Rozprawy doktorskie: „Teacher-researcher”

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Stanzioni, Adriana Regina Baiocco. "A teacher becoming a researcher". Florianópolis, SC, 2006. http://repositorio.ufsc.br/xmlui/handle/123456789/88354.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.
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O objetivo desta investigação é mostrar a maneira com que os professores concebem seus próprios conceitos de leitura e se os mesmos influenciam sua prática em sala de aula e também discutir o conteúdo metafórico da fala de uma professora se tornando pesquisadora, enquanto implementa materiais novos em uma turma avançada de inglês da primeira série do ensino médio em um colégio público em Florianópolis, refletindo sobre seus conceitos de leitura e conflitos na presença de novos paradigmas. A coleta de dados se deu através de câmera de vídeo e gravadores e foi feita em três fases: durante reuniões prévias à intervenção em sala de aula, bem como durante as aulas e em reuniões posteriores à implementação da prática em sala de aula. Para a coleta de dados, além das gravações, a pesquisadora fez uso de diários de campo que foram transcritos e analisados e um mapa explanatório sobre metáforas conceituais sobre leitura foi construído. À partir desse mapa, estabeleceu-se uma comparação/contraste entre a fala da professora e a maneira implícita que estas concepções influenciavam sua prática pedagógica. As metáforas encontradas foram 1)LEITURA É UM JOGO 2)O PROFESSOR É UM TREINADOR/ DIRETOR E MAESTRO 3) ALUNOS SÃO JOGADORES E ATORES, refletindo assim a maneira pela qual esta professora concebe respectivamente a leitura, a prática em sala de aula e seus alunos. Este estudo fornece um método de pesquisa de análise de crenças dos professores através destas metáforas conceituais, levando professores a uma reflexão sobre seus conceitos, no caso específico sobre leitura, e como estes influenciam sua prática implicitamente. The objective of this research is to show in which way teachers conceive their own reading concepts and if they influence these teachers' practice in the classroom. This study intends to discuss the metaphorical content in the speech of a teacher becoming a researcher reflecting on her reading concepts and conflicts in the presence of new paradigms while implemented new materials in one advanced English group from high school in a public school in Florianópolis. The data collection was based on video camera and tape recorders and it was made in three phases: during pre counseling meetings before classroom intervention as well as pos-counseling meetings after classroom practice implementation. Besides video and tape recorders, the researcher also made use of research diaries which were transcribed and analyzed and an explanatory map about conceptual metaphors on reading was built. From this map, a comparison was established between the teacher's speech and the implicit way these conceptions influenced her pedagogical practice. The metaphors found were: 1) READING IS A GAME 2) THE TEACHER IS A TRAINER/DIRECTOR AND ORCHESTRA CONDUCTOR 3) STUDENTS ARE PLAYERS AND ACTORS reflecting the way this teacher conceives respectively reading, her classroom practice and her students. This study provides an analysis of teachers' beliefs research method through these conceptual metaphors, fostering teachers to reflect about their concepts, in this specific case about reading and how these concepts influence implicitly their practice.

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Ebenezer, Jazlin Vasanthakumari. "Students' conceptions of solubility : a teacher-researcher collaborative study". Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/32245.

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For the last fifteen years, research on students' conceptions of physical phenomena has been directing our attention to the value of knowing and considering children's prior ideas in science teaching. Although many who are concerned with science education are aware of and see wisdom in this perspective of teaching, there are many realities, including the content of the discipline, that pose great challenges in translating it into practice in science classes. Currently, in collaboration with teachers, science educators are actively conducting classroom studies. In this process, teachers as researchers are making reflective inquiries into their own students' learning. This study followed a similar framework of research at a microcosmic level. It entailed elicitation of thirteen Grade 11 students' individual prior conceptions of solubility and a teacher-researcher collaboration to incorporate these conceptions in the instruction of a unit on solution chemistry. Consequently, the study presents a phenomenography of solubility, narrates a story about classroom instruction which took students' conceptions into consideration, reports four case studies on students' conceptual growth and changes, and outlines some of the factors that facilitate or constrain collaborative teaching that focuses on student understanding of subject matter. The students' prior conceptions of solubility were categorized into six categories of description: 1. physical transformation from solid to liquid 2. chemical transformation of solute 3. density of solute 4. amount of space available in solution 5. properties of solute 6. size of solute particles With regard to learning chemistry, these conceptualizations made clear four issues: (1) students' explanations were bounded by their perceptions, (2) students extended macroscopic explanations to a microscopic level, (3) students made inappropriate links to previous chemistry learning, and (4) students used the language of chemistry non-discriminately. After studying a unit on solution chemistry, two more categories of description were added to the pre-instructional categories: 1. chemical structure of components 2. solution equilibrium After instruction, the students attributing to the initial six categories of description' diminished in number. The newly acquired conceptions of solubility reflected insufficient explanatory power and were merely overlaid with the chemical language. Learning the language of solution chemistry and acquiring some theoretical understanding of it were reflected in the change between pre- and post-instructional conceptions. This conceptual change can be considered as evolutionary. It was inferred that the abstract and ambiguous nature of chemical theories and principles sets limits to conceptual change teaching. The influences that facilitated the collaborative efforts include: (1) the teacher's attempts to incorporate students' conceptions, (2) the teacher's openness and willingness to assess her own methods of teaching chemistry, (3) the teacher's reflections about the researcher's constructivist teaching, and (4) the researcher's active participation in the classroom interactions. The four most important influences that seriously constrained the collaborative efforts to link students' conceptions with formal chemistry were: (1) the lack of time to devote to the topic of solution chemistry, (2) the lack of teacher time to plan lessons together in order to incorporate students' conceptions, (3) the lack of practical experience on the part of both the researcher and the teacher in developing specific teaching strategies which acknowledged students' prior belief in this content area, and (4) the lack of time to develop common perspectives and a shared language. This study has implications for both teachers and researchers. Specifically, it implies that students' conceptions form an integral component of chemistry instruction—as points of origin for lesson planning and development of curricular materials It also implies that through science educators' modelling and practising in their "teaching and learning" courses, pre- and in-service teachers be challenged to seek answers for epistemological questions such as: What is chemical knowledge? and, How is it acquired? A general implication is that both teachers and researchers, rather than being fence-makers, must strive to be bridge-builders so that they can be learners of each other's theoretical and practical experiences.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Mesher, Pauline. "Documentation in an elementary classroom : a teacher-researcher study". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=103151.

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Accompanying materials housed with archival copy.
The purpose of this study is to research the role of documentation in a cycle-two, year one classroom (Grade 3) in a suburban community in Quebec. As the teacher-researcher, my overarching question is to come to a better understanding of how documentation is carried out in the classroom. There are several questions that guide this research: (1) What kinds of documentation are used and what purposes do they serve? (2) What role(s) does the teacher play in the documentation process? (3) What role(s) do the children play in documentation? For the purpose of this study documentation is any recording of or about classroom activities, students, or events influencing learning (Dahlberg, Moss, & Pence, 1999). Data forms included fieldnotes, video tapes, and classroom artifacts. I used complementary categorizing (Maykut & Morehouse, 1994) and contextualizing (Erickson, 1986, 1992; Merryfield, 1990) approaches for analysis, aided by the computer software program Atlas.ti (Muhr, 1997).
Three main categories of documentation were uncovered in the data. These are interactive documentation, reflective documentation, and process-oriented documentation. The activities that supported and sustained the creation of this documentation are explored in detail. The consequences of the documentation process resulted in what is described as an interactive classroom. The major conclusions concern the importance of communication cycles, flexible teacher roles, and the space provided for student participation.

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Zilberman, Victoria. "Implementing a positive behavior support program: a teacher-researcher study". Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114178.

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The academic success of students depends, among several factors, on the school's learning environment and the teacher's classroom management skills. In recent years creative solutions to curb poor behavior by establishing proper class discipline have come to the forefront of the teaching profession. With that in mind, the present research topic was chosen to foster appropriate student conduct in establishing and sustaining a productive learning environment through the use of the Positive Behavior Support model. This teacher-as-researcher study took place over a one-year period (2010-2011) in a secondary two class of twenty-five students at a Quebec high school. The collection of the data by means of daily observations of the whole class and three preselected case students was intended to examine the effectiveness of the methods of behavior management used in the field with the teacher's application of them in the classroom. The research results conclude that the Positive Behavior Approach model contributed to a reduction in the number of incidents of poor behavior and an overall improvement of the learning environment in the class. Furthermore, the study enabled personal growth in teaching philosophy, style and enrichment of pedagogical methods and techniques through a process of reflection, analysis and adjustments.
Le succès académique des étudiants dépend de nombreux facteurs tels que l'environnement d'apprentissage et l'aptitude du professeur à contrôler le comportement des étudiants de sa classe. Depuis quelques années plusieurs solutions créatives ont été mises de l'avant par la profession pour établir une bonne discipline de classe. Le présent sujet de recherche fut choisi pour favoriser un comportement étudiant adéquat en établissant et en promouvant un environnement d'apprentissage productif à l'aide du modèle appelé Support Positif du Comportement. Cette recherche comme professeur fut réalisée sur une période d'un an (2010-2011) dans une classe de secondaire deux de 25 étudiants. La collecte de données réalisée à l'aide d'observations journalières de la classe et de trois étudiants avait pour but d'examiner l'efficacité des méthodes de contrôle du comportement utilisées dans le domaine et par le professeur. Les résultats de la recherche démontre que le modèle de l'approche du Support Positif a contribué à une réduction du nombre d'incidents de comportements inappropriés et il permet une amélioration générale de l'environnement d'apprentissage dans la classe. De plus, l'étude permit un développement personnel dans la philosophie d'enseigner, dans le style et l'enrichissement des méthodes et techniques pédagogiques par un procédé de réflexions, d'analyse et d'ajustements.

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McCartney, Laura Lee. "Unpacking Self in Clutter and Cloth: Curator as Artist/Researcher/Teacher". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849713/.

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This a/r/tographic dissertation offers opportunities to interrogate curator identity and curator ways of being in both public and private spaces. Instead of an authoritative or prescriptive look at the curatorial, this dissertation as catalogue allows for uncertainty, for messiness, for vulnerable spaces where readers are invited into an exhibition of disorderly living. Stitched throughout the study are stories of mothering and the difficulties that accompanied the extremely early birth of my daughter. Becoming a mother provoked my curating in unexpected ways and allowed me to reconsider the reasons I collect, display, and perform as a curator. It was through the actual curating of familial material artifacts in the exhibition Dress Stories, I was able to map the journey of my curatorial turns. My engagement with clothing in the inquiry was informed by the work of Sandra Weber and Claudia Mitchell, where dress as a methodology allows for spaces to consider autobiography, identity, and practice. It was not until the exhibition was over, I was able to discover new ways to thread caring, collecting, and cataloging ourselves as curators, artists, researchers, teachers, and mothers. It prompts curators and teachers to consider possibilities for failure, releasing excess, and uncaring as a way to care for self, objects, and others.

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Clark, Lynn V. "Teacher professional development as a third space researcher and practitioner dialogues /". [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3330782.

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Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2008.
Title from PDF t.p. (viewed on Jul 22, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3842. Adviser: David J. Flinders.

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Calder, Mary E. "Understanding ESL writing, a teacher-researcher case study of two university writers". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30455.pdf.

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Holm, Daniel Thomas. "The influences of a literature discussion group: "Remedial" readers and teacher-researcher". Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186559.

