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Vandrimmelen, Jeff Hess Jonathan M. „Children all grown up child labor, gender roles and pedagogical function in Engelbert Humperdinck's Hänsel und Gretel /“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,100.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Germanic Languages and Literature." Discipline: Germanic Languages; Department/School: Germanic Languages.
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Flemban, Fadwa Yasin. „Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition“. Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.
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Researchers and educators have always strived for creating appropriate instructional tools and resources that help students to acquire knowledge. Animated pedagogical agents (APAs) embedded within multimedia learning settings are one of the emerging technologies that provide a powerful and supportive learning environment. According to previous studies, APAs can effectively promote learning and support social interaction with learners (Johnson & Lester, 2016; Lane, 2016). However, APAs also may cause cognitive load without providing motivational benefits in some cases and distract learners during the learning process. In other words, the results of previous studies on APAs do not provide enough evidence to argue that APA may be able to decrease cognitive load, promote motivational effects, or facilitate meaningful learning. The lack of enough evidence in the research findings seems to be variable depending upon the APA’s features, the learners, and the difficulty of the learning materials (Schroeder & Adesope, 2014). By focusing on these factors, this study provided new considerations related to embedding an APA’s role that facilitates “Word Parts” for adult students who speak English as a Second Language (ESL) with concentrating on their cognition, motivation, and vocabulary acquisition. Presenting two APA’s roles (expert model and peer model) differently influenced ESL learners’ motivation, specifically their satisfaction feelings. In addition, ESL learners’ prior knowledge affected their intrinsic and extraneous cognitive load, motivation, and vocabulary acquisition. The two different APA’s roles and their effects on ESL learners’ perceptions and learning outcomes serve as a media comparison research. Further, examining APA as a model to teach ESL students vocabulary acquisition skills serves a Computer-Assisted Language Learning (CALL) research.
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Arlinder, Robert, und Strandberg Andreas Bundesen. „Elevers roller i det sociala samspelet under mellanmålet : Ett möjligt rum för lärandesituationer“. Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32475.
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The after-school centresdevelopment has shifted from being a workplace to today's after-school centre as part of elementary school curriculum with a central content and purpose. Research in the field is in terms of conversational styles and roles but is not so much linked to the after-school centre'ssnack time. The present study has been intended to distinguish and exemplify the social interaction that is taking place in the after-school centre's snack time. Focus off interest has been how pupils talk and listen to each other and whether it is possible to discover in the conversation whether the conversation can be linked to school skills. Based on Sociocultural perspective on learning as well as Goffman's dramaturgical perspective as a frame, four recorded and observed conversations at two different after-school centres have been analysedwith an abductive approach. The purpose of this work is to identify the learning situations that occur during the after-school centre's snack, as well as describe how the students talk to each other. The roles that emerged in the result were categorized into five qualitatively distinct roles called; the conversation leader, listener, co-driver, clown and expert. The conversation leader is dependent on both the listener and the co-driver while the other roles are more independent of each other. The learning situations that can be linked to school skills are described in a separate section and are highly dependent on the role of the expert. All results are exemplified by direct quotes from the transcribed material.
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Janjons, Anna, und Tommi Holmström. „Fysisk aktivitet i förskolan : En studie om förskollärares förhållningssätt till fysisk aktivitet i förskolans verksamhet“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27164.
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Syftet med denna studie är att få större förståelse för förskollärares uppfattning om begreppet fysisk aktivitet och vad de gör för att skapa förutsättningar för att stimulera fysisk aktivitet hos förskolebarn. Observation och enkäter har använts som metod i studien kallad fältundersökning. Observationerna genomfördes genom att sex förskollärare observerades under en arbetsdag. Efter observationen delades en enkät ut till förskollärarna. Det material som samlats in analyserades och kategoriserades med hjälp av en teori som belyser fem olika roller som en förskollärare kan anta vid barns utövande av fysisk aktivitet. Dessa roller är lekkamrat, vägledare, åskådare, att leka parallellt samt igångsättare. De resultat som framkommit i studien är att förskollärare definierar fysisk aktivitet på olika sätt. Alla respondenter anser att fysisk aktivitet är ett viktigt ämne. Förskollärarna anger att de genomför fysisk aktivitet tillsammans med barnen såväl inomhus som utomhus varje dag inom förskolans verksamhetstid. Den slutsats det går att dra av resultatet är att de observerade förskollärarna erbjuder barnen fysisk aktivitet i förskolans verksamhet i olika utsträckningar. De roller som förskollärarna intar vid barns utövande av fysisk aktivitet är framförallt igångsättare samt vägledare.The purpose of this study is to get a greater understanding of the perceptions among preschool teachers regarding the term "physical activity" and what they do to stimulate physical activity among preschool children. The method used in the thesis is a field study through observation and a survey. The observations were conducted through observing six preschool teachers throughout the course of a day. After the observations were concluded, a survey was handed out. The collected data was analyzed and categorized by using a theory that outlines five different roles that a preschool teacher take on in connection to children’s play and physical activity. The five roles are "playmate", "guide", "spectator", "parallel playmate" and "activator". The results of this study are that preschool teachers define physical activity differently. Furthermore, all respondents regard physical activity as important. The preschool teachers state that they carry out physical activity together with the children both indoors and outdoors everyday within their working hours. The conclusions drawn are that the observed preschool teachers offer children physical activity to different extents, and also, the roles that the preschool teachers most frequently take on while engaging children in physical activity are "activator" and "guide".
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Selwan, Eliane, und Meryem Dogan. „"Jag har inte rätt kön" : En studie om hur förskollärare säger sig motverka traditionella könsmönster och könsroller“. Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34117.
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During the preschool teacher training program, we study how we should counteract traditional gender patterns and gender roles. As future preschool teachers, we want to get more knowledge by studying how the counteract works in preschools. We also want to study how preschool teachers work with counteracting traditional gender patterns and gender roles, what one as a preschool teacher need to think about and how preschool teachers relate to the assignment. With the help of two research questions: How do preschool teachers interpret the assignment to counteract traditional gender patterns and gender roles? How do preschool teachers say the work to counteract traditional gender patterns and gender roles? We chose a qualitative method to collect our data. Qualitative interviews were made to get answers for our purpose and research questions. Literature and theses were also used to help analyze the data. Our results show that preschool teachers interpret the assignment to counteract traditional gender patterns and gender roles differently. We found that even though it is interpreted differently they work very hard to fulfill the goals of the preschool curriculum. The interviewed preschool teachers also work differently because of the different interpretations. We found that guidelines, in the curriculum, on how to work with the assignment would be helpful to reach the goal of equality in the preschool and society.
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Malmkvist, Jessica, und Julia Risberg. „”Tyst Ko!” sa Kråkan till Mamma Mu : En studie av fem bilderböcker med djur och icke-mänskliga karaktärer ur ett genusperspektiv“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34553.
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Syftet med denna kvalitativa forskningsstudie är att analysera hur genus framställs i några utvalda bilderböcker som har djur och icke-mänskliga karaktärer. En bakgrund till genomförandet av studien är läroplanen för förskolans (2018, s. 7) skrivningar om att motverka könsmönster bland barnen i förskolan. I denna studie skildras hur genus synliggörs genom att undersöka hur flickor och pojkars egenskaper framställs, hur traditionella könsroller skildras eller utmanas, och om det finns detaljer i bilderboken som synliggör eller bryter könsstereotyper. Studien grundas på en text- och bildanalys där framförallt Nikolajevas (2017) egenskapsschema är centralt och har vidgats med Josefson (2005), Davies (2003) och Connells (2009) arbeten. Vår teoretiska utgångspunkt i analysen är Hirdmans (2001) teori om genuskontraktet och isärhållande-principen. Studiens resultat visar att traditionella egenskaper för hur flickor och pojkar förväntas vara skildras i majoriteten av de valda bilderböckerna. Vidare visar analysen att stora delar av samtliga bilderböcker synliggör traditionella könsroller. Detaljer som synliggör könsstereotyper är karaktärernas namn och attribut. En slutsats som vi drar av studiens bilderböcker är att de kan bidra till ett förstärkt genusskapande genom att visa traditionella egenskaper, könsroller och könsstereotyper. Ytterligare en slutsats för delar av studiens bilderböcker är att egenskaper, könsroller och könsstereotyper utmanas, men i liten skala. I analysen har vi dock funnit aspekter som den tidigare forskningen inte har belyst.
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Mahlobogoane, Modirwadi Mavis. „The leadership practices of heads of department in the implementation of physical development activities in primary schools“. Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40400.
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Reforms that have taken place in the South African education system since 1994 have led to changes in terms of how learning areas are taught in schools. There have been changes regarding the teaching of physical development activities in schools in recent years. Physical education as a subject was infused within life orientation (LO) as a learning area with physical development activities as one of the outcomes. The time to teach physical development activities has been reduced as other learning outcomes within LO have to be taught. This has led to situations where the teaching of physical development activities is undermined in many schools. Pressure to perform well in learning areas such as mathematics and literacy makes educators to devote less time on the teaching of physical development activities. To a larger extent, financial resources on the other hand, are being directed to other learning areas due to pressure to conform to international education standards. There is a need for school leaders to respond to new conditions of teaching. This research project deals with the leadership practices of heads of department (HODs) in the implementation of physical development activities. The study aims to investigate how HODs lead and manage the educators who teach physical development activities. Among other things, the study will focus on the HODs‟ leadership styles relevant to the teaching of physical development activities. The study will also look at challenges they experience in their departments, training needs and how they keep balance between teaching and monitoring educators who teach physical development activities.
The researcher used qualitative research approach to collect information for the study. Semi-structured interviews were conducted with two HODs and four educators in two primary schools. The findings indicate that lack of experience and specialisation in the teaching of physical development activities has an influence on the HODs leadership style. More support is needed in the teaching of physical development activities in order to boost the confidence of those who are teaching this part of the learning area. Deployment of staff members to the relevant positions is one of the priority areas. An implication for schools, particularly HODs and school management teams is that the teaching of physical development activities is as important as the teaching of other learning areas.Dissertation (MEd)--University of Pretoria, 2013.
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Education Management and Policy Studies
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Ibrahim, Makahil, und Arslan Sunny Butt. „Barns könsroller i fritidshemmet : En kvalitativ undersökning under barns val av fria lekar/fritidsaktiviteter“. Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41150.
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Syftet med den här studien är att undersöka hur könsrollerna i fritidshemmet formas och upprätthålls men även hur de bryts. Forskningsfrågorna vi utgår från handlar om pojkar och flickors val utifrån ett genusperspektiv samt förändringar som uppstår när barn bryter könsroller kopplat till fria lekar och fritidsaktiviteter. För att besvara dessa frågor har vi genomfört observationer på en skolas fritidshems och deras inomhus- och utomhusmiljö. Analyseringen av det insamlade materialet har genomförts utifrån de teoretiska perspektiven socialisation och genus. Vår studies resultat visar att det finns skillnader mellan pojkar och flickor utifrån könsroller som är stereotypiska i elevernas val av aktiviteter. När det kommer till likheter i val av aktiviteter mellan pojkar och flickor, upptäckte vi det i en fri lek. Ett oväntat resultat som visar att både pojkar och flickor tycker om låtsaslek, dock är det deras roller i leken som skiljer mellan könen. Utifrån förändringar som uppstod när barn bryter könsroller, märkte vi att det beror på en sammanstötning mellan barns egna val och stereotypiska uppfattningar om deras kön.The purpose of this study is to investigate how gender roles in the after-school environment are shaped and maintained but also how they fluctuate. The research questions we've picked are based on boys and girls choices from a gender perspective as well as changes that occur when children break gender roles linked to free play and leisure activities. In order to observe this theme, we have conducted observation in after-schools indoor and outdoor environments. Analysis of the collected material has been carried out on the basis of socialization and gender concepts. Our study's results show that there are differences between boys and girls based on gender roles that are stereotypical in the choice of activities. When it comes to similarities in choosing activities between boys and girls, we discovered those in a free play setting. An unexpected result that shows that both boys and girls enjoy free play, however it is the content of their roles in the play that differentiates the sexes. Based on changes that occurred when children break gender roles, we discovered that these are due to clashes between children's choices and stereotypical perceptions about their gender.
