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Downey, Michael John, and res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that “formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers’ daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, “moments of grace” that nourished and sustain teachers’ spirits. These experiences were identified as teachers’ experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, “adding more water to an already overfull cup” by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the ‘moments of grace’ that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and “teach with authority” (Mk. 1:22).
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Downey, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in Catholic high schools." Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/07b01d13f59fb122a30149bac8f230480d03c07a4174aff214fb6d3802f9bd79/644318/64850_downloaded_stream_75.pdf.
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The hierarchy of the Catholic Church has stated that formation of lay teachers is essential for the personal sanctification of the teacher and the apostolic mission of the Church (CCE, 1982, #65) and that 'formation must be broadened and kept up to date, on the same level as, and in harmony with, human formation as a whole (CCE, 1982, #62). The research reported in this thesis: (1) explores Catholic Church documents and other literature in order to gain insights into the spirituality of teachers who teach in Catholic schools; (2) identifies experiences of teachers' daily work in Catholic high schools that nurture and sustain teacher spirituality; (3) explores how the insights revealed can inform the practices of formation for lay teachers in Catholic schools. The demonstrated success of a teacher formation known as The Courage to Teach invited exploration to gain understanding of the principles and practices of formation that could prove helpful for developing formation practices within Australian Catholic Education. The research reported in this thesis included teachers reflecting upon their daily experiences of work and identifying, what one called, 'moments of grace' that nourished and sustain teachers' spirits. These experiences were identified as teachers' experiences of community and their experiences of making a difference. For Catholic schools to continue to have authenticity, the ongoing formation of lay teachers is essential. This does not mean, as others have said, 'adding more water to an already overfull cup' by including formation as one more thing for teachers to do. It means making space and providing the opportunity for teachers to discover the 'moments of grace' that providentially fill their day. In conversation with Catholic Scripture and Tradition, these moments of grace will nurture and sustain the vocations of lay teachers in Catholic schools, so that lay teachers will both flourish and 'teach with authority'
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Starr, Eileen. "A description of the motivations for teaching identified by lay volunteer Sunday school teachers." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
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Handy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /." Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Humphries, James P. "A bible school model for equipping pastors, lay leaders, and teachers for the work of Christian service in the country of Jamaica." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0016/NQ46680.pdf.
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Gouveia, Cristiane Talita Gromann de. "A proposta nos módulos do Projeto Logos II e a prática docente do professor-cursista em Rondônia /." Rio Claro, 2019. http://hdl.handle.net/11449/182489.
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Orientador: Arlete de Jesus BritoResumo: Na década de 1970, foi implantado o Projeto Logos II em alguns estados do Brasil, com objetivo de formar professores não habilitados que estavam atuando em sala de aula nas quatro primeiras séries do 1º Grau. Em regime emergencial, esse programa habilitava em nível de segundo grau e magistério, trabalhava com o ensino a distância no sistema modular. Em Rondônia, estudos apontam que o Projeto foi desenvolvido de 1976 a 1994, mas, apesar de sua importância para a educação, uma vez que foi um dos primeiros no estado e representou uma possível via de entrada de propostas educacionais, não há pesquisas que tratem especificamente da formação dos cursistas do Logos II. Assim, a pesquisa aqui delineada, tem como objetivo elaborar uma interpretação histórica a partir dos materiais didáticos do Logos II, estabelecendo relações com os depoimentos dos professores rondonienses que abordam o cotidiano escolar da época em que cursaram o referido projeto (1976 a 1994). Como fontes, foram considerados os módulos, as legislações, as fichas de matrículas, os históricos escolares, os diplomas e outros documentos dos cursistas referentes ao Logos II, além disso, analisamos também as entrevistas que foram realizadas com professores-cursistas nas cidades de Ariquemes, Pimenta Bueno e Vilhena, amostras de locais onde o projeto funcionou. Como aportes teórico-metodológicos, têm-se, principalmente, o paradigma indiciário de Ginzburg (1989; 2002; 2008), o conceito de documento como citado por Le Goff (... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter... (Complete abstract click electronic access below)
Doutor
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Gouveia, Cristiane Talita Gromann [UNESP]. "O Projeto Logos II em Rondônia: a implantação do projeto-piloto e as mudanças em sua organização político-pedagógica." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/134221.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Na década de 70 do século XX, em alguns estados do Brasil, foi implantado o Projeto Logos II, com o objetivo de formar, em regime emergencial, professores que eram leigos, habilitados em segundo grau para exercício do magistério. Esse programa trabalhava com sistema modular e possuía um plano de atividades diversificado e flexível, no qual o aluno estabelecia seu próprio ritmo de aprendizagem. Os encontros com o orientador de ensino eram mensais, quando aconteciam também as aplicações de testes. No estado de Rondônia (extinto Território Federal de Rondônia), levantamentos apontam que o Projeto foi desenvolvido entre as décadas de 1970 a 1990. Assim, as questões que norteiam esta pesquisa são: como se deu a implantação do projeto-piloto e quais foram as mudanças na organização política-pedagógica do Projeto Logos II em Rondônia? Dessa forma, o estudo que propomos tem como objetivo elaborar uma interpretação histórica sobre a implantação e funcionamento do projeto-piloto do Projeto Logos II no estado de Rondônia, bem como analisar as mudanças na sua organização política-pedagógica ao longo do tempo. A investigação situa-se na área da História da Educação, com ênfase na formação de professores, e segue, na historiografia, a corrente "História Cultural", tendo como aportes teóricos, principalmente, o paradigma indiciário de Carlo Ginzburg, o conceito de “história cultural” de Peter Burke, a crítica ao documento de Marc Bloch, o documento/monumento como posto por Jacques Le Goff e, finalmente, as teorias sobre os diversos tipos de memória de Maurice Halbwachs. Como fontes históricas foram consideradas as legislações, fichas de matrículas, históricos escolares, diplomas, módulos, fotos de alunos e professores, além de outros documentos, bem como entrevistas que foram realizadas com alunos, professores e coordenadores da cidade de Vilhena-RO. Constatamos como principais resultados a mudança no perfil do projeto entre a época do Governo da Ditadura Militar, com um controle centralizado, e a da Nova República, baseada em valores democráticos, o que influenciou na descentralização do Logos II, deixando o programa de ser responsabilidade da esfera Federal e passando a ser controlado pelos estados. Com o passar do tempo, o Projeto, que inicialmente era pautado no modelo tecnicista Taylorista/Fordista, seguiu o fluxo das mudanças ocorridas na educação no país e passou a adotar as características do modelo Toyotista. No Logos II, vimos os indícios do modelo Toyotista por diversas vias, como, por exemplo, pelo controle da qualidade por meio das provas abrangentes. Na estrutura do projeto, houve mudanças na função do supervisor docente e orientador de aprendizagem, que passaram a ser uma única função. Os conteúdos dos módulos passaram por reajustes à medida que o MEC e o CETEB foram percebendo a necessidade. No início do programa, o Estágio era supervisionado, depois passou a ser não supervisionado, tendo como apoio os Encontros Pedagógicos e o microensino, e, posteriormente, voltou a ser supervisionado - porém, como uma fusão dos dois modelos anteriores.
In the 1970s, in some states of Brazil, the Project Logos II was implemented, aiming at rapidly training teachers who were laymen, certified to teach having only completed their secondary education. The program worked with a modular system and had a diverse and flexible plan of activities, in which the students were able to establish their own learning pace. There were monthly meetings with the educational advisor, when the application of tests also took place. In the state of Rondônia (former Federal Territory of Rondônia), surveys show that the project was developed between the 1970s and the 1990s. So, the questions that guide this research are: how was the implementation of the pilot project and what were the changes in the political and pedagogical organization of the Project Logos II in Rondônia? This way, the study that we propose aims at developing a historical interpretation of the implementation and execution of the pilot project of the Logos II in the state of Rondônia and at analyzing the changes in its political and pedagogical organization over the time. The research is placed in the area of the History of Education, with emphasis on teacher training, and follows, in historiography, the “Cultural History” movement and has as its theoretical contributions, mainly, Carlo Ginzburg’s paradigm of evidence, Peter Burke’s “cultural history” concept, Marc Bloch’s documentary criticism, the document/monument as in Jacques Le Goff and, finally, Maurice Halbwachs’ theories on the various types of memory. Taken as historical sources were the laws, the enrollment records, the school transcripts, the diplomas, the modules, photos of students and teachers, as well as other documents and interviews that were conducted among students, teachers and coordinators in the city of Vilhena-RO. As a main result, we concluded that there was a shift in the profile of the project between the period of the Military Dictatorship, with centralized control, and of the New Republic, based on democratic values, which influenced the decentralization of the Logos II, withdrawing responsibility from the Federal Government and passing it on to the states. Over the time, the project, which was initially based on the Taylorist/Fordist technicist model, followed the flow of changes in the national education and started to adopt the characteristics of the Toyotism. In Logos II, we saw the evidences of the use of the Toyotism in various aspects as, for example, in quality control by the means of comprehensive tests. In the structure of the project, there were changes in the functions of the teaching supervisor and of the learning advisor, which merged into a single position. The contents of the modules went through readjustments as Ministry of Education and the CETEB realized its necessity. In the beginning of the project, the internship program was supervised, then it became unsupervised, counting on the support from the Pedagogical Meetings and the microteaching, subsequently, it became supervised again - however, as a fusion of the two previous models.
