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Zeelie, Shani Antoinette. „Exploring the relationship between teacher profiles, professional development and learners’ reading literacy achievement“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80428.
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This study, drawing on the Progress in International Reading Literacy (PIRLS) Literacy
2016 learner achievement data, aimed to examine the relationship between teacher
profiles in terms of teachers’ age, years of experience and formal qualification,
teachers’ participation in formal and informal professional development activities and
South African Grade 4 learners’ reading literacy achievement when controlling for the
socio-economic status of the learners. To accommodate all the variables used in the
study, a new conceptual framework was developed.
This study was initiated as a result of the PIRLS Literacy 2016 results which revealed
that South African Grade 4 learners achieved the lowest reading literacy scores out of
the 6 participating countries. This study is a secondary analysis utilising standard
multiple regression analysis of the PIRLS Literacy 2016 achievement data and the
contextual data from the teacher and school questionnaires.
The study’s results revealed that there is no statistically significant relationship
between South African teachers’ participation in either formal or informal professional
development and learners’ reading literacy achievement. Based on the literature
however, the emphasis was placed on the educational significance of teachers’
participation in effective professional development activities.Dissertation (MEd)--University of Pretoria 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
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Wiley, Caroline. „Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics“. Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202704.
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The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking questions regarding specific student performance/behavior on a sample of graded course tasks. No available study has focused on individual students in such a way. The overarching focus of the study is to examine actual students' data in relationship to their respective teacher's beliefs and practices.The purpose of this study is to examine the degree to which four sources of evidence: (1) course descriptions and policies (teacher); (2) grading beliefs (vignettes); (3) perceived grading practices (Likert-scale); (4) student characteristics (student) converge from a qualitative perspective.Fifteen high school teachers from four school districts completed an online grading questionnaire. The Wiley Grading Questionnaire (WGQ) consists of two main parts: (1) course policies and student characteristics; and (2) general grading beliefs. Part I requires teachers' gradebooks and syllabi. Part II measures teacher beliefs and perceived grading practices using Brookhart's (1993) grading vignettes, a 19-item 6-point Likert-scale survey adapted from McMillan (2001), and a combination of open-ended and forced-choice items on the WGQ.Teachers considered non-achievement variables more in their grading decisions in response to the vignettes than they reported in the other sources of evidence. Non-achievement factor considerations were more evident in the effort scenarios; namely a low-ability/low-achiever bias. The vignettes provided the highest level of abstraction, but they largely categorized teachers as either excluding non-achievement factors or including them for certain types of students, usually the low ability or low achiever. Further descriptions and implications are discussed.
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Currie, Cailin Tricia. „Student Motivation Profiles as a Diagnostic Tool to Help Teachers Provide Targeted Support“. PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4229.
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Research has demonstrated that academic engagement is an important resource for students, promoting their learning and achievement. Less well documented is the possibility that students' classroom engagement may also be a valuable resource for their teachers, capable of influencing how teachers treat their students over time. The current study sought to examine the relationship between student motivation and teacher behavior to better understand how teachers perceive and respond to their students' classroom motivation and whether these motivational states contain diagnostic information about the types of supports students may need in order to be engaged, enthusiastic learners. The observable manifestations of motivation, engagement and disaffection, may contain valuable information about students' inner experiences that educators can use to optimize their teaching. Thus, the goal of the current study was to examine the reciprocal effects of student motivation on teachers' provision of support by using a longitudinal design, a more comprehensive assessment of behavioral and emotional engagement and disaffection, and a person-centered approach to investigate whether potential factors influencing the quality of students' classroom engagement can help inform more targeted intervention efforts.
Data from 1018 3rd through 6th grade students and their teachers were used to create two sets of teacher-reported student motivation profiles, namely, a theory-driven and an empirically-derived set of profiles. Using both sets of profiles, the current study failed to provide evidence that student engagement and disaffection profiles influenced changes in the quality of support students' received from their teachers over the school year. The current study also examined whether knowledge of the motivation profile into which a student falls can tell us something meaningful about their unobservable, inner experiences or self-system processes (SSP's) such that we can use their profile to "diagnose" motivational issues stemming from these student inner experiences. Results indicated that, with one exception, students in different profiles did not report differential levels of the three SSP's; rather, if students in a given profile had low levels of one self-system process, they had low levels of all three. Finally, for two of the ten student motivation profiles, (At Risk and Checked-out) students in the high teacher support subgroup and the low teacher support subgroup experienced differential changes in their self-reported engagement from fall to spring such that the students who received the "treatment" (high levels of teacher support) started and ended higher than those who received low levels of teacher support, but also showed steeper declines over the year, because students with low teacher support started low and remained low (but did not lose any more ground) across the year.
Discussion focuses on the utility and potential drawbacks of using person-centered approaches to examining student motivation and potential causes for the lack of supported hypotheses. Implications discuss the need for further research and how we can help teachers gain a more nuanced and differential view of their students' motivated actions and emotions in the classroom.
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Charles, Joan T. „Teacher-directed student use of the Internet for curricular activities: Profiles of frequent and infrequent use“. Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3095/.
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The purpose of this study was to develop profiles that described teachers with infrequent and frequent teacher-directed student use of the Internet for curricular purposes. Responses to the teachers' self-reported needs, beliefs, demographics, Internet skill levels, and other information were examined as the basis for the study. The study was descriptive in nature, utilized correlation and causal-comparative methods, and employed a convenience sample. The population consisted of 3,187 public school teachers from Nebraska and four service regions in upstate New York. Data related to the research questions were gathered using an online survey. After minimum access was determined, frequencies, percentages, t tests, and correlations were used to examine the data. Teachers with infrequent (<15 mins. /week) teacher-directed student use of the Internet comprised 63% of the sample. Teachers from elementary and high school levels were almost equally represented in the infrequent use group. The majority of the high school level teachers were assigned to language arts, mathematics or science courses. Teachers in the frequent (>. 90 mins. /week) use group were predominately (75%) high school level, with the majority teaching computer and business subjects. Significant differences were found between the use groups regarding beliefs about the Internet's effect on students and schools and feelings about designing lessons that included the Internet or technology. Within the infrequent use group, significant correlations were found between comparative Internet skill levels and (a) hours of technology-related professional development and (b) willingness to use the Internet for professional development. Further study should be given to the question of how these differences and correlations may affect the amount of teacher-directed student use of the Internet. The profiles developed in this study provide a starting point to assist regional, district, and school-level personnel in assessing local needs and focusing resources on developing strategies to increase teacher-directed student use of the Internet.
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Bassi, Madu Musa. „Multilingual teacher-talk in Secondary school classrooms in Yola, North-East Nigeria: Exploring the interface of language and knowledge using legitimation code theory and terminology theory“. University of the Western Cape, 2021. http://hdl.handle.net/11394/8498.
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Philosophiae Doctor - PhDIt has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswitching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. Thirdly, where the effects of multilingual teacher talk on students‟ understanding or knowledge are at all captured in studies, such effects have either been based on researcher intuition or have not been the object of sustained empirical demonstration. Fourthly, many studies have assumed merely that it is the configuration of languages that produces claimed effects of multilingual teacher talk, and attention has hardly been paid to repetition of content or to knowledge structure. Fifthly, it is not often the case that studies or findings are presented in a nuanced form that takes into account the possible effect of different subject types, school types or levels of study. Sixthly, and overall, many studies making claims on the effect of teacher‟s code-switching or trans-languaging on students‟ knowledge do not theoretically engage with knowledge, beyond the distinction between presentational and explanatory forms of knowledge, thus illustrating what Maton (2013) regards as “knowledge-blindness” (that is, the paradox of limited engagement with knowledge structures in pedagogical research making knowledge claims). As a result, little is known about how specific units of knowledge are encoded according to categories in a theory of knowledge, how knowledge encodings interface with languages, and how composite knowledge structures-language profiles can be visualised. This study draws on Legitimation Code Theory Semantic and Terminology Theory in order to investigate the interface of language and knowledge in multilingual teacher-talk in science and business studies classrooms in Yola, North-Eastern Nigeria. This focus should make it possible to answer questions such as the following which, though important, have not often been posed on account of the limited engagement in the research on classroom multilingualism with theories of knowledge: a) to what extent is it appropriate to claim that there is a functional allocation of language in multilingual teacher-talk (in which language „a‟ is used for so-called presentational knowledge, and language „b‟ for explanatory knowledge)?; b) what kinds of encodings of knowledge occur in a set of science and business studies lessons?; c) given documented visual patterns of knowledge dynamics emerging from recent research in the sociology of knowledge (e.g. semantic waves, semantic flatlines both high and low, downward shift and upward shift), (Maton: 2013, 2014a, 2014b), what knowledge profiles are observable and how does language use in multilingual teacher-talk map onto these patterns?; d) how are any observed differences in the composite knowledge-language profiles to be explained?; and e) what effects do various language-knowledge profiles have on students‟ understanding of the lesson and on their demonstration of their knowledge? Data for the study was derived from transcripts of audio-recorded multilingual teacher-talk in two subjects (integrated science and business studies) as taught in grades seven and nine in four secondary schools (two private and two public schools) in Yola, North-East Nigeria. Findings show, among others, that it is not always the case that the official classroom language (English) is used for introductory discourses, and the non-official classroom languages are used for explanatory discourses. Findings further reveal that it is not primarily the functional allocation of languages that explains perceptions or empirical claims of enhanced student understanding. We also observed that the number of content iterations, combined with knowledge structures, is an important factor that enhances or explains the performance of students. While this research has paid a lot of attention to teacher talk in the classrooms in two sites in Yola, North-East, Nigeria, where the use of Hausa and Fulfulde languages by the students is mainly in the spoken form, it would be interesting for future research to replicate this type of study in an environment where the non-official language of the classroom is perhaps used more frequently in reading and writing.
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Asiedu, K. „The psychological profile of biological and physical science oriented pupils at 16+ : With special reference to factors that influence attitudes towards science, subject preference, choice, teacher liking, social influence, career aspirations and personal“. Thesis, Brunel University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.234127.
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Hammami, Abdelhakim. „ESL teacher profiles of ICT integration in their classroom practices and assessment activities : a portrait viewed through the lens of some Quebec teachers’ social representations“. Thèse, Université de Sherbrooke, 2016. http://hdl.handle.net/11143/9812.
