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1
Keith, Karin. "Communication Strategies for Mentor and Pre-Service Teachers: Mentor Teachers Presentation." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1028.
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Wiley, David M. "An evangelistic presentation to educators." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.
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Keith, Karin. "Why Teach: Presentation to Future Teachers of America Club." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1004.
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Lau, Kam-man, and 劉錦民. "A study of the quality of teachers' presentation in the classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956117.
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Lau, Kam-man. "A study of the quality of teachers' presentation in the classroom." Hong Kong : University of Hong Kong, 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18030890.
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Fritschi, Jennifer. "Examining pre-service instructors' use of PowerPoint based on pre-service students' perceptions a mixed methods study /." Birmingham, Ala. : University of Alabama at Birmingham, 2008. https://www.mhsl.uab.edu/dt/2008p/fritschi.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2008.Additional advisors: Nataliya Ivankova, Shannon Parks, Margaret Rice, Boyd Rogan. Description based on contents viewed Feb. 9, 2009; title from PDF t.p. Includes bibliographical references (p. 187-206).
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Ng, Siu-kai, and 吳少階. "A study of presentation strategies of experienced and novice teachers: their thoughts and actions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957389.
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LIMA, KELISSON FERREIRA DE. "CONSTRUCTIBLE POLYGONS IN RULER AND COMPASS: A PRESENTATION FOR MIDDLE AND HIGH SCHOOL TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25756@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O objetivo deste trabalho é trazer à tona conceitos importantes da geometria no plano euclidiano sob o título de construções geométricas, cada vez mais esquecidos nos currículos escolares brasileiros. Nossa primeira ideia é mostrar a dificuldade que professores do ensino médio poderão encontrar ao tentar descobrir quais conceitos validam suas práticas já que os argumentos que validam a possibilidade ou a impossibilidade de algumas construções geométricas residem numa álgebra abstrata de difícil compreensão e domínio por parte dos professores, sobretudo aqueles que não cursaram disciplinas mais avançadas em matemática. Vamos comentar sobre os principais problemas da antiguidade que motivaram os matemáticos às descobertas de novas propriedades, apresentar tais construções geométricas e apresentar uma descrição algébrica das construções geométricas. A ideia é que através da álgebra abstrata podemos obter argumentos que validem a possibilidade e impossibilidade de tais construções e assim aumentar a cultura matemática do professor do ensino médio e não transformá-lo num expert no assunto.
The main purpose of this work is to rescue the important concepts in geometric constructions. Concepts that are being progressively forgotten by Brazilian curriculums in schools. First, we want to present the difficulties that high school teachers might face when they will try to formalize concepts like the possibility or not to construct some figures in the Euclidean plane, especially those who have not studied advanced math courses at undergraduation. We comment on the main problems of antiquity that led mathematicians to new discoveries properties, we present geometric constructions as well as an algebraic description of these geometric constructions. The idea is that through abstract algebra we can present arguments about the possibility or impossibility of such constructions. In this work, we will comment that abstract algebra will help teachers to validate some arguments that involves the possibility or not to construct some figures as well as to enlarge high schools teachers culture, not trying to make them experts in the subject.
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Cox, Alan R. (Alan Ray). "A Comparative Analysis of the Effects of Video-Based versus Live Presentation Staff Development on Teachers' Cognitive Learning and Attitudes." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279179/.
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The problem of this study was the identification of effective and efficient means of providing quality staff development for reading instruction within a school-district setting. The study investigated the comparative effectiveness of two staff development delivery systems measured by 1) a cognitive test of a school district's reading program and 2) an affective measure of teacher attitudes toward staff development. The sample was drawn from the teacher population of a large urban school district. The 46 subjects were elementary school teachers in grades K-5 randomly divided into two groups: Group A (videotape with a trained on-site facilitator) and Group B (face-to-face live presenter). Participants in the study received training using "The Fort Worth Reading Program," a staff development program designed by the researcher. In addition to the presentation of content information, which is the central component, the program features small group discussions, off-line activities, and question and answer periods. Both groups received the same treatment with the following exception. A central component to the Group A training was the presentation of content information in a videotape format. Group B did not view the videotape, but received the same information via live presenter. Two instruments developed by the researcher were used in the study: 1) The Teacher Staff Development Questionnaire, a Likert-type survey to obtain teacher attitudes toward staff development, and 2) The Cognitive Test of Reading Knowledge, an instrument designed to measure cognitive objectives of the district's reading program. A multivariate analysis of covariance revealed no statistically significant differences between the groups. It was concluded that elementary classroom teachers, regardless of their attitudes toward staff development, learn content material equally well with either of the two delivery systems explored in this study. Specific suggestions and recommendations for further studies are addressed and discussed. Examples of the measurement instruments are included.
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Gage, Jason Donald. "Parents' and Teachers' Acceptability of Treatments for Attention-Deficit/Hyperactivity Disorder: The Effects of Presentation and Information Delivery." DigitalCommons@USU, 2002. https://digitalcommons.usu.edu/etd/6170.
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Attention-deficit/hyperactivity disorder (ADHD) is one of the most frequently diagnosed problems affecting school-age children. This disorder can cause significant problems for children who consequently need treatment. Consumers of interventions for ADHD have efficacious treatments to choose from, but such treatment may not be implemented appropriately and effectiveness may decrease. Viewing treatments as 111 acceptable can affect treatment integrity and in turn increase effectiveness. Therefore, it is important that professionals understand how to increase the acceptability of treatments when first presenting treatment options to consumers. The primary purpose of this study was to determine if presenting parents and teachers with additional information about treatment options (behavioral therapy, medications, combination of both), beyond that of only providing treatment descriptions, would increase their treatment acceptability. Results showed that providing a rationale for treatment increased parents' acceptability for treatments involving medications, but not for behavioral treatments. This effect for how treatments were presented was not found among teachers. The results also suggest that parents and teachers differ in how acceptable they viewed some of these treatments. While parents rated the behavioral intervention as more acceptable than teachers, teachers rated the combination intervention as more acceptable than did parents. The results also indicate that consumers, especially parents, viewed the acceptability of these three treatment options differently, but that these effects interact with the amount and kind of information that the practitioners present to them. Specifically among parents, those who only received a description of the interventions rated the behavioral intervention as more acceptable than the combination intervention. However, there was no longer a significant difference in acceptability ratings of these two treatment options when rationales were provided along with treatment descriptions.
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Thao, Tran Xuan, and n/a. "An investigation of how new language is introduced to learners of English in Vietnam." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.125255.
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This study investigated how new language is introduced to learners of English
in Vietnam in terms of textbooks and teachers' presentation.
