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Downey, Michael John, i res cand@acu edu au. "Experiences of Teachers’ Daily Work Which Nourish and Sustain the Spirituality of Lay Teachers in Catholic High Schools". Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006.
Pełny tekst źródłaDowney, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in Catholic high schools". Thesis, Australian Catholic University, 2006. https://acuresearchbank.acu.edu.au/download/07b01d13f59fb122a30149bac8f230480d03c07a4174aff214fb6d3802f9bd79/644318/64850_downloaded_stream_75.pdf.
Pełny tekst źródłaStarr, Eileen. "A description of the motivations for teaching identified by lay volunteer Sunday school teachers". Theological Research Exchange Network (TREN), 1988. http://www.tren.com.
Pełny tekst źródłaHandy, Jessica. "Foundations for teaching as ministry a pilot study of small group vocational discernment in teacher education programs at Christian colleges and universities /". Theological Research Exchange Network (TREN), access this title online Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
Pełny tekst źródłaHumphries, James P. "A bible school model for equipping pastors, lay leaders, and teachers for the work of Christian service in the country of Jamaica". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0016/NQ46680.pdf.
Pełny tekst źródłaGouveia, Cristiane Talita Gromann de. "A proposta nos módulos do Projeto Logos II e a prática docente do professor-cursista em Rondônia /". Rio Claro, 2019. http://hdl.handle.net/11449/182489.
Pełny tekst źródłaResumo: Na década de 1970, foi implantado o Projeto Logos II em alguns estados do Brasil, com objetivo de formar professores não habilitados que estavam atuando em sala de aula nas quatro primeiras séries do 1º Grau. Em regime emergencial, esse programa habilitava em nível de segundo grau e magistério, trabalhava com o ensino a distância no sistema modular. Em Rondônia, estudos apontam que o Projeto foi desenvolvido de 1976 a 1994, mas, apesar de sua importância para a educação, uma vez que foi um dos primeiros no estado e representou uma possível via de entrada de propostas educacionais, não há pesquisas que tratem especificamente da formação dos cursistas do Logos II. Assim, a pesquisa aqui delineada, tem como objetivo elaborar uma interpretação histórica a partir dos materiais didáticos do Logos II, estabelecendo relações com os depoimentos dos professores rondonienses que abordam o cotidiano escolar da época em que cursaram o referido projeto (1976 a 1994). Como fontes, foram considerados os módulos, as legislações, as fichas de matrículas, os históricos escolares, os diplomas e outros documentos dos cursistas referentes ao Logos II, além disso, analisamos também as entrevistas que foram realizadas com professores-cursistas nas cidades de Ariquemes, Pimenta Bueno e Vilhena, amostras de locais onde o projeto funcionou. Como aportes teórico-metodológicos, têm-se, principalmente, o paradigma indiciário de Ginzburg (1989; 2002; 2008), o conceito de documento como citado por Le Goff (... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: In the 1970s, the Logos II Project was implemented in some states of Brazil, aiming to train unqualified teachers who were working in the classroom in the first four grades of the first et school. In an situation, this program enabled at the second level and teaching, it mas developed with distance learning in modular system. In Rondônia, studies indicate that the Project was developed from 1976 to 1994, but despite its importance for education, since it was one of the first in the state and represented a possible way of disseminate educational proposals, there is no research about specifically training of the students of Logos II. The purpose of this research is to elaborate a historical interpretation based on the Logos II didactic material, establishing relations with the testimonies of the Rondonians teachers who approach the school daily life of the period in which they studied the project (1976 to 1994). As sources, we considered the modules, legislation, enrollment forms, school records, diplomas and other documents of the trainees referring to Logos II, in addition, we also analyzed the interviews that were carried out with teachers-students in the cities of Ariquemes , Pimenta Bueno and Vilhena, samples of places where the project worked. As a theoretical-methodological contribution, the Ginzburg (1989, 2002; 2008) paradigm, the concept of a document as quoted by Le Goff (2003), the critique of Bloch's paper (2001), the triangulation of data of Mathison (1988), Peter... (Complete abstract click electronic access below)
Doutor
Gouveia, Cristiane Talita Gromann [UNESP]. "O Projeto Logos II em Rondônia: a implantação do projeto-piloto e as mudanças em sua organização político-pedagógica". Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/134221.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Na década de 70 do século XX, em alguns estados do Brasil, foi implantado o Projeto Logos II, com o objetivo de formar, em regime emergencial, professores que eram leigos, habilitados em segundo grau para exercício do magistério. Esse programa trabalhava com sistema modular e possuía um plano de atividades diversificado e flexível, no qual o aluno estabelecia seu próprio ritmo de aprendizagem. Os encontros com o orientador de ensino eram mensais, quando aconteciam também as aplicações de testes. No estado de Rondônia (extinto Território Federal de Rondônia), levantamentos apontam que o Projeto foi desenvolvido entre as décadas de 1970 a 1990. Assim, as questões que norteiam esta pesquisa são: como se deu a implantação do projeto-piloto e quais foram as mudanças na organização política-pedagógica do Projeto Logos II em Rondônia? Dessa forma, o estudo que propomos tem como objetivo elaborar uma interpretação histórica sobre a implantação e funcionamento do projeto-piloto do Projeto Logos II no estado de Rondônia, bem como analisar as mudanças na sua organização política-pedagógica ao longo do tempo. A investigação situa-se na área da História da Educação, com ênfase na formação de professores, e segue, na historiografia, a corrente "História Cultural", tendo como aportes teóricos, principalmente, o paradigma indiciário de Carlo Ginzburg, o conceito de “história cultural” de Peter Burke, a crítica ao documento de Marc Bloch, o documento/monumento como posto por Jacques Le Goff e, finalmente, as teorias sobre os diversos tipos de memória de Maurice Halbwachs. Como fontes históricas foram consideradas as legislações, fichas de matrículas, históricos escolares, diplomas, módulos, fotos de alunos e professores, além de outros documentos, bem como entrevistas que foram realizadas com alunos, professores e coordenadores da cidade de Vilhena-RO. Constatamos como principais resultados a mudança no perfil do projeto entre a época do Governo da Ditadura Militar, com um controle centralizado, e a da Nova República, baseada em valores democráticos, o que influenciou na descentralização do Logos II, deixando o programa de ser responsabilidade da esfera Federal e passando a ser controlado pelos estados. Com o passar do tempo, o Projeto, que inicialmente era pautado no modelo tecnicista Taylorista/Fordista, seguiu o fluxo das mudanças ocorridas na educação no país e passou a adotar as características do modelo Toyotista. No Logos II, vimos os indícios do modelo Toyotista por diversas vias, como, por exemplo, pelo controle da qualidade por meio das provas abrangentes. Na estrutura do projeto, houve mudanças na função do supervisor docente e orientador de aprendizagem, que passaram a ser uma única função. Os conteúdos dos módulos passaram por reajustes à medida que o MEC e o CETEB foram percebendo a necessidade. No início do programa, o Estágio era supervisionado, depois passou a ser não supervisionado, tendo como apoio os Encontros Pedagógicos e o microensino, e, posteriormente, voltou a ser supervisionado - porém, como uma fusão dos dois modelos anteriores.
In the 1970s, in some states of Brazil, the Project Logos II was implemented, aiming at rapidly training teachers who were laymen, certified to teach having only completed their secondary education. The program worked with a modular system and had a diverse and flexible plan of activities, in which the students were able to establish their own learning pace. There were monthly meetings with the educational advisor, when the application of tests also took place. In the state of Rondônia (former Federal Territory of Rondônia), surveys show that the project was developed between the 1970s and the 1990s. So, the questions that guide this research are: how was the implementation of the pilot project and what were the changes in the political and pedagogical organization of the Project Logos II in Rondônia? This way, the study that we propose aims at developing a historical interpretation of the implementation and execution of the pilot project of the Logos II in the state of Rondônia and at analyzing the changes in its political and pedagogical organization over the time. The research is placed in the area of the History of Education, with emphasis on teacher training, and follows, in historiography, the “Cultural History” movement and has as its theoretical contributions, mainly, Carlo Ginzburg’s paradigm of evidence, Peter Burke’s “cultural history” concept, Marc Bloch’s documentary criticism, the document/monument as in Jacques Le Goff and, finally, Maurice Halbwachs’ theories on the various types of memory. Taken as historical sources were the laws, the enrollment records, the school transcripts, the diplomas, the modules, photos of students and teachers, as well as other documents and interviews that were conducted among students, teachers and coordinators in the city of Vilhena-RO. As a main result, we concluded that there was a shift in the profile of the project between the period of the Military Dictatorship, with centralized control, and of the New Republic, based on democratic values, which influenced the decentralization of the Logos II, withdrawing responsibility from the Federal Government and passing it on to the states. Over the time, the project, which was initially based on the Taylorist/Fordist technicist model, followed the flow of changes in the national education and started to adopt the characteristics of the Toyotism. In Logos II, we saw the evidences of the use of the Toyotism in various aspects as, for example, in quality control by the means of comprehensive tests. In the structure of the project, there were changes in the functions of the teaching supervisor and of the learning advisor, which merged into a single position. The contents of the modules went through readjustments as Ministry of Education and the CETEB realized its necessity. In the beginning of the project, the internship program was supervised, then it became unsupervised, counting on the support from the Pedagogical Meetings and the microteaching, subsequently, it became supervised again - however, as a fusion of the two previous models.
FAPESP: 2014/01638-1
Murta, Cláudia. "Tornar-se professor: um estudo sobre professores leigos amazônidas". Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-11102006-080015/.
Pełny tekst źródłaThis study had as a starting point the pedagogical practice of Amazonian teachers who lived on the banks of the rivers or in the forest and who started working in the condition of lay teachers. Some of them had not even completed their first four years of elementary school. Some had not themselves even reached the level of schooling they were teaching at. It caught my attention, in their practice, the authority they invested themselves with, as they took over their positions as teachers in spite of their incomplete or deficient educational background made worse by their extremely adverse conditions of working, in schools built on stilts on the banks of the river, or in straw shacks in the forest, with multi-level classes. Willing to understand how such a pedagogical practice is possible, I set as the objective of my research project to understand how someone becomes a teacher apart from the official system of schooling and certification, that is, what resources entitle and legitimate a lay teacher to occupy the teaching position. In order to achieve that objective, I analyzed compositions (under the title How did I become a teacher?), written by sixteen teachers who started working as lay teachers, in which they tell about and interpret the path they followed in their teaching careers. I drew on discourse analysis as proposed by Marlene Guirado: an institutional discourse reading. This type of analysis deals with the way the effects of recognition and ignorance take place in individual discourses, in institutional practices. At the same time I adopted the concept of transference to understand how, as they reconstructed their professional career, the teachers constructed meanings related to their personal histories, to teachers who represented key roles in their lives, to school as an institution, and to modern pedagogy (the prevailing discursive practice from where all this network of meanings was possible in the compositions). The analysis of the compositions showed that becoming a teacher means constructing, repeating, (re)producing, in a particular way, an institutional discursive practice that is in itself the resource which entitles the teacher, including the lay teacher, to take over the position of the one who teaches. At the end of the study it was also possible to assume that those resources are not restricted to lay teaching. The results allow us to state that, in general, becoming a teacher is taking over the position of the one who teaches, a position that comes to existence just as the subject expresses himself or herself within it. I conclude this dissertation arguing that lay teaching consists in a discontinuity in modern pedagogy discourse, in spite of, paradoxically, being part of it.
Peretti, Jonah H. "Teacher's LAB : a platform for teacher learning". Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/62355.
Pełny tekst źródłaIncludes bibliographical references (leaves 75-76).
The Teacher's LAB software application is a development platform for innovative classroom activities. Educators can use the tool to construct and share representations of their day-to-day classroom practices. Through the process of representing, constructing, and sharing, teachers engage in critical reflection about their own practice. In my pilot study, this reflection helped teachers recognize essential educational building blocks. I call these elements pedagogical patterns and argue that understanding these patterns is a key dimension of teacher learning. Teacher's LAB promotes this understanding, helping classroom teachers become more reflective practitioners. Furthermore, using the software to share pedagogical patterns challenges the isolation of working teachers by allowing them to co-construct lessons with their colleagues. Educators and curriculum developers can collaboratively develop an expanding pattern language of pedagogy, leading to improved educational practices and new opportunities for learning.
Jonah H. Peretti.
S.M.
AraÃjo, Maria das GraÃas de. "TrajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de Itapiuna/Ce". Universidade Federal do CearÃ, 2010. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=5313.
Pełny tekst źródłaSituada no campo da histÃria e memÃria da educaÃÃo, esta pesquisa investiga o processo de formaÃÃo e profissionalizaÃÃo de professoras leigas do municÃpio de ItapiÃna/CE. Objetivou-se investigar a constituiÃÃo das trajetÃrias de formaÃÃo e profissionalizaÃÃo de professoras leigas da zona rural do municÃpio de ItapiÃna/CE, entre o final da dÃcada de 1960 a 1990, perÃodo em que as professoras vivenciaram suas experiÃncias docentes e cursaram o 1 e 2 graus atravÃs dos cursos de qualificaÃÃo destinados aos professores. Para tal intento, utilizou-se a histÃria oral enquanto mÃtodo de investigaÃÃo, tendo por base as entrevistas narrativas, nas quais um grupo de 10 (dez) professoras discorreu acerca de seus processos de formaÃÃo e profissionalizaÃÃo docentes. A anÃlise foi feita a partir de fragmentos significativos das narrativas dos sujeitos. O aporte teÃrico utilizado baseou-se nos postulados de Certeau (2002), Hobsbawm (1995) e Le Goff (2005) acerca da compreensÃo da histÃria e de sua escritura. Com relaÃÃo à HistÃria Oral, buscaram-se as idÃias de Thompson (1992) e Jucà (2001). A respeito das histÃrias de vida tiveram-se as contribuiÃÃes de Souza (2006) e Jucà (2001). As anÃlises das narrativas referentes à formaÃÃo e profissionalizaÃÃo docentes apoiaram-se nas idÃias de ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) e Tardif & Lessard (2007). Sobre as questÃes relativas aos professores leigos corroboraram Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). Jà em relaÃÃo aos cursos de qualificaÃÃo de professores leigos foram imprescindÃveis as idÃias de Tesser (1992), Sousa & Dreifuss (1986) e Onesti (1985). A anÃlise das narrativas possibilitou evidenciar o modo como as professoras vivenciaram suas experiÃncias de formaÃÃo escolar situadas num contexto de dificuldades e de superaÃÃo. Mostram ainda as condiÃÃes precÃrias de trabalho no inÃcio da profissÃo docente e a sistemÃtica da realizaÃÃo dos cursos de qualificaÃÃo de 1 e 2 graus destinados aos professores leigos. A investigaÃÃo demonstra que os elementos do contexto histÃrico e geogrÃfico de dada regiÃo influenciam direta ou indiretamente as aÃÃes dos sujeitos forjando estratÃgias de superaÃÃo ou acomodando-se ao meio em que estÃo situados. Elucida que a dinÃmica do processo investigativo se dà num movimento de construÃÃo que favorece a compreensÃo dos fenÃmenos sociais, mesmo que se perceba os limites da ciÃncia, visto que a realidade à sempre mais complexa. Evidencia que a formaÃÃo e a profissionalizaÃÃo docente sÃo processos que estÃo intrinsecamente ligados, visto que se inter-relacionam e se completam num movimento contÃnuo de aprendizagem e modificaÃÃes que vivem cada docente. O estudo demonstra ainda que a formaÃÃo feita de modo aligeirado fragmenta o saber necessÃrio a uma boa atuaÃÃo docente, embora favoreÃa a melhoria da prÃtica educativa. Considera tambÃm a necessidade de outras investigaÃÃes, sobretudo, no que diz respeito aos resultados do trabalho dos professores leigos
Placed in the realm of history and memory of education, this research investigates the process of education and professionalization of lay teachers in the town of ItapiÃna/CE. The aim was to investigate the constitution of trajectories of education and professionalization of lay teachers of the rural area of the town ItapiÃna/CE, between the end of the 1960âs to 1990, period in which the teachers lived their teaching experiences and received their elementary, middle and high school diplomas through the qualification programs aimed at teachers. For that, oral history was employed as the investigation method, underpinned by narrative interviews, in which a group of 10 (ten) teachers talked about their processes of teacher education and professionalization. The analysis was made from meaningful fragments of the narratives of the subjects. The theoretical framework employed was based on the postulates of Certeau (2002), Hobsbawm(1995) and Le Goff (2005) on the understanding of history and its writing. In what regards Oral History, the ideas of Thompson (1992) and Jucà (2001) were sought. Regarding life histories there were the contributions of Souza (2006) and Jucà (2001). The analyses of the narratives regarding teacher education and professionalization were based on the ideas of ImbernÃn (2009), Moita (2000), NÃvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) and Tardif & Lessard (2007). The issues regarding lay teachers were corroborated by Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). As to what concerns the qualification programs for lay teachers, the ideas of Tesser (1992), Sousa & Dreifuss (1986) and Onesti (1985) were indispensable. The analyses of the narratives made possible to evidence the way that lay teachers lived their experiences of school education situated within a context of difficulties and the overcoming of limitations. They also show the precarious working conditions in the early stages of the teaching practice and the logistics of realization of the qualification programs of elementary, middle and high school levels for the lay teachers. The investigation demonstrates that the elements of the historical and geographical context of a given region influences directly or indirectly the actions of the subjects, yielding strategies to overcome limitations or to be satisfied with the environment in which they are situated. It elucidates that the dynamics of the investigation process takes place in a movement of construction that favors the understanding of the social phenomena, even if one perceives the limitations of Science, once reality is always more complex. It evidences that teacher education and professionalization are intrinsically linked processes, as they inter-relate and complete each other in a continuous movement of learning and changes that each teacher experiences. The study also demonstrates that the teacher education carried out hurriedly fragments the knowledge that is necessary to a good teaching performance, even though it favors the improvement of the educational practice. It also considers the need of further investigation, especially in what regards the outcomes of the work of the lay teachers.
Reis, Maria Elidia Teixeira. "Formação de professores leigos em serviço : um estudo sobre saberes e praticas docentes em geometria". [s.n.], 2007. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252448.
Pełny tekst źródłaTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Esta pesquisa analisou um processo de formação de professores leigos, em serviço, que tinha como objetivo responder à seguinte questão investigativa: Como os professores â?¿ principalmente leigos em serviço â?¿ percebem, narram e evidenciam as contribuições e as limitações da formação acadêmica ocorrida durante um curso emergencial de Licenciatura Plena Parcelada (LPP) em Matemática, especialmente em relação à sua prática e aos seus saberes docentes em Geometria? Para respondê-la, foi realizado um estudo de caso qualitativo de uma turma de Matemática de LPP da cidade de JataÃ, Goiás, envolvendo uma investigação mais aprofundada de dois de seus participantes que possuÃam mais de dez anos de experiência docente. O material de análise e interpretação foi constituÃdo por questionários aplicados à turma, documentos relativos ao projeto de LPP, entrevistas semi-estruturadas realizadas com três professores-formadores do curso e com os dois professores-alunos que tiveram suas aulas observadas. O processo de análise e interpretação desse material foi desenvolvido em torno de três eixos: (1) A exploração e a valorização dos saberes da experiência e a relação destes com os saberes da formação acadêmica no curso de LPP em Matemática. (2) Os problemas, limites e dificuldades enfrentados pelos professores-alunos e professores-formadores no decorrer do curso. (3) O que pensam e relatam os docentes alunos e formadores a respeito das contribuições desse curso. Os resultados mostraram que o curso de LPP em Matemática investigado, de um lado, contribuiu para que os professores leigos obtivessem a qualificação profissional almejada e exigida pela atual legislação, mas, de outro, apresentou poucas evidências de desenvolvimento profissional de seus participantes. Essa conclusão apóia-se no fato de que, embora o projeto de LPP do Estado de Goiás tivesse, no papel, o propósito de articular teoria e prática, na prática, os saberes experienciais e a prática pedagógica dos professores-alunos não foram valorizados/explorados e nem tomados como objeto efetivo de reflexão e problematização durante o curso. Talvez essa seja a principal razão pela qual seus participantes tenham apresentado poucos indÃcios de mudança de suas práticas e de seus saberes docentes relativos ao ensino de Geometria
Abstract: This research was aimed at analyzing the educational process of a group of lay teachers during a period of teaching activity, seeking to answer the following investigative question: How do teachers â?¿ especially lay teachers during teaching activity â?¿ perceive, narrate, and elicit the contributions and limitations to academic education acquired during a remedial emergency course of full partitioned licensorship (â?¿Licenciatura Plena Parceladaâ??, or LPP) on mathematics, especially in relation to their practice and their teaching knowledge in geometry? In order to answer this question, a qualitative case study of a mathematics LPP group was carried out in the city of JataÃ, Goiás, involving a deeper investigation of two of its participants, who had been through over ten years of teaching experience. The material for analysis and interpretation was composed of questionnaires answered by the group, documents related to the LPP project, semi-structured interviews with three teachers-educators of the course and two teachers-students who had their classes observed. The process of analysis and interpretation of this material was developed on three bases: (1) The exploration and valorization of experience knowledge and its relation to the knowledge from academic education in the mathematics LPP course; (2) the problems, limits and difficulty faced by teachers/students and teachers/educators during the course; and (3) what teachers-students and educators think and tell about the contributions of this course. The results showed that, on the one hand, this LPP mathematics course has made it possible for the lay teachers to have the professional qualification that they desired and that is legally required, but, on the other hand, it has presented little evidence of professional development for its participants. This conclusion is drawn from the fact that, although the LPP project in the state of Goiás had been planned to connect theory and practice, the experience knowledge and the teachers-studentsâ?¿ pedogogical practice were not actually valued or explored; neither were they taken as the real object of reflection and questioning throughout the course. Maybe this is the main reason why its participants presented few signs of change in their teaching habits and knowledge regarding geometry teaching
Doutorado
Educação Matematica
Doutor em Educação
Manke, Lisiane Sias. "Docência Leiga: História de Vida de Professoras Primárias (Pelotas, 1960-1980)". Universidade Federal de Pelotas, 2006. http://repositorio.ufpel.edu.br/handle/ri/1691.
Pełny tekst źródłaThis dissertation has as it main focus the history lives of primary lay teachers, that is, teachers that started their professional lives without specific teaching formation. The aim of this study, however, is to investigate the social and professional trajectory of these teachers, searching for a discussion about how did they become teachers and their pedagogical practice. This research was done based on the history of thirteen primary lay teachers. The data gathering happened in two different ways: oral and written. The oral ones, were collected through free interviews, in which they had the freedom to speak about their personal and professional trajectories. The written ones, were given by the teachers or found in a school file, such as diary books, granted orientation for rural teachers, tests, certificates, and others. Nevertheless, the memory of primary lay teachers happened to be the main source. The thirteen teachers analyzed, started their professional activities in the rural area of Pelotas, between the decades of 1960 and 1980, having studied between the 5th grade to end of primary school.
Esta dissertação tem como foco principal a história de vida de professoras primárias leigas, isto é, professoras primárias que iniciaram a profissão sem formação específica para o magistério. O objetivo deste estudo, portanto, é o de investigar a trajetória social e profissional destas professoras, buscando estabelecer uma discussão sobre como tornaram-se professoras e a forma pela qual desenvolveram a prática pedagógica. A pesquisa foi realizada com base na história de vida de treze professoras primárias leigas. A coleta de dados ocorreu a partir de dois tipos de fontes: orais e escritas. As fontes orais foram coletadas através de entrevistas livres, nas quais as depoentes tiveram a liberdade de falar sobre sua trajetória pessoal e profissional. As fontes escritas foram disponibilizadas pelas próprias professoras ou, ainda, localizadas no arquivo de uma determinada escola, e constituem-se em cadernos diários, subsídios orientadores para professores rurais, provas, certificados, entre outros. No entanto, a memória de professoras leigas apresenta-se como a principal fonte de pesquisa. As treze professoras analisadas iniciaram as atividades profissionais na zona rural do município do Pelotas, entre as décadas de 1960 e 1980, com escolaridade variando entre 5ª série do ensino primário e o ginasial.
Dumminger, James C. "Virginia teachers and school law". Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54348.
Pełny tekst źródłaEd. D.
Pillay, Neelan. "Teachers’ knowledge of legislation and education law specifically and its influence on their practice". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/43224.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2014.
lk2014
Education Management and Policy Studies
MEd
unrestricted
Sivill, Jason R. "Two Phenomena in Contemporary Music Education: Mental Toughness and the Law". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7947.
Pełny tekst źródłaRoss, Genesis R. "Teacher Stress, Burnout and NCLB: The U.S. Educational Ecosystem and the Adaptation of Teachers". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272643496.
Pełny tekst źródłaMullins, Lawrence G. "Dismissal of teachers for out-of-school sexual immorality not involving students : limitations and guidelines regarding the privacy rights of teachers /". Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216304650.
Pełny tekst źródłaHarapin, Diane G. "Teachers knowledge of the law in New South Wales". Thesis, School of Policy and Practice, 2003. http://hdl.handle.net/2123/13118.
Pełny tekst źródłaClarke, Paul Terence. "Free speech and Canada's public school teachers, an employment law and constitutional law analysis". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24068.pdf.
Pełny tekst źródłaNörnberg, Nara Eunice. "Aprendiz de professor de borboletas no espaço/tempo da memória: (re)conhecendo trajetórias de docentes na educção rural". Universidade do Vale do Rio do Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2084.
Pełny tekst źródłaBolsa para curso e programa de Pós Graduação
A presente investigação teve como objetivo central compreender os processos formativos vividos e constitutivos do estar/ser professor leigo/rural no município de Canguçu/RS. Analisou a formação de quatro professores, a partir do próprio sujeito-professor, da (re)constituição de sua trajetória pessoal e profissional para além dos espaços e dos muros da institucionalização. A investigação teve caráter qualitativo e utilizou-se dos pressupostos metodológicos da “Rede de Significações”, com destaque para os circunscritores: Pessoa/sujeito o Eu Pré-profissional, Pessoa/sujeito o Eu Profissional; Diálogo entre os pares; A formação através de cursos/programas; Contexto meio; Sentido/significado de estar/ser professor. O referencial teórico-metodológico central apoiou-se em: Maria Clotilde Rossetti-Ferreira, Kátia Amorim, Paulo Freire, Walter Benjamim, Boaventura de Sousa Santos, Pierre Bourdieu, Antônio Gramsci, Antonio Nóvoa, Murice Tardif, Maria Isabel da Cunha, Jorge Larrosa, Valeska Fortes de Oliveira, Abdala,
Harrison, Gary L. McNeal Larry. "An analysis of the dismissal of tenured teachers under Article 24A of Illinois Public Acts 84-126 and 84-972 evaluation of certified employees /". Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835905.
Pełny tekst źródłaTitle from title page screen, viewed July 3, 2006. Dissertation Committee: Larry McNeal (chair), Elizabeth Lugg, David Blacker, Donald Hackmann, R. Craig Whitlock. Includes bibliographical references (leaves 157-163) and abstract. Also available in print.
Mytton, Elizabeth. "Legal education : experiencing the dynamics of law teaching". Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341612.
Pełny tekst źródłaSlonaker, Tracy. "How the amount of technology training affects the amount of voluntary time spent with students in the elementary school computer lab". Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2002. http://www.kutztown.edu/library/services/remote_access.asp.
Pełny tekst źródłaSource: Masters Abstracts International, Volume: 45-06, page: 2811. Typescript. Abstract follows thesis as 1 leaf. Includes bibliographical references (leaves 23-25).
Philbert, Robert E. "A survey of selected teacher spokespersons regarding Indiana Public Law 217". Virtual Press, 1987. http://liblink.bsu.edu/uhtbin/catkey/516209.
Pełny tekst źródłaARAÚJO, Maria das Graças de. "Trajetórias de formação e profissionalização de professoras leigas do município de Itapiuna/Ce". http://www.teses.ufc.br, 2010. http://www.repositorio.ufc.br/handle/riufc/3580.
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Placed in the realm of history and memory of education, this research investigates the process of education and professionalization of lay teachers in the town of Itapiúna/CE. The aim was to investigate the constitution of trajectories of education and professionalization of lay teachers of the rural area of the town Itapiúna/CE, between the end of the 1960’s to 1990, period in which the teachers lived their teaching experiences and received their elementary, middle and high school diplomas through the qualification programs aimed at teachers. For that, oral history was employed as the investigation method, underpinned by narrative interviews, in which a group of 10 (ten) teachers talked about their processes of teacher education and professionalization. The analysis was made from meaningful fragments of the narratives of the subjects. The theoretical framework employed was based on the postulates of Certeau (2002), Hobsbawm(1995) and Le Goff (2005) on the understanding of history and its writing. In what regards Oral History, the ideas of Thompson (1992) and Jucá (2001) were sought. Regarding life histories there were the contributions of Souza (2006) and Jucá (2001). The analyses of the narratives regarding teacher education and professionalization were based on the ideas of Imbernón (2009), Moita (2000), Nóvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) and Tardif & Lessard (2007). The issues regarding lay teachers were corroborated by Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). As to what concerns the qualification programs for lay teachers, the ideas of Tesser (1992), Sousa & Dreifuss (1986) and Onesti (1985) were indispensable. The analyses of the narratives made possible to evidence the way that lay teachers lived their experiences of school education situated within a context of difficulties and the overcoming of limitations. They also show the precarious working conditions in the early stages of the teaching practice and the logistics of realization of the qualification programs of elementary, middle and high school levels for the lay teachers. The investigation demonstrates that the elements of the historical and geographical context of a given region influences directly or indirectly the actions of the subjects, yielding strategies to overcome limitations or to be satisfied with the environment in which they are situated. It elucidates that the dynamics of the investigation process takes place in a movement of construction that favors the understanding of the social phenomena, even if one perceives the limitations of Science, once reality is always more complex. It evidences that teacher education and professionalization are intrinsically linked processes, as they inter-relate and complete each other in a continuous movement of learning and changes that each teacher experiences. The study also demonstrates that the teacher education carried out hurriedly fragments the knowledge that is necessary to a good teaching performance, even though it favors the improvement of the educational practice. It also considers the need of further investigation, especially in what regards the outcomes of the work of the lay teachers.
Situada no campo da história e memória da educação, esta pesquisa investiga o processo de formação e profissionalização de professoras leigas do município de Itapiúna/CE. Objetivou-se investigar a constituição das trajetórias de formação e profissionalização de professoras leigas da zona rural do município de Itapiúna/CE, entre o final da década de 1960 a 1990, período em que as professoras vivenciaram suas experiências docentes e cursaram o 1º e 2º graus através dos cursos de qualificação destinados aos professores. Para tal intento, utilizou-se a história oral enquanto método de investigação, tendo por base as entrevistas narrativas, nas quais um grupo de 10 (dez) professoras discorreu acerca de seus processos de formação e profissionalização docentes. A análise foi feita a partir de fragmentos significativos das narrativas dos sujeitos. O aporte teórico utilizado baseou-se nos postulados de Certeau (2002), Hobsbawm (1995) e Le Goff (2005) acerca da compreensão da história e de sua escritura. Com relação à História Oral, buscaram-se as idéias de Thompson (1992) e Jucá (2001). A respeito das histórias de vida tiveram-se as contribuições de Souza (2006) e Jucá (2001). As análises das narrativas referentes à formação e profissionalização docentes apoiaram-se nas idéias de Imbernón (2009), Moita (2000), Nóvoa (1995, 1999), Pimenta (1997); Ribeiro (2010) e Tardif & Lessard (2007). Sobre as questões relativas aos professores leigos corroboraram Cortez (2006), Onesti (1985), Souza (1985), Passos & Daniel (1985). Já em relação aos cursos de qualificação de professores leigos foram imprescindíveis as idéias de Tesser (1992), Sousa & Dreifuss (1986) e Onesti (1985). A análise das narrativas possibilitou evidenciar o modo como as professoras vivenciaram suas experiências de formação escolar situadas num contexto de dificuldades e de superação. Mostram ainda as condições precárias de trabalho no início da profissão docente e a sistemática da realização dos cursos de qualificação de 1º e 2º graus destinados aos professores leigos. A investigação demonstra que os elementos do contexto histórico e geográfico de dada região influenciam direta ou indiretamente as ações dos sujeitos forjando estratégias de superação ou acomodando-se ao meio em que estão situados. Elucida que a dinâmica do processo investigativo se dá num movimento de construção que favorece a compreensão dos fenômenos sociais, mesmo que se perceba os limites da ciência, visto que a realidade é sempre mais complexa. Evidencia que a formação e a profissionalização docente são processos que estão intrinsecamente ligados, visto que se inter-relacionam e se completam num movimento contínuo de aprendizagem e modificações que vivem cada docente. O estudo demonstra ainda que a formação feita de modo aligeirado fragmenta o saber necessário a uma boa atuação docente, embora favoreça a melhoria da prática educativa. Considera também a necessidade de outras investigações, sobretudo, no que diz respeito aos resultados do trabalho dos professores leigos
Tanhuanco, Patrick. "The effects of teacher training on Filipino ethnic Chinese Episcopalian lay adults and their students". Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
Pełny tekst źródłaNordén, Sofia, i Lisa Saarnak. "When the mission of culture and diversity is put in the preschool teacher’s lap : A study of how preschool teachers work with intercultural issues in Swedish Preschools". Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Förskolepedagogisk didaktisk forskning, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30864.
Pełny tekst źródłaWerling, Mark. "Knowledge of Indiana school law possessed by Indiana public secondary school teachers". Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/458831.
Pełny tekst źródłaNabb, Lee W. "Probing the question of legal content in adult education Master's-level graduate curricula a Delphi study /". Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1338910001&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
Pełny tekst źródłaHerbert, Margaret E. "The perceived nature and function of planning by domain-related experts: Academic, business, lay, and teacher". Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9867.
Pełny tekst źródłaFish, Elizabeth L. "Teachers' perception of effective staff development /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737884.
Pełny tekst źródłaCall, Ian. "Secondary pre-service teachers' knowledge and confidence in dealing with students' First Amendment rights in the classroom". [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002339.
Pełny tekst źródłaMinnaar, Lorinda Melanie. "The expectations of school governing bodies with respect to educator workloads an education labour law analysis /". Thesis, Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-04272009-121642.
Pełny tekst źródłaBarcus, Paul E. "Selecting the most qualified teacher applicant utilizing West Virginia code #18A-4-7a". Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=522.
Pełny tekst źródłaTitle from document title page. Document formatted into pages; contains vii, 172 p. Vita. Includes abstract. Includes bibliographical references (p. 138-155).
Campbell, Jeffery R. "High school teachers' knowledge of legal parameters regarding church/state issues". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280132.
Pełny tekst źródłaMabe, Faith Grenada. "An Examination of Social Media Policy for Educators in the Commonwealth of Virginia". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/95914.
Pełny tekst źródłaEDD
Jofré, Cáceres Patricia. "Cambios y percepciones de las facultades de educación sobre las políticas de formación inicial docente". Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/399411.
Pełny tekst źródłaIn Chile, the bill that aims to implement a system of promotion and professional development of teachers is currently in legislative debate. One of its most remarkable articles is the establishment of a compulsory qualifying examination for teachers who wish to practice in schools that receive support from the government. The aim is to ensure teaching quality through such an examination and, indirectly, regulate an institutional framework characterized by being diverse, privatized and having little regulation. Studies on the implementation of educational policies, accreditation, or reconfiguration of the institutions against assessment processes have not been sufficiently explored in terms of the subjectivity of the actors involved and the diversity of the characteristics of the resulting institutions, still more when the accreditation processes and quality assurance, both in Latin America and Chile, have been recently implemented. In this context, this research aims to understand and analyze the changes made within two faculties and explain the validity of such a policy through the perceptions and meanings of the actors involved: students, teachers and authorities. This research is guided by the idea that it is possible to broaden the understanding of the processes, provided the training institutions adopt the right educational policies by aiming at a broader scope, a scope of consensus, in other words, a more democratic view. This study considers the logical aspect of qualitative research, in which case the methodological approach is the cases study. For the current research, the following strategies were selected: individual interviews, focus groups and document analysis. After the main results were obtained each faculty has initiated several actions in response to the results of the INICIA test. At the same time, teachers and internship supervisors carried out personal initiatives and informal projects. However, some discrepancies between the two groups were evident, not only when facing this test, but also in relation to policy-based measurements and incentives.
Liwane-Mazengwe, Ntombentsha. "Teacher unions and educator professionalism : an education law perspective / Liwane–Mazengwe N". Thesis, North-West University, 2012. http://hdl.handle.net/10394/8229.
Pełny tekst źródłaThesis (MEd (Education Law))--North-West University, Potchefstroom Campus, 2012.
Kosisko, Richard J. ""The first teachers" the role of Christian parents according to the code of canon law /". Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
Pełny tekst źródłaPhan, Le Ha. "Daughter-in-law of a hundred families : forming national professional identities in the teaching of global English". Monash University, Faculty of Education, 2004. http://arrow.monash.edu.au/hdl/1959.1/5251.
Pełny tekst źródłaMola, James H. "A longitudinal study of the changes in staff development and professional growth opportunities as reflected in the master contracts of the public school corporations of Indiana, 1982-1983 and 1988-1989". Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/833000.
Pełny tekst źródłaDepartment of Educational Leadership
Marolla, Gajardo Jesús Patricio. "La inclusión de las mujeres en la enseñanza de la historia y las ciencias sociales. Estudio colectivo de casos en las aulas chilenas sobre sus posibilidades y limitaciones". Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/399346.
Pełny tekst źródłaThis research, from the methods of teaching of social sciences, reflect on about the possibilities and limitations of the inclusion of Women’s in teaching and learning History and Social Sciences. We are focused in the Conceptions and Social Representations of protagonist of the education. The aims of this dissertations is related with the interpretation, understanding, reflection and contrast between the possibilities to include women. A qualitative method was used, and the research is a collective case study. The participants are historians, social science teachers, and teachers graduating in the Universidad Metropolitana de Ciencias de la Educación from Chile, with students in classes, who taught by the aforementioned teachers. Strategy used was interviews, observations and focus groups. We used in the research transformative and critics theoretical perspectives. The discussion is constructed according the methods on teaching of social science: poststructuralism and gender theories. The results emphasis on the limitations to include women’s in the teaching and learning process. The focus, is the understanding and reflection on the discourse on the inclusion and exclusion of women in teaching practices for history and social sciences. There are different advantages with the reflection on the discourses. it is possible create alternative models of identity to aims to develop empowerment and citizenship of the students.
Winstead, Lucas. "Teacher Tenure in K-12 Public Education: A Study of Tennessee Tenure Law". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3692.
Pełny tekst źródłaO'Connell, David Michael. "The appointment and removal of teachers in Catholic universities according to the 1983 Code of canon law an analysis of canon 810, paragraph 1 /". Theological Research Exchange Network (TREN), 1986. http://www.tren.com.
Pełny tekst źródłaEstrada, Roca M. Asunción. "Análisis de las actitudes y conocimientos estadísticos elementales en la formación del profesorado". Doctoral thesis, Universitat Autònoma de Barcelona, 2002. http://hdl.handle.net/10803/4697.
Pełny tekst źródłaEl trabajo se ha llevado a cabo en dos fases. En la primera presentamos los resultados de pasar una escala de actitudes de construcción propia a una muestra de 66 profesores en ejercicio y 74 profesores en formación de educación primaria. No encontramos diferencias por género, aunque si una mejoría en aquellos alumnos que la estudiaron previamente. Contrariamente a nuestra hipótesis inicial, tampoco encontramos unas diferencias acusadas en las actitudes de profesores en formación y profesores en ejercicio, por lo que decidimos continuar el trabajo centrándonos exclusivamente en el primer grupo, que es sobre el que recae principalmente nuestra acción formativa.
Para la segunda fase del estudio, realizada con una muestra de 367 profesores en formación elegimos la escala SATS, después de realizar un comparativo de escalas de medición de actitudes. Asimismo utilizamos una parte del cuestionario Statistics Reasoning Assessment, construido por Konold y Garfield para obtener algunos datos sobre los conocimientos estadísticos de los profesores. Se confirma que la actitud de los profesores en formación es en general positiva independientemente del genero y de la especialidad. Aporta ademas una evaluación orientativa de los conocimientos estadísticos de los profesores en formación, encontrando errores conceptuales sobre los promedios, muestreo, valor atípico, así como en las interpretaciones de la probabilidad. En estos errores influye la especialidad cursada en los estudios de Magisterio. Se observa también una relación moderada entre actitudes y conocimientos estadísticos. Pensamos que esto sugiere la necesidad de apoyo desde los departamentos de didáctica y facultades de educación. Todos estos resultados se comparan con otros estudios previos de actitudes hacia la estadística.
La Memoria incluye también un estudio detallado de las investigaciones previas sobre actitudes hacia la estadística y errores en conceptos estadísticos elementales, así como un análisis del concepto actitud, sus componentes y medición y de las principales escalas de actitudes hacia la estadística.
Analysis of attitudes and basic statistics knowledges in the teacher training
The present research is a study about the knowledges and attitudes that training teachers have towards the teaching of statistic. The interest of the research is because the influence of both variables: knowledge and attitude when teachers are planning their teaching, including not only mathematical and didactical knowledge, but the emotional of the teachers as well.
The research has been done in two stages. During the first stage, we designed an attitude scale, which passed to 66 teachers and 74 futures teachers of primary school.
The analysis results do not establish any differences by gender or professional status, although we observe an improvement between those who studied the topic before. Finally, we decided to orient the research looking at teachers in training teachers.
For the second phase of the study, we choose 367 future teachers who study in different programs of training teachers. We use a SATS' scale, after of having done a comparative study of attitude's scales. We also use a part of the questionnaire SRA, made by Konold and Garfield to obtain data about statistical knowledge. We conclude that the attitudes of teachers in training teachers' programs is good, independently of gender or the special branch in which they are training. In addition, the analysis of data let us discover some conceptual errors about averages, sampling, atypical value, and in their own meaning of probability. We could stabile certain relation between statistical attitudes and knowledge's. These results suggest the necessity of supporting the Departments of Didactics and Faculties of Education. All of theses results have been compared with other previous studies about attitudes towards statistics.
The Thesis review the different researches made in this field of study about attitudes and conceptual errors. We also analyse the concept attitude its components, measure and main attitude's scale towards statistics.
Mirabile, Candace. "A Comparison of Legal Literacy Among Teacher Subgroups". VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3195.
Pełny tekst źródłaMcCall, Venitta Claudia. "An analysis of the legal rights and responsibilities of Virginia public school educators". Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-145010/.
Pełny tekst źródłaDi, Pede Robert Joseph. "Luigi Giussani : a teacher in dialogue with modernity". Thesis, University of Edinburgh, 2011. http://hdl.handle.net/1842/5470.
Pełny tekst źródłaGonzalez, Eduardo David. "Is there a difference between teacher perceptions about computer lab use in developing higher order thinking skills and actual computer lab practices?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2415.
Pełny tekst źródłaDowney, Michael John. "Experiences of teachers' daily work which nourish and sustain the spirituality of lay teachers in catholic high schools". 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp112.25102006/index.html.
Pełny tekst źródłaSubmitted in partial fulfillment of the requirements for the degree of Doctor of Education. Bibliography: p. 180-192. Also available in an electronic format via the internet.