FAPESP: 2014/01638-1
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Murta, Cláudia. "Tornar-se professor: um estudo sobre professores leigos amazônidas." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-11102006-080015/.
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Este trabalho teve como ponto de origem a prática pedagógica de professores amazônidas, ribeirinhos e da floresta, que ingressaram no magistério na condição de professores leigos. Alguns, sem ter completado sequer as quatro primeiras séries do ensino fundamental. Outros, sem possuir, eles próprios, sequer o nível de escolaridade no qual lecionavam. Saltou-me aos olhos, em sua prática, a autoridade com que eles assumiam a função docente, a despeito de sua formação escolar incompleta ou precária, agravada pelas suas condições extremamente adversas de trabalho, em escolas palafitas, à beira-rio, ou em ranchos de palha na floresta, com turmas multisseriadas. Empenhada em entender como tal prática pedagógica se torna possível, defini como objetivo de minha pesquisa: compreender como alguém se torna professor à margem do sistema oficial de formação e credenciamento, ou seja, que dispositivos autorizam e legitimam um professor leigo a ocupar o lugar de quem ensina. Para esse fim, analisei redações (sob o título "Como me tornei professor(a)?") de dezesseis professores que começaram a lecionar na condição de leigos, nas quais eles relatam e significam a sua trajetória no magistério. Adotei como estratégia de pensamento a análise de discurso tal como formulada por Marlene Guirado: uma leitura institucional do discurso. Essa análise de discurso ocupa-se do modo como se dão, nos discursos dos sujeitos, os efeitos de reconhecimento e desconhecimento de suas práticas institucionais. Ao mesmo tempo, adotei o conceito de transferência para compreender como, na recuperação de sua trajetória profissional, os professores estabeleciam significações com a sua história pessoal, com as figuras de professores exemplares que marcaram suas vidas, com a instituição escolar e com a pedagogia moderna (prática discursiva dominante a partir da qual todo esse tecido de significações se mostrou possível nas redações). A análise dessas redações mostra que tornar-se professor é constituir, repetir, (re)produzir, de modo singular, uma prática discursiva institucional, prática que é, ela mesma, o dispositivo que autoriza o professor, inclusive o leigo, a ocupar o lugar de quem ensina. No ponto de chegada deste estudo, evidenciou-se também que esses dispositivos de autorização não são peculiares à docência leiga. Os resultados nos permitem afirmar, de modo geral, que tornar-se professor é ocupar o lugar de quem ensina, lugar este que passa a existir conforme o sujeito nele se enuncie. Finalizo a tese postulando a docência leiga como uma descontinuidade no discurso da pedagogia moderna, não obstante, paradoxalmente, ser parte dele.This study had as a starting point the pedagogical practice of Amazonian teachers who lived on the banks of the rivers or in the forest and who started working in the condition of lay teachers. Some of them had not even completed their first four years of elementary school. Some had not themselves even reached the level of schooling they were teaching at. It caught my attention, in their practice, the authority they invested themselves with, as they took over their positions as teachers in spite of their incomplete or deficient educational background made worse by their extremely adverse conditions of working, in schools built on stilts on the banks of the river, or in straw shacks in the forest, with multi-level classes. Willing to understand how such a pedagogical practice is possible, I set as the objective of my research project to understand how someone becomes a teacher apart from the official system of schooling and certification, that is, what resources entitle and legitimate a lay teacher to occupy the teaching position. In order to achieve that objective, I analyzed compositions (under the title How did I become a teacher?), written by sixteen teachers who started working as lay teachers, in which they tell about and interpret the path they followed in their teaching careers. I drew on discourse analysis as proposed by Marlene Guirado: an institutional discourse reading. This type of analysis deals with the way the effects of recognition and ignorance take place in individual discourses, in institutional practices. At the same time I adopted the concept of transference to understand how, as they reconstructed their professional career, the teachers constructed meanings related to their personal histories, to teachers who represented key roles in their lives, to school as an institution, and to modern pedagogy (the prevailing discursive practice from where all this network of meanings was possible in the compositions). The analysis of the compositions showed that becoming a teacher means constructing, repeating, (re)producing, in a particular way, an institutional discursive practice that is in itself the resource which entitles the teacher, including the lay teacher, to take over the position of the one who teaches. At the end of the study it was also possible to assume that those resources are not restricted to lay teaching. The results allow us to state that, in general, becoming a teacher is taking over the position of the one who teaches, a position that comes to existence just as the subject expresses himself or herself within it. I conclude this dissertation arguing that lay teaching consists in a discontinuity in modern pedagogy discourse, in spite of, paradoxically, being part of it.
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Peretti, Jonah H. "Teacher's LAB : a platform for teacher learning." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/62355.
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Thesis (S.M.)--Massachusetts Institute of Technology, Program in Media Arts & Sciences, 2001.Includes bibliographical references (leaves 75-76).
The Teacher's LAB software application is a development platform for innovative classroom activities. Educators can use the tool to construct and share representations of their day-to-day classroom practices. Through the process of representing, constructing, and sharing, teachers engage in critical reflection about their own practice. In my pilot study, this reflection helped teachers recognize essential educational building blocks. I call these elements pedagogical patterns and argue that understanding these patterns is a key dimension of teacher learning. Teacher's LAB promotes this understanding, helping classroom teachers become more reflective practitioners. Furthermore, using the software to share pedagogical patterns challenges the isolation of working teachers by allowing them to co-construct lessons with their colleagues. Educators and curriculum developers can collaboratively develop an expanding pattern language of pedagogy, leading to improved educational practices and new opportunities for learning.
Jonah H. Peretti.
S.M.
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AraÃjo, Maria das GraÃas de. "TrajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de Itapiuna/Ce." Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5313.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorSituada no campo da histÃria e memÃria da educaÃÃo, esta pesquisa investiga o processo de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de ItapiÃna/CE. Objetivou-se investigar a constituiÃÃo das trajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas da zona rural do municÃpio de ItapiÃna/CE, entre o final da dÃcada de 1960 a 1990, perÃodo em que as professoras vivenciaram suas experiÃncias docentes e cursaram o 1 e 2 graus atravÃs dos cursos de qualificaÃÃo destinados aos professores. Para tal intento, utilizou-se a histÃria oral enquanto mÃtodo de investigaÃÃo, tendo por base as entrevistas narrativas, nas quais um grupo de 10 (dez) professoras discorreu acerca de seus processos de formaÃÃo e profissionalizaÃÃo docentes. A anÃlise foi feita a partir de fragmentos significativos das narrativas dos sujeitos. O aporte teÃrico utilizado baseou-se nos postulados de Certeau (2002), Hobsbawm (1995) e Le Goff (2005) acerca da compreensÃo da histÃria e de sua escritura. Com relaÃÃo à HistÃria Oral, buscaram-se as idÃias de Thompson (1992) e Jucà (2001). A respeito das histÃrias de vida tiveram-se as contribuiÃÃes de Souza (2006) e Jucà (2001). As anÃlises das narrativas referentes à formaÃÃo e profissionalizaÃÃo docentes apoiaram-se nas idÃias de ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) e Tardif & Lessard (2007). Sobre as questÃes relativas aos professores leigos corroboraram Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). Jà em relaÃÃo aos cursos de qualificaÃÃo de professores leigos foram imprescindÃveis as idÃias de Tesser (1992), Sousa & Dreifuss (1986) e Onesti (1985). A anÃlise das narrativas possibilitou evidenciar o modo como as professoras vivenciaram suas experiÃncias de formaÃÃo escolar situadas num contexto de dificuldades e de superaÃÃo. Mostram ainda as condiÃÃes precÃrias de trabalho no inÃcio da profissÃo docente e a sistemÃtica da realizaÃÃo dos cursos de qualificaÃÃo de 1 e 2 graus destinados aos professores leigos. A investigaÃÃo demonstra que os elementos do contexto histÃrico e geogrÃfico de dada regiÃo influenciam direta ou indiretamente as aÃÃes dos sujeitos forjando estratÃgias de superaÃÃo ou acomodando-se ao meio em que estÃo situados. Elucida que a dinÃmica do processo investigativo se dà num movimento de construÃÃo que favorece a compreensÃo dos fenÃmenos sociais, mesmo que se perceba os limites da ciÃncia, visto que a realidade à sempre mais complexa. Evidencia que a formaÃÃo e a profissionalizaÃÃo docente sÃo processos que estÃo intrinsecamente ligados, visto que se inter-relacionam e se completam num movimento contÃnuo de aprendizagem e modificaÃÃes que vivem cada docente. O estudo demonstra ainda que a formaÃÃo feita de modo aligeirado fragmenta o saber necessÃrio a uma boa atuaÃÃo docente, embora favoreÃa a melhoria da prÃtica educativa. Considera tambÃm a necessidade de outras investigaÃÃes, sobretudo, no que diz respeito aos resultados do trabalho dos professores leigos
Placed in the realm of history and memory of education, this research investigates the process of education and professionalization of lay teachers in the town of ItapiÃna/CE. The aim was to investigate the constitution of trajectories of education and professionalization of lay teachers of the rural area of the town ItapiÃna/CE, between the end of the 1960âs to 1990, period in which the teachers lived their teaching experiences and received their elementary, middle and high school diplomas through the qualification programs aimed at teachers. For that, oral history was employed as the investigation method, underpinned by narrative interviews, in which a group of 10 (ten) teachers talked about their processes of teacher education and professionalization. The analysis was made from meaningful fragments of the narratives of the subjects. The theoretical framework employed was based on the postulates of Certeau (2002), Hobsbawm(1995) and Le Goff (2005) on the understanding of history and its writing. In what regards Oral History, the ideas of Thompson (1992) and Jucà (2001) were sought. Regarding life histories there were the contributions of Souza (2006) and Jucà (2001). The analyses of the narratives regarding teacher education and professionalization were based on the ideas of ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) and Tardif & Lessard (2007). The issues regarding lay teachers were corroborated by Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). As to what concerns the qualification programs for lay teachers, the ideas of Tesser (1992), Sousa & Dreifuss (1986) and Onesti (1985) were indispensable. The analyses of the narratives made possible to evidence the way that lay teachers lived their experiences of school education situated within a context of difficulties and the overcoming of limitations. They also show the precarious working conditions in the early stages of the teaching practice and the logistics of realization of the qualification programs of elementary, middle and high school levels for the lay teachers. The investigation demonstrates that the elements of the historical and geographical context of a given region influences directly or indirectly the actions of the subjects, yielding strategies to overcome limitations or to be satisfied with the environment in which they are situated. It elucidates that the dynamics of the investigation process takes place in a movement of construction that favors the understanding of the social phenomena, even if one perceives the limitations of Science, once reality is always more complex. It evidences that teacher education and professionalization are intrinsically linked processes, as they inter-relate and complete each other in a continuous movement of learning and changes that each teacher experiences. The study also demonstrates that the teacher education carried out hurriedly fragments the knowledge that is necessary to a good teaching performance, even though it favors the improvement of the educational practice. It also considers the need of further investigation, especially in what regards the outcomes of the work of the lay teachers.
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Reis, Maria Elidia Teixeira. "Formação de professores leigos em serviço : um estudo sobre saberes e praticas docentes em geometria." [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252448.
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Orientador : Dario FiorentiniTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta pesquisa analisou um processo de formação de professores leigos, em serviço, que tinha como objetivo responder à seguinte questão investigativa: Como os professores â?¿ principalmente leigos em serviço â?¿ percebem, narram e evidenciam as contribuições e as limitações da formação acadêmica ocorrida durante um curso emergencial de Licenciatura Plena Parcelada (LPP) em Matemática, especialmente em relação à sua prática e aos seus saberes docentes em Geometria? Para respondê-la, foi realizado um estudo de caso qualitativo de uma turma de Matemática de LPP da cidade de JataÃ, Goiás, envolvendo uma investigação mais aprofundada de dois de seus participantes que possuÃam mais de dez anos de experiência docente. O material de análise e interpretação foi constituÃdo por questionários aplicados à turma, documentos relativos ao projeto de LPP, entrevistas semi-estruturadas realizadas com três professores-formadores do curso e com os dois professores-alunos que tiveram suas aulas observadas. O processo de análise e interpretação desse material foi desenvolvido em torno de três eixos: (1) A exploração e a valorização dos saberes da experiência e a relação destes com os saberes da formação acadêmica no curso de LPP em Matemática. (2) Os problemas, limites e dificuldades enfrentados pelos professores-alunos e professores-formadores no decorrer do curso. (3) O que pensam e relatam os docentes alunos e formadores a respeito das contribuições desse curso. Os resultados mostraram que o curso de LPP em Matemática investigado, de um lado, contribuiu para que os professores leigos obtivessem a qualificação profissional almejada e exigida pela atual legislação, mas, de outro, apresentou poucas evidências de desenvolvimento profissional de seus participantes. Essa conclusão apóia-se no fato de que, embora o projeto de LPP do Estado de Goiás tivesse, no papel, o propósito de articular teoria e prática, na prática, os saberes experienciais e a prática pedagógica dos professores-alunos não foram valorizados/explorados e nem tomados como objeto efetivo de reflexão e problematização durante o curso. Talvez essa seja a principal razão pela qual seus participantes tenham apresentado poucos indÃcios de mudança de suas práticas e de seus saberes docentes relativos ao ensino de Geometria
Abstract: This research was aimed at analyzing the educational process of a group of lay teachers during a period of teaching activity, seeking to answer the following investigative question: How do teachers â?¿ especially lay teachers during teaching activity â?¿ perceive, narrate, and elicit the contributions and limitations to academic education acquired during a remedial emergency course of full partitioned licensorship (â?¿Licenciatura Plena Parceladaâ??, or LPP) on mathematics, especially in relation to their practice and their teaching knowledge in geometry? In order to answer this question, a qualitative case study of a mathematics LPP group was carried out in the city of JataÃ, Goiás, involving a deeper investigation of two of its participants, who had been through over ten years of teaching experience. The material for analysis and interpretation was composed of questionnaires answered by the group, documents related to the LPP project, semi-structured interviews with three teachers-educators of the course and two teachers-students who had their classes observed. The process of analysis and interpretation of this material was developed on three bases: (1) The exploration and valorization of experience knowledge and its relation to the knowledge from academic education in the mathematics LPP course; (2) the problems, limits and difficulty faced by teachers/students and teachers/educators during the course; and (3) what teachers-students and educators think and tell about the contributions of this course. The results showed that, on the one hand, this LPP mathematics course has made it possible for the lay teachers to have the professional qualification that they desired and that is legally required, but, on the other hand, it has presented little evidence of professional development for its participants. This conclusion is drawn from the fact that, although the LPP project in the state of Goiás had been planned to connect theory and practice, the experience knowledge and the teachers-studentsâ?¿ pedogogical practice were not actually valued or explored; neither were they taken as the real object of reflection and questioning throughout the course. Maybe this is the main reason why its participants presented few signs of change in their teaching habits and knowledge regarding geometry teaching
Doutorado
Educação Matematica
Doutor em Educação
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Manke, Lisiane Sias. "Docência Leiga: História de Vida de Professoras Primárias (Pelotas, 1960-1980)." Universidade Federal de Pelotas, 2006. http://repositorio.ufpel.edu.br/handle/ri/1691.
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Previous issue date: 2006-12-05This dissertation has as it main focus the history lives of primary lay teachers, that is, teachers that started their professional lives without specific teaching formation. The aim of this study, however, is to investigate the social and professional trajectory of these teachers, searching for a discussion about how did they become teachers and their pedagogical practice. This research was done based on the history of thirteen primary lay teachers. The data gathering happened in two different ways: oral and written. The oral ones, were collected through free interviews, in which they had the freedom to speak about their personal and professional trajectories. The written ones, were given by the teachers or found in a school file, such as diary books, granted orientation for rural teachers, tests, certificates, and others. Nevertheless, the memory of primary lay teachers happened to be the main source. The thirteen teachers analyzed, started their professional activities in the rural area of Pelotas, between the decades of 1960 and 1980, having studied between the 5th grade to end of primary school.
Esta dissertação tem como foco principal a história de vida de professoras primárias leigas, isto é, professoras primárias que iniciaram a profissão sem formação específica para o magistério. O objetivo deste estudo, portanto, é o de investigar a trajetória social e profissional destas professoras, buscando estabelecer uma discussão sobre como tornaram-se professoras e a forma pela qual desenvolveram a prática pedagógica. A pesquisa foi realizada com base na história de vida de treze professoras primárias leigas. A coleta de dados ocorreu a partir de dois tipos de fontes: orais e escritas. As fontes orais foram coletadas através de entrevistas livres, nas quais as depoentes tiveram a liberdade de falar sobre sua trajetória pessoal e profissional. As fontes escritas foram disponibilizadas pelas próprias professoras ou, ainda, localizadas no arquivo de uma determinada escola, e constituem-se em cadernos diários, subsídios orientadores para professores rurais, provas, certificados, entre outros. No entanto, a memória de professoras leigas apresenta-se como a principal fonte de pesquisa. As treze professoras analisadas iniciaram as atividades profissionais na zona rural do município do Pelotas, entre as décadas de 1960 e 1980, com escolaridade variando entre 5ª série do ensino primário e o ginasial.
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Dumminger, James C. "Virginia teachers and school law." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54348.
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This study sought to assess the level of school law knowledge possessed by Virginia public school teachers in the areas of tort liability, the teacher and his/her employment, and legal responsibilities regarding students. This knowledge was studied as it related to the type and recency of school law training, membership and activity in professional teachers' associations, the highest degree obtained, the grade level taught, the type of degree obtained (education/not-education), and the number of years of teaching experience.
A questionnaire was developed to collect demographic information and to assess the level of knowledge possessed by Virginia teachers. A 30 item test, consisting of 15 true-false and 15 multiple choice questions, was sent to 401 teachers throughout Virginia. Of the 401 questionnaires sent, 314 or 78.3% were returned.
The average total score on the test was 41.08%.The means for the subareas were as follows: tort liability was 24.7%, the teacher and his/her rights was 43.7%, and legal responsibilities regarding students was 54.8%.
Analysis of variance or t-tests were used as appropriate to see if a relationship existed between knowledge of school law and each of the demographic variables. A significant difference was indicated at the .05 level or better between knowledge of school law and each of the following variables:
1. school law training,
2. grade level taught,
3. whether the undergraduate degree was earned in education or not.
A significant difference was not indicated between knowledge of school law and any of the other demographic variables.
As reported earlier the average percent correct on the test was 41.08% which is lower than the lowest score of any of the Virginia principals studied by Caldwell. This level of knowledge was considered adequate or average; therefore, the level of knowledge of school law possessed by teachers in Virginia is less than adequate.Ed. D.
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Pillay, Neelan. "Teachers’ knowledge of legislation and education law specifically and its influence on their practice." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43224.
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This study argues that education law is of paramount importance in order to be a successful
teacher in our democracy where human rights of all stakeholders are protected and as such
remains the responsibility of government to ensure that all new teachers are trained in the
field of education law.
This dissertation reports to the significance the participants attach to education law and to
their attitudes and their practice in schools. It continues to answer the question whether
knowing the legal rules is in fact changing the game on ground level. There are differing
perspectives on the exact essence of education law; however, there seems to be consensus
in the literature that the fundamental function of education law is to regulate the rights
and obligations of the interested parties in order to make the school conducive for teaching
and learning. The education law functionally contributes to the creation of harmonizing
relationships and ensuring co-operation amongst all stakeholders. Education law therefore
creates a clear framework for the professional role of teachers. The law defines the border
of the playfield and actions at stake in the education sector. Education law as module in Higher Education programmes deals with issues that pertain
directly to the teaching profession. These include inter alia governance, the Bill of Rights,
instructions/regulations, limitations, application of legal principles and expectations
regarding the teacher as an employee. It deals with legal applications and the legal
balancing of human rights in educational practice. As a result, it is assumed that teachers
may feel somewhat overwhelmed by the content of an education law module and its
associated outcomes. This dissertation will therefore also deal with the ability of teachers
to understand and apply the values that underpin the Constitution of the Republic of South
Africa. Education should lead young citizens towards occupying their place in a democratic
society based on human dignity, equality and freedom. The dissertation argues that
insufficient knowledge of education law is impacting negatively on a culture of human
rights application in our school system which results that the school system is unsuccessful
and do not fulfil its obligations in a democracy. This may result in the DoBE being held accountable for not empowering teachers to develop our young citizens to fulfil their place
in our democracy.
In light of the impact of education law, this dissertation is essentially divided into three
sections:
The first section provides an overview of the issues and challenges of teachers
who have had no formal exposure to education law;
The second section focuses on the impact on teachers who have studied
education law as part of their teaching qualification, and
The third section seeks to offer policy recommendations as remedy, inter alia to
include education law as part of all teachers’ training curricula in South Africa.
The legal remedies that this dissertation advocates is that Government should take on their
legal responsibilities towards its employees without turning a blind eye on the value crisis
in our country. Government is accountable to ensure that each teacher is skilled and have
the competencies to apply legal principles and human rights to instil a culture of human
rights that is conducive for teaching in our school system.Dissertation (MEd)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
MEd
unrestricted
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Sivill, Jason R. "Two Phenomena in Contemporary Music Education: Mental Toughness and the Law." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7947.
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This collection of works involved examinations of two phenomena that currently impact music education in the United States and constitute challenges for both pre-service and in-service music educators. Article one is an exploration of college aged musicians, their experiences with critical commentary and stressful scenarios encountered in and through applied music studies, and the role that mental toughness might play in these experiences.
This study examined the perceptions of college level studio teachers and their students.
Results of the study indicated that significant differences in mental toughness scores existed between the studio teacher group and the students (as a whole) and between the studio teacher group and 5 of the 6 student groups. Significant negative correlations were found between students’ mental toughness scores and answers to three questions related to teacher criticism, student anxiety in lessons, and students’ frequency of hurt feelings following feedback about their performing. Article 2 examined the perceptions of in-service music educators regarding aspects of education law. Participants included music educators (N = 152; Mage = 41.7) from each of the 50 states whose teaching assignments occur primarily at the high school (grades 9 – 12) levels. Results indicated that these participants viewed their undergraduate teacher training programs, and graduate studies, as having included very low levels of legal content. Few of the participants indicated receiving additional education and training from a legal specialist, and taking part in sessions on legal topics offered by their school districts and professional associations. The legal issues receiving the greatest numbers of selections as having been experienced by the participants included 5 aspects of copyright law, religious music/lyrics in educational and performance material, and protection of student health (i.e., medical) information. The total number of legal issues selected was significantly correlated with the number of traveling groups (ensembles) with which the teachers were associated. Teachers of marching band indicated a greater number of total legal issues having been dealt with in their professional experience. And teachers of orchestra demonstrated fewer total numbers of legal issues experienced. In spite of the significant correlations, total expressions of relevant legal issues were largely unassociated with teachers of specific ensemble types.
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Ross, Genesis R. "Teacher Stress, Burnout and NCLB: The U.S. Educational Ecosystem and the Adaptation of Teachers." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272643496.
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Mullins, Lawrence G. "Dismissal of teachers for out-of-school sexual immorality not involving students : limitations and guidelines regarding the privacy rights of teachers /." Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216304650.
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Harapin, Diane G. "Teachers knowledge of the law in New South Wales." Thesis, School of Policy and Practice, 2003. http://hdl.handle.net/2123/13118.
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Clarke, Paul Terence. "Free speech and Canada's public school teachers, an employment law and constitutional law analysis." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24068.pdf.
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Nörnberg, Nara Eunice. "Aprendiz de professor de borboletas no espaço/tempo da memória: (re)conhecendo trajetórias de docentes na educção rural." Universidade do Vale do Rio do Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2084.
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Previous issue date: 17Bolsa para curso e programa de Pós Graduação
A presente investigação teve como objetivo central compreender os processos formativos vividos e constitutivos do estar/ser professor leigo/rural no município de Canguçu/RS. Analisou a formação de quatro professores, a partir do próprio sujeito-professor, da (re)constituição de sua trajetória pessoal e profissional para além dos espaços e dos muros da institucionalização. A investigação teve caráter qualitativo e utilizou-se dos pressupostos metodológicos da “Rede de Significações”, com destaque para os circunscritores: Pessoa/sujeito o Eu Pré-profissional, Pessoa/sujeito o Eu Profissional; Diálogo entre os pares; A formação através de cursos/programas; Contexto meio; Sentido/significado de estar/ser professor. O referencial teórico-metodológico central apoiou-se em: Maria Clotilde Rossetti-Ferreira, Kátia Amorim, Paulo Freire, Walter Benjamim, Boaventura de Sousa Santos, Pierre Bourdieu, Antônio Gramsci, Antonio Nóvoa, Murice Tardif, Maria Isabel da Cunha, Jorge Larrosa, Valeska Fortes de Oliveira, Abdala,
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Harrison, Gary L. McNeal Larry. "An analysis of the dismissal of tenured teachers under Article 24A of Illinois Public Acts 84-126 and 84-972 evaluation of certified employees /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835905.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 3, 2006. Dissertation Committee: Larry McNeal (chair), Elizabeth Lugg, David Blacker, Donald Hackmann, R. Craig Whitlock. Includes bibliographical references (leaves 157-163) and abstract. Also available in print.
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Mytton, Elizabeth. "Legal education : experiencing the dynamics of law teaching." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341612.
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Slonaker, Tracy. "How the amount of technology training affects the amount of voluntary time spent with students in the elementary school computer lab." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.A.)--Kutztown University of Pennsylvania, 2002.Source: Masters Abstracts International, Volume: 45-06, page: 2811. Typescript. Abstract follows thesis as 1 leaf. Includes bibliographical references (leaves 23-25).
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Philbert, Robert E. "A survey of selected teacher spokespersons regarding Indiana Public Law 217." Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/516209.
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The purpose of this study was to determine the level of satisfaction of selected teacher spokespersons toward Indiana Public Law 217, the collective bargaining law for teachers.A survey instrument consisting of forty-six items in five Likert-response categories was mailed to 125 randomly selected teacher spokespersons in Indiana. Space was provided for respondents to write comments or rationale for their answers. Fifty-seven teacher spokespersons responded to the survey.The following rank order was utilized for each of the sections of Indiana Public j 217 ranging from (5) highly dissatisfied, (4) somewhat dissatisfied, (3) neutral, (2) somewhat satisfied to (1) highly satisfied based on the mean scores.Findings1. Selected teacher spokespersons rated four section items between 4.00 and 5.00.2. Of the forty-six section items that were surveyed, seventeen sections were rated between 3.00 and 3.99.3. Negotiators for the teachers ranked seventeen sections of Indiana Public L&7_ between 2.00 and 2.99.4. Eight section items were rated between 1.00 and 1.99 by the teacher spokesperson.Conclusions1. Teacher spokespersons were dissatisfied with the inability to strike and the penalities for unlawful strikes.2. Teacher spokespersons were dissatisfied with the procedures and restrictions governing bargaining and discussions.3. Teacher spokespersons were dissatisfied with the provisions and procedures of fact-finding, arbitration and maintaining a status quo contract.4. Teacher spokespersons were dissatisfied with the sections of the law dealing with the rights of the employer5. Teacher spokespersons were dissatisfied with the stated intent of the law.6. Teacher spokespersons were dissatisfied with the structure and powers of the Indiana Education Employment Relations Board.7. Teacher spokespersons were satisfied with the definitions of certificated employees and exclusive representative.8. Teacher spokespersons were satisfied with the procedures of unfair practices as stated in the law.9. Teacher spokesperson were satisfied with the procedures of dues deductions as stated in the law.
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ARAÚJO, Maria das Graças de. "Trajetórias de formação e profissionalização de professoras leigas do município de Itapiuna/Ce." http://www.teses.ufc.br, 2010. http://www.repositorio.ufc.br/handle/riufc/3580.
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ARAÚJO, Maria das Graças de. Trajetórias de formação e profissionalização de professoras leigas do Município de Itapiuna/Ce. 2010. 164f. Dissertação (Mestrado em Educação) - Universidade Federal do Ceará, Faculdade de Educação, Programa de Pós-Graduação em Educação Brasileira, Fortaleza-CE, 2010.Submitted by Maria Josineide Góis (josineide@ufc.br) on 2012-07-30T16:42:33Z No. of bitstreams: 1 2010_Dis_MGAraujo.pdf: 1046122 bytes, checksum: bde1fba16614ce846cb0d761a2b4f7fc (MD5)
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Placed in the realm of history and memory of education, this research investigates the process of education and professionalization of lay teachers in the town of Itapiúna/CE. The aim was to investigate the constitution of trajectories of education and professionalization of lay teachers of the rural area of the town Itapiúna/CE, between the end of the 1960’s to 1990, period in which the teachers lived their teaching experiences and received their elementary, middle and high school diplomas through the qualification programs aimed at teachers. For that, oral history was employed as the investigation method, underpinned by narrative interviews, in which a group of 10 (ten) teachers talked about their processes of teacher education and professionalization. The analysis was made from meaningful fragments of the narratives of the subjects. The theoretical framework employed was based on the postulates of Certeau (2002), Hobsbawm(1995) and Le Goff (2005) on the understanding of history and its writing. In what regards Oral History, the ideas of Thompson (1992) and Jucá (2001) were sought. Regarding life histories there were the contributions of Souza (2006) and Jucá (2001). The analyses of the narratives regarding teacher education and professionalization were based on the ideas of Imbernón (2009), Moita (2000), Nóvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) and Tardif & Lessard (2007). The issues regarding lay teachers were corroborated by Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). As to what concerns the qualification programs for lay teachers, the ideas of Tesser (1992), Sousa & Dreifuss (1986) and Onesti (1985) were indispensable. The analyses of the narratives made possible to evidence the way that lay teachers lived their experiences of school education situated within a context of difficulties and the overcoming of limitations. They also show the precarious working conditions in the early stages of the teaching practice and the logistics of realization of the qualification programs of elementary, middle and high school levels for the lay teachers. The investigation demonstrates that the elements of the historical and geographical context of a given region influences directly or indirectly the actions of the subjects, yielding strategies to overcome limitations or to be satisfied with the environment in which they are situated. It elucidates that the dynamics of the investigation process takes place in a movement of construction that favors the understanding of the social phenomena, even if one perceives the limitations of Science, once reality is always more complex. It evidences that teacher education and professionalization are intrinsically linked processes, as they inter-relate and complete each other in a continuous movement of learning and changes that each teacher experiences. The study also demonstrates that the teacher education carried out hurriedly fragments the knowledge that is necessary to a good teaching performance, even though it favors the improvement of the educational practice. It also considers the need of further investigation, especially in what regards the outcomes of the work of the lay teachers.
Situada no campo da história e memória da educação, esta pesquisa investiga o processo de formação e profissionalização de professoras leigas do município de Itapiúna/CE. Objetivou-se investigar a constituição das trajetórias de formação e profissionalização de professoras leigas da zona rural do município de Itapiúna/CE, entre o final da década de 1960 a 1990, período em que as professoras vivenciaram suas experiências docentes e cursaram o 1º e 2º graus através dos cursos de qualificação destinados aos professores. Para tal intento, utilizou-se a história oral enquanto método de investigação, tendo por base as entrevistas narrativas, nas quais um grupo de 10 (dez) professoras discorreu acerca de seus processos de formação e profissionalização docentes. A análise foi feita a partir de fragmentos significativos das narrativas dos sujeitos. O aporte teórico utilizado baseou-se nos postulados de Certeau (2002), Hobsbawm (1995) e Le Goff (2005) acerca da compreensão da história e de sua escritura. Com relação à História Oral, buscaram-se as idéias de Thompson (1992) e Jucá (2001). A respeito das histórias de vida tiveram-se as contribuições de Souza (2006) e Jucá (2001). As análises das narrativas referentes à formação e profissionalização docentes apoiaram-se nas idéias de Imbernón (2009), Moita (2000), Nóvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) e Tardif & Lessard (2007). Sobre as questões relativas aos professores leigos corroboraram Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). Já em relação aos cursos de qualificação de professores leigos foram imprescindíveis as idéias de Tesser (1992), Sousa & Dreifuss (1986) e Onesti (1985). A análise das narrativas possibilitou evidenciar o modo como as professoras vivenciaram suas experiências de formação escolar situadas num contexto de dificuldades e de superação. Mostram ainda as condições precárias de trabalho no início da profissão docente e a sistemática da realização dos cursos de qualificação de 1º e 2º graus destinados aos professores leigos. A investigação demonstra que os elementos do contexto histórico e geográfico de dada região influenciam direta ou indiretamente as ações dos sujeitos forjando estratégias de superação ou acomodando-se ao meio em que estão situados. Elucida que a dinâmica do processo investigativo se dá num movimento de construção que favorece a compreensão dos fenômenos sociais, mesmo que se perceba os limites da ciência, visto que a realidade é sempre mais complexa. Evidencia que a formação e a profissionalização docente são processos que estão intrinsecamente ligados, visto que se inter-relacionam e se completam num movimento contínuo de aprendizagem e modificações que vivem cada docente. O estudo demonstra ainda que a formação feita de modo aligeirado fragmenta o saber necessário a uma boa atuação docente, embora favoreça a melhoria da prática educativa. Considera também a necessidade de outras investigações, sobretudo, no que diz respeito aos resultados do trabalho dos professores leigos
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Tanhuanco, Patrick. "The effects of teacher training on Filipino ethnic Chinese Episcopalian lay adults and their students." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Nordén, Sofia, and Lisa Saarnak. "When the mission of culture and diversity is put in the preschool teacher’s lap : A study of how preschool teachers work with intercultural issues in Swedish Preschools." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30864.
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The aim of the research presented in this paper is to expand current understandings of how preschool teachers in Sweden work with and talk about intercultural issues in preschool, and how they interpret the curriculum working with respect to issues of cultural diversity. The study is based on data from two semi-structured focus groups with preschool teachers from preschools where the majority of the children were foreign born or were first generation Swedes. Transcriptions from these focus groups were subjected to content analyses based on a norm critical perspective. Our results showed that the preschool teachers had difficulty distinguishing the terms multicultural and intercultural. However, based on the way the teachers discussed their approaches to engaging with actual and hypothetical cultural dilemmas it was evident that the teachers had competence in the intercultural area and worked with an intercultural pedagogy but without reflecting about it. While our study showed that teachers believe that they need more formal training in intercultural pedagogy, it also highlighted the fact that teachers develop legitimate competencies in these areas on their own. These ”learning-by-doing” competencies are valuable as well and should be accounted for as the preschool teacher training sector works to develop training methods for preschool teaches in intercultural education. A lot of things are left for the preschool teacher to handle and interpret by themselves. The curriculum is an example for one of these tools that a lot of teachers have a hard time interpreting. Our results showed that the goals in the curriculum within the aspect of intercultural issues and diversity is contradictory and hard to understand.
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Werling, Mark. "Knowledge of Indiana school law possessed by Indiana public secondary school teachers." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458831.
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The purpose of the study was to assess the general knowledge of Indiana school law possessed by Indiana public secondary school teachers. The population consisted of three hundred and thirty randomly selected Indiana public secondary school teachers.A researcher developed assessment instrument comprised of thirty items from Indiana school law in the areas of teacher tenure, pupil control, and tort liability was utilized. One statistical hypothesis and six statistical subhypotheses were analyzed with a Z test. The five percent level of significance was established as the probability level for non-acceptance of the hypothesis and subhypotheses.Conclusions1. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of pupil control, and tort liability is likely between seven and fifteen.2. There is no significant difference in the level of knowledge of Indiana school law possessed by Indiana public Indiana school law in the combined areas of teacher tenure, secondary school teachers when grouped according to years of teaching experience, location of their teacher education training, and inclusion of instructional units on school law in their teacher education training.3. The percentage of Indiana public secondary teachers who possess a fair or better level of knowledge of Indiana school law in the area of teacher tenure is likely between four and twelve.4. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of Indiana school law in the area of pupil control is likely between twenty-two and thirty-four.5. The percentage of Indiana public secondary school teachers who possess a fair or better level of knowledge of Indiana school law in the area of tort liability is likely between seventeen and twenty-seven.
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Nabb, Lee W. "Probing the question of legal content in adult education Master's-level graduate curricula a Delphi study /." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910001&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Herbert, Margaret E. "The perceived nature and function of planning by domain-related experts: Academic, business, lay, and teacher." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9867.
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It is the underlying postulate of the present research that planning is a skill which enjoys a common mental representation and vocabulary across groups in society. Should this be the case, it may be beneficial to focus instruction on planning, as a vehicle for teaching and operationalizing metacognitive skills. Exploration of this postulate necessitates a fuller understanding of how both the nature and the function of planning are perceived by various representative groups. A deeper awareness of planning knowledge held by domain-related experts has potential to reveal similarities and dissimilarities of mental representations of planning. Toward this end, four groups of experts in academics from cognitive science, business, everyday life-planning, and teaching were provided with input from a telephone survey of the general public through a Delphi Methodology. The reiterative, three round process was undertaken by the participants to explore what is meant by the term planning, how it is done, and where and when it is used. This self-correcting technique permitted each group to generate an excellent and precise definition of planning, to clearly define the terminology used, and to articulate the functions of planning and their contextual applications. The Delphi Method achieved unusually high degrees of agreement both within and across cells as to the nature and function of planning. Additional comments from respondents brought elaboration of their perceptions to light for the purposes of understanding and comparison. There was a remarkable correspondence between the most recent literature on planning and the knowledge base of the respondents. The data confirm that there is a striking convergence, within and across the sampled groups about what planning is and the purposes for which it is used. For all cells, definitions of planning achieved a solid consensus and an impressive 97% agreement on all components of the definition and their descriptors, 89% on the function statements, and 95% for the 159 function descriptors. The analysis of data highlighted areas of similarity and dissimilarity of perceptions on aspects of planning. Cell differences between the Academic, Business, Lay, and Teacher cells were observed and reported. The findings substantiate the proposed use of planning and its vocabulary to assist learners to discuss, comprehend, and employ the underlying metacognitive thinking skills involved for problem solving in school and in real life situations throughout the life span. This valuable connector between ages and contexts has been under-utilized to date. The results of the present study justify planning as an umbrella process for instruction in metacognition. (Abstract shortened by UMI.)
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Fish, Elizabeth L. "Teachers' perception of effective staff development /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737884.
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Call, Ian. "Secondary pre-service teachers' knowledge and confidence in dealing with students' First Amendment rights in the classroom." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002339.
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Minnaar, Lorinda Melanie. "The expectations of school governing bodies with respect to educator workloads an education labour law analysis /." Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04272009-121642.
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Barcus, Paul E. "Selecting the most qualified teacher applicant utilizing West Virginia code #18A-4-7a." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=522.
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Thesis (Ed. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vii, 172 p. Vita. Includes abstract. Includes bibliographical references (p. 138-155).
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Campbell, Jeffery R. "High school teachers' knowledge of legal parameters regarding church/state issues." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280132.
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This study considered the nature of a disconnect that appears to exist between high school teachers' understanding of church/state legal parameters and actual church/state legal parameters in the public school context. A survey was given to the 175 high school teachers in a Southwestern high school district. 115 teachers (approximately 66%) from each of the two high schools in the district responded. The survey described thirty-three church/state scenarios in the public school context and teachers were asked to indicate whether they thought scenarios characterized situations that were constitutionally appropriate, constitutionally inappropriate, or whether they didn't know. It was concluded that respondents in this sample had considerable misperceptions about church/state legal parameters. Rather than disclosing what specific topics were least and most understood, it was found that teachers classified scenarios sometimes correctly and sometimes incorrectly within the same topic area. Consideration of these findings in light of communications theory, particularly as it pertains to theories of Supreme Court influence, suggests that teachers' knowledge of church/state legal parameters could be more accurately described as a set of cognitive heuristics (rules of thumb), as opposed to a deep understanding of case law. Narrative responses and analysis of specific church/state topic areas also lent credence to this conclusion. Potential kinds of heuristics emerging in the data were also considered. Implications for teacher training teachers were discussed. Areas for future research were suggested.
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Mabe, Faith Grenada. "An Examination of Social Media Policy for Educators in the Commonwealth of Virginia." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95914.
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This study investigated the presence and content of school policies used by Virginia school divisions to address issues arising from educators' use of social media. The study also explored Virginia school divisions' policy implementation practices and resolutions for educators' social media use issues. Survey response analysis and policy review are combined to define: 1) Virginia school divisions' experiences with educators' inappropriate use of social media, 2) how Virginia school divisions are addressing educators' social media dilemmas and 3) the characteristics of school policies used to address social media issues in Virginia.
The findings indicate that while 90% of respondents are concerned about the dilemmas created by educator social media use, 89% report having effective policies in place to address these issues. Responding Virginia school divisions are using Acceptable Use Policies (98%), Code of Conduct policies (54%) and Social Media policies (32%) to address educators' social media issues. The most common reported infractions are unprofessional comments. Most teachers sanctioned for online conduct are disciplined through reprimand (written and verbal) by school system administrators.EDD
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Jofré, Cáceres Patricia. "Cambios y percepciones de las facultades de educación sobre las políticas de formación inicial docente." Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/399411.
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En Chile, estuvo en discusión legislativa un proyecto de ley que tenía como fin implementar un sistema de promoción y desarrollo profesional docente. Uno de sus artículos más destacados, era el establecimiento de un examen obligatorio de habilitación para los profesores que desearan ejercer en establecimientos que reciban ayuda estatal. Se pretendía, con ello, garantizar la calidad docente mediante dicho examen y, de manera indirecta, regular una institucionalidad caracterizada por ser diversa, privatizada, y de escasa regulación.
Estudios sobre la implantación de políticas educativas, acreditaciones, o reconfiguración de las instituciones frente a los procesos de evaluación, no han sido suficientemente explorados en términos de la subjetividad de los agentes que participan y la diversidad de las características de las instituciones que forman, más aún cuando los procesos de acreditación y aseguramiento de calidad, tanto en Latinoamérica como en Chile, son de reciente aplicación.
En ese marco, esta investigación pretendió, conocer y analizar los cambios ocurridos al interior de dos facultades y explicar la valoración de dicha política a través de percepciones y significados de los actores involucrados: alumnos, docentes y autoridades. Guía esta investigación la idea de que es posible ampliar la comprensión de los procesos de adopción de políticas educativas por parte de las instituciones formadoras apuntando a una visión más amplia, consensuada, en definitiva más democrática.
Este estudio se define bajo la lógica de una investigación cualitativa, siendo el enfoque metodológico el estudio de casos. Para la presente investigación se seleccionaron las siguientes estrategias: entrevistas individuales, grupos de discusión y análisis de documentos.
Entre los principales resultados se constata que para los entrevistados, la instalación de un examen obligatorio de habilitación, dentro del proyecto de ley para mejorar la calidad de la formación, generó un alto rechazo, el énfasis en estas diferencias estuvo relacionado a intereses, fines y valores de la política. Podemos señalar que las implicancias de las políticas de formación inicial han generado tensiones en las instituciones y en los propios involucrados, así, alumnos y docentes resienten esta presión a partir de las críticas al sistema, y a un instrumento que en particular oprime los referentes propios de su identidad.In Chile, the bill that aims to implement a system of promotion and professional development of teachers is currently in legislative debate. One of its most remarkable articles is the establishment of a compulsory qualifying examination for teachers who wish to practice in schools that receive support from the government. The aim is to ensure teaching quality through such an examination and, indirectly, regulate an institutional framework characterized by being diverse, privatized and having little regulation. Studies on the implementation of educational policies, accreditation, or reconfiguration of the institutions against assessment processes have not been sufficiently explored in terms of the subjectivity of the actors involved and the diversity of the characteristics of the resulting institutions, still more when the accreditation processes and quality assurance, both in Latin America and Chile, have been recently implemented. In this context, this research aims to understand and analyze the changes made within two faculties and explain the validity of such a policy through the perceptions and meanings of the actors involved: students, teachers and authorities. This research is guided by the idea that it is possible to broaden the understanding of the processes, provided the training institutions adopt the right educational policies by aiming at a broader scope, a scope of consensus, in other words, a more democratic view. This study considers the logical aspect of qualitative research, in which case the methodological approach is the cases study. For the current research, the following strategies were selected: individual interviews, focus groups and document analysis. After the main results were obtained each faculty has initiated several actions in response to the results of the INICIA test. At the same time, teachers and internship supervisors carried out personal initiatives and informal projects. However, some discrepancies between the two groups were evident, not only when facing this test, but also in relation to policy-based measurements and incentives.
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Liwane-Mazengwe, Ntombentsha. "Teacher unions and educator professionalism : an education law perspective / Liwane–Mazengwe N." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8229.
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Despite the transformation that the education system has been undergoing, unionism at school
level is still characterised by controversies that adversely affect education delivery. Teacher
unions have neglected the significant meaning of their partnership with the national Department
of Education in the sense that their activities are contrary to what their partner expects and;
in most cases contravene the law and policies.
From the transformation process and the legislative framework utilised to transform and
democratise education, the South African education system should have yielded good results by
now. However, professionalisation of education has been badly neglected as well as regulating
unionism to adapt to progressive mechanisms and democracy. The character of South African
education has not changed much except for registration with the South African Council for
Educators (SACE) which is a legislated prerequisite for entrance into the teaching profession. To
improve and to alter the education system, the Department of Basic Education should venture into
adopting legal measures like writing board examinations just like the other major professions do
to prospective practitioners.
The character of trade unionism in general, has not improved as the country transformed.
Unionism in South Africa has kept the vanguard status it had during the apartheid era as well as
the militancy that characterised it then. The inappropriate involvement of teacher unions in
politics and the interference during the filling of promotion posts attest to this. This may further
de–professionalise education if it goes unchecked and unchallenged by the Department of Basic
Education and parents. Teacher unions have a responsibility to ensure that educators are not
victimised in any way. However, this study has confirmed that educators who democratically
choose not to strike during public servants strikes and remain teaching in their posts are
victimised. If teacher unions abdicate their responsibility to protect and pursue the careerrelated
interests of their members, they might cease to be effective as unions.
Deeper understanding of Education Law might assist the daunting position in which the
Department of. Basic Education finds itself. This kind of understanding could be
enhanced through training and development of principals as leaders in schools where
professionalism and unionism phenomena are practicably visible. The government could channel
funds towards this, as well as the South African Council of Educators. Conclusions drawn from
this study suggest that despite the plethora of good legislation that the South African
government has invested in, educators professional and labour activities are inadequately
regulated. A few amendments and reinforcement of certain legislation that impacts on education
could turn the South African schools into places of excellence.Thesis (MEd (Education Law))--North-West University, Potchefstroom Campus, 2012.
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Kosisko, Richard J. ""The first teachers" the role of Christian parents according to the code of canon law /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Phan, Le Ha. "Daughter-in-law of a hundred families : forming national professional identities in the teaching of global English." Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5251.
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Mola, James H. "A longitudinal study of the changes in staff development and professional growth opportunities as reflected in the master contracts of the public school corporations of Indiana, 1982-1983 and 1988-1989." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833000.
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The purpose of the study was to determine if the language of the negotiated agreements of Indiana School Corporations was reflected in professional growth and staff development activities. Collective bargaining agreements during 1982-1983 and 1988-1989 from 289 Indiana School Corporations were compared to identify the existence, if any, of (a) a trend in the acknowledgement of professional growth and staff development-related statements found in the contracts, and (b) policy statements delineating how staff development activities and curriculum-related activities were to be conducted in schools. Contract language in which comparisons appeared to be significant were subjected to the Friedman Two-way Analysis of Variance (Friedman ANOVA) to determine whether or not comparisons were statistically significant at the .05 level. Such statistically significant comparisons also helped to determine whether or not school corporations incorporated contract language, which gave instructional staff a legal position in decisions which affected teacher professional growth and participation in curriculum-related matters.Conclusions1. Compared to small enrollment Indiana School Corporations (3,000 students or less), large enrollment Indiana School Corporations (3,001 or more students) were more likely than statistically expected to provide salary compensation for higher levels of teacher education training and sabbatical leave compensation at statistically significant levels of .05 or less, based upon use of the chi-square statistic.2. The research findings failed to support movement toward greater Indiana School Corporation contract language in 1982-1983 and 1988-1989 in most of the specified staff development factors under investigation in the research. Therefore, contrary to the literature which claimed that collective bargaining would be used as a vehicle for staff development change, collective bargaining has not provided structural support for such change among Indiana School Corporations.Department of Educational Leadership
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Marolla, Gajardo Jesús Patricio. "La inclusión de las mujeres en la enseñanza de la historia y las ciencias sociales. Estudio colectivo de casos en las aulas chilenas sobre sus posibilidades y limitaciones." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/399346.
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Esta investigación reflexiona sobre las posibilidades y las limitaciones de la inclusión y el trabajo con las mujeres y sus experiencias en la enseñanza y en el aprendizaje de la historia y las ciencias sociales desde la didáctica de las ciencias sociales. El objeto de estudio se ha centrado en las concepciones y las representaciones sociales de distintos y distintas protagonistas de los procesos educativos. Los objetivos de la tesis se han centrado en la interpretación, la comprensión, la reflexión y el contraste entre los discursos que entrega cada participarte de la investigación y las prácticas que realizan sobre la inclusión, la ausencia y las posibilidades para incluir a las mujeres.
La metodología del estudio es de tipo cualitativa. El método es un estudio colectivo de casos, donde los y las participantes son los y las historiadoras, el profesorado de didáctica de las ciencias sociales, el profesorado de algunas escuelas y los y las estudiantes que trabajan con tales profesores y profesoras. Las técnicas de recogida de datos han sido las entrevistas semi-estructuras, las observaciones de campo y los grupos focales.
La perspectiva que adopto en la investigación mezcla las perspectivas transformadoras y críticas para dar cuenta de los objetivos propuestos. Los resultados son discutidos a la luz de los marcos teóricos que ofrece la didáctica de las ciencias sociales, el posestructuralismo y las teorías de género. Los resultados destacan, entre otros aspectos, que existen fuertes limitaciones para incluir a las mujeres. Aunque destacan que están incluidas, lo fundamental es comprender y reflexionar en torno a cuáles experiencias se visibilizan y el discurso bajo el cual se hacen presentes las mujeres. Las posibilidades las relacionan con las ventajas, donde coinciden que con la reflexión sobre los discursos sería posible que se generaran modelos de identidad alternativas a las tradicionales, lo que podría provocar el empoderamiento crítico y ciudadano de los y las chicas.This research, from the methods of teaching of social sciences, reflect on about the possibilities and limitations of the inclusion of Women’s in teaching and learning History and Social Sciences. We are focused in the Conceptions and Social Representations of protagonist of the education. The aims of this dissertations is related with the interpretation, understanding, reflection and contrast between the possibilities to include women. A qualitative method was used, and the research is a collective case study. The participants are historians, social science teachers, and teachers graduating in the Universidad Metropolitana de Ciencias de la Educación from Chile, with students in classes, who taught by the aforementioned teachers. Strategy used was interviews, observations and focus groups. We used in the research transformative and critics theoretical perspectives. The discussion is constructed according the methods on teaching of social science: poststructuralism and gender theories. The results emphasis on the limitations to include women’s in the teaching and learning process. The focus, is the understanding and reflection on the discourse on the inclusion and exclusion of women in teaching practices for history and social sciences. There are different advantages with the reflection on the discourses. it is possible create alternative models of identity to aims to develop empowerment and citizenship of the students.
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Winstead, Lucas. "Teacher Tenure in K-12 Public Education: A Study of Tennessee Tenure Law." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3692.
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The purpose of this study is to examine the Tennessee tenure law by comparing the overall level of effectiveness of teachers who received tenure prior to receiving tenure and the overall level of effectiveness of teachers after receiving tenure. The population of this study includes teachers from districts in the Mid Cumberland region in Tennessee who received tenure after 2012. The major finding of this study was the effectiveness of teachers who received tenure under the current tenure law in Tennessee did not significantly change for up to two years after they received tenure. The lone exception was high school teachers. Their effectiveness significantly declined two years after receiving tenure. This study concluded that the current tenure law in Tennessee had components of effective policies as found in research and had safeguards in place to ensure only effective teachers were awarded tenure.
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O'Connell, David Michael. "The appointment and removal of teachers in Catholic universities according to the 1983 Code of canon law an analysis of canon 810, paragraph 1 /." Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
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Estrada, Roca M. Asunción. "Análisis de las actitudes y conocimientos estadísticos elementales en la formación del profesorado." Doctoral thesis, Universitat Autònoma de Barcelona, 2002. http://hdl.handle.net/10803/4697.
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En esta Tesis nos hemos interesado por el estudio de los conocimientos y las actitudes hacia la estadística de los profesores en formación, justificando el interés del estudio por la influencia de estas variables sobre la planificación de la acción educativa que cubra tanto los conocimientos matemáticos y didácticos como la educación de la afectividad del profesor.El trabajo se ha llevado a cabo en dos fases. En la primera presentamos los resultados de pasar una escala de actitudes de construcción propia a una muestra de 66 profesores en ejercicio y 74 profesores en formación de educación primaria. No encontramos diferencias por género, aunque si una mejoría en aquellos alumnos que la estudiaron previamente. Contrariamente a nuestra hipótesis inicial, tampoco encontramos unas diferencias acusadas en las actitudes de profesores en formación y profesores en ejercicio, por lo que decidimos continuar el trabajo centrándonos exclusivamente en el primer grupo, que es sobre el que recae principalmente nuestra acción formativa.
Para la segunda fase del estudio, realizada con una muestra de 367 profesores en formación elegimos la escala SATS, después de realizar un comparativo de escalas de medición de actitudes. Asimismo utilizamos una parte del cuestionario Statistics Reasoning Assessment, construido por Konold y Garfield para obtener algunos datos sobre los conocimientos estadísticos de los profesores. Se confirma que la actitud de los profesores en formación es en general positiva independientemente del genero y de la especialidad. Aporta ademas una evaluación orientativa de los conocimientos estadísticos de los profesores en formación, encontrando errores conceptuales sobre los promedios, muestreo, valor atípico, así como en las interpretaciones de la probabilidad. En estos errores influye la especialidad cursada en los estudios de Magisterio. Se observa también una relación moderada entre actitudes y conocimientos estadísticos. Pensamos que esto sugiere la necesidad de apoyo desde los departamentos de didáctica y facultades de educación. Todos estos resultados se comparan con otros estudios previos de actitudes hacia la estadística.
La Memoria incluye también un estudio detallado de las investigaciones previas sobre actitudes hacia la estadística y errores en conceptos estadísticos elementales, así como un análisis del concepto actitud, sus componentes y medición y de las principales escalas de actitudes hacia la estadística.
Analysis of attitudes and basic statistics knowledges in the teacher training
The present research is a study about the knowledges and attitudes that training teachers have towards the teaching of statistic. The interest of the research is because the influence of both variables: knowledge and attitude when teachers are planning their teaching, including not only mathematical and didactical knowledge, but the emotional of the teachers as well.
The research has been done in two stages. During the first stage, we designed an attitude scale, which passed to 66 teachers and 74 futures teachers of primary school.
The analysis results do not establish any differences by gender or professional status, although we observe an improvement between those who studied the topic before. Finally, we decided to orient the research looking at teachers in training teachers.
For the second phase of the study, we choose 367 future teachers who study in different programs of training teachers. We use a SATS' scale, after of having done a comparative study of attitude's scales. We also use a part of the questionnaire SRA, made by Konold and Garfield to obtain data about statistical knowledge. We conclude that the attitudes of teachers in training teachers' programs is good, independently of gender or the special branch in which they are training. In addition, the analysis of data let us discover some conceptual errors about averages, sampling, atypical value, and in their own meaning of probability. We could stabile certain relation between statistical attitudes and knowledge's. These results suggest the necessity of supporting the Departments of Didactics and Faculties of Education. All of theses results have been compared with other previous studies about attitudes towards statistics.
The Thesis review the different researches made in this field of study about attitudes and conceptual errors. We also analyse the concept attitude its components, measure and main attitude's scale towards statistics.
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Mirabile, Candace. "A Comparison of Legal Literacy Among Teacher Subgroups." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3195.
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A COMPARISON OF LEGAL LITERACY AMONG TEACHER SUBGROUPS By Candace Partridge Mirabile, Ph. D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2013 Charol Shakeshaft, Ph.D., Professor, Educational Leadership, School of Education This study determined the level of legal literacy among classroom teachers in a suburban metropolitan division in Virginia. I have focused on aspects of the law that relate to student safety and student rights, and my operational definition of legal literacy is the understanding of these laws. The results from 239 respondents indicated that teachers in this division are not knowledgeable of essential legal content specific to student/teacher interactions. The mean percent of correct answers hovered at the 50% mark on a survey of 20 true/false questions related to landmark cases, important legislation, and Virginia law. I was unable to trace legal literacy to a particular demographic, and I concluded that more than half of the respondents had received no training in legal issues. I propose that Virginia’s licensure requirements be upgraded to include competence in legal literacy because knowledge of law is among the standards of the National Council for the Accreditation of Teacher Education (NCATE, 2008). Based on comments from respondents to my survey, teachers are interested in learning more about education law.
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McCall, Venitta Claudia. "An analysis of the legal rights and responsibilities of Virginia public school educators." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-145010/.
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Di, Pede Robert Joseph. "Luigi Giussani : a teacher in dialogue with modernity." Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5470.
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This thesis submits Luigi Giussani’s theological writings to philosophical analysis. Giussani (born in Desio, 1922; died in Milan, 2005) was a prominent Italian author, public intellectual, university lecturer, and founder of the international Catholic lay movement Communion and Liberation (CL). My enquiry is motivated by the experience of readers who find Giussani’s texts marked by vagueness and seeming inconsistencies despite his attempt to respond decisively and sensitively to real human problems. It also presents ideas from those works available only in Italian to an English-language readership for the first time. Rather than criticize the author’s style of exposition, or restate his arguments in a manner more suited to my audience, I treat the texts’ burdens as symptomatic of the author’s deeper, unarticulated concerns. I reconstruct Giussani’s implicit concerns using history, intellectual biography, sources, and the logic of enquiry itself. I then re-read his texts in the light of the explicit rendering of those concerns and, where the texts’ burdens still persist, I suggest repairs corresponding to those concerns and to the errant behaviours his writings were generated to correct. Three themes are examined: judgement, freedom, and beauty. These were prominent in Giussani’s dialogue with students from the 1950s onward and integral to his idea of the religious education of youth. My analysis is conceived as a contribution to philosophical theology, rather than to the philosophy of education. The areas flagged for repair, however, may nonetheless serve educators. I conclude that Giussani’s account is indeed shaped by his implicit concerns; that their nature provokes the essentialist arguments he mounts; and that his attempt to expound intrinsic, universal, and timeless claims runs against the pragmatic thrust of his writing. My repairs call for a better account of 1) practical deliberation, 2) discursive reason, 3) obedience in relation to autonomy, and 4) habits related to the formation of virtues. I argue that the practical grounds of his project are best anchored in robust solutions to the problems of ordinary life formulated from the deepest sources of repair from Giussani’s tradition (sacred scripture and sacred tradition, including the liturgy) rather than what he calls the “needs and exigencies of the heart,” which address a different problem (namely Enlightenment rationality or Neo-Thomism).
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Gonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.
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This study surveyed 15 teachers from an elementary school in Southern California regarding their perceptions of their use of the computer lab as an educational tool to develop student higher order level thinking skills, and compared the results to the actual computer lab activities they assigned. Data regarding actual computer lab practices was collected over a period of one school year. This data was analyzed and categorized by using Bloom's Taxonomy descriptors. Each computer lab activity was scaled and given a value using these descriptors of higher order thinking skills. Results indicated a difference between teacher's perceptions and skills targetted in assigned computer activities.
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Downey, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in catholic high schools." 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006/index.html.
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Thesis (EdD) -- Australian Catholic University, 2006.Submitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 180-192. Also available in an electronic format via the internet.