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The purpose of this study was to examine the responses of third grade students to literature discussions. The theoretical framework of this study is embodied in a transactive theory of reading as explained by a reader-response perspective. The design was descriptive to provide insights concerning the instructional setting, teacher-researcher role, students, and teacher-colleagues. Ten third grade students, identified by their classroom teachers as "remedial" readers, participated in this study. The students, from three classrooms, attended a 45 minute weekly literature discussion session for a period of 16 weeks. Texts for the discussions included multiple copies of traditional folk tales. Data for this study were gathered through participant observation, formal and informal interviews, miscue analysis, field notes, and audio recordings of the literature discussions. The data were analyzed using a constant comparison process; that is, a process of developing initial coding categories from the data and refining or adding to the categories as the data were evaluated for "fit." The findings suggest that the students had a difficult time, initially, engaging in the literature discussions. Not having been involved in literature discussions, the students knew little of the social conventions of discussing with their peers. After a few sessions, however, the students were able to more fully engage each other with the literature. Although some students remained quiet throughout the discussions, all of the students had at least one evaluative response to make for each of the stories. Results from the miscue data suggest that these "remedial" readers improved dramatically in their ability to read and retell stories. In addition, I discovered that I needed to balance my role of teacher and researcher and expand my views of response. The teacher-colleagues noted that the students were more confident readers in their classrooms, and in one case, a teacher described how she changed her interactional patterns with the students. The findings suggest that the role of the teacher is crucial in facilitating response. How the teacher organizes literature discussions, what factors are highlighted, and the freedom students feel in discussing issues are positively or negatively influenced by the teacher.

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Magalhaes, Maria Cecilia Camargo. "A study of teacher-researcher collaboration on reading instruction for Chapter one students". Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39989.

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This study examines a collaborative endeavor in which a Chapter One teacher and a researcher worked together to plan, conduct and reflect on a reading instruction designed to promote strategic reading. For eleven weeks, data were collected during conversations and reflective/planning sessions conducted by the teacher and the researcher and during instruction for a group of fourth- and fifth-grade students. Ethnographic methods such as participant observation, interviews, document collections and research journal writing were used as data collection techniques. Two methods of data analysis were used - discrepant case analysis (Erickson, 1986) and constant comparison method (Glaser and Strauss, 1967). The findings suggest that the teacher-researcher collaboration motivated changes in the teacher, the researcher and the students. That is, the collaborative work helped the teacher learn to use a process approach to teaching reading comprehension. It also helped students learn about the reading process and reading strategies. Finally, this study helped the researcher learn about ways to assist teachers in becoming more knowledgeable and reflective.
Ed. D.

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Rodgers, Adrian R. "Teacher and Teacher-Researcher Classroom Collaboration: Planning and Teaching in a Secondary English Classroom using Process-Oriented Drama Approaches". Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1216227342.

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Thesis (Ph. D.)--Ohio State University, 1999.
Advisors: Kenneth Howey and George Newell, College of Education. Includes bibliographical references (leaves 221-228). Available online via OhioLINK's ETD Center

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Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.

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Fernandes, Anthony. "Building Alliances: A Partnership between a Middle School Mathematics Teacher and a University Researcher". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195779.

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This case study examined the evolution of a partnership between a middle school mathematics teacher and a university researcher around discussions on the content and teaching of mathematics. In particular, the study sought to examine the evolution of the partnership, the constraints present for the teacher and researcher, the impact of the partnership on the mathematical and pedagogical issues that arose in planning, teaching, and assessment, and the impact on the tasks that the teacher chose and implemented in the classroom. Drawing from the literature on collaborations and the emergent perspective, the evolution of the partnership occurred through three stages, determined by the content-teaching tensions. The first stage focused on the mathematics content, with the agenda being set and run by the researcher. The second stage gave rise to the content-teaching tensions as the teacher shifted the discussions from content to a focus on lesson planning and teaching. Tensions were resolved in the third stage with the teacher taking a proactive role in the discussions of lesson design and teaching. The mathematical issues in planning and teaching reflected the shift in the partnership where in the beginning the discussions focused on the mathematical content, later discussions centered on a combination of content, pedagogy, and student thinking. The assessment discussions addressed differences between the language of the curriculum and the district and state tests.The shift in the partnership can be attributed to the teacher's choice of high level mathematics tasks, the subsequent adoption of a conceptually based mathematics curriculum and the effective management of the dialectic tensions by both partners. This study illustrated that generating perturbations and effective management of dialectical tensions has the potential for a fruitful collaboration between teachers and researchers.

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Barney, Daniel T. "A study of dress through artistic inquiry : provoking understandings of artist, researcher, and teacher identities". Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/8824.

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What understandings are provoked by concepts of dress when related to artist, researcher, and teacher identities? An artist/researcher/teacher recruited a public secondary school art teacher and her students to join this participatory study. Participants were invited to investigate concepts of dress while inquiring through artistic processes. The written rendering of this dissertation is a mashup inquiry—a nondeterministic bricolage or ludic play—of images, text, and diverse theories, which gives rise to understandings of artist, researcher, and teacher identities. A key understanding from this study is the redescription of artist, researcher, teacher, and student identities. For example, redescribing a teacher as one who occasions learning rather than solely transmits fixed bodies of knowledge generates new understandings. Teaching and learning co-exist as neither fully separate roles within the identities of teacher and student nor as perfectly balanced and equal; they are processes that are relational, shifting, and shared. Likewise, as inquiry and research are redescribed alongside artist, teacher, and student identities, spaces of the possible or as-yet-unimagined emerge. The qualitative arts-based research methodology a/r/tography, which is utilized as the primary methodology in this study, is also conceptualized here, as a pedagogical strategy where the teacher becomes teacher-researcher and students become student-researchers. This places inquiry at the center of the curriculum. Participants in this approach to education work as independent and capable a/r/tographers moving toward an emancipatory form of artistic creation and inquiry. This study investigates how a secondary art course centered in inquiry can open perception to new possibilities as opposed to viewing a teaching/learning relationship as simply shaping perception to existing frames. Anti-oppressive forms of pedagogy may surface when the classroom is decentralized and the inquiry is nonlinear and outcomes are not pre-determined. A graphic version of this dissertation was also created and can be found at http://m1.cust.educ.ubc.ca/Artography/phd.php. The juxtaposition of the standardized format alongside this graphic version highlights how knowledge and communication are managed and maintained. Form and structure, like dress and the format of this dissertation, are explored within this study as both potentially liberating and potentially oppressive.

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Tian, Zhongfeng. "Translanguaging Design in a Mandarin/English Dual Language Bilingual Education Program: A Researcher-Teacher Collaboration". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108914.

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Thesis advisor: C. Patrick Proctor
Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García & Lin, 2017). To leverage bilingual learners’ full linguistic repertoires as resources, this study explored how Sánchez, García, and Solorza’s (2018) translanguaging allocation policy could be strategically and purposefully designed in a third grade Mandarin/English DLBE classroom where the majority of the students were English-dominant speakers. Taking the form of participatory design research (Bang & Vossoughi, 2016), I (as a researcher) and a Mandarin teacher worked together to co-design translanguaging documentation, translanguaging rings, and translanguaging transformation spaces across different content areas – Chinese Language Arts, Science, and Social Studies. During the process, we also engaged in equitable forms of dialogue and listening to openly discuss, negotiate, and develop our translanguaging co-stance in iterative ways. Data collection included classroom and design meeting recordings, observational field notes, and teacher and students’ artifacts and interviews throughout the school year of 2018-19. Inductive and deductive coding were adopted for data analysis. Findings revealed that translanguaging pedagogies took many shapes based on contextual factors, such as the different pedagogical purposes and curricular demands across content areas. Students were able to develop deeper content understandings, build cross-linguistic connections, and develop their bi/multilingual identities and critical consciousness in those flexible bilingual spaces. Findings also demonstrated that the ideological (re)negotiation between the researcher and the teacher was a bumpy and discursive journey, replete with tensions, confusions, and difficult conversations. Overall, it was a balancing act to create translanguaging spaces while maintaining the language-minoritized (Mandarin) space and privileging students’ use of Mandarin given the societal dominance of English. This study provides implications for new theoretical and pedagogical understandings of translanguaging, and suggests that researcher-teacher collaboration provides a promising way to generate evidence-based, practitioner-informed, and context-appropriate knowledge for DLBE curricular and pedagogical improvements
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction

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Edmiston, Brian Wallace. ""What have you travelled?" : a teacher-researcher study of structuring drama for reflection and learning /". The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487688507502307.

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McBride, Judith B. "How do I, a teacher-researcher, contribute to knowledge of teacher learning and practice in teacher education as I explore my values through self-study?" Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85190.

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Stories told of and by teacher-researchers hold the potential to inform members of both academic and school communities with concerns about teaching and learning. The author's self-study and an embedded case study constitute this thesis. The latter is an instrumental, single-case (Stake, 1998), seeking to offer insight into teacher learning. It is framed by theories of cognition (Sternberg, 1998), adult learning (Mezirow, 1991), narrative (Gudmundsdottir, 1995), teacher-research (Connelly & Clandinin, 1999), and self-study (Hamilton, 1998). This thesis presents my experience as a teacher-researcher engaging in self-study, asking: "What do I care about in education?" (Whitehead, 1993).
In conducting my inquiry, I have become interested in knowing the following: (1) What have I learned? (2) How do I represent my learning? (3) How shall I take my learning forward?
Learning is understood to mean "the process of using a prior interpretation to construe a new or revised interpretation of the meaning of one's experience in order to guide future action" (Mezirow, 1998, p. 6), and is seen in terms of improvement to professional practice. In examining the self-study report of my colleague, Nancy, the question "How is learning evidenced in the narrative report of the teacher-researcher engaging in self-study?" is addressed. A claim is made that, as teachers engage with questions about what they care about in education, they are learning. Data for my self-study include narrative accounts, artifacts, and images. Data for the embedded case include a co-constructed narrative account, photographs, a tape-recorded conversation, and interview and concept map collected between January 2000 and July 2003. Narrative data in the embedded case study were subjected to inductive and deductive analyses. Confirmatory evidence was sought in the conversation and interview, which were analyzed similarly, and the concept map, which was interrogated deductively. It may be seen that the stories of teacher-researchers inquiring into practice offer evidence of transformative learning (Mezirow, 1991), which may initiate and constitute living educational theory (Whitehead, 1993), and provide insights to those with interests in teacher education.

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Squire, Frances Anne. "Connections on the professional knowledge landscape, a narrative inquiry into the experience of a beginning teacher, her administrator and a teacher/researcher". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0011/NQ28130.pdf.

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Lange, Karin Elizabeth. "The Benefits of a Teacher-Researcher Partnership on the Implementation of New Practices in the Mathematics Classroom". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/375431.

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CITE/Mathematics and Science Education
Ed.D.
Implementing research-based practices in classrooms as a means of increasing achievement in mathematics for all students requires an understanding of many complex factors that influence classroom change. Situating the role of the teacher as critical to these efforts, teacher inquiry provides a theoretical framework from which to understand the importance of teacher-created knowledge in implementing new instructional practices. A teacher-researcher partnership may provide the support system for teacher inquiry to occur. This study investigated the effects of a research partnership on the implementation of research-based practices, specifically considering the views of teachers participating in the partnership, the differences in implementation based on interactions with researchers, and the features of the partnership that supported the implementation of new practices. Interpretative Phenomenological Analysis of secondary data was used to understand the experiences of twelve teachers who participated in a research partnership among a research-based non-profit, a national coalition of public schools, and two universities. Results from observation, survey, and interview data found teachers had a complex self-perception of their own roles in the teacher-researcher partnership including being a collaborator, a learner, and an agent of change. Additionally, teachers who interacted with researchers embraced the new materials and instructional practices more so than those who did not. Features of the partnership that were supportive of the implementation process included a focus on the teacher, evolution and responsiveness, and collaboration and integration. Implications for teachers, researchers, administrators, and others are discussed.
Temple University--Theses

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Wiesemes, Rolf. "Developing my theory of practice as a teacher-researcher through a case-study of CLIL classroom interaction". Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/10364/.

