying its function and potential results. Motivated by these new functionalities and potentialities, which the use of computer and Internet has brought, this Doctoral Dissertation has as its objective to test a hypothesized model involving the relation between technological expertise, interaction and collaborative learning from an online distance learning course. In order to achieve this objective, as a pioneer initiative in that research area, the analyses were carried out through the application of structural equations modeling which confirmed the existence of a triple relation between student technical practice, teacher-student and student-student interactions and collaborative learning process. The general model showed acceptable goodness of fit as well as the structural equations showed significant coefficients, the construct reliabilities were quite high and R2 exhibits good explanation power of the endogenous variables. It has been observed also the frequent use of the internet and communication tools (such MSN, Yahoo Messenger, among others) made available through e-mails and chat-rooms – for discussion, along with other communication tools, such as, those which have directly influenced the technological advances of online distance learning students, making this technological expertise absolutely necessary for a good development of an online distance learning course. It has been noticed the interactions between teacher-student and student-student through the communication tools and collaborative activities characterize the interactions that occur in online distance learning, and contribute effectively in the learning process of students in this type of learning environment. At the end it is emphasized that the students who have mastered an adequate technological capacity will have the ability to acquire a more strong interaction which will consequently influence and bring positive impact to their learning in an online course.<br>Embora a educação a distância (EaD) não seja uma modalidade educativa recente, seu novo formato, modernizado com a inserção das TIC, sobretudo do computador e da Internet, lhe aduz recursos de interação que modificam totalmente suas funcionalidades e resultados potenciais. Motivada por essas novas funcionalidades e potencialidades disponíveis na EaD pelo emprego do computador e da Internet, esta tese teve como objetivo testar um modelo hipotético supondo a relação entre as variáveis endógenas domínio tecnológico, interação e aprendizagem “colaborativa” em curso de EaD on-line. Para concretização desse objetivo, como iniciativa pioneira nessa área de pesquisa, aplicou-se a modelagem com equações estruturais, mediante a qual foi confirmada a existência de uma tríplice relação entre o domínio tecnológico dos alunos, as interações tutor-aluno e aluno-aluno e a aprendizagem “colaborativa”. O modelo geral apresentou qualidade de ajuste aceitável, assim como as equações estruturais mostraram boa confiabilidade de construto e R2 com bons poderes de explicação da variabilidade das variáveis latentes. Ademais, a investigação constatou, também, que a freqüência de uso da Internet e das ferramentas e-mail e fóruns para discussão, bem como de ferramentas de comunicação (tais como MSN, Yahoo Messenger, entre outras) influenciam diretamente o domínio tecnológico do aluno de EaD, sendo o domínio tecnológico realmente necessário para um bom desempenho em um curso de EaD on-line. A investigação constatou, ainda, que as interações tutor-aluno e aluno-aluno, mediadas pelas ferramentas de comunicação e atividades “colaborativas”, se fazem de forma significativa na EaD on-line, e contribuem efetivamente para aprendizagem dos alunos nesta modalidade de ensino. Conclui-se, então, que alunos possuidores de uma capacitação tecnológica adequada terão condições de realizar interações mais fortes, o que, conseqüentemente, influenciará positivamente sua aprendizagem em um curso de EaD on-line.
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Dao, Catherine H. "An exploratory study of the methods and strategies implemented to integrate unaccompanied minors in five residential home in Sweden." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21306.
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The aim of the study was to explore what methods the personnel in five residential care homes in Götaland, Sweden, implement to integrate unaccompanied minors. The study investigated how and what methods are constructed as well as how the social interaction between the unaccompanied minors and the personnel at the homes bring about the learning of the methods. Five face-to-face semi-structured interviews were conducted and analysed through the perspective of social construction and social learning theory. The result revealed that the methods are not clearly identified by the personnel. The personals are still learning how to work with unaccompanied minors from their experiences. This indicates that the practice is at its infant stage. The study found a wide variety of methods, which were based on the child and where some methods intend to build good relationship, to integrate the children into society and to facilitate the development of strategies and methods. The study also addresses the issue of how the methods and strategies can be affected by the dynamic migratory flow and the question of evidence based practice within this field.
