Dissertationen: „Formal professional development“

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Zeelie, Shani Antoinette. „Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.

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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy 2016 learner achievement data, aimed to examine the relationship between teacher profiles in terms of teachers’ age, years of experience and formal qualification, teachers’ participation in formal and informal professional development activities and South African Grade 4 learners’ reading literacy achievement when controlling for the socio-economic status of the learners. To accommodate all the variables used in the study, a new conceptual framework was developed. This study was initiated as a result of the PIRLS Literacy 2016 results which revealed that South African Grade 4 learners achieved the lowest reading literacy scores out of the 6 participating countries. This study is a secondary analysis utilising standard multiple regression analysis of the PIRLS Literacy 2016 achievement data and the contextual data from the teacher and school questionnaires. The study’s results revealed that there is no statistically significant relationship between South African teachers’ participation in either formal or informal professional development and learners’ reading literacy achievement. Based on the literature however, the emphasis was placed on the educational significance of teachers’ participation in effective professional development activities.
Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Mccarthy, Kelly Elizabeth. „An Analysis of the Formal and Informal Professional Learning Practices of Middle and High School Mathematics Teachers“. Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6318.

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Although there has been a substantial amount of research on the topic of teacher professional development, few studies adequately captured the types and frequency of formal and informal professional learning teachers undertake to improve as educators. The purpose of this study was to examine the types of activities middle and high school mathematics teachers engaged in to improve their abilities as educators, analyzed by the participants’ school setting, years of teaching experience, level of education, degree major, certificate type, and their school’s Title I status. Teachers from two large school districts in Florida participated. The Teachers’ Opportunity to Learn (TOTL) survey was used to collect the data. The TOTL measured the professional learning activities of teachers based on seven learning categories: (a) workshops, (b) teacher collaboration, (c) university courses, (d) conferences, (e) mentoring/coaching, (f) informal communication, and (g) individual learning activities. Teachers were solicited to participate two times; which generated 245 responses for analysis. The results of this study indicated that teachers devoted an extensive amount of time on professional development, with the majority of time spent on informal learning activities. Every participant in the study engaged in at least one professional development activity; most engaged in four or more activities. The activity with the highest amount of participation (99.2%) and greatest amount of time spent (36.62 hours per month) was individual learning activities. Other notable areas of participation were professional development programming, teacher collaboration, and informal communication. When the activities were analyzed by demographic variable, 16 comparisons were found to be statistically significant. Mentoring/coaching activities produced more significant results than any other activity in the study. Analyses also confirmed that the professional learning practices of new teachers were significantly different from their more experienced peers. The findings from this study could serve as the impetus for programmatic changes and policy reform within the education community. School districts could benefit by creating professional development programs that support teacher collaboration, informal communication, and self-directed learning. State education departments could encourage these endeavors by redirecting funding and redesigning certification systems to recognize these non-traditional individualized activities.

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Holt, Dale M., und kimg@deakin edu au. „MBA EXPERIENCE BY DISTANCE EDUCATION: AN ETHNOGRAPHIC STUDY OF A PROFESSIONAL DEVELOPMENT PROGRAM“. Deakin University, 1992. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20031125.095402.

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The author's ethnographic study of a professional development program for managers and aspiring managers taught at a distance intends to make a substantial contribution to both the theory and practice of continuing education for professionals. The study focused on a group of Deakin University Master of Business Administration (MBA) participants and their experiences of the final two years of the program. Theorising on the professional development experience was based on data gathered from the direct observation of participants working in their study groups and at residential schools. Moreover, data drawn from end-of-year interviews with participants and discussions with MBA teachers also contributed to the theorising process. Theorising spanned a broad set of interactions encompassing participants' formal educational, professional and personal worlds. The thesis is devoted to two aspects of the professional development experience, namely: participants' interactions in their study groups and at residential schools; and participants' attempts to grow and develop as competent professional practitioners during their MBA studies. Interactions with key learning contexts orchestrated by the teaching institution (i.e. study groups and residential schools) are grounded in an analysis of the changing group cultures observed to accommodate the different educational demands of the program. Group interaction on a broader scale is also analysed in the context of the residential schools. The residential school provided a powerful forum for the development of participant activism over the future development of the MBA program. The analysis of the study groups in action led the author to identify the key characteristics of effective educational work groups. The implications of the success of these essentially egalitarian and leaderless groups for the formation of self-managed groups in the workplace is examined. On the matter of professional development, the author reveals the relationships between the nature of participants' jobs, their search for professional integration, their stage of professional empowerment, the strategies they pursued either to empower themselves or others in their organisations and the barriers which were encountered in the pursuit of empowerment. Dramatic examples of professional disempowerment are analysed indicating that interaction between formal off-the-job learning and professional practice in the workplace is not necessarily a smooth and positive experience. The group of participants studied are seen to be heterogeneous in relation to the above factors characterising professional development The implications of the theorising are considered in relation to professional pedagogies, assessment strategies and distance education. Distance education is seen to socially construct the roles of both teachers and students in the educational process. Specifically, teachers are seen to be somewhat marginalised during the program in use whereas the participants are located at the centre of the educational experience. The primacy of participants in the educational process is highlighted through the growing reliance on self-and peer-group assessment skills as participants progressed through the program. It is argued that the teaching institution should encourage and maintain the development of these skills as they represent a major learning outcome of the professional development experience, i.e. the ability to engage in the process of critical self-reflection and informed action.

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Bailey, Moira. „Developmentalism : from here to there : is heutagogy the way there for HR?“ Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/17260.

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There have been suggestions in recent times that the traditional criteria for defining professions is outmoded and inappropriate particularly in relation to the new professions, such as Human Resource Management (HRM). Evans (2008b) has suggested that a more appropriate evaluation is in terms of a commitment to professional development and has identified that this commitment be referred to as ‘developmentalism’. There are a number of ways in which professional development can occur and while traditionally this involved almost exclusively, formal experiences, such as courses, current thinking is now moving towards utilising more accessible, practice based, non-formal mechanisms. The research presented in this thesis investigates how non-formal learning is used to contribute to a climate of developmentalism by Human Resource (HR) practitioners. For this purpose, 17 in-depth semi-structured-interviews with a purposively selected sample of HR practitioners were conducted. The transcripts were analysed based on the four step process of phenomenographic analysis suggested by Marton (1994) cited by Schroder et al (2005) and Soon and Barnard (2002), to discover the qualitatively different ways in which HR practitioners describe, experience, understand and analyse their professional development and the use of non-formal learning in that development. What emerged from the analysis were two sets of categories of description; one for each of the phenomena namely professional development and non-formal learning. In addition, an outcome space for each of the phenomena emerged, illustrating the hierarchical relationship within each set of categories of description as well as the dimensions of variation relating to the phenomena. Also emerging from the analysis was a conceptualised model for professional development comprising non-formal learning using a heutagogical approach in conjunction with the empirically developed HR professionality continuum as a record of achievement. This model is offered as a means of encouraging HR practitioners to participate in professional development. Several recommendations arose from this research, and it is anticipated that these recommendations will be of interest to HR practitioners, their employers, HR educators, and the Chartered Institute of Personnel and Development (CIPD).

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Chalufu, John Sibusiso. „KwaZulu-Natal school principals’ perceptions of the practical relevance of formal education management development programmes“. Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/25185.

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The purpose of this study is to explore school principals’ perceptions of the possible effects and benefits of formal university-based education management development programmes (EMDPs) on their practical work in schools. It also aims to inquire into the kinds of challenges that principals in South Africa, specifically in the province of KwaZulu-Natal (KZN), are faced with in the post-apartheid era and their perceptions of the extent to which these EMDPs meet or fail to meet their needs and those of their schools. In this study I move from the basic premise that professional development is critical for all principals and that given the new conditions that exist in SA post-1994, more than ever, the ideal situation would be for all principals to be trained so as to enable them to deal effectively with the changed and constantly changing conditions that prevail in schools. The study is guided by the following general research question: What are the perceptions of school principals of the benefits of formal EMDPs on their practices in school? The following related questions are also addressed, namely i) What are the links between formal EMDPs and the needs of school principals? ii) What kinds of challenges do principals in KZN face in the post-apartheid era and what are their perceptions of the extent to which EMDPs have met or failed to meet their needs and those of their schools? Working in an interpretivist research paradigm within a qualitative research design, the inquiry used document analysis, content analysis of research literature and semi-structured interview methods. Data were analysed using a grounded theory approach in an effort to make sense of the meanings that the participants, mainly the school principals, in this study give to their experiences of EMDPs. One of the main findings of this study is that some principals demonstrated the ability to reflect on their professional development programmes and to make connections between theory and research and some of the challenges that they encounter. The other main insights of the study include the following: a) Regarding their content and context, and according to the participants, EMDPs in KwaZulu-Natal (KZN) have major shortcomings in relation to needs assessment and analysis, programmatic aims and objectives, recruitment and selection of candidates, and field-based learning experiences. However, EMDPs are perceived to have been successful in areas such as understanding the environments for which principals need to be developed, the application of leadership and management development content to organisational settings, and in their modes of delivery. b) Although a majority of principals recognised the need to change and work within the new democratic environment ushered in by the new socio-political dispensation in SA, a few principals expressed their challenges with engaging in shared leadership and shared decision making in schools. c) Pertaining to the perceptions of school principals regarding the value of EMDPs in KZN, the majority of principals felt that although they were still struggling with a number of post-1994 challenges, EMDPs had equipped them, for the most part — albeit inadequately — to deal with the challenges that they face in schools. d) School principals highlighted what they saw as two significant aspects (emerging themes) in the professional development of principals: i. Though very critical of training workshops in their current form, school principals in this study saw training workshops as important vehicles for assisting principals to keep abreast of the developments in the leadership and management of their school, as a means for providing opportunities to share and learn from the experiences of others, and as an avenue for collaborative problem solving; ii. A majority of school principals emphasised what they regarded as the important role played by experiences beyond the formal education management development programmes, in the effective running of schools. Apart from presenting “thick descriptions” of the voices of school principals regarding the effects of the post-1994 changes on their practices and the extent to which EMDPs are perceived to have met principals and school needs, the significance of this study lies in plugging the gap of previous impact analysis studies by, amongst other things, not only focusing on the perceptions of the recipients of the EMDPs, but also focusing on the views of the EMDP providers and the policy makers. This study therefore presents critical insights which may be invaluable in the future development of EMDPs and in the improvement or modification of existing ones.
Thesis (PhD)--University of Pretoria, 2011.
Education Management and Policy Studies
unrestricted

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Goodson-rochelle, Peggy A. „New Teacher Induction Programs in Tennessee: Formal, Informal, and Influential Practices“. Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2916.