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Myrman, Blomgren Åsa. „Ansvarets osäkerhet : En essä om den praktiska kunskapen förskollärare har av ansvar i förskolan“. Thesis, Södertörns högskola, Centrum för praktisk kunskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46459.
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This essay concerns practical knowledge and examines preschool teachers experience of responsibility in preschool. The material is obtained through four interviews with preschool teachers. Data have been analysed with a hermeneutic approach and the discussion is based on reasoning about responsibility. My questions are: How do preschool teachers reason about responsibility concerning their professional role in preschool? How do preschool teachers experience joint responsibility for their childcare colleagues and the work team in the preschool? The results show that preschool teachers develop strategies for taking responsibility, but feel uncertain about childminders’ responsibility in preschool. This results in preschool teachers taking more responsibility for compensating for this uncertainty.Denna uppsats är en studie i praktisk kunskap och undersöker förskollärares erfarenheter av ansvar i förskolan. Materialet erhålls genom fyra intervjuer med förskollärare. Data har analyserats med en hermeneutisk metod och diskuteras utifrån resonemang kring ansvar. Mina frågor är: Hur erfar förskollärare sin yrkesrolls ansvar i förskolan? Hur erfar förskollärare sina banskötarkollegors och arbetslagets gemensamma ansvar i förskolan? Resultatet visar att förskollärare utarbetat strategier för ansvarstagande men känner en osäkerhet kring vilket ansvar barnskötare har i förskolan. Detta resulterar i att förskollärare tar mer ansvar för att kompensera för denna osäkerhet.
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Roos, Emelie. „”Barnskötare och förskollärare det är för mig samma sak” : Vårdnadshavares uppfattningar om innebörderna i förskolans två yrkesroller“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-85030.
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I denna studie är syftet att synliggöra, och på så sätt bidra med mer kunskap kring, vilka uppfattningar vårdnadshavare till barn i förskolan har kring yrkesrollerna barnskötare och förskollärares olika ansvar och innebörder, samt hur dessa relaterar till de mål och riktlinjer kring ansvar och arbetsfördelning som skrivs fram i förskolans läroplan. Fem vårdnadshavare från tre olika kommuner i västra Sverige har deltagit i den kvalitativa studien där metodansatsen är diskursanalys. Kvalitativa semistrukturerade intervjuer har använts för datainsamling och en diskursanalys vid analysering av materialet. Resultatet visar att det finns en diskurs som handlar om att vårdnadshavare uppfattar att barnskötare innefattas av arbetet med barnen och ansvarar för deras omsorg, och en annan diskurs som handlar om att förskollärare uppfattas som den av rollerna som ansvarar för barnens utbildning och organisering av förskolans verksamhet. Det framkommer även att vårdnadshavarna i studien visar sig ha lite kännedom om hur förskolans läroplan relaterar till yrkesrollernas ansvar och arbetsuppgifter. Den uppgift som förskolans personal har ålagts gällande att upplysa vårdnadshavare om dess innehåll verkar därav inte prioriteras i den dagliga kommunikationen. Detta då studien visar att vårdnadshavares uppfattningar om förskolans yrkesroller skiljer sig åt från hur barnskötare och förskollärare beskrivs utifrån Skolverket (2018), vilket kan ge konsekvenser för samverkan mellan förskola och hem.The purpose of this study is to visualize what perceptions parents of children in preschool have about the professional role’s childcare workers and preschool teacher’s different responsibilities and meanings, and how these relate to the goals and guidelines regarding responsibility and division of work that are written in the preschool curriculum. Five parents from three different municipalities in western Sweden have participated in the qualitative study where the method approach is a discourse analysis. Qualitative semi-structured interviews were used to collect data and a discourse analysis for analyzing the material. The results show that there is a discourse regarding to how parents perceive childcare workers as included in the work with the children and are responsible for their care, and another discourse about how preschool teachers are perceived as those responsible for the children’s education and the organization of the preschool. It also emerges that the parents in the study appear to have little knowledge of how the preschool curriculum relates to the professional role’s responsibilities and tasks. The assignment that are required by the preschool staff as to inform parents about its content, do therefore not seem to be prioritized in the daily communication. This as the study shows that parent’s perceptions of the professional roles in preschool are different from Skolverket’s (2018) description of childcare workers and preschool teachers, which can have consequences for the collaboration between preschool and home.
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Martins, Cristina de Matos. „Um estudo do perfil textual de role playing games \'pedagógicos\'“. Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-20122007-134211/.
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Este trabalho estuda as características textuais dos chamados role playing games \'pedagógicos\', com uma dupla finalidade: explicitar alguns dos aspectos que distinguem o jogo de aventura enquanto um tipo de texto, e refletir sobre sua utilização como instrumento pedagógico. O corpus é constituído por dois jogos de aventura com finalidade pedagógica, veiculados em dois suportes: um encarte e um livro. O encarte-jogo integra a Revista do Ensino Médio do MEC (2004) e traz um jogo de aventura bastante simplificado, A travessia do Liso do Suçuarão, baseado no romance Grande Sertão: veredas, de Guimarães Rosa. O livro-jogo traz uma aventura mais complexa que versa sobre o roubo de uma tela de Portinari, O resgate de \"Retirantes\", e faz parte da série Mini-Gurps, desenvolvida para jogadores iniciantes, publicada pela Editora Devir (SP). O quadro teórico que orienta a pesquisa está centrado, principalmente, em aportes da teoria ergódica da literatura, proposta por Aarseth (1997) e, quando necessário e pertinente, foram consideradas também as contribuições de outros teóricos do texto e do discurso, particularmente, os trabalhos de Koch (2002; 2003; 2005) e Maingueneau (1996; 1997; 2001; 2002; 2004). Os jogos de aventura selecionados foram analisados em duas etapas: uma de leitura e outra de observação de uma partida sobre um desses jogos. Na etapa de leitura, o analista coloca-se como operador do texto do jogo com o objetivo de aprendê-lo, explicitando as características hipertextuais desse tipo de texto e as habilidades de leitura que ele requer. Na etapa de observação de uma partida do livro-jogo O resgate de \"Retirantes\", o analista desvela, a partir da ação do Mestre e de sua interação com o grupo de jogadores, a atualização de uma versão possível dessa aventura: proximidade ou distanciamento em relação à aventura proposta no livro-jogo. A explicitação de algumas das características ergódicas desses dois jogos de aventura levam a rediscutir o componente pedagógico que se vem associando a eles. A finalidade pedagógica dos jogos não está centrada no conteúdo informacional que o texto de ficção ajudaria a transmitir, mas sim nas habilidades de leitura e de representação dos jogos.This paper studies the textual characteristics of the so-called pedagogical role-playing games, with a dual purpose: to explain some of the aspects that distinguish the adventure game as a kind of text and to reflect upon its usage as a pedagogical instrument. The corpus comprises two adventure games with pedagogical purposes, present in two means: an insert and a book. The insert-game is part of Revista do Ensino Médio do MEC (2004) and offers a very simplified adventure game, A travessia do Liso do Suçuarão, based on the novel Grande Sertão: veredas by Guimarães Rosa. The book-game delivers a more complex adventure that talks about the robbery of a Portinari canvas, O resgate de \"Retirantes\" and is part of the Mini-Gurps series, created for beginners, published by Editora Devir (SP). The theoretical frame that guides the research is mainly focused on contributions of the ergodic literary theory proposed by Aarseth (1997), and, whenever necessary and relevant, contributions from other text and discourse theorists were taken into account, especially the works by Koch (2002; 2003; 2005) and Maingueneau (1996; 1997; 2001; 2002; 2004). The selected adventure games underwent a two-step analysis: a reading stage, and one consisting of an observation of a session of one of these games. In the reading step, the analyst places herself as the game operator with the aim of learning it, exposing the hypertextual characteristics of this kind of text and the reading skills it requires. In the observation stage of a session of the book-game O resgate de \"Retirantes\", the analyst reveals, from the Master\'s action and his interaction with the group of players, the update of a possible version of this adventure: proximity or distance towards the adventure proposed in the book-game. Revealing some of the ergodic features of these two adventure games leads to discussing again the pedagogical component that has been associated to them. The pedagogical aim of the games is not centered on the informational content that the fiction text would help spread, but on the reading and representation skills of the games.
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Marville, Ysanne Alana. „Exploring the perspectives of the pedagogical role of Teaching Assistants (TAs) from a Personal Construct Psychology (PCP) perspective : how do they support the development of independent learners?“ Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18913.
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The study (paper 1) sets out to explore TAs perceptions of their practice by investigating the incidence of scaffolding present in their work with students. A mixed- methods approach to data collection involved a focus group of 12 TAs, and structured classroom observations followed by semi-structured interviews of 7 TAs. This allowed the researcher to discuss what was observed as well as discover their views on their and other TAs’ practise. Varying degrees of mediation were observed: scaffolding, acceptance but challenging pupil’s response, bridging, exploring systematic thinking, and using process oriented questions. Very rarely did TAs give answers to problems in isolation. TAs often were responsible for supporting students in regulating their behaviour, and indicated that their focus was not solely on students academic attainment but more so on their emotional and social development as well. Implications for practise within the school system are explored. Following findings from paper 1, this study (paper 2) sets out to further explore the roles of TAs from the perspectives of students and parents. TAs indicated that a significant aspect to their role was developing the social and emotional wellbeing of the students they supported. This paper explores to what aspect those views were shared and valued by students and parents. A mixed-methods approach to data collection involved a focus group of 3 students, 21 parental questionnaires, and semi-structured interviews of 7 TAs. 64% of parents indicated that TAs provide social and emotional support to their students, and 95% of parents indicated that the role was important in supporting their children in having successful school experiences. Students indicated that TAs knowing them well was one of the most important aspects needed to support them. The theme of ‘student nurture’ is explored, as TAs perceive this to be one of the main aspects of their role. Implications for practise within the school system are explored.
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Trimby-Haworth, Elizabeth R. „A colourful convivium : an ethnography explores person, role and pedagogical practice in the second language classroom“. Thesis, University of Bristol, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686828.
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Educational studies that draw on the work of philosopher, and educationalist, Martin Buber, would seem to enact an understanding of well-being in the classroom that reflects singular interpretation. With such singularity as located in the between of the I-You, the I-It, as functional sphere, is overlooked or given a secondary or disparaged status. I attempt to nuance and complexify such a perspective by re-imagining and extending the terrain for well-being to include the relation between the I-It and I-You. By such means, my conjecture that concern for self and other - now heightened as ethicology - is denied and betrayed fullness of possibilities when construed as lying exclusively within the I-You, becomes open to exploration, with a correlated status of myth to be exposed . Such a speculative thrust achieves material expression in the empirical observance and transformation of a specific teaching practice. Teacher response to second language writing in its tight focus on linguistic error, as practised within a traditional form, overlooks student text as a creation of meaning imbued with communicative intent. Contrariwise to educational studies inspired by the work of Martin Buber, such Ht practice that, in this instance, ignores the I-You, is modified to integrate person centred activity. A quasi-experimental design having pre- and post-intervention phases employs, as living re-enactment of practice, a Freirean inspired cognizable object to gather qualitative and pictorial data. The perceptions of the 22, young adult, student participants are further elicited using associated decoding exercises with those of myself, as the teacher-researcher, transcribed using a talk-aloud procedure and research journals. Exploration and construction renders terms other, not neutralized in a grasped for equality of status, but rather - in a Derridean inspired elan - dissolved in the eruption of new concept, with parity achieved other-wise: the I-You and I-It now grasped as person-role-practice. An eagerness to create a pedagogy of the person finds form, content and repose.
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Dorman, Elizabeth Hope. „The role of context, identity, and pedagogical tools in learning to teach for social justice and equity“. Connect to online resource, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3284432.
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Smith, Lindsey Rachel. „The role of the TGfU pedagogical approach in promoting physical activity levels during physical education lessons and beyond“. Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/134975.