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Favreau, Cécile. "Approche psycho-développementale de la diversité des pratiques tutorales dans les petites entreprises : influence du rapport au savoir sur l'activité des artisans maîtres d'apprentissage." Electronic Thesis or Diss., Toulouse 2, 2013. http://www.theses.fr/2013TOU20116.
Full textAbstract:
L’objectif de cette thèse est d’évaluer l’influence du rapport au savoir sur la diversité des pratiques tutorales mises en œuvre par les artisans maîtres d’apprentissage (MA) accueillant des apprentis de niveau V. Les pratiques tutorales sont étudiées à partir du modèle de l'activité formalisé par Leontiev (1975) et définie à partir du rapport dynamique existant entre les mobiles, les actions et les opérations qui structurent l'activité tutorale. Notre population est composée de 153 artisans-maître d'apprentissage de la région Midi-Pyrénées qui ont répondu au questionnaire « Etre maître d’apprentissage aujourd’hui » construit à l'occasion de cette recherche. A partir d’une analyse multivariée des réponses à ce questionnaire, 15 sujets représentatifs de la diversité des modes d'exercice de la fonction de maître d'apprentissage ont été sélectionnés pour une étude approfondie des liens entre rapport au savoir et pratiques tutorales, par entretiens semi-directifs de recherche A travers la mise en œuvre d’une triangulation des données, nos résultats révèlent une diversité des modes d'exercice de la fonction tutorale et des formes de rapport au savoir au sein de la population des artisans-maîtres d'apprentissage. Ils montrent que le rapport au savoir influence les modes d’exercice de la fonction tutorale par sa contribution à la construction du sens que les sujets assignent à leur activité de tuteur. Parmi l'ensemble des dimensions du rapport au savoir, le sens de l’expérience scolaire joue un rôle majeur en participant à la constitution des mobiles qui ont incité les tuteurs à s’investir dans leur fonction de maître d'apprentissage. Ainsi, cette recherche contribue à la formalisation de propositions à visées applicatives relatives à la formation et la professionnalisation des maîtres d’apprentissage et permet de repérer l’importance de l’histoire socio-familiale et du sens et de la valeur que le sujet accorde à son parcours scolaire et professionnel personnel pour expliquer l'organisation de la formation des apprentis au sein des micro-entreprises<br>The objective of this thesis is to evaluate how the relations to learning of the artisans serving as Apprenticeship Masters (MA) influence the diversity of tutorial practices they implement towards level V apprentices. Tutorial practices are studied according to the activity model formalized by Leontiev (1975) and defined on the basis of the dynamic relation existing between motives, actions and operations structuring tutorial activity. The population studied consists of the 153 apprenticeship master craftsmen from the Midi-Pyrénées Region who answered the questionnaire specifically elaborated for this research, entitled “Being an Apprenticeship Master today”. Following a multi-varied analysis, 15 of them, representatives of the various modes Apprenticeship Masters have of fulfilling their function, were selected through semi-directive research interviews for an in-depth analysis of the links between relations to learning and tutorial practices. The data triangulation led to the conclusion that, among the population of Apprenticeship Master Craftsmen, there exists a great variety of both tutorial function fulfilling modes and types of relations to learning. The results also indicate that these relations influence the Masters’ tutorial function fulfilling mode as they contribute to the elaboration of the significance the Masters impart to their tutoring activity. All dimensions of their relation to learning considered, it appears that the meaning taken by the Masters’ own schooling experience plays a critical part in so far as it participates in the formation of the motives that induced them to dedicate themselves to their apprenticeship master function.This research enables to pinpoint the importance, in order to explain the diversity of tutorial practices and apprentice training organizing modes encountered in micro-businesses, of both Apprenticeship Masters’ personal socio-familial histories and the significance and value they impart to their personal school and professional itineraries; it also contributes to the formalization of proposals that aim at providing explanations, regarding the training and professionalization of Apprenticeship Masters
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Wu, Angela Mei-Chen. "Tutoring as a social practice : Taiwanese high school students in Vancouver." Thesis, 2003. http://hdl.handle.net/2429/15157.