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Research by the Nuffield Foundation (2000) suggests that the teaching and learning of Modern Foreign Languages (MFL) in English secondary schools is in crisis. At the same time, some schools are implementing initiatives intended to raise the status and the quality of MFL learning. One such school is the College du Pare [fictitious name] where in September 1998 the Bilingual Foundation Course (BFC) was introduced. In the BFC, non-linguistic subjects (English, History, Geography, Religious Education and Pastoral and Social Education) were taught to 3 out of 6, Year 7 classes (11-12 year olds) through French. From September 1998 until July 2000, I was one of the teachers in the BFC and conducted my research for this thesis by developing my theory of practice through case study. The data served as the basis for my understanding of CLIL classroom interaction. In order to present my research framework, I illustrate in Chapters 1-2 how I have come to consider the key features of my theory of practice (van Lier, 1994, 1996) as being meaningful, focused and pragmatic. In Chapters 3-4, I describe my theory of practice of CLIL classroom interaction by jointly examining CLIL theories and my classroom practices. This allows me to develop a 'support and challenges' framework, which leads to learners' noticing and 'performance' in the foreign language. On the basis of my research, I re-examine my arguments in Chapter 5 based on my two main findings: - I suggest that CLIL makes (foreign) language use visible: CLIL allows both the teacher and the learners to become aware of their language use. - I relate this argument to the current situation for MFL teaching and learning in English secondary schools which then leads me to reconsider theory of practice in general. NB. This ethesis has been created by scanning the typescript original and may contain inaccuracies. In case of difficulty, please refer to the original text.

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Thanos, Theresa Siemer. "Dialogic Literary Argumentation and the Social Process of Warranting in an English Language Arts Classroom". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1585205349866026.

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Glathar, Wade R. "Action Research as Professional Development: A Study of Two Teachers". BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1627.

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This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from interviews as well as researcher and participant journals.

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Williamson, Zoè Claire. "What is it like to be a Chartered Teacher doing action research?" Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5851.

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Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.

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Mould, Claire. "The influence of researcher and teacher collaboration on the effectiveness of the early learning of four year olds in schools". Thesis, Coventry University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361663.

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Eames, Kevin. "How do I, as a teacher and an educational action-researcher, describe and explain the nature of my professional knowledge?" Thesis, University of Bath, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308870.

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Burton, Fredrick Ray. "The reading-writing connection : a one year teacher-as researcher study of third-fourth grade writers and their literary experiences /". The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726282507663.

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Kao, Shin-Mei. "Classroom interaction in a drama-oriented English conversation class of first-year college students in Taiwan : a teacher-researcher study". Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1239367113.

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Finnegan, James. "How do I create my own educational theory in my educative relations as an action researcher and as a teacher?" Thesis, University of Bath, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425865.

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O'Mara, Joanne, i jomara@deakin edu au. "Unravelling the Mystery: A Study of Reflection-in-Action in Process Drama Teaching". Griffith University. School of Vocational, Technology and Arts Education, 1999. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030228.103642.

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Unravelling the Mystery is a qualitative case study that examines the teacher researcher's reflection-in-action as she teaches using process drama. The teacher-researcher taught a class of Year Seven students for a school year. She worked with the students using process drama from 2-5 hours per week. All sessions were recorded and transcribed as part of the reflective practice research. They were then examined to study how the teacher might use reflection-in-action. The data is written as a series of vignettes. The vignettes are used to illustrate reflection-in-action and as a basis for discussion and analysis. In the thesis the data from five of these sessions is presented as vignettes-these vignettes illustrating the teacher's reflection-in-action process. The analysis focuses on the reflection-in-action for the teacher. The vignettes and accompanying analysis for the basis for an illustrative model of the scope of the teacher' reflection-in-action as she works using process drama. The study addresses the following questions: · How might reflective practice inform my teaching? · How can I as a researcher describe and document my reflection-in-action when working as a teacher in process drama? · What is the scope of my reflection-in-action when working as the teacher in process drama? · How might an increased understanding of reflection-in-action be useful to teachers of process drama? These questions are considered in light of the analysis and literature review. The study concludes that reflective practice is valuable to enable teachers to develop their practice. It recommends that this type of research is beneficial to both develop models of practice and to improve the practice of individual practitioners.

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Reis, Jorge José Manuel. "On becoming a teacher-researcher in an academic context of in-service education : case study of a group of EFL teachers". Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/1f62155e-3851-495c-a6ed-4fa720299c98.

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The study in this thesis is a longitudinal case study of a group of overseas teachers involved in research as part of an in-service B.Ed. (Honours) degree in TEFL. It addresses the process of development as teacher-researchers of the group during the course. In terms of outcomes it seeks to investigate the contribution, as perceived by the participants, of involvement in research to their professional development, and the impact of this experienceo n their ways of conceiving of teacher-researcha nd of themselves as reflective, enquiring practitioners. The findings of the study suggest that the adoption of a multi-stranded approach to involvement in research with in-service teachers may be desirable to the extent that it may foster the development of teachers as reflective practitioners, while also providing for their development at an academic level. However, the study also suggests that the particular type of approach to involvement in research undertaken by this group can be problematic, given the difficulties in reconciling the on-going professional development perspective with the certification element. The efforts to include a teacher-researche lement in degreec oursesf or teachersi s not unique to this course, and the conflict between the two aims may be relatively common. The end result is that the approach may require from participants a lot of effort to create a balance between their pedagogical expectations from the course and the criteria of academic certification. The study also provides some empirically-based analytical frameworks which may be of value in attempting to understand what happens when teachers encounter research.

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Silva, Carolina Vieira. "Teatro e currÃculo em contracena: sentidos para a proposta pedagÃgica do curso de Teatro-licenciatura/ICA/UFC". Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=12228.

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nÃo hÃ
O objeto de estudo desta tese reporta-se a uma questão comum a diversos cursos de licenciatura em Teatro: a preocupação com os percursos formativos dos futuros professores de Teatro. O campo de análise é o currículo do Curso de Teatro-Licenciatura, Instituto de Cultura e Arte (ICA), Universidade Federal do Ceará (UFC). Inferiu-se que a identidade profissional dos discentes é construída a partir dos sentidos que através de suas experiências eles atribuem à proposta pedagógica do curso. Desta forma, a questão que se busca responder é como eles avaliam esta proposta pedagógica a partir da relação que estabelecem entre ela e o perfil do egresso, o artista-pesquisador-docente. O foco desta pesquisa é, portanto, o que se pode considerar como currículo com quem, ou seja, o perscrutar de um currículo através da compreensão de quem o afeta e é afetado por ele. O conceito e a análise do currículo são construídos em diálogo com os discentes por meio de entrevistas, questionários, cartas, projetos de cenas e relatórios por eles elaborados em diversas etapas de sua formação. Conclui-se que, no que diz respeito à relação entre o currículo e o perfil do egresso, a crítica do discente e o desafio dos agentes curriculares recaem sobre as disciplinas que necessitam estabelecer maior ligação entre si, a fim de prepararem, cada uma em sua especificidade mas de maneira integrada, um profissional plural. Neste caso, a interdisciplinaridade pode se apresentar como uma alternativa possível para suscitar experiências que sejam capazes de agregar a arte, a pesquisa e a docência.
The object of study of this thesis refers to a common issue to many undergraduate courses in Theater: a concern with education courses for prospective teachers of Theater. The field of analysis is the curriculum of the Theater Teacher Education Course, Institute of Culture and Art ( ICA ), Federal University of Ceará (UFC). It was inferred that the professional identity of the students is built from the senses they attribute through their experiences to the course proposal. Thus, the question that seeks to answer is how they evaluate this pedagogical proposal from the relationship established between it and the egress profile, the artist- researcher- teacher. The focus of this research is what may be regarded as a curriculum with whom, ie, the analysis of a curriculum through the understanding of who affects it and is affected by it. The concept and analysis of the curriculum are constructed in dialogue with the students through interviews, questionnaires, letters, project scenes and reports prepared by them at various stages of their education. We conclude that, with regard to the relationship between the curriculum and the egress profile, the critical challenge of the curriculum and student agentsfalls on the disciplines that need to establish greater links between them in order to prepare, each in its specificity but in an integrated manner, a professional that isplural. In this case, interdisciplinarity can be presented as a possible alternative to elicit experiences that are capable of adding art, research and teaching.

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Sitomaniemi-San, J. (Johanna). "Fabricating the teacher as researcher:a genealogy of academic teacher education in Finland". Doctoral thesis, Oulun yliopisto, 2015. http://urn.fi/urn:isbn:9789526209937.

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Abstract The Finnish notion of academic, scientific, research-based teacher education has become a frequently referred to idea within the Finnish educational discourses of research, policy, curriculum and practice. This study examines the current discourse of research based teacher education since its emergence during the 1970s reform that ‘scientized’ teacher education. Drawing on Foucauldian approaches of genealogy and governmentality studies, the purpose of this study is to explore the current presence of ‘research’ in Finnish teacher education and consider the effects of the ways in which the notion of research is mobilised in the discourse. The research questions are: 1. How are teacher subjectivities and notions of research constructed, assembled and mobilised in the discourse of research-based teacher education in Finland? 2. What social ideals circumscribe the aspirations for teachers as researchers and research-based teacher education in Finland? The analysis is carried out on academic publications that have been published on Finnish research-based teacher education. The findings, first, point to the discursive insertion of research into Finnish teacher education as a strategy through which to fabricate the teacher as autonomous and as emancipated from tradition. Secondly, the analysis addresses how an array of different significations of research are mobilised in the governing of the teacher as researcher. Thirdly, the analysis draws attention to the Lutheran Protestant legacy of the tradition of Bildung that has influenced the weak incentive for social and political orientations in Finnish teacher education. The effects of a scientific approach to teacher education are visible in the ways research-based teacher education comes to evoke specific teacher inner qualities and dispositions that are aligned with humanist aspirations and ideals for education and social progress. The study provides an alternative way for perceiving of and problematizing research-based teacher education as well as of the often uneasy relationship between teacher training and the university. In this way, the study attempts to complicate conversations and open up alternative ways of engaging with academic knowledge and practices in teacher education curriculum and research
Tiivistelmä Suomalaista kasvatusta koskevissa tutkimuksen, poliittisten linjausten, opetussuunnitelmien ja käytänteiden diskursseissa viitataan usein akateemiseen, tieteelliseen, tutkimusperustaiseen opettajankoulutukseen. Tässä tutkimuksessa tarkastellaan 1970-luvun tieteellistämisuudistuksen käynnistämää, nykymuotoisen tutkimusperustaisen opettajankoulutuksen diskurssia. Tutkimus ammentaa foucault’laisista genealogian ja hallinnan tutkimuksen lähestymistavoista. Tutkimustehtävänä on tarkastella “tutkimuksen” ilmenemismuotoja nykyisessä suomalaisessa opettajankoulutuksessa sekä näiden diskursiivisia vaikutuksia. Tutkimuskysymykset ovat: 1. Millä tavoin opettajasubjektiviteetit ja käsitykset “tutkimuksesta” rakentuvat, mobilisoituvat ja asettuvat toisiinsa nähden tutkimusperustaisen opettajankoulutuksen diskurssissa Suomessa? 2. Millaiset yhteiskunnalliset ihanteet määrittävät suomalaisen opettajankoulutuksen pyrkimyksiä kohti tutkivaa opettajuutta ja tutkimusperustaista opettajankoulutusta? Tutkimuksessa analysoidaan akateemisia julkaisuja suomalaisesta tutkimusperustaisesta opettajankoulutuksesta. Tutkimustulokset osoittavat “tutkimuksen” ilmentymisen suomalaisessa opettajankoulutuksessa strategiana, jonka kautta tuotetaan autonomisia opettajasubjekteja ja emansipoidaan opettaja tradition vallasta. Toiseksi analyysi tuo näkyviin, millä tavoin “tutkimuksen” eri merkitykset tulevat valjastetuiksi tutkivan opettajan hallinnassa. Kolmanneksi analyysi kiinnittää huomiota luterilaisen protestantismin vaikutuksiin sivistysajattelussa, mikä selittää suomalaisen opettajankoulutuksen heikkoa yhteiskunnallista ja poliittista orientaatiota. Tieteellisen lähestymistavan vaikutukset opettajankoulutukseen ilmenevät siinä, miten tutkimusperustainen opettajankoulutus tulee herättäneeksi opettajan sisäisiä ominaisuuksia ja mielenlaatuja, joita määrittävät humanistiset ideaalit kasvatuksesta ja yhteiskunnallisesta edistyksestä. Tutkimus tarjoaa vaihtoehtoisen tavan hahmottaa ja kyseenalaistaa tutkimusperustaista opettajankoulutusta sekä opettajankoulutuksen ja yliopiston usein ongelmallista suhdetta. Näinollen tutkimus pyrkii syventämään keskusteluja ja avaamaan vaihtoehtoisia tapoja tarkastella akateemista tietoa ja käytänteitä niin opettajankoulutuksen opetussuunnitelman kuin tutkimuksen osalta

