Dissertations / Theses: 'Curricular innovation'

1

Ghani, Zainal. "Curricular decision-making in the diffusion of education innovation in Malaysia." Thesis, University of Southampton, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.237062.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

McNeil, Merica, and Merica McNeil. "An Analysis of Student-Centered Curricular Innovation in Online Language Teacher Education: A Case Study." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621873.

Full text

Abstract:

Online learning is increasingly common (Allen & Seaman, 2016). The number of online language teacher education programs also continues to rise to address the growing need for qualified language teachers worldwide (England, 2012b; Hall & Knox, 2009; Murray, 2013). Although technology offers a plethora of possibilities, course design and implementation significantly influence students' online learning experience, likelihood of success, and satisfaction. Using a socio-constructivist, student-centered learning approach can engage students through interaction and collaboration (Garrison, 2013; Murray, 2013). Murray (2013) reported details on what language teacher education programs are offered online, their challenges and how institutions have dealt with them, and highlighted the need for further research to explore the experiences and attitudes of instructors and students. The goal of this three-article dissertation is to gain insights into one online program that prepares teachers of English to speakers of other languages (TESOL), which was recently revised to make it more student-centered by implementing a group project. The first article examines benefits and challenges of the group project according to students, teachers, and the teacher training coordinator to determine its value and to provide suggestions. The second article explores instructors' perspectives of their role in the online class and group project and offers suggestions for good practice. Recognizing that online students have diverse needs, the last article analyzes profiles of students enrolled in one class in this program and their perceptions of the Community of Inquiry presences, which have been shown to support intellectual development in online courses. Mixed methods were used including an individual semi-structured interview with students, teachers, and the teacher training coordinator, observations of archived online course documents and posts, an entrance survey, the Community of Inquiry survey as well as anonymous instructor and program evaluations completed by students at the end of the course. Findings provide detailed insights into participants' perceptions of these areas addressed in each article, which shine light on strengths of the student-centered curricular innovation and areas that may need more attention.

APA, Harvard, Vancouver, ISO, and other styles

3

Opazo, Salvatierra Margarita del Pilar. "Actividades de evaluación presentes en la aplicación de la innovación curricular en la formación de los estudiantes de la carrera de Pedagogía en Educación Básica de la Universidad de Playa Ancha, Chile." Doctoral thesis, Universitat de Girona, 2020. http://hdl.handle.net/10803/673598.

Full text

Abstract:

The purpose of this work is to evaluate the implementation of the curricular innovation of the basic education career at the UPLA, analyzing the evaluation activities carried out, according to teachers and students, the graduation profile and what was declared in the learning modules The research is attached to the descriptive and cross-sectional type. Through a mixed methodological approach, quantitative and qualitative techniques are combined, obtaining non-numerical and numerical data, with emphasis on the latter. The results show that the evaluation activities employed by teachers are numerous and diverse in nature, however, a low percentage are prone to the mobilization of authentic tasks and the activity most used to evaluate learning is the written test with dichotomous answer questions or multiple choice. There is a preponderance in the formulation of questions that promote the information processes and skills corresponding to the lower cognitive level, that is: remember facts, define concepts or retrieve data. In conclusion, it is found that the evaluation activities promoted by teachers in the Basic Education career do not correspond fully, with what is stated in the Curricular Innovation for the formation of pedagogy students.
El propòsit d'aquest treball és avaluar la implementació de la innovació curricular de la carrera d'educació bàsica en la UPLA, analitzant les activitats d'avaluació realitzades, segons docents i estudiants, el perfil de sortida i el declarat en els mòduls d'aprenentatge. La investigació s'adscriu al tipus descriptiu i de tall transversal. A través d'un enfocament metodològic mixt, ja que es combinen tècniques quantitatives i qualitatives, obtenint dades no numèrics i numèriques, amb èmfasi en aquestes últimes. Els resultats mostren que les activitats d'avaluació emprades pels docents són nombroses i de naturalesa diversa, però, un baix percentatge són proclius a la mobilització de tasques autèntiques i l'activitat més utilitzada per avaluar l'aprenentatge és la prova escrita amb preguntes de resposta dicotòmica o d'elecció múltiple. Hi ha una preponderància en la formulació de preguntes que promouen els processos d'informació i habilitats corresponents al nivell cognitiu inferior, és a dir: recordar fets, definir conceptes o recuperar dades. En conclusió, es constata que les activitats d'avaluació promogudes pels docents en la carrera d'Educació Bàsica no es corresponen totalment amb el declarat en la Innovació curricular per a la formació dels estudiants de pedagogia.
Programa de Doctorat en Educació

APA, Harvard, Vancouver, ISO, and other styles

4

Küller, Ana Luiza Marino. "Inovação na educação superior: reflexões sobre a transformação de uma proposta curricular." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16122010-103430/.

Full text

Abstract:

A educação superior vivencia um momento de grandes transformações. Pressionada pelas mudanças originadas na reconfiguração dos processos produtivos e da globalização e cada vez mais marcada pela expansão e privatização intensas, necessita enfrentar novos desafios e, com isso, tem sido chamada a inovar. Este trabalho propõe-se a fazer uma reflexão sobre a inovação educacional, considerando-a no contexto atual da educação superior. Para isso, inicialmente, discute-se o contexto atual da educação superior, de forma a caracterizar o momento pelo qual as instituições estão passando e quais têm sido as pressões impostas, principalmente relacionadas à massificação, diversificação, financiamento e transnacionalização. Em seguida, apresenta-se o conceito de inovação, destacando sua polissemia e explicitando qual a visão adotada neste trabalho. Finalmente, apresenta-se a proposta de inovação educacional realizada por uma Instituição de Educação Superior, o Centro Universitário Senac, com ênfase em seu modelo curricular. Pretende-se refletir se essa proposta pode ser considerada uma inovação educacional no âmbito da instituição estudada e se, além disso, o modelo curricular construído pode indicar caminhos que contribuam para mudança mais ampla de modelo educacional. Para esta reflexão, utilizou-se como instrumento a análise documental, tendo como fontes documentos institucionais oficiais e não oficiais dos períodos anterior e simultâneo/posterior à proposta de inovação. Foi possível explicitar que a proposta considerada trouxe alterações significativas em pontos-chave e constitutivos da educação superior, bem como reconhecer indicativos de uma ruptura com a situação anteriormente vigente, assumindo, portanto, aspectos inovadores, que podem servir, inclusive, de referência para outras instituições em seus processos de inovação. A investigação realizada abre caminhos para estudos da proposta de inovação em ação, em sua dimensão instituinte, favorecendo, assim, a abordagem do processo de sua implantação.
Higher education has been going through a time of major transformations. Pressured by changes arising from the reconfiguration of productive processes and from globalization, and increasingly marked by its intensive expansion and privatization, higher education needs to face new challenges, and therefore innovation is called for. This work sets out to reflect on educational innovation in the current context of higher education. In order to do that, the current context of higher education is initially discussed in such a way as to characterize the moment through which organizations have been going through, as well as the pressures imposed upon them, especially those related to massification, diversification, funding and transnationalization. Next, the concept of innovation is presented by highlighting its polysemy and explaining the view adopted in this work. Lastly, the educational innovation proposal developed by Centro Universitário Senac, a higher education institution, is presented with an emphasis on its curricular model. The aim is to reflect on whether this proposal can be considered an educational innovation in the scope of the institution studied in this work, as well as on whether the curricular model built can show paths that can contribute to a broader educational model change. A document analysis was used for such reflection, and the sources were official and non-official institutional documents from the periods before, during and after the development of the innovation proposal. It was possible to make it explicit that such proposal brought about significant changes in key and constructive aspects of higher education, as well as to identify signs of a rupture with the previous situation, therefore showing innovative aspects that may even be a benchmark for other institutions in their innovation processes. The examination undertaken paves the way to studies on the proposal for innovation in action, in its instituting dimension, thus favoring the discussion of its implementation process.

APA, Harvard, Vancouver, ISO, and other styles

5

Meneses, Riquelme Galia Fernanda. "Actitudes del profesorado ante la innovación curricular. El caso de la universidad de Tarapacá." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457959.

Full text

Abstract:

La presente investigación se llevó a cabo en la Universidad de Tarapacá ubicada en la ciudad de Arica, correspondiente a la décima quinta región de Chile. Participaron, tantos profesores que ejercen la docencia en los distintos planes de formación y directivos que cumplen funciones de jefatura de carrera y decanos. Las dimensiones que se establecieron en el estudio correspondieron a: la disposición ante la innovación curricular, cambio en la institución; estructura y funcionamiento, y el profesor como agente curricular de cambio. De allí que el propósito de la investigación fue determinar las actitudes del profesorado ante la innovación curricular. Para ello fue necesario analizar la apreciación que tenían los profesores acerca de su disposición ante el cambio curricular, conocer el grado de valoración con relación a cómo se está desarrollando el proceso, e indagar acerca de sus ideas, conocimientos y creencias sobre la innovación curricular que se está realizando en la institución. El estudio se sustenta en los referentes teóricos sobre el cambio, los elementos que configuran el proceso de innovación curricular en el contexto universitario, el profesorado universitario y las teorías de las actitudes. Metodológicamente el trabajo de investigación se aborda desde un enfoque mixto, con un tipo de estudio descriptivo-transversal y diseño de investigación de campo con un tamaño de muestra conformada por 174 profesores en la cual se aplicó un cuestionario formado por 20 preguntas cerradas en escala de Lickert, que fue validado por juicio de expertos y se determinó su confiabilidad mediante el alfa de Cronbach cuyo valor fue de 0,831. También se desarrollaron entrevistas y grupo focal a un total de 18 profesores y directivos. En el procesamiento de los datos se utilizó el paquete estadístico SPSS versión 22, para los estadísticos descriptivos y estructura factorial, y también el software Atlas ti para los análisis cualitativos. El estudio permitió llegar a las siguientes conclusiones: (a) Se evidencia una actitud favorable en la mayoría de los participantes respecto de la dimensión: disposición ante el cambio curricular, particularmente con la apertura, empoderamiento, compromiso, propósito y mejora. (b) En relación con la dimensión: cambio en la institución; estructura y funcionamiento, en general los participantes presentan actitudes desfavorables, específicamente en cómo se ha gestionado el cambio en la institución, es decir, en la difusión y coordinación no ha conseguido la participación e involucramiento de los protagonistas. (c) Finalmente, en la dimensión: el profesor como agente curricular, se manifiestan actitudes favorables, porque creen y sienten que el cambio curricular beneficiará al mejoramiento de la enseñanza, la mejora de la calidad de los aprendizajes, y a la actualización docente. No obstante, emergen las variables del contexto, provistas de problemáticas, necesidades, tensiones e incertidumbres. Por lo tanto es preciso y conveniente interpretar la naturaleza personal y profesional del profesorado a través de una apertura al diálogo y reflexión sobre las situaciones del contexto y cultura institucional que influyen profundamente en la implementación del cambio,
The present investigation was carried out in the University of Tarapacá located in the city of Arica, corresponding to the fifteenth region of Chile. Participated, many teachers who practice teaching in various training plans and executives who perform duties as head of career and deans. The dimensions that were established in the study corresponded to: to have disposition before the curricular innovation, change in the institution; structure and functioning, and the teacher as curricular agent of change. Hence, the purpose of the research was to determine the teachers' attitudes towards curricular innovation. For this, it was necessary to analyze the teachers' appreciation of their willingness to change curriculum, to know the degree of assessment in relation to how the process is being developed, and to inquire about their ideas, knowledge and beliefs about curricular innovation that is being done at the institution. The study is based on the theoretical references about change, the elements that shape the process of curricular innovation in the university context, university teaching staff and the theories of attitudes. Methodologically the research work is approached from a mixed approach, with a descriptive-transversal type of study and field research design with a sample size conformed by 174 teachers in which a questionnaire was applied consisting of 20 closed questions in scale Lickert, which was validated by expert judgment and its reliability was determined using Cronbach's alpha whose value was 0.831. Interviews and focus group were also developed for a total of 18 teachers and managers. In the data processing, the statistical package SPSS version 22 was used for the descriptive statistics and factorial structure, as well as the software Atlas ti for the qualitative analyzes. The study allowed us to reach the following conclusions: (a) A favorable attitude is shown in most of the participants regarding the dimension: to have disposition for curricular change, particularly with openness, empowerment, commitment, purpose and improvement. (b) Regarding the dimension: change in the institution; structure and functioning, in general the participants present unfavorable attitudes, specifically in how the change in the institution has been managed, that is, in the diffusion and coordination has not achieved the participation and involvement of the protagonists. (c) Finally, in the dimension: the teacher as a curricular agent, favorable attitudes are manifested, because they believe and feel that curricular change will benefit the improvement of teaching, improvement of learning quality, and teacher updating. Nevertheless, the variables of the context emerge, provided with problems, needs, tensions and uncertainties. It is therefore necessary and appropriate to interpret the personal and professional nature of teachers through an openness to dialogue and reflection on situations of institutional context and culture that profoundly influence the implementation of change,

APA, Harvard, Vancouver, ISO, and other styles

6

Moraes, Leonardo Rodrigues de. "Inovações curriculares: um estudo de caso do curso de Pós-Graduação Lato Sensu MBA gerenciamento de obras, tecnologia e qualidade da construção." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9825.