The data sources for this study were from (1) an analysis of the two types of
English textbooks being used in Vietnam: those written by native speakers of
English and those written by Vietnamese authors, (2) an analysis of class-visit
reports of 176 periods of English classes in Hue, and (3) an analysis of 57
questionnaires answered by two groups of Vietnamese teachers of English:
39 high school teachers and 18 tertiary teachers.
Results from the study indicated that:
-In general, the textbooks of both types fail to introduce the
sociolinguistic aspects of the target language to the learners: the textbooks
written by native speakers of English are very culture-specific. The contexts of
situation in these textbooks in most cases are too implicit for both the teachers
and the learners. The explanation of most cultural aspects in the textbooks is
either not sufficient or not provided. On the other hand, the English cultural
aspects introduced in the textbooks written by Vietnamese authors are biased.
- Although most teachers have indicated their awareness of the
importance of both cultural and linguistic aspects of new language, actual
records of their presentation methods revealed more emphasis on the latter,
that is the linguistic features.
For the teaching of English to the Vietnamese learners, the results of this study
lead to rejection of the idea of presenting new language without reference to
the target culture as well as the idea of presenting new language removed
from the context of situation. The results suggest the need for adaptation and
supplementation of textbooks, and the inclusion of context of situation into the
teacher's presentation of new language.
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Saunders, Catherine L. "An investigation into primary school teachers' views of educational research and the effectiveness of dissemination programmes using various methods of presentation." Thesis, Swansea University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292769.
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Mak, Wing-shan. "The role of feedback from teachers and peers following school based assessment (SBA) tasks in improving students' presentation performance a case study /." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41263054.
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Owens, Thea Angela. "A Cross Sectional Survey of High School Biology/Life Science Teachers’ Presentation of Genetic Counseling and Health Care Career Options in their Classrooms." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1218810536.
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Ece, Selim. "Samma skola, sex olika uppfattningar : En kvalitativ studie om retorikens plats i svenskämnet." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19094.
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The purpose of this study is to examine the teachings of rhetoric’s in schools, more specifically within the Swedish subject; furthermore it examines how Swedish teachers work with rhetoric in the Swedish subject on a practical basis. The study also highlights teachers' approaches to the curriculum for high school. The method I have used to conduct this study, have been to use interviews and inductive ethnography. The teachers whom have been interviewed in my study have similar understandings of what oral presentations actually are, but their idea of what the term rhetoric stands for however differs. Teachers have received similar training in rhetoric; however, they have different experiences within it. This has contributed to the difference in teachers' approaches to rhetoric. However, teachers' education in rhetoric is not sufficiently comprehensive in relation to the requirements of the curriculum considering rhetoric. A reason to this is that neither rhetoric nor oral preparation has been a required subject in the education of the teachers. Many teachers have on their own studied rhetoric to complete the requirements of the curriculum. Generally, these teachers work with rhetoric as independent parts of the Swedish subject. But there is a desire that rhetoric must also be integrated into other subjects. Thus, students will have more opportunities to come into contact with rhetoric and can translate the theory of rhetoric into practice in different contexts. Shared by all six teachers is the opinion that they work with rhetoric in a way that they attach both oral and written parts in rhetoric. Through various methods, exercises and facts, students can thus achieve a sense of self-confidence, which they could use when they speak to different audiences in different contexts. Students also become aware of the power of the spoken word. This also contributes to language learning and language development with the students.
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Freedman, Debra Michele. "(Re)presentations of education : pre-service teachers' interpretations of Dangerous minds through the lens of media cultural studies /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004266.
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Mullins, Christine M. "Online Master Teacher Presentation: NRSE 5010 Advanced Health Assessment Practicum." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7126.
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Annable, David Edwin. "Using Short Presentations to Increase Student Teacher Knowledge of School Psychology." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1213392576.
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Jordan, Valin Skye. "A Mixed Methodology Exploration of White Female Pre-Service Teachers' Discussions of Race and Gender through Presentations of Counternarratives in Children's Literature Books." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10247994.
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This research utilized performance autoethnography and case study methodologies to explore the ways in which White female pre-service teachers’ perceptions of race and gender are informed by their reading of four counternarratives about Black females written by Black female authors and their participation in a book club. Specifically, this study looked to uncover how engaging with a practical classroom tool like children’s literature books in a book club format creates a transformative space for White female pre-service teachers to critically interrogate notions of race and gender. Performance autoethnography allowed for an exploration of how I contributed to and was affected by the book club setting as a Black female and teacher educator. Case study methodology was used to explore the research questions more directly to capture the essence of the bounded system of the book club.
A review of literature revealed teacher education needs more structured spaces to support pre-service teachers’ ability to have conversations about race, gender, and other categories of diversity. This study focused particularly on White female pre-service teachers as they make up the majority of the teaching force in the United States. Additionally, focus was given to White female pre-service teachers as the literature shows that White women tend to use “white talk”—or ways of talking about race which allows them to protect themselves from having a conversation about race.
The results of the study are presented in the order of the books read by the pre-service teachers and myself. The findings show that the pre-service teachers did not experience the counternarratives as counternarratives, they reappropriated the texts to fit their dominate narrative. Further, the pre-service teachers were more comfortable having discussions of gender rather than race. The discussion provides description of how each book resonated with the pre-service teachers by focusing on how they conceptualized the messages presented in each counternarrative. Implications of this study for teacher education as well as further research are also provided.
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Maples, Alan (Alan Royce). "The Utilization of Teleconferencing by Community Colleges in Faculty and Staff Development Presentations." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc277617/.
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Members of the Instructional Teleconference Consortium (ITC) were mailed a survey instrument. A total list of 375 teleconference coordinators generated 137 usable responses. The purposes of this study of faculty and staff development presentations by teleconferencing were to determine the amount of usage; which subject areas are utilized; what delivery methods (live, interactive, prerecorded, multimedia, etc.) are utilized; barriers (size or location of college, size of teleconference or travel budget, etc.) to implementing teleconferences; and the sources of presentations utilized in teleconferences. Larger community colleges are the greater users of teleconferencing and even produce some for distribution to other community colleges, whereas smaller community colleges have just begun to receive equipment that enables them to receive telecasts for this purpose. No clear subject area has yet been defined that dominates these teleconferences, and the trend is toward two-way audio and one-way video as the delivery media as communication costs decline. Barriers of money for staff, equipment, and programming appear to be the principal objections to the use of teleconferencing for faculty and staff development presentations. There appear to be few sources of presentations except for the Public Broadcasting System (PBS).
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Fried, Harald, and Nils Lundberg. "Oral presentations in a first and second language : A case study of student and teacher perspectives on the work process during oral presentations following the five canons of rhetoric." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44941.