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Norton, Patricia Jean. "Teacher learning: A process of grafting new truths on to old truths - a case study of teacher learning in an independent school". Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16332/3/Patricia%20Norton%20Thesis.pdf.

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The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning in a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning in one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers in learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them. A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected in a learning community, in what reflected an "outside in" approach to the problem. However, the intent of the study was that this should be balanced by the "inside out" approach evident in the consideration of what teachers in a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted in quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded in the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning.

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Norton, Patricia Jean. "Teacher learning : a process of grafting new truths on to old truths : a case study of teacher learning in an independent school". Queensland University of Technology, 2006. http://eprints.qut.edu.au/16332/.

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The intent of this professional doctorate study was to clarify theory and develop knowledge that could benefit the researcher's workplace. It achieved two aims. The first was the useful knowledge gained by the insider-researcher about how to effect teacher learning in a reform context. The second was the improved understanding of the uniqueness of contextual conditions that affected teacher learning in one school. A case study of a single school site was the means of examining the problem of what issues confronted teachers in learning new knowledge mandated by curriculum reform, along with why those issues existed and how teachers dealt with them. A genealogical approach to the literature investigation determined where, why and how teacher learning should be effected in a learning community, in what reflected an "outside in" approach to the problem. However, the intent of the study was that this should be balanced by the "inside out" approach evident in the consideration of what teachers in a school had to say about the realities of teacher learning. Interviews with teachers considered good informants resulted in quality data that facilitated the construction of explanatory theory. A comparison of this theory constructed from data grounded in the realities of teachers' experiences with the theory derived from the literature constituted the final stage of clarifying the problem. Results from the study, therefore, represented both useful knowledge and understanding of the problem. These were of benefit to the specific school, while contributing to the professional efficacy of the researcher-insider, responsible for delivering curriculum reform that was dependent on teacher learning.

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Pesce, Marly Krüger de. "A formação do professor pesquisador nos cursos de licenciatura: a perspectiva do professor formador e dos licenciandos". Pontifícia Universidade Católica de São Paulo, 2012. https://tede2.pucsp.br/handle/handle/16061.

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This thesis deals with the education of a teacher as researcher in undergraduate teacher education courses (licensure) with the aim of understanding how the teacher educator considers the education of a teacher as researcher. The principles of Vygotsky s Sociohistorical Theory (2009) guided this study for understanding that the human being has been constituted through interactions with others in a dialogical constitution, having the language as a tool of knowledge mediation. The concept of teacher as researcher was based on André (2001,2006), Concham-Smth e Lytle (1999), Lüdke (2000, 2001) among other authors. The participants were four teacher educators who oriented the supervised pre-service teacher training of the undergraduate courses of teaching education in Mathematics, Geography, Letters and History of a community university. Two students of the last two years of each of these courses also participated of this research. The data were gotten by applying interviews. Institutional documents were also analyzed such as the Institutional Educational Project, the Projects of the Undergraduate Courses and the Teaching Learning Programs of supervised pre-service teacher training. The Critical Analysis of Discourse proposed by Fairclough (1999) guided the reading and the interpretation of the corpus. The data analysis indicated that the teacher educators have different conceptions of what teacher research is. The discursive formation that comes from the specific subject is the way these teachers understand the formation of the teacher as researcher. There is no a clear concept of teacher research in the institutional documents, but some of them describe the didactic procedures that have to be followed to help the student to become a teacher as researcher. The students have still understood research as a way of updating in terms of subject content and pedagogical issues. In common, teacher educators and students recognize the importance of the research in the teaching activity as a possibility to develop autonomy concerning to subject matters and classroom situations. The teacher educators reported some strategies they considered essential to help the education of teacher as researcher, which were also mentioned by the students. The most mentioned strategies were: individual counseling, encouraging, questioning and group discussion. This research demonstrated that the way teacher educators understand and teach how to do research is affected by both personal experiences with research as the institutional culture. In the same way, the students, who are immersed in multiple interactions, constitute themselves discursively by the area of their licensure course
A presente tese aborda a formação do professor pesquisador em cursos de licenciatura com o objetivo de compreender como o professor formador considera formar o professor pesquisador. Os princípios da teoria socio-histórica de Vigotski (2009) orientaram esta pesquisa que compreende que o sujeito se constitui nas relações que estabelece dialogicamente com o outro tendo a linguagem como instrumento de mediação do conhecimento. A concepção de professor pesquisador teve como referencia André (2001,2006), Concham-Smth e Lytle (1999), Lüdke (2000, 2001) entre outros autores. Participaram da pesquisa quatro professores orientadores do Estagio Curricular Supervisionado nos cursos de licenciatura de matemática, geografia, letras e história de uma universidade comunitária. Também participaram dois alunos do último ano de cada um dos referidos cursos. Os dados foram coletados por meio de entrevista e pela análise de documentos institucionais como, por exemplo, o Projeto Pedagógico Institucional, os Projetos dos Cursos de licenciatura, os Programas de Ensino Aprendizagem de Estágio Curricular Supervisionado. A Análise Critica do Discurso de Fairclough (1999) orientou a leitura e a interpretação do corpus da pesquisa. A análise dos dados apontou que as professoras formadoras têm diferentes concepções do que é pesquisa. A formação discursiva advinda das especificidades da disciplina constitui a forma como essas professoras entendem a formação do professor pesquisador. Os documentos institucionais não indicam claramente o que é a pesquisa do professor, embora alguns deles descrevam os procedimentos didáticos que devem ser seguidos para ajudar o acadêmico a desenvolver-se como professor pesquisador. Os acadêmicos ainda compreendem a pesquisa como uma forma de o professor manter-se atualizado, tanto no que se refere ao conteúdo da disciplina quanto às questões pedagógicas. Em comum, professores formadores e alunos reconhecem a importância da pesquisa na atividade docente como possibilidade de desenvolver a autonomia referente aos conteúdos da disciplina e às situações da sala de aula. As professoras relataram algumas estratégias que consideram fundamentais para ajudar a formação do professor pesquisador, as quais também são mencionadas pelos alunos. As mais mencionadas foram: orientação individual, incentivo, questionamento e discussão coletiva. Esta pesquisa demonstrou que a forma como as professoras formadoras entendem e ensinam a fazer pesquisa são afetadas tanto pelas experiências pessoais com a pesquisa como pela cultura institucional. Da mesma forma, os acadêmicos imersos nas múltiplas interações, vão se constituindo discursivamente pela área do seu curso de licenciatura.

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Jong, Young Ok. "An investigation into the benefits of collaborative writing for the development of EFL children’s communication skills : a reflective report of a teacher researcher". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3743/.

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The purpose of the present study is to investigate effective ways of designing taskbased collaborative writing lessons in the EFL classroom in South Korea. In this research, a group of 11/12 year-old children were involved in repeating three different writing tasks three times. In order to examine the effects of task type and task repetition on task performance and outcomes, written texts were measured in terms of fluency, accuracy, and lexical complexity with seven sub-measures and pair dialogues were quantified by the focus on a particular aspect of the language and then categorised into form-focus, lexical-focus, and mechanical-focus language-related episodes. Follow-up interviews were undertaken with the children to examine their perspectives on collaborative writing from their first experience of paired writing. On the basis of self-reflection on my prior learning and teaching experience in the EFL context, a classroom action research project was designed and conducted to promote my personal and professional growth. Classroom observation was undertaken to monitor the children’s performance and engagement when working together. The results of quantitative and qualitative data analysis showed strong effects of task type and task repetition on the products and processes of Korean children’s writing and the pedagogical benefits of collaborative writing. In addition, this teacher research gave me a valuable opportunity to explore ways of becoming a reflective teacher. The research findings may help classroom teachers who want to develop task-based collaborative writing lessons in the classroom and teacher researchers who want to initiate classroom action research to improve their teaching practice.

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Pereira, Marcemino Bernardo 1966. ""Faço-me das tuas nas nossas palavras" : a escrita de textos no ensino de História". [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254084.

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Orientador: Corinta Maria Grisolia Geraldi
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Essa é uma investigação narrativa em primeira pessoa contando as experiências de um professor de História do Ensino Fundamental, com foco no ensino/aprendizagem por meio da escrita de textos. Enquanto contava a sua história, o professor pode perceber e entender o quanto os seus próprios registros de aula se encontravam articulados àquela modalidade de ensino. Nesse sentido, é também uma narrativa sobre a escrita de professor na formação docente. A reconstrução das condições enunciativas de produção dos textos dos alunos aqui analisados considerou essa articulação e revelou o quanto a aula que acontece na perspectiva dialógica, sob os cuidados da escuta, pode permitir a emergência de singularidades e promover relações de princípios porque lastreadas por ações responsivas e responsáveis. Essa perspectiva implica também reconhecer a relação professor/aluno e ensino/aprendizagem para além das posições fixas, mas enquanto relação de alteridade, onde nos fazemos uns aos outros na linguagem. Por conta desses movimentos de deslocamento dados pelo outro em nós, essa investigação encontra suporte teórico e metodológico principalmente nos estudo de M. Bakhtin e W. Benjamin. As lições dessa pesquisa, entendidas como aquilo que se aprende das histórias narradas, decorrem principalmente do entendimento de que os textos escritos pelos alunos são, nessas condições enunciativas descritas, textos de história
Abstract: This is a narrative research in first person telling the experiences of a History teacher of an Elementary School, focusing on teaching / learning process through writing texts. While telling his story, the teacher could realize and understand how his own learning logs were articulated to that type of education. Therefore, it is also a narrative about the teaching writing in teacher education. The reconstruction of enunciative condition of production of students texts, analyzed here, considered this articulation and it revealed how the class, which happens through a dialogical perspective, under listening care, can allow the emergence of singularities and promote principle relations because are backed by responsive and responsible actions. This perspective also implies to recognize the teacher / student relation and teaching / learning process beyond fixed positions, but as the relationship of alterity, where we make each other in language. Due to these traversing movements given by the other in us, this research is supported theoretically and methodologically mainly based on the studies of M. Bakhtin and Walter Benjamin. The lessons of this research, understood as what you learn from the stories narrated, mainly result from the understanding that the texts written by the students are, under those enunciative conditions described, history texts
Doutorado
Ensino e Práticas Culturais
Doutora em Educação

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Filho, Antonio Costa Andrade. "O uso do portfólio na formação contínua do professor reflexivo pesquisador". Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-06122011-092544/.