Full text

Abstract:

Made available in DSpace on 2016-04-27T14:31:31Z (GMT). No. of bitstreams: 1 Leonardo Rodrigues de Moraes.pdf: 3525260 bytes, checksum: c4748a0f7d2f18add2a40d30339555cd (MD5) Previous issue date: 2014-12-15
This research was developed from a case study of the Post Sensu Lato that is offered by the Institute of Graduate Studies (IPOG). The objective of this research was to analyze the possible contributions of curriculum innovation for the postgraduate graduation courses in MBA Construction Management, Construction Technology and Quality, considering the current requirements for continuing qualification of engineers in Brazil, from the contributions of teachers and students of the same course. All research linked to this line of research Educator Training for Higher Education Curriculum Education PUC SP Program. The methodology was qualitative approach, working with the procedures of theoretical research, document analysis, questionnaires and interviews. The results show that the postgraduate graduation courses has a function to form to meet the demands of the market and therefore become Learning Areas. Other important issues that initially was thought to be the PBL curriculum paradigm that would bring to the course, its ability to innovate, but to conduct the search, especially fieldwork, hearing students and teachers, we believe it is just one of the PBL models can cause curricular innovations. We understand the birthing responses of students and teachers, there is a deep nexus of real possibilities for curricular innovations that can be perfectly applied in the course of MBA Construction Management, Construction Technology and Quality. Considering the central problem and the answers obtained, we concluded the research in affirming that it is perfectly possible to apply the course curriculum innovations in the study, either by PBL or another model. This application will bring, in our view, significant improvements in the curriculum and in their ability to innovate
Esta pesquisa foi desenvolvida a partir de um estudo de caso do Curso de Pós- Graduação Lato Sensu que é ofertado pelo Instituto de Pós-Graduação(IPOG). O objetivo desta pesquisa foi analisar possíveis contribuições de inovação curricular para o curso de pós-graduação lato sensu em MBA Gerenciamento de Obras, Tecnologia e Qualidade da Construção, considerando as exigências atuais de qualificação continuada de engenheiros no Brasil, partir das contribuições de professores e alunos do mesmo curso. Toda a pesquisa esta vinculada a linha de pesquisa Formação de Educadores para o Ensino Superior do Programa Educação Currículo da PUC SP. A metodologia empregada foi a abordagem qualitativa, trabalhando com os procedimentos de pesquisa teórica, análise de documentos, questionários e entrevistas. Os resultados obtidos mostram que os cursos de pós-graduação lato sensu tem uma função de formar para atender as exigências do mercado e por isso, se tornaram espaços de profissionalização. Outra questões importante foi que inicialmente pensamos o PBL como sendo o paradigma curricular que traria ao curso, sua possibilidade de inovação, porém ao realizar a pesquisa, especialmente a pesquisa de campo, ouvindo alunos e professores, entendemos ser o PBL apenas um dos modelos que podem provocar inovações curriculares. Entendemos a parir das respostas dos alunos e professores, existir um profundo nexo de possibilidades reais de inovações curriculares que podem ser perfeitamente aplicadas no curso de MBA Gerenciamento de Obras, Tecnologia e Qualidade da Construção. Considerando o problema central e as respostas conseguidas, concluímos a pesquisa no sentido de afirmar que é perfeitamente possível aplicar no curso em estudo inovações curriculares, seja pelo PBL ou por outro modelo. Esta aplicação poderá trazer, a nosso ver, significativas melhorias no currículo e em sua capacidade de inovação

APA, Harvard, Vancouver, ISO, and other styles

7

Ferreira, Beatriz Jansen 1959. "Inovações na formação medica : reflexos na organização do trabalho pedagogico." [s.n.], 2004. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252705.

Full text

Abstract:

Orientador: Mara Regina Lemes de Sordi
Tese (doutorado) - Univeresidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-04T03:36:12Z (GMT). No. of bitstreams: 1 Ferreira_BeatrizJansen_D.pdf: 30713251 bytes, checksum: 0105d32a1e4fb5f9df01f0c4e417a0a5 (MD5) Previous issue date: 2004
Resumo: Este trabalho examina de forma crítica a proposta de formação médica da Faculdade de Ciências Médicas da Universidade Estadual de Campinas FCM/UNICAMP a partir da concepção, implantação e gestão da reforma curricular iniciada no ano de 2001. Analisam-se as concepções de educação e saúde que embasaram a reformulação curricular e o seu potencial inovador no paradigma da formação médica. Para alcançar os objetivos do trabalho optou-se pela análise documental, observação intensiva das práticas pedagógicas desenvolvidas nos diferentes cenários de aprendizagem, entrevistas com gestores e instrumento de percepção do tipo Likert aplicado aos alunos e professores do curso. A partir da análise qualitativa dos dados observou-se as dificuldades de uma mudança de currículo e sua interferência nos objetivos de formação, práticas avaliativas, construção de conteúdos e métodos e da própria organização curricular. O trabalho chama a atenção para a importância do envolvimento dos atores no processo para a construção de marcos conceituais consistentes e detecta o conflito de interesses que cerca a questão tornando a tarefa complexa
Abstract: This work examines, in a critical view, the proposal of medical formation of the College of Medical Sciences of the State University of Campinas - FCM/UNICAMP, from the conception, implementation and management of the curricular reform initiated in the year of 2001. The conceptions of education and health, which are based on the curricular re-formularization and its innovative potential in the paradigm of the medical formation, are analyzed here. To reach the objectives of the work methods such as the documentary analysis, intensive observation of pedagogical practices developed in the different sceneries of learning, interviews with managers, and a Likert instrument of perception applied to the pupils and professors of the course were used. From the qualitative analysis of the data, it was observed the difficulties of a curriculum change and its interference in the formation objectives, evaluation practices, construction of contents and methods, and the curricular organization of its own. The work calls attention for the importance of the involvement of the agents in the process for a consistent conceptual landmark construction and it detects the conflict of interests that surrounds the question, turning it into a complex task
Doutorado
Ensino, Avaliação e Formação de Professores
Doutor em Educação

APA, Harvard, Vancouver, ISO, and other styles

8

O'Neill, Mary Anna. "Promotion of nursing competence : evaluation of the use of a curricular innovation within a simulated learning environment." Thesis, Glasgow Caledonian University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395799.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Vyn, Reuben. "Promoting curricular innovation through language performance assessment: leveraging AAPPL washback in a K-12 world languages program." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6872.

Full text

Abstract:

Language assessments are increasingly being leveraged for the purposes of educational reform and accountability, yet relatively little is known about how teachers respond to their implementation or what impact they have on the learning outcomes of students. Drawing on theories of educational innovation, this mixed methods study explores the interplay between testing, teaching, and learning in an urban Midwestern K-12 world languages program. Specifically, it investigates the washback effect of the American Council on the Teaching of Foreign Languages (ACTFL) Assessment of Performance toward Proficiency in Languages (AAPPL), and the potential for its influence on teachers’ practices to complement strategic efforts to introduce and manage curricular innovation at the local level. The study was divided into three distinct but complementary phases. In Phase 1, teachers (n=47) responded to an online survey addressing their background, instructional practices, and the potential influence of the AAPPL therein. In Phase 2, semi-structured interviews were conducted with a subset of teachers (n=12) in order to more richly describe their instructional and assessment-related practices. Finally, in Phase 3, AAPPL scores were obtained for all students (n=846) who took the assessment. Quantitative analyses predominantly involved the use of descriptive statistics to depict teachers’ practices and students’ performance on the AAPPL, as well as bivariate correlations to measure the relationship between the two. Qualitative analyses of interview data were aimed at identifying categories and themes leading to a rich description of teachers’ behaviors and activities in response to the AAPPL. In the final stages of analysis, both qualitative and quantitative data sources and analyses were synthesized in an attempt to develop a more nuanced understanding of the interplay between assessment, instruction, and learning. Findings suggested a moderately positive washback effect of the AAPPL, which was manifested through individual and collective efforts to refine curricula and instruction with the goal of further enhancing students’ language performance and proficiency development. Key findings included teachers’ increased use of ACTFL’s core documents to guide their planning, and an adjustment to the amount of instructional time devoted to the four modalities (listening, reading, writing, and speaking). This evidence for positive washback of the AAPPL was observed among teachers across languages and levels, and extended beyond those immediately implicated in its administration. Furthermore, the strength and direction of the influence was mediated by the close link between testing and teaching, individual differences among teachers, and the collaborative approach to managing the innovation. Evidence connecting teachers’ practices with student outcomes on the AAPPL was diffuse, with bivariate correlations indicating a potential relationship between the use of target language and explicit grammar instruction and students’ composite scores. This investigation has contributed to a greater understanding of how external language performance assessments may serve as a catalyst for refining and improving language teaching in K-12 contexts. Those seeking to promote the adoption of similar innovative practices should ensure that the assessment is aligned with the pedagogical goals of the curriculum and that their approach to introducing and managing change is responsive to the local context. While more research is needed in order to determine the potential influence of innovation on the learning outcomes of students (Green, 2013), world language programs should be encouraged to implement standards-based external assessments as a means by which to promote teachers’ adoption of proficiency-oriented instructional practices.

APA, Harvard, Vancouver, ISO, and other styles

10

Souza, Marcos Lopes de. "Atividade curricular de integração entre ensino, pesquisa e extensão (ACIEPE) : anseios, conjunturas e contornos de inovações curriculares em movimento." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/2191.

Full text

Abstract:

Made available in DSpace on 2016-06-02T19:35:30Z (GMT). No. of bitstreams: 1 TeseMLS.pdf: 1653692 bytes, checksum: eb2ea0ad8059be8ba8b9179d97ecc922 (MD5) Previous issue date: 2007-05-28
This research describes and discusses about the conjuncture and the movements of the program so-called as Curricular Integration Activity between Teaching, Research and Outreach (ACIEPE) since its implantation in Sao Carlos Federal University from year 2002 up to 2006, analyzing in a focused way one of its proposals. During the investigation the information have been acquired by interviews with the Program s idealizers and executers, also by the Program s (ACIEPE) documents, questionnaires applied to the coordinators of the program proposals, the registries of one of the program s proposal meetings and by interviews realized with the participants of this experience. The ACIEPE Program had been created during a period in which UFSCar was trying to consolidate itself as a University based on the concepts of democratic participation, academic competence and Social commitment, a perspective that contested the neoliberal politics, which, has occupied a large area into University space. The implantation of the program occurred within a period in which UFSCar s graduation courses were passing through a curriculum reformulation process that began since the establishment of Brazilian Universities Institutional Valuation Program (PAIUB). Initially, the ACIEPE was incorporated to the courses s curriculum as an elective discipline, lately, within the curricular flexibilization, it happened to be a complementary curricular activity. Within the period comprehended between the years 2002-2006, 49 different proposals were done, some of them were re-offered, and now 107 classes can be counted in. New projects of ACIEPEs have been offered each semester (at least five), at the same time, new professors have adhered to different proposals of ACIEPEs demonstrating that the program have been recognized as an opportunity for curricular innovation. Because of the thematics that were chosen, the outreach guidelines, the external public and the methodological approaches, the ACIEPEs presented different faces, which made it different from traditional academic spaces. The proposals of ACIEPEs were consolidated as educative spaces; constituted especially by multidisciplinary teams, which involved learning and professors from distinct majors. In those spaces the formation offered to the graduation students could embrace things beyond the society of the knowledge, involving aspects like citizenship, social equality, environment sustainability, social cooperation, Human values and etc., increasing the student s knowledge experiences, which includes the interaction with different social groups. The practice of the inseparability between teaching, research and outreach at ACIEPEs occurred in a diffuse and incipient manner, overall, when it comes to the interlocution between university and External community. Focusing on one of the experiences of the ACIEPE program entitled as The comprehension about biological knowledge essence and its relationship with Science and biology on Basic Education it could have been evidenced that the ACIEPEs program s intentions were approximately reached, especially the ones related to the construction of a space that could give to the graduation students also professional education and citizenship, even, establishing a strong link between University and several social segments. At the same time, this ACIEPE, basing on its specific objectives and on the perspective of complexity, can be denominated, besides its own limitations, as a curricular innovation, based on the construction of dialogue spaces among the disciplines, whereas it made possible to the participants, especially, the biology teachers and the undergraduate level students of biological sciences course, to find a new significance for the nature of biological knowledge trough the articulation with Philosophy and sociology.
Esta pesquisa descreve e discute a conjuntura, os desenhos e os movimentos do Programa Atividade Curricular de Integração entre Ensino, Pesquisa e Extensão (ACIEPE) desde sua implantação, na Universidade Federal de São Carlos, no ano de 2002 até 2006, e analisa, de forma mais focalizada, uma de suas propostas. No percurso da investigação buscaram-se informações por meio de entrevistas com as pessoas idealizadoras e executoras do Programa; em documentos sobre o Programa ACIEPE; em questionários aplicados às(aos) coordenadoras(es) das propostas de ACIEPEs; em registros dos encontros de uma das propostas/experiências do Programa e em entrevistas realizadas com as pessoas participantes desta experiência. O Programa ACIEPE é engendrado num contexto em que a UFSCar procura se consolidar como uma universidade pautada na participação democrática, na competência acadêmica e no compromisso social; perspectiva essa que procura contestar as políticas neoliberais que vêm adentrando no espaço universitário. A implantação do Programa ocorre num momento em que os cursos de graduação da UFSCar estão em processo de reformulação curricular iniciado desde o Programa de Avaliação Institucional das Universidades Brasileiras (PAIUB). Inicialmente, a ACIEPE é incorporada aos currículos dos diferentes cursos enquanto disciplina eletiva, posteriormente, com a flexibilização curricular e, em virtude do próprio formato que ela vai tomando, passa a ser uma atividade curricular complementar. No período de 2002-2006 realizou-se 49 propostas diferentes de ACIEPEs e com a reoferta de algumas delas, se chega a 107 turmas. Novos projetos de ACIEPEs têm sido oferecidos a cada semestre (em média, cinco), ao mesmo tempo, novos(as) professores(as) vêm aderindo às diferentes propostas de ACIEPEs, demonstrando que a comunidade universitária tem reconhecido o Programa como espaço de inovação curricular. As ACIEPEs realizadas apresentaram uma diversidade de desenhos no que diz respeito às temáticas escolhidas; às linhas de extensão; ao público externo e às abordagens metodológicas, se diferenciando dos espaços acadêmicos tradicionais. As propostas de ACIEPEs se consolidaram como espaços educativos constituídos, em especial, por equipes multidisciplinares (envolvendo discentes e docentes de diversas áreas) visando a formação dos(as) graduandos(as) para além da sociedade do conhecimento, ao trabalhar com cidadania, eqüidade social, sustentabilidade ambiental, cooperação social, valores humanos etc. Ao mesmo tempo, ampliaram as vivências de aprendizagem dos(as) alunos(as), sobretudo no que se refere à interação com diferentes grupos sociais. A prática do princípio da indissociabilidade entre ensino, pesquisa e extensão nas ACIEPEs ocorreu de maneira difusa e ainda incipiente, sobretudo, no que se refere à interlocução entre a universidade e a comunidade externa. Focalizando uma das experiências do Programa ACIEPE intitulada A compreensão sobre a natureza do conhecimento biológico e sua relação com as aulas de Ciências e Biologia na Educação Básica , constatou-se que a mesma se aproximou das intenções projetadas pelo Programa ACIEPE, em especial, em relação à construção de um espaço de formação profissional e cidadã para os(as) graduandos(as) e o estabelecimento de um elo permanente entre a universidade e os diversos segmentos sociais. Ao mesmo tempo, pautando-se nos seus objetivos específicos e na perspectiva da Complexidade, esta ACIEPE se constituiu, apesar de algumas limitações, como uma inovação curricular pautada na construção de um espaço de diálogo disciplinar, na medida em que possibilitou aos(às) participantes, especialmente, às professoras de Biologia e aos licenciandos(as) do curso de Ciências Biológicas resignificarem a natureza do conhecimento biológico por intermédio da articulação com a Filosofia e a Sociologia.