Full textAbstract:
Tutoring is a rapidly increasing but under-researched component of the education
of immigrant students. This study examines one-on-one tutoring of Taiwanese high
school immigrant students in Vancouver. Viewing tutoring as a social practice rather than
an instructional tool for teaching academic content, this exploratory study attempts to
understand how participants construct tutoring in the British Columbian educational
context. Factors such as the patterning of tutorials, the participants' perspectives, and the
wider educational context have been considered in this study.
This study recruited 12 tutor-tutee pairs, 12 parents, and 10 school teachers.
Tutoring interactions were tape-recorded over a ten-month period. Combining aspects of
discourse analysis and qualitative research, this study used discourse analysis to study
tutoring interactions and qualitative interviews to explore the participants' beliefs about
tutoring and schooling. This study explored the interaction patterns of tutoring, examined
the participants' assumptions and expectations, and investigated the relationship between
the tutoring (informal learning) and the schooling (formal learning) process of immigrant
students.
The varied patterns of tutorials suggested that tutoring went beyond teaching
academic content and served multiple functions for the immigrant families. The patterns
focused on addressing the needs of parents and students to interact with their schools, and
providing emotional and cultural support. In addition, there seemed to be conflicting
voices among the participants regarding the tutorial practices. For example, participants
expressed strong and opposing views about the goals of tutoring and the quantity of homework, academic content instruction and grammar instruction in tutoring and in
schools. These different voices seemed to cause tensions which were explored and
negotiated in tutoring interactions. Lastly, the relation between tutoring and its wider
educational context was both cooperative and conflictual. For example, while tutoring
offered students homework assistance, this assistance caused the school teachers to be
concerned with tutor over-helping. Thus, there is a complex and interactive relationship
between tutoring and the educational system. To conclude, studying tutoring as a social
practice acknowledges the varied tutorial patterns, the conflicts, the dynamics, and the
complexity of tutoring interactions.
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Percival, Graham Keith. "Computer-assisted musical instrument tutoring with targeted exercises." Thesis, 2008. http://hdl.handle.net/1828/1081.
Full textAbstract:
Learning to play a musical instrument is a daunting task. Musicians must execute unusual physical movements within very tight tolerances, and must continually adjust their bodies in response to auditory feedback. However, most beginners lack the ability to accurately evaluate their own sound. We therefore turn to computers to analyze the student's performance. By extracting certain information from the audio, computers can provide accurate and objective feedback to students.
This thesis lays out some general principles for such projects, and introduces tools to help practicing rhythms and violin intonation. There are three distinct portions to this research: automatic exercise creation, audio analysis, and visualization of errors. Exercises were created with Constraint Satisfaction Programming, audio analysis was performed with amplitude and pitch detection, and errors were displayed with a novel graphical interface. This led to the creation of MEAWS, an open-source program for music students.
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Linton, Franklyn N. "The Learn, Explore, and Practice (LEAP) intelligent tutoring system: A demonstration project incorporating instructional design theory in a practical tutor." 1995. https://scholarworks.umass.edu/dissertations/AAI9541127.
Full textAbstract:
Intelligent Tutoring Systems (ITS) can provide individualized instruction in problem-solving skills, a kind of instruction that until recently only humans could perform. While ITS have been an active area of research for nearly twenty-five years and researchers have convincingly demonstrated that ITS can instruct in various ways, few ITS are in actual use and their potential benefit to learners is unrealized. This research is predicated on the notion that ITS research has three closely related but distinct foci: artificial intelligence research in tutoring, instructional research in tutoring, and research on practical tutoring; and on the notion that investigation and evaluation in the latter two areas has been lacking. With respect to instructional research in tutoring, this work examines the extent to which conventional instructional design theory can usefully inform the design of intelligent tutors, the means of incorporating instructional methods into an intelligent tutor, and the range of instructional skills necessary in a practical intelligent tutor. It examines how ITSs push instructional design theory in the area of computational instructional design and presents a new instructional method: Focused Practice. Evaluation of tutoring skills focused on trainees' usage of the tutor and the resulting learning, and on measuring the extent to which the tutor was capable of individualizing instruction. With respect to research on practical tutoring, this work examines the extent to which it is feasible to simulate a work environment, represent the expertise of a non-formal domain, construct a large knowledge base, build a functional student model, supply a shell and authoring tools, incorporate a variety of instructional skills, instructional activities, and instructional materials into a cohesive tutoring package that integrates well into a training program; and gain support from the variety of stakeholders affected by the tutor. Evaluation of practicality focused on trainees' and instructors' affective responses toward the tutor, their perceptions of usability and instructional value; and on other stakeholders' (instructional designers, managers from research, production and training) perceptions of value.