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This case study examines the potential differences in the performance level of oral presentations between a student’s L1 and L2 and how teachers can best help to improve students’ ability to perform in the two languages. The aim of this essay is to provide teachers with a mapped diagnostic of differences in the support that students require in the stages of working with oral presentations. The collected data are based on a questionnaire distributed to 32 students and qualitative semi-structured interviews with four volunteering students from the researched classes. The results indicate that students generally perceive a higher difficulty level of preparing and performing an oral presentation in their L2 as compared to their L1 for all stages of the work process. The interviewed teacher did not acknowledge this discrepancy between languages, nor did she recognise the students’ varying experiences regarding difficulty between the different stages. Both students and the teacher recognise the initial step of the work process as demanding of teacher guidance, however, the divergence is present concerning the other stages. All things considered, it was concluded that teacher and student perceptions of the perceived difficulty and support needs differ and therefore adequate teaching cannot be applied under these conditions.
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Meier, Lori T. "Multiple and Various Presentations (10+) to K-16 Classrooms, Teacher Professional Development, Local Children’s Library Programs, and Robotics/STEM Groups." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5917.
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Bergquist, Simon. "Dealing with foreign language anxiety A study of how English teachers in Sweden help students overcome anxiety in oral presentations in secondary school." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-84202.
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In this study, I investigate how foreign language anxiety affects students’ performance during oral presentations. The study also explores how secondary school teachers in Sweden work with anxious students before, during and after an oral presentation and what approaches and exercises they find effective to use when doing so. Foreign language anxiety is a relatively new subject within language education and impacts language learning in various, mostly negative, ways. The data is collected from interviews with secondary school teachers in Sweden. The result show how these teachers identify FLA and what effects they believe it has on their students. The result also gives insight into how the teachers approach all three stages of an oral presentation to reduce symptoms that lead to increased anxiety. The study concludes by comparing the teachers’ choices to theories within language teaching to establish a pattern of what strategies are effective when dealing with FLA. In this study, I highlight the benefits of using oral presentations based on research and why every student should be given help to overcome their anxiety, so that they are prepared to use their English in high-pressure situations, such as during an oral presentation.
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DIAS, FERNANDA HENRIQUES. "SO PEOPLE CAN UNDERSTAND WHY WE CAN T WORK: AN ENGLISH TEACHER S PRESENTATION OF SELF, FEATURES OF THE SCHOOL ENVIRONMENT AND THE ROLE OF RESEARCH IN FOREIGN LANGUAGE TEACHER EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10576@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIORMotivada por questionamentos presentes ainda durante a graduação, a respeito do dia-a-dia do fazer pedagógico principalmente na escola pública, é que me coloquei como pesquisadora em duas salas de aula de Língua Estrangeira em uma escola pública de Juiz de Fora, Minas Gerais. Os dados foram construídos seguindo princípios da etnografia. Eles são constituídos por notas expandidas escritas a partir de notas de campo feitas em duas salas de aula durante as aulas de Língua Inglesa e uma entrevista feita com uma professora de Língua Inglesa. Analiso o discurso dessa professora, gerado na entrevista, e o relaciono com as notas expandidas a fim de observar os aspectos que influenciam sua prática pedagógica. Para a análise da entrevista, utilizo o conceito de footing empregado por Goffman (2002) de forma a notar os movimentos discursivos da professora e algumas facetas de seu self. Desta forma, pretendi buscar maiores entendimentos para as questões sobre as práticas pedagógicas surgidas durante a graduação, ao mesmo tempo em que refleti sobre questões concernentes à formação do professor de Língua Estrangeira e o papel exercido pela pesquisa em sala de aula durante o curso de graduação em Letras.
Impelled by questions still raised during the Graduation course regarding the everydayness of pedagogical practices mainly in the public sector, I have positioned myself as a researcher in two classrooms in which English is taught as a Foreign Language in a public school in Juiz de Fora, Minas Gerais. The data were built following principles of ethnography. They are constituted by expanded notes written from field notes taken in two classrooms during the English classes and an interview made with the teacher of English as a Foreign Language. I analyse the interview with the English teacher and relate it to the expanded notes in order to observe the aspects that influence her pedagogical practice. For the analysis of the interview, I make use of the concept of footing applied by Goffman (2002) so that I could notice the teacher s discursive movements and some facets of her self. In this way, I intended to look for more understandings regarding the questions about pedagogical practices raised in the Graduation course. In addition, I reflect upon questions concerned with Foreign Language teacher education and the role played by classroom research throughout the Letras Graduation Course.
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Kaya, Havva Eylem. "Stereotyped Gender Role Perceptions And Presentations In Elementary Schooling: A Case Study In Burdur (2001-2002)." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12604939/index.pdf.
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A schooling system that claims to offer its students the opportunities to develop their
talents and help towards self-determination in their adult lives might be expected to
have a career structure itself that demonstrated these virtues, one in which there was
equality of the genders in positions of influence and leadership, and no gender
stereotyping of roles. Apart from the fairness and consistency of that expectation, it
is also reasonable to expect the neutral template of teacher employment and textbook
selection in schools.
Many children may grow up with few books in their homes but lots of those in their
schools. Many of the textbooks used in elementary schools, according to recent
studies, contain gender stereotypes. In these, females are rarely found as central
characters and when they appear at all, they are often passive figures dependent on
male characters. Women are frequently shown in domestic rolesin most textbooks it is assumed that only males '
go out to work'
whereas daughters are the best helpers of their mothers whose sons are allowed to do what they wish. In the light of those allegations, this research is designed as a case study which addresses itself to the aim of looking into stereotyped gender role presentations existing in elementary school textbooks used by the students studying at 1st-5th grades in 2001/2002 academic year of an elementary school placed in Burdur and to see whether these students are affected by the exposure of those stereotyped gender role presentations. For this purpose, the textbooks being studied are analyzed according to pre-set categories to deduce how they include stereotyped gender role presentations and the evaluation of the effects of that exposure on students are made by asking 1st-3rd grade students to draw and 4th-5th grade students to write compositions on a given topic. This study also attempts to find out both whether Turkish elementary school teachers teaching at 1st-5th grades are aware of stereotyped gender role presentations in those textbooks that they use and their own points of view about stereotyped gender role presentations via interviews carried out with them. In conclusion, stereotyped gender role presentations are encountered in those analyzed school textbooks studied at 1st- 5th grades in 2001/2002 academic year of the elementary school placed in Burdur and the perceptions of those presentations are also obtained in the drawn and written productions of the students studied at the same school. Through the teachers'
interviews, various kinds of perceptions towards gender role concept and its stereotyped presentations that take place in those textbooks are observed in their sayings
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Svensson, Jennifer, and Linn Emanuelsson. "Den förkortade vägen till muntliga framställningar : En enkätstudie om gymnasieelevers bedömningar av tiden till den retoriska arbetsprocessens faser." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60267.