APA, Harvard, Vancouver, ISO, and other styles

11

Capelo, Dinah Feijó. "Compreensão do processo de avaliação formativa da aprendizagem e sua presença em projetos curriculares inovadores." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9768.

Full text

Abstract:

Made available in DSpace on 2016-04-27T14:31:19Z (GMT). No. of bitstreams: 1 Dinah Feijo Capelo.pdf: 1727055 bytes, checksum: 2a63c9d3a17f6f5abbf65a15f97e8a78 (MD5) Previous issue date: 2014-02-19
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The purpose of this qualitative study of bibliographic and documentary type is to discuss and to analyze in depth the concept of formative assessment and identify how this concept was used in three innovative curricular projects that focused on students' learning. The following projects were analyzed: "Escola de Ensino Médio na Catalunya", "Universidade Federal do Paraná (UFPR) - Unidade Litoral" e "Curso de Pós-Graduação lato sensu em Docência para o Ensino Superior em Turismo". The criteria for choosing these three projects were: the positive results of the projects, and the different levels of education represented by them: high school, college, and graduate studies. The results show many points of agreement between the understandings of the concept assessment and the concept of formative assessment. Four fundamental elements for the understanding of formative assessment in innovative curriculum projects were found: a review of the concept of formative assessment, the essential role of self-assessment, attention to teacher training and methodological reinvention
Esta pesquisa de abordagem qualitativa do tipo bibliográfico e documental tem como objetivo discutir e aprofundar a compreensão da concepção de avaliação formativa e identificar como este conceito foi concebido em três projetos curriculares inovadores direcionados para a aprendizagem dos alunos. Foram analisados os seguintes projetos: Escola de Ensino Médio na Catalunya, Universidade Federal do Paraná (UFPR) Unidade Litoral e curso de pós-graduação lato sensu em Docência para o Ensino Superior em Turismo. Para a escolha dessas três experiências analisadas utilizamos como critérios os resultados positivos alcançados e a abrangência de diferentes níveis de formação: ensino médio, ensino superior e pós-graduação em formação docente. Como resultado verificou-se que há pontos de congruência entre os conceitos de avaliação da aprendizagem identificados e a concepção de avaliação formativa e se constatou quatro elementos fundamentais para a compreensão da concepção de avaliação formativa em projetos curriculares inovadores: a revisão do conceito de avaliação formativa, o papel essencial da autoavaliação, a atenção à formação de professores e a reinvenção metodológica

APA, Harvard, Vancouver, ISO, and other styles

12

Chung, Yang-Gyun. "Korean-English Internet chat in tandem for learning language and culture: A curricular innovation in an International Languages program." Thesis, University of Ottawa (Canada), 2006. http://hdl.handle.net/10393/29284.

Full text

Abstract:

The study reports on the learning outcomes of a thematic, task-based curricular innovation in which paired Korean and English-speaking peers, each learning the other's language and culture, collaborate on chat homework assignments and related classroom activities in an International Languages class. This study draws primarily on sociocultural theory to investigate language learning through computer-mediated communicative tasks as a socially mediated process. This ethnographically based longitudinal case study follows principles of action research to identify contributions each research tradition can make to our understanding of language learning through interaction among learners within a learning community. In order to explore second language acquisition during interaction, this study also employs an interactionist approach to examine more specific linguistic and interactional features of learners' online chat discourse in tandem. Examination of the students' online chat interactions and related tandem classroom discussions and activities between experts and novices, with the tandem partners fulfilling each role in turn, reveals how collaborative peer-peer dialogue supports knowledge-building within this cross-linguistic learning environment. Data, qualitative in nature, reveal how these students are able to learn and teach contextually meaningful and appropriate linguistic and cultural behaviour through socially mediated actions, using online peer-peer collaborative dialogue, computers and tasks as meaning-making resources within their own cross-linguistic learning community. The findings show that the online chat interactions contributed to the establishment of a community of learners and supported effective second language learning. Specifically they show the ways in which learners appropriated a variety of language practices from one another, developed awareness of self in relation to others, and participated in expert and novice discursive learning practices in the construction of meaning. During collaborative peer-peer conversations, they adapted their language and negotiated meaning to facilitate communication and enhance their second language learning. Both qualitative and quantitative data on their second language learning outcomes, including growth of vocabulary and explicit learning of L2 cultural concepts from thematic tasks show important learning outcomes for both groups. The findings of the study extend our understanding of what it means to learn a language and engage with another culture.

APA, Harvard, Vancouver, ISO, and other styles

13

Gabriel, Sérgio de Souza. "Ensinando o futuro no ensino médio: uma investigação." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/27/27154/tde-20052009-151104/.

Full text

Abstract:

Descreve uma investigação realizada junto a professores do Ensino Médio sobre percepções relacionadas à inovação curriculares na forma de estudos do futuro. Objetivo: Em primeiro lugar, identificar de que maneira os professores entendem o conceito de futuro em suas vidas. Em segundo lugar, identificar percepções e atitudes em relação aos estudos do futuro e à implementação destes junto a alunos do Ensino Médio da cidade de São Paulo. Em terceiro, orientar projetos nas escolas locais que adotassem essa abordagem. Método: Em sua primeira fase, questionário estruturado enviado a 200 professores participantes, no período de março a junho de 2007. Em sua segunda fase, oficina de apresentação realizada nas escolas investigadas e outro questionário estruturado enviado a 80 professores, no período de junho a agosto de 2007. Em sua terceira fase, reuniões com professores e coordenadores das escolas adotantes. Resultados: A primeira fase mostrou que os professores percebem o futuro como um período de tempo entre 10 a 20 anos do presente. Existe uma mistura de otimismo e preocupação em relação ao futuro e a crença de que é necessário um alto grau de preparação para este. A segunda fase mostrou que os professores percebem a relevância em estudar o futuro, principalmente para si mesmos. Entre as ferramentas apresentadas na oficina, técnicas como elaboração de cenários e consulta a especialistas lhes pareceram mais claras e de maior facilidade e relevância para a introdução junto a seus alunos. A terceira fase incluiu a adoção projetos multidisciplinares, propostas curriculares e atividades isoladas, por parte de algumas das escolas. Conclusão: Os professores mostram um grau de preocupação e interesse elevado na preparação de seus alunos para o futuro. Os estudos do futuro oferecem uma alternativa viável para a introdução de projetos e atividades de caráter multidisciplinar que ajudam os jovens a planejar e se preparar para o futuro.
It describes an investigation carried out with Secondary School teachers on their perceptions regarding curriculum innovations using a futures studies approach. Aim: Firstly, to identify the ways in which teachers view the concept of future in their lives. Secondly, identify the perceptions and attitudes regarding futures studies and their introduction in the Secondary School classroom in the city of São Paulo. Thirdly, supervise projects in the local schools which adopted such approach. Methodology: In its first phase, a structured questionnaire was sent to the 200 participant teachers, between March and June 2007. In its second phase, a workshop to introduce future studies in the schools under investigation was held, followed by another structured questionnaire, between June and August 2007. In its third phase, meetings with teachers and pedagogical coordinators were held. Results: The first phase showed teachers perceive the future as a period between 10 and 20 years from the present. There is a mix of optimism and worry and a belief that a high level of preparation is required for this future. The second phase showed that teachers perceive the relevance of future studies, particularly for themselves. Among the tools presented in the workshop, the creation of scenarios and the use of expert opinion were those which seemed clearer, more relevant and of easier introduction in the classroom. The third phase included the adoption of cross curricular projects, proposals for curriculum change and attempts at different activities by some of the schools. Conclusion: Teachers show a high level of interest and worry in the preparation of their students for the future. Future studies offer a viable alternative for the introduction of projects and classroom activities of a cross curricular nature that will help young people to plan and prepare for the future.

APA, Harvard, Vancouver, ISO, and other styles

14

Franco, Elize Keller. "Movimentos de mudança: um estudo de caso sobre inovação curricular em cursos de Licenciatura da UFPR Litoral." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9770.

Full text

Abstract:

Made available in DSpace on 2016-04-27T14:31:20Z (GMT). No. of bitstreams: 1 Elize Keller Franco.pdf: 1274152 bytes, checksum: 2ba3ee8d9e881a586d97eb9143a41a8b (MD5) Previous issue date: 2014-03-07
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The recurrent complaint that the preparation offered in initial training courses are not offered appropriate responses to the new demands of teachers' work in contemporary society and the challenges faced by teachers in their daily practices have raised doubts about the revision of curricula that prepares these professionals . In this context, this study aims at a critical analysis of an alternative curriculum organization that has been developed in the courses of initial teacher development, specifically in the courses Science Undergraduate, Art & Language and Communication of Federal University of Parana - Coastline campus. For this, we chose the guiding question as in what extent the proposal being developed in UFPR Coastline brings elements with potential to contribute to a new curricular paradigm in initial teacher development. The adopted methodological approach for this study is the qualitative research approach in the form of case study. To obtain the data, we focused on document analysis and discussion groups with students and teachers. Authors such as Garcia (1999 ) , Tardif (2011 ) , Masetto ( 2003, 2006 , 2007, 2009 , 2012) , Gatti (2010 ) , André ( 2005, 2009 , 2010) , Diniz - Pereira ( 2007, 2010 ) , Romanowski ( 2010, 2012 ) , Imbernon (2009 ) , Saviani ( 2005, 2009 ) , Tanuri (2000 ) , Carbonell (2002 ) , Silva (2007 ) , Moreira (2006 ) , Lopes and Macedo (2011 ) supported the construction of the theoretical framework concept that guided the research from theirs theories on innovation , teacher formation and curriculum. The data indicate that the curriculum reform in progress manifests with characteristic movements of change with innovation in a set of core and relevant elements such as design and curriculum organization , teaching knowledge , models of formation , practical activities / stage and methodological principles. The character of building in movement of the curriculum, open to the collective intelligence of educators in their institutional contexts find room for diversification and innovation, confronts us with the possibility of a new paradigm in process. Thus, this research contributes to the field of curriculum theory and practice analysis to bring an experience that puts into action directions that have long putting to the curricula in initial teacher development
A recorrente denúncia de que o preparo oferecido nos cursos de formação inicial não tem oferecido respostas adequadas às novas exigências do trabalho dos professores na sociedade contemporânea e aos desafios enfrentados pelos docentes em suas práticas cotidianas tem colocado em questão a revisão dos currículos que formam esses profissionais. Nesse contexto, o presente estudo tem como objetivo a análise crítica de uma organização curricular alternativa que vem sendo desenvolvida nos cursos de formação inicial de professores, mais especificamente, em cursos de Licenciaturas de Ciências, Artes e Linguagem e Comunicação da Universidade Federal do Paraná - Unidade Litoral. Para isso, escolheu-se como questão orientadora investigar em que medida a proposta que vem sendo desenvolvida na UFPR Litoral traz elementos com potencial de contribuição para um novo paradigma curricular na formação inicial de professores. Adota-se como caminho metodológico para este estudo a abordagem qualitativa de pesquisa na modalidade de estudo de caso. Para obtenção dos dados, privilegiou-se a análise documental e grupos de discussão com alunos e professores. Autores como Garcia (1999), Tardif (2011), Masetto (2003, 2006, 2007, 2009, 2012), Gatti (2010), André (2005, 2009, 2010), Diniz-Pereira (2007, 2010), Romanowski (2010, 2012), Imbernón (2009), Saviani (2005, 2009), Tanuri (2000), Carbonell (2002), Silva (2007), Moreira (2006), Lopes e Macedo (2011) deram suporte à construção do marco teórico conceitual que orientou a pesquisa a partir de suas teorias sobre inovação, formação de professores e currículo. Os dados indicam que a reforma curricular em andamento se manifesta com movimentos de mudança com característica de inovação em um conjunto de elementos centrais e relevantes, tais como concepção e organização curricular, saberes docentes, modelos de formação, atividades práticas/estágio e princípios metodológicos. O caráter de construção em movimento do currículo, aberto para que a inteligência coletiva dos educadores em seus contextos institucionais encontre espaço para a diversificação e a inovação, coloca-nos diante da possibilidade de um novo paradigma em processo. Dessa forma, essa pesquisa contribui para o campo da teoria e das práticas curriculares ao trazer para análise uma experiência que coloca em ação direcionamentos que há tempos vêm se colocando para os currículos na formação inicial de professores

APA, Harvard, Vancouver, ISO, and other styles

15

Shinomiya, George Kouzo. "Saberes e práticas docentes para a inovação curricular: uma análise das práticas da sala de aula." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11102013-160523/.