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Bladergroen, Moira Catherina. "A study of the reflective abilities of physics i tutors drawn from their conceptual understanding of a cooperative tutoring environment." Thesis, 2009. http://hdl.handle.net/11394/3145.
Full textAbstract:
Philosophiae Doctor - PhD<br>This study is an extension of work previously performed by Linder et al. (1997). It sought to
explore university Physics I tutors’ conceptualization of Physics I tutorials and their
conceptualization on issues relating to observations and interactions during tutoring, through
involvement in a reflective practicum. The study was premised on socio-cultural constructivism, co-operative learning, situated learning theory and reflective practice.The study developed over two phases. In phase one the reflective thinking processes of the tutors were explored. Upon reflection on the literature the research context was further developed which allowed a final exploration into the tutors’ conceptualisations of the Physics I tutoring context. During this final exploration, i.e. the second phase, tutors were exposed to an organized, longitudinal sensitisation session, i.e. tutor-training over a period of nine months. Tutors were introduced to co-operative learning and the various processes of reflective practices namely, follow-me, modelling and joint experimentation, reflection-inaction and reflection-on-action.Analysis of the data was carried out using the phenomenographic research perspective. Ananalysis of the categories of description was used to demonstrate the tutors’ ability to reflect,based on their conceptual understanding of and interactions during the physics tutoring. These categories favoured the development of extended criteria to enhance reflection amongst physics tutors. These extended criteria were then used as a basis to suggest a model to support reflection amongst Physics I tutors.
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Ho, Hui-Chen, and 何慧珍. "Permeation and Practice of Christianity in the After-School Tutoring Program for Disadvantaged Children: A Case Study of the Huilong Church." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/e3advy.
Full textAbstract:
碩士<br>中原大學<br>宗教研究所<br>106<br>With social and economic turmoil and changes in the family structure, single parent families and grandparenting have been increasing year by year. Being also aware of the needs of disadvantaged groups and rural areas, the government and non-government organizations have begun to implement many remedial teaching programs to relieve the plight of disadvantaged school children and to equalize educational opportunities.
Their disadvantages are caused by family, economic and social factors, among which the family is the major factor. Helping dysfunctional families and providing poor children with good company are the main motivation for local churches to participate in after-school tutoring programs or after-school care programs.
Based on the teachings of Christian faith, in 2004 the Huilong Church started an after-school tutoring program for disadvantaged children in order to help disadvantaged families take care of their children after school by providing meals, academic guidance, music and art classes, character building, a dormitory, etc. Over the years, the program has helped many children get back to the right track and grow up healthily, which brings good news to the local community.
This paper aims to explore how a church can participate in community work. Taking the Quaker Huilong Church as an example, the author visited it personally to study the operating mode of its after-school tutoring program and examine, by means of the Doing Theology Spiral, how well the church has put its faith into practice, thus achieving unity of knowledge and action.
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Robinson, Julia Margaret. "The role of journal writing in initiating reflection on practice of tutors in a college learning centre." Thesis, 1995. http://hdl.handle.net/2429/3776.