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Abstract : Information and communication technologies (ICTs, henceforth) have become ubiquitous in our society. The plethora of devices competing with the computer, from iPads to the Interactive whiteboard, just to name a few, has provided teachers and students alike with the ability to communicate and access information with unprecedented accessibility and speed. It is only logical that schools reflect these changes given that their purpose is to prepare students for the future. Surprisingly enough, research indicates that ICT integration into teaching activities is still marginal. Many elementary and secondary schoolteachers are not making effective use of ICTs in their teaching activities as well as in their assessment practices.
The purpose of the current study is a) to describe Quebec ESL teachers’ profiles of using ICTs in their daily teaching activities; b) to describe teachers’ ICT integration and assessment practices; and c) to describe teachers’ social representations regarding the utility and relevance of ICT use in their daily teaching activities and assessment practices. In order to attain our objectives, we based our theoretical framework, principally, on the social representations (SR, henceforth) theory and we defined most related constructs which were deemed fundamental to the current thesis. We also collected data from 28 ESL elementary and secondary school teachers working in public and private sectors. The interview guide used to that end included a range of items to elicit teachers’ SR in terms of ICT daily use in teaching activities as well as in assessment practices. In addition, we carried out our data analyses from a textual statistics perspective, a particular mode of content analysis, in order to extract the indicators underlying teachers’ representations of the teachers.
The findings suggest that although almost all participants use a wide range of ICT tools in their practices, ICT implementation is seemingly not exploited to its fullest potential and, correspondingly, is likely to produce limited effects on students’ learning. Moreover, none of the interviewees claim that they use ICTs in their assessment practices and they still hold to the traditional paper-based assessment (PBA, henceforth) approach of assessing students’ learning. Teachers’ common discourse reveals a gap between the positive standpoint with regards to ICT integration, on the one hand, and the actual uses of instructional technology, on the other.
These results are useful for better understanding the way ESL teachers in Quebec currently view their use of ICTs, particularly for evaluation purposes. In fact, they provide a starting place for reconsidering the implementation of ICTs in elementary and secondary schools. They may also be useful to open up avenues for the development of a future research program in this regard.Résumé : Les technologies d’information et de communication (TIC) sont devenues omniprésentes dans notre société. L’abondante panoplie de dispositifs rivalisant avec l’ordinateur, allant de l’iPad au Tableau blanc interactif, pour n’en nommer que quelques-uns, a permis aux enseignantes et enseignants ainsi qu’aux élèves de communiquer et d’obtenir de l’information avec une vitesse et une accessibilité jamais égalées jusqu’à aujourd’hui. De ce fait, il serait attendu que les pratiques éducatives traditionnelles, qui ne semblent plus compatibles avec les attentes des élèves et les besoins de main-d’œuvre d’aujourd’hui soient modifiées (Ahmed et Nasser, 2015). Malheureusement, la recherche indique que les réalités d’intégration des TIC sont toujours loin de la rhétorique. Plusieurs enseignantes et enseignants d’écoles primaires et secondaires n’utilisent pas les TIC d’une façon efficace et ce, autant dans leurs activités d’enseignement que dans leurs pratiques évaluatives. La présente étude, de type exploratoire-descriptif, vise à 1) décrire les profils des enseignantes et enseignants d’anglais langue seconde (ALS) utilisant les TIC dans leurs activités quotidiennes d’enseignement et leurs pratiques évaluatives; 2) décrire les pratiques d'intégration des TIC dans les activités d’enseignement et les pratiques d'évaluation de ces enseignantes et enseignants; et 3) décrire les représentations sociales (RS) des enseignantes et enseignants concernant l'utilité et la pertinence de l'utilisation des TIC dans leurs activités quotidiennes d'enseignement et leurs pratiques d'évaluation. Pour atteindre nos objectifs, nous basons principalement notre cadre théorique sur la théorie de la RS et nous définissons les concepts et les construits les plus étroitement associés qui sont considérés comme fondamentaux pour la thèse actuelle. Nous avons recueilli nos données auprès d’un échantillon de 28 enseignantes et enseignants d’ALS du primaire et du secondaire qui travaillent dans les secteurs publics et privés. Le guide d'entretien utilisé à cette fin comprend un nombre d’items visant à favoriser l’élucidation des RS des enseignants en matière de l’usage quotidien des TIC dans les activités d'enseignement ainsi que des pratiques d'évaluation. De plus, nous avons réalisé nos analyses dans une perspective de statistique textuelle, un mode particulier d’analyse de contenu, afin d’extraire les indicateurs sous-jacents aux représentations des enseignants. Les résultats suggèrent que, bien que presque tous les participants utilisent un large éventail d'outils de TIC dans leurs pratiques, il s’avère que la mise en œuvre des TIC n’est pas exploitée à son plein potentiel et, en conséquence, est susceptible de produire des effets limités sur l'apprentissage des élèves. En outre, aucun des interviewés affirment qu'ils utilisent les TIC dans leurs pratiques d'évaluation et ils tiennent encore à l'approche traditionnelle du papier-crayon dans l'évaluation de l'apprentissage des élèves. Le discours commun des enseignantes et enseignants révèle un écart entre le point de vue positif en ce qui concerne l'intégration des TIC, d'une part, et les utilisations réelles de la technologie pédagogique, de l'autre part. Ces résultats sont utiles pour mieux comprendre la façon dont les enseignantes et les enseignants d'anglais langue seconde au Québec perçoivent leur utilisation des TIC, en particulier à des fins d'évaluation. En effet, ils fournissent un point de départ pour reconsidérer la mise en œuvre des TIC dans les écoles primaires et secondaires. Ils pourraient également être utiles pour élaborer des pistes pour le développement d’un futur programme de recherche à cet égard.
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Barnes, Hayley. „Pre-service teachers’ mathematics profiles and the influence thereof on their instructional behaviour“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79391.
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In this paper the notion of “mathematics profiles” and “instructional behaviour profiles is introduced. A brief explanation of what these profiles are and how they were constructed and represented for preservice mathematics teachers is provided. An example of one of the participants’ profiles is included as an example. The influence of the pre-service teachers’ mathematics profiles on their instructional
behaviour is then discussed. This is done with regard to using the mathematics profiles as a potential tool to optimise the development of pre-service mathematics teachers’ instructional behaviour towards
a more reform-oriented approach.
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Ståhlberg, Jonathan. „Vocabulary Profiles of Authentic Texts used by Upper Secondary English teachers : A lexical analysis of authentic texts used in EFL classrooms“. Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-101171.
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The purpose of this essay is to investigate whether the vocabulary in authentic texts used by upper secondary English teachers teaching the course English 7 reach the expectations set by the Swedish National Agency for Education and the CEFR. This was done by analysing 26 texts contributed from five teachers with vocabulary profile web tools such as Text Inspector and Compleat Lexical Tutor. The analysis focused on word frequency and the CEFR levels.. The word frequency results showed that the vocabulary difficulty of teachers’ texts deviated slightly of being too simple or difficult for English 7 students, while the CEFR results showed that the vocabulary difficulty was too advanced for English 7 students. Although the results deviated from one another, the vocabulary difficulty of the teachers’ texts was often similar to each other. Furthermore, the results showed that the vocabulary difficulty often variated between text genres. The study, therefore, reasoned that the English 7 teachers enact their agency by selecting texts that they not only believe are suitable for their students but also will be suitable for students with different language proficiencies. The study concluded that English 7 teachers select texts of similar vocabulary difficulty and that English 7 students read authentic texts that contain advanced vocabulary that goes beyond the expectations of the CEFR. The study also suggested that further research should investigate how the CEFR should be interpreted and that similar studies should include a closer engagement with the teachers to obtain their views on how and why they select particular authentic texts.
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Marinho, Rita de Cássia de Almeida. „Perfil e trajetória acadêmica de estudantes reingressantes : reflexões sobre a licenciatura“. [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/322229.