Full text

Abstract:

Esta pesquisa tem como objetivo analisar os saberes docentes no processo de inovação curricular, especificamente, na introdução da física moderna e contemporânea no ensino médio. Com esta finalidade acompanhamos quatro professores do ensino médio, que elaboraram e aplicaram sequências didáticas sobre tópicos de física moderna e contemporânea em suas respectivas salas de aula. A escolha dos sujeitos para esta pesquisa se deu por oportunidade, ou seja, foram escolhidos devido à participação deles num curso de formação continuada realizado na Faculdade de Educação da Universidade de São Paulo. O curso em questão foi elaborado para a capacitação de professores da rede pública do Estado de São Paulo e foi estruturado em três turmas, cada qual, englobando um tópico de física moderna e contemporânea: Linhas Espectrais, Partículas Elementares e Relatividade. Este curso foi repetido em três oportunidades, o que permitiu que alguns dos professores participassem de todas as turmas. O acompanhamento dos professores teve início com a aplicação da sequência didática em sala de aula, no primeiro semestre de 2011. Os primeiros dados recolhidos tiveram origem nas filmagens das aulas destes professores, durante a aplicação das sequências didáticas no ensino médio. Em seguida, realizamos três entrevistas semiestruturadas. As duas primeiras tiveram como objetivo levantar alguns aspectos relacionados à vivência dos professores, começando com a etapa de formação na escola de ensino básico até a sua graduação. Também foram levantados alguns aspectos relacionados à atuação profissional dos professores e ao seu contato com a física moderna e contemporânea, tanto na formação inicial quanto no exercício de sua profissão. A terceira entrevista teve como objetivo aprofundar a análise referente às práticas docentes utilizadas no desenvolvimento da sequência didática. Essas práticas compõem o que Maurice Tardif chama de saberes docentes. De acordo com a natureza dos dados obtidos, esta pesquisa se enquadra nos referenciais da pesquisa qualitativa, na medida em que, os dados principais são descritivos, compostos de gráficos e transcrições, os quais foram recolhidos em forma de gravações em áudio ou vídeo. Os resultados permitiram a construção de categorias que podem servir de base para a elaboração de um conjunto de saberes necessários ao processo de inovação curricular e serem incorporados na formação inicial dos futuros professores, contribuindo para que eles sejam mais bem preparados para trabalhar com os processos de inovação. As categorias encontradas empiricamente são: saber transpor os conteúdos específicos para a sala de aula, saber utilizar os recursos didáticos audiovisuais, saber organizar e planejar atividades didáticas, saber construir os mecanismos de avaliação e saber gerir a sala de aula.
This research aims to analyze the teaching knowledge in the process of curriculum innovation, specifically the introduction of modern physics in high school. To that end we investigated four high school teachers who have developed and applied didactic sequences on topics of modern physics in their classrooms. The choice of these teachers was made by chance, i.e., they participated in an in-service education course, held at the Faculty of Education, University of São Paulo. The course has been prepared for the training of public school teachers of the State of São Paulo and was divided into three groups, on topics of modern physics: Spectral Lines, Elementary Particles and Relativity. This course was repeated three times. Some teachers participated in all courses. The accompanying teachers began with the application of instructional sequence in the classroom, in the first half of 2011. The first data collected originated in the video of the teachers of these classes during the application of didactic sequences in their classrooms. Then we conducted three semi-structured interviews. The first two were intended to raise some issues related to their training, starting with step training in secondary school until his graduation. Were also raised some issues related to the professional performance of teachers and contact with modern physics, both in initial training and in professional practice. The third interview was to further examine regarding teaching practices used in the development of didactical sequence. These practices comprise what Maurice Tardif calls teaching knowledge. According to the nature of the data obtained in this study fit the qualitative references, to the extent that the main data are descriptive compounds, graphics, and transcripts which were collected in the form of audio or video recordings. The results allowed the build of categories that can serve as a basis for the elaboration of a set of knowledge necessary to the process of curriculum innovation and to be incorporated in the pre-service training of future teachers, prepared to work with the innovation processes. The categories found empirically are able to transpose the specific content for the classroom, knowing how to use audiovisual teaching resources, know how to organize and plan educational activities, namely building evaluation mechanisms and know how to manage the classroom.

APA, Harvard, Vancouver, ISO, and other styles

16

Jacomette, Estela A. B. "Inovação curricular em curso de Pós-Graduação Lato Sensu em gestão de negócios." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/9821.

Full text

Abstract:

Made available in DSpace on 2016-04-27T14:31:30Z (GMT). No. of bitstreams: 1 Estela A B Jacomette.pdf: 3322493 bytes, checksum: 34236e3ed596da07362393bc7f764286 (MD5) Previous issue date: 2014-12-12
With the advent of globalization, the development of different technologies, the increase of competitiveness and the quest for leadership by the organizations, came to sight significant changes too in the type, quality, quantity, and nature of the job of people who are inserted in them. This phenomenon demands a performance more globalized from the organizations, new competences from their professionals and the management of labor in a way more flexible. This scenery has generated significant impact on institutions of higher education, especially in the lato sensu programs considered vocational This research aims to develop an innovative curriculum in a shared way with teachers, board of directors of teaching institution, coordinator, technical adviser, students and market executives in a lato sensu post-graduation course in business management, having the sustainability in its cross-sectional, aiming at to execute the demands of this new society. From the principles of action research used a qualitative approach, the study makes a theoretical-reflective survey of the different actors of the innovative curriculum: macroeconomic context, professional skills demanded to professional management, lato sensu post-graduation courses, integrated curriculum and teacher´s training. After research undertaken about the subjects inquired, the research shows elements to respond to the problems proposed. We conclude that s possible to develop an innovative curriculum, in a shared way, since it´s founded on a solid pedagogical approach and the training of teachers staff is adequate to the proposed model
Com o advento da globalização, a evolução das diferentes tecnologias, o aumento da competitividade e a busca da liderança pelas organizações, surgem também mudanças significativas no tipo, qualidade, quantidade, e natureza do trabalho das pessoas que nelas estão inseridas. Tal fenômeno demanda uma atuação mais globalizada das organizações, novas competências de seus profissionais e o gerenciamento da mão de obra de forma mais flexível. Esse cenário tem gerado impacto significativo nas instituições de ensino superior, principalmente nos programas de lato sensu considerados profissionalizantes. Esta pesquisa tem o objetivo de desenvolver um currículo inovador de forma compartilhada com professores, diretoria da instituição de ensino, coordenadora, orientadora técnica, alunos e executivos de mercado em um programa de pós-graduação lato sensu em gestão de negócios, tendo a sustentabilidade em sua transversal, visando atender as demandas dessa nova sociedade. A partir dos princípios da pesquisa-ação aplicados a uma abordagem qualitativa, o estudo faz um levantamento teórico-reflexivo dos diferentes participantes do currículo inovador: contexto macroeconômico, competências profissionais demandadas aos profissionais da gestão, pós-graduação lato sensu, currículo integrado e formação de professores. Após a investigação desenvolvida acerca dos objetos inquiridos, a pesquisa apresenta elementos para responder aos problemas propostos. Concluímos que é possível desenvolver um currículo inovador, de forma compartilhada, desde que ele esteja fundamentado numa proposta pedagógica sólida e que a formação do corpo docente esteja adequada ao modelo proposto

APA, Harvard, Vancouver, ISO, and other styles

17

Giménez, Prado Ferran. "Un marco sistémico para el diseño y desarrollo de un titulación universitaria de grado en un ámbito de conocimiento emergente: la experiencia del GMUOC en un ámbito de conocimiento emergente: la experiencia del GMUOC." Doctoral thesis, Universitat Oberta de Catalunya, 2016. http://hdl.handle.net/10803/402139.

Full text

Abstract:

Aquesta tesi investiga el que significa la implementació d'un nou grau per a una àrea de coneixement emergent, i els factors clau implicats en el seu desenvolupament. Seguint la metodologia de la Grounded Theory, s'investiga l'experiència de creació del grau Multimèdia de la Universitat Oberta de Catalunya (UOC) mitjançant l'anàlisi documental, entrevistes en profunditat als participants (professors, administradors i estudiants) i la comparació i el contrast de les dades del cas particular amb la literatura. Aquesta investigació mostra que la creació d'un nou títol de grau universitari per a un camp de coneixement emergent és el resultat d'un conjunt de processos interrelacionats que condueixen al desenvolupament d'un microsistema. Una nova realitat que, per assolir la maduresa, passa a través de 3 etapes diferents d'evolució caracteritzades per posicionar el nucli de l'activitat generadora de valor en diferents capes del sistema. El marc conceptual obtingut com a producte d'aquest treball de recerca és una eina útil per analitzar els elements que formen part de la problemàtica de respondre a les oportunitats que planteja l'aparició de noves àrees de coneixement des d'una perspectiva sistèmica i interdisciplinària.
Esta tesis investiga lo que significa la implementación de un nuevo grado para un área de conocimiento emergente, y los factores clave implicados en su desarrollo. Siguiendo la metodología de la Grounded Theory, se investiga la experiencia de creación del grado Multimedia de la Universitat Oberta de Catalunya (UOC) mediante el análisis documental, entrevistas en profundidad a los participantes (profesores, administradores y estudiantes) y la comparación y el contraste de los datos del caso particular con la literatura. Esta investigación muestra que la creación de un nuevo título de grado universitario para un campo de conocimiento emergente es el resultado de un conjunto de procesos interrelacionados que conducen al desarrollo de un microsistema. Una nueva realidad que, para alcanzar la madurez, pasa a través de 3 etapas diferentes de evolución caracterizadas por posicionar el núcleo de la actividad generadora de valor en diferentes capas del sistema. El marco conceptual obtenido como producto de este trabajo de investigación es una herramienta útil para analizar los elementos que forman parte del desafío de responder a las oportunidades que plantea la aparición de nuevas áreas de conocimiento desde una perspectiva sistémica e interdisciplinar.
This thesis investigates what the implementation of a new degree for an emerging area of knowledge entails and the key factors involved in its development. Following the grounded theory methodology, the experience of creating the Bachelor's Degree in Multimedia at the Universitat Oberta de Catalunya (UOC) is analysed through documentary analysis, in-depth interviews with participants (teachers, administrators and students) and comparing and contrasting the data from that particular case with the literature. This research shows that the creation of a university undergraduate degree for an emerging field is the result of a set of linked processes that lead to the development of a micro-system. It is a new reality that, to reach maturity, must go through 3 different stages of evolution characterized by positioning the core of the value-generating activity in different layers of the system. The conceptual framework obtained as a product of this research work is a useful tool for analysing the elements that make up the challenge of meeting the opportunities posed by the emergence of new knowledge areas from a systemic and interdisciplinary perspective.

APA, Harvard, Vancouver, ISO, and other styles

18

O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.

Full text

Abstract:

This research reports on the factors that a sample of teachers in a rural Primary and Secondary School perceive as being influential on the initiation and implementation of a curricular innovation. The innovation herein is the creation of a Gifted and Talented Programme to cater for identified students in this school, an area of current interest amongst educators and researchers in New South Wales and Australia. A methodology is outlined for the collection and interpretation of data on the factors involved, that may be employed by coordinators and researchers interested in curricular provision for Gifted and Talented children. In this case study school, it was found that the factors were many and varied, that they differed in their supportive or inhibitive nature in the Primary and Secondary Schools. These findings provided a foundation for subsequent planning in the initiation stages of the implementation of this innovation. This research had important implications for this School that may be of interest for future research in other schools.

APA, Harvard, Vancouver, ISO, and other styles

19

Pinheiro, Sônia Regina Brum. "MUDANÇAS E INOVAÇÕES NA ORGANIZAÇÃO CURRICULAR DE ESCOLAS ESTADUAIS DE ENSINO MÉDIO DO MUNICÍPIO DE SANTA MARIA/RS." Universidade Federal de Santa Maria, 2007. http://repositorio.ufsm.br/handle/1/6801.