Full textAbstract:
A discrepancy appears to exist between the value placed on reflective journal writing by the writers of journals and the value seen by educators of that same journal writing. In this study, I explored the journal writing of six tutors working in
a learning centre at a two-year community college in western Canada. I examined: (1) tutors' perspectives on the journal writing task; (2) the content and reflectivity of tutors' journals; and, (3) the accuracy of the journals in representing
tutor thinking initiated by the journal writing task. The initial data collection for the study included observation of weekly in-service training sessions and examination of tutor journal entries. Tutors were interviewed about their perceptions of journal writing and their thinking around issues they wrote about in their journals. The tutor trainer was interviewed about his expectations of tutor journal writing, his reactions to tutors' journals and his perceptions of the journal writing task. After the initial data collection, the participants were given summaries of data collected in the initial phase. Tutors read the summaries and as a group discussed issues raised by the data. I interviewed the trainer about insights he had gained from the summaries. Content choices and levels of reflectivity in the tutors' journals varied widely. Factors affecting the content and
levels of reflection in the tutors' journals were affected by tutors’ understanding of the journal writing task, their motivation for journal writing, their feelings of vunerability, their personal histories, their tutoring experience, their preference for writing as a mode of learning, and their purposes for writing journals. Most tutors perceived their journals as useful to them, but the tutor trainer regarded the journals as less useful. This difference in perception of the benefits of journal writing can be attributed, at least in part, to the differing levels of access of the trainer and the tutors to the benefits of journal writing. The trainer based his understanding of the benefits of journal writing on the journals themselves whereas the tutors were aware of benefits that were not apparent from studying the journals. Interviews with the tutors showed that tutors reflected more as a result of the journal writing task than was evident from their journals. The trainer’s view of the reflection initiated by the journal writing task was obscured in tutors’ journals due to the fact, that tutors reported prior reflection, provided incomplete representation of their reflective thinking, made rhetorical choices which masked their levels of reflection, and continued to reflect after completion of journal entries. Implications of the study for educators include the importance of a process approach to journal writing, the risks of assuming that journals provide an accurate picture of the reflection the task initiates, and factors for consideration in the construction of the prompt for journal writing. Implications for researchers focus on the risks of assuming that journals provide an accurate measure of the benefits of the journal writing task. Collaboration with journal writers is seen as essential for any such measure to be achieved.
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"A Formative Evaluation Research Study to Guide the Design of the Categorization Step Practice Utility (MS-CPU) as an Integral Part of Preparation for the GED Mathematics Test Using the Ms. Stephens Algebra Story Problem-solving Tutor (MSASPT)." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.50525.
Full textAbstract:
abstract: The mathematics test is the most difficult test in the GED (General Education Development) Test battery, largely due to the presence of story problems. Raising performance levels of story problem-solving would have a significant effect on GED Test passage rates. The subject of this formative research study is Ms. Stephens’ Categorization Practice Utility (MS-CPU), an example-tracing intelligent tutoring system that serves as practice for the first step (problem categorization) in a larger comprehensive story problem-solving pedagogy that purports to raise the level of story problem-solving performance. During the analysis phase of this project, knowledge components and particular competencies that enable learning (schema building) were identified. During the development phase, a tutoring system was designed and implemented that algorithmically teaches these competencies to the student with graphical, interactive, and animated utilities. Because the tutoring system provides a much more concrete rather than conceptual, learning environment, it should foster a much greater apprehension of a story problem-solving process. With this experience, the student should begin to recognize the generalizability of concrete operations that accomplish particular story problem-solving goals and begin to build conceptual knowledge and a more conceptual approach to the task. During the formative evaluation phase, qualitative methods were used to identify obstacles in the MS-CPU user interface and disconnections in the pedagogy that impede learning story problem categorization and solution preparation. The study was conducted over two iterations where identification of obstacles and change plans (mitigations) produced a qualitative data table used to modify the first version systems (MS-CPU 1.1). Mitigation corrections produced the second version of the MS-CPU 1.2, and the next iteration of the study was conducted producing a second set of obstacle/mitigation tables. Pre-posttests were conducted in each iteration to provide corroboration for the effectiveness of the mitigations that were performed. The study resulted in the identification of a number of learning obstacles in the first version of the MS-CPU 1.1. Their mitigation produced a second version of the MS-CPU 1.2 whose identified obstacles were much less than the first version. It was determined that an additional iteration is needed before more quantitative research is conducted.<br>Dissertation/Thesis<br>Doctoral Dissertation Educational Technology 2018
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Mungoi, Amélia Rabeca. "A tutoria nos modelos de ensino a distância em Moçambique : estudo de caso sobre o Instituto Superior Monitor." Master's thesis, 2018. http://hdl.handle.net/10400.2/7522.
Full textAbstract:
No ensino a distância, o tutor e o estudante constituem as peças principais do processo de aprendizagem. Diferentemente do ensino presencial em que o contacto entre as duas partes, isto é, estudante e o professor tem sido directo e as interações são directas e regulares, no ensino a distância, acontece o diferente, encontra-se implícita uma responsabilidade a dobrar relativamente ao ensino presencial.