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In this study, we investigate pupils’ perceptions in Swedish 3 of the allocation of time of the Canons of Rhetoric when working with oral presentations. We also investigate which relations that exist between pupils’ perceptions of the allocation of time of the Canons of Rhetoric and perceptions of knowledge of the Canons of Rhetoric as well as perceptions of their oral presentation. The study was conducted via a questionnaire and carried out among 245 pupils. Raw data has been analysed to determine the descriptive statistics of the allocation of time of the Canons of Rhetoric and tests for statistical significance have been performed to determine the effects that the allocation of time has on pupils’ perceptions of their oral presentation. We have analysed our results by the use of the cognitive and the socio-cultural perspective. Results show that pupils feel that no phase is given sufficient time and that they believe the three first phases to be higher prioritised than the remaning phases. The amount of class hours is of importance to the perceived knowledge of the Canons of Rhetoric, how easy pupils find it creating a presentation, their sense of preparation and the perceived development as a speaker. Regarding response, emendatio, the time for teacher response does not show any significant correlation to pupils’ perceptions of their oral presentation. If peer response is given before presentations, it has a positive effect on pupils’ satisfaction with the presentation, but has otherwise no influence. In addition, teachers’ scaffolding seems to have a larger effect on pupils’ perceptions of their oral presentation than teacher and peer response. Finally, self-assessment occurs to a low extent and is shown to affect the knowledge of the Canons of Rhetoric and how easy it is creating a presentation in a positive manner.
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Emanuelsson, Linn, and Jennifer Svensson. "Den förkortade vägen till muntliga framställningar : En enkätstudie om gymnasieelevers bedömningar av tiden till den retoriska arbetsprocessens faser." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-60661.
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Abstract In this study, we investigate pupils’ perceptions in Swedish 3 of the allocation of time of the Canons of Rhetoric when working with oral presentations. We also investigate which relations that exist between pupils’ perceptions of the allocation of time of the Canons of Rhetoric and perceptions of knowledge of the Canons of Rhetoric as well as perceptions of their oral presentation. The study was conducted via a questionnaire and carried out among 245 pupils. Raw data has been analysed to determine the descriptive statistics of the allocation of time of the Canons of Rhetoric and tests for statistical significance have been performed to determine the effects that the allocation of time has on pupils’ perceptions of their oral presentation. We have analysed our results by the use of the cognitive and the socio-cultural perspective. Results show that pupils feel that no phase is given sufficient time and that they believe the three first phases to be higher prioritised than the remaning phases. The amount of class hours is of importance to the perceived knowledge of the Canons of Rhetoric, how easy pupils find it creating a presentation, their sense of preparation and the perceived development as a speaker. Regarding response, emendatio, the time for teacher response does not show any significant correlation to pupils’ perceptions of their oral presentation. If peer response is given before presentations, it has a positive effect on pupils’ satisfaction with the presentation, but has otherwise no influence. In addition, teachers’ scaffolding seems to have a larger effect on pupils’ perceptions of their oral presentation than teacher and peer response. Finally, self-assessment occurs to a low extent and is shown to affect the knowledge of the Canons of Rhetoric and how easy it is creating a presentation in a positive manner.
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Vargas, Adriana Trindade. "A CONCEPÇÃO DE PROFESSOR PRESENTE EM TEXTOS DE APRESENTAÇÃO DE LIVROS DIDÁTICOS DE PORTUGUÊS DOS ANOS 1990, 2000, 2010." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/9907.
Full textAbstract:
Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe present study aims to investigate the evaluative positions of the authors on the conception of teacher in presentation texts and in guidelines to the teacher in textual production activities in three Portuguese textbooks of distinct collections from the years of 1990, 2000, 2010. This research is grounded in Bakhtin's theoretical perspective for analysis and interpretation of materials. The utterances were described, analyzed and interpreted taking into account the historical and social time in which the sayings of the authors were constructed and the relations between these utterances were established the so-called dialogical relations, which are relations of sense. From the analysis and dialogical relationships established, we identified a conception of teacher common to the three presentation texts, a subject teacher as limited connoisseur, expression with different nuances of meaning arising from singularities present in the sayings of each textbook author. We also noted that the conception of teacher in these presentation texts is confirmed in the guidelines to the teacher in textual production activities from the textbooks. We believe it is not coincidental that unique way of conceiving the teacher, but it is a new trend in how to understand the figure of the teacher demanded by the own way of how to understand Portuguese language teaching as a mother tongue in an education system at a particular time.
O presente trabalho tem por objetivo investigar as posições avaliativas dos autores sobre a concepção de professor presente em textos de apresentação e nas orientações ao professor na atividade de produção textual em três livros didáticos de português de coleções distintas dos anos 1990, 2000, 2010. A pesquisa se sustenta na perspectiva teórica bakhtiniana para análise e interpretação dos materiais. Os enunciados foram descritos, analisados e interpretados levando-se em consideração o momento histórico e social em que os dizeres dos autores foram construídos e as relações estabelecidas entre esses enunciados as chamadas relações dialógicas, que são relações de sentido. Das análises feitas e das relações dialógicas estabelecidas, identificamos uma concepção de professor comum aos três textos de apresentação, um sujeito professor como conhecedor limitado, expressão essa com nuances diferentes de sentidos decorrentes de singularidades presentes no dizer de cada autor de livro didático. Observamos, também, que a concepção de professor presente nos textos de apresentação se confirma nas orientações ao professor na atividade de produção textual no interior dos livros didáticos. Acreditamos que não se trata de mera coincidência essa única forma de conceber o professor, mas de uma nova tendência de como entender a figura do professor exigida pela própria forma de como entender o ensino de Língua Portuguesa enquanto língua materna num sistema educacional numa determinada época.
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Akyeampong, Albert S. "The Relationship of Technology Use to Perception of Instructional Quality." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1219348065.
Full text
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Shi, Hejia, and 史和佳. "Teachers Presentation of Self in Teacher’s Professional Development Appraisal——Perspectives of Goffman’s Dramaturgy." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/8nv9zz.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩博士班
104
Teacher’s Professional Development Appraisal (TPDA) was full of controversies on values, reflected in dilemma of appraisal on whether teachers should be appraised, and dilemma of professional development on how teachers should achieve professional development. However, controversies on values were likely to be stuck in opinions rather than true facts. In order to explore and understand the true facts in TPDA, teachers’ experiences were the most important concern. Therefore, this study constructed a framework to explain teachers’ experiences in TPDA, centered with Routine, Self-attitude and Self-presentation quoted from Goffman’s dramaturgy, using participant observation and interview to discuss the specific case of two elementary school teachers during the senior part of TPDA. The findings are as follows. 1. In TPDA, routine from students to teachers was authoritative, routine from the superior was instrumental, routine from partner was communicative, and routine from self was reflective. 2. Teachers’ self-attitudes were featured with individualized characteristics like previous experiences, teaching beliefs and so on, while also featured with structured characteristics because of given objects in certain context and the interplays among attitudes of different objects. 3. There was a dialectical relation between teachers’ self-attitudes and their actions. Although self-attitudes did regulate the requirements of routines, cases of inconformity may still occur, which calls for evaluation from a third position. 4. Teachers adopted the dramaturgical strategy to establish the role of evaluator to outer appraisal committee through making use of the materials. 5. Teachers adopted the idealization strategy to cater to the idealized notions on appraisal ethics and personalities of the appraised, bearing the moral pressures in the meantime. 6. Teachers adopted the mystification strategy to excuse mistrustful audience from entering the teaching field, concealing information that may destroy the impression. 7. Factors that influenced teachers’ self-presentation also included regional and cultural ones besides routines from the audience. 8. Teachers not only responded to the routines, but also initiatively put forward routines, making their self-presentation a continuous and dynamic procedure. Based on findings aforementioned, this study raised suggestions to policy makers, administrators, teachers and researchers.