Full text

Abstract:

The present paper had as its objective to characterize the State High Schools (Escolas Estaduais de Ensino Médio - EEEM) of the Santa Maria RS municipality curricular organizational changes, taken into effect throughout the attendance of the current educational legislation, identifying the characteristics of the curricular organizations which are associated innovative changes in the school daily routine from what is expressed in the political-pedagogical projects (PPP), of speeches of the coordinators from the 8th CRE Education Regional Coordination - (1999-2002 and 2003-2006 management) and the teachers. The changing proposals in the school structure were built in the State Schools Bureau (Rede Estadual de Ensino REE) of the Santa Maria RS municipality from the year 2001, aiming at reaching what is advised the LBD 9394/96. Keeping in mind that this Law proposes innovative changes in the EEEM organizations, especially, regarding the curriculum, we present a brief reflection about the conceptions of: Change, innovation and reform; school culture as a possibility to understand the school organization; PPP as an instrument for this organization democratization, curriculum and the interdisciplinary as a way of curriculum organization. For the accomplishment of this study, we retook studies that were carried out by the COTESC (School Tutoring Conditioning in the Supervised Curriculum Stage: articulating Initial Formation and Continued Formation of the teachers) Research Project staff about the PPP construction process of eighteen (18) EEEM in the Santa Maria RS municipality. In the continuation of what had already been researched by this staff, we aimed at understanding the implementing process and the PPP rebuilding of these schools, interviewing the 8th CRE management (2003-2006). In the response of the interviewees, it was clear that the schools pedagogical proposals, practically, did not suffer any alteration. We opted, then, for analyzing six (6) of the eighteen (18) PPP whose structural items characterized a more moderate in the participative planning and, especially, because they are the ones which sign for more school organization changes as regards the curriculum, identifying, through document analysis plan, this organization innovative aspects. However, we deepened the school 17 pedagogical proposal studies to understand the implementation process of this school daily routine change for it presents a more daring proposal concerning the other five (5). We obtained the data for these studies through structured interviews. The obtained data through the school textual documents and the interviews allow us to consider that the expressed changes in the PPP of the six (6) EEEM are characterized as innovative faced with the interdisciplinary proposal as a way to organize their curricula, however, it is an externally induced innovation for what is advised by the LBD/96. School 17, although, it had also constructed its pedagogical proposal by this Law, shows in the proposed changes operation, an internally generated innovation which is noticed by its subjects actions when they search for solutions for the faced problems in the necessities that appear, redefining ways and structures which guarantee success in this implementation. (Re)building and implementing a pedagogical proposal makes possible to the education professionals to rethink their practices not only towards the curriculum organization but also the school as a whole.
Este trabalho teve por objetivo caracterizar as mudanças na organização curricular das Escolas Estaduais de Ensino Médio (EEEM) do município de Santa Maria/RS, levadas a efeito em decorrência do atendimento à atual legislação educacional, identificando as características das organizações curriculares que estão associadas a mudanças inovadoras no cotidiano escolar a partir do que está expresso nos projetos político-pedagógicos (PPP), de falas das Coordenadoras da 8ª. CRE (gestões 1999-2002 e 2003-2006) e de professores. As propostas de mudanças na organização escolar foram construídas nas escolas da Rede Estadual de Ensino (REE) do município de Santa Maria/RS a partir do ano de 2001, visando a atender ao que preconiza a LDB 9394/96. Tendo em vista que essa Lei propõe mudanças inovadoras na organização das EEEM, principalmente, quanto ao currículo, apresentamos uma breve reflexão sobre as concepções de: mudança, inovação e reforma; cultura escolar como possibilidade de compreender a organização da escola; PPP como instrumento para a democratização dessa organização, currículo e interdisciplinaridade como forma de organização curricular. Para a realização deste estudo, retomamos estudos realizados pela equipe do Projeto de Pesquisa COTESC (Condicionantes para Tutoria Escolar no Estágio Curricular Supervisionado: articulando Formação Inicial e Formação Continuada de Professores) sobre o processo de construção dos PPP de dezoito (18) EEEM do município de Santa Maria/RS. Na continuidade ao que já vinha sendo pesquisado por essa equipe, buscamos compreender o processo de implementação e de reconstrução dos PPP dessas escolas, entrevistando a gestão da 8ª. CRE (2003-2006). Na fala dos entrevistados, fica claro que as propostas pedagógicas das escolas, praticamente, não sofreram alterações. Optamos, então, por analisar seis (6) dos dezoito (18) PPP cujos itens estruturais caracterizam uma construção mais pautada num planejamento participativo e, principalmente, porque são os que mais sinalizam mudanças na organização escolar em relação ao currículo, identificando, através de roteiro para análise documental, aspectos inovadores nessa organização. No entanto, aprofundamos estudos da proposta pedagógica da Escola 17 para compreender o processo de implementação dessas mudanças no cotidiano escolar por apresentar uma proposta mais ousada em relação às outras cinco (5). Obtivemos as informações para esses estudos através de entrevistas estruturadas. As informações obtidas a partir da análise textual dos documentos escolares e das entrevistas permitem-nos considerar que as mudanças expressas nos PPP de seis (6) EEEM caracterizam-se como inovadoras quanto à proposta de interdisciplinaridade como forma de organizarem seus currículos, porém, trata-se de uma inovação externamente induzida pelo que preconiza a LDB/96. A Escola 17, embora, também, tenha construído sua proposta pedagógica por força dessa Lei, demonstra, na operacionalização das mudanças propostas, uma inovação internamente gerada que é percebida pelas ações de seus sujeitos quando buscam soluções para os problemas enfrentados diante de necessidades que surgem, redefinindo caminhos e estruturas que garantam êxito nessa implementação. (Re)construir e implementar uma proposta pedagógica oportuniza aos profissionais de educação repensarem suas práticas não só quanto à organização curricular, mas da escola como um todo.

APA, Harvard, Vancouver, ISO, and other styles

20

Genesini, André Gomes. "Work based learning no ensino superior: um convite à reflexão sobre o currículo." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/10058.

Full text

Abstract:

Made available in DSpace on 2016-04-27T14:32:14Z (GMT). No. of bitstreams: 1 Andre Gomes Genesini.pdf: 1562547 bytes, checksum: 1f1618663db45d3d7534b0422d2333ed (MD5) Previous issue date: 2008-05-26
This is a time of great opportunities and great threats. Technology each time produces more wonders to the senses, things that make life better and more enjoyable. On the other hand, this is the first time in History that man is able to destroy the natural balance of the planet in an irreversible way. The arrival of information technology at the industry in the 1980s demanded a new profile of education for the workers. The damage to the environment can only be avoided through the development of a new kind of sustainable development. This, in turn, requires a new type of professional education. The recent rise of the knowledge economy has placed higher education as a strategical tool to achieve sustainable development. The university must find ways to keep up to the challenge. The key question in this research is how the university can get closer to the world of work and how the learning that occurs in higher education can be more close to the practical needs of the workplace. The objective of this research is to give contributions to the reflection about curriculum through concepts and historical data. This objective is achieved through qualitative analysis, in the form of case study of one of the answers that higher education has given to these challenges: the last generation of Work based Learning curriculums‟. To achieve this goal first was made a bibliographical research of the challenges that higher education faces and, specially, of Work based Learning. This research was the basis to the planning and implementation of a Work based Learning project to be used as case study in the research. The analysis of the data, in the light of the bibliographical research, suggests that Work based Learning generates a learning that is more closely related to the needs of the workplace and that Work based Learning equips more efficiently the students to succeed in the workplace
Esta é uma Era de enormes desafios e oportunidades. A tecnologia cada vez mais produz novidades que encantam os sentidos e facilitam a vida. As redes digitais aproximam pessoas, organizações e pesquisadores. Ao mesmo tempo, é a primeira vez na História que o homem tem o poder de provocar danos ao equilíbrio natural do planeta de maneira irreversível. O advento da tecnologia de informação no processo produtivo passou a exigir um novo perfil de mão-de-obra, multifacetada e bem qualificada. O desastre ambiental iminente só pode ser evitado com a mudança do modelo de desenvolvimento humano, o qual, por sua vez, exige um novo perfil de educação profissional. O surgimento da economia do conhecimento posicionou o ensino superior como uma ferramenta estratégica e essencial para uma nação atingir um desenvolvimento sustentável. A universidade não pode ficar alheia a este quadro. Esta pesquisa se insere no contexto do ensino superior tentando responder a esses desafios. A pergunta chave desta dissertação é como a universidade pode se aproximar mais do mundo do trabalho e, concomitantemente, como o aprendizado do ensino superior pode se aproximar mais da prática necessária ao trabalho. O objetivo desta pesquisa é dar subsídios, através de conceitos e dados históricos, para a reflexão sobre inovação em currículo. Esse objetivo é atingido através da análise qualitativa, através de estudo de caso, de uma das respostas do ensino superior a estes desafios: a última geração de currículos do tipo Work based Learning ou Aprendendo através do trabalho , Para tanto foi feita uma pesquisa bibliográfica sobre os desafios do ensino superior e, em especial, sobre o Work based Learning. A partir desta base foi planejado e implementado o projeto que deu origem ao estudo de caso. A investigação da dissertação ao Work based Learning se deu através três focos de pesquisa: as implicações em termos de inovação curricular, de aprendizagem significativa e de aprendizagem no ambiente de trabalho. A análise dos dados do estudo de caso à luz do referencial teórico pesquisado sugere que o aprendizado gerado pelo Work based Learning é mais próximo das necessidades da prática do trabalho e também mais eficaz para preparar o aluno para se desenvolver no ambiente de trabalho contemporâneo

APA, Harvard, Vancouver, ISO, and other styles

21

Polimeno, Maria do Carmo Abib de Moraes. "Construindo o currículo no cotidiano de um curso de graduação em medicina." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/10211.

Full text

Abstract:

Made available in DSpace on 2016-04-27T14:32:47Z (GMT). No. of bitstreams: 1 Maria do Carmo Abib de Moraes Polimeno.pdf: 6476496 bytes, checksum: 26581971e6a9ea3304784a2cdb200e77 (MD5) Previous issue date: 2010-05-14
Conselho Nacional de Desenvolvimento Científico e Tecnológico
The objective of this research was to monitor and evaluate the process of formulating and implementing a new curriculum for Internal Medicine at the Faculty of Medicine of Sorocaba. In deciding to scrutinize the daily formulation and implementation of curriculum innovation I have relied on research that suggests to know the school it is necessary to dive into the daily life considering the relevance of all the elements that constitute it. You should break, so with prior knowledge, with certainty, with prejudices about reality to understand that the actual curriculum that is built in the daily course of Medicine of Sorocaba object of this research. Investigate and evaluate the curriculum required the choice of an evaluation approach here understood primarily in its formative role aimed to open space for dialogue and exchange. Our methodological choice was qualitative research, because this orientation allowed us to analyze the meanings that individuals, subject of this research have given their actions. This research can be characterized as a case study of ethnographic and focusing techniques for data collection, participant observation, interviews and use of documentary sources. The analysis of the Collective Subject Discourse was the methodological approach chosen to analyze the collected interviews. Were taken into account in addition to DSCs other data sources such as daily field and documentary sources in a process of triangulation. Access to the collective subject discourse allowed me to associate the data collected in a theoretical model, in this case a theory of implementation , aimed at confronting them
O objetivo dessa pesquisa foi acompanhar e avaliar o processo de formulação e implementação de um novo currículo para o Curso de Medicina da Faculdade de Ciências Médicas de Sorocaba. Ao decidir perscrutar o cotidiano da formulação e implementação dessa inovação curricular apoiei-me em pesquisas que sugerem que para conhecermos a escola faz-se necessário mergulhar na vida cotidiana considerando a relevância de todos os elementos que a constituem. Deve-se romper, portanto, com saberes prévios, com certezas, com preconceitos a respeito da realidade para compreendermos o currículo real aquele que se construiu no cotidiano do Curso de Medicina de Sorocaba objeto dessa pesquisa. Investigar e avaliar o currículo demandou a escolha de uma abordagem de avaliação aqui entendida, essencialmente, em sua função formativa cujo objetivo é abrir espaço de diálogo e trocas. Nossa opção metodológica foi pela pesquisa qualitativa, pois essa orientação nos permitiu analisar os significados que os indivíduos, sujeitos dessa pesquisa, deram às suas ações. Essa pesquisa pode ser caracterizada como um estudo de caso do tipo etnográfico privilegiando como técnicas para a coleta de dados a observação participante, a entrevista e a utilização de fontes documentais. A análise do Discurso do Sujeito Coletivo (DSC) foi o recurso metodológico escolhido para analisar os depoimentos coletados nas entrevistas. Foram levados em conta além dos DSCs outras fontes de dados como o diário de campo e fontes documentais num processo de triangulação. O acesso ao Discurso do Sujeito Coletivo permitiu-me associar os dados recolhidos a um modelo teórico, no caso, a uma teoria da implementação, visando confrontá-los

APA, Harvard, Vancouver, ISO, and other styles

22

Suárez, Pérez Claribel. "Propuesta curricular para elevar la formación ambiental de los ingenieros agrónomos de la Facultad Agropecuaria de Montaña del Escambray." Doctoral thesis, Universitat de Girona, 2008. http://hdl.handle.net/10803/8003.

Full text

Abstract:

La universidad debe responder actualmente a la formación de un profesional integral, que desde su profesión contribuya a salvar nuestro hábitat, dando solución a los problemas ambientales que se manifiesten en su entorno, sin embargo se revelan insuficiencias en el proceso de ambientalización de la Carrera de Agronomía en la Facultad Agropecuaria de Montaña del Escambray. La investigación que se presenta, se realizó desde una perspectiva interpretativa, utilizando una metodología cualitativa y con un diseño de investigación evaluativa. A partir de los resultados del diagnóstico que permitió determinar cómo se encuentra declarada la Educación Ambiental en el currículo del agrónomo y la formación en la temática que poseen los profesores de la institución, fue elaborada una propuesta de intervención para elevar la formación ambiental de los egresados de la Facultad, proyectada en una estrategia docente educativa y cursos de superación para los docentes.
The university must respond at the moment to the formation of an integral professional, who from his profession contributes to save our habitat, giving solution to the environmental problems which they are pronounced in his surroundings, nevertheless reveal insufficiencies in the process of ambientalización of the Agronomy Career at the Facultad Agropecuaria de Montaña del Escambray. The investigation that was showed made from an interpretative perspective, using a qualitative methodology and with a design of evaluative investigation. From the results of the diagnosis that allowed to determine how it is declared the Environmental Education in curriculum of the agronomist and the formation in the thematic one that have the professors of the institution, was elaborated an intervention proposal to elevate the environmental formation of withdrawn of the Faculty, projected in an educative educational strategy and the courses of overcoming for the educational ones.