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A presente pesquisa tem por foco um processo de formação contínua de docentes da rede pública estadual da região de Carapicuíba e Cotia com o uso do portfólio, enquanto recurso para a formação do professor reflexivo. Em uma pesquisa de campo realizada pela Oficina Pedagógica da Diretoria de Ensino de Carapicuíba, São Paulo, sobre as formas de registro e avaliação; constatamos que: professores de diferentes disciplinas do currículo do Ensino Fundamental e Médio realizavam portfólios de forma espontânea, para conhecer o repertório cultural e educacional dos discentes. Este fato chamou-nos atenção e procuramos estabelecer os primeiros contatos com esses educadores, a fim de identificar os tipos de portfólio que construíam, se possuíam conhecimento teórico a cerca desta prática e o que ainda poderiam conhecer a respeito do potencial deste material e o seu uso para a pesquisa e reflexão em relação ao ensino-aprendizagem. Ao longo do processo de formação contínua o portfólio foi apresentado como ferramenta de pesquisa-ensino, ao qual se acrescentou o blog, para resolver imprevistos do percurso. Tínhamos por meta verificar o desenvolvimento do processo reflexivo do professor sobre suas práticas a partir do uso das referidas ferramentas e averiguar a ocorrência de transformações das metodologias de ensino, bem como a produção de conhecimento na escola. Para operacionalização, deste projeto, realizamos um ciclo de cursos de formação contínua para esclarecermos as tendências atuais e o uso do portfólio e a formação do professor reflexivo. A coleta de dados compreendeu o período de 2007 a 2009. Acompanhamos, em três escolas do Ensino Fundamental, a prática docente de 15 professores das seguintes disciplinas: Língua Portuguesa, História, Geografia, Arte e Educação Física para entendermos as formas como foram compiladas, colecionadas, comentadas e apresentadas as evidências do ensino e da aprendizagem por intermédio do registro docente. Nessa abordagem temos por suporte teórico os autores a seguir: John Dewey (1965), Donald Schon (1983, 2000), Antonio Nóvoa (1997), Isabel Alarcão (2005), Fernando Hernandez (2000), Idália de Sá-Chaves (2000, 2005), Selma Garrido, Evandro Ghedin (2002), Elsa Garrido (2000, 2010), Heloisa Dupas Penteado (2008, 2010), entre outros. Constatamos a introdução à prática reflexiva a partir da formação disponibilizada.
This research focuses on a process of continuous training of teachers from public schools in the region of Carapicuíba and Cotia using the portfolio as a resource for the education of reflective teachers. In a field survey conducted by the Bureau of Educational Board of Education from Carapicuíba, São Paulo, on ways of recording and evaluation showed that: teachers of different subjects in the curriculum of elementary and high school portfolios performed spontaneously, to knowing the cultural background and education of students. This fact called our attention and we seek to establish the first contacts with these educators to identify which types of portfolio they built, if they had theoretical knowledge about this practice and what they could still know about the potential of this material and its use for research and reflection on teaching and learning. Throughout the process of training the portfolio was presented as a tool for research and teaching, which added the blog to solve the unexpected route. We aim to check the development of the teacher\'s reflective about their practice from the use of these tools and to investigate the occurrence of transformations of teaching methodologies, as well as the production of knowledge in school. For the operationalization of this project, we conducted a series of training courses to clarify current trends in the use of portfolio and reflective teacher education. Data collection included the period from 2007 to 2009. We followed, in three schools of basic education, the teaching practice of 15 teachers of the following subjects: Portuguese Language, History, Geography, Art and Physical Education for understanding the ways in which they were compiled, collected, explained and presented the evidences of teaching and learning through the teacher registration. In this approach we have theoretical support for the following authors: John Dewey (1965), Donald Schon (1983, 2000), Antonio Nóvoa (1997), Isabel Alarcão (2005), Fernando Hernandez (2000), Idália de Sá-Chaves (2000, 2005), Selma Garrido, Evandro Ghedin (2002), Elsa Garrido (2000, 2010), Heloisa Dupas Penteado (2008, 2010), among others. We found out the introduction to reflective practice from the training offered.

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Boff, Eva Teresinha de Oliveira. "Processo interativo : uma possibilidade de produção de um currículo integrado e constituição de um docente pesquisador-autor e ator- de seu fazer cotidiano escolar". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/31787.

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Esta pesquisa aborda um processo interativo de formação de professores permeado por múltiplas interlocuções as quais visam superar as ideias simplistas de formação docente, com base na transmissão de conhecimentos produzidos por sujeitos externos ao ambiente escolar. Trata-se de um processo de pesquisa na ação, focado na formação contínua, orientado por diálogos que giram em torna da produção, planejamento e desenvolvimento, em sala de aula, de uma proposta de organização curricular denominada Situação de Estudo (SE). Para analisar criticamente as contribuições, potencialidades e limites desse processo, para a constituição de um professor pesquisador- autor e ator - de seu fazer cotidiano escolar e para a produção de um currículo integrado, na forma SE, foi constituído um espaço interativo rico de apropriação e produção de saberes envolvendo três grupos de sujeitos: professores de Ensino Médio (EM) de uma escola pública de Ijuí; professores da área de física, química e biologia, vinculados ao Gipec-Unijuí e licenciandos vinculados ao mesmo grupo. Os caminhos percorridos foram orientados pelos pressupostos da pesquisa qualitativa, na modalidade de pesquisa na ação, com as características de um estudo de caso, conforme proposto por Bogdan e Biklen (1994); Pimenta e Franco (2008), e expressos por uma espiral de ciclos autorreflexivos, seguindo o pensamento de Carr e Kemmis (1988). Os ciclos envolvem diversos momentos permeados pela reflexão-ação coletiva como parte da tessitura da metodologia de pesquisa na ação, os quais foram se constituindo pelas discussões centralizadas na produção, planejamento, análise e desenvolvimento, na primeira e segunda série do EM, de três SEs: Conhecendo o câncer – um caminho para a vida; Ambiente e vida – o ser humano nesse contexto e Drogas - efeitos e consequências no ser humano. Os dados empíricos resultantes das gravações dos diálogos decorrentes do processo interativo são descritivos e resultaram de um trabalho intensivo e sistemático que ocorreu no contexto escolar, ambiente natural da investigação, e são analisados com base nos argumentos de Moraes e Galiazzi (2007) sobre análise textual discursiva. A pesquisa mostra que o processo interativo de formação docente, fundamentado pelos pressupostos do educar pela pesquisa, contribui para: superar o distanciamento entre universidade e escolas básicas pela elaboração coletiva de SEs, num compartilhamento de ideias e ações no espaço escolar; articular a formação inicial e continuada de professores por meio de interações triádicas (ZANON, 2003), visando a participação ativa de todos os sujeitos; superar a estrutura linear e fragmentada dos conteúdos disciplinares por meio da interlocução com diferentes disciplinas de modo a propiciar a produção de um currículo integrado, que prioriza o estudo dos conteúdos escolares situados em contextos de relevância social e de vivência cotidiana dos estudantes, de modo a produzir sentidos e significados para eles; articular teoria e prática docente pelo uso dos recursos culturais - linguagem, leitura e escrita; a formação docente contínua. Pelas características de múltiplas interfaces de interação é que se defende a tese de que o processo interativo de formação docente contribui para a constituição de um docente mais crítico, pesquisador, autor e ator de seu fazer cotidiano escolar e para a produção de um currículo integrado, como processo em constante transformação, conectado a vida social e cultural do sujeito. Os argumentos para defesa dessa tese foram construídos pela contribuição de diversos autores tais como Zeichner (1993); Freire (2003, 2004); Vigotski (2000); (Demo, 1997, 1998; Pimenta e Franco, 2008; Maldaner (2000); Galiazzi (2003); Sacristán (1998), Santomé (1998), Japiassu (1993).
This research covers an interactive teacher formation process permeated by multiple interlocutions that aim to overcome the simplistic ideas of teacher formation based on the transmission of knowledge produced by individuals outside the school environment. It is a process of research on the action focused on continuous teacher formation guided by dialogs that revolve around production, planning and development in the classroom of a curricular organization proposal called Study Situation (SS). In order to understand and analyze the contributions, potentialities and limitations of this process to constitute researcher teachers - author and actor - making their daily routine and to produce an integrated curriculum in the shape of SS, an interactive space has been constituted that is rich in the appropriation and production of knowledge involving three groups of individuals: intermediate education (IE) teachers from a public school in Ijuí; teachers from the areas of physics, chemistry and biology linked to GIPEC-UNIJUÍ and graduates linked to the same group. The trails followed were guided by the qualitative research presuppositions in the modality of research on the action with the features of a case study as proposed by Bogdan e Biklen (1994); Pimenta e Franco (2008), and expressed by spiraling self reflexive cycles, following the thought of Carr e Kemmis (1988). The cycles involve several moments permeated by collective reflection-action as part of the research in the action methodology texture, which were being constituted by discussions centered on production, planning, analysis and development in the first and second years of IE in three SS: Knowing about Cancer – A path for life; Environment and life – human beings in that context and Drugs - effects and consequences in human beings. The empirical data resulting from dialog recordings originated from the interactive process are descriptive and resulted from an intensive and systematic work that took place in the school context, natural environment for the investigation, and are analyzed based on arguments by Moraes e Galiazzi (2007) about discursive textual analysis. The research shows that the interactive teacher formation process based on the educating through research presuppositions contributes towards: overcome the distancing between universities and basic education schools through the collective elaboration of SS by sharing ideas and actions within the school space; articulate the initial and continued teacher formation for being constituted of triadic interactions (ZANON, 2003) where all individuals take active participation; overcome the linear and fragmented structure of subject contents by means of interlocution with different subjects so as to provide for the production of an integrated curriculum that prioritized the studying of school contents situated in contexts of social relevance and students' daily experiences in order to produce sense and significance for them; articulate teaching theory and practice through the use of cultural resources-language, reading and writing; continuous teacher formation for being constituted of a dialogic process being permanently reconstructed. The characteristics of multiple interaction interfaces is what advocates the thesis that the interactive teacher formation contributes to constitute more critical, researcher teachers –author and actor- their school routine and to produce an integrated curriculum as a process under constant transformation connected to the individual's social and cultural life. The arguments to defend that thesis were constructed from the contribution of several authors such as Zeichner (1993); Freire (2003, 2004); and Vigotski (2000); (Demo, 1997, 1998; Pimenta e Franco, 2008; Maldaner (2000); Galiazzi (2003); Sacristán (1998), Santomé (1998), Japiassu (1993).

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Solka, Márcia Hahn. "Alcances e limites do avaliar e aprender a avaliar : as representações espaciais de estudantes de ensino médio em geografia ação docente fundamentada na epistemologia genética". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/156404.