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Orientador: Soely Aparecida Jorge PolydoroDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: As mudanças ocorridas na sociedade refletiram na expansão do ensino superior. Esta expansão, aliada às políticas governamentais para a educação brasileira, tem provocado diferentes efeitos nos campos político e pedagógico da formação dos estudantes, especialmente da formação docente. Constata-se uma menor procura por cursos de Licenciaturas, o que também sofre influência da baixa valorização da carreira e condições de trabalho. Uma vez que há diversificação no público que acede ao ensino superior, torna-se relevante o maior conhecimento a respeito da comunidade discente e seu percurso acadêmico. Para esta pesquisa foi selecionada uma modalidade específica de estudante de uma universidade pública situada no interior do estado de São Paulo: o aluno reingressante. São identificados como reingressantes, os estudantes que retornam à instituição para realizar outra habilitação ou ênfase do curso concluído. Diante destas especificações, o presente estudo teve por objetivo compreender o reingresso ao ensino superior, por meio da análise do perfil e da trajetória acadêmica de estudantes reingressantes em um mesmo curso do ensino superior, que tiveram a Licenciatura em seu percurso acadêmico no período compreendido de 2004 a 2009. Configura-se em uma pesquisa do tipo descritiva, de natureza documental e longitudinal. Os dados permitiram verificar a presença 1537 estudantes reingressantes que atendiam aos atributos estabelecidos pelo estudo, das quatro áreas do conhecimento (Ciências Exatas, Tecnológicas e da Terra; Ciências Biológicas e Profissões da Saúde; Ciências Humanas e Artes), dos quais realizaram até sete movimentos em sua trajetória acadêmica e que tiveram como curso de entrada preferencialmente o Bacharelado. Os estudantes das áreas de Ciências Exatas, Tecnológicas e da Terra e Ciências Biológicas e Profissões da Saúde foram os que mais realizaram movimentos em sua trajetória acadêmica. Os da área de Artes foram os que realizaram menos movimentos. Ao todo, os estudantes reingressantes passaram por 37 modalidades de Bacharelado, 10 de Licenciatura e uma de Tecnologia. Ao longo da trajetória acadêmica dos alunos foi percebida uma diminuição do número de alunos e também um decrescente índice de conclusão de curso. Os movimentos apresentaram tanto uma complementação da formação em novas carreiras, como o compromisso com a modalidade ao retornar à mesma após evasão anterior. O vínculo com a instituição mostrou-se presente ao se identificar a presença de Disciplinas Isoladas inseridas em sua trajetória. Foram identificadas variações na distância temporal entre a conclusão da modalidade anterior e o ingresso na modalidade posterior, na inclusão de outros cursos, no número de movimentos e direções apresentadas na trajetória e na condição acadêmica dos alunos dos diferentes cursos. Quanto à escolha pela Licenciatura, houve uma reduzida procura inicial, bem como baixo índice de conclusão. Os resultados obtidos indicam novas situações a serem investigadas, a fim de se buscar a percepção do reingressante sobre as variáveis motivacionais e de contexto que interferem neste percurso, destacando o papel do reingresso e a escolha da Licenciatura
Abstract: The changes occurred in the society resulted in the expansion of higher education. This expansion, combined with government policies for the Brazilian education has led to different effects in the political and pedagogical training of students, especially teacher education. There is a lower demand for undergraduate courses, which also is influenced by the low valuation of his career and working conditions. Since there is diversification in the public that access to higher education, becomes the most relevant knowledge about the student community and its academic career. For this research we selected a specific type of student of a public university located in the state of Sao Paulo: the student re-entry. Are identified like re-entry students, who return to the institution to hold another qualification or emphasis of the course completed. Given these specifications, this study had like a main objective, to understand the re-entry to higher education, using for this, the analysis of the profile and the academic career of re-entry students in one course of higher education, who had a degree in his academic career in the period of 2004 to 2009. Set in a search of the descriptive type of nature documentary and longitudinally. The data helped confirm the presence of 1537 re-entry students who meet the attributes set by the study, the four areas of knowledge (Exact Sciences, Technology and of the Earth: Biological Science and health professions; Human Science and Arts), which made up seven movements in their academic progress and which were input preferably Bachelor. The students of the Exact Sciences like Technology and Earth; Biological Scienc and Health Professions were mostly performed movements in their academic life. The Arts area were those who had less movement. In all, the re-entry students passed for 37 kinds of Bachelors Degree, 10 of graduation and 1 of Technology. During the academic life of the students, was noted a decrease of the number of students and a decreasing quantity in the completion of course. The movements show a completion of training in new careers, like an engagement with the course, when it returned to study after last evasion. The link with the institution was proven at identify the presence of Isolated Disciplines inserted in the trajectory. It was identified different gaps between the completion of the previous mode and the entering the posterior mode, in the including of other courses, in the number of movements and directions showed in the trajectory and in the academic condition of the students in the different courses. As the choice for graduate, there was an initial decrease found, like a lower quantity of completion. The results indicate new situations that need to be observed, to the future to have a perception of re-entry about the motivational variables and of context that interfere in this trajectory, with emphasis in the re-entry and the choice of the Graduate
Mestrado
Psicologia Educacional
Mestre em Educação
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MARAFELLI, CECILIA MARIA. „EFFECT-TEACHER?: A STUDY OF TEACHERS PROFILE IN PUBLIC AND PRIVATE SECTORS“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21695@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORO presente trabalho está situado em um contexto mais amplo, o das pesquisas que investigam instituições educacionais que alcançam resultados positivos em avaliações oficiais, sejam elas do setor público ou do setor privado. É um recorte de outra pesquisa mais ampla, intitulada Contextos institucionais e a construção da qualidade do ensino na educação básica e que vem sendo desenvolvida desde 2009 pelo SOCED – Grupo de Pesquisa em Sociologia da Educação. Foi utilizado material empírico derivado de um survey composto de distintos questionários aplicados aos pais, alunos e professores, de dez escolas, quatro públicas municipais e seis do setor privado na cidade do Rio de Janeiro. Do questionário respondido pelos professores foi obtida a maior parte dos dados utilizados. A pesquisa objetivou investigar o papel do professor nesse universo a partir da análise de dados como o nível socioeconômico, condições de trabalho, trajetórias profissionais, práticas pedagógicas, visões e expectativas acerca dos alunos. Foi estabelecida uma comparação entre as escolas de melhores resultados dentro do conjunto investigado, uma pública e uma do sistema privado, buscando identificar as características dos professores e de suas práticas que produzem bons desempenhos discentes, independentemente das diferenças entre os subsistemas escolares em que estejam inseridos. Com base no material empírico produzido, levantamos algumas hipóteses sobre o efeito-professor na produção de trajetórias escolares de sucesso.
This research is a cutting from a broader research, entitled Institutional Contexts and the Construction of Teaching Quality in Basic Education and that has been developed since 2009 by SOCED - Group Research in Sociology of Education. We used empirical data derived from a survey composed of separate questionnaires to parents, students and teachers from ten schools, four public and six local private sector in the city of Rio de Janeiro. From questionnaire answered by teachers was obtained most of the data. The study investigated the role of the teacher in this universe from the analysis of data such as socioeconomic status, working conditions, career paths, pedagogical practices, visions and expectations about the students. We established a comparison between the best performing schools within the set investigated, one public and one private system, seeking to identify the characteristics of teachers and their practices that produce good performances students, regardless of the differences between the subsystems that are embedded in school. Based on empirical material produced, we raise some hypotheses about the teacher-effect in the production of well succeed school trajectories.
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Harman, Paul R. „A profile of Idaho kindergarten teachers and factors that shape teacher curricular decisions /“. ProQuest subscription required:, 2001. http://proquest.umi.com/pqdweb?did=990270601&sid=2&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Thesis (Ed. D.)--Boise State University, 2001.Leaves 32-33,35-36,38-40 and 42-44 are duplicated and inserted between leaves 20-21. Includes bibliographical references (leaves 154-162). Also available online via the ProQuest Digital Dissertations database.
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Swortzel, Kirk A. „Agriculture Teacher Education: A Profile of Preservice Teacher Education Students, Teacher Educators, and Departments and Programs that Prepare Agricultural Education Teachers /“. The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487935125880847.
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Swanson, Peter. „A psychosocial profile of in-service foreign language teachers a mixed methods approach to investigating foreign language teachers' attributes and sociocultural perspectives /“. Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1232428031&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Moreira, Herivelto. „Motivational profiles of physical educators“. Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240165.
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Tucker, Eric Hoy. „Janice Harsanyi : profile of an artist/teacher /“. The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1381249986.
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Davies, John P. „Occupational stress in private schools: a teacher profile“. FIU Digital Commons, 1997. http://digitalcommons.fiu.edu/etd/2741.
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The purpose of this study was threefold. The primary purpose was to develop a stress profile for teachers in private schools. This study also addressed two exploratory issues. The first, consisted of an examination of the possible differences in the levels of on-the-job stress among teachers in different types of private schools. A second issue was to discuss the findings on private school in light of the extant literature on public schools, specifically using the data collected by Fimain to develop the Teacher Stress Inventory. This study was conducted utilizing 316 full time teachers from seven schools from six different states.
The instrument employed in this study was the Teacher Stress Inventory (TSI) developed by Fimian (1988). The TSI is a 10 factor, 49 item self-report measure. The 10 factors consist of five Stress Sources and five Stress measure. The 10 factors consist of five Stress Sources and five Stress Manifestations subscales. The mean for these 10 factors yields the stress construct termed "Total Stress." Of the 437 surveys mailed, 316 usable surveys, i.e., 72.3%, were returned.
The results suggest that private school teachers experience moderate levels of stress. The mean score was 2.27 indicating a lower than average stress level as measured by the TSI. Comparisons between types of private schools revealed that there were no significant differences between the stress levels of teachers in boarding and nonboarding schools. Teachers in large schools experience significantly higher levels of stress than teachers in small and medium size schools. However, the measurable difference between them translates into a very small difference in terms of the real stress levels of these teachers in their professional lives. A significant difference was also found between the stress levels of public (M=2.60) and private school teachers (M=2.27). Both means fall within the moderate range, however, while private school teachers experience lower than average levels of stress, the stress levels of teachers in public schools falls in the higher than average range.
Recommendations for reducing stress levels in both private and public schools are presented as well as suggestions for future research.
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Sepúlveda, Riveros Marcela. „Formación profesional de los titulados de educación básica: evaluación de la satisfacción de actores clave para una mejora continua del proceso enseñanza-aprendizaje“. Doctoral thesis, Universitat de Girona, 2019. http://hdl.handle.net/10803/667050.
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The objective of this research is to analyze the degree of satisfaction of graduates, academics and employers as key actors in the formation process of the 2007 to 2011 cohorts, with respect to the graduation profile of the University's basic education pedagogy course. from Playa Ancha. Based on this profile, the satisfaction of these actors in relation to the professional knowledge considered in the Framework for Good Teaching is also described; to the curricular nuclei of the Career Studies Plan as well as the interpretation of the results of the accreditation processes as continuous improvement in the training.
The results allow to recognize lower levels of satisfaction in subjects related to the integration in the classroom and to the disciplinary training. On the contrary, the consulted actors show greater satisfaction, in terms of the development of academic skills, the professional role as a socializing and change agent as well as personal and value development. Of the key actors consulted, the employer shows greater satisfaction with teacher training, followed by academics and graduates. All of the above allows decision making in teacher training, which facilitates continuous improvement in training processesEl objetivo de esta investigación es analizar el grado de satisfacción de titulados, académicos y empleadores como actores clave en el proceso de formación de las cohortes 2007 a 2011, respecto al perfil de egreso de la carrera de pedagogía en educación básica de la Universidad de Playa Ancha. Basado en este perfil, se describe además la satisfacción de estos actores en relación a los saberes profesionales considerados en el Marco para la Buena Enseñanza; a los núcleos curriculares del Plan de Estudios de la carrera así como la interpretación de los resultados de los procesos de acreditación como mejora continua en la formación. Los resultados permiten reconocer menores niveles de satisfacción en temáticas relacionadas con la integración en el aula y con la formación disciplinaria. Por el contrario manifiestan mayor satisfacción los actores consultados, en cuanto al desarrollo de destrezas académicas, al rol profesional como agente socializador y de cambio así como al desarrollo personal y valórico. De los actores clave consultados, el empleador manifiesta una mayor satisfacción con la formación docente, seguido por los académicos y titulados. Todo lo anterior, permite la toma de decisiones en la formación de profesores, que facilite la mejora continua en los procesos formativos
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Prentice, Susan. „Teacher perceptions of the development of a school profile“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33430.pdf.
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Mason, Crystal. „Teacher Biases as an Influence on Early Childhood Assessments“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7235.
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Teacher perspectives and judgments of students' race and gender are known to influence their assessment of primary and secondary students' academic achievements. However, little is known about the effect on children's academic achievement of preschool teacher perspectives and judgments of students' race and gender, which forms the basis for this study. The purpose of this study was to analyze teacher assessment of preschool children's mathematics and science skills on the Desired Results Developmental Profile (DRDP) and Teacher Strategies GOLD (TSG), along with teacher comments written in preparation for each child's parent-teacher conference, to determine if there was a relationship between preschool teachers' assessment and comments and the race and gender of the child. Wason's theory of confirmation bias formed the theoretical foundation of this study. The research questions addressed the relationship between preschool teacher assessments recorded on the DRDP and TSG regarding children's mathematics and science skill and teacher comments coded from Racasens linguistic model and those children's race and gender. Archival data from 2 Head Start centers in a western and southwestern state were analyzed using the Mann-Whitney U test, and the point-biserial Pearson correlation. The Mann-Whitney U test found no statistically significant differences in DRDP and TSG scores by students' race and gender. The point-biserial Pearson correlation found no statistically significant correlation between race or gender and teacher comments. This study contributes to positive social change by confirming observational assessments to be free from teacher bias, supporting their continued use with preschool children to promote their learning and development.