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The study was designed to initially determine levels of moderate-to-vigorous physical activity (MVPA) occurring during physical education in 11-12 year olds using appropriate objective methods. Subsequently, the potential of a pedagogical method; ‘teaching games for understanding’ to increase PA levels and self determined motivation during PE lessons, and habitual physical activity during leisure time was examined. The most reliable and valid PA measurement tool for the chosen age group was the RT3 ® triaxial accelerometer. PA levels during PE lessons fell short of the recommended 50% (20 minute) criterion, with children accumulating 16.4 ± 2.3 minutes (44.9 ± 5.6%) of mean MVPA during lesson time. Seven day habitual activity monitoring revealed that time spent in MVPA on a PE day was significantly higher (P <0.05) than on a weekend day. This study also highlighted that on non PE days the lack of PE-related activity was not compensated by engagement in other activity. An investigation into the effects of a 12 week TGfU pedagogical strategy on MVPA and elements of Self Determination Theory during PE lessons revealed that boys assigned to the intervention displayed significantly higher (P <0.01) levels of MVPA, and significantly higher levels of autonomy (P < 0.05) post-intervention versus the control group. In addition, a non significant trend for an increase in habitual PA for boys assigned to the intervention lessons was revealed. No significant differences were displayed in the constructs of the TPB pre-post intervention and no significant benefits of TGfU were noted for girls. The reported increases in MVPA and levels of autonomy during PE lessons in boys using a TGfU approach are novel and promising. However it is suggested that future research incorporates such strategies in a health-promoting PE environment in addition to the traditional skills-based activities. This may have potential in enhancing MVPA during PE in girls and boys, and may promote greater transference to habitual physical activity levels. The potential for self determined environments positively impacting upon motivation and intentions to be physically active both during and outside of PE lessons warrants further exploration but over longer time periods.
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STAROSKY, PRISCILA. „ROLE-PLAYING GAME AS A PEDAGOGICAL PROPOSAL FOR THE CO-CONSTRUCTION OF STORIES IN THE CONTEXT OF DEAFNESS“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20616@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOO estudo consiste em mostrar e discutir o desenvolvimento e a implementação de uma proposta pedagógica de co-construção de histórias através do role-playing game (RPG) no contexto terapêutico-fonoaudiológico de letramento de surdos com orientação bilíngue. A pesquisadora, além de experienciar a prática do RPG e de desenvolver uma proposta do jogo adaptada às especificidades de adolescentes surdos bilíngues, também analisa a co-construção narrativa, sob o ponto de vista interacional, durante a dinâmica de multiparticipação do próprio jogo. As bases teóricas do trabalho são interdisciplinares e fundamentam-se na Teoria da Narrativa, na Sócio-linguística Interacional, no Sócio-interacionismo Vygotskyano e em Práticas de Multiletramentos no contexto da surdez. A pesquisa, realizada no Ambulatório de Surdez do Curso de Fonoaudiologia da Universidade Federal do Rio de Janeiro, é qualitativa de natureza participante, de caráter longitudinal e exploratório. Os dados foram gerados em seis sessões de implementação do RPG, das quais participaram quatro adolescentes surdos e uma professora surda (na condição de jogadores), um pesquisador de RPG e educação (na condição de mestre), a pesquisadora (como auxiliar) e uma intérprete de Libras. O corpus é constituído de segmentos da transcrição das interações face-a-face entre os jogadores surdos e seus mediadores (mestre, auxiliar e intérprete), em Libras e Português, durante as sessões de jogo. Os resultados mostram que os modos interacionais e multisemióticos de uma prática linguístico-discursiva específica, como o RPG, estão voltados para a criação conjunta e a co-autoria de narrativas ficcionais. Do ponto de vista teórico da Teoria da Narrativa, pode-se perceber que as narrativas co-construídas nos movimentos do jogo têm, ao mesmo tempo, uma relação de aproximação e de oposição à estrutura canônica laboviana. As atividades de contar histórias envolvem recontagem e criação de cenas narrativas, em pequenas e grandes narrativas. A criação instantânea de cenas de ação e o mundo imaginário paralelo em espaço e tempo, que surge da simulação baseada na ambientação, fazem do RPG um nascedouro de pequenas narrativas ficcionais que se entrecruzam e criam coerência na construção de uma grande narrativa. Do ponto de vista metodológico, pode-se perceber que o RPG, desenvolvido especialmente para um grupo de adolescentes surdos, promoveu interação entre os adolescentes, a professora e seus mediadores, com relevantes práticas de letramento envolvendo múltiplas semioses: a linguística, a visual, a espacial, a gestual e a tátil-sinestésica. Ressaltamos, portanto, que a característica hipermidiática do jogo foi essencial para envolver os adolescentes na atividade. A interatividade, enquanto traço essencial ao jogo, o uso de diferentes enquadres, os posicionamentos, o uso das pistas de contextualização e da alternância de código fizeram da prática do RPG uma experienciação de novas formas de contar histórias por parte dos aprendizes surdos, fundamentais no processo de construção de sentidos e de desenvolvimento da linguagem dos mesmos, em contexto bilíngue.
This study consists in presenting and discussing the development and implementation of a pedagogical proposal for the co-construction of stories by means of the Role-playing game (RPG) in a Speech Therapy (Phonoaudiology) context of literacy of deaf people, following a bilingual orientation. The researcher experienced the practice of RPG and developed an adapted proposal of the game for bilingual deaf adolescents. Moreover, the researcher analyses the co-construction of narratives, in an interactional perspective, during the multiparticipation dynamics of the game itself. The theoretical bases of the study are interdisciplinary and founded on Narrative Theory, Interactional Sociolinguistics, Vygotskyian Sociointeractionism and Multiliteracy Practices in the context of deafness. The research, which was developed in the Ambulatory of Deafness of the Speech Therapy Course at the Federal University of Rio de Janeiro, is a qualitative, participant, longitudinal exploratory study. The data was generated in six sessions in which the RPG was implemented, with the participation of four deaf adolescents and a deaf teacher (as players), a researcher on RPG and Education (as master of the game), the researcher (as assistant of the game) and an interpreter of Libras (Brazilian Sign Language). The corpus is constituted of transcription segments of face-to-face interactions among the deaf players and their mediators (master, assistant and interpreter) during the game sessions, both in Libras and in Portuguese. The results point out that the interaction and multisemiotic modes of a specific linguistic-discursive practice such as the RPG are intended for the joint creation and co-authorship of fictional narratives. From the theoretical point of view of Narrative Theory, it can be noticed that the narratives co-constructed during the game moves have, at the same time, a relationship both of proximity and of opposition to the labovian canonical structure. The activities of telling stories involve the retelling and creation of narrative scenes, in small and big narratives. The instantaneous creation of action scenes and of a parallel imaginary world in space and time, emerging from the simulation based on the story setting, makes the RPG bring to birth small fictional narratives that intersect and create coherence in the construction of a big narrative. From the methodological point of view, it can be seen that the RPG, specially the one developed for a group of deaf adolescents, promoted the interaction among these adolescents, the teacher and their mediators, with relevant literacy practices involving multiple semioses, such as: the linguistic, the visual, the spatial, the gestual and the tact-sinestesic. Therefore, the hypermediatic features of the game were fundamental for engaging the adolescents into the activity. The interactivity, essential to the game, the use of different frames, the positionings, the use of contextualization cues and of code-switching turned the RPG practice into an experience in which deaf learners could deal with new forms of telling stories. This is fundamental in the process of meaning construction and language development of deaf learners in a bilingual context.
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Stevens, Bridgette Bond Almond. „The development of pedagogical content knowledge of a mathematics teaching intern the role of collaboration, curriculum, and classroom context /“. Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4163.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 14, 2006) Vita. Includes bibliographical references.
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Bishop, Keith. „An investigation into the role of subject matter knowledge in the development of novice science teachers' pedagogical content knowledge“. Thesis, University of Bath, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340942.
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Voegele, Janelle De Carrico. „Understanding the Role of Social, Teaching and Cognitive Presence in Hybrid Courses: Student Perspectives on Learning and Pedagogical Implications“. PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/760.
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The use of hybrid learning (a blend of face-to-face and distance learning) is rapidly increasing in higher education. However, educational leaders have raised concerns about the proliferation of hybrid programming as an efficiency measure without appropriate attention to learning. This study examined the relationship between social, teaching and cognitive presence, pedagogical design, and students' perspectives on hybrid learning effectiveness. Data from thirty-nine undergraduate courses representing 1,886 students were analyzed to identify indicators of best hybrid practice. Aspects of social and teaching presence significantly influenced students' perceptions of learning, including facilitation of student interactions, assignment feedback and guidance, effective use of class time, and organizational integration of course concepts. Recommendations for hybrid institutional initiatives and programming include attention to framing "presence" in hybrid settings, using integrated inquiry to encourage integrated course design, and encouraging communities of inquiry to promote cross-institutional investigation of hybrid effectiveness.
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Liviero, Sara. „Teachers' reported beliefs about the role of grammar, and their observed pedagogical practices of foreign languages teaching in England“. Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16005.
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The purpose of this dissertation was to investigate teachers’ beliefs about a fundamental aspect of foreign language teaching: grammar. Whilst progressively reinstated in the national curriculum and consistently sustained by foreign languages teachers’ practices, grammar’s perceived irrelevance for assessment criteria of the nationally adopted method of assessment - the General Certificate of Secondary Education – kept it caught in conflicting discourses of policy, linguistic research and teaching practices. Whilst foreign languages policy and practice kept converging towards increasing focus on forms in language education along correspondences with linguistic research, the assessment has remained focused on generic communicative, skill-focused criteria. My small-scale research aimed to find how foreign languages teachers translated grammar teaching policy and possible theoretical guidelines in their teaching practices, by collecting data through interviews, observations and think-alouds. The findings revealed disparate educational contexts, approaches, as well as interpretations of grammar teaching. It led me to realise the necessity to probe further into a much more thorough theoretical and methodological underpinning of foreign languages education. As this study concludes, the secondary foreign languages curriculum has become disapplied, and schools and teachers have been left to devise their idiosyncratic foreign language learning strategies and rationales. As foreign languages teaching becomes anchored in the primary education curricular provision, this research hopes to document the need to frame theoretical and methodological guidelines, a consistent foreign languages education rationale, leading to a consistent and convincing education and provision of future foreign language teachers.
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Beers, Courtney. „Early Childhood Preservice Teachers' Knowledge of Children's Cognitive Development and Developmentally Appropriate Pedagogical Practices| Understanding the Role of Clinical Experiences“. Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300319.
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The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
The purpose of this qualitative study was to propose a middle-range, systematic theory for the types of practices and ideologies that the most successful early childhood teacher education programs use to prepare their preservice teachers for the education profession. A more focused purpose of this grounded theory study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development as well as how they describe their application of this knowledge to developmentally appropriate pedagogical practices. A secondary purpose of this study was to examine these various clinical models as described by experts in the field. Analysis was completed on semi-structured interviews with preservice teachers and faculty members, open-ended surveys completed by preservice teachers, and university documents. As a result of rigorous data analysis, a theory emerged to explain clinical practice at three model early childhood teacher preparation programs. Findings suggest that there are seven layers of strength that contribute to the model programs’ expertise in preparing their preservice teachers. This study is significant in that it reports researchbased elements that may contribute to policy regarding models for teacher preparation and meaningful clinical experiences.
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Glazer, Kip. „Imagining a constructionist game-based pedagogical model| Using tabletop role-playing game creation to enhance literature education in high school English classes“. Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731117.
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In today’s K-12 educational environment with the newly adopted Common Core State Standards (CCSS), improving student literacy as a foundational skill to obtain success in all other subject areas is one of the most important goals. Unfortunately, many literature curricula suffer from a lack of innovative pedagogy despite the introduction of various educational technologies meant to aid student learning. This study focused on developing a new game-based constructionist pedagogical model for literature education using tabletop role-playing game creation. Using Shulman’s (1987) Pedagogical Content Knowledge (PCK) that eventually evolved into Mishra and Kohler’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the main theoretical framework, this design-based research showed how tabletop role-playing game creation as a constructionist pedagogical strategy successfully helped high school students to receive the benefits of high quality literature education.
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Taylor, Peter C. „An interpretive study of the role of teacher beliefs in the implementation of constructivist theory in a secondary school mathematics classroom“. Curtin University of Technology, Science and Mathematics Education Centre, 1992. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15460.
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This thesis addresses the internationally recognised problem of transforming classroom teaching that is underpinned by transmissionist epistemologies, especially in the field of mathematics education. A constructivist-related theory of pedagogical reform was derived from the research literature in the fields of teacher cognition and conceptual change theory for the purpose of facilitating the radical reconstruction of teachers' centralist classroom roles and the development of pedagogies aimed at enhancing students' conceptual development. The thesis reports a collaborative action research study which was conducted with a teacher of high school mathematics who attempted to develop a constructivist- oriented teaching approach in his Grade 12 mathematics class.An interpretive research approach (Erickson, 1986) was employed to generate an understanding of the complex network of teacher beliefs and their constraining influence on the radical reform of the teacher's centralist pedagogy. An emergent research focus was the efficacy of the theory of pedagogical reform, especially its underpinning constructivist theory which shaped my discourse with the teacher during the collaborative phase of the study. Data were obtained from classroom participant- observations, teacher and student interviews, the teacher's report on the study, and an application of the repertory grid technique that was designed to investigate the teacher's implicit pedagogical beliefs.The major pedagogical reforms that resulted from the collaborative phase of the study included (1) the teacher's adoption of the role of teacher as learner; and (2) the refinement, rather than radical reform, of his centralist classroom role of teacher as informer. Although the reforms provided enriched opportunities for the development of students' algorithmic abilities, they largely failed to enhance students' mathematical ++conceptual development.Interpretive analyses were conducted from multiple constructivist-related perspectives (radical constructivism, social constructivism, critical constructivism) in order to generate a better understanding of the narrow scope of the pedagogical reforms. These analyses revealed (1) that rationalist preconceptions of mathematics and mathematical cognition underpinned important aspects of both the theory of pedagogical reform and the teacher's refined centralist classroom role of teacher as interactive informer, and (2) that the teacher's technical rationality, which was buttressed by personally constraining beliefs, maintained the ascendency of his technical curriculum interests and sustained his centalist classroom role of teacher as controller.The results of this thesis suggest strongly, therefore: (1) that pedagogical reforms which are based largely on a cognitivist theory of constructivism are susceptible to being subsumed by a powerful technical-rationalist ideology, and (2) that the hegemonic nature of this ideology is capable of disempowering reform-minded teachers from realising the practical viability of their constructivist-related ideals.The thesis recommends that future constructivist-related pedagogical reform in high school mathematics be based on a critical constructivist perspective which focuses attention on the curriculum interests that govern teaching and learning activities. In particular, it is recommended that reform-minded teachers establish a Critical classroom discourse which aims to attain a balanced rationality by making visible and subject to critical examination the hidden frames of reference that constitute the prevailing rationality of the traditional mathematics classroom.
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Birlean, Camelia. „The role of teachers' pedagogical and subject-matter knowledge in planning and enacting science-inquiry instruction and in assessing students' science-inquiry learning“. Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=106249.
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This study explored the relation between pedagogical knowledge and subject-matter knowledge, in the context of inquiry-driven science instruction, and their relation to instructors' performance in the instructional process. This multiple case study focused on three distinct categories of teachers--Novice in Inquiry and in Science, Novice in Inquiry and Expert in Science, and Expert in Inquiry and in Science--and examined the commonalities and differences among them by exploring the cognitive processes these teachers used when planning and enacting an inquiry instructional situation, as well as when assessing students' learning resulting from this specific instructional event. Inquiry instruction varied across cases from largely structured to largely open. The Novice-Novice's science instruction, predominantly traditional in the approach, differed greatly from that of the Expert-Expert and of the Novice-Expert. The latter two emphasized--to various extents structured, guided, and open--inquiry strategy as part of their ongoing instruction. The open inquiry was an approach embraced solely by the Expert-Expert teacher throughout the Advanced Science Research instruction, emphasizing the creative aspect of problem generation. Edward teacher also distinguished himself from the other two participants in his view of planning and terminology used to describe it, both of which emphasized the dynamic and flexible feature of this instructional process. The Expert-Expert identified occasional planning, planning of specific skills and content critical to students' learning process during their independent inquiry. The observed teaching performance of the three participants partly reflected their planning; the alignment was least frequent for the Novice-Novice.The assessment of inquiry-based projects varied greatly across participants. Each teacher participant evaluated a set of three inquiry-based science projects that differed in their quality, and this variation increased when the inquiry-based projects were compared across participants. The inquiry-based science projects varied in their degree of complexity, sophistication, originality of the topic, and method of investigation. The projects originating from Edward teacher's instruction were qualitatively superior to those assessed by the Novice-Expert and Novice-Novice teachers. In addition, these inquiry-based projects were the only projects that addressed the criterion of originality. The instructional model depicted within the Expert-Expert teacher's case provide the beginning of a model of instructional alignment in which planning, teaching, and assessing are examined as three interconnected processes that mutually informed and continuously enhance each other.Cette étude a exploré la relation entre les connaissances pédagogiques et disciplinaires, dans le contexte de l'approche par investigation du processus d'enseignement des sciences et leur relation avec la performance des enseignants dans le processus d'enseignement.Cette recherche s'est concentrée sur trois catégories distinctes d'enseignants: le Pédagogue Apprenti-le Scientifique Apprenti, le Pédagogue Apprenti-le Scientifique Expert et le Pédagogue Expert-le Scientifique Expert; elle examine leurs ressemblances et leurs différences, tout en explorant les processus cognitifs que ces enseignants ont utilisés durant la planification et le déroulement de la situation d'enseignement investigatif.La démarche par investigation a varié à travers ces catégories de participants, en allant de très structurée à très ouverte. L'approche scientifique du participant Apprenti-Apprenti était prédominant traditionnelle. Au contraire, l'approche scientifique de l'Expert-Expert et de l'Apprenti-Expert ont mis l'emphase sur la stratégie d'investigation qui variait de structurée à plus ouverte. L'investigation ouverte était une approche utilisée seulement par l'Expert-Expert durant la classe de recherche des sciences avancées, en mettant l'accent sur l'aspect créatif de la génération des problèmes.L'Expert-Expert s'est distingué de deux autres participants par son point de vue sur la planification, qui met en évidence l'aspect dynamique et flexible de ce processus d'enseignement. L'Expert-Expert a identifié la planification occasionnelle, laquelle comprend la planification des habilités et des contenus spécifiques et critiques pour le processus d'apprentissage des élèves pendant ces investigations indépendants. La performance observée des trois participants était partiellement reflétée dans leur planification; l'alignement était moins fréquent pour ce qui est de l'Apprenti-Apprenti.L'évaluation des projets basés sur l'approche par investigation a varié d'un participant à l'autre. Chaque participant a évalué une série de trois projets de science basés sur l'approche par investigation, projets qui étaient différents en ce qui concerne la qualité et cette variation a augmenté quand les projets ont été comparés entre les participants.Les projets de science basés sur l'investigation ont varié selon le degré de complexité, l'originalité de la problématique et la méthode d'investigation. Les projets issus de l'enseignement de l'Expert-Expert ont été supérieurs du point de vue de la qualité et comparaison avec ceux évalués par les participants Apprenti-Expert et Apprenti-Apprenti. De plus, ces projets basés sur l'investigation ont été les seuls projets qui ont rencontré les critères de l'originalité.Le modèle du processus d'enseignement du participant Expert-Expert décrit dans cette recherche représente le début d'un modèle d'alignement d'approche d'investigation dans lequel la planification, le déroulement de la planification et l'évaluation ont été examinés comme trois processus inter-liés qui se renseignent et se complètent.
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Carlstedt, Martina. „Hur kvalitetssäkrar vi fritidshemmet? : En studie om utmaningarna att implementera läroplan för fritidshem“. Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-43700.
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This essay is about how I explore and above all reflect on my future assignment as a teacher. The purpose of the text is to examine what is in the governing document for the after-school center and thus the assignment for an after-school center teacher. The primary questions that are asked is what type of conditions are important for an after-school center teacher, in order for the after-school center teacher to be able to comply with the National Agency for Education's intention with chapter 4 in the curriculum. As a research method, I look at previous research in the subject and take in perspectives from professional role, profession and leadership. I will link to theory about the pedagogical leadership and who is responsible for quality assurance of the leisure center. The results of the survey will show the complexand difficult task that an after-school teacher has with collaboration in school and the leisure pedagogical task in the after-school center. An assignment that currently is hard to navigate and may be interpreted differently by an after-school teacher or principal in which the conditions are paramount.
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Croney, Pamela. „Undergraduate student expectations of role requirements and pedagogic relationships in a business school : a psychological contract approach“. Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/27929/.
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Ongoing research has identified a potential disconnect in academic and pedagogic expectation between academic staff and students. At the same time a context of higher tuition fees and changing student expectations renders this relationship even more important to the success of higher education institutions. This research investigated the sources of student expectations for the pedagogic relationship, the alignment between staff and student expectations and the potential impact of expectation fulfilment and frustration on the student experience. The study used the Psychological Contract as a theoretical framework, responding to recent calls for the further use of psychological contracts in education. The author has taught business in both secondary and university contexts for a number of years. This experience informed the phenomenological positioning of the thesis, its focus, its location in a large post -’92 business school, its mixed methods and an analytical method (template analysis) which has enabled both anticipated and emergent themes to be explored. Data was collected from a sample of students at regular intervals throughout their first year of study and from staff. Both exploratory statistical analysis of survey data and template analysis of interviews suggested that staff and students’ initial expectations broadly concur. However the practical implications of such notions as ‘independent learning’ develop significantly over the first year and it is contended that pre-entry expectations are significantly influenced by students’ experience of the pedagogic relationship at tertiary education level. The initial pedagogic psychological contract changes significantly over the first year as post entry experiences (or the ‘reality shock’) reshapes and reconfigures their expectations. The research developed a series of recommendations to both secondary schools and universities to improve the management of expectations.
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Christensen, Ida, und Jennie Isaksson. „Man kan ju inte gå ut på en utevistelse och tro att man går ut på rast : En studie om förskollärares syn på förskolegården som pedagogisk miljö“. Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-16980.
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Vårt syfte med denna studie är att beskriva hur förskollärare planerar och stimulerar barns lärande ute på förskolegården, samt vilken roll förskollärare har i de planerade respektive de fria aktiviteterna på förskolegården. För att få svar på våra frågeställningar har vi intervjuat sex förskollärare på fyra olika förskolor utan någon uttalad utomhusprofilering. Resultatet av studien visar att det måste finnas ett syfte med utevistelsen på förskolegården. Det behövs en jämn fördelning av förskollärarens arbetsuppgifter vad gäller tid för observation, planering och genomförande av pedagogiska aktiviteter. Förskollärarna i studien menar att de även behöver tid för andhämtning, vilket det främst ges utrymme till i förskolans utemiljö. Förskolegården ses som en bra pedagogisk miljö för barnen att leka fritt i, där vuxna också har möjlighet att observera barnen. Barnen väljer företrädelsevis att leka i den naturmiljö som finns tillgänglig på förskolegården. Däremot används inte denna miljö i den pedagogiskt planerade verksamheten i så stor utsträckning som den skulle kunna göra. Vår tolkning är att miljön utanför förskolans gränser ges högre pedagogiskt värde än den som finns inne på förskolegården.
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Santos, Antonia Pereira dos. „Educação infantil e religiosidade“. Faculdades EST, 2009. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=171.