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Esta pesquisa buscou identificar os alcances e os limites que a avaliação da aprendizagem realizada pela docente pesquisadora proporcionou ao estudante de Ensino Médio durante seu processo de representação espacial em geografia. A teoria centralizadora do estudo é a Teoria Piagetiana, Epistemologia Genética. Ancorada na definição de Fernando Becker de professor-pesquisador, aquele professor que pesquisa sua própria docência, a análise consistiu em identificar os alcances e limites da metodologia da avaliação da aprendizagem (representação espacial em geografia) realizada com 46 jovens da turma 103, correspondente ao 1º ano do Ensino Médio, de uma escola da rede estadual de ensino em Sertão Santana (RS). A concepção de avaliar utilizada na pesquisa dialogou com a avaliação mediadora (Hoffmann), a avaliação diagnóstica (Luckesi) e a avaliação formativa (Sanmartí), que postulam a relevância da avaliação ao longo do processo da aprendizagem. O material empírico para a pesquisa consistiu dos registros da docente quanto a dúvidas e expressões verbais dos alunos durante as atividades pedagógicas, com análise dos instrumentos avaliativos, produções de textos de diferentes gêneros, mapas mentais e edição de vídeo. Ancoradas as estratégias pedagógicas num olhar Cultural Humanista da Geografia das Representações, opera-se com os conceitos: Alfabetização cartográfica, Geografia das Representações, Lugar, Mapas mentais e Paisagem. Já os materiais de análise da pesquisa foram os resultados alcançados, as aprendizagens ou não dos estudantes, diagnosticadas a partir da avaliação da aprendizagem realizada pela docente pesquisadora ao longo do processo de representações dos sujeitos em Geografia.
This research aimed to identify the reaches and limitations that the learning evaluation performed by the researcher teacher provided to High School students along their process of spatial representation in geography. The central theory of this study is Piaget’s Theory, the Genetic Epistemology. Grounded on Fernando Becker’s definition of researcher-teacher, i.e. the teacher who investigates his or her own teaching procedures, the analysis involved the identification of the reaches and limitations of the methodology of learning evaluation (spatial representation in geography) performed with 46 students attending group 103, which corresponds to the first year of High School in a school belonging to the state education network in Sertão Santana (RS). The conception of evaluation used in the research dialogued with the mediating evaluation (Hoffmann), the diagnostic evaluation (Luckesi) and the educative evaluation (Sanmartí), which advocate the relevance of evaluation along the learning process. The empirical research material consisted of the teacher’s records of students’ doubts and verbal expressions during the pedagogical activities, with analysis of the evaluative instruments, productions of texts of different kinds, mental maps and video edition. With the pedagogical strategies grounded on a humanist, cultural view of Geography of Representations, the following concepts were used: Cartographic literacy, Geography of Representations, Place, Mental maps and Landscape. The analysis materials were the results achieved, i.e. the students’ learning success or failure, diagnosed through the learning evaluation performed by the researcher teacher along the process of representations by the subjects in Geography.

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Brandão, Alda Maria. "Professor/a pesquisador/a : as (im)possibilidades da pesquisa-ação no cotidiano escolar de docentes de Educação Física". Universidade Federal do Espírito Santo, 2011. http://repositorio.ufes.br/handle/10/6119.

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Com base no estudo realizado com três professoras de Educação Física do primeiro ciclo do Ensino Fundamental da Secretaria Municipal de Educação de Vila Velha, a presente dissertação procurou compreender como uma experiência de formação de professores/as, fundamentada na pesquisa-ação, pode contribuir na formação de professor/a como pesquisador/a de sua prática pedagógica. Teve como objetivos identificar em que medida uma experiência com pesquisa-ação pode contribuir para que professores incorporem a pesquisa na sua prática pedagógica e, também, identificar em que medida isso é possível, considerando as condições concretas dos cotidianos escolares. A produção dos dados se deu a partir dos memoriais e relatos elaborados pelas professoras, diário de campo, observação participante, entrevistas, diálogos audiogravados e transcritos, cópia de e-mails das professoras, relatórios das reuniões e fotos. Ao pensar a formação de professores/as pesquisadores/as, é preciso também levar em consideração as políticas praticadas para essa formação, os diferentes contextos materiais, formativos e o desejo do professor em pôr em questão sua prática pedagógica. Os encontros de estudo da rede de formação Sobre-vivências e a metodologia da pesquisa-ação se constituíram em um encontro social de busca para pensar uma prática pedagógica investigativa, na qual foram vividos sentimentos de angústia, acolhimento, discussões e problematizações diante dos problemas e dificuldades que (des)potencializam a ação docente no cotidiano. A pesquisa-ação pode indicar a produção de uma novíssima retórica para a formação, em que os/as professores/as se tornem sujeitos e possam criar eles mesmos argumentos que os impulsionem a se constituírem pesquisadores de suas práticas. Além de se verem e se assumirem como sujeitos, podem, também, reconhecer o outro como produtor de conhecimentos. Dessa forma, o conhecimento passa a ser visto como uma produção que se dá pela via da solidariedade, sendo esta entendida como conhecimento-reconhecimento.
Based on empirical study of Physical Education teachers from the City Department of Education of Vila Velha, this dissertation tried to understand how an experience of teacher training, substantiated on action research, can contribute to the formation of teacher as researcher of their pedagogical practice. It aimed to identify the extent to which an experiment with action research can help teachers incorporate research in their teaching and also to identify to what extent this is possible, considering the concrete conditions of everyday school. The production of the data was from memorials and reports prepared by the teachers, field diary, participant observation, interviews, taped conversations and transcripts, copies of emails from teachers, meeting reports and photos. When thinking about the training of researcher teachers, we must also take into consideration the policies adopted for this training, the different material contexts, teacher training and the desire to put into question their pedagogical practice. The study meetings of the training network about experiences ("Sobre-vivências") and the methodology of action research is constituted in a social gathering to search for a pedagogical practice investigative thinking, in which they experienced feelings of anxiety, host, discussion and problematization on the problems and difficulties that depotentiate the teaching activities in daily life. For the creation of a research practice based on solidarity, through action research, it is necessary to produce a brand new rhetoric, in which teachers become subjects and can create on their own arguments that boost themselves to constitute researchers of their practices. Besides becoming and assuming as subjects, we must also recognize the other as a producer of knowledge. Thus, knowledge is seen as a production that takes the path of solidarity, understood as knowledge and acknowledgment.

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Gilbert, Nina Marie. "A teacher researcher study of the influence of using improvisational drama in teaching an integrated curriculum unit of study on kindergarten children's free-choice play". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413296876.

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Kizilcik-eren, Hale Hatice Hatice. "A Constructivist Approach To The Integration Of Systematic Reflection In Eap Courses: An Action Research Study". Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614011/index.pdf.

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The aim of the study was to investigate to what extent integrating systematic reflection into the academic English courses at the tertiary level fosters learning. To this end, the teacher-researcher designed an action research study and carried it out with seventy-one students in the three sections of ENG 101 she taught at the Middle East Technical University. In the course of the action research, the teacher-researcher developed an interactive reflection model in which the teacher and students engage in a collaborative process of reflection to improve their performance. For each writing and speaking task in the syllabus, a related reflective task was developed, and the reflective writing assessment rubric was created. Students wrote reflective paragraphs through which they explored their strengths and weaknesses in their performance. Moreover, the teacher-researcher and students engaged in reflective dialogue. In their reflections, students were expected to develop an action plan for further improvement. The teacher-researcher kept a reflective journal in which she reflected on the research and her teaching skills. At the end of the semester, the students evaluated the effectiveness of the reflective activities. The data collection tools were student questionnaire, student work, transcripts of the reflective dialogues, students&rsquo
evaluation of reflective activities and teacher&rsquo
s reflective journal. The quantitative and qualitative analysis of the data revealed that the integration of reflection in the course increased students&rsquo
awareness of their strengths and weaknesses in relation to the tasks they performed, improved their self-assessment skills and increased their self-confidence. Reflecting with students and on students&rsquo
reflections became a journey of discovery for the teacher-researcher. She developed an action plan and put it into implementation.

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Nunes, Cintia. "Curiosidade e coordenações de ações : vetores da aprendizagem no ambiente escolar". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/29936.

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Esta dissertação tem como foco o estudo do jogo empreendido entre as curiosidades e as coordenações das ações de um grupo de alunos das Séries Iniciais do Colégio de Aplicação da Universidade Federal do Rio Grande do Sul (CAp/UFRGS). A turma participante da pesquisa frequentava o 1º ano em 2009, sendo que atuei nesta turma como professora no referido ano. Em 2010, retornei à mesma turma, já no 2º ano, para a continuação da coleta de dados. Tendo a Epistemologia Genética como base teórica, meu movimento de ser professora foi constituindo-se também como de ser pesquisadora na medida em que via, nas ações dos alunos, possibilidades de compreender o percurso de seu pensamento. As questões que orientam esta pesquisa são: Como a busca ativa para satisfazer a curiosidade se desenvolve? Quais são as formas de coordenações de ações resultantes da busca ativa da curiosidade? Minha hipótese era de que ao agir em função de uma curiosidade o sujeito poderia coordenar ações que se apresentam de diferentes formas. Constatei, então, três níveis de desenvolvimento, os quais foram estabelecidos por critérios de conservação e busca pela curiosidade, apresentados pela criança. As coordenações de ações foram empreendidas nas formas de criação de pergunta, relações parte e todo, implicação significante, comparações, seriação, classificação e cooperação. Tais formas de coordenações evidenciam que operar com a curiosidade pode contribuir para o desenvolvimento infantil, o qual, neste caso, é movido pelo interesse. Com isso, as ações docentes deixam de ter um roteiro fixo para aventurar-se pelos labirintos da curiosidade infantil.
This dissertation is focused in the study of the game held between the curiosities and the coordination of actions of a group of students from the Colégio de Aplicação, initial years, at the Universidade Federal do Rio Grande do Sul (CAp/UFRGS), in Porto Alegre, RS. The group of pupils that participated in the research was attending the 1st year in 2009 when I was working as their teacher. In 2010, I returned to the same class, this time in the 2nd year, for further data collection. Having the genetic epistemology as a theoretical basis, my movement as a teacher was being constituted along with my intent in doing school research. In that way, the actions of the students became opportunities to understand the course of their thinking. The questions that guide this research are: How the active quest to satisfy the curiosity is developed? What forms of coordination of actions arise from the active pursuit of curiosity? My hypothesis was that the act of a curiosity on the subject could coordinate actions that were themselves presented in different ways. I noted then three levels of development, which were established by the criteria of conservation and the pursuit for curiosity presented by the child. The coordination of actions were undertaken on ways of creating questions, part and whole relationships, significant implication, comparison, grading, sorting and cooperation. Such forms of coordination showed that to operate with curiosity can contribute to the child development, which in this case is driven by interest. Thus, the actions of teachers no longer have a fixed route to venture into children’s mazes of curiosity.

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McCollum, Robb Mark. "Writing from Sources and Learners of English for Academic Purposes: Insights from the Perspectives of the Applied Linguistics Researcher, the Program Coordinator, and the Classroom Teacher". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2829.