APA, Harvard, Vancouver, ISO, and other styles

23

Edwards, Joellen B., Jim L. Wilson, Bruce A. Behringer, Patricia L. Smith, Kaethe P. Ferguson, Reid Blackwelder, Joseph A. Florence, Bruce Bennard, and Fred Tudiver. "Practice Locations of Graduates of Family Physician Residency and Nurse Practitioner Programs: Considerations Within the Context of Institutional Culture and Curricular Innovation Through Titles VII and VIII." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/6908.

Full text

Abstract:

Background: Studies have described the aggregate results of federal funding for health professions education at the national level, but analysis of the long‐term impact of institutional participation in these programs has been limited. Purpose: To describe and assess federally supported curricular innovations at East Tennessee State University designed to promote family medicine and nurse practitioner graduate interest in rural and underserved populations. Methods: Descriptive analysis of a survey to determine practice locations of nurse practitioner graduates (1992‐2002) and graduates of 3 family medicine residencies (1978‐2002). Graduates’ (N = 656) practice locations were documented using specific federal designations relating to health professions shortages and rurality. Results: Overall, 83% of family medicine residency and 80% of nurse practitioner graduates selected practice locations in areas with medically underserved or health professions shortage designations; 48% of family physicians and 38% of nurse practitioners were in rural areas. Conclusions: Graduates who study in an educational setting with a mission‐driven commitment to rural and community health and who participate in curricular activities designed to increase their experience with rural and underserved populations choose, in high numbers, to care for these populations in their professional practice.

APA, Harvard, Vancouver, ISO, and other styles

24

Motta, Cristina Dalva Van Berghem. "Um retrato de aprendizagem em educação matemática: professoras dos anos iniciais do ensino fundamental em processo de inovação curricular." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-10062011-130029/.

Full text

Abstract:

Este trabalho apresenta um estudo sobre relações entre a teoria e a prática em um contexto de reforma curricular, a partir da investigação sobre como professoras das séries iniciais do Ensino Fundamental reelaboram seus saberes docentes com base na proposta de trabalho com a Teoria dos Campos Conceituais apresentada no Programa Orientações Curriculares: Expectativas de Aprendizagem e Orientações Didáticas, instituído na Rede Municipal de Ensino da Cidade de São Paulo pela Portaria n° 4.507, de 30 de agosto de 2007. Pela interlocução de autores como Fiorentini, Libâneo, Nóvoa, Pimenta, Pires, Tardif e Lessard, mostramos como as reformas educativas das últimas décadas influenciaram os movimentos de profissionalização do professor e a discussão sobre os saberes docentes. A seguir, apresentamos o Programa Orientações Curriculares: Expectativas de Aprendizagem e Orientações Didáticas e algumas teorias da Didática Francesa da Matemática nele presentes, com destaque para a Teoria dos Campos Conceituais, citada em vários materiais curriculares deste Programa. A análise das entrevistas nos mostrou o enredamento dos relatos das professoras em uma trama de relações interativas, constitutivas da construção dos saberes docentes: a história de vida do professor, as diversas fontes de sua formação pessoal e profissional e suas práticas pedagógicas. As professoras entrevistadas destacaram a interação entre os pares, na escola e em cursos de formação continuada como forma privilegiada de desenvolvimento profissional e revelaram desafios e dilemas enfrentados no processo de implementação curricular. Também mostraram, pelo contraponto entre suas constituições pessoais e profissionais antes e depois da adesão às propostas teórico-metodológicas dadas por este Programa, uma reformulação de seus próprios sistemas conceituais.
This paper presents a study of relations between theory and practice in a context of curriculum reform, from the research about how school teachers of elementary school reconstruct their knowledge based on the work proposal with the Theory of Conceptual Fields presented in the Program \"Curriculum Guidelines: Expectations for Learning and Didactic Guidelines, established in the Municipal School Network of São Paulo City by Ordinance No. 4507 of August 30th, 2007. Through the dialogue with authors such as Fiorentini, Libâneo, Nóvoa, Pimenta, Pires, Tardif and Lessard, we demonstrate how the educational reforms of recent decades have influenced the movements of professionalization of the teacher and discussion about the docents knowledge. Then we present the Program based on the work proposal with the Theory of Conceptual Fields presented in the Program \"Curriculum Guidelines: Expectations for Learning and Didactic Guidelines\", and theories of French Didactics of Mathematics present within it, especially the Theory of Conceptual Fields, cited in several curricular materials of this Program. The analysis of the interviews showed us the entanglement of the teachers report in a web of interactive relationships, constitutives of the construction of docent knowledge: the life story of the teacher, the various sources of his personal and professional formation and his pedagogical practices. The teachers interviewed emphasized the interaction among peers, in school and in continued education courses as a privileged form of professional development and revealed challenges and dilemmas faced in the process of curriculum implementation. They also showed, by their counterpoint between their personal and professional constitutions before and after accession to the theoretical and methodological proposals given by this Program, a reformulation of their own conceptual systems.

APA, Harvard, Vancouver, ISO, and other styles

25

Siqueira, Maxwell Roger da Purificação. "Professores de física em contexto de inovação curricular: saberes docentes e superação de obstáculos didáticos no ensino de física moderna e contemporânea." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04102012-133540/.

Full text

Abstract:

Nos últimos anos, vem se tornando evidente a necessidade de reforma curricular, principalmente devido às pressões que a escola tem sofrido. Pressões essas que decorrem, entre os diversos motivos, da insatisfação com o ensino, especialmente relacionado à Ciência, que pouco tem contribuído para a formação do indivíduo, condizente com sua época. Surge, assim, a necessidade de mudança do currículo, principalmente o de Ciências. No entanto, nesse processo, depara-se com algumas dificuldades, principalmente relacionadas à formação de professores, pois, muitas vezes, as crenças e concepções desses profissionais não são consideradas importantes por aqueles que desenvolvem uma inovação, o que pode levar ao fracasso da nova proposta. Nesse sentido, este estudo investigou a temática da inovação curricular na perspectiva da inserção da Física Moderna e Contemporânea na Educação Básica, a partir da prática de seis professores de física da rede pública do Estado de São Paulo que, desde 2007, participam de um grupo de pesquisa, desenvolvendo, implementando, avaliando e reestruturando propostas de sequências didáticas com esses tópicos. O objetivo principal foi levantar os obstáculos que estes professores tiveram durante as implementações em sala de aula e, como são considerados casos de sucesso, relacionar os saberes desenvolvidos por eles na superação desses obstáculos. Para isso, utilizou-se de entrevistas semi-estruturadas, vídeos das aulas ministradas em um curso de formação continuada e relatos pós-aula de cada professor. Assim, partindo das ideias de Bachelard e Astolfi sobre obstáculos epistemológicos e didáticos e de saberes docentes de Tardif para orientar a análise foi possível separar os obstáculos em cinco categorias, que são: conteúdo, metodologia, avaliação, organização das atividades e currículo. Esses obstáculos fazem parte de uma estrutura ainda maior, denominada tradição do ensino de física, que é fruto de uma concepção de ensino-aprendizagem de física simplista. Assim, percebeu-se que esses professores são casos de sucesso, porque i) tiveram uma vontade deliberada em inovar, aceitando correr riscos em sala de aula; ii) tiveram apoio de um grupo de especialistas e também de seus pares, o que contribuiu para que permanecessem mais tempo no processo de inovação, aumentando a possibilidade de sucesso; iii) foram considerados elementos essenciais no processo de inovação, participando ativamente de todo o processo. Além disso, o percurso dos professores dentro do grupo se mostrou promissor, à medida que contribuiu de forma significativa para o desenvolvimento profissional.
Recently, it has been evident the need for curriculum reform, mainly because of the pressures that the school has faced. These pressures that arise among various reasons, the dissatisfaction with the teaching, specially related to science, which has contributed little to individuals, suitable to his time. Thus, arises the need to change the curriculum, mainly the curriculum of Science. However, in this process, we face some difficulties, especially related to the teacher education, because, many times, these professionals beliefs and conceptions are not considered important by those who develop an innovation, which can lead to the failure of the new proposal. In this sense this study investigated the topic of curricular innovation in the perspective of the Modern and Contemporary Physics insertion in the Basic Education, by the practice of six teachers of Physics from Public Schools in São Paulo state, who, since 2007, have been participating in a research group, developing, implementing, evaluating and restructuring proposals of didactic sequences with these topics. The main objective was not only to identify the obstacles that these teachers had during the implementation in classrooms, but also how the successful cases are considered, relate the knowledge developed by them in overcoming these obstacles. In order to do that, it was used semi-structured interviews, lectures taught in a continued teacher education course and post-lesson report from each teacher. So, according to Bachelard and Astolfis assumption about epistemological and didactic obstacles and teachers knowledge by Tardif to guide the analysis, it was possible to separate the constraints in five categories, which are: Content, Methodology, Assessment, Organization of activities and Curriculum. These obstacles are part of a bigger structure, called tradition of physics teaching, which is called Physics Teaching Tradition, that comes from a teaching-learning simple physics conception of Teaching-Learning of physics. Then, it was noticed that theses teachers are success cases, because; i) They felt a deliberate desire to innovate, accepting the risks in the classrooms; ii) They had the support of a group of specialists and also of their peers, which contributed to keep them in the process of innovation longer, increasing the possibilities of success. iii) It has been considered essentials elements in the process of innovation, participating during the whole process. In addition, the route of teachers inside the group proved promising, as it has contributed significantly to professional development.

APA, Harvard, Vancouver, ISO, and other styles

26

Cerqueira, Dermeval Santos. "Implementação de inovações curriculares no Ensino Médio e formação continuada de professores: as lições de uma experiência." Pontifícia Universidade Católica de São Paulo, 2003. https://tede2.pucsp.br/handle/handle/18490.

Full text

Abstract:

Made available in DSpace on 2016-04-29T14:32:24Z (GMT). No. of bitstreams: 1 dissertacao_dermeval_santos_cerqueira.pdf: 1699250 bytes, checksum: c2dc742628ee34247617dcbb4c9bce5d (MD5) Previous issue date: 2003-10-22
The subject of this present work The implementation of curriculum innovation in high school teaching and teacher continuing graduation: lessons of experience aims to search for directions for high school teachers undergraduation hoping themto get used of new curriculum elements such as problem solution, the interdisciplinary connection, contextualization concernig the Mathematics curriculumfor higt school teaching. It has got as the main problem the strength of teachers continuing undergraduation projects which are supported by thematization of practice for the implementation of curriculum innovation. Therefore, the main purpose is to contribute to the improvement of the continuing undergraduation process of working teachers, engaging them to the curriculum innovation process. By recording the different moments of such formation project and analyzing some results of this work, we could identify the facts which contribute positively so that purposes can be reached and the difficulties faced on
O tema do presente trabalho "Implementação de inovações curriculares no Ensino Médio e formação continuada de professores: as lições de uma experiência" tem como motivação a busca de indicações para a formação de professores do Ensino Médio visando a que se apropriem de novos elementos curriculares como resolução de problemas, as conexões interdisciplinares, a contextualização, propostas nas Diretrizes Curriculares para o Ensino Médio. Elege como problema central a potencialidade de projetos de formação continuada de professores que se apóiam na tematização da prática para a implementação de inovações curriculares. Tem, portanto, como finalidade, contribuir para o aperfeiçoamento do processo de formação continuada de professores em atuação, articulando-o ao processo de inovação curricular. Registrando os diferentes momentos de um projeto de formação com essas características e analisando alguns resultados, identificamos fatores que contribuem positivamente para que os objetivos sejam alcançados e as dificuldades enfrentadas

APA, Harvard, Vancouver, ISO, and other styles

27

Leung, Chit-wan, and 梁哲雲. "The new sixth form curriculum (1992): an issue of implementing innovation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959556.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Antonio, Tepetla Susana. "Evaluación de un modelo de gestión de la docencia basado en competencias en la educación preescolar." Doctoral thesis, Universitat de Girona, 2016. http://hdl.handle.net/10803/371149.

Full text

Abstract:

El objetivo de este trabajo es analizar y evaluar la contribución del modelo de gestión de la docencia “Competence Based Teaching” (CBT) en la gestión de la docencia de la educación preescolar de México. La investigación se enmarca en una metodología cualitativa con un enfoque interpretativo y un método de estudio de casos. Los resultados nos permiten analizar y evaluar los cambios en la gestión de la docencia y entre las principales conclusiones destacamos: la corroboración de que este modelo posibilita la mejora de la gestión en la educación preescolar de México; la detección de ciertas inconsistencias en la Propuesta Curricular Nacional, que han incidido en los procesos de gestión de las participantes; la importancia de seguir procesos de formación y acompañamiento adecuados, y el valor que tiene el trabajo colegiado y la práctica reflexiva para la mejora continua de la calidad educativa.
The aim of this paper is to analyze and assess the contribution that the “Competence Based Teaching” (CBT) management model of teaching has in the management of teaching preschool education of Mexico. The research is part of a qualitative methodology with an interpretive approach and a case study method. The results allow us to analyze and evaluate changes in the management of teaching, and among the key findings are: verification that this model enables improved management of preschool education in Mexico; detecting inconsistencies in the national proposal, that have influenced management processes of the participants; the importance of following proper training processes and support, and the value of collegial work and reflective practice for continuous improvement of educational quality.