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Ching-fu, Liao, and 廖靜馥. "Presentation of Elementary School Teachers’ Practical Knowledge in Science Courses during Instructional Innovation：a Narrative Inquiry Approach." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/74307380250668214066.
Full textAbstract:
碩士國立台北師範學院
數理教育研究所
92
Through stories, the paper presented the problems of elementary school teachers encountered and the content of practical knowledge in science courses of the dealing process during instructional innovation. Using the narrative inquiry approach, I explored the presentation of this practical knowledge in the process of instructional innovation. The paper began with a literature review of instruction innovation and teacher’s practical knowledge to underline the significance of reflection. In addition, teacher Wei was invited to be a collaborator of this research. In the paper, data were collected based on narrative interviews, teaching journal, and personal paper. The narratives were then analyzed along five dimensions: potential of growth, trouble and willingness of practicing instruction innovation in science courses, student-centered teaching, a “complete” story about science teaching, and evaluation of teaching context. The main objective of the analysis was to explore teacher Wei’s original ideas and practical knowledge of instructional innovation in elementary science courses. Next, based on image, rules, cycles, rhythms, metaphor, principals, narrative unity, and personal philosophy proposed by Connelly, Clandinin, and He(1977), the paper presented teacher Wei’s practical knowledge in science courses during instructional innovation. Furthermore, the author develops the stories of narrative inquiry with the collaborator, whose support and expectation help the author deal with the problems and obtain a lot of gains.
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O’Connor, Angela. "An exploration of task presentation characteristics of elementary physical education specialist and nonspecialist student-teachers in physical education instruction." Thesis, 1994. http://hdl.handle.net/2429/3499.
Full textAbstract:
The purpose of this study is to describe the type of tasks and the characteristics of the
tasks' presentation as displayed in physical education specialist and nonspecialist student teacher
physical education elementary lessons and to identify if any differences exist between
these groups. The participants in the study were three elementary specialist and three
elementary nonspecialist student-teachers all undertaking their final 13 week practicum at
elementary schools in one school district. All of the six student-teachers were assigned to
intermediate classes of Grades 3 to 7 and were responsible for teaching physical education to
their assigned class.
An important component of task presentation is the teacher's development of content.
This is achieved through the presentation of informing, extending, refining, repeating, and
applying task types. Task type and task presentation characteristics such as the clarity, visual
demonstration completeness, number, accuracy, qualitative nature of cues, appropriateness of
pupil responses, and congruency of teacher feedback were described using The Qualitative
Measures of Teaching Performance Scale (Rink and Werner, 1989). The QMTPS was used to
analyze the three videotaped physical education lessons that each student-teacher taught in
weeks five through nine of the practicum. Interviews with the student-teachers and
observations of their teaching provided insights into the selection of task type and task
presentation. All data were presented in six single case reports and regularities and patterns
across cases were identified relative to task type and task presentation characteristics.
Differences were found between physical education specialist and nonspecialist student teachers
in task type and presentation characteristics. The specialists presented a range of task
types and the nonspecialists displayed predominantly informing tasks. A higher number of
refining and applying tasks were presented by the specialists. Time available in the lesson, the
lesson format, the student-teachers' perception of the pupils’ skill level, the student-teachers'
knowledge of the pupils' previous experience in the task, and the degree to which the content
presented was based on the decision of others in the school played a significant role in
accounting for the order and types of the tasks presented. A greater number of the specialists'
tasks were supported by demonstrations and an appropriate number of cues. Reference to
specific anatomical terms and biomechanical principles were evident in these cues. The
teaching style of the student-teacher and the lesson format influenced the presentation of the
tasks. Although the results of this multiple-case study cannot be generalized, the findings of
the study indicate a need for a greater emphasis on content development and task presentation
in physical education pedagogy courses in elementary teacher education programs. This will
assist prospective teachers, both specialist and nonspecialist, to learn to present and develop
appropriate strategies for the development of content in physical education classes.
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Jung, Shou-Wen, and 莊琇文. "A Study on the Personal Character, the Career of Value Judgment, and the Career of Presentation Discovery for Child-Teachers." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/27562485008199725514.
Full textAbstract:
碩士樹德科技大學
幼兒保育學系
95
Abstract The purpose of this study is to research the personality traits, work values and work performance of Kindergarten teachers. The questionnaire survey method is adopted and the research tools include the career of value judgment, and the career of presentation discovery. The study is divided to three sections. A survey was distributed to 1000 students who had majored in kindergarten teacher management programs and got 723 valid samples. The first section is the motives of the study, the second section is the purpose of the study, and the third section is the relation of variables. In order to the result of the study, the researcher took a survey by the questionnaire “The Character of Kindergarten -Teachers and Service” to be a researchable tool. The target of research was focused in child-teachers, who work in nursery schools and childcare centers, in Kaohsiung and Pingtung, in Taiwan. Then the researcher made use of these questionnaires to compile statistics and took an analysis by different kinds of statistics to get the data and information. According to these data and information, the researcher could understand the relation for each other clearly and could know the development and need for child-teachers more in this study. The statistic analysis by “Description Statistics”, “T-test”, “One-Way ANOVA, ”Peason’s Product-Moment Correlation”, “Structural Education Models” and “Stepwise Multiple Regression”. Based on the main findings, we got some results as below： 1. “Agreeableness and Conscientiousness”is the most many on the personality traits for the kindergarten teachers. 2. “Achievement and New Knowledge”and“Interpersonal Relationship” are the main parts on the work-values for the kindergarten teachers. 3. “In-role behavior” is the best on the work performance for the kindergarten teachers. 4. There are some significant differences on personality traits among different characteristics of Kindergarten teachers. 5. There are some significant differences on work values among different characteristics of Kindergarten teachers. 6. There are some significant differences on work performance among different characteristics of Kindergarten teachers. 7. There is positive relation to the kindergarten teachers between the personality traits and work values. 8. There is positive relation to the kindergarten teachers between the personality traits and work performance. 9. There is positive relation to the kindergarten teachers between the work-value and work- performance. 10. The personality traits and work values effected the work performance for the kindergarten teachers. 11. The whole personality traits of conscientiousness, openness, and agreeableness could significantly predict work performance. 12. The whole work values of “Achievement and New Knowledge” and “Interpersonal Relationship” could significantly predict work performance. In response to the preceding findings, this study provided several suggestions for the relative education units, the kindergarten principal teacher and the future researcher. Key word：Personality Traits, Work Values, Work Performance
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Hsu, Hazel, and 許琇皙. "The difference in cognition toward the diagram presentation of addition and subtraction bewteen low grades teachers and students at primary school." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/14727660695922350741.