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The researcher examined beginning teacher induction programs in large and small districts in Tennessee for the 1997-1998 school year. Types of induction, formal and informal, were examined. The study looked at the teacher attitudes of job satisfaction, job adjustment, and socialization into the profession of teaching. The research design included five questions with two hypotheses used for testing differences between teacher attitudes in large and small systems. Beginning first-year teachers were surveyed and asked to rate their induction program as to best practices. Teachers rated the occurrence of activities in seven areas and how supportive activities were in their roles as beginning teachers. The questions were tested and statistically analyzed using chi-square and analysis of variance procedures. No differences were found in the occurrence of induction activities in large and small systems. No differences were found in how supportive an event was in large and small systems. A difference was found in job adjustment between large and small systems, but not in job satisfaction or socialization into the profession. Recommendations for further research were made to augment the study.

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Dodson, Robert B. „The Effectiveness of Principal Training and Formal Principal Mentoring Programs“. Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2217.

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The purpose of this study was to determine principals' perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like. The quantitative study was conducted using a survey developed from the SREB's 13 critical success factors that have been developed to determine what makes a successful, effective principal. Each factor was developed into a question about whether or not Northeast Tennessee principals perceive that they were adequately prepared to be successful principals in their principal preparation programs and if they received any training through a mentoring program on these same 13 factors once they received their principalship. The overall results indicated that few principals participated in a formal mentoring program and those who did received a marginal amount of assistance on the critical factors identified by the SREB. The results also showed that, overall, the respondents indicated that they received more adequate leadership training during their principal preparation programs on the SREB's factors in their classroom experience than they did through their hands-on experience; although, respondents did not give particularly high marks to either experience. Furthermore, respondents who belong to a cohort scored their training higher than those who did not belong to a cohort, and those who received a degree higher than a master's degree reported a higher level of training than did their peers with only master's degrees on some of the SREB's critical success factors.

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Talérien, Jean Stéphane. „Le développement professionnel des enseignants expérimentés par la transmission explicite de pratiques entre pairs“. Thesis, La Réunion, 2018. http://www.theses.fr/2018LARE0037/document.

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La littérature scientifique internationale montre la réalité des apprentissages informels des enseignants sur leur lieu de travail, au sein des établissements scolaires. Toutefois ces apprentissages présentent plusieurs limites et sont qualitativement de moins bonne qualité que les apprentissages réalisés en environnement organisé. La présente recherche a précisément pour objet le développement professionnel des enseignants expérimentés à travers un dispositif de formation continue prenant en compte leurs apprentissages informels. Cette étude s’inscrit dans un programme de recherche anthropoculturel (Bertone, 2011 ; Chaliès, 2012) dont les principaux présupposés théoriques sont empruntés à la philosophie du langage ordinaire (Wittgenstein, 2004). Elle a été menée dans le cadre de deux dispositifs innovants de formation permettant à un enseignant expérimenté (le pair formateur) d’enseigner ostensivement l’une de ses pratiques spécifiques jugées efficaces à un pair enseignant expérimenté (le pair formé). Les principaux résultats de la recherche montrent la modélisation de l’activité professionnelle des pairs formateurs et contribuent ainsi à documenter la recherche internationale sur les apprentissages informels des enseignants du primaire. Ils montrent également l’apprentissage de nouvelles pratiques professionnelles de la part des pairs formés entendu comme l’acquisition de nouveaux systèmes de règles. Les résultats montrent enfin le développement professionnel des pairs formés entendu comme l’interprétation des règles apprises dans des circonstances nouvelles ainsi que le développement réflexif de l’activité professionnelle des pairs formateurs
The international scientific literature shows the reality of teachers' informal learning in the workplace, within schools. However, these learnings have several limitations and are of lower quality than those that are carried out in an organized environment. The purpose of this research is precisely the professional development of experienced teachers through a professional development program that considers their informal learning.This study is part of an anthropocultural research program (Bertone, 2011; Chaliès, 2012) whose main theoretical assumptions are borrowed from the philosophy of ordinary language (Wittgenstein, 2004). It was conducted within the framework of two innovative training devices allowing an experienced teacher (the peer trainer) to ostensibly teach one of his specific practices considered effective to an experienced peer teacher (the trained peer). The main research results show the modelling of the professional activity of peer trainers and thus contribute to documenting international research on informal learning by primary school teachers. They also show the learning of new professional practices from trained peers understood as the acquisition of new rule systems. Finally, the results show the professional development of the trained peers understood as the interpretation of the rules learned in new circumstances as well as the reflexive development of the professional activity of the trained peers

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Ballesteros, Ana Karen, und Federico Chavarria. „Human Competencies of an Effective Project Manager : The role of the Professional Bodies of Knowledge and Formal Education Providers in the development of soft skills“. Thesis, Umeå universitet, Företagsekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-115631.

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The determination of the elements that lead to project success is currently a major topic among the project management community. The role of the project manager and the influence it has on the overall results of the project has become a focus point for researchers, practitioners, and academics. The attempts that have been made to identify the characteristics and competencies of effective project managers has led to the acknowledgment that there is a need for a different set of competencies than those purely technical. The human and leadership skills of a project manager play an important role in the outcome of projects; therefore, it is important for these competencies to be taught and developed as part of project management education. Thus, this study aims to contribute to the understanding of the human competencies needed by effective project managers today and the extent to which project management bodies of knowledge, as well as formal education programs encourage the development and practice of such competencies. The research was carried out using a mix-method approach. Primary data was collected through semi-structured interviews with professors teaching different subjects within project management education programs. Secondary data was obtained from a thorough review of the main project management bodies of knowledge and project management postgraduate programs offered by accredited universities in the UK. The findings of this thesis suggest that there is a clear need for the development of the human side of project management, and that although there is no definite set of competencies for effective project managers, there are some key skills essential to those in the pursuit of success. Project management associations have shown an important change in their BOKs regarding the inclusion of topics on the human aspect of the practice from one edition to another. Moreover, as universities recognize the need to promote the development of human and leadership skills there is an opportunity to narrow the gap between the human topics covered within the programs and the methods used to teach them. However, the current role of both the BOKs and education providers is still only to create awareness on the topic rather than show and explain the use and techniques for different human skills in particular situations. Among the most suitable and effective methods for developing such competencies is the encouragement of team work, soft skills trainings, coaching and self-reflection exercises. Ultimately, it is the combined effort of the project management associations, universities, researches and practitioners themselves that will enhance the development and practice of human and leadership competencies within the project manager’s role nowadays.

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Ross, Jennifer Elaine. „The development and support of teacher leaders in Ohio: A grounded theory study“. Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1450643469.

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Tilley, Teri Lynn. „Keeping Equity in Mind: Strategies for Continuing Equity Work Once Formal Training Has Ended“. PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1852.

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Fifty years after Brown v. Board of Education, there remain large gaps in academic achievement between children of color and White students (Darling-Hammond, 2007). It is estimated that by 2050, the population of the United States will increase by 50%; 90% of which will be accounted for by minorities (Vanneman, Hamilton, Anderson, & Rahman, 2009). In less than 50 years, our citizenry will be comprised of "groups that are over represented among low achievers, and under represented among high achievers" (Ferguson, 2005, p. 4). Nationwide, districts are addressing the issue of the achievement gap through implementing formal equity professional development opportunities at their school sites. While formal equity training leaves participants transformed, they leave with little to no support in how to change their practice in order to teach more equitably. Therefore, based on Bridges' and Hallinger's (1995) problem based learning approach, the handbook, Keeping Equity in Mind, was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. The purpose of this qualitative study was to determine the usefulness of the handbook, Keeping Equity in Mind, in supporting teacher leaders in continued equity work in their classrooms once formal equity training had ended at their school sites. Participants implemented the strategies presented in the handbook in order to determine its usefulness in supporting teacher leaders in continued equity work in their classrooms. The findings of this study determined Keeping Equity in Mind is a useful tool for teachers attempting to close the achievement gap in their classrooms and the administrators who support them.

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Znamenak, Kyle. „Warriors, Guardians or Both: A Grounded Theory Approach of Exploring the Development of Patrol Officers in Urban Community Relations“. Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1606826238819559.

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Fitzwilliams-Heck, Cindy. „Experiences and Practices of Environmental Adult Education Participants“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5704.

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Awareness of the sustainability of our natural resources is a continuing concern. Initiatives promoting environmental adult education (EAE) through professional development (PD) workshops ensure educators' have the knowledge and skills to inform their audience about environmental literacy and stewardship. However, these workshops have rarely been monitored. Specifically, it appears no researchers have focused on the reflective experiences of an EAE PD workshop on educator participants at least 5 years after participation. This basic qualitative study used telephone interviews of 8 past participants to explore whether and how they perceive their behavior changing in relation to natural resources conservation years after the EAE PD, and how they shared these changes with others. Through the contextual lens of EAE with a focus on outdoor experiential learning and transformative learning theories, five major themes emerged including: (a) becoming a more effective educator; (b) becoming more aware of the importance of conservation; (c) experiencing positive emotional effects; (d) changing behaviors that impact the environment; and (e) experiences of the EAE PD location. Implications for positive social change were found in the expressed experiences, content, and application of the EAE PD that ignited new means for approaching curriculum- specific content with a heightened focus on the importance of the conservation of natural resources.

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Soligo, Rosaura Angelica 1959. „Quem forma quem? : Instituição dos sujeitos“. [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252100.

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Orientador: Guilherme do Val Toledo Prado
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-09T11:22:01Z (GMT). No. of bitstreams: 1 Soligo_RosauraAngelica_M.pdf: 1730546 bytes, checksum: 02565bce0a6508aadb16cd09691f1ad0 (MD5) Previous issue date: 2007
Resumo: A problemática central desta pesquisa é a formação pessoal e profissional e o tema de investigação é a relação instituições-sujeitos, mais especificamente a relação entre instituições/organizações educativas e profissionais que nelas trabalham. Com o propósito de compreender como se dá essa relação, as mútuas influências que ocorrem e que tipo de profissional tem ações instituintes no ambiente de trabalho, foram tomados como instrumentos de produção de dados 32 memoriais de sujeitos principalmente da área da educação, que narram suas experiências mais significativas em uma ou mais instituições em que atuam ou atuaram. Os dados indicaram que os contextos de trabalho e a cultura que neles predomina, ao mesmo tempo em que são formativos, são também instituídos pelos sujeitos, ainda mais quando estes são militantes na profissão, característica do grupo de autores dos memoriais analisados. Foram dois os conceitos sistematizados ao longo da pesquisa a partir dos dados empíricos e das contribuições teóricas: formação e militância na profissão. Formação, entendida de um ponto de vista amplo, como o conjunto de experiências formativas ao longo da vida, ou seja, todas as experiências que produziram aprendizagens. Militância na profissão, definida como um tipo de atuação própria das pessoas que não poupam tempo e esforços para desenvolver um trabalho de qualidade, que não se satisfazem com nada que não seja 'o seu melhor¿, que em geral desempenham um papel instituinte não só no âmbito de sua atuação específica, mas na instituição como um todo. A resposta da pesquisa para a pergunta-título 'Quem forma quem?¿ é de que, a rigor, ninguém forma ninguém: o sujeito se forma a partir das oportunidades que tem, aquelas que se convertem em experiências de aprendizagem de fato, a partir de sua história anterior, do que valoriza e deseja, das relações que estabelece com o outro. Ao final, como resultado das lições aprendidas, são apresentadas algumas recomendações aos responsáveis pela elaboração e implementação de políticas de educação e de formação, propósito colocado desde o início do trabalho. Também por essa razão, o registro da pesquisa é feito na forma de correspondências endereçadas a esses profissionais
Abstract: The main aim of this study is the professional and personal formation and the investigational thematic is the relation between Institution and Subjects, specifically the relation between Educational Institutions/Organizations and their professionals. Intending to also understand this relation and the existing mutual influences and the type of professional that have ¿instituting¿ action at work, the instruments used to produce the data had been the 32 ¿memorials¿ written by the research subjects, most of them of the educational area, telling their most important experiences in the institutions in which they have worked during their professional life. The data indicated that the work context and its predominant culture are formatives and instituted by the subjects, at the same time, mainly when these subjects are militants on the profession, as the memorials¿s authors. Two concepts were organized during the research through the empirical data and the theoretical contributions: formation and militancy on the profession. Formation means, in an ample point of view, the set of formative experiences during the life, or either, all the experiences that had produced learnings. Militancy on the profession means a type of characteristic performance of the people who don¿t save time or efforts to develop a quality work, who are not pleased with less than their better work and do play ¿instituting¿ role not only on the scope of their specific performance, but on the entire institution. The answer to the question ¿Who does really educate?¿ is: nobody educates anybody, because the subjects form themselves through the existing opportunities that become real learning experiences due to their life history, values, desires, relations with another significant people. At the end, as results from the learned lessons, some recommendations are presented to the responsible ones for design and implement Education and Formation policies. For this same reason, the register of the research were written as a letter addressed to them
Mestrado
Ensino, Avaliação e Formação de Professores
Mestre em Educação

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Petersen, Wendy. „Encounters with problems and challenges and the formal complaints mechanism in public health: Accounts and perceptions of a set of junior health professionals during early employment experience“. Master's thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/31028.

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The South African health system consists of partly privatized and partly public health care. It is the latter that is responsible for the wellbeing of the majority of the South African population. It is also the latter however that faces multiple challenges. Of these are challenges relating to working hours, staff to patient ratio, and burnout, as well as the availability of resources / equipment; supervision and training and the experiences of bullying. Moreover, research shows that while the working conditions / contexts as well as the availability of supervision that junior healthcare professionals work in and have access to has been studied extensively in both Northern and Southern literature; the bullying experienced by junior doctors and other junior health professionals have been extensively studied in Western literature with very little being done to study this phenomenon. Further, very little has been done to study questions pertaining to the mechanisms of laying complaints about these challenges in the South. Against this background, the thesis was concerned to explore experiences and perceptions of laying complaints to supervisors and the largest health regulatory body in South Africa, the Health Professions Council of South Africa (HPCSA). The thesis used semi-structured interviews to interview six junior healthcare professionals who are registered and thus regulated by the HPCSA in South Africa and who are in the process of or who have recently completed their compulsory year/s of internship / community service in any public hospital in South Africa. This was done in order to explore their accounts and perceptions of challenges and complaints mechanisms pertaining to these challenges in their first postgraduate years. The public health system in South Africa is still rife with many challenges. My research found that according to their own accounts, junior healthcare workers encounter these as direct challenges in their everyday experience. They bear the brunt of these by having to deal with major burnout associated with long working hours and understaffing. It also shows that their account is that there is a lack of much needed resources and equipment and that challenges associated with this often have dire consequences for both them and their patients. Further, my research showed that they continue to feel that they are not being properly trained and supervised and that they do indeed face many challenges relating to bullying behavior by senior health professionals. Connected to this, my research showed that despite being aware of the complaints mechanisms in place, these junior healthcare workers often have had negative experiences with laying complaints and / or have negative perceptions about complaint mechanisms such as their supervisors and the HPCSA. In sum, the findings show that these challenges sustain and exacerbate each other in a vicious cycle in South Africa. While the sample used in this research was based in issues of access and availability and is not representative, these patterns and themes emerged consistently and thus warrant further investigation both in themselves and as possibly representative of what is happening in the medical profession in South Africa.

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Almeida, Luiz Ricardo Ramalho de. „Pensamento te?rico e forma??o docente: apropria??o de saberes da tradi??o l?dica na perspectiva da teoria da forma??o das a??es mentais por etapas de P. Ya. Galperin“. Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14393.

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The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education
O estudo investigou a possibilidade de se organizar uma unidade did?tica para forma??o da habilidade de identificar e explicar os jogos populares tradicionais no processo de forma??o do licenciado em educa??o F?sica. Teve como premissa b?sica a tese formulada Piorte Yakovleviche Galperin que a condi??o fundamental que determina o modo de pensar do aluno e que estrutura o pensamento te?rico, se d? a partir do m?todo de organiza??o da atividade as quais formam a base orientadora das habilidades que se assimila. A partir deste prssuposto o estudo defendeu a tese de que os conte?dos dos jogos populares tradicionais podem ser organizados segundo o enfoque sist?mico funcional-estrutural como via para se planejar uma unidade did?tica que contribua com o desenvolvimento do pensamento te?rico e com o desenvolvimento profissional dos licenciando em Educa??o F?sica. Neste sentido, o objetivo geral foi estudar e desenvolver uma proposta de forma??o da habilidade de identificar e explicar os jogos populares tradicionais para professores de educa??o f?sica orientada a contribuir com o desenvolvimento do pensamento te?rico. No processo de constru??o da tese, em um primeiro momento determinou-se a invariante conceitual do conte?do dos jogos populares tradicionais, a partir do m?todo de an?lise da atividade. Logo em seguida, organizou-se o conte?do do jogos populares tradicionais segundo o enfoque sist?mico funcional-estrutural, revelado as propriedades essenciais, os elementos e n?veis de rela??o. Estes procedimentos forneceram elementos para a constru??o do conceito jogos populares tradicionais, que por sua vez foi a base para o planejamento de uma unidade did?tica para a forma??o da habilidade em estudo. Essas estrat?gias possibilitam se construir um conjunto de proposi??es para argumenar a tese que defendemos na pesquisa. Como resultdo para os avan?os no conhecimento da forma??o do profissional de educa??o f?sica o estudo apresentou as seguintes contribui??es: formulou uma proposta de ensino para desenvolver a habilidade de identificar jogos populares tradicionais enquanto contribui??o hist?rico-cultural e de desenvolvimento do indiv?duo na forma??o inicial do professor de educa??o f?sica, sintonizada com as demandas formativas e de aproveitamento de conhecimento que esse n?vel de ensino exige, e definiu e organizou o conhecimento dos jogos populares tradicionais o que possibilita um ensino capaz de elevar as capacidades cognoscitivas e o pensamento te?rico da personalidade do licenciando em Educa??o F?sica

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Oliveira, Marcus Vin?cius de Faria. „PENSAMENTO TE?RICO E FORMA??O DOCENTE: apropria??o de saberes da tradi??o l?dica na perspectiva da teoria da forma??o das a??es mentais por etapas de P. Ya. Galperin“. Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14397.

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The study investigated the possibility of organizing a didactics unit for formation of hability of identifying and explaining the popular traditional games in the process of licensed formation in physical education. Had basic premised, the thesis formulated by Piorte Yakovleviche Galperin that the fundamental condition that mode determines the student s way of thinking and the theoretical structures thought. Is given by the method of organization activity that form the basis of guiding skills assimilates from this assumption the study defended the thesis that the contents of popular traditional games can be organizeds according the systemic functional-structural focus. As a method to plan a didactics unit that contributes to development of theoretical thought and the professional development of graduates in physical education. In this sense the general goal was studied and develop a training proposal of ability to identify and explain the popular traditional games for physical education teachers oriented to contribute to the development of theoretical thought. In the construction process of the thesis in a first moment was determined the invariant conceptual of popular traditional games from the method of analysis of activity, after was organized the content of popular traditional games according to the structural-functional systems revealing the essential properties elements and levels of relationship.These procedures provided to the construction elements of the concept popular traditional games, and was the basis for planning a didactical unit to the formation of ability to study. These strategies enable to build a set of prepositions to argue, as a result of the increases in the knowledge of the professional formation in physical education. The study was introduced the fallowing contributions; formulated a teaching proposal to develop the ability to identify popular traditional games, as a cultural and historical contribution and the development of an individual, in initial formation of physical education teacher, attuned to the demands of training and use of knowledge that requires this level of education, defined and organized the knowledge of popular traditional games , this enables a teaching able to raise the cognitive abilities and the theoretical concept of personality of graduated in physical education
O estudo investigou a possibilidade de se organizar uma unidade did?tica para forma??o da habilidade de identificar e explicar os jogos populares tradicionais no processo de forma??o do licenciado em educa??o F?sica. Teve como premissa b?sica a tese formulada Piorte Yakovleviche Galperin que a condi??o fundamental que determina o modo de pensar do aluno e que estrutura o pensamento te?rico, se d? a partir do m?todo de organiza??o da atividade as quais formam a base orientadora das habilidades que se assimila. A partir deste prssuposto o estudo defendeu a tese de que os conte?dos dos jogos populares tradicionais podem ser organizados segundo o enfoque sist?mico funcional-estrutural como via para se planejar uma unidade did?tica que contribua com o desenvolvimento do pensamento te?rico e com o desenvolvimento profissional dos licenciando em Educa??o F?sica. Neste sentido, o objetivo geral foi estudar e desenvolver uma proposta de forma??o da habilidade de identificar e explicar os jogos populares tradicionais para professores de educa??o f?sica orientada a contribuir com o desenvolvimento do pensamento te?rico. No processo de constru??o da tese, em um primeiro momento determinou-se a invariante conceitual do conte?do dos jogos populares tradicionais, a partir do m?todo de an?lise da atividade. Logo em seguida, organizou-se o conte?do do jogos populares tradicionais segundo o enfoque sist?mico funcional-estrutural, revelado as propriedades essenciais, os elementos e n?veis de rela??o. Estes procedimentos forneceram elementos para a constru??o do conceito jogos populares tradicionais, que por sua vez foi a base para o planejamento de uma unidade did?tica para a forma??o da habilidade em estudo. Essas estrat?gias possibilitam se construir um conjunto de proposi??es para argumenar a tese que defendemos na pesquisa. Como resultdo para os avan?os no conhecimento da forma??o do profissional de educa??o f?sica o estudo apresentou as seguintes contribui??es: formulou uma proposta de ensino para desenvolver a habilidade de identificar jogos populares tradicionais enquanto contribui??o hist?rico-cultural e de desenvolvimento do indiv?duo na forma??o inicial do professor de educa??o f?sica, sintonizada com as demandas formativas e de aproveitamento de conhecimento que esse n?vel de ensino exige, e definiu e organizou o conhecimento dos jogos populares tradicionais o que possibilita um ensino capaz de elevar as capacidades cognoscitivas e o pensamento te?rico da personalidade do licenciando em Educa??o F?sica

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Bastos, Fabio Bernardo. „Forma??o colaborativa em educa??o f?sica : do isolamento docente ? colabora??o entre pares“. Universidade Federal Rural do Rio de Janeiro, 2014. https://tede.ufrrj.br/jspui/handle/jspui/1370.

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teachers and their professional development in line with the advances and innovations in their areas. Despite their efforts, the actions of the federal government are constrained by fragmentation and disarticulation of continuous training proposals organized by states and municipalities, making the actions limited to the bureaucratic management processes, deadlines and targets disconnected from the real needs of the school. Several studies have identified the continuous training activities are still held by classical and traditional patterns. The introduction of innovative models is limited by the absence of systematic, intentional, coordinated and continuous policies. Continuous training must include pleasurable experiences for the unveiling of new ways of being, thinking and feeling, seeking personal and professional development of teachers. The objective of this research was to analyze the development of a collaborative educational project with physical education teachers, aiming to describe the collective creation process, the effects perceived by teachers to their personal development, as well as the methodological impact on teaching and learning. The research is characterized as descriptive, from an action research model in collaborative context. The collaborative training was attended on average by 35 physical education teachers of municipal school system of Rio de Janeiro. The training process included the selection of subject in which teachers found greater need (technology in physical education classes) and was carried out in monthly meetings for eight months. Teachers read scientific texts, discussed collaborative planning strategies, presented pedagogical intervention projects and reported experiences implemented in school. The data were interpreted through observation and field records of the training workshops, and content analysis of interviews with teachers at the end of training. The results showed that the collaborative training had potential to mobilize teachers to interactionist and dialogical attitudes; provided articulation of theoretical and practical knowledge that are fundamental to the intentionality of educational action; allowed the teachers assume the role of producers of knowledge and pedagogical practices; raised awareness the teacher to place the student as a central element in the teaching-learning. Also observed were limiting factors to collaboration, as lack of teacher habits to read / study / written, number of participants and degree of socialization among peers. However, the manifestations of teachers during the collaborative process, even if not common to all, mobilized metacognitive processes and encouraged teachers to adopt alternative teaching strategies. Collaborative training encourages the debate on the need to listen to the teacher's needs, allow the free expression of their knowledge, fears, anxieties, providing new learning through reflection and collaborative and emancipated shares that promote professional development
A forma??o continuada deve contribuir para a melhoria das condi??es de trabalho dos professores e seu aprimoramento profissional consoante os avan?os e inova??es em suas ?reas. Apesar dos esfor?os empenhados, as a??es no ?mbito federal sofrem por conta da fragmenta??o e desarticula??o das a??es de forma??o organizadas por Estados e Munic?pios, restringindo suas a??es ? utiliza??o de instrumentos de gest?o de processos, prazos e metas desgarradas das necessidades do ch?o da escola. Diversos estudos identificam que as a??es de forma??o continuada ainda s?o realizadas mediante modalidades cl?ssicas e tradicionais. A introdu??o de modelos inovadores esbarra na aus?ncia de pol?ticas formativas sistem?ticas, intencionais, articuladas e cont?nuas. A forma??o continuada deve permitir experi?ncias prazerosas para o desvendar de novas formas de ser, pensar e sentir, visando o desenvolvimento pessoal e profissional do professor. O objetivo desta pesquisa foi analisar o desenvolvimento de um projeto de forma??o colaborativa de professores de educa??o f?sica, visando descrever a constitui??o coletiva do processo, os efeitos percebidos pelos professores para a sua forma??o pessoal, bem como os impactos metodol?gicos no ensino-aprendizagem. A pesquisa se caracteriza como descritiva, a partir de um modelo de pesquisa-a??o em contexto colaborativo. A forma??o colaborativa foi frequentada em m?dia por 35 professores de educa??o f?sica da rede municipal de ensino do Rio de Janeiro. O processo de forma??o abrangeu a sele??o de tema em que os professores identificaram maior necessidade (tecnologias nas aulas de educa??o f?sica) e foi realizado em encontros mensais, durante oito meses. Os professores foram envolvidos em leituras de textos cient?ficos, discuss?es e planejamento coletivo, apresenta??o de projetos de interven??o pedag?gica e relato das experi?ncias concretizadas na escola. Os dados foram interpretados por meio de observa??o e registros de campo das reuni?es de forma??o e an?lise de conte?do de entrevistas realizadas com os professores ao final da forma??o. A forma??o colaborativa configurou possibilidades e potencial baseados na anima??o de atitudes interacionistas e dial?gicas entre os professores; na articula??o de conhecimentos te?ricos e pr?ticos afirmantes da intencionalidade do ato educativo; no protagonismo de (re)cria??o e/ou (re)constru??o de saberes e pr?ticas pedag?gicas; e em pr?ticas de ensino que sensibilizaram o professor em colocar o aluno como elemento central no ensino-aprendizagem. Alguns elementos limitantes como h?bitos de leituras/estudo/escrita dos professores, quantitativo de participantes e grau de socializa??o entre pares foram observados como elementos restritivos ao trabalho colaborativo. Ainda assim, as manifesta??es observadas em distintos grupos de professores durante o processo interativo, mesmo que n?o comuns a todos, refletiram perspectivas de realiza??o congnoscitiva e interventiva no processo colaborativo. A perspectiva de forma??o colaborativa incita o debate sobre a necessidade de escutar as necessidades cotidianas do professor, de permitir a livre express?o sobre seus conhecimentos, medos, ang?stias, proporcionando novas aprendizagens atrav?s de momentos de reflex?o e de trocas colaborativas e emancipadas e, consequentemente, seu desenvolvimento profissional

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Lauande, Maria de F?tima Ribeiro Franco. „Pol?tica de forma??o de professores: uma leitura a partir da an?lise do programa especial de forma??o de professores para a educa??o b?sica PROEB/UFMA“. Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14330.

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Study of Teacher Education Policy: a reading from the analysis of Programa Especial de Forma??o de Professores para a Educa??o B?sica Proeb - aims to analyze the initial teacher training developed by the Universidade Federal do Maranh?o - UFMA. Proeb is a policy of in-service training of teachers, formulated and implemented in the context of current educational policies for basic education. This work assumes that the guidelines developed in the last decades of the twentieth century are linked to international organizations that spread in Latin America continent a homogeneous model of training which has as main features to be held in service through the mode the distance and the school as a leading locus. In Brazil, these guidelines are supported on the Law of Directives and Bases of National Education No. 9.394/96 and Report 09/2001, which deals with the Syllabus Guidelines for the formation of Basic Education Teachers. To carry out the study was taken as reference, the syllabus developed for the deployment of Proeb from 1998 to 2002, specifically the proposal operationalized in the Degree Course of Mathematics in the city of Vit?ria do Mearim in Maranh?o. To conduct the study, it was used literature as a way to deepen understanding, clarify and aim the conceptual aspect of the object researched. The documental research was consisted in the analysis of legal documents concerning the reform of education policies, teacher training and pedagogical project Proeb/UFMA and, finally, the semi-structured interviews were used to allow a better understanding of the subjects involved with research. The data analysis has shown that the curriculum designed to operationalize the course of undergraduate mathematics Proeb/UFMA, despite having guidelines that point to the separation of theory/practice dichotomy and establish as a principle work as an educational principle, has an disciplinary curriculum organization that reinforces the instrumental view of the syllabus, not enabling in practice, the execution of their initial proposal. Concerning to the view of graduates on the course, they highlight the weaknesses of the course, but also evidence that it has allowed an improvement of initial training, through the disciplines of the common core syllabus of courses and special training. It is possible seeing in graduates words, that the course have had repercussions in their teaching and improving their integration into the labor market and in the community of Vit?ria do Mearim. Overall, these developments have indicated evidence of teacher professionalization, although they are incipient. The work has shown that for the professionalization of teachers is introduced, the syllabus of undergraduate teacher education must overcome the traditional view of syllabus and implement contextualized curricula in a multidisciplinary approach involving, in equal proportions, the general education and training specific course. Accordingly, it is believed in need to review the role of the University in the formative process, as well as recovering as part of educational policies, the omnilateral size of teacher education
O estudo Pol?tica de Forma??o de Professores: uma leitura a partir da an?lise do Programa Especial de Forma??o de Professores para a Educa??o B?sica Proeb tem como objetivo analisar a forma??o inicial de professores desenvolvida pela Universidade Federal do Maranh?o UFMA. O Proeb ? uma pol?tica de forma??o de professores em servi?o, formulada e implementada no ?mbito das atuais pol?ticas educacionais para a Educa??o B?sica. O trabalho parte do pressuposto de que as diretrizes elaboradas, nas ?ltimas d?cadas do s?culo XX, est?o articuladas aos organismos internacionais que disseminaram no Continente Latino-americano um modelo homog?neo de forma??o, que tem como principais caracter?sticas ser realizada em servi?o, por meio da modalidade a dist?ncia tendo a escola como l?cus principal. No Brasil, essas diretrizes encontram suporte na Lei de Diretrizes e Bases da Educa??o Nacional n? 9.394/96 e no Parecer 09/2001, que trata das Diretrizes Curriculares para a forma??o de Professores da Educa??o B?sica. Para a efetiva??o do estudo, foi tomado, como refer?ncia, a proposta curricular elaborada para a implanta??o do Proeb, no per?odo de 1998 a 2002, mais especificamente a proposta operacionalizada no Curso de Licenciatura de Matem?tica no munic?pio Vit?ria do Mearim no Maranh?o. Para a realiza??o da pesquisa, foi utilizada a pesquisa bibliogr?fica, como forma de aprofundar os conhecimentos, precisar e objetivar o aspecto conceitual do objeto pesquisado. A pesquisa documental se constituiu na an?lise de documentos legais relativos ? reforma da educa??o, pol?ticas de forma??o de professores e o Projeto Pedag?gico do Proeb/UFMA e, por fim, as entrevistas semiestruturadas que foram utilizadas por permitir uma melhor compreens?o dos sujeitos envolvidos com a pesquisa. A an?lise dos dados obtidos evidencia que o curr?culo elaborado para operacionalizar o curso da licenciatura de matem?tica do Proeb/UFMA, apesar de possuir diretrizes que apontam para a supera??o da dicotomia teoria/pr?tica e estabelecer o trabalho como princ?pio educativo, possui uma organiza??o curricular disciplinar, que refor?a a vis?o instrumental do curr?culo, n?o possibilitando, na pr?tica, a efetiva??o de sua proposta inicial. No que se refere ? vis?o dos egressos sobre o curso, eles real?am as fragilidades do curso, mas tamb?m evidenciam que ele possibilitou uma melhoria da forma??o inicial, por meio das disciplinas do tronco comum do curr?culo e das disciplinas de forma??o especial. Os egressos, nas suas falas, deixam perceber, tamb?m, que o curso teve repercuss?es na sua pr?tica pedag?gica e na melhoria da sua inser??o no mercado de trabalho e na comunidade de Vit?ria do Mearim. De modo geral, esses avan?os sinalizam ind?cios de profissionaliza??o docente, muito embora sejam incipientes. O trabalho evidencia que, para que a profissionaliza??o docente seja institu?da, os curr?culos das licenciaturas de forma??o de professores devem superar a vis?o tradicional e implantar curr?culos contextualizados e em uma vis?o interdisciplinar, que contemple, em igual propor??o, a forma??o geral e a forma??o espec?fica do curso. Nesse sentido, entendemos que ? necess?rio rever o papel da Universidade, nos processos formativos e recuperar, no ?mbito das pol?ticas educacionais, a dimens?o omnilateral da forma??o dos professores

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Duek, Viviane Preichardt. „Educa??o inclusiva e forma??o continuada: contribui??es dos casos de ensino para os processos de aprendizagem e desenvolvimento profissional de professores“. Universidade Federal do Rio Grande do Norte, 2011. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14342.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
This study focuses on processes of learning and professional development experienced by elementary school teachers who have students with special educational needs in their classrooms. Cases and case methods can be used as methodological resource to articulate the continued training of teachers in an inclusive perspective. This research-intervention adopted a constructive-collaborative model for continued teachers formation. The main objective was to investigate the possible contributions of teaching cases, while investigative and formative strategies, for the processes of learning and professional development of teachers who work in the regular school. The data were collected by means of analytical activities, drafting collective discussion and teaching cases, having eight teachers as participants in a regular public school, located in the municipality of Natal/RN, Brasil. The theoretical reference covers the inclusive education, teaching learning, teachers professional development, the knowledge base for teaching and teaching cases as a resource for continued teachers formation in an inclusive perspective. The results indicated that teaching cases allowed description and analysis of educational practices developed by regular education teachers and adoption of reflective processes about situations reported and on their own pedagogical actuation, achieving indications of changes. It also indicates the contribution of cases for the clarification, systematization and extension of professional knowledge about inclusive education process as well as for involvement by the teachers of the study in a pedagogical thinking process. The lessons learned are related mainly to own role as teachers of regular education, to the role of professional support and specialized institutions faced to school inclusion. The analyses showed the methodological option was suitable to develop a schoolcentric training process, allowing teachers to seek in their actual environment alternatives for construction of a new logic of teaching that encloses diversity. The conclusion is that the cases, while bringing educational situations closer to the reality experienced by teachers in their daily professional role, causes relevant improvement on teachers education, because it offers training in conjunction with the experience and knowledge that teachers already have
Este estudo focaliza os processos de aprendizagem e desenvolvimento profissional vividos por professoras do Ensino Fundamental que t?m alunos com necessidades educacionais especiais em suas salas de aula. Nesse sentido, aposta nos casos de ensino e m?todo de casos enquanto recurso metodol?gico capaz de articular a forma??o continuada de professores em uma perspectiva inclusiva. Nesta pesquisa-interven??o, foi adotado o modelo construtivocolaborativo para a forma??o continuada de professores, que teve como principal objetivo investigar as poss?veis contribui??es dos casos de ensino, enquanto estrat?gia formativa e investigativa, para os processos de aprendizagem e desenvolvimento profissional de docentes que atuam na escola regular. Os dados foram coletados por meio de atividades de an?lise, elabora??o e discuss?o coletiva de casos de ensino, tendo como participantes oito professoras de uma escola p?blica regular, localizada no munic?pio de Natal/RN. O referencial te?rico abarca a educa??o inclusiva, a aprendizagem da doc?ncia, o desenvolvimento profissional de professores, a base de conhecimento para o ensino e os casos de ensino como recurso para a forma??o continuada de professores em uma perspectiva inclusiva. Os resultados indicaram que os casos de ensino oportunizaram a descri??o e a an?lise de pr?ticas pedag?gicas desenvolvidas pelas professoras do ensino regular e o estabelecimento de processos reflexivos sobre as situa??es relatadas e sobre o seu pr?prio fazer pedag?gico com ind?cios de mudan?as. Apontaram tamb?m, a contribui??o dos casos de ensino para a explicita??o, sistematiza??o e amplia??o dos conhecimentos profissionais acerca do processo educacional inclusivo, bem como para o envolvimento pelas professoras do estudo em um processo de racioc?nio pedag?gico. As aprendizagens evidenciadas dizem respeito, principalmente, ao pr?prio papel enquanto professoras do ensino regular, ao papel do profissional de apoio e das institui??es especializadas frente ? inclus?o escolar. As an?lises demonstram que a op??o metodol?gica se mostrou bastante adequada ao desenvolvimento de um processo de forma??o centrado na escola, permitindo que os professores busquem, em sua realidade, alternativas visando ? constru??o de uma nova l?gica de ensino que acolha a diversidade. Conclui-se, portanto, que os casos, ao trazerem situa??es de ensino pr?ximas ?quelas vivenciadas pelos professores em seu cotidiano profissional, desempenham fun??o primordial nos processos de aprendizagem docente, uma vez que permitem tomar a forma??o em articula??o com as experi?ncias e os conhecimentos que os docentes j? possuem

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Costa, Celly dos Santos. „A forma??o continuada dos profissionais de educa??o infantil da rede municipal de Campinas e o desenvolvimento dos processos simb?licos na crian?a“. Pontif?cia Universidade Cat?lica de Campinas, 2016. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/864.

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The present paper, linked to the Teacher Training and Pedagogical Practices line of research, aims at investigating how the offer of continuing education courses, the municipal Campinas, involving early childhood education professionals, includes the development of symbolic processes in children. Therefore, the specific objectives here are to: (I) comprehensively understand early childhood education in the context of the city; (II) apprehend the concepts of training vs. symbolic processes vs. child, present in the statements of documents on continuing education at the municipal level; (III) learn how continuing education courses for early childhood education are organized and offered; (IV) identify the topics developed in continuing education courses; (V) identify interests, selection criteria for the courses offered, expectations, and needs related by some early childhood professionals in their formative process. This is a qualitative research study involving an analysis of specific official documents on continuing education in Campinas and consideration of the guidelines for primary education in early childhood offered by the municipality, as well as an examination of continuing education courses offered between 2010 and 2014 through SME deliberations as published in the official journal of the city. The research also included fieldwork through semi-structured interviews with a group of early childhood education professionals (educational director, pedagogical advisor, early education teachers and other professionals, and one coordinator of the Department of Technical Pedagogy) involved in training in the city of Campinas. Based on the collected data, analytical categories were surveyed in order to learn which topics are covered in training courses and how these topics are associated with symbolic processes; the topics are relevant and to some extent meet the demands of early childhood education professionals. The interviewed professionals consider the continuing education programs offered by RMEC of the utmost importance, but they also point to interesting aspects to be rearranged. We expect to contribute with elements to provide an organic view of the work developed for early childhood education and for training the professionals involved in this context; we also offer a reflection on continuing education as part of early childhood education, identifying aspects that have been receiving more investment so as to establish a correlation with child development.
O presente trabalho, vinculado ? linha de pesquisa Forma??o de Professor e Pr?ticas Pedag?gicas, teve como objetivo investigar como o oferecimento dos cursos de forma??o continuada, da rede municipal de Campinas, envolvendo os profissionais de educa??o infantil, contempla o desenvolvimento dos processos simb?licos na crian?a. Diante disso, os objetivos espec?ficos s?o: (I) compreender a educa??o infantil no contexto municipal; (II) entender as concep??es de forma??o, processos simb?licos e crian?a, presentes nos discursos dos documentos sobre forma??o continuada em ?mbito municipal; (III) conhecer a forma de organiza??o e oferecimento dos cursos de forma??o continuada para a educa??o Infantil; (IV) identificar as tem?ticas exploradas nos cursos de forma??o continuada; (V) identificar os interesses, crit?rios de escolha dos cursos oferecidos, expectativas e necessidades, explicitadas por alguns profissionais da educa??o infantil em seu processo formativo. Trata-se de uma pesquisa de abordagem qualitativa envolvendo: a an?lise de documentos oficiais espec?ficos sobre a forma??o continuada em Campinas e as diretrizes da educa??o b?sica para a educa??o infantil oferecida pelo munic?pio, al?m da an?lise dos cursos de forma??o continuada ofertados entre os anos de 2010 a 2014 por meio das resolu??es da SME, nos di?rios oficiais de Campinas. A pesquisa tamb?m envolveu o trabalho de campo, com a utiliza??o de entrevistas semiestruturadas, com um grupo de profissionais da educa??o infantil (diretor educacional, orientador pedag?gico, professores e agentes de educa??o infantil e um dos coordenadores do Departamento T?cnico Pedag?gico) envolvidos com a forma??o no munic?pio de Campinas. A partir dos dados encontrados, foram levantadas as categorias de an?lise para chegarmos aos temas presentes nos cursos de forma??o e a associa??o deles com os processos simb?licos; os temas s?o pertinentes e, de certa forma, atendem ? demanda dos profissionais de educa??o infantil. Os profissionais entrevistados consideram a forma??o continuada oferecida pela RMEC de extrema import?ncia, mas explicitam aspectos interessantes para serem reorganizados. Esperamos contribuir com elementos para uma vis?o org?nica do trabalho desenvolvido em rela??o ? educa??o infantil e ? forma??o dos profissionais nela inseridos, bem como possibilitar um olhar reflexivo sobre a forma??o continuada no ?mbito da educa??o infantil, identificando os aspectos que v?m recebendo maiores investimentos, a fim de estabelecer uma rela??o com o desenvolvimento da crian?a.

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Nascimento, Marcos Antonio. „Atendentes de desenvolvimento infantil se formam professoras: um olhar sobre o curso normal superior fora de sede da Uniararas“. Universidade Presbiteriana Mackenzie, 2010. http://tede.mackenzie.br/jspui/handle/tede/2057.

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This research has the objective to understand, under the view of former students, the contribution of the Curso Normal Superior Fora de Sede [Early Childhood Education Graduate Program Outside the Campus] (CNSFS)named Programa Especial de Formação Pedagógica Superior [Special Childhood Education Graduate Program], by Hermínio Ometto University Center (Uniararas) which provides graduation for Early Childhood Educators (ECE) in the teaching network of the City of São Paulo from 2005 to 2007. The Program relies on the former teaching experience of non-graduate professionals in the public teaching network enabling them to achieve their graduation in the course of two years, with a setting of 2.800 hours which is equal to programs that offer graduation in the course of three years. 12 teachers, former students from this Program, collaborated with the research answering an application and being interviewed. The analysis of the data relied on a reference about distance education as long as the course is attended outside the campus and the graduation of educators. The data revealed that the course contributed to the personal lives of the students as long as to their Professional development, especially in the way they performed their work with children in their workplace.
Esta pesquisa tem como objetivo compreender, sob a perspectiva de ex-alunas, a contribuição do Curso Normal Superior Fora de Sede (CNSFS) denominado Programa Especial de Formação Pedagógica Superior , do Centro Universitário Hermínio Ometto (Uniararas) para a formação em nível superior das Atendentes de Desenvolvimento Infantil (ADI) da rede Municipal de Ensino de São Paulo no período de 2005 a 2007. O Programa aproveita a experiência docente e possibilita aos profissionais em exercício nas redes públicas de ensino, a realização do curso em nível superior em dois anos, com carga horária mínima de 2.800 horas - equivalente aos cursos de graduação com duração de três anos. Como colaboradoras a pesquisa contou com 12 professoras, ex-alunas do Programa, que responderam a um questionário e participaram de uma entrevista. A análise dos dados pautouse em referencial sobre educação a distância visto o curso ser fora de sede e formação de professores. Os dados revelam que houve contribuição do curso tanto para a vida pessoal como para o desenvolvimento profissional das participantes, especialmente no modo como passaram a conduzir o trabalho com as crianças nas instituições em que trabalham.

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Santos, Jurandir dos. „Avalia??o na educa??o profissional : a experi?ncia do SENAC-SP“. Pontif?cia Universidade Cat?lica de Campinas, 2005. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/660.

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This study is inserted in the research line University, Docency and Formation of Teachers and it is going to investigate, to know and to describe the experiences and practical evaluatives and the possible changes resulting in the learning evaluation in the profissionalizing technical courses , administered by Senac S?o Paulo, starting from the implementation of the Law of Guidelines and Bases (LDB), no. 9394 of 1996. The text presents a brief historical of the professional education in Brazil, focused on the professional education and the creation of Senac. The practices and the profile of the educational formation, the approaches of good quality teaching, the development of competences and the different evaluation conceptions are discussed. The research was developed in the year 2005 and had as analyzed, 14 teachers from different areas of professional education of technical level. The collection of data was based in the approaching qualitative, with applications of questionnaires, with open and half-open subjects and they were addressed respectively to the characterization of the teachers and their knowledge and educational practices. The analysis reveals us that the main problems faced by the teachers in the learning evaluation are centralized in the absence of pedagogic training, in the work excess in several institutions and in the reduced hourly load destined to the pedagogic practice of the institution.
Este estudo est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores e visa investigar, conhecer e descrever as experi?ncias e pr?ticas avaliativas e as poss?veis mudan?as advindas da avalia??o da aprendizagem nos cursos t?cnicos profissionalizantes, ministrados pelo Senac S?o Paulo, a partir da implanta??o da Lei de Diretrizes e Bases (LDB) , n? 9394 de 1996. O texto apresenta breve hist?rico da educa??o no Brasil, focando a educa??o profissional e a cria??o do Senac. S?o discutidas as pr?ticas e o perfil da forma??o docente, os crit?rios de ensino de boa qualidade, o desenvolvimento de compet?ncias e as diferentes concep??es de avalia??o. A pesquisa foi desenvolvida no ano 2005 e teve como sujeitos 14 docentes de diferentes ?reas de educa??o profissional de n?vel t?cnico. A coleta de dados fundamentou-se na abordagem qualitativa, com aplica??es de question?rios, com quest?es abertas e semi-abertas e foram direcionadas, respectivamente, ? caracteriza??o dos sujeitos e de seus conhecimentos e pr?ticas docentes. A an?lise nos revela que os principais problemas enfrentados pelos professores na avalia??o da aprendizagem est?o centralizados na aus?ncia de capacita??o pedag?gica, no excesso de trabalho em diversas institui??es e na reduzida carga hor?ria destinada ?s praticas pedag?gicas da institui??o.

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Rosa, Fernanda Bassoli. „Desenvolvimento profissional docente: contribuições e limites de um processo formativo em um grupo colaborativo de professores de ciências da rede pública de Juiz de Fora (MG)“. Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/6124.

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Este trabalho busca valorizar os processos colaborativos que consideram a complexidade da prática docente e as rápidas transformações que tem ocorrido em nossa sociedade, bem como as demandas pela superação do isolamento do professor. Desta forma objetivamos analisar as contribuições e limites da participação de professores de ciências em um processo formativo desenvolvido a partir da construção de um grupo colaborativo, visando o desenvolvimento profissional dos docentes. A criação do grupo partiu de nós, pesquisadores, que exercemos o duplo papel: de pesquisadores e participantes do grupo. O percurso formativo percorrido pelo grupo, embora flexível, foi realizado em cinco etapas buscando-se: promover uma aproximação às pesquisas em educação em ciências; propiciar a construção de relações de colaboração entre os participantes do grupo, de modo a contribuir para o desenvolvimento profissional de todos, a partir da reflexão crítica e da pesquisa; fomentar o desenvolvimento da autonomia docente a partir da reflexão sobre o currículo, programas de ensino, objetivos de aprendizagem e suas múltiplas relações com as práticas pedagógicas e com as condições micro e macroestruturais da profissão docente. A presente pesquisa insere-se em uma perspectiva qualitativa, sendo caracterizada como pesquisa-ação colaborativa. A coleta de dados ocorreu em todas as etapas do processo, através da observação participante - que propiciou a elaboração de um diário de campo, das gravações em áudio e vídeo dos encontros do grupo, de entrevistas, grupo focal, questionário e das produções textuais dos professores. A análise dos dados foi realizada por meio da Análise de Conteúdo. A partir da análise da trajetória do grupo foi possível apreender o desenvolvimento progressivo de formas de colaboração pautadas por níveis crescentes de interdependência entre os docentes, como: narrar e procurar ideias, ajuda e apoio, partilha e trabalho em copropriedade. Na mesma linha, ao longo das etapas foi possível detectar um processo crescente de horizontalização das relações entre os pesquisadores e os demais membros do grupo, de modo que o caráter colaborativo foi sendo construído ao longo do processo, através do estabelecimento de relações de confiança e colaboração entre os participantes. Em uma perspectiva individual, podemos afirmar que o processo formativo propiciou a reflexão crítica sobre as práticas, bem como um movimento de mudança em direção à revisão do papel do professor de transmissor para mediador do processo de aprendizagem; a aproximação às pesquisas em educação tanto em uma perspectiva de “consumo” crítico de seus resultados, como em uma perspectiva de produção de conhecimentos, tendo em vista que os professores se constituíram, simultaneamente, como atores e autores de suas práticas, compartilhando-as com tanto com a comunidade de professores e como de pesquisadores, caracterizando assim o desenvolvimento profissional docente.
This research seeks to value collaborative processes that consider the complexity of teaching practice and the rapid changes that have taken place in our society have been valued, as well the demands for overcoming teacher isolation. Thus, we aim to analyze the contributions and the limits the science teachers‘ participation in a formative process developed from the construction of a teachers‘ collaborative group. The creation of the group came from us, researchers, who experiment the double role: as researchers and as participants of the group. The group's formative trajectory, although flexible, was carried out in five stages, seeking to: promote an approach to research in science education; foment the construction of collaborative relationships among the participants of the group to contribute to all participants‘ professional development, based on critical reflection and research; propitiate the development of teacher autonomy based on reflection on the curriculum, teaching programs, learning objectives and their multiple relationships with pedagogical practices and the micro and macrostructural conditions of the teaching profession. The present research is inserted in a qualitative perspective, being characterized as collaborative research-action. Data collection took place at all stages of the process, through participant observation which led to the preparation of a field diary, audio and video recordings of the group meetings, interviews, focus group, questionnaire and teachers‘ textual productions. Data analysis was performed through Content Analysis. From the analysis of the group‘s trajectory, it was possible to observe the progressive development of forms of collaboration based on increasing levels of interdependence among teachers, such as: storytelling and scanning for ideas, aid and assistance, sharing e joint work. Besides, it was possible to detect throughout the stages an increasing process of horizontalization of the relationships between the researchers and the other members of the group. Thus, the collaborative character of the group was being built throughout the process, by establishing relationships of trust and collaboration between all participants. From an individual perspective, we can affirm that the formative process provided critical reflection on the practices, as well as a movement of change towards the revision of the role of teacher from transmitter to mediator of the learning process; the approach to education research both in a perspective of critical "consumption" of its results, and in a perspective of knowledge production, given that teachers were simultaneously constituted as actors and authors of their practices, sharing them with the community of teachers and researchers, thus characterizing professional teacher development.

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Santos, Nandyara Souza. „O papel da assessoria pedag?gica no desenvolvimento profissional de professores da educa??o superior: a realidade de uma faculdade privada da Bahia“. Universidade Estadual de Feira de Santana, 2015. http://localhost:8080/tede/handle/tede/204.

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This dissertation is the result of an empirical research, with a qualitative approach, conducted as one of the requirements of the Master in Education Degree of the Universidade Estadual de Feira de Santana. It discusses the role of pedagogical counseling in pedagogical training of higher education professors, seeing it as referent to professional development. The research was based on the emerging paradigm of science (SOUSA SANTOS, 1995), characterized by complexity and transdisciplinarity (MORAES and VALENTE, 2008) in dialogue with the Theory of Social Representations (Moscovici, 2003; 2013) (JODELET, 2001). It also dialogued with the reflections of the higher education teaching field (Cunha, 1998; Ristoff, 2006), the pedagogical training of the university teaching professionals (Vasconcelos, 2000; PIMENTA and ANASTASIOU, 2002; TARDIF, 2007; SOARES and CUNHA, 2010), and pedagogical counseling (LUCARELLI, 2002 and 2008; CUNHA, 2012 and 2014) and arouse from the following research question: according to the representations of teachers of a private university of Bahia, which are the contributions from the pedagogical counseling sector for the professional development of these subjects? Empirical research was performed at a private college of Bahia, and seven undergraduate courses professors of the allusive institution of higher education participated. In order to constitute the corpus of research, we conducted semistructured interviews, with exmanent type questions (JOVCHELOVITCH and BAUER, 2002). Parts of meaning were organized, analyzed and discussed from the theoretical and methodological principles of Content Analysis (BARDIN, 2011). As achieved results, we observed that the professors consider teaching in higher education as a complex activity, with their professional identity oscillating between vocation and professionalism, and some teachers believe that dominion of methods and techniques is sufficient for the act of teaching. Regarding the pedagogical training for teaching in higher education, we note that the professionalization of professors is shrouded in many forces, sometimes favorable, sometimes antagonistic, which further complicates the situation of teaching in university settings, since the lack of teacher training hinders the establishment of a professional identity. Finally, in discussing the role of pedagogical counseling, we testify that the performance of the ASPED is a very controversial topic, incorporating from punctual, urgent issues aimed at meeting the market needs of a private institution, through the pedagogical training of professors, to monitoring professors in curriculum reform processes of undergraduate courses, reviewing assessment practices in education and the registration and promotion of innovative teaching practices.
A presente disserta??o, resultado de uma pesquisa emp?rica, de abordagem qualitativa, realizada como um dos requisitos do Mestrado em Educa??o da Universidade Estadual de Feira de Santana, problematiza o papel do assessoramento pedag?gico na forma??o pedag?gica de professores da educa??o superior, tomando a como referente ao desenvolvimento profissional. A investiga??o, lastreada no paradigma emergente da ci?ncia (SOUSA SANTOS, 1995), caracterizado pela complexidade e transdisciplinaridade (MORAES e VALENTE, 2008) em di?logo com a Teoria das Representa??es Sociais (MOSCOVICI, 2003; 2013), (JODELET, 2001), com as reflex?es no campo da doc?ncia na educa??o superior (CUNHA, 1998; RISTOFF, 2006), da forma??o pedag?gica dos profissionais do magist?rio superior (VASCONCELOS, 2000; PIMENTA e ANASTASIOU, 2002; TARDIF, 2007; SOARES e CUNHA, 2010) e do assessoramento pedag?gico (LUCARELLI, 2002 e 2008; CUNHA, 2012 e 2014), partiu da seguinte quest?o de pesquisa: de acordo com as representa??es de professores de uma faculdade da rede privada da Bahia, quais as contribui??es do setor de assessoramento pedag?gico para o desenvolvimento profissional desses sujeitos? O locus de realiza??o da pesquisa emp?rica foi uma faculdade da rede privada da Bahia, sendo que os sujeitos colaboradores foram um total de 07 professores de cursos de gradua??o da alusiva institui??o de educa??o superior. A fim de constituir o corpus da pesquisa, realizamos entrevistas semiestruturadas, com quest?es do tipo exmanente (JOVCHELOVITCH e BAUER, 2002). As por??es de sentido foram organizadas, analisadas e discutidas a partir dos pressupostos te?rico-metodol?gicos da An?lise de Conte?do (BARDIN, 2011). Como resultados alcan?ados pudemos observar que os professores consideram a doc?ncia na educa??o superior como uma atividade complexa, com identidade profissional que oscila entre a voca??o e a profissionaliza??o, sendo que alguns professores acreditam que o dom?nio de m?todos e t?cnicas ? suficiente para o ato de ensinar. No que se refere ? forma??o pedag?gica para a doc?ncia na educa??o superior, notamos que a profissionaliza??o dos professores ? envolta em muitas for?as, ?s vezes favor?veis, ?s vezes antag?nicas, o que torna ainda mais complexa a situa??o da doc?ncia no magist?rio superior, vez que a falta de forma??o pedag?gica dificulta a constitui??o de uma identidade profissional. Por ?ltimo, ao discutirmos o papel do assessoramento pedag?gico, testemunhamos que a atua??o da ASPED ? um tema bastante controverso, incorporando desde as quest?es pontuais, emergenciais que visam o atendimento das necessidades mercadol?gicas de uma institui??o privada, passando pela forma??o pedag?gica dos professores, pelo acompanhamento de docentes nos processos de reformula??o curricular dos cursos de gradua??o, pela revis?o das pr?ticas de avalia??o na educa??o e pelo registro e fomento de pr?ticas pedag?gicas inovadoras.

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Lee, Sin Yin, und 李星瑩. „Developing professional identity as an English language teacher in formal and informal professional development contexts: a narrative inquiry“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/12118847864648624027.

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碩士
國立政治大學
英國語文學研究所
101
This study explores the development of an English teacher’s professional identity across formal and informal educational contexts. The informant invited in the study is an English teacher who has cross-contextual professional development experience. Data collection methods primarily included an oral narrative and semi-structured interviews in order to document the dynamic professional development trajectory of the teacher informant. The data collected were analyzed with a holistic-content method (Lieblich, Tuveal-Mashiasch, &; Zilber, 1998) and a critical events approach (Webster &; Mertova, 2007). The findings of the study indicate that teacher development is undertaken by the teacher herself and her concerns. What is really critical in guiding teacher development is the interaction between the teacher and her contexts; namely, how the teacher perceives and interprets the value of teaching and the meaning of being a teacher from the contexts, which is the basis to develop her professional identities. Furthermore, teacher professional identity is constructed dynamically as a spiral process in interaction with contexts. A better understanding of the tensions existing in the macro-level formal educational system is also obtained in the comparison with formal and informal professional development experience of the English teacher in the study. The study provides a possible direction for further improvement of teacher education program and for educational policy reforms to better take care of the actual professional development needs of teachers. Based on the findings, pedagogical implications as well as suggestions for future research are also provided at the end of the thesis.

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Huang, Mei-Ching, und 黃美菁. „A Study of the Formal Evaluation Conducted from Professional Development Evaluation in Chien chien Elementary school“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/nra94f.

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碩士
國立新竹教育大學
教育與學習科技學系
104
Abstract The purpose of this study was to explore the process and the operational situation of the formal evaluation conducted from the professional development evaluation, the relationship among the teachers' professional learning communities, community relations and the micro politics as well as the influence on professional growth after participating the formal evaluation conducted from professional development evaluation in Chien Chien Elementary school. This study adopted case study, through interviews eight educators from chien chien elementary school, collected relevant documents and analyzed them. Hereby the results are as below : 1. Goal planning and implementation in each period focused on the professional growth of teachers. 2. The tutors would lead and combine the model of the formal evaluation conducted from professional development evaluation, and the teachers' professional learning communities in order to facilitate long-term implementation and enforcement. 3. The difficulties were due with the number of applications for the program, the time insufficiency, the results of evaluation, no incentives for teachers and personal factors. 4. The leaders' characteristics and peers’ interaction would influence the participation of teachers. 5. A key factor of formal evaluation of teachers' professional development evaluation, it’s main function was to include administrative leadership as tutor providing strategies and support. 6. Teacher Professional Learning Community should be combined with empowerment in order to encourage teachers’ professional autonomy. 7. Companionship, mutual trust and support were the key points of the community relations in implementing to a formal evaluation of teachers' professional development evaluation. 8. The schools faced with difficulties that include the plan of Teacher Professional Development evaluation and the educational performance. 9. Teachers presented the best performance in the aspect of "curriculum design and teaching" and "classroom management and counseling" after participating the formal evaluation of teachers' professional development. 10. The teachers’ reflection came from a sharing culture and be able to converting into their teaching knowledge. 11. Teachers’ should focus on students learning and improve teaching quality by re-examing the curriculum design and teaching. Based on the above findings, there are some suggests for chien chien elementary school, other schools, educational administrative authorities, as well as future research.

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Makunye, atiase Matthews. „Academic staff's aparthy towards formal professional development programmes at North west University, Mafikeng campus / Matiase Matthews Makunye“. Thesis, 2012. http://hdl.handle.net/10394/15657.

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The purpose of this dissertation was to explore reasons for academics' apathy towards formal professional development programmes at North-West University, Mafikeng Campus. For this study, the research design used was essentially descriptive, employing both qualitative and quantitative research techniques to gather and analyse data. Three techniques, namely, questionnaire surveys, analysis of University documentary sources on professional development, and literature review, were utilised to obtain information pertinent to this study. The researcher established from the literature that the possible reasons for apathy towards professional development could be that people do not feel that their needs coincide with the mission/purpose statement of their organisation; people have conflicting commitments and, as a result, are often unable to expend the levels of time and energy called for by the organisation; and that people believe that they do not play a significant role in the processes that drive their organisation. The literature also highlighted the following major impediments to professional development: low priority and lack of support; lack of reward for or incentives to attend training sessions; existence of panels and committees in charge of professional development, but inactive; lack of time; existing perceptions of staff training; difficulties of timetabling; and lack of specific funding. The questionnaire was structured around the following broad areas identified in the purpose of the study; strategies and activities that may be used to conduct professional development programmes in the University, rationale for participating in professional development programmes, academic staff's perceptions of professional development programmes, outcomes or effectiveness of professional development programmes, factors that are likely to promote professional development initiatives, and factors that are likely to impede professional development initiatives. The last question provided the respondents with the opportunity for additional information that they deemed necessary for the study. Despite all the perceived impediments to professional development, the respondents felt positive that if things are done correctly, the future of professional development in Higher Education Institutions is bright. However, there is an urgent need to take stock of the effectiveness of the current professional development initiatives and the findings from this study would serve as a basis for professional development initiatives in Higher Education Institutions. To this end the University needs to institute periodic needs assessment for professional development for both academics and the Institution as a whole. This will surely go a long way towards achieving the overall objective of professional development, which is the development of the individual and the Institution.
Thesis (MBA) North-West University, Mafikeng Campus, 2012

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Hoban, Robert. „Diversified blends: a case study of contemporary mentoring experiences“. Thesis, 2011. http://hdl.handle.net/1828/3430.

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This study represents a qualitative inquiry into how people are informing, understanding and practising alternative mentoring models as well as what a living contemporary mentoring model for school administrators can look like in a school district organization. This project seeks to provide insight into promising contemporary mentoring practice in order to improve the quality of school administrator mentoring programmes. Multiple forms and levels of data were collected for this project including provincial, school-district level and individualized interviews and observation. Much of the data comes from interviews with twelve school administrators (mentees) as well as the programme developer, current programme coordinator and current mentors. Through use of case study and social cartography methods this report uses multiple data sources to identify and categorize a ‘hybrid mentoring’ model that blends a strong bond with a personal formal mentor within a network of informal situational and transformation mentoring relationships. Compilation of mentee network diagrams portrays a theoretical mentoring network incorporating dynamic and diverse mentoring relationships. This case study also identifies that contemporary programmes can be designed to address and minimize inappropriate power and organizational aspects of the classic model criticized from feminist and organizational theory perspectives. Furthermore examples in this case study suggest the organizational climate, in particular leadership discontinuity, is a factor to consider in pre-programme development assessment activities.
Graduate

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Maila, Mago William. „Issues and challenges regarding the implementation of environmental education policy in formal education in South Africa“. Thesis, 2003. http://hdl.handle.net/10500/1081.

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Issues and challenges that teachers and educator encounter in implementing school-based Environmental Education have been established, described and explored against the background of the South African education system. In a succinct manner sources upon and from which Curriculum 2005 (C2005) is founded have been explored. Within C2005 the foundations of EE have been traced. International and national trends and developments have been illuminated and the contributions of these endeavours are eminent in school-based EE. The methodology and research process of study does not claim to be the only one appropriate for this research question. However, the research focus has been studied through the chosen methodology as the socio-historical context demanded. The research process has been dynamic with the researcher responding to the emerging data and being guided by the research activities outlined in the research design. The two case studies have provided the researcher with valuable data necessary for making sound judgements about issues and challenges encountered during the implementation of environmental learning in formal education structures. Although the research question has been adequately explored, the study does not claim to be exhaustive and with no limitations. It is hoped that the recommendations made in the study, based on the findings, will be valuable to teachers, educators and education policy makers involved with EE implementation in formal education.
Educational Studies
D.Ed. (Didactics)

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Cook, Suzanne L. „Redirection: Using Career Development Theory to Interpret the Volunteer Activities of Retirees“. Thesis, 2010. http://hdl.handle.net/1807/29690.

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The purpose of this study was to examine formal volunteering among retirees in order to explore whether their volunteer experiences represent an extension of their career in the paid workforce or whether their volunteer activities represent a completely new direction, and how this influences their career self-concept, as interpreted through Donald Super’s life-span, life-space theory of career development. This study employed a developmental mixed-method design. In Phase 1, qualitative interviews were conducted with 12 participants to better understand retirees’ volunteer experiences. Phase 1 informed the design of an instrument for the Phase 2 survey which examined the issues among a larger sample of 214 retirees. The Phase 2 results supported the Phase 1 findings and indicated that many retirees sought an extension of career in volunteer activities in that they used similar skills and knowledge. Study participants also displayed a desire for lifelong learning. Retirees relinquished their paid-work career, took on the retiree and volunteer roles, and integrated these roles within their career self-concept to create a new sense of self. These results indicated that the retirees had entered a new stage of life, qualitatively different from ‘retirement’. To better reflect the experiences of these retirees, it was proposed that Donald Super’s life-span, life-space theory of career development be extended to include Redirection. This theorizing is consistent with the finding that retirees both wanted to and are able to integrate previous paid work elements as well as seek out lifelong learning opportunities within their volunteer activities. This study demonstrates that the volunteer role in the lives of retirees can lead to personal renewal and reshaping of the career self-concept, or what is labeled as the stage of Redirection. This study also has implications for volunteer management, retirement planning and social policy, and may be of interest to volunteer managers, nonprofit organizations, career counsellors, financial planners, retirement planning consultants, life coaches and policy planners.

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Coelho, Carla Maria Dias. „Supervisão das práticas pedagógicas como forma de mudança numa turma PCA“. Master's thesis, 2013. http://hdl.handle.net/1822/29227.

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Dissertação de mestrado em Educação (área de especialização em Mediação Educacional e Supervisão na Formação)
A presente dissertação resulta de um trabalho de investigação-ação, de natureza qualitativa, desenvolvido no âmbito do Mestrado em Educação, especialização em Mediação Educacional e Supervisão na Formação. Através da metodologia de estudo de caso procurou-se estudar as práticas pedagógicas desenvolvidas pelos professores, numa turma de Percurso Curricular Alternativo (PCA), e compreender em que medida a supervisão dessas mesmas práticas poderiam influenciar as variáveis motivação dos professores, a redução da indisciplina e do insucesso/abandono escolar por parte dos alunos. As exigências impostas pela sociedade face ao sistema educativo interpelam a uma atitude reflexiva dos métodos pedagógicos desenvolvidos pelos agentes educativos e a uma análise do contexto social em que os alunos se inserem. Atendendo a que o professor deixa de ser um transmissor de conhecimento para ser um facilitador da aprendizagem crítica dos alunos, o presente estudo visou contribuir para estes novos desafios, nomeadamente ao nível de uma (re)adequação das práticas pedagógicas, contribuindo para uma maior integração dos alunos no espaço educativo, independentemente do meio social de origem, trazendo-os de volta ao “universo” escolar, fazendo-os compreender a verdadeira finalidade que a escolaridade pode proporcionar no futuro de cada um, concorrendo para uma melhoria da qualidade do serviço escolar. Neste sentido, o estudo empírico concentrou-se no registo de uma supervisão, não hierárquica, das práticas pedagógicas do professor para que, de forma conclusiva, se melhore a relação entre os sujeitos da prática educativa, contribuindo, por um lado, para o desenvolvimento e emancipação profissional do professor e, por outro, como fator motivador da inovação e transformação das práticas pedagógicas. Os dados apresentados mostram que a adoção de novas práticas pedagógicas são preponderantes e determinantes no contributo para o sucesso escolar. Verificou-se, igualmente, que o abandono escolar nos alunos diminuiu, assim como existiu aproximação dos agentes educativos e uma promoção dos níveis de motivação e autoestima dos professores.
The present dissertation is the result of a qualitative research-action, developed within the Master in Education, specializing in Mediation and Supervision in Training. With the methodology of case study sought to examine the pedagogical practices developed by teachers in class Course Curriculum Alternative (PCA), and also understand which supervision of those same practices could influence the variables motivation of teachers, reducing indiscipline and failure / dropout by students. The imposed requirements by society over the education system interrogate a reflective attitude of the teaching methods developed by educational agents and an analysis of the social context of students.. Having in mind that the teacher is no more a transmitter of knowledge and is now a facilitator of learning students critical, this present study aimed to contribute to these new challenges, particularly in terms of a (re) adaptation of pedagogical practices, contributing to a greater integration of students in the educational space, regardless social origin, bringing them back to the "universe" school and making them understand the true purpose that education can provide in their future, contributing to an improvement in the quality of school service. In this way, the empirical study focused on the registration of supervising, not hierarchical, the pedagogical practices of the teacher in order to improve the relationship between the subjects of educational practice, contributing, on one hand, to the development and emancipation of the professional teacher, and on the other hand, as a motivating factor of innovation and transformation of pedagogical practices. The data presented show that teaching practices are important and determining to the contribution to school success It was also found that the dropout among students decreased, there’s an approach between the educative agents and a promotion of self-esteem and motivation levels among teachers.

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Garguláková, Alena. „Meziškolní hospitace jako forma kolegiální podpory učitelů“. Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-408496.

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This diploma thesis deals with the possibilities of professional development of primary school teachers. The focus is on different forms of peer support for teachers, with an emphasis on inter-school observation as a natural way of practical development. There is also a collegial support project presented through the innovative program Step by step, which has been already implemented in many schools. The peer support project is presented in the empirical section, involving teachers from different types of schools who participated in inter-school observation visits. The pre-research was conducted through semi-structured interviews gathering information about the course expectations, followed by an experiment that was evaluated and analyzed during the recorded interviews. A dedicated website was also created providing a supporting environment for its users. KEYWORDS collegial support, professional development, teacher cooperation, teacher quality standard, supervision, mentoring, learning community, observation

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