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Esta dissertação busca caracterizar a necessidade da religiosidade como parte
integrante do ensino nas escolas que oferecem a primeira etapa do ensino na
Educação Básica. Por meio de uma pesquisa bibliográfica, percebemos a
importância de um trabalho voltado para a construção da cidadania do sujeito,
envolvendo não só a estruturação do ser em desenvolvimento, mas também o
despertar da ação humana para conviver melhor em sociedade. Na esfera da
educação, muito se tem para dividir, inclusive a maneira como cada um percebe a
existência divina no cotidiano, seja na escola, na família, na igreja ou em qualquer
lugar onde estiver e com quem conviver. As informações aqui apresentadas
oferecem aos profissionais de Educação Infantil uma reflexão acerca de seu fazer
educativo com crianças de zero a seis anos. A religiosidade na e da criança é
diferente na e da pessoa adulta. Neste sentido, faz-se necessário repensar a prática
pedagógica em todos os espaços onde a Educação Infantil é oferecida. A
dissertação divide-se em três capítulos, o primeiro apresenta as considerações
sobre a função da escola na vida da criança, o segundo enfoca a importância da
religiosidade na formação do ser em desenvolvimento e, por fim, o terceiro trata da
necessidade da contribuição da família junto à escola na formação da religiosidade
da criança enquanto sujeito em formação.This dissertation seeks to characterize the necessity of religiosity as part of the education at schools which offer the first stage of elementary education. We perceived, through bibliographic research, the importance of a work aiming the building of the individuals citizenship regarding not only the structuring of the developing being, but also the awakening of the human action to better live in society. In the field of education there is much to be shared, including the way each one perceives the divine existence in the everyday life, being at school, home, church or wherever one is or with whomsoever one has to cohabit. The information presented in this dissertation offers the children education professionals a reflection about their educational process with zero to six-year-old children. A childs religiosity is different from that of an adult. Thus, it is necessary to rethink the pedagogic practice wherever the elementary education is offered. This dissertation is divided into three chapters; the first one presents the grounds for the role of school in a childs life; the second one focuses on the importance of religiosity in the formation of the developing being and, the third one discusses the necessity of the family contribution, together with the school, to the religiosity formation of children as developing individuals.
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Drever, Mina. „Investigating the role of an explicit pedagogic focus on grammatical forms and corrective feedback in multilingual classrooms in England“. Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.394217.
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Karlsson, Rosie. „Pedagogisk måltid i förskolan : Förskolepedagogers attityder och ätande“. Thesis, Högskolan i Gävle, Akademin för hälsa och arbetsliv, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9547.
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Syftet med denna studie var att undersöka huruvida det finns skillnader i förskolepersonalens lunchmåltid beroende på om de äter pedagogisk lunch, det vill säga samma mat som barnen, eller medhavd matlåda. Studiedesignen är av beskrivande och jämförande karaktär, och undersökningen skedde i en medelstor svensk stad där tre förskolors kvinnliga personal deltog. Tolv individuella halvstrukturerade telefonintervjuer genomfördes. Sex pedagoger åt samma mat som barnen och övriga medförd matlåda. Resultatet visade att respondenterna som åt medhavd matlåda hade ett högre totalt energiintag i form av protein, fett, men även en högre konsumtion av c-vitamin och järn. Dock hade de med matlåda ett lägre intag av kolhydrater. Övervägande del av respondenterna åt inte en tillfredsställande mängd energi för att täcka en tredje del av dagsbehovet. Alla respondenter utom en drack vatten till måltiden och nästan alla ansåg att de borde ha ätit mer grönsaker, oberoende av om de åt samma som barnen eller medhavd matlåda. Samtliga hade en klar uppfattning om att de är förebilder för barnen under måltiderna och de hade förhållandevis likartade utgångspunkter i sitt arbetssätt gällande en pedagogisk måltid. Slutsatsen blev att personalen hade ett lägre intag av energigivande näringsämnen om de åt samma som barnen. Deltagarna var eniga om att den pedagogiska måltiden innebär att vara en förebild, inte bara näringstillförsel, även om det kan vara svårt att leva som de lär.Objectives: The aim of this study was to examine whether there are differences in the preschool staff meals depending on whether they eat pedagogic meals (lunch), i.e. the same food as the children, or bring their own lunch box. Methods: The study design was descriptive and comparative in nature, and was both quantitative and qualitative. The survey took place in a medium-sized Swedish town where the staff in three preschools participated. Twelve semi-structured telephone interviews were conducted, with six women eating the same food as the children and six women who brought their own lunch box. Results: The results showed that those who brought their own lunch boxes had a higher energy content in their lunch meal, and also a higher consumption of all nutrients except carbohydrates. The major part of the respondents did not eat an adequate amount of energy to cover one third of the daily requirement. All participants had a clear understanding that they are role models for the children during the meals, and they behaved rather similar in relation to the pedagogic meal. Conclusions: The conclusion was that the staff had a lower intake of energy yielding nutrients if they ate the same food as the children did. Participants agreed that the pedagogic meal implies being a role model, not merely nutrition. However, they did not live the way they teach the children to do.
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MENESES, Simone Salvador de Carvalho. „A educação do campo em cursos de licenciatura em Pedagogia no agreste e sertão de Pernambuco“. Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17270.
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A pesquisa articula as discussões entre a Educação do Campo e a Pedagogia, objetivando, em particular, investigar a presença de elementos característicos da Educação do Campo em cursos presenciais de Licenciatura em Pedagogia do Agreste e Sertão de Pernambuco. Para fundamentar o estudo apoiamo-nos nos referenciais teóricos da formação de pedagogas(os) e da Educação do Campo. Com base nesse referencial delimitamos as categorias analíticas Projeto de campo, Diversidade cultural e Protagonismo dos sujeitos do campo. Inicialmente, mapeamos as instituições de ensino superior do Agreste e Sertão de Pernambuco que oferecem cursos de Licenciatura em Pedagogia, dentre as quais seis participaram da pesquisa. Em seguida, realizamos uma análise documental dos marcos normativos da educação nacional relacionados com o objeto de pesquisa, bem como dos Projetos Pedagógicos dos Cursos (PPC) das instituições investigadas. Realizamos, também, entrevistas semiestruturadas com seis coordenadoras(es) e cinco professoras(es) formadoras(es). Os resultados da pesquisa revelam que a categoria diversidade cultural é a mais contemplada, tanto pelos marcos normativos e PPC dos cursos investigados quanto pelos sujeitos entrevistados. O elemento característico da Educação do Campo que se destaca nessa categoria é o reconhecimento dos povos do campo como sujeitos históricos portadores e produtores de identidades, saberes e culturas próprias. Encontramos, por exemplo, o estímulo à realização de pesquisas que possam resgatar e valorizar a diversidade cultural presente em comunidades camponesas e o reconhecimento da necessidade de contextualização do currículo. A valorização do contexto local e a contextualização de conhecimentos são colocados em evidência pelas(os) coordenadoras(es), como principal justificativa à inclusão da temática Educação do Campo nos PPC dos cursos. Quanto à categoria Projeto de campo, observamos uma maior ênfase aos elementos: educação como instrumento de emancipação e de transformação social e processos de interação escola/família/comunidade/movimentos sociais. A categoria protagonismo dos sujeitos do campo é a que tem menor presença nas licenciaturas pesquisadas, bem como na legislação. Ela é contemplada apenas em um dos documentos analisados e nos depoimentos de dois dentre os onze sujeitos entrevistados. Com exceção da instituição C, o trabalho com a Educação do Campo é realizado em apenas um componente curricular. A presença da Educação do Campo nos cursos de Licenciatura em Pedagogia investigados representa um importante avanço para a formação de professoras(es) que atuam ou atuarão nos anos iniciais do Ensino Fundamental em escolas do campo de Pernambuco, tendo em vista que ela não é exigida no marco normativo nacional específico para estes cursos. Os resultados obtidos dão indícios de que o fato de estarem sediadas em regiões do Agreste e do Sertão podem ter influenciado essas instituições e seus profissionais a inserirem a Educação do Campo na formação das(os) pedagogas(os).
The research articulates discussions between Education and Pedagogy, aiming, in particular, to investigate the presence of characteristic elements of the Rural Education in presential courses of Pedagogy from Agreste and Sertão of Pernambuco. To substantiate the study, we supported in the theoretical references concerning the formation of Pedagogians and the Rural Education. Based on this benchmark we pinpointed the analytical categories Project of Rural, Cultural diversity and Prominence of the Rural subject. Initially, we mapped the higher education institutions from Agreste and Sertão of Pernambuco that offer Degree courses in Pedagogy, among which six participated in the research. Then we performed an analysis of the normative document of education related to the object of research, as well as of the Educational Projects of the courses (PPS) of the investigated institutions. We also made semi-structured interviews with six coordinators and five teachers. The survey results reveal that the category cultural diversity is the most viewed, both by regulatory milestones and investigated courses PPC and the interviewed subjects. The characteristic element of the Rural Education that stands out in this category is: the recognition of the rural people as historical subjects carriers and producers of identities, knowledge and personal cultures. We found, for example, the stimulus to research that can rescue and valorise the cultural diversity present in rural communities and the recognition of the need of contextualization of the curriculum. The appreciation of the local context and the contextualization of knowledge are placed in evidence by the coordinators, as the main justification for the inclusion of the theme of Rural Education in PPC courses. Concerning the category Field Project, we observed a greater emphasis to the elements: education as an instrument of emancipation and social transformation and interaction processes school/family/community/social movements. The category role of rural subjects is the one with the smallest presence in surveyed graduations, as well as on the legislation. It is referred to only in one of the examined documents and depositions of two among the eleven subjects interviewed. With the exception of the institution C, the work with the Rural Education is entered in just one curriculum component. The presence of Rural Education courses in investigated degrees of Pedagogy represents a major step forward the formation of teachers that act or will act in the initial years of the elementary school in Pernambuco Rural schools, considering that it is not required in the specific national regulatory milestone for these courses. The results give evidence of the fact that they are based in regions of Agreste and Sertão may have influenced these institutions and its professionals to enter the Rural education in the formation of pedagogians.
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SPINDOLA, LUISA DA SILVA KAUFMAN. „THE CONTEXT OF TEXT PRODUCTION: THE ROLE OF DEVELOPER TEACHERS IN THE ELABORATION OF THE HISTORY PEDAGOGICAL MATERIALS OF THE MUNICIPAL EDUCATION SECRETARIAT OF RIO DE JANEIRO“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24078@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
PROGRAMA DE EXCELENCIA ACADEMICA
A presente pesquisa buscou investigar a atuação dos professores formuladores, na elaboração dos Cadernos Pedagógicos de História da Secretaria Municipal de Educação do Rio de Janeiro (SME/RJ), com o intuito de integrar a política oficial e o que é necessário para o trabalho do professor em sala de aula. O contexto da investigação foi de uma nova política educacional elaborada para o município do Rio de Janeiro, o que provocou mudanças no currículo das escolas. O referencial teórico utilizado inclui: ciclo de políticas de Ball e Bowe (1992), conceitos de política curricular de Lopes (2004), conceitos sobre materiais e livros didáticos de Bittencourt (2011a, 2011b) e Munakata (2007, 2012). A metodologia utilizada seguiu os princípios de um estudo qualitativo, utilizando a entrevista, realizada com os cinco integrantes da equipe que formulou os Cadernos Pedagógicos de História da SME/RJ, para a coleta de dados. As conclusões revelaram que mesmo diante de uma política curricular prescritiva e de uma política de metas e premiações, os professores elaboradores procuraram formular um material adequado às necessidades dos professores e alunos da rede. Esta equipe defendeu a liberdade do professor na utilização do material e teve como objetivo produzir um material de apoio para o professor, que o auxiliasse com novas ideias, textos e atividades apropriadas aos alunos. Assim, é possível afirmar que as ações dos elaboradores dos Cadernos Pedagógicos de História no contexto da produção do texto modificaram a política.
This research investigates the role of developer teachers in the elaboration of the Cadernos Pedagógicos de História da Secretaria Municipal de Educação do Rio de Janeiro (SME/RJ) (History Pedagogical Materials of the Municipal Education Secretariat of Rio de Janeiro), in order to integrate the official policy and the necessary resources for teachers to work in the classroom. The context of the research was a new educational policy developed for the municipality of Rio de Janeiro, which led to changes in the curriculum of schools. The theoretical references include: policy cycle approuch by Ball and Bowe (1992), curriculum policy concepts by Lopes (2004), concepts on resource materials and textbooks by Bittencourt (2011a, 2011b) and Munakata (2007, 2012). The methodology followed the principles of a qualitative study, using interview held with the five members of the team that developed the Cadernos Pedagógicos de História da Secretaria Municipal de Educação do Rio de Janeiro SME/RJ, for data collection. The conclusions revealed that even when facing a prescriptive curriculum policy and awards policy, the elaborator teachers sought to create resource materials suitable to the needs of municipal school teachers and students. This team defended the teachers freedom in the use of resource materials and aimed to produce support resources to help them with new ideas, texts and appropriate activities for the students. Thus, it is possible to state that the actions of the elaborators of Cadernos Pedagógicos de História – in the context of text production – have changed the policy.