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This dissertation investigates the challenges faced by learners of English for academic purposes (EAP) when required to complete writing assignments that use source texts. In order to address this problem, I explore the issue from the perspectives of applied linguistic researchers, writing program administrators, and classroom composition instructors. These three perspectives are highlighted in distinct articles that build on one another to create a more complete understanding of the challenges that EAP students face when writing from sources. The first article contains a literature review of relevant studies that explore the reading-to-write construct. Experts suggest that unintentional plagiarism, or patchwriting, can be attributed to a lack of cultural and linguistic competence. In order to address these limitations, researchers identify several reading and writing subskills that are integral to success in academic source writing. The literature review concludes with recommendations for teaching and testing contexts. The second article details a rater training evaluation study that resulted in unexpected, but welcomed, recommendations. Teacher-raters provided feedback that influenced how the institution made use of benchmark portfolios to train teacher-raters as well as inform students about writing achievement standards. The increased use of benchmark portfolios also helped to clarify classroom and program standards regarding citation, attribution, and anti-plagiarism policies. The final article is a practical guide for classroom composition instructors. I outline a recommended curriculum for teaching source writing to EAP students. The guide incorporates the findings of the literature review and the evaluation study into a collaborative and iterative pedagogical model. This recursive approach to EAP writing instruction helps students to diagnose and develop the advanced literacy subskills required for successful source integration into their writing. As a set, the three articles demonstrate that effective solutions to instructional issues can be developed when a problem is approached from multiple perspectives. Indeed, linguistics-based research, program administration, and teacher experience can be combined to produce a model for writing instruction that acknowledges principles of second-language advanced literacy and accounts for learner struggles as students develop source writing skills.

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Persson, Lena. "En aktionsforskningsstudie om undervisning och lärande för hållbar utveckling". Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-52291.

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Researchers in environmental education and education for sustainable development (ESD) have discussed in what way young people’s experience impact their action competence (e.g. Almers 2009; Schnack 1996; Breiting &Mogensen 1999; Lundegård 2007). In my research I wanted to study if and how action research (AR) including the students’ reflections may contribute to a pluralistic education in ESD. The AR was made together with a teacher at a secondary school in year 9. We worked on equal level in planning and often during the lessons, but I, as the researcher, was making the Analysis and the Questions of the interviews. I made three group interviews with five students. The other students were answering questions in logbooks. I also interviewed the teacher. Early on the class visited an exhibition at the National Museum of Science in Stockholm. During the next lesson the students wrote in their logbooks about their thoughts after visiting the museum, and I interviewed five students. The teacher and I read their reflections and observed what we had to pay attention to during the next lesson. Many students had been afraid of the future and started thinking that their children might not have a future; everything on the globe is spoilt, ice flows everywhere. The teacher and I decided to talk more about whose responsibility it is (Öhman 2006; Lundegård 2007). We found support in Ojala’s (2007) thesis.This was the first question we had to deal with in our Action Research. The teacher and I planned a new cycle of action, where we talked about the environment and whose responsibility is it.We talked about society, economy and politics, because we had noticed that the students were thinking that they were guilty for the global situation. Further on the students got more action competence and were more motivated and interested in environmental problems, and also critical in many ways about how societies and politicians were dealing with the environment issues. The next time the students were reflecting, they were not talking about worries for the future. Instead they had started to think about constructive actions favoring the globe’s future. Other things we took care of were when the students needed help with their studies about life-styles. They were working in groups, 3-5 members in each group, and they were taking initiatives, planning and acting and after the study they made presentations of their work in front of the whole class. I found that the Pluralistic way of education worked fine together with my action research and the students were able to take their own decisions in the environmental questions. They had gained action competence now and for the future.
Lärarforskarskolan Klimatutveckling och Vattenresurser

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Calixto, Vivian dos Santos. "A disciplina de Monografia como espaço de produzir experiências sobre a docência mediadas pela escrita e no coletivo: potência na formação de professores-pesquisadores". reponame:Repositório Institucional da FURG, 2013. http://repositorio.furg.br/handle/1/4821.

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Esta pesquisa apresenta algumas compreensões acerca da constituição de licenciandos formandos ao longo do processo de produção de pesquisa, na disciplina de Trabalho de Conclusão de Curso – Monografia1, do Curso de Química – Licenciatura da Universidade Federal do Rio Grande (FURG). Foram analisadas as escritas dos diários de pesquisa de dezessete licenciandos, produzidos em 2010, com o objetivo de compreender a formação de professores-pesquisadores ao fazer pesquisa na disciplina de monografia. A necessidade e a busca por teóricos foram surgindo e se tornando mais conectadas à pesquisa realizada, sob a forma de uma curiosidade epistemológica (FREIRE, 1996); à medida que a pesquisa progredia, novas questões surgiam e orientavam a escrita e as leituras. Foi necessário compreender que professor-pesquisador é o que investiga e busca, em sua prática, compreensões e aprendizagens, por meio da relação entre ensinar e aprender (GALIAZZI, 2011; MALDANER, 2006). Além de questões articuladas a formação de professores, da estrutura da licenciatura foco da pesquisa e do ambiente em que as informações foram produzidas pelos colaboradores de pesquisa. A própria escrita envolvida na produção dos diários demandou imersão e estudo, pois se escreve para pensar e, na formação de professores, a potencialidade envolvida é muito instigante e envolvente. A metodologia de análise dos diários de pesquisa está ancorada na Análise Textual Discursiva (ATD), desenvolvida por Moraes e Galiazzi (2007). Da análise dos dezessete diários via ATD, por meio da unitarização e categorização, chegou-se a 459 unidades de significados, 48 categorias iniciais, 8 categorias intermediárias e 3 categorias finais. As três categorias finais são: A temática na pesquisa: a vivência dos estágios produzindo experiências sobre ser professor-pesquisador; A escrita como forma de constituir-se professor-pesquisador: pensar a pesquisa a partir de si em si e dos outros em si e Uma Comunidade Aprendente sobre fazer pesquisa em Educação Química. Como proposta de expor as compreensões construídas sobre os processos de formação desses licenciandos, fez-se a opção de, por meio de um jogo de trilha baseado no desenvolvido por Pereira (1996), pensar e problematizar os percursos de vir a ser professor-pesquisador expostos nas categorias. Diante da análise e do estudo realizado, pode-se compreender que a constituição do professor-pesquisador é fundamentada pelo trabalho coletivo, por espaços de diálogo e escrita, na interação com a escola e na compreensão de aprendizagem e pesquisa a partir da prática.
This study leads to some understanding about Chemistry seniors’ education pr (teaching degree) while they carried out a research in a course called Final Paper Writing at the Universidade Federal do Rio Grande (FURG), in Rio Grande, RS, Brazil. Research diaries written in 2010 by seventeen seniors were analyzed so that the education process of teachers-researchers could be followed as they carried out their research in the course in final paper writing. The need and the search for theoreticians emerged gradually and got more connected to the research as a type of epistemological curiosity (FREIRE, 1996); new questions rose and guided writing and reading as the research went on. It had to be understood that the teacher-researcher is the one who investigates and searches for understanding and learning in his/her practice through the relation between teaching and learning (GALIAZZI, 2011; MALDANER, 2006). Besides questions about teacher education and the structure of the Chemistry course (teaching degree), the focus of the research was the environment in which information was yielded by its participants. Writing the diaries required immersion and study since writing is a tool for thinking; in teacher education, the potential it carries is riveting and attractive. Textual Discourse Analysis (TDA), developed by Moraes and Galiazzi (2007), was the methodology used for the analysis of the seventeen research diaries. The unitarization and categorization processes led to 459 meaning units, 48 initial categories, 8 intermediate categories and 3 final categories, which are: Themes in research: apprenticeship processes that yield experiences about being a teacher-researcher; Writing as a way to become a teacher-researcher: thinking of research based on oneself and on the others; and A Learning Community about how to do research in Chemical Education. The proposal which showed how the students’ education process was developed comprised a Nine Men’s Morris game, based on the one designed by Pereira (1996), to think about and problematize the ups and downs of being a teacher-researcher mentioned in the categories. This study and its analysis enables us to understand that a teacher-researcher’s education process is based on collective work, on spaces where dialogues and writing develop, on the interaction with the school and on the understanding of learning and research in practice.

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ALMEIDA, Diana Patrícia Gomes de. "Constituição da Identidade Docente : o papel do Mestrado em Ensino de Ciências da UFRPE". Universidade Federal Rural de Pernambuco, 2011. http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5827.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
In order to envision improvements in the quality of education and to systematize the scientific production in the Northeast in Teaching Science and Mathematics, there is the Project Centre of Education (POE), comprising the Federal Rural University of Pernambuco (UFRPE), Federal University of Rio Grande North (UFRN) and the State University of Paraiba (UEPB) and their Graduate Program. We are part of this project and hope that the masters of the Post-graduate in Science Teaching (PPGEC) of the Federal Rural University of Pernambuco (UFRPE) to get out of this program is in congruence with their conceptions with new trends in teaching the sciences, emphasizing that a reflective practitioner / researcher should be able to analyze and evaluate their own practice, improving their practice in order to train more people to think critically and reflectively. In this sense, this study aims to analyze the social representations of the graduates of the Post-Graduate School of Science, University of Pernambuco Federal Rural Teacher in order to understand the factors that contribute to strengthening the identity of the teacher as researcher's own practice. The theoretical reference is based on Social Representation Theory developed by Serge Moscovici, complemented by the Central Nucleus Theory of Jean-Claude Abric. We brought a discussion on the construction of teacher identity (PEPPER and ANASTASIO, 2005; NÓVOA, 1995; GRANDIN, 2008; MORAES, 2000). We also brought a discussion of Reflective/Researcher Teacher (Schon, 1992; BASTOS and NARDI, 2008; and SOUZA LOPES, 2007; PEPPER and ANASTASIO, 2005). The methodology is based on a plural methodological approach. We used three methodological tools to collect data. The first is a Socio-Cultural Survey, the second is the Summoning Hierarchical Test and the third is the classification of dissertations, built on the CEDOC descriptors. The research led to the identification and analysis of social representations of 11 subjects who entered the program in 2002 PPGEC to those who defended their dissertations in 2009. For data analysis, we seek help of the software Evov2000, document analysis and content and process of categorization of words. The results revealed that the social representation of teachers, even showing traces of an ambiguous conception of meaning, rooted in the words dedication and responsibility, bringing the idea that words are more rooted to the history and culture teaching, indicating that the representation is a more traditional shows, more strongly, that their social representations, mostly, are permeated by a socio-constructive tendency, rooted in the words as Educator and Mediator. The word assessment, although it was a term that appeared as a fringe element, showed that the subjects are beyond the reductionist view of the evaluation process with an emphasis on understanding and awareness, revealing that his views are in congruence with the new trends of Teaching Science.
No intuito de vislumbra melhoria na qualidade da educação e de sistematizar a produção científica do Nordeste em Ensino de Ciências e Matemática, surge o Projeto Observatório da Educação (POE), composto pela Universidade Federal Rural de Pernambuco (UFRPE), Universidade Federal do Rio Grande do Norte (UFRN) e a Universidade Estadual da Paraíba (UEPB) e seus respectivos Programas de Pós-graduação. Fazemos parte deste projeto e esperamos que os mestrandos do programa de Pós-graduação em Ensino de Ciências (PPGEC) da Universidade Federal Rural de Pernambuco (UFRPE) ao sair do referido programa esteja com suas concepções em congruência com as novas tendências para o ensino das ciências, enfatizando que um profissional Reflexivo/Pesquisador deve ser capaz de analisar e avaliar sua própria prática, aprimorando sua prática pedagógica no sentido de formar cada vez mais pessoas que pensem de forma crítica e reflexiva. Nesse sentido, este estudo tem o objetivo de analisar as Representações Sociais dos egressos do Programa de Pós-Graduação em Ensino de Ciências da Universidade Federal Rural de Pernambuco sobre Professor, de modo a compreender os fatores que contribuem para o fortalecimento da identidade do professor enquanto pesquisador de sua própria prática. O aporte teórico de referência é baseado na Teoria das Representações Sociais desenvolvida por Serge Moscovici, sendo complementada pela Teoria do Núcleo Central de Jean-Claude Abric. Trouxemos uma discussão sobre a construção da identidade docente (PIMENTA e ANASTASIOU, 2005; NÓVOA, 1995; GRANDIN, 2008; MORAES, 2000). Trouxemos também uma discussão sobre Professor Reflexivo/Pesquisador (SCHÖN, 1992; BASTOS e NARDI, 2008; SOUZA e LOPES, 2007; PIMENTA e ANASTASIOU, 2005). A metodologia do estudo se baseia numa abordagem Plurimetodológica. Utilizamos três instrumentos metodológicos para coletar os dados. O primeiro é um Questionário Sócio-Cultural, o segundo é o Teste de Evocação Hierarquizada e o terceiro é a classificação das dissertações, construída com base nos descritores do CEDOC. A pesquisa levou à identificação e análise das representações sociais de 11 sujeitos que ingressaram no programa PPGEC no ano de 2002 até os que defenderam suas dissertações no ano de 2009. Para a análise dos dados, buscamos auxílio do software Evov2000, análise documental e de conteúdo e no processo de categorização das palavras. Os resultados revelaram que a representação social sobre Professor, mesmo apresentando resquícios de uma concepção ambígua de sentido, pautadas nas as palavras dedicação e responsabilidade, trazendo a ideia de que as palavras estão mais arraigadas à história e à cultura docente, indicando que a representação é uma representação mais tradicional, evidencia, mais fortemente, que suas representações sociais, na sua maioria, são permeadas por uma tendência sócio-construtiva, pautadas nas palavras como Educador e Mediador. A palavra avaliação, embora tenha sido um termo que apareceu como elemento periférico, evidenciou que os sujeitos estão além da visão reducionista do processo avaliativo com ênfase na compreensão e na conscientização, revelando-nos que suas concepções estão em congruência com as novas tendências do Ensino das Ciências.