Full textAbstract:
碩士國立中正大學
教育研究所
87
The three pruposes of this study are to discuss the interpretation made by students of lower grades at primary schools toward the "diagram presentation" of addition and subtraction, and to investigate the understanding of teachers toward the interpretation of students about the diagram presentation of addition and subtraction, and to realize the difference in cognition between teachers and students from their communication and interaction by diagram presentation. The framework of study is according to theory regarding constructivism, representation, pedagogical content knowledge. In this study, we applied the methods of "interview" and "questionnaire" to make survey. We conducted individual interviews among 30 students of the lower grades in primary school and asked about their "natural way of thinking" toward the diagram presentation. For teachers, we used questionnaire to explore their cognition concerning students'''''''' interpretation toward the diagram presentation. We surveyed 100 teachers of the lower grades in primary schools of Kaohsiung City. The instrument used for interview included the diagram presentations of addition and subtraction from the textbook of mathematics edited and published by the Ministry of Education, and two diagram presentations adopted in Schipper''''''''s studies (1982), and one diagram resentation mentioned in the book of "Enlightenment of Numbers and Calculation" written by Wu Hsin Hua (1992). As to the questionnaire, we compiled the "Questionnaire about Primary School Teacher''''''''s Cognition toward Students'''''''' Natural Way of Thinking in Addition and Subtraction" based on the result obtained from interview. After classification, coding, and rearrangement, we also compared the difference of interpretation between teachers and student toward the diagram presentation of addition and subtraction. The mafor findings in this study are as follows: 1. Students'''''''' natural way of thinking toward the diagram presentation of addition and subtraction. (1)Only 31%of the interviewers whose natural way of thinking could comply with the meaning of the diagram, 69% of the interviewers have different interpretation toward the diagrams. (2) The number of the students under interview showing "different interpretation with the meaning of the diagram" in "line diagram", "real object operation diagram", "symbolic operation diagram", "real object simulation diagram", and "number diagram" is not in compliance with the meaning of the diagram. Among the above five diagram presentations, "line deagram" has the most difficulty to attract the interviewers to produce a natrual way of thinking which is "in compliance with the meaning of the diagram". Although "number diagram" could be easier to attract the students under interview to produce a natural way of thinking which is "in compliance with the meaning of the diagram", yet it is only at a rate of 50%. It means that the remaining 50% of the interviewers have their natural way of thinking which is "different with the meaning of the diagram". (3) The number of the students under interview showing "different interpretation with the meaning of the diagram" in "comparision model", and "combination model", and "variation model" of the diagram presentation. Among the above three variation model, the addition and subtraction structure of the "variation model" is easy to use diagram to present its meaning while the basic structure of the "comparision model" is hard to use diagram to show its meaning. 2. To discuss thachers'''''''' cognition about the interpretation of students toward the diagram presentation of addition and subtraction. (1) Most teachers under questionnaire give a higher percentage (more than 70%) to the natural way of thinking which is "in compliance with the meaning of the diagram". (2) Most teachers under questionnaire give a lower percentage (less than 30% for impossible) to the other natural way of thinking which is "in compliance with the meaning of the diagram". 3. To compare the difference in cognition between teachers and students toward the diagram presentation of addition and subtraction. (1) The students under interview show a subjective interpretation toward the diagram presentation. (2) The teachers under interview tend to think that students should have a natural way of thinking which is in compliance with the meaning of the diagram. The result of study reveals that the meaning of representation is always constructed by individual opinion. In the process of teaching interaction, teachers have to realize the difference in cognition between teachers and students from their communication and interaction by diagram presentation. The only way to eliminate the difference of cognition between teachers and students is to esteem the students'''''''' intuition.
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Tao, Ying-ju, and 陶瀅如. "A case study of the elementary school student teachers'' student teaching weblogs’ self-presentation , network learning community and their impact on student teaching." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/jnt4z9.
Full textAbstract:
碩士國立中山大學
教育研究所
95
The blog provides the place of communication and sharing with the elementary school student teachers who practice teaching at diffinent schools. Using the blog to compose practice process provides the practice- guide organization with practice teachers'' another guide channel.The researcher wants to understand how student teachers use the blogs. This study aims to explore the process and the impact of the use of blogs by 10 student teachers on'' self-presentation and the internet learning community during one year student teaching practicum. Thus, the purposed of this study are: 1) to observe the self-presentation of blog use in the progress of student teaching, 2) to explore the culture of the internet learning community formed from the blogs of elementary school practice teachers, and 3) to explore the impact of blog writing on the self-presentation and the internet learning community for student teachers. This study uses qualitative research methods, including non-participant observation, interviews, and documentary reviews. After careful examination and analysis of the data collected, the following conclusions are reached: 1. The issue of trust and privacy of public blogs remains a challenge for the use of blogging in education. 2. Blogging helps to generate self-reflection. 3 . The main activity on the blog by the student teachers is journal writing instead of interacting with other student teacher peers. 4. The culture of the internet learning community in the blog environments for the participating student teachers is formal and serious. 5. Student teaching weblogs are not only a "performance stage" but also a "supportive community". The conclusions of this study would be served as suggestions and references for follow-up research. The suggested of this study are: 1) compare the student teacher use paper with blog to write daily record.2) the public of blog have the influence of student teachers.3) which is the factor obstructed student teacher interaction the discussion.
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Higham, Sonja. "Teacher's interactions during storybook reading." Diss., 2008. http://hdl.handle.net/2263/30327.