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Chan, Roy Chin Ming. „A Profile of Job Satisfaction for Graduate Physical education Faculty Members“. Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331137/.
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The purpose of the present investigation was to develop a profile of graduate physical education faculty members in terms of job satisfaction, and to compare the top-20 ranked physical education departments against 20 other randomly selected physical education departments (Massengale & Sage, 1982).
The Job Descriptive Index (JDI) was used to measure the five different areas of satisfaction, while the Job Satisfaction Index was used to measure the overall job satisfaction. A questionnaire was also employed to measure selected demographic data. The number of subjects analyzed was 291.
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Silva, Girlene Feitosa da. „O perfil do professor coordenador de laboratório de informática: a práxis na rede pública municipal de Juazeiro-BA“. Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/9645.
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This research aims to study the integration of information and communication technologies in teaching practice, aiming to investigate the profile of the teacher computer lab coordinator through the use of educational technology in public schools in Juazeiro, Bahia. The methodological procedure includes the exploratory study and has qualitative and quantitative approach. Data collection involves all head teachers in the laboratories of crowded public schools and the urban center of the country in 2010. The data collection instruments were used: document analysis and questionnaire available on Google docs and interview. The result revealed the evolution of technology and growing presence in public schools, and the desire in the voice of the survey, to innovate their practices. Their answers show that the practice can bring significant contributions and continuing education of teachers is a relevant factor, and could possibly promote the continuous change in doing teaching that necessarily must be shared among members and agent learning from the reflections that emerge collectively integration of practice and experiences in their teaching context and technology
A presente pesquisa se propõe a estudar a integração das tecnologias de informação e comunicação na prática pedagógica, tendo como objetivo investigar o perfil do professor coordenador de laboratório de informática, mediante uso pedagógico das tecnologias nas escolas públicas municipais de Juazeiro, Bahia. O procedimento metodológico contempla o estudo exploratório e possui abordagem qualitativa e quantitativa. A coleta de dados envolve todos os professores coordenadores lotados nos laboratórios das escolas públicas municipais do centro urbano e do interior, no ano de 2010. Os instrumentos de coleta utilizados foram: análise documental e questionário disponível no Google docs e entrevista. Como resultado revelou-se a evolução crescente e presença das tecnologias na rede municipal, bem como o desejo na voz dos entrevistados da pesquisa, de inovar suas práticas. Suas respostas revelam que a prática poderá trazer contribuições significativas e a formação continuada de professores é fator relevante e possivelmente poderá promover a mudança contínua no fazer pedagógico que, necessariamente, deverá ser compartilhado entre membros e agente de aprendizagem. A partir de reflexões que emergem coletivamente da integração da prática e das experiências vivenciadas em seu contexto pedagógico e tecnológico
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Smith, Deborah-Anne. „St. Gregory's School profile, an internship report“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0027/MQ34230.pdf.
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Garza, Garcia S. (Silvia). „The socio-professional profile of teachers in Mexico: a critical discourse analysis of two documentary films“. Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201306051474.
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The main purpose of this thesis is to critical analyze two documentary films, “De Panzazo” and “Grain of Sand”, both about the educational situation in Mexico and both focusing in the profile of the Mexican teacher and its activities that have helped either to “damage” or to “defend” the educational system. This research aims to question the role of the teacher and the relationship with standard educational practices that serve dominant interests by questioning how are the roles of teachers and their accountability represented in both documentaries, and what is the critical social analysis behind each representation?
The work of Teun A. van Dijk in Critical Discourse Analysis is used as the main method and theory of the research that puts into perspective different forms of power control trough the media. The method establishes the use of four categories (Text and Speaker, Context, Meaning, Form and Style and Topics) that allows determining the different ways in where domination and control is established during the discourse of the films. Later on, a comparison between the two films is utilized in order to find the differences of both discourses.
The results of the study provides a critical perspective towards one of the films “De Panzazo” in where teachers are represented as “authoritarians”, “irresponsible”, “well paid professionals” and “failure” providing certain responsibilities are considers “desirable” for teachers such as evaluations to measure their performances that at the end will determine the privatization of the education in Mexico. On the other hand the film “Grain of Sand” provides a different discourse in where teachers are perceived as “social leaders”, “political actors”, “fighters” and teachers that are “oppressed” by different social, political and economical matters.
In conclusion this study reflects the position in where teachers are constantly misunderstood and attacked by mass media, including the production of documentary films that lack to present the other analysis of the Mexican teachers as main contributors of the fight towards the rights of their students, the communities in where they live, and the rights of their own profession.
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Dei, Rossi Gary F. „A profile of California Teachers of the Year, 1972-1992“. Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2768.
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The purpose of this study was to: (1) develop a profile of the California Teachers of the Year, (2) describe how these award winning teachers were able to share their teaching expertise with their colleagues and the general public, and (3) explore the impact of selection as California Teacher of the Year and its affect on the professional careers of the recipients. A survey questionnaire was sent to eighty teachers who were either a finalist, or who received the award as the California Teacher of the Year, between 1972 and 1992. In addition to the questionnaire, the researcher conducted interviews with selected respondents. The typical California Teacher of the Year is: forty-four years old, married, Caucasian, and has no dependent children. This teacher of the year will teach for twenty-eight years as a high school teacher in a school with a student population between 501-1000. Changes that occurred to the professional careers of the recipients were requests to speak to educational and non-educational groups, to speak at various conferences, and present at an array of different workshops. California Teachers of the Year were able to share their teaching expertise through presenting at various conferences/workshops and serving on numerous educational committees. Recommendations to the California Department of Education and the sponsors of the California Teacher of the Year program are: provide a monetary award, expand the program in order to recognize more teachers every year, involve more teachers in the selection committee, and conduct a more elaborate ceremony to announce the finalists. Other suggestions include: intensive public relations training, mentors to provide support and guidance, and increased publicity.
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Rathsack, Carrie E. „A Profile of Early 21ST Century Teachers of Northwest Ohio: The Relationship Between Teachers' Technology Integration and Leadership Practices“. Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332162529.
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Cowern, Stephanie. „A PROFILE OF THE LITERACY PRACTICES OF K-5 CENTRAL FLORIDA TEACHERS OF“. Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2400.
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The problem of this study was to develop a literacy teaching profile of the 2004-2005 Teachers of the Year in Kindergarten through grade 5 in four central Florida school districts. Of primary interest was the extent to which these teachers indicated their use of exemplary literacy practices as defined using the domains and indicators of the National Exemplary Literacy Teacher Assessment (NELTA). The NELTA results were analyzed using frequencies and percentages. The results of the NELTA were also evaluated and discussed when total length of years teaching, and length of years at present grade level were considered. The data were derived from the 66 (59.4%) classroom Teachers of the Year who responded to the survey. Overall, the findings showed little congruency between exemplary teaching practices as measured by the NELTA and teachers' self-described practices. Many teachers indicated utilizing grade level practices best suited for grade levels higher than the ones they were presently teaching. Demographic variables did little to clarify the profile of the Teachers of the Year; however, 18 teachers with 7 or more years of teaching experience (27.2%) responded with the highest levels of congruency. Furthermore, using the domains and indicators of the NELTA, 13 grade 4 teachers (19.7%) demonstrated the highest level of congruence with grade 4 best practices. Conclusions were made to explain this along with recommendations for future research.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Kelley, Antoinette Cutler. „The prevalence of computer programming in teacher education coursework: A California State University profile“. CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/662.
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Wilson, James A. „A profile of teachers on availability in the Protestant School of Board of Greater Montreal /“. Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66246.
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Taylor, Sarah Elizabeth. „Mentor Teachers In Selected Districts In Northern California: Profile, Selection, And Responsibilities“. Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3388.
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Purpose. The purpose of this study was to develop a profile of California SB 813 mentor teachers in selected districts in northern California, to investigate selection procedures and responsibilities, to assess perceptions of mentor teachers regarding their helpfulness in improving instructional quality, and their satisfaction with the role. An analysis of the helpfulness of the mentor teacher role in improving instructional quality as perceived by teachers assisted by the mentor teachers and their principals was included in this study. Procedures. Ninety-three mentor teachers from twelve school districts and county offices of education in northern California, one hundred fifty-three assisted teachers, and fifty-seven principals of assisted teachers were the research sample. Three questionnaires used in this study were developed by the researcher. Data were collected in the spring of 1985. Sixty-three percent of the mentor teachers, fifty-two percent of the assisted teachers, and seventy percent of the principals completed and returned the questionnaires. Findings. The profile developed from fifty-nine responding mentor teachers was that of a female elementary teacher in her 30's who has been teaching seventeen years, in her current district twelve years, in her current assignment seven years. She aspired to remain with classroom teaching. The selection process reported by the mentor teachers was within the parameters established in the legislation. The mentor teachers applied for the position to respond to a professional challenge. The mentor teachers determined their responsibilities which were primarily in staff development. Their preference for optimum utilization of the mentor teacher role was to increase the time spent in direct assistance to teachers. Released time from the classroom to fulfill mentor responsibilities was notably less than that allowed in the legislation. Mentor teachers expressed satisfaction with and a desire to continue in the role. Difficulties experienced by the mentor teacher in fulfilling their responsibilities related to peers, proteges, and time. In rating their perception of helpfulness in improving instructional quality, that of the principals had the highest mean rating, assisted teachers second, and mentor teachers third. Comparison of the results of this study with those of Far West Lab revealed similarities between expectations coordinators of mentor teachers reported to Far West Lab and experiences reported by respondents of this study. (Abstract shortened with permission of author.)
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Cote, Patricia Martin Lynn Mary Ann. „A profile of staff development standards, policies, and practices in selected Chicago SMSA high school districts“. Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8608949.
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Thesis (Ed. D.)--Illinois State University, 1985.Title from title page screen, viewed July 1, 2005. Dissertation Committee: Mary Ann Lynn (chair), Ronald Halinski, Ronald L. Laymon, J.H. McGrath, Marilyn Feldmann. Includes bibliographical references (leaves 73-77) and abstract. Also available in print.