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Pires, Regina Celi Machado. "A formação inicial do professor pesquisador universitário no Programa Institucional de Bolsas de Iniciação Científica - PIBIC/CNPq e a prática profissional de seus egressos : um estudo de caso na Universidade do Estado da Bahia". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13488.

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Esta tese versa sobre a formação inicial do professor pesquisador universitário com o objetivo de conhecer, analisar e explicar as contradições, harmonias, correspondências e diferenças existentes entre a formação inicial do professor pesquisador universitário, realizada pelo PIBIC/CNPq/UNEB e a prática profissional de seus egressos. A hipótese principal de trabalho foi a de que o egresso do PIBIC/CNPq da UNEB se torna um professor pesquisador universitário, visto que esse Programa objetiva inserir o ex-bolsista em programas de mestrado e ou doutorado. Buscamos entender o movimento histórico da formação inicial do egresso professor pesquisador universitário, no tempo atual da educação superior brasileira, cujo estágio de desenvolvimento é produto histórico das relações da universidade, com as políticas de C&T que buscaram a incorporação da Inovação, como alavanca para o desenvolvimento econômico. Nesse processo, localizamos o surgimento de órgãos que apoiaram a formação de recursos humanos para a pesquisa e ressaltamos o surgimento do CNPq (1951), com a criação da Bolsa do Estudante que viria a se tornar o PIBIC (1989). Trabalhamos com questionário eletrônico, entrevista semi-estruturada e análise de documentos. Detalhadamente, analisamos as Resoluções Normativas do PIBIC/CNPq e documentos do PIBIC/UNEB. Foram pesquisados 87 (69%) egressos em uma população de 127 egressos (PIBIC/UNEB -1997-2007) e com recorte para uma subamostra de 21 egressos, que afirmaram estar na docência do ensino superior. Oito dentre esses egressos da subamostra foram entrevistados em profundidade. As entrevistas foram categorizadas e analisadas considerando: vida pessoal e familiar; experiência profissional e relação teoria/prática; atividades rotineiras, lazer e os meios de comunicação; ingresso no mercado de trabalho; ambiente de trabalho, remuneração salarial e relação com colegas; formação atual e passada do professor pesquisador, qualidade das pesquisas e os programas de bolsas para pesquisa. Mediada pelo materialismo histórico-dialético, o resultado dessa análise expressa o refutamento da tese inicial. Ou seja, embora os egressos PIBIC/UNEB alcancem o mestrado, na medida julgada satisfatória pelo CNPq, um professor da educação superior, nas condições de existência demonstradas, não consegue desenvolver pesquisa em nível de qualidade. Assim, não se consideram boas as condições de trabalho do professor pesquisador universitário. Para um salto qualitativo, é indispensável a formação de novas gerações de pesquisadores, voltadas para o esforço intelectual de conversão do modo formal, para o pensar dialético. Essa preparação deve contemplar a formação geral, filosófica e metodológica, orientada para a transformação do modo de produzir ciência, no país, partindo de uma concepção do pesquisador como trabalhador e não como um ser idealizado e talentoso.
This thesis is about the inicial formation of the university professor researcher, with the objective of to known, analyze and explain the contradictions, harmonies, correspondences and differences between the initial training of university researchers professors, held by PIBIC/CNPq/UNEB and the professional practice of their egresses. The main work hipothesis was that the egress of PIBIC/CNPq of UNEB became a university professor researcher, since this Program objetivated to insert the ex-grantees in master and/or doctorate programs. We want to understand the historical movement of the initial training of the egress university professor/researcher, in the current time of Brazilian higher education, whose stage of development is a product of the historical relations of the university with the policies of C&T, seeking the incorporation of Innovation as stimulanting of economic development. In that case, we find the emergence of bodies that supported the training of human resources for research and we highlight the emergence of CNPq (1951), with the creation of the Student Scholarship that would become the PIBIC (1989). We work with electronic questionnaire, semi-structured interview and analysis of documents. We analyze in detail the Normative Resolutions of PIBIC/CNPq and documents of PIBIC/UNEB. 87 (69%) egresses in a population of 127 egresses (PIBIC/UNEB -1997-2007) were researched, with cut for a subsample of 21 egressos, which stated that they were teaching in higher education. Eight of these egresses of subsample were interviewed in depth. The interviews were categorized and analyzed taking into account: personal and family life; professional experience and relationship theory/practice; daily activities, leasure and means of communication; entry in the labour market; working environment, wages and relationship with colleagues; current and past training of the teacher researcher, quality of researches and the programs of grants for research. Meditated from historical and dialectical materialism, the result of that analysis expresses the rejection of the main thesis. That is, while egresses PIBIC/UNEB reach the Masters, as far judged satisfactory by CNPq, a professor of higher education under the conditions of existence demonstrated not develop research of a good level of quality. In this way, are not considered good the work conditions of the university professor researcher. For a qualitative leap it is essential the training of new generations of researchers, directed to the intellectual effort of conversion of formal way into dialectical thinking. This preparation should include general training, philosophical and methodological, oriented for the transformation of the mode of science production in the country, departing from a conception of researcher as a worker and not as an idealized and talented being.

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Gustafson, Niklas. "Lärare i en ny tid : Om grundskollärares förhandlingar av professionella identiteter". Doctoral thesis, Umeå universitet, Institutionen för estetiska ämnen i lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-33725.

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In the past two decades the Swedish compulsory school for students aged 7 to 16 has undergone major processes of reform and change. On a structural level these have ushered in a new era with a fundamentally changed assignment for the schools and its teachers. In this thesis, however, it is assumed that the teachers as individual actors and as groups have agency to accomplish change and alter structures. The thesis has been written within a several years’ interactive research project with teachers from three compulsory schools. Based on data created in the project on how new and changing groups and working groups within teachers’ work lead to an extended assignment, the study focuses teachers’ negotiation of professional identities regarding the entire work situation. Etienne Wenger’s (1998) social theory on identity, entitled “Communities of Practice”, is used to deepen the understanding of the data. In the framework of an interactive research project the overall aim of the thesis is to describe and analyze how teachers negotiate professional identities in compulsory school. The aim is also to describe and analyze teachers’ learning and development of knowledge in the project. The central research question is: How and about what do teachers negotiate professional identities in different communities of practice? By using the interactive research approach the goal has been to develop a democratic dialogue and learning processes together with the participating teachers. One ambition is to enhance the knowledge of teachers as co-researchers within research projects and as teacher-researchers at work in school. The fora of the interactive project were informal talks, dialogues for learning, individual interviews and focus groups. The results of the study show that teachers negotiate professional identities in a flexible expanding multimembership of communities of practice. As brokers of information and knowledge between and within communities of practice at school, and from various identity positions, the teachers negotiate overlapping identities. Memberships in communities for adults only are growing in relation to teachers’ work regarding the entire work situation. The study’s main conclusion is that teachers in the new era negotiate identities within a web of tensions between fragmentation and coherence of the complexity of the work in its entirety through the multimembership in communities of practice. The thesis proposes that an awareness of complexity is fundamental, and that such an understanding can be enhanced by the teachers by developing themselves as brokers and by their reification of boundary objects within a complex multimembership. Analysis of data shows that teachers in the interactive project have had the opportunity to further develop competences to negotiate identities as teacher-researchers at work in school. Data from the project are moreover analyzed within the context of globalized and diversified structural changes such as decentralization, economic transformations, cultural standardization, the individualized knowledge society and the reflective society. A conclusion is that teachers seem to operate within an increasing globalization of the teaching profession and towards identities as globalized teachers.
Lärare i en ny tid: Om kunskapsbildning mellan lärare och forskare

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Alves, João Amadeus Pereira [UNESP]. "A formação inicial de professores de física e a construção de uma identidade". Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/102070.

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O principal objetivo deste trabalho consiste em analisar o processo de construção da identidade de professor e pesquisador em ensino de Física, em uma proposta educacional que vem sendo construída, desenvolvida e estudada na formação inicial de professores deste 1997. A pesquisa consistiu em um estudo de caso, tendo a coleta e análise dos dados sob fundamentos teóricos epistemológicos e metodológicos em Freire, Habermas, Strauss, Latour e Miron. A formação do professor e pesquisador em ensino de Física ocorre diante de diferentes demandas e situações -limite que precisam ser enfrentadas. Por isso, é necessário tecer reflexões, relações e modificações no curso da ação. Constato que a vivência de uma práxis - interlocução entre teoria e prática - no desenvolvimento de uma proposta educacional na formação inicial de professores de Física é condição imprescindível para a construção da identidade de professor e pesquisador em ensino de Física. Os resultados demonstram que a proposta tem tido progressos importantes na sistematização de atividades educacionais que problematizem conceitos e práticas, as quais viabilizem a abertura e continuidade do diálogo; bem como, nas parcerias tecidas, que buscam implementar e consolidar a relação ensino, pesquisa e extensão na interface Universidade-Escolas
The aim of this study was to analysis the construction of identity of teacher and reseacher in the teaching of Physics in an educational proposal bulding, developed and studies in abn initial teacher education program since 1997. The research was in a study of case, with collection and analysis of the data was supported by the theoretical epistemological and methodological concepts of Freire, Habermas, Strauss, Latour and Miron. The education of teachers and researchers in the teaching of Physics takes places in a context of different demands and limit situations. It is necessary to develop reflexions, relations and modifcations in the course of action. I check that the experience of praxis - interannouncer between theory and practice - in the development of an educational proposal in Physics teachers initial educational supports the construction of a special identity - a teacher and researcher in the teaching of Physics. The outomes demonstrate that the proposal have had considerable progress in the systematization and educational activities that problematize concepts and practices, which in turn allow for the start and continuation of dialogue; the partnerships that aim to implement and consolidate the relations among teaching, research and outreach activities at the University and Schools

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