APA, Harvard, Vancouver, ISO, and other styles

29

Dalton, Thomas H. "Innovative opportunity and school culture : a study of curriculum innovation in two secondary schools." Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35633.

Full text

Abstract:

The aim of this research is to explore the social mechanisms and processes of curriculum change in two secondary schools, an urban secondary modern and a rural high school. The implementation of the Geography for the Young School Leaver Project provided the initial impetus for the research but as the schools' response to innovation was explored, other Projects and school-based initiatives became an integral part of the study. A first assumption was that the teaching in any curriculum area is partly determined by the system characteristics or cultural norms of the school. The thesis examines the negotiations between the innovators and the various reality definers. Value conflicts which surround the idea of educational change are often treated superficially. This research examines some of the conflicts engendered by innovation at a personal and ideological level. The style of the research was in an anthropological and phenomenological mode. An open-ended illuminative stance allowed issues immediate to the life of the schools to be explored. The researcher adopted an observer role. In one school, the GYSL Project was seen as a pathfinder for curriculum development. For some staff in the other school, the Project was perceived as reactionary, resulting in a process/content debate becoming the central issue. The research indicated that while senior management within a school can encourage curricular initiatives and provide a supportive framework, micro-politics and above all the personal philosophy and values of teachers, are the major determinants of a school's response to change in the curriculum.

APA, Harvard, Vancouver, ISO, and other styles

30

Sousa, Wellington Batista de. "A teoria da transposição didática e a teoria antropológica do didático aplicadas em um estudo de caso no ensino da física moderna e contemporânea." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-14092015-113837/.

Full text

Abstract:

Nas últimas décadas encontramos nos documentos oficiais (PCNEM e PCN+) orientações quanto à necessidade da inserção da Física Moderna e Contemporânea (FMC) nas aulas de física no Ensino Médio. Nesse mesmo período, professores e pesquisadores já sinalizavam quanto a esses aspectos e percebe-se que existem pontos em comum em suas pesquisas quanto às dificuldades de implementação dessa inserção. Nessa perspectiva, alguns conteúdos já foram inseridos a partir de projetos de inovação curricular nas escolas públicas e por meio de cursos de formação continuada, atendendo às necessidades dos professores de física, mostrando, por exemplo, que é possível levar tais conteúdos para a sala de aula. Contudo, quando procuramos analisar as pesquisas referentes ao professor nesse contexto, percebe-se uma escassez de trabalhos que se ocupam da formação e da prática docente no contexto da inovação curricular e, mais especificamente, da inserção da FMC. Dessa forma, este trabalho procura analisar a formação e a prática do professor nesse contexto, apresentando uma articulação possível entre a Teoria da Transposição Didática (TTD) e a Teoria Antropológica do Didático (TAD), ambas de Chevallard, na identificação das praxeologias adotadas pelo professor durante o processo de didatização dos saberes, na perspectiva de que ele desempenha um papel central e, ao mesmo tempo, sensível no momento de transformar o saber até que este chegue à sala de aula. Para isso, foi realizada uma pesquisa qualitativa, centrada em um estudo de caso, no qual é analisada a prática docente de um professor de física da rede pública que participou de um curso de formação continuada no contexto da inovação curricular, e que, posteriormente, trabalhou com uma sequência didática sobre a temática da dualidade onda-partícula no Ensino Médio. Assim, busca-se identificar as praxeologias transpostas do curso de formação continuada para a sala de aula, bem como o exercício da vigilância epistemológica ao longo desse processo.
In the official documents (PCNEM and PCN+) of recent decades an orientation on the need to insert Modern and Contemporary Physics (MCP) in high school physics classes was published. In the same period, teachers and researchers already signaled on these matters and it is noticed that there are common difficulties to implement this insertion, as related in their research about this subject. From this perspective, some contents on curriculum innovation projects in public schools have been suggested giving pedagogical updating courses focusing on the physics teachers needs, showing, for example, that it is possible to take such contents in a the classroom. However, when we analyzed the research on the teacher in this context, there is a perceived lack of studies dealing with training and teaching practice in the context of curriculum innovation and, more specifically, the insertion of the MCP. Thus, this paper analyzes the formation and practice of teacher in this context, indicating a possible link between the Didactic Transposition Theory (DTT) and the Anthropological Theory of the Didactic (ATD), both of Chevallard, in the identification of the praxeologies adopted by the teacher during a didactization process of knowledge, from the standpoint that it plays a central role. At the same time, it is analyzed how the teacher shows to be sensitive until the knowledge turns to reach the classroom. For this, a qualitative research was conducted, focusing on a case study, where the teaching practice of a physics professor at the public school who participated in a continual education course in the context of curriculum innovation, and subsequently worked with a teaching sequence on the topic of wave-particle duality in high school. Thus, we seek to identify the transposed praxeologies the continuing education course for the classroom, and how is the exercise of epistemological vigilance throughout this process.

APA, Harvard, Vancouver, ISO, and other styles

31

Gaeta, Maria Cecília Damas. "Formação docente para o ensino superior: uma inovação em cursos de lato sensu." Pontifícia Universidade Católica de São Paulo, 2007. https://tede2.pucsp.br/handle/handle/10006.

Full text

Abstract:

Made available in DSpace on 2016-04-27T14:32:03Z (GMT). No. of bitstreams: 1 Maria Cecilia Damas Gaeta.pdf: 1384573 bytes, checksum: 369e91aaea81e61b95a27cab4ce80d94 (MD5) Previous issue date: 2007-10-18
This research aims at demonstrating that the lato sensu post graduation courses can become an option for the formation and development of university teachers. Today we observe a clear demand for the pedagogical background and an evident gap for related spaces towards this process, since the stricto sensu post graduation programs are mainly aimed at the development of research and researchers. From the principles of the action-research in a qualitative approach, it does an initial theoretical-reflective data gathering encompassing the fields of integrated curriculum, teaching knowledge and tourism. Later, the investigation on creation, implementation, evaluation and reformulation of a Teacher development course in tourism and related areas has brought elements to answer to the problem posed. It concludes that this level of education can become an option for the development of university and college teachers, provided that they are base on a consistent and serious educational proposal, in a curriculum judiciously designed according to the principles of the subject area intended and with a properly qualified faculty
Esta pesquisa tem por objetivo investigar se os cursos de pós-graduação lato sensu podem se tornar uma opção para a formação e o desenvolvimento dos docentes do ensino superior. Verifica-se clara demanda por formação pedagógica e evidente lacuna por espaços pertinentes para esse processo, uma vez que os cursos de pós-graduação stricto sensu estão principalmente voltados para o desenvolvimento da pesquisa e de pesquisadores. A partir dos princípios da pesquisa-ação em uma abordagem qualitativa, o estudo faz levantamento teórico-reflexivo abrangendo os campos de currículo integrado, sabedoria docente e turismo. A seguir, a investigação sobre a criação, implantação, avaliação e reformulação de um curso de Docência para o ensino superior em turismo e áreas afins traz elementos para responder o problema proposto. Conclui que esse nível de ensino pode se tornar uma opção para a formação de professores do ensino superior desde que fundamentados em proposta educacional consistente e séria, em currículo desenhado criteriosamente conforme os princípios da área de estudos que pretende abranger e corpo docente adequadamente preparado

APA, Harvard, Vancouver, ISO, and other styles

32

Gugushe, Tshepo Sipho. "Perceptions of curriculum innovation among educators in South African dental schools - an explorative study." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2047.

Full text

Abstract:

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2009.
Curriculum changes that have occurred in most South African dental schools have been influenced by several factors such as organizational outlook (the dental school as a learning organization), legislative frameworks that have had an influence on higher education in South Africa and epistemological interpretations of these changes by educators within dental schools. Very little is known about how medical and dental educators experience curricular change or innovations that in effect may contest their established pedagogical views. They themselves (especially those who have been teaching for many years) are products of a teacher-centred approach to learning. This, therefore, means they may have a product orientation rather than a process orientation to curriculum development. What may have been overlooked is that challenges and successes of curricular reform or revision may also be influenced by challenges to the established identity and role of teachers involved, and that some teachers’ perceptions about teaching may be in conflict with the recommended changes or innovations. The purpose of this study therefore, was to explore the influence (if any) on South African dental educators’ perceptions towards curriculum change or innovation which has occurred in the dental schools and to assess their orientation to modern pedagogic practice. The objectives of the study were twofold. Firstly to determine the South African dental educators’ perceptions and pedagogic practices to the following trends in health sciences education viz. curriculum organization, education for capability, community orientation, self-directed learning, problem-based learning, evidence-based health sciences education, communication and information technology and service learning. The second objective was to determine the influence of socio-demographic variables to the dental educators’ perceptions and pedagogic practices. Data was collected through a questionnaire which was sent to all educators at dental schools. At the time of conducting this study there were 220 educators; 168 educators responded to the questionnaire. There was a 76% response rate to the questionnaire. The data was processed utilizing responses and coding them into a computerized data set. It was coded, edited and checked using the procedures provided by the Statistical Analysis System (SAS) in order to work out the various calculations relevant to the study. The SAS FREQ procedure was used to calculate the descriptive statistics needed. The study indicated that the teacher-centred paradigm is still predominant, even though the educators claimed to be using some aspects of modern pedagogic practice. One socio-demographic variable that had a significant influence (p<0,05) on community orientation was the age of the educator. Another variable that had a significant influence on evidence-based health sciences education was number of years in academic dentistry.

APA, Harvard, Vancouver, ISO, and other styles

33

Quintana, Püschel Magaly. "Implementación del SCT-Chile: la experiencia de la Universidad de Los Lagos." Doctoral thesis, Universitat de Girona, 2020. http://hdl.handle.net/10803/671433.

Full text

Abstract:

This research explores the genesis of the Chilean Transfer Credit System implementation process by including the analysis of actions, agreements and projects that have allowed it to be installed in Higher Education Institutions of Chile; the objective is to analyze the implementation process of the transfer credit system in health and pedagogical programs of Osorno Campus, Universidad de Los Lagos. This work has a mixed methodological procedure and results show a high level of heterogeneity both in the modality, resources and support received by the curricular redesigning committees of the undergraduate programs; as in the level of progress of the implementation process of the SCT - Chile; evidencing its scarce institutionalization and the numerous efforts and actions to his implement
En esta investigación se indaga en la génesis del proceso de implementación del Sistema de Créditos Transferibles Chile, incluyendo el análisis de las acciones, acuerdos y proyectos que han permitido que éste se instale en las Instituciones de Educación Superior del país; con el objetivo de analizar el proceso de implementación del Sistema en carreras de Salud y Pedagogías del Campus Osorno de la Universidad de Los Lagos, desde la apreciación de los responsables de su ejecución. Este trabajo se enmarca en una metodología de carácter mixta y los resultados dan cuenta de un alto nivel de heterogeneidad tanto en la modalidad, recursos y apoyo recibido por parte de las comisiones de rediseño curricular de las carreras; como en el nivel de avance del proceso de implementación del SCT–Chile; dejando en evidencia la escasa institucionalización del mismo y los innegables esfuerzos y acciones realizados a nivel nacional para lograrlo

APA, Harvard, Vancouver, ISO, and other styles

34

Muller, Brian Allen. "Promoting the successful implementation of curricular innovations." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1723113751&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Stinson, Jill D. "Innovations in Integrating DSK: Fewer Courses, Fewer Headaches. Curricular Innovations and Science of Training." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7892.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Williams, William Bryant Jr. "Middle school innovation: Interpretation and assessment." W&M ScholarWorks, 1989. https://scholarworks.wm.edu/etd/1539618631.

Full text

Abstract:

The purposes of this study were to present a historical interpretation and explanation of the middle school innovation and to examine the characteristics of model middle schools. In light of the available body of knowledge is the middle school a reasonable innovation to sustain and implement? A subsidiary purpose was to determine if there were any consensually agreed upon characteristics. The main research question is:;A comprehensive review of the literature was completed to provide the history of middle level education. Beginning with an explanation of the work of the Committee of Ten in 1893, the study provided a report on the current status of the middle school movement and established the rationality and reasonableness of the program in meeting the intent established by the Committee of Ten. The educational, social, and political issues that affected the development of the middle school movement were also examined.;The second part of the study included an examination of the literature on middle level education for the past quarter of a century to determine the essential characteristics of good middle schools. The rationale for implementing teacher training, flexible scheduling, and a core and exploratory curriculum was also examined as they relate to the middle school program.;It was concluded that the middle school is a reasonable innovation to sustain and implement in light of the available body of knowledge. The middle school itself is now being presented as a distinct unit in the educational system that provides a transitional program between the elementary school and high school. The literature and research of middle level education also indicated that highly successful middle schools have very similar programs.;Further study is needed to determine what types of teaming arrangements are most appropriate for the various middle grades, the strengths and weaknesses of various middle school daily schedules, and the effects of the interdisciplinary approach used in the middle school.

APA, Harvard, Vancouver, ISO, and other styles

37

Bayard, Max, Jim Holt, Cathy Peoples, and Bendik Clark. "An Innovative Practice Management Curriculum." Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/6504.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Thorsteinsson, G., H. Denton, T. Page, and E. Yokoyama. "Innovation Education within the Technology Curriculum in Iceland." 名古屋大学大学院教育発達科学研究科技術・職業教育学研究室, 2005. http://hdl.handle.net/2237/12014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Rhoton, Jack, and Chih-Che Tai. "ETSU Northeast Tennessee STEM Innovation Hub Curriculum Resources." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3305.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Rahman, Azizah Abdul. "Curriculum innovation in Malaysia : the case of KBSR." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10019124/.