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Coelho, Hamilton Batista. „A formação contemporânea do docente na educação básica“. Faculdades EST, 2012. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=398.
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O presente trabalho faz uma abordagem sobre o processo de formação do profissional docente da Educação Básica. Na política educacional brasileira, muito se tem discutido sobre o processo de formação de professores, sobretudo uma formação que contemple a formação integral do futuro professor. Desta forma, são considerados aliados muito importantes para a formação, ou seja, os aparatos tecnológicos, o avanço tecnológico, a legislação Educacional e a filosofia da Educação aqui representada pelos pensadores tais como Tardif, Paulo Freire, Giroux, Gadotti entre outros. O diálogo feito entre estes três aspectos tecnológicos legais e filosóficos faz com que um novo perfil de professor seja configurado, como um professor que esteja de fato preparado para lidar com as inovações e com o crescimento da sociedade contemporânea. Neste aspecto, o mundo contemporâneo por si só é, sobretudo muito diverso e exigente e faz com que este professor contemporâneo esteja preparado para atuar dentro da diversidade e da globalização. Preparando assim o aluno para que este seja um cidadão crítico, criativo e participativo na sociedade em que está inserido. Entretanto, as IESs precisam ter em seus planos de trabalhos este novo perfil de professor, a elas cabem à função de conduzirem da melhor forma a política de formação de professores. Assim sendo, a educação terá professores bem capacitados e isto fará com que estes busquem se manter atualizados com a formação continuada.This paper presents an approach on the formation process of the professional teaching of Basic Education. The Brazilian educational policy has been discussed a lot about the process of teacher training, especially training that addresses the integral formation of future teachers. Thus, allies are considered very important for training, or technological devices, advances in technology, legislation and educational philosophy of education here represented by thinkers such as Tardif, Paulo Freire, Giroux, Gadotti among others. The dialogue made between these three aspects - technological and legal philosophical make a new teacher profile is configured as a teacher who is actually prepared to deal with the innovations and the growth of contemporary society. In this respect the modern world itself is mostly very diverse and challenging and makes this modern teacher is prepared to act within the diversity and globalization. Thus preparing the student for this to be a critical citizen, creative and participative society where they are inserted. However, IESs need to have in their plans to work this new profile of a teacher, they fit the role of leading the best policy for teacher education. Therefore, education will have well trained teachers and that they will seek to keep up with continuing education.
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Hartin, Gail Bantle. „Implementation of the Middle School Concept: a Profile of Perceived Effects“. Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279214/.
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This study addressed the perceptions of teachers, parents, and students in a suburban middle school about the effects of implementation of the middle school concept on instruction, peer group interaction, teacher attitudes and practices, and school culture. A qualitative approach was used for this study. Interview questions were developed to determine perceptions about effects in the areas identified in the research questions. Interviews were conducted with selected teachers, parents, and students who had exposure to the school before and after planned changes were implemented. Documents were examined for evidence of perceptions in the four areas identified. In addition, an existing data set (a student survey} was examined and the same survey was administered to a more recent group of students to identify possible patterns in student perceptions.
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SILVA, EVANDRO MENDES DA. „ENGINEERING FORMATION PROFILES: PERCEPTIONS OF EMPLOYERS, FORMER STUDENTS, TEACHERS AND STUDENTS OF PUC-RIO AND UERJ“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11844@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEste trabalho apresenta os conhecimentos, as competências e as atitudes importantes para o perfil do engenheiro eletricista segundo a visão dos egressos (ex-alunos), dos professores, dos alunos com matrícula ativa (do curso de engenharia elétrica da UERJ e da PUC-Rio) e do mercado de trabalho que tem contratado estes egressos.A pesquisa com os egressos, os professores e os alunos realizou-se por meio de questionários no período de dezembro de 2006 a maio de 2007. O estudo com as empresas foi feito com entrevistas realizadas no período de outubro de 2007 a janeiro de 2008. As entrevistas foram realizadas após a análise dos questionários para que fosse possível expô-los à crítica, desvelando novas interpretações à luz da experiência profissional dos entrevistados. Por outro lado, comparando a diversidade dos pontos de vista coletados em entrevistas dinâmicas, foi possível caracterizar de onde falam os entrevistados - situando-os em relação às descrições existentes da prática e da organização industrial. A partir da análise dessas visões sobre o perfil do engenheiro e da engenharia contemporânea é apresentada uma fundamentação parcial (pois poucos setores empresariais foram considerados) do currículo por competências e das competências para a engenharia atualmente discutidas no contexto brasileiro, além de algumas sugestões de caminhos para a elaboração de um currículo de engenharia mais de acordo com as atuais Diretrizes Curriculares Nacionais para os cursos de engenharia.
This work presents the knowledge, competences and attitudes more relevant to the formation profile of eletrical engineers following former students, students with active registration and teachers from UERJ and PUC-Rio electrical engineering courses, and also following the working market employing the former students. A survey was realized with former students, teachers and students of these courses between December 2006 and May 2007. Some interviews were realized with stakeholders from companies employing the former students between October 2007 and January 2008. These interviews were conducted after the analysis of the survey results to expose them to criticism from employers, to show new interpretations in the light of the actual professional experience. Moreover, comparing the diversity of points of view collected in the interviews, it was possible to characterize from where the respondents are talking - placing them in relation to the existing descriptions of industrial practice and organization. The analysis of these visions about the formation profile of nowdays engineers and contemporary engineering is presented as a partial fondamentation (because few industrial sectors were considered) for the engineering curriculum developed by competences currently discussed in the Brazilian context, as well as for some suggestions about ways to establish an engineering curriculum in line with the current National Curriculum Guidelines for engineering courses.
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Carrillo, Aguilera Carme. „The qualities of music teachers: towards a holistic view of the professional profile“. Doctoral thesis, Universitat Autònoma de Barcelona, 2012. http://hdl.handle.net/10803/96532.
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En aquesta tesi s’identifiquen i s’examinen les qualitats del professorat de música des d’una perspectiva holística que inclou tant aspectes tècnics de la professió com altres atributs de caire més personal. Aquesta visió integradora de les qualitats docents s’ha abordat per mitjà de la complementarietat d’un enfocament educatiu basat en competències i una orientació humanística.
La fonamentació teòrica tracta dues temàtiques que han estat essencials al llarg del desenvolupament d’aquesta investigació: per una banda, es revisen qüestions específiques associades amb el professorat de música de primària i secundària aportades per diferents autors i en diversos contextos i, per l’atra, s’hi tracten aspectes relacionats amb el concepte de qualitat docent i amb els enfocaments utilitzats per descriure aquest terme. La primera part d’aquesta fonamentació, per tant, presenta les problemàtiques i els reptes més rellevants que afecten a aquests professionals en relació amb el seu grau de preparació musical i didàctico-pedagògica. En segon lloc, s’exposa la visió de qualitat docent adoptada i s’examinen les contribucions que els enfocaments basat en competències i humanístic han aportat al propòsit d’aquest estudi.
Les aportacions fonamentals d’aquesta tesi estan exposades en tres publicacions diferents. En el primer article s’identifiquen les competències professionals que una mostra àmplia dels docents de música de primària i secundària de Catalunya consideren necessàries per al desenvolupament satisfactori de la seva pràctica professional. Per la seva banda, el segon i el tercer articles estan focalitzats en la dimensió subjectiva dels docents i en les qualitats personals inherents a les pràctiques professionals de l’autora i de quatre docents de música de secundària –dos de Catalunya (Estat Espanyol) i dos de Queensland (Austràlia).
Aquesta investigació utilitza un model mixt de recerca. En els diferents articles s’apliquen diferents mètodes i tècniques de recollida de dades i d’anàlisi, en funció dels objectius a assolir. En el primer article s’exposa com l’ús de qüestionaris i de l’anàlisi quantitativa de dades van permetre explorar les opinions del professorat de música en relació amb diferents aspectes de les esmentades competències. En el segon i el tercer articles s’explica com les entrevistes semiestructurades, la co-construcció de textos narratius i l’anàlisi narrativa d’esdeveniments crítics van fer possible examinar diversos aspectes relacionats amb les experiències professionals de les autores i dels quatre docents de música participants. Els resultats dels tres articles són interrelacionats, proporcionant així una millor i més aprofundida comprensió del concepte de qualitat docent que ha sustentat el treball de recerca.
Les aportacions més rellevants d’aquesta tesi tenen a veure amb la concreció de les qualitats del professorat de música des d’una perspectiva holística a través de la complementarietat dels enfocaments per competències i humanístic. També s’emfatitza en el paper fonamental que juga el desenvolupament professional dels docents per a l’exercici eficaç de la seva professió i es formulen propostes per a la millora de la seva formació i pràctiques professionals.This dissertation identifies and examines the qualities of music teachers from a holistic perspective which includes both technical and personal aspects. This comprehensive view of the qualities of teachers has been approached by combining a competence-based approach with a humanistic orientation. The theoretical framework deals with two themes which have been essential for the development of this research: particular issues associated with primary and secondary music teachers provided by different authors in different contexts, and aspects related to the concept of teacher quality including the approaches used to describe this term. The first part of this framework therefore presents the most relevant tensions and challenges which affect these professionals in relation to their degree of preparation in the fields of Music and Pedagogy/Music Didactics. Secondly, the view of teacher quality adopted in this study is presented and the contributions of the competence-based and humanisitic approaches to the purpose of this study are examined. The main contributions of this dissertation are presented in three different publications. In the first article the competences that a large sample of Catalan primary and secondary school music teachers perceive as necessary to develop their professional practice to a satisfactory degree are identified. The second and third articles are focused on teachers’ subjective dimensions and on some of the personal qualities inherent in the professional practices of the author in conjunction with four secondary music teachers – two from Catalonia (Spain) and two from Queensland (Australia). This investigation uses a mixed methods research model. Various quantitative and qualitative methods and techniques for data collection and analysis are applied in the different articles, depending on their objectives. The first article shows how the use of questionnaires and quantitative data analysis allowed an exploration of music teachers’ opinions regarding competences. The second and third articles explain how semi-structured interviews, co-construction of narrative texts and narrative analysis of critical events made it possible to examine various issues related to the author and the four participating music teachers’ professional experiences. The results from the three articles are interrelated, which provides a complex and nuanced understanding of the concept of teacher quality which was the aim of this research. The most relevant contribution of this dissertation is its identification of the qualities of music teachers from a holistic perspective through the complementarity of competence-based and humanistic approaches. Through this investigation the essential role of teacher professional development in contributing to teacher quality is emphasised and proposals for the improvement of music teacher training and professional activity are suggested.