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Taawo, Alexandra. „Leadership for Learning - A Study of How Teachers Perceive Their Professional Role; Ledarskap för lärande - en studie av lärares syn på sin yrkesroll“. Thesis, Malmö högskola, Lärarutbildningen (LUT), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28009.
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This study aims at looking deeper into school-based leadership and teacher leadership in particular. The starting point of any line of thought is to be found in the claim that there is a positive correlation between teacher leadership and student academic performance.When searching the curriculum for the non-compulsory school system in Sweden, Lpf94,for its position on school-based leadership, the only item that is found on the subjectrefers to principal leadership. I therefore chose to perform interviews with a number ofhigh-school teachers, to attain a complementary image of how they perceive that they, as teachers, practice leadership on a daily basis. The results show that they all feel that their professional role entails a leader role, but the analysis shows that how they practice leadership can be recognized in slightly different ways.
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Ferroni, Mara <1974>. „Le metodologie nell'interazione tra didattica generale e didattica disciplinare. L'utilizzo del role playing per l'analisi del testo letterario“. Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/1006/.
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Harjap, Singh Mangat. „Roll of Homework in Mathematics : A study of Teachers’ and Students’ Beliefs in the Role of Homework in Mathematics in a Swedish School“. Thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-152935.
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This study investigates some students’ and teachers’ beliefs about the role of homework in mathematics in Sweden. By interviewing eight adolescent students and two experienced mathematics teachers the study discusses the role of homework in relation to learning, teaching, achievements, and relationship between students, teachers and parents. The results suggest that (a) students and teachers have similar beliefs and perspective on homework (b) students and teachers believe in the use of homework to increase mathematics test results (c) homework breeds relationship and communication between students, teachers, and parents (d) the quality and quantity of homework is essential, and that (e) well developed relationship between parents, students, and teachers is essential to create successful students who appreciate homework.
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Loi, Marta. „Cuerpo y cultura visual en la deconstrucción de los roles de género“. Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/458242.
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Los roles de género funcionan, desde una óptica construccionista y feminista, como reguladores de lo femenino y de lo masculino. A través de esta regulación, se ha ido generando cierta normatividad y se han construido socialmente categorías fijas partiendo de nociones heredadas sobre lo que es femenino, y sobre lo que es masculino.
El objetivo general de esta tesis doctoral es indagar sobre algunas posibles herramientas pedagógicas que permitan desmantelar esta serie de construcciones estereotipadas sobre los géneros, con la finalidad de evidenciar que se trata de nociones que limitan la cotidianidad de hombres y mujeres, tratando de definirlos y generando múltiples formas de discriminación y violencia.
He construido un ensamblaje de marcos teóricos: me apoyo en las Teorías Queer, en los Estudios de Performance, en los Estudios de la Cultura Visual y en las Pedagogías Críticas y Feministas. Con estas bases he podido explorar mi punto de partida: el drag como recurso educativo y artístico. Pero sobretodo he podido pensar, estructurar y llevar a cabo el trabajo de campo a través de dos talleres que cuestionan y tratan de deconstruir los roles de género mediante la cultura visual y la expresión corporal.
Me ha sido necesaria una metodología de investigación híbrida, que me ha permitido navegar entre las herramientas etnográficas, narrativas y explorar los nuevos materialismos feministas.
Finalmente he concluido que se configura como fundamental, una apuesta por la educación en todas sus formas y posibilidades, para que el trabajo de deconstrucción en torno a los roles de género sea lo más capilar posible, y pueda llegar especialmente a los más jóvenes.Gender roles work, from a constructivist and feminist perspective, as regulators of the feminine and the masculine. Through this regulation, a certain normativity has been generated and categories have been socially built as fixed, based on inherited notions about what is feminine, and about what is male. The general objective of this doctoral thesis is to investigate some possible pedagogical tools that allow to dismantle this series of stereotyped constructions genders, with the purpose of evidencing that they are notions that limit the daily life of men and women, trying to define them and generating multiple forms of discrimination and violence. I have built an assemblage of theoretical frameworks: I rely on queer theories, in Performance studies, in visual culture studies and in critical and feminist pedagogies. With these basis I have been able to explore my starting point: the drag as an educational and artistic resource. But above all I have been able to think, structure and carry out fieldwork through two workshops that question and try to deconstruct gender roles through visual culture and body expression. I have needed a hybrid research methodology, which has allowed me to navigate between the ethnographic, narrative tools and to explore the new feminist materialisms. Finally, I concluded that it is fundamental to establish a commitment to education in all its forms and possibilities, so that the work of deconstruction around the gender roles is as capillary as possible, and can reach especially the youngest.
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Dhawi, Fahad A. „Redesigning Arabic learning books : an exploration of the role of graphic communication and typography as visual pedagogic tools in Arabic-Latin bilingual design“. Thesis, University of the Arts London, 2017. http://ualresearchonline.arts.ac.uk/13472/.
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What are ‘educational typefaces’ and why are they needed today? Do Arabic beginners need special typefaces that can simplify learning further? If so, what features should they have? Research findings on the complexity of learning Arabic confirm that the majority of language textbooks and pedagogic materials lead to challenging learning environments due to the poor quality of book design, text-heavy content and the restricted amount of visuals used. The complexity of the data and insufficient design quality of the learning materials reviewed in this practice-based research demand serious thought toward simplification, involving experts in the fields of graphic communication, learning and typeface design. The study offers solutions to some of the problems that arise in the course of designing language-learning books by reviewing selected English learning and information design books and methods of guidance for developing uniform learning material for basic Arabic. Key findings from this study confirm the significant role of Arabic designers and educators in the production of efficient and effective learning materials. Their role involves working closely with Arabic instructors, mastering good language skills and being aware of the knowledge available. Also, selecting legible typefaces with distinct design characteristics to help fulfil various objectives of the learning unit. This study raises awareness of the need for typefaces that can attract people to learn Arabic more easily within a globalized world. The absence of such typefaces led to the exploration of simplified twentieth-century Arabic typefaces that share a similar idea of facilitating reading and writing, and resolving script and language complexity issues. This study traces their historical context and studies their functional, technical and aesthetic features to incorporate their thinking and reassign them as learning tools within the right context. The final outcome is the construction of an experimental bilingual Arabic-English language book series for Arab and non-Arab adult beginners. The learning tools used to create the book series were tested through workshops in Kuwait and London to measure their level of simplification and accessibility. They have confirmed both accessibility and incompatibility within different areas of the learning material of the books and helped improve the final outcome of the practice. The tools have established the significant role of educational typefaces, bilingual and graphic communication within visual Arabic learning.
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Forslund, Julia, und Jessica Karlsson. „Kemi i förskolans fysiska miljö : En kvalitativ intervjustudie om förskollärares tankar kring att utnyttja den fysiska miljön för att gynna barns lärande i kemi“. Thesis, Karlstads universitet, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84999.
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Syftet med den här studien är att bidra med kunskap om hur förskollärare kan utnyttja den fysiska miljön för att gynna barns lärande i kemi. Studiens resultat bygger på data insamlat av kvalitativa semistrukturerade intervjuer med nio förskollärare i två olika kommuner. Studien utgår från det teoretiska perspektivet Reggio Emilia med fokus på miljön som tredje pedagog och pedagogisk dokumentation. Resultatet visar att miljön har en betydelsefull del i arbetet med kemi i förskolan. Hur förskollärare väljer att utforma den fysiska miljön i förskolan kan ha en betydande roll för barnens lärande. Miljön kan ses som en tredje pedagog, där tillgängligt material kan skapa en nyfikenhet för barnen att utforska kemi i vardagen. Att använda sig av material och kemiska begrepp vid olika aktiviteter var något som samtliga förskollärare ansåg vara viktigt. Det framkom även att den pedagogiska dokumentationen i miljön ansågs vara betydelsefull för barnens möjlighet att reflektera och utmanas vidare i sitt lärande. Sammantaget kan förskollärarens roll i arbetet med kemi i förskolan ses som den viktigaste komponenten för att barnens lärande i kemi ska gynnas.The purpose of this study is to increase knowledge about how the preschool teacher uses the physical environment to benefit children's learning in chemistry. The results of the study are based on data collected from qualitative semi-structured interviews with nine preschool teachers in two different municipalities. The study is based on the theoretical perspective Reggio Emilia with focus on the environment as a third educator and pedagogical documentation. The results show that the environment has a significant part in the work with chemistry in preschool. How preschool teachers choose to design the physical environment in preschool can play a significant role in children's learning. The environment can be seen as a third educator, where available material can create a curiosity for children to explore chemistry in everyday life. Using chemical concepts in various activities and materials was something that all preschool teachers considered important. It also emerged that the pedagogical documentation in the environment was considered important for the children's ability to reflect and be further challenged in their learning. Overall, the role of the preschool teacher’s work with chemistry can be seen as the most important component to benefit children's learning in chemistry.
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Mattos, Francisco José Soller de. „A função pedagógica nas decisões judiciais proferidas pelo Tribunal de Justiça do Rio Grande do Sul nas ações indenizatórias por dano ambiental: uma análise sob a perspectiva da PNEA“. reponame:Repositório Institucional da FURG, 2010. http://repositorio.furg.br/handle/1/2845.
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Tese (doutorado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010.Submitted by eloisa silva (eloisa1_silva@yahoo.com.br) on 2012-11-28T17:00:54Z No. of bitstreams: 1 francisco jos soller de mattos.pdf: 1304112 bytes, checksum: 6d1a2cf1b6296e991f0bdc1e161fefdc (MD5)
Made available in DSpace on 2012-11-28T17:00:54Z (GMT). No. of bitstreams: 1 francisco jos soller de mattos.pdf: 1304112 bytes, checksum: 6d1a2cf1b6296e991f0bdc1e161fefdc (MD5) Previous issue date: 2010
A presente pesquisa trata da análise das decisões do Tribunal de Justiça do Estado do Rio Grande do Sul (TJ/RS) proferidas nas ações indenizatórias por dano ambiental, nos primeiros dez anos de vigência da Lei nº 9795/99, para o fim de responder se estas recepcionaram a proposta pedagógica contida na PNEA, enquanto processo de sensibilização para um novo comportamento individual e coletivo marcado pelo interesse de defesa da qualidade ambiental. Para tanto, delimitou-se os marcos teóricos referentes à reparação do dano ambiental, na condição de tutela social diferenciada e, ainda, formulou-se um conceito operacional de Educação Ambiental, produzido a partir das categorias extraídas do texto legislativo que consolida a PNEA. Com apoio nesse conceito operacional, que identificou o processo como categoria fundamental da PNEA, se examinou todos os acórdãos do TJRGS, proferidos nas ações indenizatórias por dano ambiental, no primeiro decênio de vigência da Lei n° 9.795, de 27 de abril de 1999. A análise contemplou as seguintes etapas: a) O exame da totalidade dos acórdãos coletados; b) A extração de blocos temáticos com indicações ou referencias (diretas ou indiretas) da função pedagógica; c) A análise dos blocos temáticos com base nas categorias deduzidas à priori do conceito operacional da EA. Após o cruzamento do conteúdo dos blocos temáticos com as características dos processos educativos em EA, deduzidas a partir do conceito operacional, constatou-se a não recepção adequada da dimensão pedagógica preconizada pela PNEA. E, ainda, que apenas quatro acórdãos, num universo de quarenta, fizeram remissões vagas à “função pedagógica”, sem qualquer comprometimento de articular a práxis da Educação Ambiental como processo, conforme determina a Lei nº 9.795/99. Ao final, foram expostos alguns motivos da precariedade da função pedagógica dos acórdãos analisados e, também, apresentadas propostas para garantir plena vigência aos comandos da PNEA.