Full textAbstract:
Introduction: The development of thinking skills is increasingly evolving as the one most important goals of formal primary and secondary education. Storybook reading is a well-established routine in early learning classrooms ranging from early preschool to foundation phase. As these interactions can typically be quite rich in exchanges and inquiry, the impact of book reading routines is significant, particularly as reading to young children plays a significant role in preparing them for later schooling. Aim: To describe how teachers interact during storybook reading with Grade R children. Methods: This study investigated five teacher’s interactions during storybook reading with their grade R (reception) classes in rural Zululand. The teachers were videotaped during 3 storybook reading sessions, these interactions were translated, transcribed and coded. Results and analysis: The results indicated that all five teachers interacted with the children throughout the storybook reading procedure. The teachers used a number of techniques that were suggested by researchers to increase oral language gains, emergent literacy gains and high cognitive thinking skills. Although teachers mainly used low cognitively challenging utterances, it was found that the teachers who gave the children the focus of control in the session, produced more high cognitively challenging utterances. The unfamiliar book was found to produce a higher percentage of high cognitive level utterances and teachers, who focused, not only on the story itself but on other concepts, produced more high level cognitive utterances. In general teachers seemed to favor requesting of information as a method of interaction and the highest percentage of high cognitive utterances, were found during the after reading period. Directions for intervention and for future research are discussed in light of the results.Dissertation (MA)--University of Pretoria, 2008.
Centre for Augmentative and Alternative Communication (CAAC)
Unrestricted
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"Translating Teacher’s Manuals into Digital Presentations: PowerPoint Presentations as Educative Curriculum Materials." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53636.
Full textAbstract:
abstract: This action research study primarily examined how educative curriculum materials (i.e., curriculum materials that include supports for teacher learning) can improve a teacher’s knowledge base and ability to succeed in the classroom. The focus was on the impact of one type of educative curriculum material: PowerPoint presentations. Specifically, the study investigated if translating teacher’s manuals into digital presentations was valued by general education teachers responsible for teaching Engage NY math in kindergarten, first, second, and third grades. The study asked teacher participants to describe the impact (if any) of adding a digital presentation component to their lessons and investigated if they self-reported increased Pedagogical Content Knowledge (PCK), which is a teacher’s understanding of how to help students understand specific subject matter. Using questionnaires, interviews, and field notes, the following research questions were examined: 1) How do teachers describe the impact that pre-made digital slide share presentations (i.e., PowerPoint presentations) have on lesson planning, preparation, and pacing and 2) What impact does translating teacher’s manuals into digital slide share presentations (i.e., PowerPoint presentations) have on teacher’s pedagogical content knowledge? Results indicate that teacher participants found the presentations to be helpful and positively impacted their lesson planning, preparation, and pacing, and improved their perception of their own abilities when presenting Engage NY math content.Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019
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Yang, Wan-Ching, and 楊宛靜. "Structuring Oral Presentations: How Experts Do it, How Textbooks Teach it and How Teachers Perceive it." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/688dg9.
Full textAbstract:
碩士國立清華大學
外國語文學系所
105
Oral presentation is one of the most important language skills for English language learners to develop or possess in both academic and workplace settings (Evans, 2013; Kim, 2006). However, oral presentation instruction is often challenged by the lack of authentic materials in ESL/EFL settings (Moll, 2007). Although textbooks are constantly criticized, little studies have been conducted to examine whether instructions in textbooks are far from how presentations are delivered in real life. Drawing on Chang and Huang’s (2015) move and step prototype, the present study compares presentation structures taught in commonly-used textbooks with those employed by TED speakers and explores how experienced EFL instructors perceive and teach presentation structures and utilize online resources (such as TED talks) to aid their instructions. Four textbooks and interviews with four experienced instructors were compiled and analyzed to examine how presentation structure is taught in class and how such instruction differs from the way that experts structure their presentations in real life. The findings reveal that even though differences do exist between the instructions provided in textbooks and the structures employed by presenters in real life, there are similarities regarding the frequencies and sequence of moves and steps between these two datasets. As for instructors, when teaching presentations, it appears that they offer more instructions on introductory and concluding moves, and have mixed opinions toward whether TED talks are suitable authentic materials to be applied in presentation classes. The findings suggest that material developers may need to include contents currently insufficient in the textbooks and consider authenticity, instructors’ and learner’s needs when designing textbooks. In addition, practitioners are encouraged to pay more attention to the selection of textbooks and evaluate their instructional materials through applying existing models.
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Ndlovu, Mdutshekelwa. "An analysis of teacher competencies in a problem-centred approach to dynamic Geometry teaching." Diss., 2004. http://hdl.handle.net/10500/2036.
Full textAbstract:
The subject of teacher competencies or knowledge has been a key issue in mathematics
education reform. This study attempts to identify and analyze teacher competencies
necessary in the orchestration of a problem-centred approach to dynamic geometry
teaching and learning. The advent of dynamic geometry environments into classrooms
has placed new demands and expectations on mathematics teachers.
In this study the Teacher Development Experiment was used as the main method of
investigation. Twenty third-year mathematics major teachers participated in workshop
and microteaching sessions involving the use of the Geometer's Sketchpad dynamic
geometry software in the teaching and learning of the geometry of triangles and
quadrilaterals. Five intersecting categories of teacher competencies were identified:
mathematical/geometrical competencies. pedagogical competencies. computer and
software competences, language and assessment competencies.Mathematical Sciences
M. Ed. (Mathematical Education)
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Ndlovu, Mdutshekelwa. "An analysis of teacher competences in a problem-centred approach to dynamic geometry teaching." Diss., 2004. http://hdl.handle.net/10500/23786.
Full textAbstract:
The subject of teacher competences or knowledge has been a key issue in mathematics education reform. This study attempts to identify and analyze teacher competences necessary in the orchestration of a problem-centred approach to dynamic geometry teaching and learning. The advent of dynamic geometry environments into classrooms has placed new demands and expectations on mathematics teachers.
In this study the Teacher Development Experiment was used as the main method of investigation. Twenty third-year mathematics major teachers participated in workshop and microteaching sessions involving the use of the Geometer’s Sketchpad dynamic geometry software in the teaching and learning of the geometry of triangles and quadrilaterals. Five intersecting categories of teacher competences were identified: mathematical/geometrical competences, pedagogical competences, computer and software competences, language and assessment competencies.Mathematics Education
M. Ed. (Mathematics Education)
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Milerová, Helena. "Role učitele výtvarné výchovy zaměřená na prezentaci školní výtvarné tvorby." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329211.
Full textAbstract:
Researched topic of the thesis is The role of art teacher education focused on the presentation of art works. Art teacher is given in context to the curator of the exhibition, the curatorial activities. Curator of the exhibition is a relatively new professional level, very important especially for contemporary art. The theoretical part of the work confronts profession of educator and curator of the exhibition. It searchs for a new fields of two environment meanings that combines art. Interest is whether and how the profession of the teacher and curator of visual encounter is met. I search and describe this during studies. Subsequent interest is the presentation of pupils' work, and whether it is an important part of the activity of fine art teacher, looking for steps it goes through. As well as what the teacher's attitude towards exhibitions and other forms of presentation of pupils' work. Educated high school students are familiar with the possibilities and circumstances presenting their own works of art, learn about the background of the exhibition project. On the basis of the theory and history of art, conceptual art are the art works created and then are applied for the exhibition. From the didactic point of view exhibition is an educational component of learning. Of the findings, supported by...
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Moura, João Batista de. "Inconsistências e interferências em apresentações didáticas multimídia e orais: estudo de caso dos impactos da formação midiático-pedagógica em licenciandos do IFRN, suas produções, análises e reflexões." Doctoral thesis, 2018. http://hdl.handle.net/1822/59012.
Full textAbstract:
Tese de Doutoramento em Ciências da Educação (Especialidade em Tecnologia Educativa)No mundo acadêmico ocorrem milhares de eventos educativos todos os dias e a comunicação verbal e não verbal entre as pessoas é auxiliada por apresentações com recursos áudio-scriptovisuais. Este estudo investiga o fenômeno das inconsistências e interferências que acontecem nas apresentações e suas implicações na criticidade e produtividade de professores em formação inicial. Para se chegar a uma interpretação solucionadora diante desta problemática, o estudo objetiva investigar como uma formação midiático-pedagógica, envolvendo dois grupos integrados de licenciandos, impacta na produção e análise crítica de suas próprias apresentações didáticas multimídia e orais, considerando o fenômeno das inconsistências e interferências subjacentes. No plano teórico inerente à problemática, o estudo é multifacetado e se fundamenta na teoria cognitiva da aprendizagem multimídia; nas dimensões do design, multimídia, cognitiva, didática, verbal e não verbal; nos processos reflexivos para-ação, na-ação e sobre-a-ação; e nos quatro estágios da competência. A investigação baseia-se em uma abordagem multimetodológica, predominando a lógica qualitativa, corroborada por dados quantitativos. Ao mesmo tempo, configura um estudo de caso único (Tipo 2), com duas unidades integradas, em ambiente de pesquisa-ação, que utiliza procedimentos descritivos, analíticos e interpretativos, assim como exploratórios, em face dos insights e das necessidades circunstanciais. A formação midiático-pedagógica foi realizada ao longo de 14 sessões, entre junho de 2013 a março de 2014 e contou com 20 participantes, sendo 10 licenciandos em Espanhol e 10 em Geografia. Após a implementação da formação midiáticopedagógica e a coleta dos dados, foram usadas técnicas de análise documental e de conteúdo. O tratamento e a triangulação dos dados foram bastante abrangentes e possibilitaram uma validação interna consistente, que envolveu questionários, diários de atividades, entrevistas semiestruturadas orais, listas de verificação e comparação; fichas de análise e sugestões; slides, fotos e vídeos. Baseado nas análises e inferências dos resultados, foi possível responder à questão de estudo e concluir que a formação midiático-pedagógica impactou os participantes de maneira bastante significativa e diversificada. Os resultados revelaram que o estudo promoveu: (a) a aquisição das competências procedimental e analítica para, respectivamente, produzir e analisar, criticamente, as apresentações didáticas multimídia e orais; (b) o aumento de 61% na produção de slides com diminuição de 46% nos índices de inconsistências e interferências; (c) a identificação, com eficiência e eficácia, nos índices de inconsistências e interferências, onde 595 ocorrências foram identificadas nos slides, fotos e vídeos e 144 nas mensagens verbais e não verbais; (d) a melhoria de 40% na percepção do aprendizado, de acordo com os diários de atividades e a melhoria de 45% na percepção do aprendizado, de acordo com as entrevistas orais; (e) a melhoria na qualidade comunicativa das apresentações didáticas multimídia e orais; (f) o aumento na retenção de vocabulário específico; (g) a aquisição de transferência de aprendizagem aproximada e distanciada; (h) o aumento da capacidade reflexiva, crítica, autônoma e emancipatória; (i) a identificação e solução de problemas diversos. Enfim, os resultados deste estudo contribuem com a literatura científica, devido à singularidade da problemática, com base na perspectiva de dois grupos integrados de licenciandos do IFRN e revelam a necessidade de repensar a importância da temática apresentada, como pré-requisito para que os professores alcancem a excelência profissional.
In the academic world there are thousands of educational events every day and verbal and nonverbal communication among people is aided by presentations with audio-scripto-visual resources. This study investigates the phenomenon of the inconsistencies and interferences that occur in the presentations and their implications on criticality and productivity of prospective teachers. In order to attain a final interpretation for this problem, the study aims to investigate how a pedagogical media program involving two integrated groups of prospective teachers, impacts the production and critical analysis of their own multimedia and oral didactic presentations, taking into account the phenomenon of underlying inconsistencies and interferences. In the theoretical aspect inherent to the problem, the study is multifaceted and is based on the cognitive theory of multimedia learning; the design, multimedia, cognitive, didactic, verbal and non-verbal dimensions; the processes of reflection for-action, in-action, and on-action; and the four stages of competence. The research is based on a multi-methodological approach, mostly qualitative, corroborated by quantitative data. At the same time, it is a (Type 2) single-case study, with two embedded units, in an action-research environment, which uses descriptive, analytical and interpretative, as well as exploratory procedures, due to the insights and circumstantial needs. The pedagogical media program was carried out during 14 sessions, between June of 2013 to March of 2014, with 20 participants, 10 prospective teachers in Spanish and 10 in Geography. After implementation of the pedagogical media program and data collection, document and content analysis techniques were used. The treatment and triangulation of the data were quite comprehensive and allowed for consistent internal validation, which involved questionnaires, activity journals, oral semi-structured interviews, checklists and comparison, analysis sheets and suggestions, slides, photos and videos. Based on the analyzes and inferences of the results, it was posible to answer the research question and conclude that the pedagogical media program impacted the participants in a very significant and diversified way. Findings revealed it promoted: (a) the acquisition of procedural and analytical competencies (skills) to, respectively, produce and analyze, in a critical way, the multimedia and oral didactic presentations; (b) a 61% increase in slide production with a 46% decrease in the number of inconsistencies and interferences; (c) the identification, with efficiency and effectiveness, in the number of inconsistencies and interferences, where 595 occurrences were identified in slides, photos and videos and 144 in verbal and non-verbal messages; (d) a 40% improvement in the perception of learning as indicated by activity journals, and a 45% improvement in the perception of learning as indicated by oral interviews; (e) the improvement in the communicative quality of multimedia and oral didactic presentations; (f) the increase in retention of specific vocabulary; (g) the aquisition of far and near transfer of learning; (h) the increase in the reflective, critical, autonomous and emancipatory capacity; and (i) the identification and solution of several problems. Finally, the results of this study contribute to the scientific literature, because of the uniqueness of the problem, based on the perspective of two integrated groups of prospective teachers from IFRN and reveal the need to rethink the importance of the theme presented, as a prerequisite for teachers to achieve professional excellence.