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Figueras, Erick J. „Constructing and contextualizing a multi-dimensional burnout profile of high school music teachers“. Thesis, Boston University, 2014. https://hdl.handle.net/2144/10991.
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Thesis (D.M.A.)--Boston UniversityTeaching music, like other human service professions, can be stressful. For some teachers, excessive stress in the work environment can lead to burnout, a syndrome of Emotional Exhaustion (EE), Depersonalization (Dp), and reduced Personal Accomplishment (PA; Maslach, Jackson, & Leiter, 1996). Well- established negative consequences have been associated with burnout including serious health disorders, workplace withdrawal, and destabilized learning environments. Thus, I undertook this investigation in an effort to add to the literature a more comprehensive understanding of public high school music teachers' burnout by way of developing a multidimensional profile of music teachers' burnout and by comparing music teachers' burnout with burnout of other subject area teachers. A non-random sample of music (n =52), English (n=67), mathematics (n=67), science (n=67), and social studies (n = 38) teachers completed a web-based version of the Maslach Burnout Inventory-Educators Survey (MBI-ES). Music teachers' mean EE was categorized as high and was higher than established norms. Music teachers' mean Dp was categorized as moderate, similar to established norms. Mean PA for music teachers was lower than that reported for the normative sample, indicating a higher than normal sense of personal accomplishment among music teachers who participated in the study. In general, findings in regards to demographic variables were consistent with findings for music teachers overall. However, mean EE was higher for non-itinerant music teachers (n=28) than for itinerant music teachers (n=24), and higher among males (n=35) than among females (n=17). When considered collectively, no difference in categorical burnout was noted between non-music teachers (n=239) and music teachers. Considered discretely, categorized means evidenced greater emotional exhaustion for the music teacher group than for the math and social studies teacher groups. The psychometric properties of the MBI are discussed and further factor validity studies are recommended. In addition, I recommend that researchers focus on teacher stress rather than burnout at the local level. Finally, I recommend that researchers work toward developing practical instruments that can be can used for the assessment of teacher stress and coping resources at the school or district level.
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Onofre, Márcia Regina [UNESP]. „A experiência de pesquisa na formação básica e seu impacto na atuação docente na visão de profissionais do ensino fundamental I“. Universidade Estadual Paulista (UNESP), 2006. http://hdl.handle.net/11449/101615.
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onofre_mr_dr_arafcl.pdf: 2010952 bytes, checksum: 9b6f2cb3bf1b3d5dc7abc4e61dbfe557 (MD5)A pesquisa, aqui apresentada, defende a idéia de que professores formados em Cursos de Pedagogia, com licenciatura plena de 4 anos, em instituições públicas ou particulares conceituadas e que participaram, ao longo da graduação, de Programas Especiais de Estudo, Grupos de Estudos, Monitorias, Projetos de Pesquisa e Extensão e, especialmente de atividades de Iniciação à Pesquisa tendem a ter uma trajetória e desempenho profissionais diferenciados em relação aos demais professores. O objetivo do estudo foi o de investigar o impacto específico das experiências de iniciação à pesquisa no processo de formação inicial e no desempenho profissional de professores/as do Ensino Fundamental I da Secretaria Municipal de Educação de Araraquara. Para a obtenção dos dados foi realizada, em 2004, uma pesquisa preliminar, por meio de questionários distribuídos a 259 profissionais atuantes como docentes e como especialistas nas equipes técnicas das escolas de Ensino Fundamental I da Secretaria Municipal de Araraquara, com o objetivo de traçar o perfil pessoal, bem como caracterizar a trajetória de formação e a carreira desses profissionais. Desse total (259), foram devolvidos 142 questionários. A pesquisa revelou que desses 142 profissionais respondentes, 32 ou 25,60% revelavam trajetória profissional diferenciada, ocupando posições de destaque na Secretaria: 16 atuando nas funções de coordenadores, diretores e assistentes educacionais pedagógicos e 16 atuando em salas de aula como professoras da rede de ensino municipal. Com o apoio teórico de autores como Pérez Gómez, Antonio Contreras e Henry Giroux e focalizando, especificamente, as16 professoras que permaneciam nas salas de aula exercendo funções docentes foram realizadas entrevistas intensivas, buscando analisar, nos depoimentos das professoras...
The present study defends the idea that teachers who have graduated from Pedagogy courses in respected public or private institutions and who participated, during their graduation, in Special Study Programs, Study Groups, Tutoring, Research and Extension Projects and especially in activities of initial research tend to have differentiated trajectory and professional performance in relation to other teachers. The objective of this work was to investigate the specific impact of the experiences in research in the process of initial formation and in the professional performance of Middle School teachers of municipal schools in Araraquara. Preliminary research was accomplished in 2004 to obtain the data by means of questionnaires distributed to 259 professionals among teachers and specialists from Middle School teams in Araraquara, aiming to trace their personal profile as well as to characterize their formation trajectory and career. Of this total (259), 142 questionnaires were returned. The research showed that 142 of the respondents, 32 or 25.60% revealed differentiated professional trajectory: 16 were coordinators, directors and pedagogic assistants and 16 were teachers in municipal schools. Accomplished in 2005 and theoretically supported by authors such as Pérez Gómez, Gimeno Sacristán and Henry Giroux, intensive interviews aimed at the analysis of the relation established by these 16 teachers between their research experiences in their initial formation and the exercise of their profession. The results obtained in the second stage of the research indicate that in these teachers' view: initial formation constitutes fundamental learning for the building of knowledge necessary to teachersþ work; initiation activities to research, participation in study groups, extension projects and services to the community and, especially... (Complete abstract, click electronic address below)
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Praver, Max. „JAPANESE UNIVERSITY ENGLISH LANGUAGE TEACHERS' SELF-EFFICACY BELIEFS: A MIXED-METHODS EXPLORATION“. Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/280496.
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Applied LinguisticsEd.D
This study is an investigation of Japanese university English language teachers' self-efficacy beliefs. Research has established that teachers' self-efficacy has considerable influence on a wide variety of teaching practices. However, in the English as a Foreign Language domain, and more specifically at the university level in Japan, self-efficacy beliefs have hardly ever been examined. The purpose of this study was to investigate teachers' self-efficacy beliefs based on the teachers' native language, teaching experience, contract and tenured status, and gender. Furthermore, the sources of these beliefs, how they are strengthened, and how they are challenged were also explored. In order to provide answers to these questions, the Japanese University Language Teachers' Efficacy Beliefs Scale (JULTEBS), a new instrument measuring language teacher self-efficacy was validated using the Rasch rating-scale model as well as a confirmatory factor analysis. A triangulation strategy mixed-method design was employed in which the collection and analysis of data from the quantitative survey was completed in addition to the collection and analysis of data from qualitative open-ended interviews. A profile analysis, a special application of a MANOVA, was conducted to check the hypotheses for parallelism, levelness, and flatness of the self-efficacy scores among the various groups of respondents. The four self-efficacy variables that were measured were Efficacy in Student Engagement, Efficacy in Instructional Strategies, Efficacy in Classroom Management, and Efficacy in Dealing with Superiors. Semi-structured interviews were also employed to help determine what potentially strengthens and weakens the self-efficacy beliefs of English language teachers. The results showed that native English language teachers perceived themselves to be more efficacious than Japanese English teachers across all four self-efficacy variables. Additionally, more experienced teachers exhibited higher self-efficacy beliefs than less experienced teachers. Tenured teachers and limited-term contract teachers showed similar levels of self-efficacy on all variables except for Efficacy in Dealing with Superiors, where tenured teachers rated themselves higher than contract teachers. Furthermore, male and female teachers showed no statistically significant differences across all four self-efficacy variables. Finally, four themes (Autonomy, Colleagues, Money, and Students) emerged as qualities that could support teachers' self-efficacy, whereas three themes (Administration, Students, and Limited-term Contracts) surfaced as qualities that could weaken teachers' self-efficacy. The findings of this study not only highlight the importance of teacher self-efficacy, but also provide valuable insights into the beliefs of English language teachers, as well as the current state of affairs for these teachers at Japanese universities.
Temple University--Theses
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Nobre, Iran Maia. „Impact of teacher profile in school performance: an analysis of microdata from the Match for Brazil Fortaleza“. Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4304.
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nÃo hÃThe questions for backwards of the quality in education are central offices in the area of the economy of the education and particular interest for the pertaining to school municipal nets of the Brazilian cities. This work analyzes the impacts of the characteristics of the professors, nominated, in professional experience, degree of instruction and professional devotion in the pertaining to school income of the pupils of 5Â grade of basic education, using itself given of the municipal public schools of Fortaleza in the year of 2007, constructed on the basis of the Test Brazil/MEC. The results of this analysis had identified important impacts, over all, in regards to formation and experience of the teacher on the performance of the pupils
As questÃes por trÃs da qualidade no ensino sÃo centrais na Ãrea da economia da educaÃÃo e de particular interesse para as redes municipais escolares dos municÃpios brasileiros. Este trabalho analisa os impactos das caracterÃsticas dos professores, nomeadamente, em experiÃncia profissional, grau de instruÃÃo e dedicaÃÃo profissional no rendimento escolar dos alunos da 5Â ano do ensino fundamental, utilizando-se dados das escolas pÃblicas municipais de Fortaleza no ano de 2007, construÃdos com base na Prova Brasil / MEC. Os resultados desta anÃlise identificaram impactos importantes, sobretudo, no tocante a formaÃÃo e experiÃncia do professor sobre o desempenho dos alunos.
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Ambrosini, Bianca Bueno. „Aspectos da construção da identidade docente de professores de ciências e biologia, atuantes na rede pública estadual do município de Porto Alegre, egressos da UFRGS“. reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/40477.