This study examined the decisions of the Court of the State of Rio Grande do Sul (TJ/RS) made in indemnity actions for environmental damage within the first ten years of Law No. 9795/99. Such an analysis was carried out for the purpose of answering whether they approached or not the pedagogical proposal contained in PNEA, as a process of awareness of a new individual and collective behavior marked by concern for the defense of environmental quality. To this end, the theoretical frameworks relating to compensation for environmental damage, provided differentiated guardianship, were set out, and an operational concept of Environmental Education (EE), produced based on the categories extracted from the legislative text that reinforces the PNEA, was drawn up. Grounded on this operational concept, which identifies the process as a fundamental category of PNEA, all the rulings of TJRGS were studied as to indemnity actions made for environmental damage within the first decade of application of Law No. 9795 of April 27, 1999. The analysis included the following steps: (a) examination of all judgments collected; (b) extraction of thematic groups with information or references (direct or indirect) of educational role; (c) analysis of thematic groups based on categories taken from the operational concept of EE. After matching the content of the thematic groups with the characteristics of educational processes in EE, deducted from the operational concept, it was found not to approach an adequate pedagogical dimension as recommended by PNEA. Only four judgments out of forty made vague references to “educational role” with no commitment to articulate the praxis of EE as a process, as determined by Law No. 9.795/99. Finally, some reasons were mentioned with regard to the precariousness of the educational role of the judgments analyzed, and proposals to ensure full observance of the commands of PNEA were given.
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Kullberg, Helena. „Vad ska jag göra som specialpedagog? : En materiell-diskursiv analys av specialpedagogers uppdrag och yrkesroll i ett skolområde“. Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20827.
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Specialpedagogens uppdrag och yrkesroll har i många år uppmärksammats i forskningen, främst i förhållande till speciallärarens uppdrag och yrkesroll för att belysa likheter och skillnader. Denna studie har en ambition att bidra till att belysa vad som påverkar utformningen av en specialpedagogs uppdrag och yrkesroll. Studien är kvalitativ och utgår ifrån Karen Barads teori om agentisk realism där både mänskliga och icke-mänskliga kroppar (performativa agenter) påverkar föreställningar kring t.ex. specialpedagogens uppdrag och yrkesroll. Materia så som t.ex. styrdokument, utbildning mm och språk är starkt sammankopplade i den verklighet som specialpedagogen verkar i och därför bygger studien på en materiell-diskursiv analys. Syftet med denna studie är att åskådliggöra och identifiera vilka performativa agenter som påverkar hur specialpedagogens uppdrag och yrkesroll utformas i grundskolorna i ett skolområde. Metoddelen bygger på en brevmetod samt semistrukturerade intervjuer med speciallärare, specialpedagoger, rektorer och en skolområdeschef i ett skolområde. För att tydliggöra vilka performativa agenter som äger agens i bearbetningen har ett analysschema skapats utifrån uppdrag respektive yrkesroll. I analysschemat för uppdraget har de performativa agenterna kategoriserats utifrån en figur som jag har skapat för att tydliggöra uppdraget. Resultatdelen visar på hur uppdrag respektive yrkesroll presenteras av specialpedagoger, speciallärare, rektorer samt skolområdeschef och pekar på att det förekommer ett stort antal performativa agenter varav rektorns kompetens, rektorns beslut, verksamhetens behov och specialpedagogens kunskap och kompetens har stor betydelse i utformningen av specialpedagogens uppdrag och yrkesroll. Avslutningsvis diskuteras vilken betydelse de performativa agenterna har för utformningen av specialpedagogens uppdrag och yrkesroll samt hur det specialpedagogiska stödet utformas i en organisation. Men även hur figuren som använts kan vara en tydlig modell att använda för att analysera specialpedagogens uppdrag i förhållande till elevhälsoteamets hälsofrämjande, förebyggande och åtgärdande arbete i skolorganisationen d.v.s. som en del i skolutveckling.The special educator´s mission and professional role have for many years been noticed in the research, mainly in relation to the special teacher´s mission and professional role to highlight similarities and differences. This study has an ambition to help illuminate what influences the design of a special educator´s mission and professional role. The study is qualitative and is based on Karen Barad´s theory of agentic realism where both human and non-human bodies (performative agents) influence perceptions about, for example the special educator´s mission and professional role. Matter and language are strongly interconnected in the reality in which the special educator works and therefore the study is based on a material-discursive analysis. The purpose of the study is to illustrate and identify which performative agents influence how the special educator´s assignments and professional role are designed in primary school in a school district. The method part is based on a letter method and semistructured interviews with specialist teachers, special educators, principals and a school district manager in a school district. In order to clarify which performative agents own agents in the processing, an analysis scheme has been created based on assignments and professional role. In the analysis schedule for the assignment, the performative agents have been categorized on the basis of a figure that I created to clarify the assignment. The results section shows how assignments and professional roles are presented by special educators, special teachers, principals and a school district manager, and points to the fact that there are a large number of performative agents, of which the principals competence, the decision of the principal, the needs of the organization and the knowledge and competence of the special educator are of great importance in the design of the special educator´s assignment and profession. Finally, we discuss the importance of the performative agents for the design of the special educator´s mission and professional role and how the special educational support is designed in an organization. But also how the figure used can be a clear model to use to analyze the special educator´s assignment in relation to the student health team´s health promotion, prevention and corrective work in the school organization, i.e. as part of school development.
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Grimhed, Johanna, und Malin Wester. „Familjehemligheten : Ett vuxet barns perspektiv om hur det är att växa upp och bära på en familjehemlighet gällande en förälders alkoholmissbruk“. Thesis, Högskolan Väst, Institutionen för individ och samhälle, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-3493.
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Uppsatsens övergripande syfte är att undersöka hur det har påverkat ett barn att växa upp med en familjehemlighet. Vi har intervjuat en person vars familjehemlighet grundade sig i att hennes pappa hade ett alkoholmissbruk. Vi belyser hur ett barn påverkas av att bevara en familjehemlighet utifrån tre olika miljöer; familjen, skolan och kompisrelationer samt om och i så fall hur det har gjort intryck i hennes vuxna liv. För att besvara uppsatsens syfte har vi genom en kvalitativ metod i form av en halvstrukturerad livsvärldsintervju samlat in vår empiri. Teoretiska perspektiv vi använt oss av är systemteori och KASAM- Känsla av sammanhang, som speglar individen, samspelen och sammanhangen mellan de teman vi valt att fokusera på. Intervjumaterialet är analyserat utifrån den narrativa metoden. Vidare har vi använt oss av teman och perspektiv då vi undersökt hur intervjupersonen har skapat en identitet och gett sitt liv mening utifrån sina livserfarenheter. Resultatet visar att intervjupersonens familj, skolgång samt kompisrelationer har påverkats. Bland annat gjorde hon ett aktivt val och är idag nykterist. Intervjupersonen har i olika perioder av sin uppväxt tagit sig an olika roller och beteenden beroende på i vilka sammanhang och miljöer hon befunnit sig. Dessa roller och beteenden har inte varit bestående men återkommande vilket är viktigt att påvisa.The essay´s overall purpose is to examine how it has affected a child growing up with a family secret. We have interviewed a person whose family secret was based on the alcohol addiction of her father. We have chosen to illustrate how a child is affected by maintaining a family secret from three different environments; family, school, and through friendship, and whether and if so, how it has made an impression in her adult life. To answer the purpose for this thesis, we have collected our empirical data through a qualitative method, in the form of a semi-structured life-world interview. Theoretical perspectives we have made use of are systems’ theory and SOC – Sense of Coherence, which reflect the individual, the interactions, and relationships between the themes we have chosen to focus on.The interviews have been analyzed based on the narrative method. Furthermore, we have used the themes and perspectives when investigating how the interviewee has created an identity and conferred meaning to her life, from the basis of her experiences. The results show that the interviewee's family, school, and friendships have been affected. Among other things, she made an active choice and is now a teetotaler. During different periods of her growth, she has adopted different roles and behaviors, depending on the situation and environment she has been in. These roles and behaviors have not been durable, but recurring, which is important to emphasize.
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Jönsson, Helena. „The Role of Pupils’ Selves in Relation to Motivation : - A Literature Review on Upper Elementary StudentsLearning English as a Foreign Language“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25583.
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In the globalized world, the English language has an important role. It expands and finds its way into curriculums as far away as in Asia. However, in Sweden English has been a part of the curriculum for over a half-century and most Swedes are able to understand and make themselves understood in English to a certain extent. Nevertheless, in the wake of globalization its importance has grown, and as a core subject in school and as a spread commercial language, mastering the English language has become a significant skill. Learning a foreign language is a delicate task that requires volition and a great deal of patience. In order to succeed, the learner must be motivated. Motivation is a powerful phenomenon, relevant within all learning, but not least when it concerns areas as demanding and challenging as language learning. This smallscale study investigates views in recent research of the role of pupils’ selves in relation to their motivation and what factors are considered to stimulate pupils’ selves. Asian studies dominate the reviewed material but also Swedish studies are represented. The findings of this study indicate that pupils’ selves are related to motivation. What stimulates pupils’ selves seems to match all activities and methods that strengthen autonomy, competence and relatedness. These findings support a motivational conscious teaching, where motivation is acknowledged as a vital element in learning in general and specifically in language learning.
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Leo, Fia. „The Role of Play : A literature study on playful learning in the early elementary EFL classroom“. Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-25098.
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Young students learn through active and playful encounters with their environment. The Curriculum for Compulsory School (Lgr11) states the importance of play in students’ active learning. The aim of this thesis is to investigate the role that has been ascribed to play in research on early English language learning. The main questions address how play can be used to promote language learning in the early primary English as a Foreign Language (EFL) classroom and other methods teachers may use that benefit students’ language development. The method used for this thesis is a systematic literature review with a qualitative approach. Six studies were included in the analysis. The analysis shows that playful methods of teaching can help the teacher to develop students’ English skills. Research has shown that playful encounters during language learning help students feel more motivated and dedicated to learning a foreign language. The results indicate the importance of the teacher having knowledge regarding what is being taught, how it is supposed to be learned, and why it is meaningful for the students in their own personal language development. Based on the thesis results further research is needed to understand the teachers’ methods of teaching English as a Foreign Language in the early primary classroom.Engelska
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Bernstein, Leon. „The development and application of a pedagogic grammar for the teaching of French as a foreign language and its role in the reduction of learner error“. Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020360/.
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WALSH, BIANCA. „THE ROLE OF THE FIRST LANGUAGE IN THE DEVELOPMENT OF THE SECOND LANGUAGE WRITING: AN INVESTIGATION OF LEARNERS PEDAGOGIC ACTIONS AND BELIEFS IN AN ENGLISH FOR ACADEMIC PURPOSES CLASS“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8061@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORPesquisas recentes apontam para a L1 como facilitadora no processo de aprendizagem de L2 (Upton e Thompson, 2001; Jarvis, 2001; Silva, 2003; Zuchelli, 2003), especificamente no processo de escritura em L2 (Salies, 1995; Victori, 1999; Wen e Wang, 2002; Glopper, Stevenson e van Gelderen, 2003). Este trabalho tem como objetivo investigar o papel de L1 no desenvolvimento da escrita em L2, por meio de uma investigação exploratória das percepções e ações observadas no discurso em sala de aula e no processo particular de escritura dos aprendizes. Trata-se de um estudo de caso de um grupo de doutorandos em áreas exatas, aprendendo inglês para escrita acadêmica. Os dados serão triangulados para validação de possíveis conclusões em relação ao papel de L1, a partir das várias ferramentas de investigação: observação participante e transcrição do discurso de sala de aula, entrevistas, protocolos verbais retrospectivos e questionários semi-estruturados. Discuti-se o lugar da L1 na instrução formal para escrita em L2, com possíveis aplicações pedagógicas.
Recent studies propose a facilitative role for L1 in the process of L2 learning (Upton e Thompson, 2001; Jarvis, 2001; Silva, 2003; Zuchelli, 2003), specifically in the process of L2 writing (Salies, 1995; Victori, 1999; Wen e Wang, 2002; Glopper, Stevenson e van Gelderen, 2003). The purpose of this work is to investigate the role of L1 in the development of L2 writing, by means of an exploratory research of the perceptions and actions observed in class and in the learners` private writing processes. This research is a case study of a group of doctorate students from technological areas, learning English for academic writing. The data are obtained from four methodological tools: participant observation with transcriptions, interviews, retrospective protocols and questionnaires with open-ended and closed questions. They are triangulated to validate possible conclusions in relation to the role of L1. The possible pedagogic applications of L1 in the formal instruction of L2 writing are discussed.
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Mariais, Christelle. „Modèles pour la conception de Learning Role-Playing Games en formation professionnelle“. Phd thesis, Université de Grenoble, 2012. http://tel.archives-ouvertes.fr/tel-00702237.
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L'évolution des besoins et des exigences des apprenants vis-à-vis de la formation professionnelle continue en entreprise requiert des solutions de formation efficaces et motivantes. Dans le contexte socio-technologique actuel, l'utilisation du jeu dans la formation paraît une piste intéressante. Ce travail de thèse, réalisé en partenariat avec la société Symetrix, s'intéresse au soutien des concepteurs pédagogiques. Nous avons tout d'abord mené une étude exploratoire et structurante de domaines liés à l'intégration du jeu dans la formation. Ensuite, nous nous sommes focalisés sur les Learning Role-Playing Games, dispositifs spécifiques de formation utilisant le jeu, pour lesquels nous proposons des modèles visant à assister les concepteurs dans la création, la mutualisation et la réutilisation de solutions. Nous proposons notamment de centrer la réflexion sur l'usage de ressorts de jeu et de guider la formalisation des scénarios à l'aide d'un système de notation visuel intégré à des outils d'assistance. Ces propositions ont fait l'objet de deux expérimentations, l'une s'appuyant sur un prototype tangible d'outil d'assistance (cartes à jouer) et l'autre sur un environnement informatique.
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Holmin, von Saenger Isabelle. „Perceived teacher support and student psychosomatic health complaints : Exploring the role of schools' student composition and gender“. Thesis, Stockholms universitet, Institutionen för folkhälsovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157532.
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Mental health problems have increased among adolescents in Sweden and research suggests that contextual matters could be of importance over and beyond individual socio-demographic characteristics. One such social context is school, where both the student composition of the school and its support can influence student health. This study explored the distribution of psychosomatic health complaints (PHC) and perceived teacher support (PTS) as well as the association between PTS and PHC, across school segregated profiles. It also examined gender differences in these distributions and associations. The study design was cross-sectional, and data came from classroom-surveys within Stockholm municipality of ninth grade students in 2014 (n=4904). Linear regression analyse was applied. Results showed that average levels of PHC varied across school segregation profiles for girls, while PTS varied for both gender. PTS was negatively associated with PHC for all students, while the strength of association varied across school profiles to the benefit of students in the most privileged schools. Gender differences in these associations was also observed. Conclusions were that school context, based on the student composition of the school, and its provided support was linked to psychosomatic health complaints among students in Stockholm and that gender played a role in understanding pathways in these associations.
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Steele, James. „The Role Humor Plays in Facilitating Rapport, Engagement, and Motivation in Graduate Online Learning Environments“. Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011748/.
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This study seeks to explore, using an interpretivist phenomenological approach, how humor may impact rapport, engagement, and motivation in graduate online learning environments. Through detailed qualitative analysis of semi-structured interviews, direct observation, and demographic survey data, emergent themes were identified that support the use of appropriate humor to create a positive online environment in which learning can take place. Evidence indicates that humor, when used purposefully and appropriately, is a valuable tool for promoting rapport and engagement amongst course members through community-building and enhanced interpersonal connections. The results of this study reveal the importance of finding common ground and shared experiences to improve the overall social and communicative culture of an online course. The results also support the idea that online instructors should make a great effort in connecting with students in online courses and must make a greater effort to appropriately engage in their online courses. Appropriate recommendations are made for practical application of humor to support pedagogy, as well as recommendations for future research on humor in educational environments.
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Pontes, Ewertton Carneiro. „Objective Team - Role Playing Game para o Sistema de Apoio a Decisão da Escola de Aperfeiçoamento de Oficiais (OT-RPG / SAD-EsAO)“. Faculdade de Educação, 2017. http://repositorio.ufba.br/ri/handle/ri/25205.
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Nesta tese, seguindo uma abordagem de tecnologia da informação e comunicação, apresenta-se uma arquitetura computacional pedagógica, chamada Objective Team - Role Playing Game / Sistema de Apoio a Decisão - Escola de Aperfeiçoamento de Oficiais (OT-RPG / SAD-EsAO), com o objetivo de aperfeiçoar a capacidade cognitiva de tomada de decisão de alunos de uma Escola do Exército Brasileiro, onde o processo ensino/aprendizagem se faz segundo um trabalho colaborativo em equipe. Este instrumento pedagógico, construído colaborativamente por analistas cognitivos e especialistas em fenomenologia do trabalho de estado-maior do Exército Brasileiro, teve como base de aplicação o Curso de Aperfeiçoamento de Oficiais. Partindo da estrutura e dos conceitos do RPG, cujos personagens são individuais, elaborou-se um aperfeiçoamento da estrutura e introduziu-se o conceito de personagens em equipes. Foram levantados os aspectos cognitivos da fenomenologia do trabalho de estado-maior, práxis comum no planejamento de operações militares no Exército Brasileiro e objeto de estudo na Escola, para modelar esta solução pedagógica. Os experimentos foram realizados nos cursos da EsAO e, tendo em vista tratar-se de uma investigação sobre práticas educacionais, utilizou-se a abordagem metodológica Design Based Research (DBR) como método de pesquisa e os pressupostos do socioconstrutivismo e do sociointeracionismo como concepção epistemológica, considerando a inseparável relação entre conhecimento teórico e a aplicação prática, característica dos profissionais da arte da guerra.
ABSTRACT In this thesis, following an information and communication technology approach, a pedagogical computational architecture, called Objective Team - Role Playing Game / Decision Support System - Officers Improvement School (OT-RPG / SAD-EsAO) is presented, with the objective of improving the cognitive decision-making capacity of students of a Brazilian Army School, where the teaching / learning process is done according to a collaborative team work. This pedagogical tool, built collaboratively by cognitive analysts and specialists in the phenomenology of the Brazilian Army's general staff work, had its application basis on the Captains Career Course. Starting from the structure and concepts of RPG, whose characters are individual, an improvement of the structure was elaborated and the concept of characters in teams has been introduced. The cognitive aspects of the phenomenology of general staff work, common praxis in the planning of military operations in the Brazilian Army and object of study in the School, were raised to model this pedagogical solution. The experiments were carried out in the courses of the EsAO and, since it is an investigation on educational practices, the methodological approach Design-Based Research (DBR) was used as research method and the assumptions of socioconstructivism and of socio-interactionism as epistemological conception, considering the inseparable relation between theoretical knowledge and the practical application, characteristic of the professionals of the art of war.
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Horta, Patrícia Rossi Torralba. „Os desafios de definir um bom professor e a herança das escolas alternativas paulistanas: perspectivas de coordenadoras pedagógicas e professoras do ensino fundamental I“. Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-01102014-140550/.
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Diante de diferentes qualificações usadas na descrição do que seja um bom professor do ensino básico, a presente pesquisa se propõe a analisar a maneira pela qual determinadas professoras e coordenadoras pedagógicas são capazes de identificá-lo na sua prática profissional. Foram investigadas, na literatura especializada, as teorias pedagógicas e psicológicas que regularam as concepções de docência escolhidas pelas escolas em diferentes momentos. Tendo em vista a atual hegemonia da chamada \"pedagogia das competências\" e sua definição do \"bom professor\" como \"professor competente\", este estudo buscou compreender a forma pela qual essas ideias são consideradas no contexto investigado. O estudo tomou como ponto de partida, para tanto, as ponderações de José Pires Azanha e a leitura desse autor de obras de Israel Scheffler, Ludwig Wittgenstein e de Alain (Émile Chartier). Como base empírica, foram escolhidas profissionais de escolas privadas da cidade de São Paulo, que, pelas suas trajetórias na história recente, são consideradas como referência. Trata-se de estabelecimentos que se originaram, direta ou indiretamente, das \"escolas alternativas\" dos anos 1970, procuradas por pais que se autoconsideravam intelectuais de esquerda e contrários à ditadura militar. Foram selecionadas escolas cujos projetos pedagógicos buscam se contrapor às chamadas escolas tradicionais, seja pela ambição por mudanças na relação professor-aluno, seja pelo destaque ao papel ativo dos estudantes. Realizou-se, nessas escolas, uma pesquisa de campo de caráter qualitativo, por meio de entrevistas semiestruturadas com as coordenadoras do Ensino Fundamental I e com as professoras por elas apontadas como \"boas professoras\". Nas entrevistas, foram identificados os referenciais teóricos e as influências que, desde o movimento da Escola Nova até o chamado construtivismo, norteiam tanto o trabalho das coordenadoras pedagógicas como o das professoras. Constatou-se que as \"boas professoras\" buscam preservar seus pontos de vista, mesmo diante de condições adversas colocadas pelo mercado competitivo e da inserção dessas escolas na lógica neoliberal e empresarial, em que discursos de competência e de excelência ganham primazia. Notou-se descrições amplas, difusas e de grande labilidade na definição do que professoras e coordenadoras consideram como \"bom professor\". As professoras, todavia, mostraram-se menos preocupadas com a coerência, conscientes da complexidade de seu ofício e do caráter retórico do uso das teorias. Na comparação entre as entrevistas das coordenadoras pedagógicas e das professoras, constatou-se que, em função de exigências diferentes e das posições diversas que ocupam nas organizações escolares, evidenciam-se algumas visões conflitantes e percepções opostas. No caso das coordenadoras, esses discursos contraditórios enaltecem simultaneamente, como característica do bom professor, a autonomia e a capacidade de submissão a uma pedagogia de resultados e aos controles avaliativos, com uma demanda do professor ser tradicional e inovador ao mesmo tempo.Upon different qualifications used in the description of what a good teacher of basic education is, this research intends to analyze the manner in which certain teachers and pedagogical coordinators are able to identify it in their professional practice. Pedagogic and psychological theories were investigated, in specialized literature, which regulated the teaching conceptions chosen by schools at different times. In view of the current hegemony of the so-called \"competence pedagogy\" and its definition of a \"good teacher\" as \"competent\" teacher, this study sought to understand the way in which these ideas are considered in the investigated context. Hence, the study took as its starting point the considerations of José Pires Azanha and the reading of this author of works from Israel Scheffler, Ludwig Wittgenstein, and Alain (Emile Chartier). As empirical basis, professionals from private schools were chosen from the city of São Paulo, who, through their trajectories in recent history, are considered as reference. These are establishments that were originated, directly or indirectly, from \"alternative schools\" of the 1970s, sought by parents who called themselves intellectuals from the left party and against the military dictatorship. Schools whose pedagogical projects seek to oppose the so-called \"traditional schools\", either by ambition for changes in the relationship between teachers and students or the highlight of the active role of students were selected. In these schools, a field research of qualitative character, by means of semi-structured interviews with coordinators of Elementary Schools I and with teachers appointed by them as good teachers was performed. In the interviews, theoretical references were identified and the influences that, from the New School movement until the so-called constructivism, guide both the work of the pedagogical coordinators as of the teachers. It was noted that the \"good teachers\" seek to preserve their points of view, even in the face of adverse conditions placed by the competitive market and the insertion of these schools in the neoliberal and business logic, in which competence and excellence speeches gain primacy. Descriptions that were broad, diffuse and with great liability were noticed in the definition of teachers and coordinators considered as \"good teacher\". However, teachers were less concerned with the coherence, awareness of the complexity of their craft, and the rhetorical character of the use of theories. On the comparison between the interviews of the pedagogical coordinators and teachers, it was noted that, due to different requirements and several positions they occupy in school organizations, some conflicting views and opposing perceptions were evidenced. In the case of coordinators, these contradictory speeches praise simultaneously, as the characteristic of a good teacher, the autonomy and the ability of submission to a pedagogy towards results and the evaluative control with a demand of the professor to be traditional and innovative at the same time.