Com o presente estudo foi possível analisar o processo de tutorias vigente no Departamento de Educação e Psicologia do Instituto Superior Monitor, tendo em conta as práticas subjacentes ao modelo em uso pela instituição onde o departamento em estudo se encontra inserido no sentido de encontrar o ponto de situação em relação as suas contribuições para o desenvolvimento da aprendizagem dos estudantes. Sendo o Instituto Superior Monitor uma instituição localizada num país emergente em relação ao contexto das práticas em ensino a distância, foi possível com o presente estudo notar que as práticas vigentes no modelo do ensino a distância no ISM e no Departamento de Educação e Psicologia são comuns ao nível das instituições do mesmo regime do ensino dentro do país.
O processo de tutoria no ensino a distância é caracterizado pelo uso de um sistema de comunicação baseado em multiuso de ferramentas ou meios tecnológicos de comunicação, com maior domínio do telemóvel. Trata -se de um modelo que se pode equiparar com o fordismo, na medida que o ensino é centrado ao estudante. A pesar dessa centralização ao estudante, não se dispensa o papel motivador do tutor para com o estudante. Com efeito, o tutor precisa ser aquele individuo preparado, com competências necessárias para uma actuação desejável que resumem em ter conhecimentos suficientes, habilidades e ter um compromisso com o seu trabalho.
Os resultados do presente estudo, revelaram algumas fragilidades com relação a estas três competências, indicam para a necessidade de potenciação do corpo dos tutores do departamento em estudo ao nível de algumas competências como é o caso das habilidades necessárias para uma actuação adequada no processo de tutorias, uma vez que estes se revelaram bastante inexperientes na actividade de tutor.<br>In distance learning, the tutor and the student constitute the main parts of the learning process. Unlike the face-to-face teaching in which the contact between the two parties, that is, the student and the teacher has been direct and the interactions are direct and regular, in the distance teaching, the different happens; implicit is a double responsibility for the classroom teaching. With the present study, it was possible to analyze the tutoring process in force in the Department of Education and Psychology of Instituto Superior Monitor, taking into account the practices underlying the model in use by the institution where the department under study is inserted in order to find the point of their contributions to the development of student learning. Being an Instituto Superior Monitor an institution located in an emerging country in relation to the context of practices in distance education, it was possible with the present study to note that the current practices in the model of distance learning in ISM and in the Department of Education and Psychology are common to level of institutions of the same system of teaching within the country. The process of tutoring in distance learning is characterized by the use of a communication system based on multi-use tools or technological means of communication, with greater mastery of the mobile phone. It is a model that can be equated with Fordism, as teaching is student-centered. Despite this centralization of the student, the motivating role of the tutor towards the student is not dispensed with. Indeed, the tutor needs to be that prepared individual, with the necessary skills for a desirable performance that sum up in having sufficient knowledge, skills and a commitment to his work. The results of the present study revealed some weaknesses in relation to these three competences, indicate to the need of empowerment of the body of the tutors of the department under study at the level of some competences as is the case of the skills necessary for an adequate action in the tutoring process, since they proved to be quite inexperienced in tutoring.
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"Teachers' Professional Growth: The Blending of Technology, Pedagogy and Content." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8852.