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Este estudo propôs-se a entender alguns traços relacionados à formação da identidade de professores de Ciências e Biologia e, com isso, contribuir com as pesquisas sobre identidade docente. Nossa hipótese inicial era de que esses desenvolveriam características provenientes de dois estatutos epistemológicos diferenciados: o que compreende as Ciências Biológicas e o que compreende as Ciências Humanas e as Ciências Educacionais. Ao lançar mão de características provenientes destes dois modos de construção de conhecimento, estes professores teriam um diferencial identitário importante. As construções teóricas utilizadas na argumentação e na análise dos dados foram elaboradas à luz de referenciais teóricos de perspectiva sociológica e epistemológica. A perspectiva sociológica diz respeito ao entendimento que temos sobre a formação de identidades profissionais, no que se refere às relações sociais estabelecidas na dinâmica escolar, e, também, aos saberes da profissão docente. A perspectiva epistemológica foi utilizada para compreendermos como as Ciências Biológicas entendem seu objeto de pesquisa e como constroem conhecimentos a partir deste entendimento. Dessa forma, articulamos três construções teóricas: o conceito sociológico de identidade, proposto por Claude Dubar (2005); os saberes docentes, formulados por Maurice Tardif (2007); e a teoria epistemológica e noção de perfil epistemológico de Gaston Bachelard (1979a, 1979b, 1996). A investigação foi desenvolvida com base numa abordagem qualitativa, por meio de questionário e, em função do número amostral, revelou-se um estudo de caso. Participaram do estudo professores de Ciências e Biologia, atuantes na rede pública estadual de ensino de Porto Alegre, formados na Universidade Federal do Rio Grande do Sul, nos últimos dez anos. Nossos dados apontam que a identidade docente destes professores está relacionada ao perfil empírico-positivista. No entanto, características do mesmo perfil podem ser percebidas em docentes graduados em outras áreas disciplinares, que se referem a outros modos de produção de conhecimento e, portanto, outro estatuto epistemológico. Também podemos inferir que a conformação do Curso de Licenciatura em Ciências Biológicas da Universidade Federal do Rio Grande do Sul prepara o estudante para atuar tanto como pesquisador como professor. Assim, a identificação profissional constitui-se em relação à profissão que mais apresenta status diante do olhar do outro: a de pesquisador.This study aimed to understand some peculiarities according to the identity formation of science and biology teachers, and intend to contribute with the research on teacher identity. Our hypothesis was that these traits develop from two different epistemological status, which includes, by one side, the Biological Sciences and, by the other side, which embraces the Humanities and Educational Sciences. By resorting to features from these two ways of constructing knowledge, these teachers have an important differential identity. The theoretical constructs used our study as argument and data analysis were prepared in the light of theoretical and epistemological sociological perspective. The sociological perspective deals with the understanding that we have on the formation of professional identities related to social relations in school routine, and also to the knowledge of the teaching profession. The epistemological perspective was used to understand how the biological sciences view their research object and how they build knowledge. Thus, we articulated three theoretical constructs: the sociological concept of identity proposed by Claude Dubar (2005), the teacher knowledge, formulated by Maurice Tardif (2007), and the notion of epistemological theory and epistemological profile of Gaston Bachelard (1979a, 1979b, 1996). The research was based on a qualitative approach, then according to sample size, proved to be a case study. The sample was composed by science and biology teachers who work in public schools in Porto Alegre, and graduated at Federal University of Rio Grande do Sul in the last ten years. Our data indicate that the teacher identity of the participants is related with the positivist-empirical profile. However, features of the profile can also be perceived in teaching graduates in other disciplines, which refer to other modes of knowledge production and, therefore, another epistemological status. We can also infer that the conformation of the Degree in Biological Sciences, Federal University of Rio Grande do Sul prepares students to act both as a researcher and teacher. Thus, the identification work ends up happening with the profession that has more status in the eyes of the other: as a researcher.
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Stark, Deborah L. „A comparison of multiple intelligence profiles in college singers and non-singers with implications for teachers of singing“. Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285409.
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The purpose of this study was to compare the multiple intelligence (MI) profiles of college undergraduate singers and non-singers in an effort to define patterns attributed to singing involvement, age, gender, and ethnicity, and to determine if these patterns old significance for teachers of singing. This study consisted of 233 subjects from three mid-west colleges. The MIDAS® (Multiple Intelligence Development Assessment Scales) instrument was used to determine the profiles of the eight specific areas of intelligence: verbal-linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, intrapersonal, interpersonal, and naturalist. Evaluation of the hypotheses resulted in the following conclusions:1. Differences exist in the multiple intelligence mean profiles of singers and non-singers with significant findings in the areas of musical intelligence (p =.000) and linguistic intelligence (p = .012). In both cases, singers scored significantly higher than non- singers. Further analysis indicates that the difference in linguistic intelligence is attributable to the male subjects only.2. No significant differences exist in the means of singers' MI profiles with respect to age.3. Significant differences exist between the means of singers' gender with respect to multiple intelligences as measured by the MIDAS in the areas of mathematical/logical intelligence (p = .021) and intrapersonal (p =.004) intelligence. Males scored significantly higher in both areas.4. Significant interactions exist between singers' and non-singers' gender and age (p =. 028) in spatial intelligence. The mean scores indicate that female spatial mean scores are higher with age and male spatial mean scores are lower with age.5. Significant interactions exist between singing involvement and age in intrapersonal intelligence (p =.033). Mean scores reveal that non-singers' intrapersonal mean scores are higher with age while singers' scores are lower with age.These findings suggest that MI profiles can be used by teachers of singing to create increasingly effective and individualized curriculum models. Singers' MI profiles are determined, ranking highest to lowest, as: musical, interpersonal, linguistic, intrapersonal, spatial, logical-mathematical, kinesthetic, and naturalist. Practical and specific suggestions for MI method implementation are offered. Further research is suggested for the ongoing development of MI-based voice curriculum and materials.School of Music
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CERDEIRA, DIANA GOMES DA SILVA. „MAPPING TEACHERS PROFILE IN SCHOOLS OF PRESTIGE: A CONTRIBUTION TO THE UNDERSTANDING OF EDUCATIONAL ACHIEVEMENT“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12549@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORO presente trabalho, de cunho sociológico, efetua um mapeamento do perfil dos professores de escolas consideradas de excelência no município do Rio de Janeiro. Parte da hipótese de que, para além da situação sócio-econômica da clientela e das condições institucionais, o corpo docente é um dos principais aspectos que contribui para a qualidade do ensino escolar e para a construção da imagem de prestígio das instituições investigadas. Esta pesquisa é um recorte de outra mais ampla, intitulada Processos de Produção de Qualidade de Ensino: Escola, família e cultura que o SOCED/PUC-Rio - Grupo de Pesquisa em Sociologia da Educação - vem desenvolvendo há alguns anos. Utilizou o material empírico derivado do survey composto por três questionários (professores, alunos, pais) e aplicados em nove escolas anualmente apontadas pela imprensa como as melhores do Rio de Janeiro. Visando a articulação das dimensões macro e micro e a ampliação do corpus da pesquisa, utilizou, num segundo momento, dados qualitativos do trabalho de campo realizado em três das nove escolas da amostra. A partir da análise de dados como o nível socioeconômico, condições de trabalho, trajetórias escolares e profissionais e práticas pedagógicas, foi possível traçar as características do corpo docente que atende a clientela dessas escolas e levantar algumas hipóteses sobre o efeito-professor na produção de trajetórias escolares de sucesso.
This paper, trough a sociological perspective, builds a map of teachers profiles of schools perceived as excellence institutions in the city of Rio de Janeiro. Our hypothesis is that, in the institutions investigated, beyond socialeconomic situation of customers and institutional conditions, teachers qualities are one of the main contributors to the quality of school education and the construction of the prestigious image detained by then. This research is a cutting from a broader research called: Procedures for Producing Quality in Education: School, family and culture developed by SOCED / PUC-Rio - Group Research in Sociology of Education - some years ago. It uses material derived from an empirical survey, composed of three questionnaires (teachers, students, parents) and applied annually in nine schools identified by the press as the best educational institutions in the city of Rio de Janeiro. To articulate macro and micro dimensions and also to expand the corpus of research, this investigation uses, in a second time, qualitative data acquired in fieldwork activities centralized in three of the nine schools of the sample. From the analysis of data such as socialeconomic level, working conditions, school and professional trajectories and teaching practices were possible to trace some characteristics of the teachers that serves the customers of these schools and raise some assumptions about the teachers effect in the production of well succeed school trajectories.
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D´Abreu, Isabel Maria Correia Viegas. „O ensino superior em S. Tomé e Príncipe: desafios do Instituto Superior de Educação e Comunicação na formação dos professores para a transformação social“. Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/25968.
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A partir de 2014, o Ensino Superior em S. Tomé e Príncipe sofreu mudanças
substanciais, com o alargamento da rede universitária. As universidades privadas,
IUCAI e Lusíadas, que até então dominavam o sistema universitário, viram surgir
naquele ano a primeira universidade pública – a USTP - constituída por três Unidades
Orgânicas: a Faculdade de Ciências e das Tecnologias, o Instituo Superior de Educação
e Comunicação e o Instituto Superior de Ciências da Saúde.
Em consequência desta expansão, surgiram vários constrangimentos que não
apenas têm a ver com a quantidade de pólos universitários como também com a
qualidade dos formandos. O perfil do docente universitário passou a fazer parte da
exigência do quadro de melhoria que se pretende para o processo de transformação
social em S. Tomé e Príncipe.
Com este trabalho, pretende-se analisar o perfil do docente universitário em S.
Tomé e Príncipe, a partir das suas concepções e práticas, das perspectivas e desafios do
ensino superior actual. Para o efeito, será utilizada uma metodologia de abordagem
quantitativa, com base no questionário, na análise documental e da legislação; ABSTRACT: Early 2014, higher education in S. Tomé and Príncipe has undergone substantial
changes, with the expansion of the university network. The first public university -
USTP – had been created and was formed by three university branches: the Faculty of
Sciences and Technologies, the Higher Institute of Education and Communication and
the Higher Institute of Health Sciences.
Until then, private universities - IUCAI and Lusíada - had the monopoly of higher
education landscape. And as a result of this expansion, several constraints have arisen,
and are not only related to the quantity of university poles but also to the quality of the
trainees. The profile of the university professor became part of the demand for
improvement that is intended for the process of social transformation in S. Tomé and
Príncipe.
This paper intends to analyze the profile of university professors in S. Tomé and
Príncipe, based on their conceptions and practices, the perspectives and challenges of
today's higher education. For this purpose, a quantitative approach will be used, based
on the questionnaire, documentary analysis and legislation
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Filho, João Manuel Correia. „O perfil do docente universitário em Angola no século XXI, suas perspetivas e desafios: um estudo exploratório em torno de conceções e de práticas“. Doctoral thesis, Universidade de Évora, 2020. http://hdl.handle.net/10174/26863.
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Na última década do XXI, o ensino superior em Angola sofreu mudanças substanciais, com o alargamento geográfico da rede universitária em todo o território nacional, constituindo-se, assim, oito regiões académicas. Mas, perante esta expansão, vão surgindo vários constrangimentos, quer a nível interno quer a nível externo. Um destes constrangimentos tem a ver com o perfil do docente universitário de acordo com os padrões qualitativos exigidos pela sociedade. Com este trabalho pretende analisar-se o perfil do docente universitário em Angola, a partir das suas conceções e práticas, tendo em conta as perspetivas e desafios do ensino superior. Com efeito, utilizou-se como técnica de recolha de informações o inquérito por questionário, aplicado a Docentes universitários e estudantes das regiões académicas I e VII, recorrendo, desta forma, a uma abordagem quantitativa, utilizando métodos descritivos e analíticos. Optámos pela amostra não probabilística formada por 105 (cento e cinco) professores e 180 (cento e oitenta) estudantes das duas regiões académicas. Neste contexto e dada a exigência observada nos dias de hoje, por parte dos estudantes, o óbvio é que os docentes tenham a obrigação de adquirirem maiores competências para o exercício da profissão. Neste sentido, o estudo permitiu mostrar perante os desafios a nível da legislação Angolana e da globalização, que o perfil do docente universitário nas duas regiões académicas ainda não é o mais adequado perante os padrões de qualidade no ensino que se almeja. Os resultados do estudo permite abrir a discussão a novos desafios e a uma reflexão coerente e crítica sobre o professor do ensino superior em Angola, suas ações em relação com a triologia ensino investigação e extensão com vista a melhoria do sistema educativo em Angola; The profile of university professor in Angola in the 21st century, their perspectives and challenges: An exploratory study around conceptions and practices
ABSTRACT:
In the last decade of the 21st century, higher education in Angola underwent substantial changes, with the geographic expansion of the university network throughout the national territory, thus constituting eight academic regions. But in the face of this expansion, several constraints are emerging, both internally and externally. One of these constraints has to do with the profile of the university professor according to the qualitative standards set by society. This paper aims to analyze the profile of university teachers in Angola, from their conceptions and practices, taking into account the perspectives and challenges of higher education. In fact, the questionnaire was used as a technique for collecting information, applied to university professors and students from academic regions I and VII, using a quantitative approach, using descriptive and analytical methods. We opted for the non-probabilistic sample of 105 (one hundred and five) teachers and 180 (one hundred and eighty) students from both academic regions. In this context and given the demand on the part of students today, it is obvious that teachers have an obligation to acquire greater skills to practice the profession. In this sense, the study showed in the face of the challenges in the Angolan legislation and globalization, that the profile of the university professor in the two academic regions is not yet the most adequate in view of the quality standards in the desired education. The results of the studies allow to open the discussion to new challenges and a coherent and critical reflection on the teacher of higher education in Angola his actions in relation to the triology teaching research and extension in order to improve the education system in Angola.
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Onofre, Márcia Regina. „A experiência de pesquisa na formação básica e seu impacto na atuação docente na visão de profissionais do ensino fundamental I /“. Araraquara : [s.n.], 2006. http://hdl.handle.net/11449/101615.
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Orientador: Luciana Maria GiovanniBanca: Alda Junqueira Marin
Banca: Emília Freitas de Lima
Banca: Elenice Maria Camarosano Onofre
Banca: Maria Regina Guarnieri
Resumo: A pesquisa, aqui apresentada, defende a idéia de que professores formados em Cursos de Pedagogia, com licenciatura plena de 4 anos, em instituições públicas ou particulares conceituadas e que participaram, ao longo da graduação, de Programas Especiais de Estudo, Grupos de Estudos, Monitorias, Projetos de Pesquisa e Extensão e, especialmente de atividades de Iniciação à Pesquisa tendem a ter uma trajetória e desempenho profissionais diferenciados em relação aos demais professores. O objetivo do estudo foi o de investigar o impacto específico das experiências de iniciação à pesquisa no processo de formação inicial e no desempenho profissional de professores/as do Ensino Fundamental I da Secretaria Municipal de Educação de Araraquara. Para a obtenção dos dados foi realizada, em 2004, uma pesquisa preliminar, por meio de questionários distribuídos a 259 profissionais atuantes como docentes e como especialistas nas equipes técnicas das escolas de Ensino Fundamental I da Secretaria Municipal de Araraquara, com o objetivo de traçar o perfil pessoal, bem como caracterizar a trajetória de formação e a carreira desses profissionais. Desse total (259), foram devolvidos 142 questionários. A pesquisa revelou que desses 142 profissionais respondentes, 32 ou 25,60% revelavam trajetória profissional diferenciada, ocupando posições de destaque na Secretaria: 16 atuando nas funções de coordenadores, diretores e assistentes educacionais pedagógicos e 16 atuando em salas de aula como professoras da rede de ensino municipal. Com o apoio teórico de autores como Pérez Gómez, Antonio Contreras e Henry Giroux e focalizando, especificamente, as16 professoras que permaneciam nas salas de aula exercendo funções docentes foram realizadas entrevistas intensivas, buscando analisar, nos depoimentos das professoras... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present study defends the idea that teachers who have graduated from Pedagogy courses in respected public or private institutions and who participated, during their graduation, in Special Study Programs, Study Groups, Tutoring, Research and Extension Projects and especially in activities of initial research tend to have differentiated trajectory and professional performance in relation to other teachers. The objective of this work was to investigate the specific impact of the experiences in research in the process of initial formation and in the professional performance of Middle School teachers of municipal schools in Araraquara. Preliminary research was accomplished in 2004 to obtain the data by means of questionnaires distributed to 259 professionals among teachers and specialists from Middle School teams in Araraquara, aiming to trace their personal profile as well as to characterize their formation trajectory and career. Of this total (259), 142 questionnaires were returned. The research showed that 142 of the respondents, 32 or 25.60% revealed differentiated professional trajectory: 16 were coordinators, directors and pedagogic assistants and 16 were teachers in municipal schools. Accomplished in 2005 and theoretically supported by authors such as Pérez Gómez, Gimeno Sacristán and Henry Giroux, intensive interviews aimed at the analysis of the relation established by these 16 teachers between their research experiences in their initial formation and the exercise of their profession. The results obtained in the second stage of the research indicate that in these teachers' view: initial formation constitutes fundamental learning for the building of knowledge necessary to teachersþ work; initiation activities to research, participation in study groups, extension projects and services to the community and, especially... (Complete abstract, click electronic address below)
Doutor
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Haley, Emma Goodloe. „A beginning descriptive profile in mathematics for pre-service elementary education majors at Mississippi State University“. Diss., Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04052009-170602.
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Mason, Loretta Marie. „A profile of the qualifications of special education teachers among high poverty, urban, and rural schools“. College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8578.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Roettinger, Theresa Marie. „Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge“. W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539618606.
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Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy and content knowledge. Participants completed an online survey that included the Math Teaching Efficacy Belief Instrument (MTEBI) and Math Knowledge for Teaching (MKT) items. Participants provided math profile data through academic demographic questions.;Two-hundred seven respondents completed the survey. Analysis of the data included descriptive statistics, chi-square test of independence, and Spearman rho correlations. The descriptive statistics of this sample population indicated varied math professional learning experiences, reserved mathematic teaching efficacy and little expertise in the knowledge of third grade mathematics. Relationships between frequency of math professional learning and math teaching efficacy emerged as statistically significant and merit further investigation. Additional statistically significant relationships occurred between math content knowledge and math teaching efficacy. The strength of these relationships was moderate and warrant further investigation.
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Cooper, Katie Logan. „An examination of agricultural education pre-service student teachers' explanatory style, beliefs and expectations about teaching, and strengths finder profiles“. Thesis, Montana State University, 2004. http://etd.lib.Montana.edu/etd/2004/cooper/CooperK04.pdf.
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The purpose of this study was to examine levels of optimism and pessimism along with the beliefs and expectations of teaching in agricultural education pre-service teachers, and to compare these findings to that of the Gallup Organization's Strengths Finder profiles. The states included in this study were Arizona, Idaho, Montana, Oregon, Utah, and Washington. The data for this study was collected using web based survey instruments. The population consisted of 61 pre-service agricultural education students. These students were enrolled in an agricultural education teaching methods class during the Fall 2002 semester, and planned on student teaching in a high school agricultural education program during the Spring or Fall 2003 semesters. A demographic survey, the Beliefs and Expectations about the First Year of Teaching, and the Academic Attributional Style Questionnaire (AASQ) were posted on a web site. The Strengths Finder instrument was used by providing each respondent a copy of the book, Now, Discover Your Strengths (Buckingham and Clifton, 2001) and was found at a Gallup organization web site. Overall, respondents believed that they will perform better at the teaching tasks as outlined in the Beliefs and Expectations about the First Year of Teaching than their peers. Only three respondents were excessively pessimistic and only five respondents were overly optimistic as reported by the results of the AASQ. The top five first strengths on the Strengths Finder profile as reported by the respondents were: "Adaptability", "Input", "Achiever", "Learner" and "Developer". Collectively, when the respondents were examined by looking at all three questionnaires, no overly pessimistic theme strengths were identified as measured by the AASQ and the Beliefs and Expectations surveys. A regression analysis, using a step-wise method was conducted. Only one independent variable, "scholarship" had a significant influence on the AASQ scores. Strengths Finder themes "Intellection", "Relator", and "Woo" were identified as being overly optimistic, as measured by the AASQ. All groups felt that they would perform better than their peers at the teaching tasks presented by the Beliefs and Expectations instrument except the Strengths Finder theme "Restorative". This group scored a 0.00, meaning the respondents think they will perform the same as their peers.
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Ward, Laura G. „Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?“ Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.
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Over the past decade there have been increasing amounts of academic, political and media interest in Physical Education. teachers and their role in promoting healthy, active. lifestyles. Indeed, there is a long-standing assumption that schools play a fundamental role in producing 'a healthy nation' arid that Physical Education is responsible for promoting sport, physical activity and health amongst young people. This research was located within the context of Health-Related Exercise (HRE), a statutory component of the National Curriculum for Physical Education in England which aims to promote in pupils the knowledge, skills and understanding necessary to lead healthy, active lifestyles. An extensive and critical review of literature revealed that there were continuing concerns over the status, organisation and teaching of HRE within the curriculum, and that questions had been raised over Physical Education teachers' knowledge of HRE and the extent to which they have engaged with continuing professional development (CPD) in the area (HRE-CPD). The reasons underpinning these concerns have been relatively unexplored and this thesis represents a contribution towards understanding the social processes which have served to influence the nature and extent of Physical Education teachers' engagement with HRE and HRE-CPD.