Дисертації: "Teachers Travel"

1

Cardoso, Silmara de Fatima. "\"Viajar é ser autor de muitas histórias\": experiências de formação e narrativas educacionais de professores brasileiros em viagem aos Estados Unidos (1929 - 1935)." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09122015-144909/.

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Este estudo tem por pretensão analisar a história e os fatores que levaram Anísio Teixeira, enquanto Diretor Geral da Instrução Pública no antigo Distrito Federal e a Associação Brasileira de Educação ABE a investir em viagens de professores brasileiros aos Estados Unidos. O objetivo de Anísio Teixeira e da ABE concorriam para que esses professores imbuídos de uma formação pedagógica eficiente adquirida no país considerado à época como referencia, pudessem ser os principais atores na renovação e regeneração do ensino e da sociedade brasileira. Delimitamos o estudo na viagem de 28 professores, do período de 1929 a 1935. Essas décadas são importantes para a historiografia da educação, pois foram marcadas por um movimento de reforma e aperfeiçoamento do sistema público de ensino. Nesse momento a educação despontava como uma preocupação das elites e dos governantes, seja nas discussões ocorridas no âmbito da ABE, seja por meio das reformas educacionais dos Estados (MORAES, 2007). Levando em consideração o objetivo proposto dividimos esse trabalho em cinco capítulos. I capítulo Uma cultura de formação em viagem. II capítulo Os professores eleitos para a viagem de estudos. III capítulo O destino privilegiado da viagem: os Estados Unidos da América. IV capítulo Especialistas em novos campos de saberes. V capítulo Os relatos das experiências educativas estrangeira. Compreender os sentidos e propósitos das viagens, como o deslocamento dos sujeitos para países estrangeiros com a finalidade de estudar o seu sistema educacional nos ajudam no entendimento das influências, apropriações e possíveis leituras de um modelo de ensino estrangeiro no campo educacional brasileiro e na formação e atuação dos professores viajantes.
This Study has the pretention analyses the history and facts that lead Anísio Teixeira, for General Director of Public instruction in the old Federal District and the Brasilian Educational Association ABE and invest in travel of Brazilian teachers at United States. The Anísio Teixeira Objective and BEA competed for these teachers imbued in an effective teacher training acquired in the country concerned in the time as a reference could be the main actors in the renewal and regeneration of teaching in the Brazilian Society. We delimited the study in the trip to 28 teachers, the period 1929 to 1935. These decades are important for the historiography of education, as they were marked for a movement of reform and improvement of the public school system. This moment the education emerged as preoccupation of the elites and rulers, in discussions held within the BAE, through the educational state reform (MORAES, 2007). Taking into a count the propose objective, we divide this work in five chapters. Chapter I A formation culture in travel. Chapter II - The teachers elected for a study travel. Chapter III The privilege destiny of travel: The United States of America. Chapter IV Experts in new fields of knowledge. Chapter V - The accounts of foreign educational experiences. Understand the sense and objective of travels, as the displacement of the subjects to foreign countries with the function to study your educational system help us to understand the influences, appropriations and possible readings of a model of foreign teaching in the educational Brazilian camp and the training and performance of traveler teachers.

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2

Lipscombe, Trevor, and n/a. "Different teachers for different students? : The relationship between learning style, other student variables and students' ranking of teacher characteristics." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060817.141319.

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This study examined the influence of selected student variables (learning style , age, sex, nationality (birthplace), academic achievement, and social class) on the ranking of twelve teacher characteristics. 246 ACT TAFE Associate Diploma in Business students formed the sample. Results were compared with a similar study by Travis (1987) of secondary students in Canada and USA. The extent to which different groups of students prefer different teacher characteristics has important implications for the growing practice of student rating of teachers' effectiveness. This practice (operating under a psychometric paradigm) currently assumes that any differences of opinion between student raters are the result of student carelessness (random error) or bias (systematic error). The possibility that these differences of opinion are the result of systematic variation, based on differences between students, is not countenanced. This study demonstrated significant (p=<0.05) systematic variations on four of the six variables studied (age, academic achievement, nationality and social class) in the way that respondents ranked one or more of the teacher characteristics. Comparisons with Travis's results showed marked differences both in the overall ranking of the twelve teacher characteristics and in the influence of student variables on the ranking of individual teacher characteristics. While Travis also showed that some student variables influenced the ranking of teacher characteristics, different relationships are evident. Travis's respondents emphasised the importance of good, supportive relationships with their teachers, while in this study, instrumental characteristics were preferred. This suggests a range of preferred characteristics across student populations. Within both studies there is a wide range of opinion as to the importance of all twelve teacher characteristics. More than half of the present sample also suggested a range of additional characteristics which they believed influenced their learning. These findings support the view that different students prefer different teachers. They suggest that some student variables may have a greater influence than others (e.g. academic achievement level) and that there may similarly be more agreement on some teacher characteristics (e.g. Knowledgeablity) than others. Users of student ratings of teacher effectiveness should be aware of the paradigmatic limitations of aggregated student scores. Validity might be improved by using teacher characteristics which raters agree are important and by grouping raters for influential student variables.

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3

Telford, Mansour Rebecca Grace. "Travel without visas : teacher perception of a technology intervention in the Dadaab refugee camp." Thesis, University of Leicester, 2018. http://hdl.handle.net/2381/42789.

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As the numbers of people who are forcibly displaced continues to grow, education for refugee children is in crisis. More than one third of refugee children globally are missing out on primary education and the safety and education of girls are disproportionately affected. Teachers are crucial to providing quality education for these children. By focusing on teachers in the refugee camp and their perception of technology-based learning, this study aims to contribute to the global body of practitioner and academic knowledge which will be required to meet the needs of the refugee crisis globally. Teacher perception of technology-based interventions aimed at improving the quality of learning and teaching for refugee populations were explored through a case study on Dadaab, a refugee camp on the Kenya-Somalia border. This study considers teacher engagement with the Instant Network Schools (INS) programme, an initiative between UNHCR and the Vodafone Foundation that aims to embed technology into formal schools in Dadaab. Using the framework of Activity Theory, the research comprised bimonthly visits to Dadaab over 18 months and centred on 21 semi-structured interviews with teachers in INS schools supported by my own observation in schools and discussions with teachers and other stakeholders. This application of Activity Theory outside its historical domain is a potentially valuable contribution to knowledge and methodological innovation, responding to literature which questions the ability of Activity Theorists to engage outside of their own context, or with activity systems which are less linear. This study found that in-depth engagement with structural issues from the outset means that Activity Theory can be a valuable methodological tool in researching systems which include complex hierarchies of power. Analysis of the data revealed the following broad themes: 1) teachers perceived significant benefits of the INS programme, in spite of challenges which slowed the set-up of hardware and connectivity; 2) the ability to bring the outside world to refugee children who are isolated within the camp was seen as the greatest benefit, allowing the children to ‘travel without visas’; 3) there are many opportunities to develop the INS programme which centre on co-designing the training, curriculum and programme management with the teachers and schools involved; 4) many of the challenges to optimal use of the programme including impact on student learning outcomes relate to structural and macro-political issues which should also be considered in the programme design. Of these, the first was counter-intuitive and constitutes a novel finding, as teachers who had little or no access to the technology itself still reported the same levels of satisfaction with the intervention. This suggests that the technology has a symbolic value which is of significant importance to the teachers involved, and further understanding this value could improve our understanding of teacher priorities and how to better design meaningful interventions.

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4

Jones, Shawn. "A Long Road to Travel: Narratives of African American Male Preservice Educators' Journeys through a Graduate Teacher Eduaction Program." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/78.

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The ongoing research concerning African American males enrolled in teacher education programs is essential for a number of reasons. Research specifically addressing preservice teaching, teacher education, and the African American male student is needed to promote the well-being of any school of education. According to McCray, Sindelar, Kilgore, and Neal (2002), colleges of education have addressed the issue of underrepresentation and under population of African American teachers through policy reform and financial support. The narratives of African American male preservice teachers and their perspectives on teacher education may provide a context for other researchers seeking to understand how and why African American males move into the field of education. More importantly, one particular way to enhance and advance the cause of the African American male preservice teacher is to accept a “culturally sensitive practice” (Tillman, 2002, p. 3) and insure epistemological and research practices unfamiliar to many teachers of preservice teachers are approved and embraced. This study is situated in a cultural, racial, and gendered point of view seeking to highlight the individual and shared experiences of three African American male preservice teachers enrolled in a graduate teacher education program. Stabilized through the lens of critical race theory (CRT), the gathering of counter-narratives provided the context to allow the research participants a vehicle to name their own reality.

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Lima, Helaine Cristina Ferreira. "Constru??o da doc?ncia: trajet?rias de professores de gin?stica no ensino superior." Pontif?cia Universidade Cat?lica de Campinas, 2010. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/678.

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Made available in DSpace on 2016-04-04T18:33:02Z (GMT). No. of bitstreams: 1 Helaine Cristina Ferreira Lima.pdf: 965894 bytes, checksum: 4fb7dcf4d074a69720174e8574d373f5 (MD5) Previous issue date: 2010-12-16
This research discussed about the teachers formation that teaches gymnastics subjects in the Physical Education at Higher Education. The problem that conducted the study was: can the academics and professional formations and the experiences lived in the gymnastics area contribute to the teaching of this subject in the Higher Education? In which way? So, the main objective was to know and reflect about teaching carrier building, in special, gymnastics teaching in Higher Education and the specific objectives configured were: to discuss and reflect about the relation between experience and gymnastics practice with the teaching profession in this area; the Physical Education academic formation and the gymnastics professional formation and; possible contributions of the formatives experiences in the gymnastics teaching at Higher Education. The study, of qualitative nature, was made through field research, with data collection instruments such as questionnaire and semi-structured interview. We have researched eight gymnastics teachers, acting in eight Higher Education Institutions in the Metropolitan Region of Campinas. The data analysis was based on theoretical referential about Teachers Formation and Gymnastics in the Higher Education. Relating to the teachers experiences lived in the gymnastics before, during and after the beginning of the professional work as teacher, the results pointed that the big majority of them had a large involvement with this area, as ex-gymnastics, as groups and team?s leaders and also participating in academic and scientific events. We also identified, through the data, that the experience lived out of the academic formation are important sources of contribution to the teaching profession, that provides more knowledge about the professional reality. Hance, it fallows that the teaching knowledge building does not begin or end with the entrance in the professional teacher carrier and that the trajectories of life and the experiences constitute a dynamic knowing that can and might be in continuous transformation and dialogue with the momentary reality. We understand that studies like this, about teacher?s formation, can subsidize discussions around an educative practice that aspire the transformations through the formation of invidious more reflexive and compromised with a quality education.
Esta pesquisa tratou da trajet?ria de forma??o de docentes que ministram disciplinas de gin?stica na Educa??o F?sica no Ensino Superior. O problema que norteou o estudo foi: a forma??o acad?mica e profissional de docentes e as experi?ncias vividas na ?rea da gin?stica podem contribuir para o exerc?cio da doc?ncia nesta disciplina no Ensino Superior? De que maneira? Sendo assim, o objetivo geral foi conhecer e refletir sobre trajet?rias de constru??o de doc?ncia, em especial, a doc?ncia em Gin?stica no Ensino Superior e os objetivos espec?ficos se configuraram da seguinte maneira: discutir e refletir sobre a rela??o entre experi?ncias e a pr?tica da gin?stica com o exerc?cio da doc?ncia nesta ?rea; a forma??o acad?mica em Educa??o F?sica e a forma??o profissional em gin?stica; as poss?veis contribui??es das experi?ncias formativas na atua??o docente em gin?stica no Ensino Superior. O estudo, de natureza qualitativa, foi realizado por meio de pesquisa emp?rica cujos instrumentos de coleta de dados foram: question?rio com perguntas fechadas, abertas e dependentes e tamb?m entrevista semiestruturada. A pesquisa foi efetuada com oito docentes, que ministram disciplinas de gin?stica, atuantes em oito Institui??es de Ensino Superior da Regi?o Metropolitana de Campinas/SP. Os dados foram analisados ? luz do referencial te?rico sobre a Forma??o Docente e a Gin?stica no Ensino Superior. Com rela??o ?s experi?ncias dos professores, vivenciadas em gin?stica antes, durante e ap?s o in?cio da doc?ncia no Ensino Superior, os resultados apontaram que a maioria destes possui grande envolvimento com a ?rea, como ex-praticantes, dirigindo grupos e equipes g?mnicas e tamb?m participando de eventos acad?micos e cient?ficos. Identificamos tamb?m, por meio dos dados obtidos, que as experi?ncias vividas fora da forma??o acad?mica s?o importantes fontes de contribui??o para o exerc?cio da doc?ncia, que permitem aos professores um maior conhecimento da realidade profissional. Portanto, consideramos que a constru??o dos saberes docentes n?o se inicia nem finda com a entrada na profiss?o docente e que as trajet?rias de vida e as experi?ncias constituem um saber din?mico, o qual pode e deve estar em constante transforma??o e di?logo com a realidade moment?nea. Entendemos que estudos como este, sobre a forma??o docente, podem subsidiar discuss?es em torno de uma pr?tica educativa, que aspire ?s transforma??es por meio da forma??o de indiv?duos mais reflexivos e comprometidos com a educa??o de qualidade.

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6

Cruz, Ortiz Lourdes M. "Eficacia de un Programa de Capacitacion para la Formacion de Docentes Universitarios en la Modalidad a Distancia a Traves del Modelo CIPP." Thesis, Nova Southeastern University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10245516.

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The purpose of this research was to determine the effectiveness of a teacher training program in distance education (EAD) offered in a private institution of a higher education system located south of Puerto Rico. In order to achieve the objectives, the research was carried out with the application of Stufflebeam CIPP Model for program evaluation, specially focused on process and product phases.

The sample was composed of professors who participated in the Training Program. These participants were given a questionnaire designed for this research and related to the two stages: process, product and effectiveness of the program, as well as their satisfaction on aspects related to the training received. A Likert scale was used to identify the responses.

The research was framed in a quantitative and non-experimental methodology that was based around three research questions. The data obtained with the administration of the questionnaire were analyzed through the program SPSS 21. These data were analyzed and calculated through the descriptive statistics with the calculation of the frequency measurements.

After analyzing the data obtained and based on the results obtained and reported the highest percentages in the scale of "Totally agree" and "Agreed" it was shown that in the opinion of the participants, the training program for the teacher training in DE is effective with respect to the purpose of their design and participants are satisfied with the training received. The data collected in this study may support educational institutions to design training programs for professional development.

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7

Amathieu, Jérôme. "Étude des circonstances de formation permettant à des enseignants novices d'éprouver de la satisfaction lors de situations de travail en classe : une étude de cas en éducation physique et sportive." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20075/document.

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Alors que de nombreuses directives institutionnelles invitent à considérer la formation des enseignants novices (EN) comme un moyen d’accroitre leur satisfaction professionnelle et in fine leur santé, peu de travaux scientifiques ont réellement étudié le caractère effectif de ce type de considération. Cette étude a donc pour objet premier d’analyser, dans le cadre de situations de formation de type tutorat mixte impliquant tuteurs de terrain et formateurs universitaires, les circonstances de formation permettant d’aboutir à la satisfaction professionnelles des enseignants novices en situation de travail en classe. Cette étude s’inscrit dans un programme de recherche sur la formation professionnelle dont les soubassements épistémologiques sont issus d’une anthropologie culturaliste principalement inspirée de la philosophie analytique de Wittgenstein (2004). Elle a été menée dans le cadre d’un dispositif innovant de formation en alternance articulant de façon itérative des séquences de formation menées sous la forme d’entretiens de conseil pédagogique et des séquences de travail en classe. Les résultats de cette étude permettent de situer trois principales circonstances de formation ayant permis d’aboutir à l’apprentissage de règles par les EN, voire à leur développement professionnel et, par-là même, à leur satisfaction : (i) l’intérêt pour les formateurs de « dé-satisfaire » les EN avant de s’engager dans une activité d’enseignement de nouvelles règles, (ii) la nécessité pour les EN d’avoir une « exemplarisation » des règles enseignées qui s’ancre dans leurs circonstances d’enseignement et, (iii) la nécessité pour les formateurs d’engager un véritable travail d’accompagnement des EN lors de leurs premiers suivis des règles préalablement enseignées. Sur la base d’une discussion de ces résultats des pistes, en matière de recherches complémentaires à mener et de dispositifs innovants à mettre en œuvre, sont finalement proposées
Many institutional guidelines point out that teacher education programs can be a means to enhance the job satisfaction, and thereby the health, of preservice teachers (PTs). However, few studies have actually examined this proposition. This study therefore sought to determine the training circumstances that contribute to PTs’ satisfaction with their classroom work in the context of teacher education with teams composed of cooperating teachers and university supervisors. This study is part of a research program based on epistemological principles derived from cultural anthropology, which has been much inspired by the analytical philosophy of Wittgenstein (2004). The study was conducted within the framework of an innovative teacher education program that alternates sequences of PTs’ classroom work with sequences of supervisory meetings. The results indicate three main training circumstances that facilitated the PTs’ learning of the work rules, which in turn contributed to their professional development and thereby to their satisfaction: (i) the teacher educator team needs to “de-satisfy” the PTs before engaging in the activity of teaching new work rules, (ii) the PTs need an “exemplification” of the new work rules that is rooted in their actual teaching circumstances, and (iii) the teacher education team needs to engage in a veritable work of supporting the PTs as they begin to follow the work rules that they have learned. The discussion of the results focuses on proposals for new directions in complementary research and innovative training methods

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8

Hillion, Mélina. "Teacher recruitment and management : current practices and future challenges." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH118/document.

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L'organisation de la fonction publique française connait de profondes mutations depuis le début des années 2000. Cette thèse examine la capacité du système de recrutement et de gestion des enseignants à répondre aux enjeux d'attractivité, d'efficacité et de diversité au cœur des projets actuels de modernisation du système éducatif. Le premier chapitre examine la neutralité du processus de recrutement des enseignants du secondaire vis-à-vis du genre. Il révèle que des biais d'évaluation existent et tendent à favoriser le genre minoritaire, contribuant ainsi à renforcer la mixité au sein des disciplines universitaires. Les deuxième et troisième chapitres examinent la capacité des incitations monétaires, de la demande d'enseignants et des exigences en matière de diplômes à attirer davantage et potentiellement de meilleurs candidats aux postes d'enseignant. Une hausse du niveau de diplôme requis pour enseigner (réforme de la "masterisation") ne semble pas améliorer l'efficacité du recrutement en termes d'attractivité, de profils de compétences et de diversité. Le quatrième chapitre examine la relation entre absentéisme, mobilité et conditions de travail des enseignants. Il montre que les écoles et les directeurs d'école influencent significativement les absences, les départs et le bien-être psychologique des enseignants. Le manque de soutien hiérarchique, les comportements hostiles et l'intensité du travail semblent jouer un rôle particulièrement important
The organization of the French civil service has undergone profound changes since the early 2000s. This thesis examines the capacity of the teacher recruitment and management system to meet the challenges of attractiveness, efficiency and diversity at the heart of current projects to modernize the education system. The first chapter examines the gender neutrality of the recruitment process for secondary school teachers. It reveals that evaluation biases tend to favor the minority gender and contribute to strengthening the gender diversity within university disciplines. The second and third chapters examine the ability of monetary incentives, teacher demand and degree requirements to attract more and potentially better candidates for teaching positions. An increase in the level of qualification required to teach (from bachelor's to master's level) does not seem to improve the effectiveness of recruitment in terms of attractiveness, skills profiles and diversity. The fourth chapter examines the relationship between absenteeism, mobility and working conditions of teachers. It shows that schools and school principals significantly influence teacher absences, turnover and psychological well-being. Lack of hierarchical support, hostile behaviors and work intensity seem to play a critical role

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9

Molale, Itumeleng Samuel. "How policy travels : the course and effects of school funding policy on equity at different levels of the education system." Thesis, University of Pretoria, 2004. http://hdl.handle.net/2263/27847.

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Successful implementation of equity driven policies has proven to be a difficult and vexing issue especially in developing countries. As a result, many educational reforms were found in practice to be at variance with their founding objectives. The purpose of this exploratory and descriptive study therefore was to trace the implementation pathway traveled by the National Norms and Standards for School Funding (NNSSF) Policy from the center (National Department of Education) to the periphery (school level). This was informed by the necessity to explain where, how and why the discrepancy developed between the policy intentions and educational outcomes (i.e. effects). The NNSSF policy aimed at the fundamental transformation of the schools since it requires the following things to happen : the delegation of financial management and authority to the School Governing Body (SGB), the day-to-day management of curriculum delivery, the generation of additional funds, and the improvement and maintenance of school infrastructure. The allocation and management of these functions constitute in what is called “self-managing schools”, thus freeing such schools from the bureaucratic processes associated with centralization. This (research) investigation is guided by two research questions: 1. How was the new School Funding Policy (SFP) implemented within and through the different levels of the education system? 2. What were the effects of the National Norms and Standards For School Funding (NNSSF) policy on equity at school level? In essence, this research explains how different education stakeholders understand the new funding policy, and with what effects. In tracing the course of the NNSSF policy, I paid special attention to policy breakdown by comparing and contrasting the views and estimations of various implementers across the four levels of the education system namely: national, provincial, regional and school levels. This research on the understandings of policy was not restricted to formal definitions of policy, but went further to seek understanding on the practical unfolding of the funding policy separately, and in relation to other policies. Data was collected over a period of seventeen (17) months. In this regard, I used multiple methods of data collection including profiling, semi-structured interviews, critical observations of the setting, document analysis, photographic records and structured questionnaires. The main findings of the study include the following : ¨ The National officials showed a legalistic and formal understanding of the NNSSF policy, but such understanding lacked a holistic, coherent and integrated approach to equity. ¨ The understanding of the policy varied among the provincial officials. But such understanding again demonstrated a bureaucratic or functionalist-oriented approach to the implementation of the NNSSF policy. This suggests that much emphasis was placed on observing protocol and official communication of the new policy.. ¨ The regional policy implementers demonstrated a limited understanding of the policy. Such an understanding could be characterised as a disengaging approach to policy and a sense of despair on how the implementation unfolded. ¨ The effects of the NNSSF policy on equity differed across the five case study schools. For example, previously advantaged schools (like Siege) experienced negative effects due to inadequate state allocation. This had ripple effects in the form of exorbitant school fees and the issuing of a lawsuit against a parent who was not able to pay such high fees. ¨ The previously disadvantaged schools were able to do their own planning which led to the timeous acquisition of resources as a result of the financial allocation to the school level. The key findings as well as the implications of this research only make this study unique, but also offer critical insights into policy implementation in developing contexts. The fact that the research involved the collection of data at four levels of the education system over a period of seventeen months generated extensive data sets for policy analysis. The collection of both qualitative (contextual) and quantitative data contributed to strengthening the validity and reliability of the study as a whole. Most importantly, the knowledge gained from this study not only offers policy lessons for the North-West province, but it yields important insights for policy implementers across the education system.
Thesis (PhD (Education Management and Policy Studies))--University of Pretoria, 2004.
Education Management and Policy Studies
unrestricted

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BRYK, Leandro. "O papel do docente na trajet??ria dos egressos em programas Stricto Sensu em Finan??as." FECAP, 2017. http://tede.fecap.br:8080/jspui/handle/jspui/757.

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Made available in DSpace on 2017-12-22T13:29:35Z (GMT). No. of bitstreams: 2 Leandro Bryk.pdf: 323266 bytes, checksum: ca86c944b34183be48a00081abf127b6 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-08-28
The aim of this study was to demonstrate the aspects that influence the trajectory of graduates of Master and Doctoral degree into lines of research in Finance. As it was a descriptive study, the data source used was the curricular information available in CNPq Lattes Platform, from Professors and students of these programs. In this study, we proposed to give an overview about the profile and scientific publications of the graduates, in order to identify factors that affect the scientific production, the continuity of the academic formation, the choice of research lines, and the professional career in Universities. We also aimed to infer whether the Professors?? academic factors, with Doctoral or PhD degree titles, the acquisition of a scholarship, the authorship of international publications, or the membership in teaching staff/ or researchers of first class Universities, have positive effects on the trajectory of graduated students. We verified a high academic productivity in the applied sample, through the general Lotka index, and the Price??s Elitism Law. It was possible to deduct the existence of a positive relationship of Professors concerning their students in the following aspects: educational background, the student??s professional career in teaching and academic production.
Neste estudo, buscou-se evidenciar os aspectos que influenciam a trajet??ria dos egressos dos programas de mestrados e doutorados, com linhas de pesquisa focadas em finan??as. Por se tratar de um estudo de cunho descritivo, utilizou-se, como fonte de dados, os curr??culos disponibilizados na plataforma Lattes, dos docentes e discentes dos referidos programas. Como prop??sito, elaborou-se um panorama sobre o perfil e as publica????es cient??ficas dos egressos, a fim de identificar fatores que impactam a produ????o cient??fica, a continuidade da forma????o acad??mica e a carreira profissional em Institui????es de Educa????o Superior ??? IES. Objetivou-se inferir, ainda, se fatores acad??micos dos docentes, como Doutorado ou PhD, obten????o de Bolsa Produtividade, autoria de publica????es internacionais, ou integra????o no quadro de docentes/ou pesquisadores de IES de primeira linha, influenciam, de forma positiva, a trajet??ria dos egressos. Verificou-se uma alta produtividade acad??mica na amostra utilizada, tanto pelo ??ndice de Lotka Generalizado, bem como pela Lei do Elitismo de Price. Foi poss??vel deduzir a exist??ncia de uma rela????o positiva dos docentes sobre seus egressos nos seguintes aspectos: Forma????o Acad??mica, trajet??ria profissional do egresso na doc??ncia e produ????o acad??mica.

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11

Ez, zaouia Mohamed. "Factors for dashboards design and use to inform teachers' practices in situ." Thesis, Lyon, 2020. http://www.theses.fr/2020LYSE3030.

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Les tableaux de bord ont un grand potentiel pour informer le travail, les décisions et les pratiques en éducation. Nous étudions la conception et l'utilisation des tableaux de bord pour informer les pratiques des enseignants lorsqu'ils aident les apprenants à utiliser les plates-formes d'apprentissage en ligne. Nous examinons spécifiquement ce que les enseignants "font" réellement avec ces technologies dans leur travail quotidien et à long terme. Nous soutenons que cette recherche a des ramifications sociales, pédagogiques et techniques. Pour comprendre les facteurs sociaux, nous avons besoin d'une enquête critique sur les pratiques pédagogiques et les défis techniques sous-tendus par les tableaux de bord des enseignants. D'autre part, pour concevoir de telles technologies, nous avons besoin de comprendre et considérer profondément les interactions sociales des utilisateurs.Nous avons étudié les tableaux de bord dans le contexte d'apprentissage de langues par vidéoconférence. Les enseignants sont confrontés à un défi majeur : le manque de conscience émotionnelle envers les apprenants en ligne en raison des interactions distantes et médiées par la technologie. Nous avons mené une étude de cas examinant une approche multimodale à la sensibilisation émotionnelle. Nous avons démontré cette approche en utilisant des flux audio et vidéo pour inférer des émotions, des émotions auto-rapportées par les apprenants, et les traces d'interaction contextuelle des enseignants/apprenants sur la plateforme. Nous avons analysé les données émotionnelles, audio et vidéo. Nous avons proposé une approche permettant de combiner les modèles d'émotions discrètes et dimensionnelles. La résultats soulignent la pertinence d'informations multimodales et contextuelles.Ensuite, sur la base de notre première étude, nous avons adopté un processus de conception itératif. Nous avons interviewé cinq enseignants et collaboré avec un responsable pédagogique, un chercheur en langues et deux enseignants. Nous avons mené deux évaluations formelles aboutissant à la conception d'Emodash. Nous avons mené une étude de terrain de deux mois avec cinq paires d'enseignants-apprenants, afin d'examiner comment Emodash sensibilise les enseignants aux émotions des apprenants en ligne et comment cela impact leurs bilans pédagogiques écrits aux apprenants. Les enseignants ont écrit des bilans significativement plus affectifs et formatifs, et moins sommatifs, ce qui suggère une grande prise de conscience des émotions des apprenants. De plus, les enseignants ont approprié Emodash comme un moyen d'évaluation et de réflexion sur leurs pratiques.Après, nous avons étudié les tableaux de bord dans le contexte d'apprentissage mixte : en ligne et en classe. Les enseignants sont confrontés à un défi majeur : le manque d'informations précises pour intervenir auprès des apprenants. Nous avons conçu Progdash sur la base d'entretiens avec sept enseignants et l'avons affiné grâce à un prototypage collaboratif. Nous avons intégré Progdash dans une plateforme d'apprentissage du français en ligne. Nous avons mené une étude de terrain de trois mois avec 29 enseignants pour examiner si Progdash fournit des indicateurs utiles aux enseignants, et comment il impact leurs pratiques. Les enseignants ont trouvé que Progdash facilitait : le suivi, les évaluations, la planification, le partage d'informations, le feedback et leçons. Enfin, nous avons mené une enquête réflexive en nous appuyant sur les résultats d'Emodash et de Progdash. Nous avons articulé les facteurs sociaux - suivi, sensibilisation et réflexion, les pratiques pédagogiques - planification, feedback et accompagnement, et les défis techniques qui interagissent avec la conception et l'utilisation des tableaux de bord des enseignants. Ces dimensions servent de cadre conceptuel pour les technologies de l'information et de macro-implications pour des tableaux de bord adaptés aux besoins et situations des enseignants et des apprenants
Dashboards have great potential in informing teachers' and learners' work, decisions, and practices. In this dissertation, we study the design and use of dashboards to inform teachers' practices when assisting learners in using online learning platforms. We specifically examine what teachers actually "do" with dashboards in their everyday work and in the long run. We argue that this research draws social, pedagogical, and technical ramifications. To understand the social factors, we need a critical inquiry into the pedagogical practices and the technical challenges underpinned by teachers' dashboards. On the other hand, to properly design such technologies, we need a profound understanding and consideration of the social interactions of users.First, we studied dashboards in the context of video-conferencing language learning. Teachers face one main challenge: lack of emotional awareness in online learning due to distant and technology-mediated interactions. We conducted a case study examining a multimodal approach of learners' emotions awareness. We demonstrated this approach by using audio and video streams when inferring emotions along with learners' self-reported emotions and teachers' and learners' contextual interaction traces on the platform. We analyzed emotional cues from the two modalities, audio, and video. We proposed an approach for combining discrete and dimensional emotion. The results highlighted the pertinence of rendering multimodal and contextual emotional awareness information for teachers in such settings.Second, building on our first study, we adopted an iterative design process in which we interviewed five teachers and collaborated with a pedagogical manager, a language researcher, and two teachers. We conducted two formal formative evaluations leading to the design of Emodash. We conducted a two-month field study with five teacher-learner pairs, to examine how Emodash supports teachers' awareness of learners' emotions online and how it impacts their feedback reports written to learners. The results showed that Emodash led teachers to write significantly more affective and formative feedback, and less summative feedback, suggesting a stronger awareness of learners' emotions. Also, the dashboard led teachers to reflect on the way they conduct lessons, using learners' emotions as a proxy to evaluate their conduct of teaching.Third, we studied dashboards in the context of remote and blended learning. Teachers face one main challenge: lack of actionable insights to engage in informed interventions. We designed Progdash based on interviews with seven teachers and refined it through collaborative prototyping. We integrated Progdash into an online French vocabulary, grammar, spelling learning platform. We conducted a three-month field study with 29 teachers to evaluate whether Progdash provides useful indicators to teachers about learners' progression, and how it informs teachers' practices to engage in informed interventions. The results showed that teachers found Progdash actionable to inform: monitoring, assessments, planning, information sharing, feedback, and lesson provision. Based on our findings, we discussed implications aimed at improving dashboards to bridge online and in-class learning as well as to foster teachers' and learners' dialog and reflection.Finally, we took a reflexive inquiry building upon the results of the studies of Emodash and Progdash. We articulated the social factors —monitoring, awareness, and reflection, the pedagogical practices —planning, feedback, and coaching, as well as the technical challenges interacting with the design and use of teachers' dashboards. We discussed practical assumptions for each dimension to inform the design and use of teachers' dashboards. Together, these dimensions serve as a wider conceptual umbrella for the design of information-driven technologies and macro-implications for dashboards fitting teachers' and learners' everyday situations

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Lima, Angélica Hernandes. "A influência do outrem no trabalho do professor : conflitos e poder de (não)agir /." São José do Rio Preto, 2020. http://hdl.handle.net/11449/192832.

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Orientador: Lília Santos Abreu-Tardelli
Resumo: Esta pesquisa tem como objetivo analisar a dimensão interpessoal do trabalho de uma professora de língua portuguesa de escola pública a fim de averiguar as influências das relações entre a professora e os outros no agir da docente. Para isso: (i) analisamos a relação entre a docente e os agentes com quem interage diretamente em situação de trabalho, identificando, primeiramente, todos os agentes envolvidos e, em seguida, verificando as interpretações que a professora faz sobre o agir dos outros e sobre seu próprio agir; (ii) investigamos os conflitos e os agentes presentes nos temas escolhidos durante as entrevistas individuais com a docente para serem levados ao coletivo de trabalho; e (iii) analisamos os resultados oriundos das relações entre a docente e os agentes envolvidos e suas influências no agir da professora. Este trabalho, de cunho qualitativo, assume o quadro teórico-metodológico adotado pelo grupo ALTERCNPq (Análise de Linguagem, Trabalho Educacional e suas Relações) as quais se fundamentam no Interacionismo Sociodiscursivo (BRONCKART, 1999, 2006, 2008; MACHADO e BRONCKART, 2009), na Clínica da Atividade (CLOT, 2006a, 2006b 2010; 2015; CLOT et al. 2011; CLOT e GOLLAC, 2017) e na Ergonomia da Atividade Francesa (AMIGUES, 2004; FAÏTA, 2004). O estudo também recorre aos estudos de Canguilhem (1943/2009) sobre saúde e aos aportes da Clínica da Atividade e da Psicopatologia do Trabalho (LE GUILLANT, 2006) para interpretar os resultados das análises realizadas e reflet... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study’s main aim is to analyze the interpersonal dimension of a public school Portuguese teacher’s work, in order to examine the influences of the relations between the teacher and the Others in her acting. In order to do so: (i) we analyzed the relation between the teacher and the agents with whom she interacts at work, by identifying, firstly, all the agents involved and, then, by verifying the interpretations that a teacher makes about the Others’ acting and her own acting; (ii) we investigated the conflicts and the agents present in the topics chosen in the one-to-one interviews conducted with the teacher, which were meant to be later discussed with the work collective; and (iii) we analyzed the results from the relations between the teacher and the agents involved, as well as their influences on the teacher’s acting. This qualitative study adopts the theoretical and methodological approach developed by the group ALTER-CNPq (Analysis of Language, Educational Work and their Relations), which is based on the Socio-discursive Interactionism (BRONCKART, 1999, 2006, 2008; MACHADO and BRONCKART, 2009), on the Activity Clinic (CLOT, 2006a, 2006b, 2010; 2015; CLOT et al. 2011, CLOT and GOLLAC, 2017) and on the French Activity Ergonomics (AMIGUES, 2004; FAÏTA, 2004). This study also resorts to the theoretical framework of Canguilhem’s heath studies (1943/2009), of the Activity Clinic and of the Psychopathology of Work (LE GUILLANT, 2006) to interpret the results of the analys... (Complete abstract click electronic access below)
Résumé: Cette recherche a pour but d’analyser la dimension interpersonnelle du travail d’une enseignante de langue portugaise, travailleuse dans le réseau public d’enseignement de l’état de São Paulo, pour vérifier les influences des relations entre l’enseignante et l’autrui dans son agir. Pour cela : (i) nous avons analysé la relation entre l’enseignante et les agents avec lesquels elle interagit en situation de travail, en identifiant, premièrement, tous les agents concernés et, ensuite, en vérifiant les interprétations que l’enseignante fait sur l’agir de l’autrui et sur son propre agir ; (ii) nous avons examiné les conflits et les agents présents dans les thèmes choisis pendant les enquêtes individuelles faites avec l’enseignante qui ont été mené au collectif de travail; et (iii) nous avons analysé les résultats issus des relations entre l’enseignante et les agents concernés et les influences de ces résultats à l’agir de l’enseignante. De cette façon, cette recherche qualitative prend en compte les prémisses théoriques et méthodologiques adoptées par le groupe ALTER-CNPq (Analyse du Langage, du Travail Éducationnel et de ses Relations) qui sont fondées sur l’Interactionnisme Socio-discursif (BRONCKART, 1999, 2006, 2008; MACHADO et BRONCKART, 2009), sur la Clinique de l’Activité (CLOT, 2006a, 2006b, 2010, 2015; CLOT et al. 2011, CLOT et GOLLAC, 2017) et sur l’Ergonomie de l’Activité francophone (AMIGUES, 2004; FAÏTA, 2004). Cette étude fait également appel aux apports théoriques d... (Résumé complet accès életronique ci-dessous)
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Azouaghe, Soufian. "Santé psychologique au travail dans le milieu scolaire public : étude des déterminants organisationnels et psychologiques chez les enseignants marocains." Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAH007/document.

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La présente thèse s’appuie principalement sur la théorie « exigences-ressources au travail » (Bakker & Demerouti, 2014). Elle vise à cerner les déterminants de bien-être au travail (BET) et de détresse psychologique au travail (DPT) des enseignants du primaire et du secondaire marocains. Les chapitres 1 à 5 décrivent le contexte, les précisions conceptuelles et théoriques ainsi que la problématique et les hypothèses principales. Cette thèse comporte deux études. La première étude a pour objectif d’explorer les facteurs de BET et de DPT. Elle porte sur un échantillon de 60 enseignants interviewés au moyen d’entretiens semi-directifs. Il en ressort que le métier d’enseignant au Maroc comporte des ressources (e.g. soutien social, climat de travail, utilité perçue du métier), mais aussi des exigences (e.g. environnement de travail, charge de travail, charge émotionnelle, difficultés de déplacement). De plus, les enseignants marocains semblent mobiliser des stratégies de coping pour faire face à ces exigences. La deuxième étude, menée par questionnaire auprès de 1 107 enseignants. En effet, les résultats montrent que plus les enseignants perçoivent les exigences de leur métier comme fortes, plus ils ont tendance à éprouver un bas niveau de BET et un haut niveau de DPT. De plus, la disponibilité des ressources au travail favorise le BET et diminue la DPT de ces enseignants. De façon similaire, il s’avère que les enseignants qui mobilisent des ressources personnelles (i.e., stratégies de coping) ont tendance à rapporter un meilleur niveau de BET et un faible niveau de DPT. Par ailleurs, les analyses d’interaction indiquent que des exigences élevées couplées à des ressources au travail importantes donnent lieu à un faible niveau de BET. Enfin, les résultats révèlent que l’effet des ressources au travail sur le BET est médié par les stratégies de coping. Les résultats obtenus vont dans le sens des travaux antérieurs et apportent quelques enrichissements à la « théorie exigences-ressources au travail ». Au niveau pratique, cette thèse suggère une gamme de leviers d’intervention sur la santé et le bien-être des enseignants marocains touchant aussi bien les aspects organisationnels que personnels
The present PhD dissertation relies on the Job Demands-Resources Theory (Bakker & Demerouti 2017). It aims to identify the determinants of well-being at work (WBW) and psychological distress at work (PDW) of Moroccan primary and secondary school teachers. Chapters 1 to 5 introduce the context, the conceptual and theoretical ideas, state the problem under investigation, and specify the main hypotheses. This thesis consists of two studies. The first study aimed to identify factors associated with WBW and PDW. Semi-structured interviews were conducted with 60 teachers. It appears that the teaching profession in Morocco provides benefits (e.g., social support, work climate, perceived job utility), but also many demands (e.g., environment at work, workload, emotional demands, displacement difficulties). As such, Moroccan teachers seem to mobilize coping strategies to juggle job demands. The second study was conducted by administering a questionnaire to 1 107 teachers. Indeed, the results show that the more teachers perceive the demands of their profession as strong, the more they tend to experience a low level of WBW and a high level of PDW. In addition, the availability of job resources increases the WBW and reduces the PDW of these teachers. Similarly, it seems that teachers who mobilize personal resources (i.e., coping strategies) tend to report a higher level of WBW and a lower level of PDW. Otherwise, the interaction analyses indicate that high job demands combined with high job resources results in a low level of WBW. Finally, the results show that the effect of resources at work on WBW is mediated by coping strategies. The results obtained are in line with previous work and provide some enrichment to the Job Demands-Resources theory. At a practical level, this thesis contributes additional evidence that a range of interventions, including both personal as well as organizational interventions, may be successful at improving Moroccan teachers’ health and wellbeing

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Oliveira, L?via Cristiane Pereira. "Trajet?rias escolares de pessoas com defici?ncia visual: da educa??o b?sica ao ensino superior." Pontif?cia Universidade Cat?lica de Campinas, 2007. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/607.

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The present work has as aim to analyze the school way of people with visual deficiency, from Basic Education till University. As a methodological election, it was employed the qualitative investigation approach, with documental and oral sources. As documental sources were utilized: legislation; international documents; national documents; official statistical data and theoretical references. Oral testimonies were developed based on thematic semi-structured interviews, trying to redeem the school processes experienced by deponents. Six adults, with visual deficiency, whether blind or with a low degree of visual acuity, literate through Braille spelling or an enlarged one, have taken part of this research with interviews. Data were organized and analyzed grounded on the following axes: teachers' formation oriented to Inclusive Education; pedagogical practices and daily school interactions; visual deficient student's literacy instruction - pedagogical resources, family's role and social interactions; mature life work and social participation. With this study, it was attempted to come to the analysis of social reality and contradictions there found, when are made some considerations about exclusion in regular national education, since this situation does not respect only to people with visual deficiency aside schooling processes. However, it was also discussed the existing conditions that led visual deficient people to come to complete their school trajectories and to participate in social life in mature age. The outcomes, analyzed with basis on voices very often silenced, show us that the biological factor does not constitute itself as a decisive one to conduct to the exclusion from schooling routes and mature life development. This study brings to light the necessity of public policies fulfillment pointed to teachers formation; improvements on the docent work conditions; accession to knowledge historically produced by mankind and actual participation and social mobilization of persons with visual deficiency.
O presente trabalho tem como objetivo analisar a trajet?ria escolar de pessoas com defici?ncia visual, da educa??o b?sica ao ensino superior. Como op??o metodol?gica, foi utilizada a abordagem de pesquisa qualitativa fazendo uso de fontes documentais e orais. Foram utilizadas como fontes documentais: legisla??o; documentos internacionais; documentos nacionais; dados estat?sticos oficiais; referenciais te?ricos e um question?rio de indicadores sociais realizado com os depoentes. Os depoimentos orais foram constru?dos a partir de entrevista semi-estruturada tem?tica, resgatando o processo de escolariza??o vivenciado pelos depoentes. Participaram desta pesquisa por meio de entrevistas seis adultos com defici?ncia visual, cegos ou com baixa vis?o, que se alfabetizaram utilizando a grafia Braille ou grafia ampliada. Os dados foram organizados e analisados a partir dos seguintes eixos: forma??o de professores para educa??o inclusiva; pr?ticas pedag?gicas e intera??es no cotidiano escolar; escolariza??o do aluno com defici?ncia visual recursos pedag?gicos, papel da fam?lia e intera??es sociais; vida adulta - trabalho e participa??o social. Buscou-se com esta pesquisa analisar a realidade social e estudar as contradi??es nela existentes ao se refletir sobre a exclus?o na educa??o nacional regular, pois n?o s?o apenas as pessoas com defici?ncia ? margem da escolariza??o. Contudo, discutiu-se as condi??es existentes para que os sujeitos com defici?ncia visual conseguissem completar suas trajet?rias escolares e participassem da vida social na idade adulta. Os resultados analisados a partir das vozes, muitas vezes silenciadas, nos revelam que o fator biol?gico defici?ncia visual , n?o se constitui como determinante para a exclus?o das trajet?rias escolares e desenvolvimento da vida adulta. Este estudo nos revela que se faz necess?rio ? efetiva??o de pol?ticas p?blicas voltadas ? forma??o de professores; melhorias das condi??es de trabalho docente; acesso aos conhecimentos produzidos historicamente pela humanidade e efetiva participa??o e mobiliza??o social das pessoas com defici?ncia visual.

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Magogeat, Quentin. "Evolution de la professionnalité enseignante par un travail à plusieurs : modalités et effets de la traduction du dispositif "Plus de maîtres que de classes" à l’école primaire." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2108.

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Cette thèse s’intéresse aux effets d’une politique publique visant à améliorer les résultats du système éducatif français, en mobilisant certains concepts et démarches de la sociologie pragmatique et de la sociologie de la traduction. Ce projet d’amélioration s’est traduit par le dispositif « Plus de maîtres que de classes » en primaire, dans lequel le travail à plusieurs est prescrit. En effet, ce dispositif permet l’affectation d’un maître supplémentaire dans des écoles où les difficultés scolaires des élèves persistent. L’enquête sur les effets sur le travail des enseignants repose sur une approche ethnographique, avec une présence prolongée sur le terrain, permettant la réalisation de monographies sur trois écoles aux caractéristiques socio-démographiques contrastées. Nous avons étudié les modalités et effets des traductions du dispositif pour comprendre comment le travail à plusieurs enseignants au sein d’une même classe se met en place, s’organise et ses effets sur l’activité elle-même. Les résultats de cette recherche montrent que le travail à plusieurs peut être un levier de professionnalisation des enseignants et d’évolution de leur professionnalité, par une intensification des échanges sur les apprentissages des élèves, par un renforcement du travail collectif, par le regard réciproque sur le travail de chacun, etc. malgré une hétérogénéité des façons de traduire, concevoir et mettre en œuvre les modalités de ce dispositif. Les enseignants justifient leur manière de faire selon plusieurs principes de justice (égalité, efficacité, tradition, etc.) qu’ils mobilisent au gré des situations, laissant voir un monde professionnel dominé par le pragmatisme et fondé sur une hybridité des principes de justice. Les nouvelles organisations pédagogiques rendues possibles par ce dispositif font émerger une nouvelle division du travail éducatif qui interroge les identités professionnelles des enseignants et pose la question de l’émergence d’un nouveau métier, celui de maître supplémentaire. Finalement, l’exemple de ce dispositif montre un processus de professionnalisation et de développement de la professionnalité par un travail à plusieurs sous conditions : les modalités d’interprétation et d’adaptation des acteurs aux injonctions et aux spécificités de leur environnement, l’adoption ou non de principes de justice partagés en fonction de ce qu’ils considèrent juste pour agir et un poids de certains critères socio-démographiques sur le réel de l’activité en faveur d’un travail à plusieurs. À l’inverse, le travail à plusieurs peut aussi entraîner un sentiment de déprofessionnalisation chez les enseignants du fait d’une baisse de leur autonomie et des évolutions de leur travail
The research used in this thesis considers the effects of a public policy that aims at improving the French educational system by mobilizing concepts and approaches that come from both pragmatic sociology and sociology of translation. This improvement project is embodied in elementary school in the “Plus de maîtres que de classes” plan, which prescribes collective work. Indeed, the plan enables the assignation of an additional teacher where pupils have persisting schooling difficulties. The enquiry on teachers’ work effects is based on an ethnographic approach, with a prolonged presence in the field that has enabled us to create monographs for three contrasted socio-demographic schools. We examined modalities and effects of the plan to understand how teachers’ collective work within a single classroom is implemented, structured and how it affects the job itself. Results of that research show that collective work can be a lever for the professionalization of teachers as well as for the evolution of their professionalism through an intensification of exchanges related to student learning, a reinforcement of collective work, and the different perspectives on each other’s work, etc. regardless of the many ways one can express, perceive and implement modalities of this plan.Teachers explain their way of proceeding according to several principles of justice (equality, efficiency, tradition, etc.) that they mobilize in any given situation, resulting in a professional world dominated by pragmatism and based on the hybridity of principles of justice. New pedagogical organizations enabled by this plan have created a new division of educational tasks that questions teacher’s professional identity as well as the emergence of a new occupation, the additional teacher.Finally, this plan shows a professionalization process and a professionalism development through a collective work under certain conditions: techniques of interpretation and operators’ adaptation to the injunctions as well as to the specifics of their environment, whether or not to adopt shared principles of justice according to what they consider fair for the common welfare and the weight of certain socio-demographic criteria on the profession in favor of collective work. On the contrary, collective work can also lead to the teachers feeling that they are being de-professionalized because of a reduced autonomy and also because of the evolution of their profession

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REIS, Andrea Sales Borges dos. "A trajet?ria da intelectual L?cia Marques Pinheiro e a forma??o docente no Brasil: um estudo sobre a Divis?o de Aperfei?oamento do Magist?rio do Centro Brasileiro de Pesquisas Educacionais (1955-1964)." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1307.

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CAPES
During cutting time (1955-1964), stands out Teixeira of operation (1900-1971) facing the most relevant institutions for education in the country: The Higher Education Personnel Improvement Coordination (CAPES- 1951 1964) and the National Institute of Educational Studies and Research (INEP - 1952-1964). Heavily influenced by the experimentalist educational philosophy of Dewey, took over the INEP, after the tragic death of air accident Murilo Braga, director of the agency, and has streamlined its functions under the national teaching, creating the Brazilian Center for Educational Research (CBPE) and the Magisterium Improvement Division (DAM). Professor Lucia Marques Pinheiro was responsible for organizing the courses offered to teachers, administrators, counselors and the education experts. The School Guatemala linked to INEP / CBPE / DAM, by a partnership between the city government of the Federal District (then Rio de Janeiro) with MEC began to represent as experimental body for the improvement of teaching. Courses were held in order to provide teachers access to new teaching methodologies, and to promote the teaching practice based on scientific studies in the social sciences. It was stimulating 'scientific spirit' within the teaching profession. In this sense, we ask: What is the legacy of this intellectual who served as Course Coordinator of INEP and as Director of DAM? How was given front role to courses whose aim was to spread the experimentalist pedagogical practice? The objective of this research is to investigate their history, their pedagogical conceptions and its management ahead of such significant institutions for teacher training in Brazil. The qualitative study methodology with the contributions of Cultural History and Political History chair this bibliographical research, documentary and history. It will try to study the printed books, journals, theses, dissertations and documentation files on the INEP, existing on the File Teixeira of the Center for Research and Contemporary History Documentation Brazil (CPDOC) / Get?lio Vargas Foundation (FGV ), the publications of INEP / Brazilian Center for Educational Research (CBPE), including the Journal of Pedagogical Studies and the Bulletin CBPE and remaining file CBPE, which is on the campus of the Federal University of Rio de Janeiro (UFRJ ). Especially the personal files of Lucia Marques Pinheiro found on Brazilian Education Association (ABE), which we consulted and received permission to scan. Another primary source that has supported our chronological mapping of its operations, are 93 editions of the Official Gazette. Source one that brings important information from your ticket (1937) until his retirement (1987) in the public school system.
Durante o recorte de tempo (1955-1964), destaca-se a atua??o de An?sio Teixeira (1900- 1971) frente ?s Institui??es de maior relev?ncia para a educa??o no pa?s: A Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES- 1951 a 1964) e o Instituto Nacional de Estudos e Pesquisas Educacionais (INEP ? 1952 a 1964). Fortemente influenciado pela filosofia educacional experimentalista de Dewey, assumiu a dire??o do INEP, ap?s tr?gica morte de acidente a?reo de Murilo Braga, diretor do ?rg?o, e dinamizou suas fun??es no ?mbito do magist?rio nacional, criando o Centro Brasileiro de Pesquisas Educacionais (CBPE), e a Divis?o de Aperfei?oamento do Magist?rio (DAM). A professora L?cia Marques Pinheiro foi respons?vel pela organiza??o dos cursos oferecidos a professores, a administradores, a orientadores e a especialistas em educa??o. A Escola Guatemala vinculada ao INEP/CBPE/DAM, por uma parceria entre a prefeitura do Distrito Federal (? ?poca Rio de Janeiro) com o MEC passou a se constituir como ?rg?o de experimenta??o para o aperfei?oamento do magist?rio. Eram realizados cursos com o objetivo de proporcionar aos professores, acesso ?s novas metodologias de ensino, bem como favorecer a pr?tica docente pautada em estudos cient?ficos realizados no ?mbito das ci?ncias sociais. Tratava-se de estimular o 'esp?rito cient?fico' no ?mbito do magist?rio. Nesse sentido, questionamos: Qual o legado desta intelectual que atuou como Coordenadora de Cursos do INEP e como Diretora da DAM? De que forma se deu sua atua??o frente aos cursos cujo objetivo era disseminar a pr?tica pedag?gica experimentalista? O objetivo desta pesquisa ? investigar a sua trajet?ria, as suas concep??es pedag?gicas e a sua gest?o ? frente de t?o significativas institui??es para a forma??o de professores do Brasil. A metodologia de cunho qualitativo com os aportes da Hist?ria Cultural e da Hist?ria Pol?tica presidir? esta investiga??o de car?ter bibliogr?fico, documental e hist?rico. Tratar-se-? de estudar os impressos, livros, peri?dicos, teses, disserta??es e arquivos de documenta??o sobre o INEP, existentes no Arquivo An?sio Teixeira do Centro de Pesquisa e Documenta??o de Hist?ria Contempor?nea do Brasil (CPDOC)/Funda??o Get?lio Vargas (FGV), as publica??es do INEP/Centro Brasileiro de Pesquisas Educacionais (CBPE), inclu?das a Revista Brasileira de Estudos Pedag?gicos e o Boletim do CBPE, bem como arquivo remanescente do CBPE, que se encontra no campus da Universidade Federal do Rio de Janeiro (UFRJ). Especialmente, os arquivos pessoais de L?cia Marques Pinheiro que se encontram na Associa??o Brasileira de Educa??o (ABE), do qual consultamos e recebemos a autoriza??o para digitaliza??o. Outra fonte prim?ria que tem nos auxiliado no mapeamento cronol?gico de sua atua??o, s?o 93 edi??es do Di?rio Oficial da Uni?o. Fonte essa que traz informa??es importantes, desde o seu ingresso (1937) at? a sua aposentadoria (1987) no sistema p?blico de ensino.

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17

Nande, Florence. "Identités multiples d'un salarié, bien-être au travail et performance individuelle au travail : une étude auprès des enseignants-chercheurs de l'Université Française." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTD010.

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Le salarié d’aujourd’hui ne se définit plus seulement par son travail mais par rapport à toutes les expériences qu’il peut vivre. Il possède des identités multiples, issues de toutes les sphères de la vie et ces identités influencent ses actions et ont des conséquences sur son comportement. L’objectif de cette recherche est de comprendre comment les identités multiples d’un salarié interfèrent avec le contexte organisationnel (ressources et exigences) et quelles en sont les conséquences en termes de bien-être et de performance au travail. Pour cela, en s’appuyant sur la théorie de la conservation des ressources (Hobfoll, 1989), trois études empiriques ont été menées auprès d’une population d’enseignants-chercheurs d’Universités Françaises. Plusieurs contributions se dégagent de ces travaux. Premièrement, la nature du rôle médiateur des ressources dans la relation entre identités multiples, bien-être ou performance au travail a été montrée. Celle modératrice des exigences contextuelles également. Deuxièmement, cette recherche contribue à une meilleure compréhension des mécanismes identitaires en jeu. Une typologie des stratégies identitaires mises en place par le salarié en réponse aux signaux de son environnement est proposée. La structuration en réseau des identités multiples, hypothèse formulée par Ramarajan (2014) est également mise en exergue. Ainsi, dans un contexte organisationnel, le salarié est soumis aux signaux de son environnement, émanant des ressources et des exigences, qui constituent pour lui une menace ou une opportunité identitaire. En réponse, il met en place des stratégies pour contrer la menace ou saisir l’opportunité. Suivant le résultat de ces stratégies et la structure du réseau d’identités que l’individu possède, la menace ou l’opportunité identitaire peuvent se propager via le réseau dans le réservoir de ressources de l’individu provoquant spirales de perte ou de gain de ressources avec des conséquences sur son bien-être et sa performance individuelle au travail
The employees are not anymore defined by the work they accomplish, but also by the experiences they live. They have multiple identities from several spheres of life, and these identities influence their actions, and by extension have consequences on their behaviour. The aim of this research is to understand how multiple identities of an employee interfere with the organisational context (resources and exigences), and what the consequences are in term of workplace well-being and individual performance. In that line, three studies based on the resources conservation theory (Hobfoll, 1989) have been conducted with teacher-researchers. This thesis generated several contributions. First, the nature of the mediator role of resources in the relation between multiple identities, workplace well-being and individual performance have been shown. The moderator role for exigences also. Second, this research contributes to a better understanding of identity mechanism in game. A typology of identity strategies elaborated by employees in responses to their environmental signals are suggested. The network structure of multiple identities, a hypothesis expressed by Ramarajan (2014) is also verified. In that sense, in an organisational context, the employee is subjected to environmental signals (from resources and exigences) which establish for them an identity threat or an identity opportunity. In response, they build strategies. According to the results of these strategies, and the identity network structure of the person, the identity threat or identity opportunity can spread via the network within the resources reservoir of the person, generating gain or loss spiral of resources, with consequences on workplace well-being and individual performance

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18

Obajtek, Sylvain. "L'orientation active à l'université : mystification pédagogique ou travail éducatif ? : acteurs, représentations, pratiques." Thesis, Lille 3, 2014. http://www.theses.fr/2014LIL30024/document.

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L’Université se trouve aujourd’hui au cœur d’un impératif social, présumé légitime et incontournable, de former des citoyens capables de s’insérer de manière durable sur le marché du travail, d’évoluer et de participer activement aux besoins de l’économie. Ces transformations, induites par la mondialisation et les injonctions du Conseil de l’Union européenne pour « favoriser la compétitivité européenne dans une économie mondiale fondée sur la connaissance » (2007), se sont cristallisées en France dans le cadre de la LRU (2007)et de ses précisions avec le Plan réussite en Licence (PRL, 2007). Trois principaux axes s’en détachent : l’orientation et l’insertion professionnelle des étudiants doivent être une priorité de l’Université (au même titre que la formation et la recherche scientifique) ; une logique de rentabilité et de rationalisation de l’enseignement universitaire et de ses débouchés doit se développer ; au moins la moitié d’une classe d’âge doit parvenir au niveau de qualification d’un diplôme d’enseignement supérieur. C’est au regard de ces changements que ce travail de recherche s’est intéressé à la thématique de l’orientation universitaire, et plus précisément aux questions que pose aujourd’hui la mise en œuvre de ces politiques quant à leur réception et leur appropriation par les « acteurs de l’orientation » à l’Université. Dans cette perspective, notre attention s’est portée sur l’instauration de l’ « orientation active » à l’Université. Au sein de cet espace en construction,dont les tensions intégrées traduisent une bipolarisation autour de ce que nous nommons « travail éducatif » et « mystification pédagogique », cette recherche montre que l’engagement des enseignants-chercheurs se situe au confluent d’un ajustement de logiques, en tensions créatrices entre utilité sociale et développement professionnel
Universities today are situated at the center of an emerging social imperative - considered vital and necessary - to effectively prepare individuals for entry into the job market with the capacities to respond to the fluctuating needs of evolving economies. Brought about by globalization and the Council of the European Union’s call for strengthening "Europe's competitiveness in a global knowledge economy" (2007), these transformations crystallized in France through the law, LRU (2007) detailed in the Plan License (PRL, 2007). This law mandated the following three principal axes: Universities shall prioritize student career guidance and professional development (as well as training and scientific research); criteria to measure and evaluate graduate employability shall be developed; and, at least half of each graduating class must meet the qualifications required for a higher education diploma. In light of these developments, this research is interested in the study of academic orientation, and more precisely questions surrounding the implementation, reception and appropriation of these policies by the full range of University orientation professionals. This research is subsequently concerned with the introduction of "active guidance" at the University level. It is within this space of experimentation and construction that inherent tensions foreground a polarization between what is described as "Educational Work" and "Pedagogical Mystification". This research will thus examine how teacher-researcherengagement unfolds at the center of a paradigm shift to cultivate creative tensions between social utility and professional development

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19

Grimaud, Frédéric. "La scolarisation d’un élève en situation de handicap du point de vue de l’activité du professeur des écoles de classes ordinaires." Thesis, Aix-Marseille, 2014. http://www.theses.fr/2014AIXM3016.

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Avec la loi de février 2005, des enseignants de plus en plus nombreux sont amenés à inclure, dans leur classe ordinaire, un élève en situation de handicap. Cette modification de leur situation de travail n'est pas sans conséquences sur leur activité, elle se présente comme une difficulté à surmonter avec une prescription qui apparaît comme déficitaire. En sciences de l'éducation, la question de l'inclusion est plutôt traitée du point de vue de l'élève. Notre recherche aborde quant à elle cette problématique du point de vue du travail enseignant. Empruntant nos concepts théoriques à l'ergonomie et à la clinique de l'activité, nous avons mis en place une recherche -intervention. Nous avons mené des types d'entretiens auprès de deux enseignantes du primaire scolarisant un élève en situation de handicap qui permettent une co-analyse de leur activité. La situation de travail extra-ordinaire résultant de la présence d'un élève en situation de handicap a crée un effet de loupe sur le travail de ces enseignantes. L'analyse du dialogue, au travers de cette loupe, rend possible une meilleure compréhension de l'activité réelle des enseignants. Nous montrons qu'elles surmontent les obstacles qui se présentent à elles en puisant dans le genre professionnel, dans des gestes de métier ordinaires qu'elles mobilisent pour faire preuve d'efficacité. A partir de ces résultats, nous proposons de réinterroger la prescription faite aux enseignants et questionnons alors la formation des professeurs et le syndicalisme enseignant
With the 2005 february law, more and more teachers are lead to include in their ordinary classroom disabled pupils. This institutional modification of the teacher's work conditions constitutes a difficulty to overcome whereas there is a defiticit as far as prescriptions are concerned. While many reasearches in educational sciences study inclusion from the point of view of the pupils, we focused on the teacher's activity seen as a work. Refering to the field and concepts of ergonomy, we set up a an intervention-research. Through interviews we have lead with two teachers who include disabled children, we have been able to co-analyse their activity. We have shown that this extra-ordinary situation creates a magnifying glass effect that enable the reasearcher to better understand the teacher's activity. The analysis of the interviews show that, in order to be efficient, the teachers overcome obstacles they face using ordinary professional gestures. Lying on those results, we propose to question: the institutional prescriptions adressed to the teachers, their Professional formation and syndicalism

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20

Nunez, Moscoso Javier. "Travail enseignant et formation : la culture des enseignants des spécialités agricoles au Chili." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20141/document.

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Cette recherche poursuit le double objectif d’analyser le travail des enseignants des spécialités agricoles au Chili (en particulier, les difficultés professionnelles) et de proposer des pistes pour leur formation. Pour ce faire, elle mobilise une démarche par abduction (Peirce, 1965) basée sur une épistémologie de la découverte et prolongée par une approche herméneutique, qui permet de faire émerger des hypothèses a posteriori.Le travail enseignant est appréhendé comme un système de pratiques professionnelles (Marcel, 2004) et étudié à partir des dimensions de l’activité, du statut et de l’expérience (Tardif & Lessard, 1999). Ce cadre théorique structure un dispositif méthodologique qui favorise la production d’un corpus empirique conséquent et diversifié.L’interprétation de ces éléments permet de mettre au jour la nature symbolique du travail des enseignants et de défendre l’hypothèse générale d'un horizon culturel de ce travail. Cette hypothèse est déclinée en deux volets, d’une part celui que les enseignants ont un rôle de médiateurs culturels entre l’espace professionnel agricole et l’espace scolaire et, d’autre part, celui que la difficulté professionnelle est normalisée dans le travail quotidien. Sur cette base, peut être décrite une « zone de médiation culturelle » des enseignants du secteur agricole.Afin de mettre ces apports au service de la formation, est déployée une démarche d’ingénierie de formation qui « traduit » certains éléments de la « zone de médiation culturelle » en termes de savoirs professionnels. Ces savoirs sont intégrés dans une proposition des scénarios de formation, dans une perspective non pas prescriptive mais d’aide à la décision politique
This research has the dual purpose of analyzing the work of teachers in vocational agricultural education in Chile (especiallytheir professional problems) and making proposals for their training. For this, it mobilizes an abduction procedure (Peirce, 1965) based on an epistemology of discovery extended by an hermeneutic approach that gets hypotheses to emerge later on.Teachers’ work is viewed as a system of professional practices (Marcel , 2004) and studied from the points of view of activity, status and experience (Tardif & Lessard, 1999). This framework structures a methodological set of tools that enhances the production of a consistent and varied empirical corpus.The interpretation of these elements allows to uncover the symbolic nature of teachers' work and support the general assumption of a cultural side to this work. This hypothesis comes in two parts. First teachers have a role as cultural mediators between the agricultural professional world and the school system and, secondly, that professional difficulty is normalized in daily work. One can therefore describe a "cultural mediation area" for teachers in agriculture.To get these contributions to benefit training, an engineering approach to training is deployed, which "translates" elements of the "cultural mediation area" into terms of professional knowledge. This knowledge is integrated into a proposal of training scenarios, not as a prescription, but as an assistance to policy decision-making
La presente investigación persigue el doble objetivo de analizar el trabajo de los docentes de especialidades agropecuarias en Chile (especialmente las dificultades profesionales) y de proponer pistas para su formación. Para ello, se moviliza un procedimiento abductivo (Peirce, 1965) basado en una epistemología del descubrimiento y en un ejercicio hermenéutico que permiten la emergencia de hipótesis a posteriori.El trabajo docente es aprehendido como un sistema de practicas profesionales (Marcel, 2004) y estudiado a partir de las dimensiones de la actividad, el estatus y la experiencia (Tardif & Lessard, 1999). Este marco teórico estructura un dispositivo metodológico que favorece la producción de un corpus empírico amplio y diverso.La interpretación de estos elementos permite la puesta en evidencia de la naturaleza simbólica del trabajo de los profesores y la defensa de la hipótesis general del horizonte cultural de este trabajo. Esta hipótesis es declinada en dos aspectos, por una parte el rol de los docentes como mediadores culturales entre el espacio profesional agrícola y el espacio escolar y, por otra parte, la normalización de la dificultad en el trabajo cotidiano. Sobre esta base, se describe una “zona de mediación cultural” de los profesores del sector agropecuario.Con el objetivo de poner estos aportes al servicio de la formación, se despliega un proceso de ingeniería en formación que “traduce” ciertos elementos de la “zona de mediación cultural” en términos de saberes profesionales. Estos saberes son integrados en una propuesta de escenarios de formación, evitando la prescripción e inscribiéndose en una lógica de ayuda a la decisión política

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21

Duquesnoy, Maxime. "Les usages professionnels de l'internet chez les enseignants du primaire : une recherche en Communauté française de Belgique." Thesis, Paris 5, 2014. http://www.theses.fr/2014PA05H012/document.

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Le développement d’Internet induit divers changements dans le quotidien, modifications auxquelles n’échappent pas la sphère scolaire et le travail enseignant. À la lumière des sociologies du travail et de l’éducation, cette thèse se propose d’analyser les usages professionnels d’Internet par les enseignants du primaire, en Communauté française de Belgique. En s’appuyant sur une enquête par questionnaire, sur une démarche ethnographique et l’analyse de sites internet et de réseaux socionumériques, l’approche plurielle de cette étude permet d’analyser les usages d’internet de ces professionnels, de cerner la place ainsi occupée à chaque niveau de leur travail, tout en étudiant l’impact de cette utilisation. Cette étude s’attache à l’analyse du travail dans sa globalité et permet de dépasser les formes visibles des usages afin de les cerner dans leur ensemble et toute leur complexité. L’enquête auprès de plus de 200 instituteurs permet de cibler des usages réguliers et prédominants ou, au contraire, délaissés par les enseignants. L’observation du quotidien de ces acteurs, durant trois années scolaires, apporte la contextualisation de certains éléments, parfois en les nuançant à la lumière de la réalité du terrain. Enfin, l’analyse des sites fréquentés et de leurs interactions sur les réseaux socionumériques met en lumière certaines tâches parfois occultées du travail enseignant
The development of the internet leads to various changes in our everyday life, including in the academic sphere and in the work of teachers. In the light of work and education sociologies, this thesis analyses professional uses of the internet by primary school teachers in the Frenchspeaking Community of Belgium. Based on a questionnaire survey, an ethnographic proccess and the analysis of websites and social networks, the pluralist approach of this study makes it possible to analyse the uses of the internet by these professionals, to understand when and how they use it in their work and to study its impact. This study focuses on the analyses of the work in its globality, going beyond the visible aspects of the uses in order to comprehend them as a whole and in their full complexity. More than 200 teachers were surveyed, which allowed to focus on regular and prevailing uses as well as, on the contrary, neglected ones. The observation of these stakeholders daily work during three school years brings the contextualization of certain elements, sometimes being moderated in the light of the realities on the ground. Finally, the analyses of the used websites and their interactions on social networks highlights some teacher tasks at times concealed

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22

Loubère, Lucie. "Les environnements numériques de travail dans l'enseignement secondaire : étude d'un système représentationnel." Thesis, Toulouse 3, 2018. http://www.theses.fr/2018TOU30048/document.

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L'intégration des technologies numériques dans l'éducation (TICE) est souvent décrite comme difficile. Parce que leur déploiement est généralisé et leur utilisation rendue obligatoire par l'institution, les environnements numériques de travail (ENT) constituent un outil à part dans le champ des TICE. Ce travail propose d'investiguer comment cet outil a intégré la pensée professionnelle enseignante à partir d'une approche reposant sur la théorie des représentations sociales. L'étude proposée est constituée en deux phases. Le premier temps est consacré à l'examen du discours social sur les TICE et se fonde sur l'analyse de trois corpus textuels, correspondant à trois types de discours différents (discours médiatiques, textes institutionnels, et contributions à la concertation sur le numérique éducatif de 2015). Nous proposons par une approche lexicométrique d'identifier les thématiques transversales à ces corpus et celles qui sont spécifiques de chacun de ces types de discours. Le second temps de ce travail repose sur une enquête par questionnaire menée auprès de 625 enseignants du secondaire de l'académie de Toulouse. À partir de tests d'évocations hiérarchisées, nous étudions les contenus des représentations professionnelles de quatre objets : l'ENT, le métier d'enseignant, la notion d'information et la notion de communication. L'analyse de la structure des réponses, sur chacun de ces objets puis dans les relations entre les objets, met notamment en évidence la particularité de leur lecture par les enseignants au regard du discours social identifié dans la partie précédente. Le système complexe formé par ces quatre objets permet d'observer que les représentations du métier d'enseignant et de l'ENT ont peu de contenus communs, mais qu'elles partagent toutes les deux de nombreux éléments avec les représentations de la communication et de l'information. Ces résultats dessinent également deux grandes tendances dans la façon de décrire les objets de représentation investigués : une partie de la population semble systématiquement privilégier des éléments fonctionnels pour décrire chacun des objets alors qu'une autre partie de la population associe préférentiellement des éléments évaluatifs
The integration of Information and Communication Technologies in Education (ICTEs) has often been described as a thorny endeavour. Digital Work Environments (DWE) can be considered as a particularly interesting ICTE tool because of their widespread and compulsory deployment in the French educational system. This study investigates how the DWE tool has integrated professional representations based on the theoretical approach of social representations. In a first phase, we base our analyses on the social discourses about ICTEs through three textual corpora, reflecting three different types of discourses (media, institutional, national consultation on digital education in 2015). We use a lexicometric approach in order to identify the transversal themes and the idiosyncrasies of these discourses. The second part of this study is based on a survey by questionnaires on 625 secondary education teachers of Toulouse academy. Here, the hierarchical evocation method is used to examine the content of professional representations on four objects: the DWE, the teaching profession, the notions of information and of communication. The structure analyses of the responses and the interrelations study between these objects show the peculiarity of the teachers' universes compared to the ones identified in the three social discourses. The complex system formed by the four objects allows us to observe that although the representations of the teaching profession and the DWE have few common contents, they share numerous elements with the representations of communication and of information. Finally, these results enlighten us on two larger tendencies on the way secondary teachers describe the investigated objects: one part of the population seem to systematically privilege functional elements whereas the other part of the population prefers to associate evaluative elements when relating to each one of these objects

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23

Gesson, Benjamin. "Comment devient-on enseignant ? : les trajectoires de socialisation professionnelle des professeurs des écoles." Thesis, Bordeaux, 2015. http://www.theses.fr/2015BORD0188/document.

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Анотація:

Cette thèse propose une analyse de la socialisation professionnelle des enseignants en adoptant un cadre théorique et conceptuel interactionniste, et en s’appuyant sur des méthodes empiriques variées (observations, entretiens individuels et collectifs, suivi de cohorte qualitatif). Il en ressort quatre principaux résultats : 1) la formation initiale « marque » profondément les manières d’agir, de faire et de penser le travail des futurs enseignants ; ils y acquièrent des dispositions (langagières, temporelles, rhétoriques ou encore relationnelles) qui symbolisent l’acte de « fabrication sociale » par lequel ils sont passés. 2) Au cours de la formation initiale, les futurs enseignants sont à l’origine d’une « culture étudiante » qui vise à négocier, traduire ou transgresser les normes formelles et officielles véhiculées par l’instance de socialisation. De sorte que les normes informelles ou officieuses produites au sein de cette sous-culture possèdent une influence majeure sur la compréhension du processus de socialisation professionnelle. 3) Il existe une pluralité d’identités professionnelles adoptées par les enseignants au moment de leur entrée dans la carrière, qui se forment sur la base de la trajectoire d’accès au métier, du rapport à la formation et du rapport au travail. Loin de la figure désenchantée du jeune enseignant en souffrance, on découvre alors que le début de carrière peut se révéler épanouissant et source d’accomplissement. 4) Trois formes de carrières et d’identités professionnelles se dégagent de notre enquête diachronique : pragmatique, par « frustration relative » et autonome. En outre, l’identité professionnelle adoptée lors des premières années d’enseignement a tendance à persister dans le temps, révélant la force structurante de la dimension objective des carrières enseignantes (gradations pré-déterminées de l’avancement statutaire et de la mobilité professionnelle, contraintes liées à la séparation des sphères professionnelles et privée…). La thèse conclue sur la nécessité de questionner une vision fonctionnaliste de la formation initiale et une conception administrative de la carrière enseignante actuellement dominantes
This thesis proposes an analysis of the teachers’ professional socialization through a theoretical and conceptual-interactionist framework. It is based on various empirical methods (observation, individual and collective talks, followed by troop qualitative). Four major elements come out of this thesis: 1) initial training has a deep influence on the soon-to-be teachers concerning the way they act and both the way they work and the way they7consider their work. The act of “social manufacturing” they undergo during their formation enables them to acquire elements for their career (linguistic, temporal, rhetorical or relational elements). 2) During their initial training, the future teachers create a “student culture” which aims at negotiating, translating or transgressing the formal and official standards conveyed by the authority of socialization. Accordingly, the abstract or semi-official standards produced within this subculture have a major influence on the comprehension of the process of professional socialization. 3) There exists a plurality of professional identities adopted by the teachers at the time they begin their career. These are founded on the trajectory which led the individuals to teaching, and also on how they deal with the training and their work. Far from the disillusioned figure of the young teacher in suffering one might expect, the beginning of a career appears to be fulfilling and to be a source of achievement. 4) Three forms of careers and professional identities emerge from our diachronic investigation: a pragmatic identity, an identity created by “relative frustration” and an autonomous identity. Moreover, the professional identity adopted at the time of the first years of teaching tends to persist in time, revealing the structuring force of the objective dimension of the teaching careers (predetermined gradations of advance statutory and professional mobility, constraints related to the separation of the private and the professional spheres…). The thesis concluded on the need for questioning a functionalist vision of initial training and an administrative design of the teaching career currently dominant

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24

Dozolme, Sylvie. "Les enseignants débutants du second degré issus du monde de l’entreprise." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20016.

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Анотація:

Cette thèse décrit l’insertion professionnelle d’enseignants stagiaires du second degré ayant déjà un vécu professionnel hors système éducatif. Elle retrace les expériences, les ressentis,les activités de ces enseignants lors de leur année de stage professionnel et tente d’identifier les effets de leur vécu professionnel antérieur dans leurs façons de percevoir le travail enseignant et d’intervenir en classe.L’étude a été conduite afin de comprendre leur parcours professionnel antérieur (typique ou atypique), leur motivation, l'(ou les) élément(s) déclencheur(s) de leur bifurcation professionnelle, les difficultés rencontrées, les attentes à l’égard du système… mais aussi lors de leur première année d'entrée dans le métier d'enseignant : les professionnalités antérieures de nouveau mobilisées, leurs expectatives professionnelles, les deuils à faire, l'adéquation ou non à ce nouveau métier… et les remaniements identitaires que cette bifurcation professionnelle a provoqués pour l’intégrer.Une cohorte initialement constituée de 20 enseignants fonctionnaires stagiaires, dans l’académie de Clermont-Ferrand, a été suivie durant l’année scolaire 2011/2012. La diversité des matières enseignées, couplée à la pluralité des lieux d’enseignement contribue à la richesse des matériaux recueillis, mais aussi limite les tentatives de généralisation à partir des monographies étudiées. Le recueil des données, s’est effectué en plusieurs phases : a) des entretiens individuels ont permis de mieux comprendre la trajectoire professionnelle de l'enseignant, reconstituée d’un point de vue chronologique, conduisant à son second métier ;b) un à deux enregistrements audiovisuels de l'enseignant concerné en activité devant ses élèves ; c) un à deux entretiens d'autoconfrontation sur la base de ces enregistrements ; d) en parallèle, la tenue par chaque débutant d’un carnet de bord dans lequel il a pu exprimer son ressenti de la semaine ; e) un bilan de fin d’année établi avec chaque enseignant volontaire de l’étude comportant un retour sur les évènements saillants de son point de vue.Les principaux résultats de la thèse montrent : a) les tensions identitaires vécues par ces nouveaux enseignants ; b) l’existence de typicalités de parcours conduisant à des processus de reprofessionnalisation ; c) la présence de phénomènes d’hystérésis ou au contraire de rejets des anciennes pratiques professionnelles ; d) la convocation de gestes professionnels issus de l’ancien métier.Au final, notre recherche met l’accent sur les similitudes et les différences d’entrée dans le métier entre celle des membres de notre cohorte et celle (décrite dans la littérature) des débutants ayant suivi un cursus normal, c’est-à-dire directement issus de l’université. Ce travail peut contribuer à offrir une aide potentielle aux formateurs pour mieux comprendre les tensions et les transformations identitaires que ces « nouveaux enseignants seconde carrière » issus de l’entreprise vivent afin de mieux les aider à s’adapter à leur nouveau métier
This thesis describes the employability of secondary school trainee teachers who already have professional experience outside of the educational system. It traces the experiences, feelings, activities of these teachers during their year of internship and tries to identify the effects of their previous professional experience on their perception of teaching methods and on their classroom work. The study was conducted in order to understand their previous career (typical or atypical), their motivation, the initiating that led to their professional bifurcation, their difficulties and expectations towards the system... but also in their first year into the teaching profession: the former professional skills once again mobilized, their professional expectations, their grieving over losses, their suitability or not to this new job... and the professional identity related challenges that this bifurcation has generated. A cohort initially comprised of 20 teachers probationers in the region of Clermont-Ferrand, was followed during the school year 2011/2012. The diversity of the subjects taught, coupled with the plurality of educational places contributes to the richness of the materials gathered, but also limits the generalization attempts from the studied monographs. The collection of data was carried out in several phases: a) individual interviews helped to understand better the professional route of the teacher, reconstructed from a chronological point of view, leading to his second job; b) one or two audiovisual recordings of the teacher interacting with his students; c) one or two self-confrontation conversations based on these recordings; d) in parallel, each beginner had to write a professional diary in which he could express his feelings during the week; e) a year-end balance sheet made by volunteering teachers of the study with their feedback on what they considered salient events. The main results of the thesis have shown: a) the identity tensions experienced by these new teachers; b) the existence of course typicalities leading to re-professionalisation process; c) the presence of hysteresis phenomena or on the contrary the rejection of former professional practices; d) the calling for professional acts inherited from their past job experience. In the end, our research focuses on the similarities and differences in entering the teaching profession between the members of our cohort and the beginners (described in the literature) who have followed a regular curriculum, that is, ie directly from the university. This work may help provide potential assistance to trainers to better understand the tensions and identity transformations that these "new second career teachers" coming from the private sector live through and help them adapt to their new profession

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25

Laclau, Vincent. "La qualification par les enseignants de collège : construction, justification et protection : esquisse d'une sociologie pragmatique du jugement enseignant." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE2131.

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Анотація:

Dans une société méritocratique, qui réserve les places sociales les plus désirables aux individus les plus méritants, l’évaluation scolaire occupe une place centrale. De par sa fonction de sélection, elle conduit en effet à la répartition des individus entre les filières de formation et, in fine, aux différents statuts professionnels. Selon la réglementation en vigueur, ce sont les enseignants qui sont chargés d’effectuer l’évaluation scolaire. L’enquête exploratoire conduit à s’intéresser au jugement des enseignants : la construction des avis scolaire des professeurs ne repose pas sur la simple application de techniques d’évaluation, mais elle met en œuvre des méthodes ordinaires de jugement. Une des propriétés du jugement enseignant est d’être constamment soumis à la possibilité d’une critique, susceptible de provenir de diverses catégories d’individus. Cette recherche consiste à analyser ce qui, dans l’activité scolaire, permet aux enseignants de se prémunir contre la critique, de l’anticiper, de la maîtriser.L’étude de la littérature scientifique montre que la question du jugement enseignant se constitue en problème scientifique au cours du XXe siècle, à partir du constat empirique de ses défaillances. Les recherches successives s’émancipent peu à peu du regard normatif pour construire des modèles explicatifs de l’évaluation scolaire comme phénomène social, en puisant dans les ressources des sciences sociales. Un mouvement plus récent, dans la continuité duquel ce travail s’insère, adopte une posture plus compréhensive, en laissant une large place à la subjectivité des professeurs. Ces derniers construisant leur jugement lors des interactions vécues dans le cadre de leur travail ordinaire, deux courants sociologiques sont convoqués : premièrement, la sociologie pragmatique, dont un des concepts centraux, l’épreuve, permet de décrire et d’analyser le travail de qualification des élèves dans le cadre pédagogique ; deuxièmement, l’interactionnisme symbolique d’Erving Goffman. Le recueil des données qualitatives s’inspire des méthodes ethnographiques. Le travail de jugement de onze enseignants de collège de l’agglomération de Lille a été observé et a fait l’objet d’entretiens conduisant à l’explicitation des pratiques. L’analyse des données privilégie un raisonnement inductif fondé sur la méthode de théorisation ancrée.Les résultats se déclinent selon deux idées principales. Premièrement, le fait que les élèves sont qualifiés dans le cadre d’épreuves, au sens de la sociologie pragmatique, c’est-à-dire d’interactions visant à un accord sur la qualification d’un être humain ou d’un objet. Les épreuves sont conduites en référence à des principes de justice et par l’engagement dans la situation d’objets ou d’individus qui peuvent être requalifiés au cours de l’épreuve. La qualification des élèves demande donc, de la part du professeur, la constitution d’un dispositif assez solide, sur lequel s’appuyer lors des épreuves, s’il veut garantir la légitimité de son jugement. Deuxièmement, parmi toutes les épreuves de qualification des élèves, l’évaluation pratiquée par les professeurs est une tentative d’industrialisation du jugement ordinaire des enseignants. L’évaluation scolaire est identifiée à un ensemble spécifique d’épreuves difficiles à contester sans remettre en cause une construction théorique et pratique, à la fois cohérente et robuste. En ceci, les épreuves évaluatives constituent un point d’appui incontournable pour la conduite du travail enseignant. Elles définissent des procédures, proposent des étalons de valeur, des modèles de référence, un répertoire d’actions, une grammaire professionnelle, qui se déploient dans un monde tourné vers l’efficacité, le rendement, la mesure, l’objectivité. Cette attraction industrielle peut toutefois entraver la conduite ordinaire du jugement enseignant, en délégitimant d’autres moyens dont il dispose pour connaître ses élèves et construire les situations d’apprentissage
In a meritocratic society, which reserves its most desirable positions for its most deserving individuals, school assessment occupies a central position. By its function of selection, assessment leads indeed to the distribution of individuals over different specialisations and, in fine, to their various professional statuses. In line with current legislation, it is teachers who are responsible for carrying out school assessment. The exploratory enquiry leads us to focus on teacher judgement: the construction of teachers’ educational judgements is not based on the simple application of evaluation techniques but entails ordinary means of judgement. One of the aspects of teacher judgement is its being constantly subjected to the possibility of criticism, coming from various categories of individuals. This research consists in an analysis of what, within school activity, enables teachers to arm themselves against criticism, to anticipate it and to manage it.A study of the scientific literature shows that the question of teacher judgement emerges as a scientific problem during the 20th century, out of an empirical observation of its weaknesses. Successive research has standardised little by little from the normative view to construct explanatory models of educational assessment as a social phenomenon, by exploiting the resources of the social sciences. A more recent movement, the pursuit of which this work takes up, adopts a more overall posture, leaving a wide margin for the subjectivity of teachers. The latter, building up their judgement during interaction experienced in the framework of their day-to-day work, two sociological currents are at play: firstly, pragmatic sociology, of which one of the central concepts, the test, allows for the description and analysis of the work of defining students within the teaching framework; secondly the symbolic interactionism of Erving Goffman.The gathering of qualitative data is inspired by ethnographic methods. The work of judgement of 11 junior secondary school teachers from the Lille metropolitan area was observed and discussed in interviews leading to exploration of practices. The analysis of data favours inductive reasoning based on the grounded theory method.Results are ordered according to two main ideas: Firstly, the fact that the students are qualified within in the framework of tests, in the pragmatic sociological sense of the word, that is to say interactions aimed at an agreement on the qualification of the human being or object. The tests are conducted with reference to principles of justice and by engaging objects or individuals in the situation that can be requalified during the test. The qualification of students demands therefore, on a teacher’s part, the constitution of a sufficiently strong system on which to rely during tests, if he or she wishes to guarantee the legitimacy of his/her judgment.Secondly, among all the tests for qualifying students, the assessment carried out by teachers is an attempt to industrialise their ordinary judgment. School assessment is made up of an assortment of specific tests which are difficult to challenge without disturbing a theoretical and practical construct that is both coherent and robust. In this way, assessment tests constitute an unavoidable means for the organising of teaching. These tests define procedures, offer scales of value, models of reference, a database of actions, a professional grammar, which is developed in a world oriented towards efficiency, productivity, measurement, objectivity. This attraction to an industrialised system can however block the ordinary function of judgment of the teacher, while de-legitimizing other means at his/her disposal to know his/her student and to construct learning situations

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26

Serriere-Glaudel, Anne. "L'"activité didactique" des enseignants de l'école primaire : étude de cas en géographie." Thesis, Reims, 2016. http://www.theses.fr/2016REIML010.

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Nous abordons l’ « activité didactique » des enseignants comme le processus, individuel et collectif, d’élaboration et de réalisation de la tâche, lorsque celle-ci consiste à enseigner et faire apprendre des savoirs disciplinaires. Nous nous intéressons à l’activité didactique des enseignants de l’école primaire en géographie, en considérant qu’elle s’actualise en situation d’interaction avec les élèves dans le « discours géographique de l’enseignant ». Pour cela, nous mobilisons un cadre de didactique de la géographie, fondé sur l’interrogation du rapport à l’espace terrestre des individus, et nous y intégrons des apports de l’ergonomie et de la clinique de l’activité.L’étude repose sur l’analyse de quatre « unités d’enseignement » de géographie menées avec des élèves de 9 à 11 ans et d’un corpus issu des entretiens d’autoconfrontation simple et croisée avec les enseignants concernés.Les résultats présentent, à la fois, la singularité et le caractère générique de l’activité didactique et des discours géographique des enseignants. Ils mettent en évidence la place importante qu’occupent les ressources issues de l’expérience personnelle du monde, de la géographie scolaire et de la prescription endogène dans l’activité didactique des enseignants polyvalents. L’analyse des autoconfrontations met au jour le rôle central de la mobilisation subjective dans l’élaboration de la tâche et dans l’ouverture d’une zone de développement potentiel de l’activité didactique des enseignants
We approach the teachers’ “didactic activity” as the individual and collective process of drawing up and realizing the task, when this one involves both teaching and instructing disciplinary knowledge. We will focus on primary school teachers’ didactic activity in geography, which becomes the “teachers’ geographical discourse” while interacting with pupils. For this purpose, we mobilize a framework of geography didactic, based on the concept of personal geographical relationship to the world, as well as some concepts of ergonomic and clinical analysis of the activity. This study is based on the analysis of four geography “teaching units”, led with 9 to 11 year- old pupils, and on a corpus resulting from self-confrontation interviews. The results present both the singularity and the generic characteristic of the didactic activity and of the teachers’ geographical discourses. They highlight the important place taken up by the resources produced by the individual world experience, by the subject matter and by the endogenous prescription within the didactic activity of the pluri-disciplinary teachers. The analysis of the self-confrontation interviews reveals the central role of subjective mobilization in the drawing up of the task and in the opening of a potential development area of the teachers’ didactic activity

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LIN, CHI-HUA, and 林璂華. "A Study on Overseas Travel Motivation, Travel Constraints and Travel Types for Elementary School Teachers- A Case of Elementary School Teachers in Tainan City." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/sg4u7p.

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Анотація:

碩士
真理大學
休閒遊憩事業學系碩士班
107
The study aims to explore elementary school teachers’ present status and relation of oversea travel motivation, travel constraints, and travel types. By questionnaire to explore demographic variable on the effects and difference of oversea travel motivation, travel constraints, and travel types. By giving out the questionnaires to 400 elementary school teachers in Tainan, the data of 358 effective questionnaires are analyzed through SPSS for windows 19.0, descriptive statistics, independent sample t-test, one-way analysis of variance, chi-squared test, and binary logistic regression analysis. The results are listed as follows: The most selected factor of travel motivation in the result is Resting and Relaxation. The most travel constraints is Structual Constraints. And the Group Itinerary is the most selected travel types. Among the different demographic variable of teachers, travel motivation is significantly associated with Gender, Age, and Years of Teaching. The travel constraint is significantly associated with Age, Years of Teaching, and Monthly Household Income. The travel types is significantly associated with Age, Years of Teaching, Marital Status, and Numbers of children. The Interpersonal Communication of travel motivation has positive effect on selecting group itinerary. And the Self-Growth of travel motivation has negative effect. The Interpersonal Contraints of travel constraints has positive effect on selecting group itinerary. In the end, to make seggestions based on the results of this study for teachers, schools, tourism operators, and future researchers for reference.

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LI, YI-CHEN, and 李宜甄. "A Research on Travel motivation,Travel constraints and Travel willingness-A Case of Primary Teachers in Kaohsiung Qianzhen." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/6prs2m.

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Анотація:

碩士
國立高雄科技大學
觀光管理系
107
With the emphasis on the promotion of leisure life.Primary School Teachers have a fixed longer vacation and they can arrange foreign travel. Primary School Teachers are potential and important customers for the foreign travel market. Arranging an overseas trip is not just about travel motivation. travel constraints can also lead to key factors that make travel impossible. A research on travel motivation, travel constraints and travel willingness.For real diagnosis discovery, the researches collect needs the material by the questionnaire survey procedure and analyze these data with the SPSS 22.0 version of coverall software structural equation pattern software to statistics, analyze and discuss. This research only aims at the primary school teachers in Kaohsiung Qianzhen district., the sampling way picked the purposive sample, total provides 220 official questionnaire, the recycling effective sample is 179, the effective returns-ratio is 85 %. The results conclude that its travel motivation has a positive impact on travel willingness. On the contrary, travel constraints has a negative impact on travel willingness. Population background variables, with significant differences in travel motivation, travel constraints and travel willingness by age, child, and individual monthly income. How to reduce travel constraints and enhance travel motivation of travel marketing is a topic for the tourism industry. Keywords：Travel Motivation, Travel Constraints , Travel Willingness ,Primary Teachers

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TANG, HUI-WEN, and 湯慧雯. "A Study of Teachers’ Participation in Independent International Travel." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/06290830077149708624.

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Анотація:

碩士
育達科技大學
休閒事業管理系碩士班
103
With a prosperous tourism industry nowadays and the advantaged Internet technology, data and information collection becomes much more convenient and faster. As a result, international scenic spots and historical sites are no longer an unreachable and mysterious world. Along with the emergence of a great number of independent travel websites and travel blogs, encouraging television travel programs, and a dazzling array of travel books and travel literature, independent travel is becoming increasingly popular in Taiwan. Such a social atmosphere brings out the value of research on independent domestic and international travel. This study purports to examine elements that affect teachers’ participation in independent international travel. With junior high school teachers in Miaoli County as research subjects, this study plans to look into elements such as personality traits, lifestyle, travel motivation, and perceived risks that affect teachers’ participation in independent international travel. After reviewing previous research and the modified Delphi method, gathering expert consensus, organizing and analyzing sub-elements of these influencing elements, a hierarchical structure of these influencing elements is constructed. As revealed by results of this study, the dimensions of influencing elements which teachers attach the most importance to are “personality traits”, “lifestyle”, “perceived risk”, and “travel motivation” in descending order of importance. Further, the most important influencing elements are “openness to experience”, “conscientiousness”, “performance risk”, “extraversion”, and “celibate marriage attitude” in descending order of importance. The research results can provide an importance reference for teacher groups to plan independent international travel. In addition, the research results may provide a reference for planning travel-related marketing ideas as well as give suggestions to travel-related organizations so they can analyze and understand the consumption behavior of teacher groups in a trip.

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PAI, HSUAN CHI, and 白軒綺. "The Study on the Relationship of Personality,Travel Motivation and Travel Preference－An Example of In-service Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/2f279a.

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Анотація:

碩士
大葉大學
企業管理學系碩士班
103
Modern people live a fast life pace and have higher pressure. With the various information provided by the mass media, people tend to relax themselves and experience foreign cultures through travelling. As a sort of social behavior with high symbols and varieties, travelling itself has been regarded as a common leisure activity to mediate the mental health and condition of people. Therefore, this study intends to draw a better understanding on the relationships among the tourism forms, travel motivations, and personal characteristics by elementary school and junior high school teachers. A summary of the results are as follows: (1) The relationship be-tween teachers’ characteristics and tourism forms shows that extroverted people have a negative significance on escorted tours. (2) Teachers’ travel motivations show a high significance on tourism forms, among which are the lower travel motivations on escorted tours and the higher travel motivations on individual tours. (3) Teachers’ characteristics have a positive predictability on travel motivations, especially those with an open-minded heart containing the highest predictability. According the results, this study shows the relationships among tourism forms, travel motivations, and personal characteristics and tends to offer suggestions and advices for the tour agencies, teachers, future re-searchers and the relating personnel on the international tourism of in-service teachers.

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HSU, MEI-CHI, and 徐美琪. "A Study on the Correlations between Overseas Travel Preferences and Travel Constraints for Female Teachers in Elementary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/34350216400176563498.

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Анотація:

碩士
南開科技大學
休閒事業管理研究所
103
This study involves data collection with questionnaire for female teachers in elementary school who had ever been to overseas for traveling.430 questionnaires were distributed in total. Valid responses reach 412 questionnaires and the valid response rate was 95.8%. This study aims to research the correlations between overseas travel preferences and travel constraints for female teachers in elementary school. The data were analyzed by means of descriptive statistics, t-test, Spearmen product-moment correlation, and one-way ANOVA. The results were as the follows:1.That married (72.1%) and age 40 to 49 (43.7%) females teachers were the mainly groups. 2.Those lived with spouses and children (50.7%), 11~15years of teaching experience, the average monthly income above 61,000 dollars and the Institute of Education and above (50.7%) were the majority. In terms of travel preferences，it was the most one that female teachers in elementary school go abroad in the last year (38.8%), traveling in the summer, adopt semi-independent travel method, traveling with family, and traveling within seven days. Furthermore, 1.there was significant differences between overseas travel preferences and the demographic variables of the female teachers in elementary school. 2. There were significant differences between travel constraints and the demographic variables of the female teachers in elementary school. 3.The mainly travel constraints of female teachers in elementary school was economic constraints；And the interpersonal constraints will influence the travel preferences.

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32

朱衍霖. "Vacation Life Styles, Travel Motivations and Domestic Travel Consumer Behaviors of Elementary School Teachers in Taipei Metropolitan Area." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/72721326180300943886.

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33

Wu, Chiachun, and 吳佳純. "A Study on the Relationship of Travel Motivation and Travel Consumer Behavior among Elementary School Teachers in Taichung City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/83976282141533063671.

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Анотація:

碩士
靜宜大學
觀光事業學系
101
The purpose of this study is to investigate the relevance between elementary school teachers' travel motivation and travel consumer behavior. "Questionnaire of Taichung City Elementary School Teachers' Travel Motivation and Travel Consumer Behavior" was conducted as a research tool, in order to explore the result from Taichung's 540 elementary school teachers and results as follows: 1. Travel motivation factors are divided into "relieve stress", "self-realization", "learning and experiencing", "interpersonal communication" four dimensions; travel consumer behavior factors are divided into "herd type", "impulse type" "novelty type", " show off type " four dimensions. 2. The highest dimension of travel motivation of Taichung elementary school teachers is "learning and experiencing". 3. The highest dimension of travel consumer behavior of Taichung elementary school teachers is "impulse type". 4. There are significant differences in Taichung City elementary school teachers’ travel motivation with different age, years of service, education level and marital status, but not with different gender, job category, and size of the serving school. 5. There are significant differences in Taichung City elementary school teachers’ travel consumer behavior with different age, years of service, job category, but not with different gender, education level, size of the serving school and marital status. 6. Travel motivation and travel consumer behavior of elementary school teachers in Taichung city have significant positive correlation. 7. Travel motivation and travel consumer behavior of elementary school teachers in Taichung city have significant predictive power. Based on the above findings, this study makes a number of recommendations for elementary schools, tourism business and future researchers.

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34

Yen, Huey-Ling, and 顏惠玲. "The Influence of the Personality, Lifestyles and Travel Risk Perception upon the Travel Insurance Consumption of the Elementary School Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/64780521718908125495.

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Анотація:

碩士
國立高雄第一科技大學
風險管理與保險所
93
Because the influence of international condition, social environment and social current, the traveling demand changes into personal basic requirement of modern populace gradually. However, the rapid change of environment and the fast development of technology also make the people's risk that live in normal time increases constantly. Travelers also face the similar problems which the risk increases in the journey. Therefore, using the insurance reduces, disperses or avoids the loss when the accident occurs becomes the effective way that the people to protect the life and the property security. According to “The investigation report of citizen tour condition”, people whose incoming around thirty to one hundred thousand and have a holiday for 2 days every week who spend the most time to travel. It also shows that serviceman, official and teacher occupy crown of the domestic traveling probability in 12 occupation categories. We make a selection of the elementary school teachers in Kaohsiung to do close ended questions test. Then we carry on descriptive statistics, factor analysis, one-way ANOVA, Chi-Square test and logistic regression model to the valid questionnaires to understand the current conditions of the insurance consumption of the teacher in Kaohsiung. The advanced analysis also observed the relationship between the consumption behavior and the personality, lifestyles, populations and travel risk perception. We analyzed 869 valid questionnaires (from 1,250 random samples), it showed that 67% invited teacher insured the tour insurance actively. And the personality, lifestyles and travel risk perception of the elementary school teachers really affect to the specific items of travel insurance consumption.

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35

CHI, LIN YEN, and 林燕琪. "A Study of Outbound Travel Packages Decisions among Teachers with Different Lifestyles." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/34953624513824700830.

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Анотація:

碩士
亞洲大學
國際企業學系碩士在職專班
99
Teachers are the best target market of the outbound travel industry. The purpose of this study is to understand the how differences in lifestyle of teachers affect their choices of travel packages. 335 Questionaires were distributed to samples of teachers in northern, middle, and southern Taiwan, from March 15th to April 30th, 2011. After deleting 2 invalid questionnaires, the returned rate was 94.3%. Data was analyzed using Descriptive statistics, factor analysis, K-means, Chi-square test, and one-way ANOVA. The results were as follows: 1. Samp teachers were divided into 3 clusters: “Calm and cool group”, “Active pursuit group”, and “Easy-going group” . 2. Different lifestyle clusters show that significant differences among “experience in traveling abroad”. 3. Different lifestyle clusters show significant differences on purchase demands, information source, and the assessing criterion of consumer behavior.

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36

Pawson, Petrone. "A travel and tourism curriculum for the training of secondary school teachers." Thesis, 2002. http://hdl.handle.net/10500/702.

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37

Yeh, Mingen, and 葉明恩. "A Study on the Relationships among Travel Motivation, Travel Image and Travel Intention of Foreign Tourism Consumers– An Example of Elementary School Teachers in New Taipei City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/6djxsm.

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Анотація:

碩士
大葉大學
管理學院碩士在職專班
101
The tourism industry is an indicator for gauging social economics of the twenty first century. With Taiwan's economy becoming prosperous, and living standards im-proving, the demand for travel is getting higher. Compared with other occupations, teachers enjoy stable income, regular weekends, holidays, and summer/winter vaca-tions that enable easy overseas travel planning. While the numbers of elementary school teachers make up 36.3% (nearly one hundred thousand) of the nation-wide teaching population, making them a substantial group, they are also an important cus-tomer resource in the tourism market. This study investigates the relationship between elementary school teachers' travel motivation, travel imagery, and travel intention. By using reliability and validity analyses, correlation analysis, and regression analysis, we can have an indepth understanding of various clusters of elementary school teachers’ current status and intentions on participating in overseas travel. This study references relevant literature, formulates a research framework, proposes relevant hypotheses, then designs a questionaire using the operational definition of each variable as a basis. With elementary school teachers of New Taipei City as the research subject, a total of 405 copies of the questionnaire are distributed for the information survey. 365 copies of valid returned questionnaire are collected for data analysis, using SPSS18.0 statistics software to validate the relationship between each variable. The results show that in elementary school teachers' personal backgrounds, items such as gender, senority in service, job po-sition, marital status, and whether or not they had partcipated in overseas travel within the last three years, impart significant differences on travel motivations, travel imagery and travel intention. While travel motivation have positive signifi-cant impact on travel intention, travel imagery has positive and significant impact on travel intention, and travel imagery has positive and significant impact on travel motivation. This study hopes that the above-mentioned results can offer a chance for travel service providers to further understand elementary school teachers’ travel behavior, so that they can offer travel products designed specifically to meet their requirements, generating market segmentation benefits, and offering consumers more options, lead-ing to higher travel intention. Keyword: Travel Motivation, Travel Imagery, Travel Intention

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38

LI, YING-CHING, and 李盈靜. "A Study of the Relationship among Elementary School Teachers' Travel Motivation, Travel Experience and Post-Visition Behavioral Intentions in Taoyuan district." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/222fjc.

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Анотація:

碩士
開南大學
觀光運輸學院碩士在職專班
104
1. The cognition level index of travel motivation, travel experience, and post-travel behavioral intentions of the respondents are middle and a little bit higher. 2. In the section of travel motivation, to “Relieve stress” is the most frequent response. 3. The travel motivation varies according to the respondents’ ages, marriage status, career length. 4. In the section of travel experience, the “Relaxing experience”is the most frequent answer. 5. Travel experience changes as the respondents’ length of career. 6. In the section of post-travel behavioral intentions , “Knowledge Sharing”is the most frequent response. 7. Post-travel behavioral changes according to the responsdents’ gender and age. 8. A significant correlation among travel motivation, travel experience and post-travel behavioral intentions exists in the cases we study. 9. Our research shows that the travel motivation have influences over travel experience. 10. Our research shows that the travel motivation and travel experience have influences over post-travel behavioral intentions. Based on our findings , we propose some suggestions for elementary school adminstration departments, tourist organizations and further researches.

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39

LIN, HSIAO-YU, and 林小瑜. "A Study of Travel Motivation and Travel Consumer Behavior : A Case of Elementary School Teachers in Fong Shan District, Kaohsiung City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/p5vm42.

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Анотація:

碩士
高苑科技大學
經營管理研究所
106
This study aims to explore the travel motivation and travel consumer behavior of elementary school teachers in Fong-Shang District of Kaohsiung City. By giving out 490 ueationaires to elemaentary school teachers, the data of 462 effective questionaires are analyzed. The result data was analyzed with SPSS by Descriptive Statistical Analysis, Independent-Samples T-test, One-way ANOVA and Scheffe’s method. The major results are list as follows: First, the highest dimension of travel motivation of elementary school teachers in Fong-Shan District is physiological factor. Second, teachers with different backgrond variables: gender, the year of service, and job position had significant differences on their travel motivation. Third, the result of travel consumer behavior of teachers in Fong-Shan Distric was showed domestic tourism is the most popular tourist area, with regard to the gathering of travel information, the most favored method is websites, the average travel times of one year is 1 to 3 times, the average travel days of a tour is 1 to 3 days, summer vacation is considered the best time to go travelling, family members are the main travel companions, most people prefer backpacking, the traveling expense one year is over TWD 50000 and under TWD 100000, the most intention of traveling is for relex, and expect a 5 day more trip with 6 months is Northeast Asia. According the above-mentioned results, this study proposes meaningful suggestions for elementary school teachers, administrators and future studies.

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40

CHUANG, YI-FANG, and 莊依芳. "The motivation of travel and travel type among teachers. Take elementary school in New Taipei City and Taitung County for examples." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jdtn22.

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Анотація:

碩士
康寧大學
休閒管理研究所
107
Education policy has been changing recent years, from Grade 1-9 Curriculum to the upcoming 108 new curriculum. Elementary school teachers have to face lots of education alternation, deal with complicated administration work, manage classes and communicate with students’ parents and so on, these works all challenge teachers. Under multiple pressures, teachers usually travel during winter vacation and summer vacation. According to tourism and travel department’s research, winter vacation and summer vacation both are the peaks of traveling abroad, hence this study is to verify their travel motivations and styles, finding out whether elementary school teachers from different areas have different prefers. The author used to be a substitute teacher can completely understand the pressure of attending various exams in winter vacation and summer vacation all around Taiwan and being a stray teacher. In addition to formal teachers’ travel motivations and styles, the substitute teachers’ answers are also what this study would like to know. This study uses questionnaire picked from 31 schools in Banqiao, Zhonghe, Yonghe in New Taipei City and 88 elementary schools in Taitung County; 4249 teachers in Banqiao, Zhonghe, Yonghe in New Taipei City and 1534 teachers in Taitung County substitute teachers are included. The data collected is analyzed by descriptive statistics, independent sample t test, analysis of variance, and Pearson product-moment correlation. The study shows elementary school teachers have high acceptance on travel motivation and travel styles. On travel motivation, male teachers have higher motivation than female teachers; single teachers have higher motivation than married teachers; teachers without children have higher motivation than teachers with children; teachers under 40 years old have higher motivation than those over 40 years old, their pressure release, self-fulfillment, recreation performance all show teachers from 20 to 30 years apparently higher than teachers over 40 years old. Elementary school teachers live in New Taipei City and Taitung County, their travel motivations and travel styles both have high positive correlations, only their attitudes toward travel motivation and styles not affected by their living areas.

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41

Tsai, Shan-Fang, and 蔡善芳. "Oversea Travel Behavior and Motivation: Study of Taiwanese Teachers in Colleges and Universities." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/24110363796432869061.

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Анотація:

碩士
國立臺中技術學院
事業經營研究所
94
The purpose of this study was to understand the real situation of the universities and colleges teachers’ oversea travel behavior and motivation, and the relationship of both them among teachers. And according to the “Mental Account”, set two mental accounts in this study—travel types, and the source of oversea travel expenditures. To understand chosen different mental account are there any changes in emotional responses. The study collected 314 usable samples via a structured questionnaire survey. Results of analysis are as follows: (1) Using factor analyses, this study identified six motivation factors were extracted and named as ‘self enhancement’, ‘relaxation’, ‘academic exchange’, ‘learning & experiencing’, ‘emotion exchange’, and ‘social expanding’. (2) There are significantly differences among the different variables of the demographics (gender, age, professional title, educational system, marital status, household member status, revenue stream, average monthly personal income) and travel behavior. (3) There are significantly differences among the different variables of the demographics (age, educational system, marital status, household member status, average monthly personal income) and travel motivation. (4) There are significantly differences among the different variables of the travel motivation and the travel behavior. (5) There are significantly differences among the different variables of the travel mental account and the travel behavior. (6) There are significantly differences in emotions among the travel mental account.

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42

Yi-Jing, Yang, and 楊宜靜. "Oversea Travel Experience And Leisure Identity : Study of Senior High School Geography Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/18076995929812542755.

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Анотація:

碩士
國立臺灣師範大學
運動與休閒管理研究所
99
The purpose of this study was to discuss senior high school geography teachers’ oversea travel experience, and the impact on leisure identity and teacher professional development in terms of travel experience and identity. In-depth interviewed eight travelers who teach geography in senior high school to collect data. Used thematic analysis method to interpret the data. In the results were: the geography teachers felt relaxed and delightful from their travels. The teachers could improve interpersonal relationships when traveling with companions. When interacting with locals, the geography teachers can touch local culture, raises one’s cultural awareness. Diverse teaching and effectiveness pedagogy were prompted during travel. In personal identity, case more understood and they showed their unique leisure style. In social identity, the teachers’ image could be intensified established when they shared of travel experience with students. In role identity, they could demonstration their own role during travels. Teaching profession could be manifested after traveling.

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43

Chen, Ching-Hsuan, and 陳靜萱. "Correlation Analysis between Tourists’ Personality Traits and Preferences of Travel Destination Choices-A Case study of Overseas Independent Travel of Elementary School Teachers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/57801658346669989387.

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Анотація:

碩士
國立臺中教育大學
區域與社會發展學系碩士班
100
This study investigates the correlation between tourist’s personality traits and the preferences of travelling destination choices. The studying subjects are elementary school teachers based in central Taiwan, who have travelled independently abroad before. The results are expected not only provide useful references to teachers when they plan to travel abroad, but also to travel agencies to understand and predict the consumer behavior better in order to improve their touring marketing strategies. The study uses the questionnaire method to collect relevant data. The questionnaire is comprised of three different parts: teachers’ attributes, tourist’s personality traits and the preferences of destination choices as travelling abroad independently. The data includes 327 valid respondents. I conduct descriptive statistics, independent sample t-test, one-way ANOVA and a correlation analysis by using statistical software SPSS. The results show: (1) Among tourist’s personality traits, the intellectualism type ranks first, following by the general sightseeing type. (2) In the preferences of destination choices as travelling abroad independently, the touring facility is at the top of the list, following by the cultural differences. (3) Attributes of the elementary school teachers lead to different tourist’s personality traits significantly. (4) Attributes of the elementary school teachers cause significant differences among the preferences of destination choices as travelling abroad independently. (5) Tourist’s personality trait of elementary school teachers from central Taiwan has significant correlation with the preferences of destination choice as travelling abroad independently. Based on the results of this study, some recommendations are provided for travel agencies to do their overseas independent travelling marketing strategies as well as promotion packages for elementary school teachers. Finally, this study also points out potential researching directions for future studies.

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44

Shen, LiHsiang, and 沈麗香. "A Study of the Leisure Participation of Overseas Travel, the Leisure Benefits of Overseas Travel and Well-being for Unmarried Female Elementary Teachers." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/45432336835267134698.

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Анотація:

碩士
亞洲大學
經營管理學系碩士班
100
This study aimed to understand the correlation within the level of the leisure participation of overseas travel, the leisure benefits and well-being for unmarried female elementary teachers. The results of the study can be used as a reference for unmarried female elementary teachers and related institutions. This study adopted questionnaire survey method, and employing purposive sampling method. In addition, this study also analyzed the relationship between the variables based on the different background factors. The research subjects of the study were the unmarried female elementary teachers in five cities, Taipei city, New Taipei city, Taichung city, Tainan city and Kaohsiung city. There were 372 valid collected samples, which used SPSS 17.0 for Windows to run the descriptive statistics, one-way ANOVA, Pearson Correlation and regression analysis, setting the significant level at p=.05. The results of this research are summarized as follows:(1)The mainly category of leisure participation of overseas travel was sightseeing, the highest amount in the frequency of leisure participation was once a year for overseas travel.(2) The leisure benefits of overseas travel for unmarried female elementary teachers possessed high scores, which would be influenced by the years of teaching and educational backgrounds.(3) The well-being of overseas travel for unmarried female elementary teachers which would be influenced by the region of teaching, the scope of elementary, the position of job, the year of teaching and the income of month.(4) A significant positive correlation existed among the leisure benefits of overseas travel and well-being.(5) The well-being of overseas travel for unmarried female elementary teachers would be influenced by the category of the leisure benefits of overseas travel.

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45

Chen, Wei-Min, and 陳瑋民. "Factors influencing the intention of elementary school teachers to participate in overseas independent travel." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/02349215428765700158.

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Анотація:

碩士
國立臺中教育大學
永續觀光暨遊憩管理碩士學位學程
100
The purpose of this study is to explore the factors influencing the intention of elementary school teachers to participate in overseas independent travel. Theory of Planned Behavior was employed as the research framework in this study. A total of 422 valid questionnaires were achieved using convenience sampling. Structural equation modeling (SEM) was used to examine our hypotheses. The results of this study indicate that attitude and perceived behavioral control significantly affect the intention of elementary school teachers to participate in overseas independent travel. In particular, perceived behavioral control is the most influential factor. However, the effect of subjective norm on the behavioral intention is not significant. The results of this study suggest that tour companies may train their tour planners to provide elementary school teachers comprehensive travel information, tour planning advices, customized travel services, and emergency treatment recommendations. Emergency assistance from nearest overseas agents is also helpful if necessary to enhance their behavioral intentions to participate in overseas independent travel.

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46

Pai, Jui-Tzu, and 白瑞慈. "A Study of the Effects of Personality Traits,Family Life Cycle on Overseas Travel Motivation and Travel Modes－A Case of Elementary School Teachers." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/bs85sx.

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Анотація:

碩士
康寧大學
企業管理研究所
103
This research aims to investigate the elementary school teachers’ motives and approaches of traveling abroad. Their personality traits and family life cycle are adopted as variables and to understand the variable influence on the elementary school teachers’ motives and approaches of traveling abroad respectively. Based on a convenience sampling approach, the elementary school teachers in Nantou County are chosen as the objects in this research. 466 questionnaires are distributed and 412 out of 466, which represents an effective retrieval rate of about 88%, are collected and analyzed to acquire the required information. All collected questionnaires are analyzed in methods of descriptive statistics, factor analysis, t test, chi-square analysis, ANOVA, multiple regression analysis, polynomial logic analysis, and so on. Based on the analysis, following consequences are presented. First, the neuroticism, extraversion, openness, and friendliness of the elementary school teachers’ personality traits and tourists’ motives are significantly correlated. Second, the relationship between the neuroticism and openness of the elementary school teachers’ personality traits and their traveling approaches are significant. Third, significance exists among different stages of the elementary school teachers’ family life cycle in their experience, self-growth, family, and interpersonal motives. Fourth, the stages of the elementary school teachers’ family life cycle, such as in the stages of unmarried, childless, and young parents, will be associated with their choices of the traveling approaches. Last but not the least, the self-growth, family, and interpersonal motives among the tourism motives can predict the objects’ choices of the traveling approaches significantly.

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47

Chuang, Ching-yu, and 莊靜伃. "A Study of the Impact of Travel Experience onElementary School Teachers Self-Actualizing inTaiwan Country." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/04444155356262321174.

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Анотація:

碩士
南台科技大學
休閒事業管理系
98
Since the two-day weekend policy has been officially implemented at the beginning of 1998 by the Taiwanese government, traveling has become a rapidly growing trend islandwide. Over the years continuing interest in tourism for leisure purposes has focused largely on stress management, knowledge enrichment, self-fulfillment, and innovations learning by the public. Considering qualitative studies concerning consumer behavior regarding female tourist and backpacker has been a developing domain within the sphere of travel experience, quantitative research, however, is a potential but comparatively uncultivated area. The present study therefore addresses this issue by investigating the impact of traveling on self-actualizing teaching from an experience-based perspective to deliver proper concepts into classroom practice and further encourage leisure life. We used survey method through stratified random sampling. The participants were five hundred twenty elementary school teachers of Tainan County. A total of 482 valid returned with respond rate of 92.69%. Descriptive statistics, factorial analysis, reliability analysis, t-test, one-way ANOVA, and Pearson correlation analysis were employed to examine the data. Quantitative analysis of the results shows that statistically significant deviations were not found between teacher background and travel experience. In regard to self-actualizing instruction, no significant differences were detected in terms of teacher background. This thesis will specifically end with an attempt to affirm significantly effects of travel experience on self-actualizing teachers in an elementary education setting. Pedagogical implications and limitations based on the main findings were offered for education bureau and correspondingly travel agencies to carefully plan the tour, heartily arrange the itinerary, and make decisions thoughtfully for customers.

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48

Lu, Man-Ju, and 呂滿茹. "Traveling Motivation and Preference of Family Travel for the Elementary School Teachers in Taoyuan City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/62420592919460768415.

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49

Lin, Mu-Yi, and 林慕怡. "A study of the relationship between travel experiences and professional development concerning elementary school teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/64461600715906427261.

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Анотація:

碩士
國立中正大學
成人及繼續教育所
98
Every one of us is supposed to keep learning in a changing society to make progress in knowledge growth. Teachers, who transmitting knowledge to others as their profession, ought to do it even more. Yet, the pre-service training system of teachers is not enough to meet the demand of the profession, so continuing professional development is imperative and essential to teachers. This was an autobiographical study regarding my reflections as an elementary school teacher upon my experiences of travelling cross the world. From visiting multi-racial countries, I obtained new thoughts of the importance of respect and tolerance of the multicultural dimensions. Witnessing the misery of poor countries, I learned to strengthen our children’s view of humanity and life. I became more committed to the heritage of my own culture after seeing a great deal of international experiences. I saw the beauty of life from the art of Europe. All of these experiences made me realize the wonderful part of learning. Travelling round 20 countries is also a journey of experiential learning and professional development. The experiences of travelling have given me the opportunities of not only seeing beautiful scenes but also re-examining my beliefs in teaching and education. Through this autobiographical study, I explored my own learning from travelling, and re-defined myself as an elementary school teacher. This thesis is more than a thesis, it is also a collection of my traveling stories and professional reflections. Additionally, what I discovered from this writing journey also became valuable inspirations for my teaching. My own experiences and this thesis could serve as testimonies of adopting experiential learning and autobiographical methods as beneficial approaches to professional development for school teachers.

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50

CHEN, CHING-YU, and 陳靖玉. "Factors Influencing the Intention of Elementary School Single Teachers to Participate in Overseas Independent Travel." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/rxd9h9.

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Анотація:

碩士
南華大學
國際事務與企業學系公共政策研究碩士班
107
This study mainly explores the factors that influence the intention of single primary school teachers to engage in overseas independent travel. By collecting secondary data as the basis of the questionnaire, this paper explores the motivation, hindrance motivation and willingness to participate in overseas independent travel of single primary school teachers in the form of questionnaires. In the first part of the study, the basic background of elementary school teachers, overseas tourism experience, tourism motivation, obstacles and tourism willingness were investigated. Furthermore, it explores whether there are significant differences in tourism motivation, obstacles and willingness among single primary school teachers from different backgrounds and different tourism behavior countries. Then it analyses the motivation and obstacle factors of single primary school teachersparticipation in overseas self-service tourism. 　　The results are as follows: 1. single teachers in elementary schools have higher motivation and willingness to travel overseas, but there are also some obstacles. 2. single males in elementary schools are more likely to be hindered than females. 3. There are significant differences in obstacles and travel willingness among different travel times. 4. different overseas travel behaviors have significant differences in tourism motivation, obstacles and willingness to travel. 5. Obstacles have a negative impact on tourism intention. 　　Finally, based on the results of this study, several suggestions are put forward to serve as a reference for single teachers, tourists and future researchers in elementary schools.

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