Full textAbstract:
abstract: ABSTRACT The integration of technology into content area teaching while taking into account state standards is a continuing challenge for secondary teachers. To address this challenge, six high school teachers participated in one-on-one tutoring sessions conducted by the researcher. The Technological Pedagogical Content Knowledge (TPACK), which posits that teachers add technology into their practice by blending it with content and pedagogy, served as the theoretical framework and guided implementation of the project. During the one-on-one tutoring sessions, which occurred weekly in hour-long sessions for a five- to eight-week period, teachers selected the focus of the training sessions. To assess teacher perceptions of efficacy quantitative data were gathered prior to and following the intervention using an on-line survey tool. Although pre- to post-intervention scores on the survey increased, the difference was not significant. With respect to the qualitative data four themes emerged. First, there were specific processes and patterns that emerged within the sessions related to the TPACK framework. Teachers selected either technology or content to initiate sessions. Teachers did not begin sessions with high yield pedagogical strategies as a focus. Second, one-on-one tutoring fostered an initial sense of community, and as the project progressed, a community of practice emerged. Third, challenges emerged related to technology and high yield pedagogical strategies. At times technology did not work or teachers expressed there was too much to grasp and apply to their practice. Additionally, the appropriate applications of high yield instructional strategies also presented challenges to participants. Fourth, based on their participation in the project, teachers expressed an increased sense of efficacy with respect to conducting their work. The discussion was focused on how teachers created a community of practice to support their professional growth, which influenced efficacy for teaching as they became increasingly effective in blending technology, pedagogy and content.<br>Dissertation/Thesis<br>Ed.D. Educational Leadership and Policy Studies 2011
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Naseem, Noreen. "How do teacher practices influence student academic performance in required after-school tutoring?" Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2352.
Full textAbstract:
Since the inception of the No Child Left Behind Act in 2001, schools with high populations of at-risk students who are not meeting academic standards must provide supplementary educational services (SES) to their struggling learners. This study examines the tutoring program of an urban Texas elementary school that rapidly improved its state accountability over the course of a few years. Through interviews with teachers and an analysis of their lesson plans and standardized assessment data, several themes emerged that were identified as factors leading to the school’s academic success.<br>text
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Seo, Mi-Suk. "A conversation-analytic study of repair practices in one-on-one ESL tutoring /." 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:3314887.
Full textAbstract:
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.<br>Source: Dissertation Abstracts International, Volume: 69-05, Section: A, page: 1729. Adviser: Sarah J. McCarthey. Includes bibliographical references (leaves 227-243) Available on microfilm from Pro Quest Information and Learning.
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Cavaco, Teotónio Paulo de Jesus. "As interações na tutoria: um estudo de caso." Master's thesis, 2012. http://hdl.handle.net/10400.2/2591.
Full textAbstract:
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta<br>O nosso tempo é caracterizado por um acelerado processo de transformações e
de mudanças, algumas com profundas incidências sobre a existência e sobre o futuro, não só da pessoa humana, como das sociedades, em geral. O conceito de mudança
surge-nos como fundamental para a interpretação do mundo em que vivemos, no qual a imprevisibilidade (por vezes o caos) e a globalização, a partir de uma nova ordem
científica e tecnológica, implicam necessariamente novas abordagens, sobretudo ao nível do âmbito relacional e social.
Afigura-se-nos assim essencial estudarmos a necessidade de adaptação da educação e da formação a estas novas realidades, aquilatarmos como os novos contextos de comunicação e interação obrigam a reequacionar e a adaptar papéis e funções de
diferentes atores, assim como utilizar algumas variáveis, tais como “espaço” e “tempo”, no sentido de procurarmos (re)definir as funções do Tutor.
Acreditamos no enorme potencial da Tutoria para a melhoria, quer do processo
de ensino e aprendizagem, quer da prática relacional em ambientes educacionais, bem
como na definição de uma nova cultura escolar/cultura de escola.
Assim, a partir de um estudo de caso, procurámos definir o perfil do Tutor em
contextos educativos diversos, na especificidade desses contextos e na diversidade dos seus intervenientes, através do conhecimento das principais dificuldades sentidas e registadas.
Além da identificação dos papéis e funções que correspondem ao desempenho do Tutor, foi nossa intenção relevar o estudo das interações desenvolvidas, através das
diferentes práticas tutoriais identificadas.<br>Our time is characterized by an accelerated process of transformation and change, some with deep incidences about existence and about the future of the human being and society in general. The concept of change appears to us as fundamental toward the interpretation of the world where we live, in which the unpredictability (sometimes chaos) and the globalization, from a new scientific and technological order, obviously imply new approaches, above all, on relational and social levels.
We thus deem essential, the necessity in which education and formation adapt to
these new realities, we determine that with the new contexts of communication and
interaction, we are forced to reevaluate and to adapt the roles and functions of different
actors, as well as using some variables, such as "space" and "time", in order to
(re)define the functions of the Tutor.
We believe in the enormous potential of Tutorship to the improvement, whether
through the process of education and learning, or through relational practice in
educational environments, as well as the definition of an educational culture/school
culture.
Thus, from a case study, we attempt to define the profile of a Tutor within the
diverse educational contexts, by using the specificity of these contexts and the diversity of those intervening, through the knowledge of the principle difficulties felt and registered.
Beside the identification of the role and function which correspond with the performance of the Tutor, it was our intention to reveal the study of the interactions developed through the identification of different practical Tutorials.
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San, Martin María Gimena. "Scaffolding the learning-to-teach process in EFL Teacher Education : an analysis of the tutoring sessions between a practicum supervisor and the student-teachers." Master's thesis, 2015. http://hdl.handle.net/11086/2472.
Full textAbstract:
Guiding and supporting students has always been a key feature of a teacher’s role. Helping learners to go through their evolving zones of proximal development, and gradually, develop more complex developmental levels requires teachers to carefully and gradually scaffold their students’ learning. Scaffolding has been defined as an interactive dialogic construct in which all the participants involved play a crucial role. However, the literature reveals that most research in scaffolding has focused considerable attention on the multiplicity of types of assistance and/or support that teachers can provide. The distinct features of scaffolding are still not completely understood. From the perspective of Socio-cultural Theory (SCT), the purpose of this research study is to examine how a supervisor scaffolds the student-teachers’ learning-to-teach process in the context of one-to-one tutoring sessions in an EFL Teacher Education programme in Córdoba, Argentina. The audio-recordings of the tutoring sessions were transcribed verbatim and both macro and micro-level analyses were carried out. Two main frameworks – the Model of Contingent Teaching (MCT) and the Contingent Shift Framework (CSF) – were employed to first describe how scaffolding unfolds in the context of the research and then measure whether and to what extent scaffolding occurs in the one-to-one tutoring sessions. The findings indicate that scaffolding implies two main phases or stages: a diagnostic and an intervention phase. In the former, the supervisor was found to elicit considerable information from the student-teachers and challenge them the most whereas in the latter, she offered help mainly by means of feedback, explaining and instructing and challenged them the least. In addition, about 50% of the interactions analyzed were found to be contingent, and thus scaffolding instances since she adapted her degree of control to the student-teachers’ level of understanding. Although links can be established between the strategies deployed by the supervisor and supervisory roles and skills, the ways in which the supervisor’s scaffolded help is realized should be understood in relation to the function it serves and how it accommodates the student-teachers’ level of understanding in order to accurately depict the scaffolding process.
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Van, Kleef Heidi. "Fasilitering van krities reflektiewe leer in verpleegonderwys." Diss., 2002. http://hdl.handle.net/10500/1544.
Full textAbstract:
Text in Afrikaans<br>The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses?
The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives. The data was analysed according to the eight-step method of Tesch (1990) in Cresswell (1994:155). An independent coder was involved in the judgement and interpretation of data. The research guidelines were derived from the research findings. These guidelines are applicable directly to nursing education and indirectly to the nursing practice, therefore it contributes to the scientific body of nursing knowledge.<br>Die doel van hierdie navorsing was die beskrywing van riglyne vir verpleegdosente om krities reflektiewe leer by verpleegstudente te fasiliteer binne 'n verpleegonderwys konteks. Die navorsingsvraag is soos volg gestel: Walter riglyne benodig die verpleegdosent om krities reflektiewe leer by verpleegstudente te fasiliteer? Die navorsingsontwerp was kwalitatief, kontekstueel, verkennend en beskrywend van aard. Tien verpleegdosente is geselekteer vir deelname op grond van hulle kundigheid en ervaring. Geskrewe narratiewe is gebruik om data in te sa mel. Die data is geanaliseer volgensdieagt-stap metodevan Tesch (1990) in Cresswell (1994:155). 'n Onafhanklike kodeerder was betrokke by die beoordeling en interpretasie van data. Die navorsingsriglyne is afgelei vanuit die navorsingsbevindinge en lewer 'n bydrae tot die wetenskaplike verpleegkennisbasis deurdat dit direkte toepassing vind in verpleegonderwys en indirek in die verpleegpraktyk.<br>Health Studies<br>M.A. (Verpleegonderwys)