Full text

Abstract:

This study of KBSR, the New Primary School Curriculum in Malaysia, Is based on the proposition that- as a response to the Cabinet Committee Report (1979) recommendation for 'overall development' - it Is an Innovation which seeks to replace the traditional with a more child-centred curriculum. It is argued that such a change is fundamental, involving not only classroom practices but also the philosophical-pedagogical assumptions underlying them. Further it is suggested that conditions in Malaysia are not conducive to such a change and that consequently KBSR Is most likely to meet with difficulties. The research was conducted within a broadly ethnographic or interpretive tradition. On the whole, the findings of this study confirm much of what is already known about the problems of curriculum innovation and implementation generally. However, this research underlines the importance of recognizing that many of the conceptual apparatuses of child-centred education and their implications for classroom practices are foreign to the Malaysian educational establishment: there need to be a greater concern for their adaptability and compatibility with local context. The centrality of the teacher, who Interprets the curriculum and Implements or rejects it as the case may/fe, is underscored by this research. It is concluded that the path to improving the quality of primary education in Malaysia realistically begins with raising the level of training and professionalism of the teachers.

APA, Harvard, Vancouver, ISO, and other styles

41

Alshammari, Bandar S. "The Developmental Stages of Concern of Teachers Toward the Implementation of the Information Technology Curriculum in Kuwait." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2662/.

Full text

Abstract:

Change is best carried out by individual teachers, and, thus, identifying and resolving teachers concerns about an innovation is imperative in guiding the change process to a successful point of implementation. The purpose of this study was to identify concerns that teachers experienced when implementing the Information Technology curriculum in all intermediate schools in Kuwait and to examine the relationships among teachers reported stages of concern and other factors, such as gender and experience. The stages of concern, one dimension of the Concerns-Based Adoption Model (CBAM), was applied to reveal teachers concerns. The Stages of Concern Questionnaire (SoCQ) and a demographic survey were completed by 248 respondents. The SoCQ measures seven stages of concern that reflect three dimensions: self (awareness, informational, and personal); task (management); and impact (consequence, collaboration, and refocusing Group profile analysis revealed that teachers had four high concerns related to collaboration, personal, refocusing, and informational stages. Teachers also reported low concerns at the management and awareness stages. Both females and males reported collaboration as their greater concern. Teachers with more years of experience reported higher impact concerns. The analysis of individuals peak concerns revealed that the majority of the respondents were adopters of the innovation. The analysis of the first highest and second highest concerns among teachers revealed the development of three patterns of concerns: self concerns, mixed concerns, and impact concerns. Results indicated that the majority of teachers were at the mixed-concern level. With more years of experience, teachers concerns shifted from self to task and finally to impact concerns. The results of concern analysis are consistent with Fullers theory of concern development. MANOVA revealed significant differences in means between females and males at management and refocusing stages. Females had higher concerns about management; males had higher refocusing concern. However, no significant relationship was found between experience and the reported stages of concern. For successful implementation, the concerns of teachers must be resolved. The CBAM including the SoCQ is recommended to KISITP coordinators as a diagnostic tool to facilitate change and to provide appropriate staff development. Suggestions were made for future research to continue validation of the SoCQ in Arabic cultures.

APA, Harvard, Vancouver, ISO, and other styles

42

Pack, Robert Harold. "Charter schools: Innovation, autonomy, and decision-making." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/288954.

Full text

Abstract:

This multiple case study examined one start-up and one conversion charter school in California. Eighty hours of classroom observations and thirteen teacher interviews were the basis for this descriptive comparative study. The research was guided by the following questions: (1) Do classrooms and school structures in these two charter schools appear different than traditional public schools; (2) Have teachers' methodologies changed since coming to teach at the charter school; (3) What are the similarities and differences between these two charter schools; and (4) Has teachers' autonomy changed since coming to a charter school? This study found that in comparison to teachers' previous position, (1) Teachers had not changed how they taught; and (2) Most teachers had the same amount of classroom autonomy. Additionally: (3) Teachers felt their primary motivation for innovating within their classroom was themselves, their time, and their energy; (4) Teachers did not think teaching in a charter school affected their innovativeness; (5) Teachers did not mention autonomy as a factor influencing their classroom innovativeness; (6) Teachers believed they had more autonomy regarding hiring and budgeting decisions; (7) There were no significant differences in the innovativeness between the teachers of the start-up or conversion schools; the conversion school had the most and the least innovative teachers; (8) The start-up charter school was slightly more innovative overall than the conversion charter school; (9) The two charter schools had more in common than they had differences; (10) New consensus-based, teacher-led decision-making at both schools intensified the micro-politics and burdens placed upon teachers' time, impacting their classroom performance. Unique to the start-up: (11) New operational paradigms required teachers to take on additional support services resulting in less planning time, teachers' feeling overwhelmed, and concern with keeping staff; (12) Parents and students influenced teachers to change back to less innovative practices; and (13) A small campus, faculty, and number of students appeared to create a family-like atmosphere. Based on the findings of this study, two underpinnings of the charter school movement, creating innovative classrooms and increasing teacher autonomy behind the classroom doors were problematic at these charter schools.

APA, Harvard, Vancouver, ISO, and other styles

43

Göbel, Mareike [Verfasser]. "Kautschuk aus Löwenzahn in der curricularen Innovation / Mareike Göbel." Siegen : Universitätsbibliothek der Universität Siegen, 2018. http://d-nb.info/1160443637/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Sikoyo, Leah Namarome. "Primary teachers' recontextualization of a curriculum innovation in Uganda." Doctoral thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/8219.

Full text

Abstract:

Includes bibliographical references (p. 280-295).
This study constructs an account of teachers' recontextualizations of the 'problem solving approach', a pedagogic approach prescribed for teaching primary school science by Uganda's official curriculum. It describes how sixteen teachers, located in eight primary schools, interpret and enact the pedagogic prescriptions of the problem solving approach. The study further explores the extent to which school contexts in which the teachers work influence their recontextualizing processes. The conceptual and analytical framework for the study draws on Basil Bernstein's theory of pedagogic discourse, extended with concepts from Paul Dowling's social activity.

APA, Harvard, Vancouver, ISO, and other styles

45

Caggy, Ricardo Costa da Silva Souza. "A interdisciplinaridade revisitada: analisando a prática interdisciplinar em uma faculdade de administração da Bahia." http://www.adm.ufba.br/sites/default/files/publicacao/arquivo/ricardo_caggy.pdf, 2011. http://www.adm.ufba.br/sites/default/files/publicacao/arquivo/ricardo_caggy.pdf.

Full text

Abstract:

149 p.
Submitted by Santiago Fabio (fabio.ssantiago@hotmail.com) on 2012-12-17T19:12:17Z No. of bitstreams: 1 33333.pdf: 1859666 bytes, checksum: 881f396f25469df76b5a4ff99ee348f6 (MD5)
Made available in DSpace on 2012-12-17T19:12:17Z (GMT). No. of bitstreams: 1 33333.pdf: 1859666 bytes, checksum: 881f396f25469df76b5a4ff99ee348f6 (MD5) Previous issue date: 2011
Este trabalho analisou a prática da interdisciplinaridade no ensino da Administração numa Instituição de Ensino Superior (IES) da Bahia. Buscou-se a identificação das características estruturais da estratégia de ensino, a análise do processo de implantação da inovação curricular e os resultados obtidos na percepção de docentes e discentes. Para este estudo de caso, primeiramente, contextualizou-se o desafio colocado às IES no Brasil, com a reestruturação política do ensino superior no país, além da influência institucional no processo de inovação e construção curricular. A seguir, foi analisada a epistemologia e a metodologia interdisciplinar de ensino, à luz da abordagem da complexidade, e das novas demandas da sociedade. Nessa direção, utilizou-se uma abordagem Quali-Quanti com a triangulação de métodos de pesquisa tendo como perspectiva a ampliação do entendimento da estrutura, do processo e dos resultados obtidos com o uso da interdisciplinaridade no caso escolhido. No primeiro nível de análise do caso, de caracterização da prática interdisciplinar, foi utilizada a análise documental (documentos oficiais da IES) e a entrevista semi-estruturada com o coordenador do curso de Administração. No segundo nível de análise, foi aplicado questionário estruturado e realizadas entrevistas com os docentes do curso. O último nível contou com a aplicação de um questionário estruturado e a realização de grupo focal com estudantes do último semestre do referido curso. Os dados coletados através dos questionários foram analisados utilizando-se de medidas de estatística descritiva e da análise do Alpha de Cronbach como medida de confiabilidade da escala. Os dados oriundos das entrevistas foram analisados utilizando-se da técnica da Análise de Conteúdo. Verificou-se que, apesar da intencionalidade interdisciplinar descrita nos documentos oficiais da IES, a mesma mantém a matriz curricular nos moldes disciplinares, ocorrendo à interdisciplinaridade apenas no projeto prático interdisciplinar. Adicionalmente, percebeu-se que a inserção da interdisciplinaridade na IES deu-se através da ação isomórfica mimética, facilitada pelos docentes que utilizam tais práticas em outras IES, não existindo qualquer influência político-institucional em decorrência das Diretrizes Curriculares Nacionais de Administração. O levantamento mostrou ainda que, apesar dos resultados positivos, percebidos pelos professores com o uso desta estratégia de ensino, a IES não criou mecanismos internos para mensuração e suporte das atividades, tendo a manutenção da inovação curricular em virtude do comprometimento da equipe de docentes. Os resultados demonstram que - mesmo com as dificuldades no processo de implantação e legitimação da prática interdisciplinar e da falta de estrutura e suporte organizacional para as atividades - docentes e discentes compartilham da perspectiva dos resultados positivos obtidos com tais práticas, com a melhoria do processo de aprendizagem, desenvolvimento do pensamento sistêmico, analítico e crítico dos estudantes, além da ampliação das habilidades técnicas e interpessoais. Conclui-se, então, que - no caso em análise, mesmo sem uma proposta articulada com as políticas organizacionais, e com todas as dificuldades inerentes ao processo de implantação e a estrutura necessária para o desenvolvimento das atividades - a interdisciplinaridade desvela-se como uma ferramenta capaz de melhorar o aprendizado e o desempenho dos estudantes, demonstrando a relevância da sua utilização no ensino superior.
Salvador

APA, Harvard, Vancouver, ISO, and other styles

46

Emo, Wendy. "Teachers who initiate curriculum innovations : motivations and benefits." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/1136/.

Full text

Abstract:

What explains teacher-initiated curriculum innovation? Sparse but consistent literature in theories of motivation, teacher career development, teacher identity, and change in education shows that teachers value complexity and the opportunity to challenge themselves. Teachers who innovate often were motivated by the desire to effect social change or by the realisation that curriculum presentations could be more effective. How teachers work through self-initiated innovations and how the self-initiated innovations affected their identities was not well defined by the works consulted. To better explain teachers’ self-initiated innovations, the main aim of this study was to explore the views of South Dakota teachers concerning their involvement in initiating curriculum change. Interviews were conducted with 30 teachers of students in grades K-12 (ages 5 through 18) and in a university in South Dakota, United States of America. Interviews were conducted both with teachers who identified themselves as current innovators (Phase 1) and with teachers who learned about, planned, and implemented the Storyline approach to curriculum design (Phases 2 and 3). For Phases 2 and 3, Storyline provided a common context for innovation and the essential elements of flexibility, adaptability, and challenge for the teachers. Teachers’ motivators for innovating included increasing student engagement and compensating for the failure of the textbooks, and to a lesser degree, relieving personal boredom and fulfilling a desire to have fun. Inspiration came from professional development experiences of their own choosing as well as conversations with their own children or with colleagues. Teachers predicted benefits and difficulties and planned accordingly for maximum student benefit. Teachers did not predict the number and nature of the benefits resulting from their innovations, particularly in areas such as personal fun, student initiative, and parent involvement. University teachers found they could adapt the narrative, imaginative teaching method Storyline from K-12 education and discovered the method effective and engaging.

APA, Harvard, Vancouver, ISO, and other styles

47

Syed, Zin Sharifah Maimunah. "Curriculum innovation - case studies of man and the environment in the Malaysian primary school curriculum." Thesis, University of East Anglia, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236385.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Kirk, David. "Researching the teacher's world : a case study of teacher-initiated innovation." Thesis, Loughborough University, 1986. https://dspace.lboro.ac.uk/2134/7490.

Full text

Abstract:

The study is an investigation of unplanned change initiated by teachers in the physical education department of Forest School, an Upper School and Community College in England. The events at Forest are conceptualised as a case of teacher-initiated innovation. The study draws on interviews with teachers, observations of lessons and analysis of curriculum documents in the collection of data. Three issuesýprovide foci for the study. First, the study investigates the temporal dimensions of innovating, and reveals that the innovative idea of health related fitness based physical education became formalised and objectified over time. This process of formalisation had important implications for the second area of focus, the teachers' involvements in the innovative process. While each of the physical education teachers played important roles in the implementation of the innovative idea, each participated in the innovation with varying degrees of involvement, and held disparate conceptions of the innovative idea and of its implication for practice. Third, the study locates and attempts to understand the process of innovating in the work context of teaching. The teachers at Forest saw innovating and teaching as synonymous activities, and the study documents the extent to which the innovative situation exacerbated teachers' everyday preoccupations with success, reward and students. The study provides information on the dynamics of unplanned educational change and the findings lend qualified support to the trend towards school-centred innovation.

APA, Harvard, Vancouver, ISO, and other styles

49

Holliday, Adrian. "Dealing with tissue rejection in EFL projects : the role of an ethnographic means analysis." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278339.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Curtis, Karena M. "Improving student attitudes : a study of a mathematics curriculum innovation." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/151.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Curricular innovation'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles