Dissertations / Theses on the topic 'Teacher education models'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Teacher education models.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
Sauer, Eve R. "Teacher Preferences for Professional Development Delivery Models and Delivery Model Influence on Teacher Behavior in the Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/942.
Full textGattenhof, Sandra Jane. "'Artnerships : effective models of arts and education partnerships." Thesis, Queensland University of Technology, 2000. https://eprints.qut.edu.au/35835/1/35835_Digitised%20Thesis.pdf.
Full textTurpin, Carrie. "Preservice Teachers' Cultural Models of Academic Success." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134602496342.
Full textGaulden, Charles H. "The master teacher approach." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.
Full textTompkins, Courtney Meredith. "Analysis of four student teacher supervision models in physical education at Virginia Tech." Master's thesis, Virginia Tech, 1995. http://hdl.handle.net/10919/40907.
Full textBack, Desiree M. A. R. "Models of mentoring in initial teacher training : case studies within a partnership scheme in secondary school-based initial teacher training, 1993-95." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323385.
Full textZuiker, Mark Arthur. "Four structural models of the effects of selected teacher background variables on mathematics attitude and achievement /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948807588404.
Full textBillings, Brian T. "Teacher Perceptions of the Ceiling Effect With Gifted Students and the Impact on Teacher Value-Added Scores and Teacher Evaluation." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1497888259588493.
Full textMartin, Doris Marie. "Preschool teacher-child relationships : an exploratory study of attachment models over time /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135321/.
Full textLewis, Gregory Paul. "Repeated Reading: Testing Alternative Models for Efficient Implementation." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1171.
Full textByerson, Virginia H. "Disadvantaged Preschool Children: Public Policy, Education Models, and Kindergarten Readiness." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7611.
Full textMorris, Whitney. "Influence of Teacher Participation on Student Fitness and Student Participation in Physical Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2855.
Full textFiler, Ann Fairchild. "Investigating the use of traditional and online instruction for teachers of children with autism spectrum disorder| A case for blending training models." Thesis, Cambridge College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701962.
Full textABSTRACT Autism is a complex brain-based developmental disability with unknown etiology. It involves disturbances or delays in communication, social interaction, and play, as well as behavioral abnormalities including; obsessive, ritualistic, rigid, and/or stereotyped behavior. The disorder affects 1 in 68 individuals nationwide. Applied Behavior Analysis (ABA) is recognized by the medical community as the best practice approach to treating autism. Early, intensive, ABA treatment has been attributed to the widespread opinion that autism is now a treatable condition. The effectiveness of ABA, combined with the increasing incidence of autism, has resulted in a high demand for well-trained professionals who are able to effectively work with individuals with this diagnosis. Training programs are not producing ABA trained personnel at a rate that can meet the demand for services. Given the efficiencies which may be realized with online instruction, this study examined a blended approach to training staff by combining online professional training modules with classroom and field based instruction. The purpose of this quantitative study was to evaluate the efficacy of online instruction in ABA training models. A repeated measures design with the use of a control group was used to evaluate online instruction and compare its efficacy to that of live lecture or classroom based instruction. Results revealed a statistically significant difference in the level of training content learned and retained between the online group and the live lecture group. These results seem to suggest that something other than chance resulted in the online group scoring significantly higher than members in the live lecture group and that the online mode of instruction may have some merits that can be of value to address the demand for highly trained professionals to work in the autism field.
Martin, Doris M. "Preschool teacher-child relationships: an exploratory study of attachment models over time." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/38953.
Full textMickelson, Ann Marie. "Blending Worlds, Reforming Practice?: An Instrumental Case Study Of Collaborative Early Childhood Teacher Education." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4729.
Full textEnriquez-Savery, Sherlene. "Statistical Analysis of a Risk Factor in Finance and Environmental Models for Belize." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6231.
Full textSisson, Jamie Huff. "Professional Identities: A Narrative Inquiry of Public Preschool Teachers." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1297272209.
Full textYarker, Morgan Brown. "Teacher Challenges, Perceptions, and Use of Science Models in Middle School Classrooms about Climate, Weather, and Energy Concepts." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4929.
Full textVollet, Justin William. "Capturing Peers', Teachers', and Parents' Joint Contributions to Students' Engagement: an Exploration of Models." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3774.
Full textNason, Megan A. Mrs. ""If I Am Losing Them, I'm Going to Change. So That's What We Did!" Third Grade Teachers Contemplate the Literacy Needs of Diverse Students Within A Teacher Study Group." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/msit_diss/107.
Full textDiGaudio, Lisa M. "Implications of the School Improvement Engine for Teacher Retention and School Organizational Health." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3292.
Full textBarton, Mary Lynn. "A study of the response to accountability and standardized testing in a state university system predictive models, gatekeeping strategies, and intervention in teacher education /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/96.
Full textHassell, Thomasine Campbell. "Influence of Two Instructional Models on Reading Achievement of ESL Middle School Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6575.
Full textCox, Katrina M. "Understanding Brigham Young University's Technology Teacher Education Program's Sucess in Attracting and Retaining Female Students." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1416.pdf.
Full textWernisch, Diana Veronika [Verfasser], Hans-Georg [Akademischer Betreuer] [Gutachter] Kotthoff, and Sabine [Akademischer Betreuer] [Gutachter] Hornberg. "Internationalization and Student Mobility in Teacher Education: Internationalization Models, Diffusion Barriers, and Recommendations for Policy and Higher Education Institutions / Diana Veronika Wernisch ; Gutachter: Hans-Georg Kotthoff, Sabine Hornberg ; Hans-Georg Kotthoff, Sabine Hornberg." Freiburg : Pädagogische Hochschule Freiburg, 2017. http://d-nb.info/1129449696/34.
Full textDwyer, Edward J., and J. Graham Disque. "Chicken Soup for the Portfolio." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/2849.
Full textAl-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.
Full textPerry, Hummons Monica L. "Perceptions and Meanings Constructed by Participants in a Four-year Instructional Coaching Project." Ashland University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1334159119.
Full textBraz, Carlos Manuel Portela. "Relatório de prática de ensino supervisionada realizado no agrupamento vertical nº 3 de Évora - Santa Clara e Escola Secundária Severim de Faria." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/15403.
Full textRoberts, Jocelyn. "Behavioural beliefs concerning gender and high-risk sexual behaviours in the context of HIV/AIDS in PNG : views from within teacher education." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54675/1/Jocelyn_Roberts_Thesis.pdf.
Full textSinclair-Lowry, Elizabeth. "RTI in the Classroom: How Teachers Meet the Demands of a Tiered System." University of Dayton / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1311018649.
Full textMcKim, Alison. "The Missing Piece: Enactment in Revealing and Redirecting Student Prior KnowledgeCan Enactment Expose Affect, Illuminate Mental Models, and Improve Assessment and Learning?" Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1428067920.
Full textMendes, Paulo Sérgio Neves Quintano. "A formação inicial de professores e o choque com a realidade: Expectativas e vivências sobre o ano de estágio." Master's thesis, Universidade de Évora, 2002. http://hdl.handle.net/10174/15082.
Full textLoving, Rachel. "School Counselor Training: Differentiated Site Supervision Based on Prior Work Experiences." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2899.
Full textFinau, Lynette Suliana Sikahema. "Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1629127636689077.
Full textNg, Kevin (Kevin Y. ). "Design of a teacher education model that improves teacher educator efficiency in processing teacher candidate data." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/119729.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 49-50).
Existing state of the art practice-based teacher education models either rely on heavy teacher educator time commitment to process teacher candidate performance stored in rich media like audio or video, or rely on teacher candidates to voluntarily share experiences with minimal teacher educator interaction with data. Using an iterative design process, I work with teacher educators to gauge interest in and build a new teacher education model that simplifies how teacher educators interact with rich media. The new model builds on Teacher Moments, an online simulator for preservice teachers, and takes advantage of state of the art speech recognition and data visualization technology to help teacher educators learn the contents of rich media generated by teacher candidates without dedicating the time to listen or watch media. In my investigation, I find that there is an interest in such a model and that the new model succeeds in empowering teacher educators with the ability to use teacher candidate data to inform instructional decisions and substantiate discussion point during group debrief sessions.
by Kevin Ng.
M. Eng.
Severy, Sally Suzanne. "Using Auditory Modalities to Develop Rhythmic Competency in Children's Fundamental Movement Skills." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3004.
Full textSantos, Janete Silva dos. "Discurso sobre e de professores de língua materna no estado do Tocantins = modos de posicionamento do e em relação ao discurso oficial." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269291.
Full textTese (doutorado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-17T08:37:29Z (GMT). No. of bitstreams: 1 Santos_JaneteSilvados_D.pdf: 892856 bytes, checksum: aa47fbd9ffcac593a203990cd08072e4 (MD5) Previous issue date: 2010
Resumo: Este estudo analisa o discurso de sala de aula, a partir do ponto de vista da Análise do Discurso, com base em Pêcheux (1983; 1997; 2002) e Orlandi (1993; 1998; 1999), considerando, primordialmente, as noções de identidade, lugar social e assujeitamento. Como existem, aqui, outras questões análogas em jogo, tais como imaginário social, interdiscurso e ideologia, a pesquisa de outros analistas também será considerada. A análise envolve excertos, extraídos de gravações em fitas de áudio e vídeo, de dois professores de português, da região norte (Araguaína, Tocantins) e de documentos oficiais, preparados por um grupo de pesquisadores de diferentes partes do país. Tais documentos (GESTAR, PCN, RT-TO) oferecem orientações nacionais para professores de língua materna. O objetivo principal deste trabalho é comparar a imagem de professor que emerge dos documentos com a imagem que a pesquisadora (Pq) constrói dos dois participantes (P1, com três anos de experiência, e P2, com sete), a partir da comparação entre as diretrizes oficiais e a forma como conduzem suas aulas de leitura e de produção escrita. Os resultados mostram que, no contexto de sala de aula, existem dois tipos de assujeitamento: passivo e reflexivo, que têm, respectivamente, uma conotação negativa e positiva
Abstract: This study analyzes classroom discourse from the point of view of Discourse Analysis, as formulated by Pêcheux (1983; 1997; 2002) and Orlandi (1993; 1998; 1999), considering primarily the notions of identity, social position and subjectivation. Since there are other analogous issues in play here, such as social imaginary, interdiscourse and ideology, the work of other analysts will also be considered. The analysis comprises excerpts from audio and video recordings of two teachers of Portuguese, from the north of Brazil (Araguaína, Tocantins) and from official documents, prepared by a group of researchers from different parts of the country. Such documents (GESTAR, PCN, RTTO) provide national guidelines for teachers of Portuguese. The main goal of this work is to compare the teacher's image that emerges from the documents with the image that the researcher (Pq) captures of the two participants (P1, three years of experience, and P2, seven), by comparing the official guidelines with the way they conduct their reading and writing classes. The results show that, in the classroom context, there are two kinds of subjectivation: passive and reflexive, which have, respectively, a negative and a positive connotation
Doutorado
Lingua Materna
Doutor em Linguística Aplicada
Lima, Analice de Almeida. "O uso de modelos no ensino de qu?mica: uma investiga??o acerca dos saberes constru?dos durante a forma??o inicial de professores de Qu?mica da UFRN." Universidade Federal do Rio Grande do Norte, 2007. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14122.
Full textCoordena??o de Aperfei?oamento de Pessoal de N?vel Superior
In the past twenty years, there has been a significant increase of researches about teacher s professionalization. In that context, the investigations concerning teacher s knowledge represent an important contribution, as they aim to identify and to rescue the base of knowledge that sustains the teacher s profession. In particular, the reflections and propositions of Lee Shulman have been constitute a fundamental subsidy to the teacher s professionalization in the sense of harnessing the pedagogic knowledge to the content s knowledge, establishing the pedagogic knowledge of the content that characterizes and differentiates the teacher and the bachelor in a certain field of knowledge. Among the indispensable knowledge for the Chemistry teacher's professional practice, in this research we have pointed out the pertinence of the knowledge on the use of models in Chemistry classes in the middle and high school. Those knowledges regard the comprehension of students concerning the understanding and models elaborated in science and the models implemented in the Chemistry teaching, as well as the abilities to plan didactic situations that use models. In this research, we aimed to identify the contributions and barriers during the Chemistry teacher education, in UFRN, in relation to the construction of knowledge that subsidize training teachers in the elaboration of teaching activities that involve the use of models. The investigation was accomplished in UFRN, in the Course of Degree in Chemistry, along with 13 student teachers that studied the subject Practice of Chemistry Teaching. For this research, the following instruments were used: questionnaires with open and closed questions, elaboration of a plan of activities for the Chemistry teaching and an interview to answer the established study s questions. The data was analyzed in an established criteria, classified and tabled. The results showed that the student teachers representations regarding scientific knowledge contemplated, among other topics, the idea of a method for his/her construction. In some cases, the models role was emphasized in that construction, as well as the social dimension in the validation of that knowledge. The scientific models were highlighted by most of the student teachers, as a representation method to explain, understand and interpret the chemical phenomena. On the other hand, the didactic models stood out, in most of cases, as a method of aiding the Chemistry students of the Basic Education to understand the scientific models. The representations regarding those categories contemplated important aspects, although in a superficial way, reflecting the limitations of reflections during the formative process. In the elaboration of teaching activities that use models, difficulties were evidenced, in the process of plan construction, relative to the didactic structure and to the proposition of activities that contemplated models, although the student teachers have mobilized different elements regarding the pedagogic knowledge of the content. Such verifications evidence the urge for the teacher development programs to promote changes in the teacher education in order to propitiate, during this process, reflections, discussions and propositions of activities regarding categories highlighted in this research, contributing to the construction of initial elements regarding the pedagogic knowledge of the content that will be developed throughout teaching, therefore corroborating to the teacher s professionalization
Nos ?ltimos vinte anos, as pesquisas voltadas profissionaliza??o docente t?m crescido de modo expressivo. Nesse contexto, as investiga??es acerca dos saberes docentes representam uma importante contribui??o, visto que buscam identificar e resgatar a base de conhecimento que sustenta a profiss?o docente. Em particular, as reflex?es e proposi??es de Lee Shulman t?m constitu?do um subs?dio fundamental ? profissionaliza??o dos professores no sentido de atrelar os saberes pedag?gicos aos do conte?do, estabelecendo o conhecimento pedag?gico do conte?do que caracteriza e diferencia o professor e o bacharel em determinada ?rea de conhecimento. Entre os saberes imprescind?veis ao exerc?cio profissional do professor de Qu?mica, salientamos, nesta pesquisa, a pertin?ncia dos relativos ao uso de modelos nas aulas de Qu?mica nos ensinos fundamental e m?dio. Esses saberes s?o referentes ? compreens?o dos licenciandos acerca do conhecimento e modelos elaborados na ci?ncia e dos modelos adotados no ensino de Qu?mica, assim como as habilidades para planejar situa??es did?ticas que utilizem modelos. Nesta pesquisa, buscamos identificar as contribui??es e entraves, durante a forma??o inicial de professores de Qu?mica, na UFRN, em rela??o ? constru??o de saberes que subsidiem os licenciandos na elabora??o de atividades de ensino que envolvam a utiliza??o de modelos. A investiga??o foi realizada na UFRN, no Curso de Licenciatura em Qu?mica, junto a 13 licenciandos que cursavam a disciplina de Pr?tica de Ensino de Qu?mica. Para esta pesquisa, foram utilizados os seguintes instrumentos: question?rios com perguntas abertas e fechadas, elabora??o de um plano de atividades para o ensino de Qu?mica e entrevista de modo a responder as quest?es de estudo estabelecidas. Os dados obtidos foram analisados a partir de crit?rios estabelecidos, categorizados e tabelados. Os resultados sinalizam que as representa??es dos licenciandos referentes ao conhecimento cient?fico contemplavam, entre outras quest?es, a id?ia de um m?todo para a sua constru??o. Em alguns casos, foi ressaltado o papel dos modelos nessa constru??o, bem como a dimens?o social na valida??o desse conhecimento. Os modelos cient?ficos foram destacados, pela maioria dos licenciandos, como uma forma de representa??o com finalidade de explicar, compreender e interpretar os fen?menos qu?micos. J? os modelos did?ticos foram ressaltados, na maioria dos casos, como uma forma de auxiliar os alunos de Qu?mica da Educa??o B?sica a compreender os modelos cient?ficos. As representa??es referentes a essas categorias contemplaram aspectos importantes, embora de modo superficial, refletindo as limita??es de reflex?es nesse sentido durante o processo formativo. Na elabora??o de atividades de ensino que utilizam modelos, foram evidenciadas dificuldades, no processo de constru??o do plano, relativas ? estrutura did?tica e ? proposi??o de atividades que contemplassem modelos, embora os licenciandos tenham mobilizado diferentes elementos referentes ao conhecimento pedag?gico do conte?do. Tais constata??es evidenciam a necessidade de que a ag?ncia formadora possa promover mudan?as na forma??o inicial de modo a propiciar, ao longo desse processo, reflex?es, discuss?es e proposi??es de atividades relativas ?s categorias destacadas nesta pesquisa, contribuindo para a constru??o de elementos iniciais referentes ao conhecimento pedag?gico do conte?do que ser?o desenvolvidos no decorrer da doc?ncia, corroborando, dessa forma, para a profissionaliza??o docente
Latham, Nancy Moss Rita Kay. "The effects of teacher preparation model on persistence in elementary education employment." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196670.
Full textTitle from title page screen, viewed May 23, 2006. Dissertation Committee: R. Kay Moss (chair), Mary Murray Autry, Deborah J. Curtis, W. Paul Vogt. Includes bibliographical references (leaves 72-80) and abstract. Also available in print.
Adams, Laural L. "Theorizing Mental Models in Disciplinary Writing Ecologies through Scholarship, Talk-Aloud Protocols, and Semi-Structured Interviews." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404717469.
Full textWatson, Donald Ray. "The Missouri teacher workforce : a model of turnover /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988712.
Full textTilbury, Daniella. "Environmental education : developing a model for initial teacher education." Thesis, University of Cambridge, 1994. https://www.repository.cam.ac.uk/handle/1810/251565.
Full textPeyton, Judith V. Rhodes Dent. "Collaborative family-school conferencing a nondeficit model /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804935.
Full textTitle from title page screen, viewed June 13, 2006. Dissertation Committee: Dent M. Rhodes (chair), Wayne A. Benenson, Gayle Flickinger, Connie Burrows Horton. Includes bibliographical references (leaves 162-170) and abstract. Also available in print.
Olovsson, Mika. "Det krävs förebilder överallt : En intervjustudie om slagverkslärares syn på kvinnliga slagverkselevers musicerande ur ett genusperspektiv." Thesis, Karlstads universitet, Institutionen för konstnärliga studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55474.
Full textThe main purpose of this study is to examine female percussion teachers view on the challenges of being a female percussion student. The theoretical basis of the study is gender theories and social constructionism. Data was collected from six semi-structured interviews whereof one was used as a pilot interview. The interviews were transcribed and thereafter thematic analysis was used to examine the data. The results show that the female teachers all advocate the importance of female role models and the way they are depicted in the media. Family members are also highlighted as important and influential role models concerning the pupils’ choice of instrument or continued musicing. The teachers in this study are of the opinon that percussionists, depending on their gender, face different challenges. As an example, they mention performance anxiety and social tendencies.
Merritt, Llian. "Embedding research as core practice for teachers a model for whole school teacher learning /." University of Sydney. Policy and Practice, 2003. http://hdl.handle.net/2123/659.
Full textThabana, M. "The development of the teacher support team in assisting teachers of learners with special educational needs in one school in Khayelitsha." University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textShava, Nosizo. "Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5686.
Full textElliott, J. M. "Globalising education : how far is the 'TEACH' model of initial teacher education transferable across North and South contexts?" Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/41753/.
Full textRocha, Tanise Gomes. "Professores novatos de ciências: superando obstáculos." Universidade Federal de Pelotas, 2015. http://repositorio.ufpel.edu.br:8080/handle/prefix/2894.
Full textApproved for entry into archive by Aline Batista (alinehb.ufpel@gmail.com) on 2016-08-25T16:59:26Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tanise Gomes Rocha_Dissertacao.pdf: 895430 bytes, checksum: 46daaef6512d21d98b49a012ef65f836 (MD5) Tanise Gomes Rocha_Produto da Dissertacao.pdf: 583216 bytes, checksum: db86edd802957931d1fc60e1168a5815 (MD5)
Made available in DSpace on 2016-08-25T16:59:26Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tanise Gomes Rocha_Dissertacao.pdf: 895430 bytes, checksum: 46daaef6512d21d98b49a012ef65f836 (MD5) Tanise Gomes Rocha_Produto da Dissertacao.pdf: 583216 bytes, checksum: db86edd802957931d1fc60e1168a5815 (MD5) Previous issue date: 2015-10-22
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
O presente estudo consiste em uma pesquisa realizada no município de Pelotas/RS sobre a inserção na docência do professor de ciências considerado novato. Desta pesquisa participaram 10 docentes recém-ingressos no campo profissional, os quais responderam a um questionário com perguntas relativas à formação inicial e ao ingresso na profissão. A revisão bibliográfica foi de fundamental importância para compreender melhor o tema em questão e também me situar da importância mundial e no impacto da melhoria educacional que se pode alcançar dando maior assistência ao professor que está em início de carreira. Os objetivos desta pesquisa foram de compreender como ocorreu a inserção do professor novato de ciências, com quais dificuldades eles se depararam no exercício da profissão e qual a contribuição teve a formação inicial para preparar esses profissionais a atuar plenamente como docente. A metodologia utilizada foi de caráter qualitativo e investigativo e como instrumento de coleta de dados, foi aplicado um questionário semiestruturado aos professores novatos participantes da pesquisa e após esses dados foram analisados pelo método da “análise de conteúdos” (MORAES,1999), que consiste em categorização, descrição e interpretação das respostas obtidas. Os resultados demonstraram que há lacunas na formação inicial desses novatos no que se refere principalmente a desarticulação entre teoria e prática pedagógica e também evidencia a ausência de ações de inserção por parte das escolas da rede estadual de Pelotas. Ao final, é proposto um curso de formação continuada para professores novatos de ciências como uma possível solução que venha a melhorar a entrada no campo profissional docente e a preencher as lacunas da formação inicial, proporcionando ao novato um crescimento no seu modelo didático pessoal, uma maior autonomia profissional e a contribuir com a fixação na carreira docente.
This study consists of a survey conducted in Pelotas / RS on the inclusion in teaching science teacher regarded rookie. This research participated 10 freshmen teachers in the professional field, which answered a questionnaire with questions relating to the initial training and entry into the profession. The literature review was of fundamental importance to better understand the issue at hand and also my place of global importance and impact of educational improvement can be achieved by giving more assistance to the teacher who is just beginning their careers. The objectives of this study were to understand how was the insertion of the new science teacher, with what difficulties they have encountered in the profession and the contribution had initial training to prepare these professionals to fully act as a teacher. The methodology was qualitative and investigative character and as a data collection instrument was applied a semi structured to novice participants teachers of the research and after these data were analyzed by the method of "content analysis" (MORAES, 1999), which It consists of categorization, description and interpretation of the responses. The results showed that there are gaps in the initial formation of these newcomers as it mainly refers to the disconnection between theory and teaching practice and also highlights the lack of integration of actions by state schools of Pelotas. Finally, a continuing education course is proposed for novice science teachers as a possible solution that will improve the entry into the teaching profession field and fill in the gaps of initial training, providing new growth in your personal educational model, greater professional autonomy and contribute to fixing the teaching profession.