subject:(Initial Education)

University of Waikato

1. Carss, Wendy Diane. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .

Degree: 2019, University of Waikato

URL: http://hdl.handle.net/10289/12421

► The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and… (more)

▼ The teaching of literacy presents ongoing and complex challenges for first-year teachers at the primary level as they strive to address the diverse social and cultural backgrounds of their students, the requirements of educational policy and the demands of national assessment regimes. This journey is further complicated by the need to develop pedagogy that promotes discerning use of complex multimodal texts, both print and digital, in order to prepare students for the multiliterate demands of current and future societies. This doctoral thesis provides an in-depth exploration of the journeys of nine beginning teachers as they develop and establish their teaching of literacy practices during their first year of teaching in New Zealand primary classrooms. The participants had all completed the same three-year Bachelor of Teaching degree and secured positions in a diverse range of New Zealand schools. They were fully responsible for the literacy learning of their students in relation to planning, teaching and assessment, while working towards full registration. The study sought to explore how the beliefs and practices of these beginning teachers of literacy changed over the year, and how these were influenced by their initial teacher education programme and the support they received from within the school community. Using interpretive case-study methodology, qualitative data were collected throughout the year, using a combination of semi-structured interviews, digital surveys and observations of guided reading. Video footage from the observations provided the foundation for subsequent participant theorising of their teaching. Participants discussed their beliefs and evolving literacy practices in relation to a range of factors including their pre-service preparation, the mentoring support provided within their schools, the demands of national standards assessment, the socio-cultural backgrounds of their students and the integration of digital technologies. Based on an analysis of the data, involving a co-construction of meaning between the words of the participants and researcher interpretation, I was able to gain an in-depth understanding of the beliefs and practices of each participant as these developed within his/her individual school context. My interpretation of these data was informed by my own background as an initial teacher education and former classroom teacher. Findings suggest that an effective theory-practice balance within initial teacher education programmes, and alignment between literacy education papers and classroom practice, eases the transition into the classroom and enables the successful establishment of initial literacy programmes. As the year progressed, participants’ teaching became more attuned to student needs and more explicit in nature. Professional conversations with more experienced others were found to be essential to facilitate a reflective stance and further developments in teaching. Findings also revealed that while participants were aware of the broad nature of… Advisors/Committee Members: Locke, Terry (advisor).

Subjects/Keywords: literacy education; beginning teachers; initial teacher education

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APA (6^th Edition):

Carss, W. D. (2019). Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/12421

Chicago Manual of Style (16^th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Doctoral Dissertation, University of Waikato. Accessed February 25, 2021. http://hdl.handle.net/10289/12421.

MLA Handbook (7^th Edition):

Carss, Wendy Diane. “Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools .” 2019. Web. 25 Feb 2021.

Vancouver:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Internet] [Doctoral dissertation]. University of Waikato; 2019. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10289/12421.

Council of Science Editors:

Carss WD. Exploring the beliefs and practices of first year teachers of literacy in New Zealand primary schools . [Doctoral Dissertation]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12421

Utah Valley University

2. Kadish, Mari. Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students.

Degree: 2010, Utah Valley University

URL: http://contentdm.uvu.edu:81/u?/UVUTheses,594

►

This study explored the effects of embedded and intentional instruction on letter identification in preschool students. Forty-three preschool students, ranging from 50 – 62 months,… (more)

Subjects/Keywords: Initial teaching, alphabet ; Education, Preschool; Dissertations, Academic

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APA (6^th Edition):

Kadish, M. (2010). Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,594

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kadish, Mari. “Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students.” 2010. Thesis, Utah Valley University. Accessed February 25, 2021. http://contentdm.uvu.edu:81/u?/UVUTheses,594.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kadish, Mari. “Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students.” 2010. Web. 25 Feb 2021.

Vancouver:

Kadish M. Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students. [Internet] [Thesis]. Utah Valley University; 2010. [cited 2021 Feb 25]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,594.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kadish M. Effects of Embedded and Intentional Instruction on Letter Identification in Preschool Students. [Thesis]. Utah Valley University; 2010. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,594

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

National University of Ireland – Galway

3. Thompson Long, Bonnie. Designing digital storytelling: creative technology for reflection in initial teacher education .

Degree: 2014, National University of Ireland – Galway

URL: http://hdl.handle.net/10379/4463

► Reflection represents a foundational, core developmental activity in teacher professional education. Reflection can, however, prove challenging, and even problematic, particularly for novice, pre-service teachers (Calderhead,… (more)

▼ Reflection represents a foundational, core developmental activity in teacher professional education. Reflection can, however, prove challenging, and even problematic, particularly for novice, pre-service teachers (Calderhead, 1989; Hatton & Smith, 1995; Korthagen, 2001a; MacLeod & Cowieson, 2001; Moon, 1999). Narrative and technology potentially afford possibilities to render reflection more engaging and interactive (Barrett, 2005c). Employing design-based research (DBR) methodology, the research reported in this thesis set out to explore whether and how digital storytelling - as a potential synergy of narrative and technology - could be designed and deployed to enhance reflection in initial teacher education. Positioned in the context of similar developments and innovations internationally, this research is inspired by, and builds on the extant international research in the field of digital storytelling. Following a DBR process, the research utilised a theoretically-informed design framework: R-NEST, to explore systematically the development of a digital storytelling intervention with 308 pre-service teachers. The intervention, in three major design cycles, was undertaken on a longitudinal basis, over a period of four years. The intervention was evaluated using a range of products from the design process, including the pre-service teachers' completed digital stories, their 'working portfolios', online discussion boards, a post digital storytelling questionnaire and qualitative feedback. The data derived from these evaluations are the subject of critical analysis, informed by the R-NEST design model. The contribution of the thesis to the understanding of digital storytelling as a technology-enhanced reflective process for pre-service teachers is significant and threefold. Firstly, the research establishes systematically the potential of DST as a technology-enhanced reflective process for supporting and augmenting reflection in ITE. Secondly, through the detailed articulation of a longitudinal and repeatable DBR process, the thesis demonstrates practically how a digital storytelling intervention was designed and developed to enhance reflection in an ITE program. Thirdly, the thesis contributes to advancing design research, producing a design model: R-NEST, which can be adapted and adopted by other design researchers, educators and education technologists, in designing DST to enhance pre-service teachers' professional practice learning. Although beyond the immediate scope of this thesis, this robust R-NEST design model could be adapted to support the design of technology to enhance professional learning in other disciplines. Advisors/Committee Members: Hall, Tony (advisor).

Subjects/Keywords: Digital storytelling; Initial teacher education; Reflection; Reflective practice; ICT in initial teacher education; Design-based research; DBR; Education Department

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APA (6^th Edition):

Thompson Long, B. (2014). Designing digital storytelling: creative technology for reflection in initial teacher education . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/4463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thompson Long, Bonnie. “Designing digital storytelling: creative technology for reflection in initial teacher education .” 2014. Thesis, National University of Ireland – Galway. Accessed February 25, 2021. http://hdl.handle.net/10379/4463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thompson Long, Bonnie. “Designing digital storytelling: creative technology for reflection in initial teacher education .” 2014. Web. 25 Feb 2021.

Vancouver:

Thompson Long B. Designing digital storytelling: creative technology for reflection in initial teacher education . [Internet] [Thesis]. National University of Ireland – Galway; 2014. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10379/4463.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson Long B. Designing digital storytelling: creative technology for reflection in initial teacher education . [Thesis]. National University of Ireland – Galway; 2014. Available from: http://hdl.handle.net/10379/4463

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Randall, Victoria Katherine. Becoming a primary physical educator : sourcing professional knowledge and confidence.

Degree: PhD, 2016, University of Winchester

URL: http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815

► Despite a number of reforms to education, concern over teachers’ knowledge and confidence to teach physical education persists. This thesis examines the process of becoming… (more)

Subjects/Keywords: 372.86; primary physical education; initial teacher education; teacher knowledge

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APA (6^th Edition):

Randall, V. K. (2016). Becoming a primary physical educator : sourcing professional knowledge and confidence. (Doctoral Dissertation). University of Winchester. Retrieved from http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815

Chicago Manual of Style (16^th Edition):

Randall, Victoria Katherine. “Becoming a primary physical educator : sourcing professional knowledge and confidence.” 2016. Doctoral Dissertation, University of Winchester. Accessed February 25, 2021. http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815.

MLA Handbook (7^th Edition):

Randall, Victoria Katherine. “Becoming a primary physical educator : sourcing professional knowledge and confidence.” 2016. Web. 25 Feb 2021.

Vancouver:

Randall VK. Becoming a primary physical educator : sourcing professional knowledge and confidence. [Internet] [Doctoral dissertation]. University of Winchester; 2016. [cited 2021 Feb 25]. Available from: http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815.

Council of Science Editors:

Randall VK. Becoming a primary physical educator : sourcing professional knowledge and confidence. [Doctoral Dissertation]. University of Winchester; 2016. Available from: http://winchester.elsevierpure.com/en/studentTheses/943d9626-5403-4bc7-b399-88d880033a67 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.737815

University of Waikato

5. Ussher, William (Bill) Grant. School-based placement in a distance intial teacher education programme .

Degree: 2011, University of Waikato

URL: http://hdl.handle.net/10289/5326

► School-based experiences provide opportunities and challenges for student teachers and teacher-educators in initial teacher education (ITE). Researchers and ITE providers highlight school-based experiences as occasions… (more)

▼ School-based experiences provide opportunities and challenges for student teachers and teacher-educators in initial teacher education (ITE). Researchers and ITE providers highlight school-based experiences as occasions for learning teaching in a supported environment, practising theory learned through study and theorising their own and others’ practice. School-based experiences in distance education require greater emphasis on the importance of partnerships and relationships. For students studying by distance effective communication, community building and professional agency are important in overcoming separation and enabling authentic experiences. This qualitative study uncovers new knowledge about distance school-based experiences using a combination of interpretive, naturalistic and case study methodologies. It offers a holistic view of the school-based experiences, seeking links and relationships between important factors. The individual and collective voices of nine student teachers, gathered through written narratives and focus group conversations, yielded rich data about their experiences and perspectives of placement in nine New Zealand primary schools. The multiple realities presented were collated to create four collective stories. The students’ collective stories were validated through semi-structured interviews with the coordinating teachers and university lecturers who worked with them. A conceptual framework, developed as a model, focused the analysis and interpretation of the data. While each school-based placement could have been a case study on its own, this investigation found six key factors common to the nine settings. Two findings were of particular significance. First, as earlier researchers reported, the relationship between student and the classroom teacher was critical, even more so for student teachers in a distance school-based experience. Second, student teachers who had the confidence and encouragement to engage with a wider range of professionals created more opportunities to learn teaching. For them the whole school became their ‘village’ for learning, where children and colleagues were an integral part of their learning community, creating opportunities to interact with a wider range of learners. This allowed them to view teaching and learning through various perspectives. Other findings were, third, that members of school-based communities who regarded students as committed, rewarded them with time, support and opportunities for teaching learning. Fourth, support and time provided to all partners in a school-based placement enabled them to better manage the demands of a placement. Fifth, being well-informed as placement leaders (teachers and lecturers) conveyed confidence and signified they understood relevant aspects of the placement, which enabled them to meet obligations in supporting the student teacher. Sixth, I uncovered mixed views on whether student teachers should be placed in a school where they had an earlier experience, for example as a teacher aide or parent helper. Most… Advisors/Committee Members: Alcorn, Noeline (advisor), McGee, Clive (advisor), Bell, Beverley (advisor).

Subjects/Keywords: school-based placement; initial teacher education; distance education

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APA (6^th Edition):

Ussher, W. (. G. (2011). School-based placement in a distance intial teacher education programme . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/5326

Chicago Manual of Style (16^th Edition):

Ussher, William (Bill) Grant. “School-based placement in a distance intial teacher education programme .” 2011. Doctoral Dissertation, University of Waikato. Accessed February 25, 2021. http://hdl.handle.net/10289/5326.

MLA Handbook (7^th Edition):

Ussher, William (Bill) Grant. “School-based placement in a distance intial teacher education programme .” 2011. Web. 25 Feb 2021.

Vancouver:

Ussher W(G. School-based placement in a distance intial teacher education programme . [Internet] [Doctoral dissertation]. University of Waikato; 2011. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10289/5326.

Council of Science Editors:

Ussher W(G. School-based placement in a distance intial teacher education programme . [Doctoral Dissertation]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5326

University of Otago

6. Trevethan, Helen Winifred. Associate Teachers in New Zealand: Great Expectations .

Degree: 2014, University of Otago

URL: http://hdl.handle.net/10523/4677

► Practicum is the cornerstone of teacher education. This research is set in the New Zealand context and explores understandings of the practicum from the perspective… (more)

▼ Practicum is the cornerstone of teacher education. This research is set in the New Zealand context and explores understandings of the practicum from the perspective of associate teachers in the primary school sector. Much has been written from the perspective of the student teacher and there is a body of work about how the associate teacher role should be enacted but the voices of associate teachers are under-represented in the literature. The aim of this qualitative research is to investigate the experiences and meaning making of individual associate teachers, in order to inform understandings of the practicum context. The research sits within a sociocultural framework in acknowledgement of the situated nature and interconnectedness of human experience. Using that lens, I view associate teachers as situated members of communities of practice and explore the influences that inform their understandings of their role. This case study is designed as an aid to understanding the ways associate teachers conceptualise their role via data from interviews at the beginning and the end of a year, on-line postings, and field notes. The process of data analysis was informed by grounded theory and was both inductive and deductive. The study participants were twelve associate teachers who taught in the same school. During the first half of the year teachers were part of a school-wide professional development programme focussed on the role of the associate teacher, facilitated through readings and on-line discussion. In the second part of the year they were supported to identify and implement an independent learning experience of their choice. Their projects were focussed on: improving feedback for student teachers, classroom pedagogy and the professional dispositions of the associate teacher. The realities of the associate teacher role were investigated through their experiences during the research study. The findings indicate that associate teachers in this study see their role in idiosyncratic ways. The teachers constructed their associate teacher identities based on their own prior experiences in the absence of any significant support from the initial teacher education provider to move into that role. The perceptions presented by the associate teachers suggested a preoccupation with forming positive relationships and giving feedback rather than acting educative mentors. The study illuminates the likelihood that professional experiences for student teachers will become fragmented unless there is effective communication and mutual respect between the teachers who work with student teachers in schools, and initial teacher education providers. The thesis outlines possible ways to improve practicum experiences. Advisors/Committee Members: Smith, Anne B (advisor).

Subjects/Keywords: associate teachers; practicum; initial teacher education; New Zealand

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APA (6^th Edition):

Trevethan, H. W. (2014). Associate Teachers in New Zealand: Great Expectations . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/4677

Chicago Manual of Style (16^th Edition):

Trevethan, Helen Winifred. “Associate Teachers in New Zealand: Great Expectations .” 2014. Doctoral Dissertation, University of Otago. Accessed February 25, 2021. http://hdl.handle.net/10523/4677.

MLA Handbook (7^th Edition):

Trevethan, Helen Winifred. “Associate Teachers in New Zealand: Great Expectations .” 2014. Web. 25 Feb 2021.

Vancouver:

Trevethan HW. Associate Teachers in New Zealand: Great Expectations . [Internet] [Doctoral dissertation]. University of Otago; 2014. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10523/4677.

Council of Science Editors:

Trevethan HW. Associate Teachers in New Zealand: Great Expectations . [Doctoral Dissertation]. University of Otago; 2014. Available from: http://hdl.handle.net/10523/4677

University of Wollongong

7. Mathews, Julie F. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.

Degree: EdD, 2015, University of Wollongong

URL: 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848

► This study reports on the Quality Teaching and Mentoring Project (QTMP), a collaborative mentoring initiative between the University of Wollongong (UOW) and Southland High… (more)

▼ This study reports on the Quality Teaching and Mentoring Project (QTMP), a collaborative mentoring initiative between the University of Wollongong (UOW) and Southland High School (SHS). The QTMP provided Graduate Diploma of Education (Secondary) pre-service teachers with the opportunity to be mentored by an experienced teacher and to participate in a school's 'community of practice'. The study aimed to document the QTMP participants' experiences (pre-service teachers, mentor teachers and school executive staff) and make recommendations for future initial teacher education programs. The recommendations included: the mentoring of pre-service teachers by experienced teachers to assist pre-service teachers in their preparedness to teach and immersion into a school's 'community of practice'; and the need to develop enduring school/university partnerships. The study used a naturalistic paradigm of inquiry in a case study framework. The participants took part in focus groups, semi-structured interviews and email interviews to capture a comprehensive understanding of their experiences within the QTMP. Four focus areas were identified to report on participant experiences: (i) mentor teacher/mentee relationships; (ii) theory/practice nexus in initial teacher education; (iii) strategies for immersion into a school's 'community of practice'; (iv) preparedness for teaching; and (v) enablers and inhibitors of a school/university partnership. This study suggests that when a collegial relationship is developed between a mentor teacher and mentee, mentoring of pre-service teachers assists in their preparedness to teach, supports their development of an understanding of a school's 'community of practice' and helps pre-service teachers bridge the theory/practice nexus. The study showed there are a number of important factors that need to be addressed to ensure a successful university/school mentoring partnership. These factors include: careful selection of mentor teachers and mentees; training workshops for both mentor teachers and mentees and ongoing monitoring and support of the mentor teacher/mentee relationship. The study suggested the importance of a very structured mentoring program with collaboration between the school and university in the planning and delivery of the program and the opportunity for mentor teachers to use their experiences within the program to assist in evidence for Highly Accomplished and/or Lead Teacher Accreditation (Australian Professional Standards for Teachers, 2013).

Subjects/Keywords: mentoring; initial teacher education; theory/practice nexus; partnerships

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APA (6^th Edition):

Mathews, J. F. (2015). Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. (Doctoral Dissertation). University of Wollongong. Retrieved from 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848

Chicago Manual of Style (16^th Edition):

Mathews, Julie F. “Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.” 2015. Doctoral Dissertation, University of Wollongong. Accessed February 25, 2021. 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848.

MLA Handbook (7^th Edition):

Mathews, Julie F. “Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership.” 2015. Web. 25 Feb 2021.

Vancouver:

Mathews JF. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2021 Feb 25]. Available from: 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848.

Council of Science Editors:

Mathews JF. Reviews versus Reality: The Enablers and Inhibitors of Implementing a School/University Mentoring Partnership. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 160506 Education Policy, 1399 OTHER EDUCATION ; https://ro.uow.edu.au/theses/4848

University of Adelaide

8. Bowshall, Loretta Anne. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.

Degree: 2018, University of Adelaide

URL: http://hdl.handle.net/2440/119969

► Over the last three decades, there have been over 100 reviews in Australia, focussing on the efficacy of teacher education; many, critiquing initial teacher education… (more)

Subjects/Keywords: Initial Teacher Education initiatives; practicum; teacher-quality; applied policy research

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APA (6^th Edition):

Bowshall, L. A. (2018). Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/119969

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bowshall, Loretta Anne. “Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.” 2018. Thesis, University of Adelaide. Accessed February 25, 2021. http://hdl.handle.net/2440/119969.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bowshall, Loretta Anne. “Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States.” 2018. Web. 25 Feb 2021.

Vancouver:

Bowshall LA. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. [Internet] [Thesis]. University of Adelaide; 2018. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/2440/119969.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bowshall LA. Who Owns the Practicum? Initial Teacher Education Initiatives in Three Australian States. [Thesis]. University of Adelaide; 2018. Available from: http://hdl.handle.net/2440/119969

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Brighton

9. Roberts, Robert Stephen. PGCE secondary English students' understanding of visual material as an aspect of multimodal communication.

Degree: PhD, 2019, University of Brighton

URL: https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546

► The research makes an original contribution to the understanding of multimodal communication in Secondary English Initial Teacher Education. The thesis describes, through a case study,… (more)

▼ The research makes an original contribution to the understanding of multimodal communication in Secondary English Initial Teacher Education. The thesis describes, through a case study, how and why a cohort of PGCE Secondary English students used visual material in preparing their pedagogical texts for the classroom. The study shows that, though PGCE Secondary English students' personal orientation to multimodal communication influenced their use of visual material, their pupils' knowledge and experience of 'the digital realm' was not recognized. This descriptive case study, as insider research, began with a survey of the 2016-2017 PGCE Secondary English cohort (15 students) on the presence of visual material in their teaching. Subsequently, 5 PGCE Secondary English students were interviewed about their use of visual material and provided exemplars from their practice. 14 pedagogical texts, lesson plans and evaluations were analysed to consider how PGCE students' use of visual material expressed their awareness and understanding of multimodal communication. Typological contrasts were developed between the PGCE tutor's interests in multimodal communication; the PGCE Secondary English students' understanding of the role of visual material in English teaching; and the design of the PGCE Secondary English students' lesson resources. The PGCE Secondary English students' attitudes towards the role of visual material in learning were ambivalent (enthusiasm for potential benefits undermined by scepticism about the suitability for all pupils). The PGCE Secondary English students regarded visual material as a catalyst for discussion in their lessons (and as a means of inclusion for pupils with identified learning needs) but were surprised by the creativity of pupils' interpretation and challenged by the ethical dimensions of using visual material in the classroom. The effects of their choice of visual material on the quality of pupils' learning were not recognised in the PGCE Secondary English students' written reflections on practice and this aspect of their practice was not a major focus of professional development dialogue with their mentors. The sample of pedagogic texts demonstrated that, despite the PGCE Secondary English students' confidence in the power of the visual to stimulate pupils' vocabulary development, the design of their pedagogic texts was dominated by the requirements of examination practice and showed limited understanding of the relationship between language and the visual. The case study findings have implications for the development of multimodal pedagogy in Initial Teacher Education.

Subjects/Keywords: 370; Visual Material; Multimodal Communication; Initial Teacher Education; Secondary English

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APA (6^th Edition):

Roberts, R. S. (2019). PGCE secondary English students' understanding of visual material as an aspect of multimodal communication. (Doctoral Dissertation). University of Brighton. Retrieved from https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546

Chicago Manual of Style (16^th Edition):

Roberts, Robert Stephen. “PGCE secondary English students' understanding of visual material as an aspect of multimodal communication.” 2019. Doctoral Dissertation, University of Brighton. Accessed February 25, 2021. https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546.

MLA Handbook (7^th Edition):

Roberts, Robert Stephen. “PGCE secondary English students' understanding of visual material as an aspect of multimodal communication.” 2019. Web. 25 Feb 2021.

Vancouver:

Roberts RS. PGCE secondary English students' understanding of visual material as an aspect of multimodal communication. [Internet] [Doctoral dissertation]. University of Brighton; 2019. [cited 2021 Feb 25]. Available from: https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546.

Council of Science Editors:

Roberts RS. PGCE secondary English students' understanding of visual material as an aspect of multimodal communication. [Doctoral Dissertation]. University of Brighton; 2019. Available from: https://research.brighton.ac.uk/en/studentTheses/170989c8-d91d-468d-a865-516172df92cc ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.782546

10. Alderton, Julie. Pedagogical discourses and subjectivities in primary mathematics initial teacher education.

Degree: PhD, 2013, University of Roehampton

URL: https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438

► This thesis examines students’ experiences of learning to teach mathematics as they complete a primary Postgraduate Certificate in Education to gain qualified teacher status. The… (more)

▼ This thesis examines students’ experiences of learning to teach mathematics as they complete a primary Postgraduate Certificate in Education to gain qualified teacher status. The research data are drawn from students’ accounts of learning to teach mathematics, which include email communications during their studies and interviews with eight students at the end of the course. Analysis is informed by post-structuralist feminist understandings of discourse, power and knowledge. These tools are used to explore the complexities of learning to teach, the ways in which beginning teachers are ‘produced’, what counts as mathematics and the effects of power relations within pedagogical encounters. I use a reflexive approach to methodology, acknowledging the ways in which my own subjectivity permeates the enquiry, and the ways in which power permeates the research process. The study found performances of gender in students’ accounts of their experiences of the course, both on campus and in schools. Dominant discourses of teaching and mathematics create tensions for students and act as a form of control and categorisation as they strive to be recognised as legitimate mathematics teachers. It is argued that students’ subjectivities are shaped by discursive practices and peer and pedagogical relationships in the context of the course and that students are constituted as mathematical subjects often in inequitable ways. They are both powerful and powerless in different instances as they take up competing discourses, positioning themselves and their peers in shifting locations. Some students are silenced, categorised and marginalised within discourses of mathematics. Most report complying with the established practices of the school and class teacher and focused on the struggle to achieve legitimacy as successful student teachers. They 2 demonstrate both compliance with and resistance to dominant discourses as they are caught between the tensions and inconsistencies of competing and conflicting discourses. A key implication of this study is that teachers, teacher educators and student teachers need opportunities to explore their own gendered subjectivities as learners and teachers and to acknowledge that learning to teach mathematics is not solely a cognitive endeavour but one deeply located in social relations and contexts. Within teacher education more spaces need to be opened up to enable student teachers to embody themselves as mathematics subjects and primary teachers differently.

Subjects/Keywords: 510.71; Pedagogical discourses; Initial teacher education; Primary mathematics

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APA (6^th Edition):

Alderton, J. (2013). Pedagogical discourses and subjectivities in primary mathematics initial teacher education. (Doctoral Dissertation). University of Roehampton. Retrieved from https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438

Chicago Manual of Style (16^th Edition):

Alderton, Julie. “Pedagogical discourses and subjectivities in primary mathematics initial teacher education.” 2013. Doctoral Dissertation, University of Roehampton. Accessed February 25, 2021. https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438.

MLA Handbook (7^th Edition):

Alderton, Julie. “Pedagogical discourses and subjectivities in primary mathematics initial teacher education.” 2013. Web. 25 Feb 2021.

Vancouver:

Alderton J. Pedagogical discourses and subjectivities in primary mathematics initial teacher education. [Internet] [Doctoral dissertation]. University of Roehampton; 2013. [cited 2021 Feb 25]. Available from: https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438.

Council of Science Editors:

Alderton J. Pedagogical discourses and subjectivities in primary mathematics initial teacher education. [Doctoral Dissertation]. University of Roehampton; 2013. Available from: https://pure.roehampton.ac.uk/portal/en/studentthesis/pedagogical-discourses-and-subjectivities-in-primary-mathematics-initial-teacher-education(0aeeefbc-37be-42e2-bbff-131f03ab367f).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570438

11. McFlynn, Paul. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.

Degree: PhD, 2020, Ulster University

URL: https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059

► Reflective practice is a common feature of initial teacher education, yet there is a lack of clarity surrounding the concept and how it should be… (more)

▼ Reflective practice is a common feature of initial teacher education, yet there is a lack of clarity surrounding the concept and how it should be conducted. The study investigated reflective practice approaches with pre-service PE teachers (n=11) who were enrolled on the PGCE PE course at Ulster University for the academic year 2017-18. The research was conducted within an Action Research framework, where the action-reflection cycle was employed to help inform and shape the direction of the research. The researcher utilised online weekly reflections, peer review and video-assisted reflection to determine the effectiveness of each approach in developing the pre-service teachers’ reflective skills. One year after having completed their PGCE study, and in their role as practising teachers, the researcher investigated how these teachers used reflective practice during their induction year. The study found that these pre-service teachers began reflecting at different levels and progressed at different rates, highlighting the individual nature of reflective practice. Although, less than half of these pre-service teachers demonstrated the ability to reflect to a higher level on their areas of expertise, all but one pre-service teacher improved their reflective skills, showing that preservice teachers can make progress in deepening reflections. Across the entire group, there were common subject focused areas that the students chose to reflect on and in response to this, the researcher has developed the PE Reflective Wheel which can be used to support pre-service PE teachers’ reflective practice. Video-assisted reflection was the most effective approach, followed by peer review, thus highlighting the importance of using collaborative approaches. Most of these pre-service teachers made some use of weekly reflections to inform planning and teaching, with a small number failing to utilise these in any way. As in-service teachers, they used reflective practice in a less formal way to suit fulltime teaching.

Subjects/Keywords: Initial teacher education; Critical reflection; Action research; PE Reflective Wheel

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APA (6^th Edition):

McFlynn, P. (2020). Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. (Doctoral Dissertation). Ulster University. Retrieved from https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059

Chicago Manual of Style (16^th Edition):

McFlynn, Paul. “Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.” 2020. Doctoral Dissertation, Ulster University. Accessed February 25, 2021. https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059.

MLA Handbook (7^th Edition):

McFlynn, Paul. “Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers.” 2020. Web. 25 Feb 2021.

Vancouver:

McFlynn P. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. [Internet] [Doctoral dissertation]. Ulster University; 2020. [cited 2021 Feb 25]. Available from: https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059.

Council of Science Editors:

McFlynn P. Chasing the holy grail of reflection : an exploration of reflective practice with pre-service physical education teachers. [Doctoral Dissertation]. Ulster University; 2020. Available from: https://pure.ulster.ac.uk/en/studentTheses/05dbd4b8-b98b-4cdd-9b55-775ebcf27814 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.821059

University of Exeter

12. O'Connell, John Gerard. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.

Degree: Thesis (EdD), 2014, University of Exeter

URL: http://hdl.handle.net/10871/16567

► This thesis reports the findings of a research study conducted in an initial primary teacher education college in Dublin, exploring how teacher education students experienced… (more)

▼ This thesis reports the findings of a research study conducted in an initial primary teacher education college in Dublin, exploring how teacher education students experienced and constructed meaning from a pre-service RE course which recognized the importance of a focus on their inner lives. The study, which adopted a qualitative interpretive approach, was conducted using semi-structured interviews with twelve past students from a recently-graduated year group of one hundred students. The study hoped to uncover how a focus on the inner life was taken up by the research participants in relation to their personal and professional wellbeing and their role as educators in general and religious educators in particular. While it did not seek to generalise as a result of the findings, confined as it is by time and circumstance, nevertheless aspects deemed worthwhile by the research participants may also be deemed worthwhile by the reader and indeed may not be confined to the domain of RE. The findings have been framed generally against the three themes of âparticularityâ, âinner-nessâ and âongoing-nessâ. The theme of âparticularityâ relates to the participantsâ epistemological journey, as it is concerned with how concrete elements of the course supported inner life work. The theme of âinner-nessâ relates to the participantsâ ontological journey, as it is concerned with how participants experienced and made meaning from the space provided by the course for inner life work. The theme of âongoingnessâ relates to the total RE journey from primary and secondary school to college and into their teaching lives and its impact on participantsâ inner lives. What is clear from participantsâ responses is that the RE course, and particularly the elements of the RE course that had a focus on the inner life, had a significant impact on participantsâ identity, both personal and professional, at an important stage of their development and personal story. The study demonstrates the importance of inner life work for teacher education students and contributes a level of insight into how students appropriate and construct meaning from a created and creative space that supports a focus on that inner life.

Subjects/Keywords: 370; Religious Education; Initial Teacher Education; Primary Teacher Education; Inner Life; Spirituality

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

O'Connell, J. G. (2014). The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/16567

Chicago Manual of Style (16^th Edition):

O'Connell, John Gerard. “The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.” 2014. Doctoral Dissertation, University of Exeter. Accessed February 25, 2021. http://hdl.handle.net/10871/16567.

MLA Handbook (7^th Edition):

O'Connell, John Gerard. “The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin.” 2014. Web. 25 Feb 2021.

Vancouver:

O'Connell JG. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10871/16567.

Council of Science Editors:

O'Connell JG. The significance of a pre-service RE course, which recognizes the importance of a focus on the inner life : exploring the experience of primary teacher education students in a small teacher education college in Dublin. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/16567

National University of Ireland – Galway

13. Flynn, Paul. Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education .

Degree: 2017, National University of Ireland – Galway

URL: http://hdl.handle.net/10379/6260

► At the beating heart of recent developments in initial teacher education (ITE) are efforts to establish a cultural shift within the teaching profession, to a… (more)

▼ At the beating heart of recent developments in initial teacher education (ITE) are efforts to establish a cultural shift within the teaching profession, to a point where professional learning communities may flourish. Successive reports on teacher education have highlighted the importance of establishing communities of practice during both preservice and inservice career stages. However, historically teachers have operated as individuals; as conduits for student engagement with the education system (Darling-Hammond 2006; Conway, Murphy, Rath & Hall 2009; Caena 2014)). Isolated and observed as individuals by students (Lortie 1975), this persona perpetuates such an approach to teaching through what Lortie (1975) describes as the ‘Apprenticeship of Observation’ experienced by prospective teachers as they move through formal compulsory education. Therefore, new entrants to ITE are both emergent members of the teaching profession and recent observants of same. Their embryonic status locates them at the nexus of the student- teacher relationship and consequently as potential agents of change. This juxtaposition is particularly acute at the point of entry to undergraduate ITE (Lortie 2002), accentuated by values established through prior experiences (Ficsher, Rhode & Wulf 2007). It precedes, therefore, that such communities may be established during initial teacher education (ITE). Pre-service teachers (PSTs) retain tacit experiences of the teaching profession which have shaped their perception of what it means to be a teacher (Lortie 1975). The History of Education as a non-elective module in ITE and a requirement for professional registration represents an opportunity to explore such tacit biographical experiences, exploring multiple possibilities and viewpoints (Alheit 2009). However, the current of such foundational studies in ITE, from the perspective of PSTs, has been in decline for the last half century where student teachers have become overwhelmed by concerns regarding subject expertise, classroom management and 21st Century skills as soon as they enter into the practice of teaching. The corollary of this dynamic is that the history of education has become a peripherality in ITE and is struggling to communicate its importance. xvi Reported here is a design-based research (DBR) (Brown 1992; Barab & Squire 2004) study, exploring how a collaborative exploration of the history of education, in a technology enhanced learning environment (TELE), can act as a catalyst for the development of an emergent community of practice in a pre-professional teaching programme. Inspired by social constructivist thinking (Bruner 1996; Lave & Wenger 1991; Vygotsky 1986) this DBR intervention invited participants to collaboratively explore their biographical histories of education and situate those negotiated biographical experiences (Alheit 1994, 2009) in their contemporary, naturalistic context (Barab 2006) with the aim of establishing: how a collaborative engagement the history of education can aid community of practice formation… Advisors/Committee Members: Hall, Tony (advisor).

Subjects/Keywords: Collaboration; Transition; Communities of practice; Teacher education; Undergraduate initial teacher education; Education

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APA (6^th Edition):

Flynn, P. (2017). Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/6260

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Flynn, Paul. “Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education .” 2017. Thesis, National University of Ireland – Galway. Accessed February 25, 2021. http://hdl.handle.net/10379/6260.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Flynn, Paul. “Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education .” 2017. Web. 25 Feb 2021.

Vancouver:

Flynn P. Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education . [Internet] [Thesis]. National University of Ireland – Galway; 2017. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10379/6260.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Flynn P. Collaboratively exploring the history of education for community of practice formation in undergraduate initial teacher education . [Thesis]. National University of Ireland – Galway; 2017. Available from: http://hdl.handle.net/10379/6260

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Victoria University of Wellington

14. Bassett, Susie. New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review.

Degree: 2019, Victoria University of Wellington

URL: http://hdl.handle.net/10063/8502

► This qualitative study of 20 pre-service early childhood teachers investigated the students’ perceptions of their practicum experiences and views of the potential for video review… (more)

Subjects/Keywords: Early childhood education; Initial teacher education; Teaching experience; Early childhood teacher education

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APA (6^th Edition):

Bassett, S. (2019). New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8502

Chicago Manual of Style (16^th Edition):

Bassett, Susie. “New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review.” 2019. Masters Thesis, Victoria University of Wellington. Accessed February 25, 2021. http://hdl.handle.net/10063/8502.

MLA Handbook (7^th Edition):

Bassett, Susie. “New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review.” 2019. Web. 25 Feb 2021.

Vancouver:

Bassett S. New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review. [Internet] [Masters thesis]. Victoria University of Wellington; 2019. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10063/8502.

Council of Science Editors:

Bassett S. New Zealand Early Childhood Pre-service Teachers’ Perceptions of Practicum and Potential for Video Review. [Masters Thesis]. Victoria University of Wellington; 2019. Available from: http://hdl.handle.net/10063/8502

University of Waikato

15. Forbes, Dianne Leslie. Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education .

Degree: 2012, University of Waikato

URL: http://hdl.handle.net/10289/7108

► This study looks at how students and staff experience asynchronous online discussion (AOD) within initial teacher education. The aim is to explore participant perspectives, including… (more)

▼ This study looks at how students and staff experience asynchronous online discussion (AOD) within initial teacher education. The aim is to explore participant perspectives, including expectations of fellow participants, with a view to informing pedagogy, defined as the relationship between teaching and learning (Loughran, 2006). The underpinning argument is essentially that learning and teaching can be enhanced by awareness of how participants experience the situation. Understanding the complexities of AOD entails a better understanding of participants’ tacit reasoning, expectations, misunderstandings, and responses to tasks and behaviours (Brookfield & Preskill, 2005; Loughran, 2006). It is the situation as it is perceived which is central to the quality of teaching and learning, and this puts participants and their experiences at the centre of efforts to improve pedagogy and to enhance deep learning. This study is framed by sociocultural theory and phenomenography to explore AOD through the eyes of teacher educators and teacher education students in a specific teacher education context. Participants engaged in focus groups (face-to-face and online) and a series of semi-structured interviews, generating data about experiences and perspectives of AOD. Key findings show the need for participants in AOD to: establish expectations for purposeful communication; to maintain a presence for learning premised on formative interaction; and to work together in ways conducive to community and student leadership in pursuit of deep learning. This thesis adds to the limited research literature on teacher perceptions about online teaching (Spector, 2007), and makes a contribution to addressing the neglect of student approaches to study in higher education using eLearning technologies for discussion (Ellis et al, 2008; Jackson et al, 2010; Sharpe et al, 2010). The results contribute to knowledge in the field of online learning in initial teacher education by giving rise to specific pedagogical strategies for teachers and students in given situations, and by providing conceptual tools for participants when thinking about teaching and learning through AOD. Participant experiences function as footprints, picking out pathways as others make their way through AOD (Salmon, 2002). Advisors/Committee Members: Wright, Noeline (advisor), Bell, Beverley (advisor).

Subjects/Keywords: online learning; asynchronous online discussion; initial teacher education; pedagogy; phenomenography; higher education; elearning

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APA (6^th Edition):

Forbes, D. L. (2012). Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/7108

Chicago Manual of Style (16^th Edition):

Forbes, Dianne Leslie. “Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education .” 2012. Doctoral Dissertation, University of Waikato. Accessed February 25, 2021. http://hdl.handle.net/10289/7108.

MLA Handbook (7^th Edition):

Forbes, Dianne Leslie. “Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education .” 2012. Web. 25 Feb 2021.

Vancouver:

Forbes DL. Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education . [Internet] [Doctoral dissertation]. University of Waikato; 2012. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10289/7108.

Council of Science Editors:

Forbes DL. Footprints: Participant perspectives informing pedagogy for asynchronous online discussion in initial teacher education . [Doctoral Dissertation]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/7108

16. Whewell, Emma. Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study.

Degree: PhD, 2019, University of Northampton

URL: https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098

► This thesis explores the lived experiences of a critical case sample of eight primary school Physical Education specialists embarking on their first year of teaching… (more)

▼ This thesis explores the lived experiences of a critical case sample of eight primary school Physical Education specialists embarking on their first year of teaching in England, with focus on the ways their perceived identities as teachers were impacted by their experiences. All participants were trained at the same Initial Teacher Education Provider on a three year undergraduate degree in Primary Education with Qualified Teacher Status during the academic years of 2013-2016. It explores the individual perspectives, subjective interpretations and issues they identified as contributing factors to their satisfaction, motivation and sense of self. The theoretical framework through which this thesis examines the findings uses Korthagen’s Onion Skin Model (2004) of values and belief and Lawson’s model of Teacher Socialisation (1983a; 1983b, 1986). In contrast to much of the preceding literature this study provides detailed empirical work on identity development from the perspective of Newly Qualified Teachers. A qualitative, interpretivist, phenomenological approach underpinned the gathering and analysis of data. This approach reflected the focus of the study which was to experience and understand the lived experiences of Newly Qualified Teachers and their interpretations of this. The adoption of phenomenological case study as the methodological approach captured the uniqueness of the participants’ experiences and their subsequent interpretations. Their aspirations, thoughts and expectations were explored through a series of semi structured interviews within which discussion focused on visual representations of themselves that the participants had created and brought to the interview. The study findings revealed ways that mentors, head teachers, parents and children interacted with the new teachers to inform their perceptions and interpretations of their first year of teaching and how they saw themselves as teachers. Data captured at the start of their first year reveal the NQTs’ trepidation, anticipation, anxiety and excitement for what was to come and their views that they had much to offer their new schools, particularly in respect to their skills in physical education. Findings highlight the importance of context, emotion and people in the new teachers’ lived experiences. Their stories provide information that (physical education) teacher educators may find valuable when considering the ways teachers are supported to prepare for teaching and in their early careers. Ultimately, the study findings have the potential to inform ways new teachers may be retained in the profession and empower them as agents of change with capacity to understand and challenge cultural norms and expectations which may not be beneficial.

Subjects/Keywords: identity; physical education; teaching; mentoring; socialisation; identity construction; social context; initial teacher education; occupational socialisation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Whewell, E. (2019). Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098

Chicago Manual of Style (16^th Edition):

Whewell, Emma. “Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study.” 2019. Doctoral Dissertation, University of Northampton. Accessed February 25, 2021. https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098.

MLA Handbook (7^th Edition):

Whewell, Emma. “Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study.” 2019. Web. 25 Feb 2021.

Vancouver:

Whewell E. Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study. [Internet] [Doctoral dissertation]. University of Northampton; 2019. [cited 2021 Feb 25]. Available from: https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098.

Council of Science Editors:

Whewell E. Experiences concerning the development of identities of primary school physical education specialist teachers during the first year of teaching in England : a phenomenological case study. [Doctoral Dissertation]. University of Northampton; 2019. Available from: https://pure.northampton.ac.uk/en/studentTheses/075b7328-20f3-4506-a881-7bd90a48076c ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.813098

Universidade do Minho

17. Tiani, Nathália Rodrigues. Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge .

Degree: 2017, Universidade do Minho

URL: http://hdl.handle.net/1822/50701

► A presente investigação teve por finalidade o estudo das perspectivas dos professores das escolas municipais de Barueri − Brasil, sobre as Tecnologias de Informação e… (more)

▼ A presente investigação teve por finalidade o estudo das perspectivas dos professores das escolas municipais de Barueri − Brasil, sobre as Tecnologias de Informação e Comunicação integradas na educação, à luz do modelo concetual o modelo Technological Pedagogical Content Knowledge – TPACK (Conhecimento Tecnológico Pedagógico de Conteúdo). A investigação assumiu um caráter exploratório e descritivo, numa perspectiva essencialmente qualitativa. Participaram do estudo 32 professores que lecionam no ensino fundamental I na rede estadual do município de Barueri. A coleta de dados efetuou-se por meio de um questionário aplicado ao grupo de professores participantes e também através da realização de um grupo focal com professores que participaram da primeira etapa da pesquisa, o questionário. Os principais resultados encontrados foram: a) a maioria dos professores sentem necessidades de utilizarem as TIC em sua prática docente; b) os professores se sentem mais à vontade em utilizar as TIC em sua vida pessoal do que em sua prática docente; c) um número relevante de professores não possui conhecimentos de uso de tecnologias associadas aos conteúdos curriculares; d) a maioria dos professores diz saber selecionar tecnologias de acordo com as estratégias e metodologias de ensino e acreditam que quanto utilizam as tecnologias transformam suas abordagens e estratégias de ensino; e) a maior parte dos professores diz que consegue selecionar tecnologias adequadas aos conteúdos curriculares e metodologias/estratégias de ensino, e mais de 40% dos professores dizem não possuir esse conhecimento; f) menos da metade dos professores possuem formação inicial no domínio das TIC em sua formação inicial; g) os conhecimentos que os professores consideram mais importante para a sua exercer a sua profissão são os conhecimentos dos conteúdos e metodologias/estratégias de ensino; h) os professores sentem mais necessidade de formação na área da tecnologia. Desta investigação obteve-se uma visão clara sobre a perspetiva dos professores sobre as TIC na educação, perspetivada à luz do modelo TPACK, apontando a necessidade eminente de discussões sobre o tema e cursos de formação contínua a fim de iniciar um processo de integração dos professores neste contexto o que pode gerar transformação positiva na região e serve como ponto de partida para futuras pesquisas. Advisors/Committee Members: Gomes, Maria João (advisor).

Subjects/Keywords: Formação de professores; Learning by design; Tecnologias educacionais; TPACK; Teacher’ initial education; Educational technologies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tiani, N. R. (2017). Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/50701

Chicago Manual of Style (16^th Edition):

Tiani, Nathália Rodrigues. “Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge .” 2017. Masters Thesis, Universidade do Minho. Accessed February 25, 2021. http://hdl.handle.net/1822/50701.

MLA Handbook (7^th Edition):

Tiani, Nathália Rodrigues. “Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge .” 2017. Web. 25 Feb 2021.

Vancouver:

Tiani NR. Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/1822/50701.

Council of Science Editors:

Tiani NR. Perspetivas de professores sobre TIC na educação: um estudo na perspetiva do TPACK - Technological Pedagogical Content Knowledge . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/50701

18. Cristiane Nadaleto. MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO.

Degree: 2007, Universidade do Vale do Itajaí

URL: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267

► A presente pesquisa tem por objetivo geral investigar, nos relatos expressos nos memoriais escritos pelas acadêmicas, ao final de cada aula da disciplina de Prática… (more)

▼ A presente pesquisa tem por objetivo geral investigar, nos relatos expressos nos memoriais escritos pelas acadêmicas, ao final de cada aula da disciplina de Prática de Ensino, do curso de Pedagogia, a contribuição da formação inicial, e/ou a disciplina de Prática de Ensino do curso de Pedagogia para a constituição da profissionalidade docente dos futuros professores. Assim como os seguintes objetivos específicos: identificar, nos conteúdos dos memoriais escritos pelas acadêmicas ao final das aulas na disciplina de Prática de Ensino, que aspectos da constituição da profissionalidade docente se evidenciam nos registros; contextualizar a dinâmica da Prática de Ensino no curso Pedagogia da Universidade do Vale de Itajaí; descrever a disciplina de Prática de Ensino, durante três períodos. A pesquisa foi realizada no curso de Pedagogia Habilitação em Educação Infantil e Séries Iniciais do Ensino Fundamental - da Universidade do Vale de Itajaí/SC. Os eixos teóricos que embasaram esta pesquisa estão divididos em quatro sub-capítulos: A perspectiva Histórico-Cultural; Formação de professores e a Profissionalidade Docente; O curso de Pedagogia e a Prática de Ensino; Memoriais: uma ajuda para a tomada de consciência. A metodologia utilizada na pesquisa se caracteriza como um estudo de caso. Os dados foram coletados por meio da observação participante, utilizando os seguintes instrumentos: registros das observações (notas de campo); memoriais das acadêmicas, e vídeo-gravação sistemática dos encontros. A coleta de dados foi realizada durante os três semestres letivos da disciplina de Prática de Ensino, ou seja, do sexto ao oitavo períodos do Curso de Pedagogia, sendo os dois semestres de 2005 e o primeiro semestre de 2006. As análises foram elaboradas a partir dos relatos expressos nos memoriais das acadêmicas. Entretanto, com o intuito de contextualizar ou enriquecer as análises, foram consideradas as vídeogravações. Essas serviram de referência para entendermos alguns relatos expressos nos memoriais, permitindo contextualizar os memoriais tanto no que se refere a uma análise cronológica, quanto de conteúdo. A análise está dividida em dois eixos: o primeiro eixo é mais descritivo, que serve de pano de fundo para os relatos dos memoriais; e o segundo está centrado na análise dos relatos expressos nos memoriais. Como referência de análise dos dados nos valemos da técnica de análise de conteúdo. As categorias foram definidas a posteriori, ou seja, foram definidas após a coleta dos dados e diversas leituras e interpretações. Os resultados indicam dois blocos de categorias dos relatos mais recorrentes expressos nos memoriais elaborados pelas acadêmicas no decorrer dos três semestres letivos da Prática de Ensino. O primeiro bloco de categorias são os relatos mais freqüentes nos memoriais, os quais caracterizam-se em relatos descritivos do que aconteceu durante o encontro. O segundo bloco de categorias que contempla relatos dos sentimentos que sentiram nos encontros. Esses dois blocos de categoriais e os temas que constituíram as… Advisors/Committee Members: Luciane Maria Schlindwein, Joana Paulin Romanowski, Regina Célia Linhares Hostins.

Subjects/Keywords: memoriais; formação inicial; prática de ensino; EDUCACAO; Professores - Formação; memorials; initial formation; practical of education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Nadaleto, C. (2007). MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO. (Thesis). Universidade do Vale do Itajaí. Retrieved from http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Nadaleto, Cristiane. “MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO.” 2007. Thesis, Universidade do Vale do Itajaí. Accessed February 25, 2021. http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Nadaleto, Cristiane. “MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO.” 2007. Web. 25 Feb 2021.

Vancouver:

Nadaleto C. MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO. [Internet] [Thesis]. Universidade do Vale do Itajaí; 2007. [cited 2021 Feb 25]. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nadaleto C. MEMORIAIS E FORMAÇÃO INICIAL DE PROFESSORES: UM ESTUDO DE CASO NA PRÁTICA DE ENSINO. [Thesis]. Universidade do Vale do Itajaí; 2007. Available from: http://www6.univali.br/tede/tde_busca/arquivo.php?codArquivo=267

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Estadual de Campinas

19. Miranda, Rita de Cassia Fernandes, 1976-. Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education.

Degree: 2014, Universidade Estadual de Campinas

URL: http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107

► Abstract: The last two decades, especially, have witnessed a significant expansion of academic research related to the circus art, creating interesting opportunities for dialogues and… (more)

▼ Abstract: The last two decades, especially, have witnessed a significant expansion of academic research related to the circus art, creating interesting opportunities for dialogues and extension of the pedagogical debate in the physical education field. The need for heritage recognition and appreciation of different cultures which come to educational spaces, as well as the construction of proposals aligned to the educational challenges of the twenty-first century seem to encourage such (re) approaches. Nevertheless, if we assume that each curriculum is territory battles for signifying senses and meanings, perhaps it would be possible to identify some factors by which the incorporation of such knowledge in initial training courses in physical education still seems to slowly. This threshold, the present research aims to analyze the implementation processes and development of the circus practices in the beginning of physical education graduation of two high education institutions in São Paulo state, being one a state public university (A Institution), and the other a municipal authority (B Institution). Among the specific objectives, we seek to examine the relationship between physical education and the educational building of circus proposals practices in pre-serve teachers¿ training; discussing institutional actions for approximating circus art and the university, besides proposing elements for curriculum structuring based on the required knowledge for initial training in physical education. In this regard, the weave Documentary Review of the political-pedagogical projects (PPP) surveyed institutions and also of the disciplines related to circus-themed interviews narratives (JOVCHELOVITCH and BAUER, 2012) with regular professors, managers, students and graduates of institutions. As evidenced, the processes of implementation and development of these skills were sedimented by factors of different natures, the result of natural, rich histories of mobilization, attitudinal research and the quest for building solid knowledge. We understand that only a dynamic concept of curriculum that enables other forms of organization of knowledge beyond the isolated disciplines, subverting the rational model of disciplinary areas, may take account of the multiplicity and contemplate the mainstreaming of circus language. It is hoped that the research will provide insight to new research, contributing to significant changes in these multiple "looms" training in physical education Advisors/Committee Members: UNIVERSIDADE ESTADUAL DE CAMPINAS (CRUESP), Ayoub, Eliana, 1966- (advisor), Universidade Estadual de Campinas. Faculdade de Educação (institution), Programa de Pós-Graduação em Educação (nameofprogram), Silva, Erminia (committee member), Ehrenberg, Monica Caldas (committee member), Federici, Conrado Augusto Gandara (committee member), Strazzacappa Hernandez, Marcia Maria (committee member).

Subjects/Keywords: Educação física; Circo; Formação inicial do professor; Physical education; Circus; Initial teacher training

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Miranda, Rita de Cassia Fernandes, 1. (2014). Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Miranda, Rita de Cassia Fernandes, 1976-. “Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education.” 2014. Thesis, Universidade Estadual de Campinas. Accessed February 25, 2021. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Miranda, Rita de Cassia Fernandes, 1976-. “Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education.” 2014. Web. 25 Feb 2021.

Vancouver:

Miranda, Rita de Cassia Fernandes 1. Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education. [Internet] [Thesis]. Universidade Estadual de Campinas; 2014. [cited 2021 Feb 25]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miranda, Rita de Cassia Fernandes 1. Do tecido à lona : as práticas circenses no "tear" da formação inicial em educação física: Fabric to circus tent : the circus practices in "loom" of initial training in physical education. [Thesis]. Universidade Estadual de Campinas; 2014. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/254107

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Federal de Viçosa

20. Douglas Candido Ribeiro. Estados afetivos de professoras de língua inglesa em formação inicial.

Degree: 2012, Universidade Federal de Viçosa

URL: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591

►

O processo ensino/aprendizagem já não mais se caracteriza como um campo cujas pesquisas exploram e valorizam apenas questões de cunho cognitivo. Conforme Almeida e Mahoney… (more)

▼

O processo ensino/aprendizagem já não mais se caracteriza como um campo cujas pesquisas exploram e valorizam apenas questões de cunho cognitivo. Conforme Almeida e Mahoney (2009), os aspectos afetivos já constituem um papel importante nas pesquisas educacionais por exercerem influências positivas e negativas nesse processo sendo capazes de explicar, desta forma, as razões que levam ao fracasso ou sucesso na aprendizagem. Embora seja possível, atualmente, encontrar um grande número de pesquisas sobre afetividade no contexto educacional, os estudos que focam esse fenômeno nos professores são em número menor, pelo menos no Brasil, como apontado por Coelho (2011). Baseando-me, sobretudo, nos pressupostos teóricos de Zembylas (2002a, 2002b, 2003a, 2003b, 2005c) sobre a emoção e, também, no conceito de afetividade dos autores Masters, et. al. (1979), Ortony et. al. (1987), Wegner e Petty (1994), Araújo (2003), Jackes e Vicari (2005), Brown (2007) e Araújo (2011), meu objetivo, neste trabalho, foi investigar os estados afetivos que permearam as práticas de duas professoras de língua inglesa em formação inicial. Para este fim, quatro perguntas de pesquisas foram estabelecidas, a saber: (1) Quais são os estados afetivos diversos que permeiam a prática de duas professoras de língua inglesa?; (2) Como se constrói e se configura a afetividade dessas professoras em formação inicial?; (3) Como se dá a relação entre os estados afetivos e a prática das professoras em formação?; (4) Existem diferenças nos estados afetivos das duas professoras? Quais fatores contribuem para essa diferença? Para responder a essas perguntas, foram usados como instrumentos de coleta de dados: diários, entrevistas semi-estrutradas, notas de campo, observações e gravações de aulas em áudio. Os resultados apontaram que as professoras experienciaram diversos estados afetivos negativos e positivos advindos de suas interações com os alunos e, também, do contexto de trabalho. A vivência desses estados afetivos foi marcada, dentre outras, por questões como crenças, relações de poder e regras emocionais. Essas questões, por sua vez, colaboraram na caracterização de um trabalho emocional mais positivo de uma professora e mais negativo por parte de outra. Ainda, os resultados sugeriram a relevância de um contexto de trabalho que apoie os professores em seus primeiros anos de experiência através de monitoramento, compartilhamento de ideias e, especialmente, que o escute e o ajude a refletir sobre sua prática.

The teaching/learning process is no longer characterized as a field whose inquiries explores and values solely cognitive issues. According to Almeida e Mahoney (2009), the affective aspects already play an important role in educational research since these states can cause positive and negative influences in the process, and thus, may be able to explain, the reasons that lead to failure or success in learning. Although one can currently find a considerable number of studies on affect in educational context, the ones which focus on teachers affect are not…

Advisors/Committee Members: Ana Maria Ferreira Barcelos, Wânia Terezinha Ladeira, Maria Helena Vieira Abrahão.

Subjects/Keywords: LINGUISTICA, LETRAS E ARTES; Initial education; Affection; English; Teachers; Afetividade; Formação inicial; Língua inglesa; Professores

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Ribeiro, D. C. (2012). Estados afetivos de professoras de língua inglesa em formação inicial. (Thesis). Universidade Federal de Viçosa. Retrieved from http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ribeiro, Douglas Candido. “Estados afetivos de professoras de língua inglesa em formação inicial.” 2012. Thesis, Universidade Federal de Viçosa. Accessed February 25, 2021. http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ribeiro, Douglas Candido. “Estados afetivos de professoras de língua inglesa em formação inicial.” 2012. Web. 25 Feb 2021.

Vancouver:

Ribeiro DC. Estados afetivos de professoras de língua inglesa em formação inicial. [Internet] [Thesis]. Universidade Federal de Viçosa; 2012. [cited 2021 Feb 25]. Available from: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ribeiro DC. Estados afetivos de professoras de língua inglesa em formação inicial. [Thesis]. Universidade Federal de Viçosa; 2012. Available from: http://www.tede.ufv.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=4591

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade de Brasília

21. Néri Emílio Soares Júnior. O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física.

Degree: 2010, Universidade de Brasília

URL: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559

► O presente estudo vincula-se a linha de pesquisa Formação Docente, Currículo e Avaliação da área de concentração Desenvolvimento Profissional Docente do Programa de Pós-Graduação em… (more)

▼ O presente estudo vincula-se a linha de pesquisa Formação Docente, Currículo e Avaliação da área de concentração Desenvolvimento Profissional Docente do Programa de Pós-Graduação em Educação da Universidade de Brasília e integra o Grupo de Pesquisa Currículo: teorias e práticas coordenado pela Professora Doutora Lívia Freitas Fonseca Borges, orientadora desta pesquisa. Trata de um estudo de caso e aborda o tema formação docente com o objetivo analisar o lugar da pesquisa no currículo de um curso de formação inicial de professores de Educação Física para a Educação Básica. Os objetivos específicos deste trabalho foram: compreender se a pesquisa é componente integrante nas Diretrizes Curriculares Nacionais para a Formação de Professores para a Educação Básica; analisar a concepção de pesquisa estabelecida no Projeto Político Pedagógico do curso de formação; analisar a percepção dos interlocutores sobre a inclusão da pesquisa no currículo do curso de formação. Foram utilizados como procedimentos de pesquisa e instrumentos de levantamento de dados a análise documental, o questionário e o grupo focal. A pesquisa foi realizada em uma instituição vinculada a uma universidade localizada na Região Centro-Oeste. Os interlocutores da pesquisa foram docentes e discentes do referido curso. O trabalho foi desenvolvido em torno de três eixos formação inicial de professores, currículo da formação inicial de professores e pesquisa na formação docente inicial. Todos esses eixos tiveram como foco a Educação Física. No primeiro eixo estabelecemos um diálogo com os seguintes autores: Borges (1998, 2005), Imbernón (2006), Garcia (1999), Molina Neto (1997), Veiga (2002, 2009), Tardif (2002); no segundo com Bernstein (1988), Gimeno Sacristán (2000), Moreira (2003) e Torres Santomé (1988); e no terceiro eixo com Almeida (2008), André (2001, 2006), Demo (2002, 2003 e 2006), Imbernón (2006), Fontana (2006), Veiga (2002), Severino (2001 e 2008) Pimenta e Lima (2008) e Pimenta (2008). Foi compreendido que a pesquisa está incluída nas Diretrizes Curriculares Nacionais para formação do professor para Educação Básica como um dos seus princípios norteadores para o preparo e o exercício profissional. A concepção de pesquisa deste documento está aprisionada ao processo de ensino/aprendizagem. Neste caso a pesquisa pedagógica realizada pelo professor da Educação Básica é diferenciada da pesquisa científica. No Projeto Político Pedagógico do curso de Licenciatura em Educação Física da Instituição Formadora a pesquisa está incluída como um meio de produção de conhecimento e está posta como princípio nuclear do curso em uma relação indissociável com o ensino e a extensão em todas as disciplinas, mas existem algumas disciplinas que possuem uma indicação específica de inclusão da pesquisa em seus títulos e/ou em suas ementas. Os interlocutores reconheceram a pesquisa como um importante elemento no currículo do curso pesquisado. Por fim compreendemos que a pesquisa no currículo curso de formação de professores de Educação Física para a Educação Básica… Advisors/Committee Members: Waldeck Carneiro da Silva, Ilma Passos Alencastro Veiga, Lívia Freitas Fonseca Borges.

Subjects/Keywords: formação inicial de professores; currículo profissional; initial teacher training; Educação Física; curriculum; EDUCACAO; Physical Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Júnior, N. E. S. (2010). O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Júnior, Néri Emílio Soares. “O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física.” 2010. Thesis, Universidade de Brasília. Accessed February 25, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Júnior, Néri Emílio Soares. “O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física.” 2010. Web. 25 Feb 2021.

Vancouver:

Júnior NES. O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física. [Internet] [Thesis]. Universidade de Brasília; 2010. [cited 2021 Feb 25]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Júnior NES. O lugar da pesquisa nos currículos da formação inicial dos professores de Educação Física. [Thesis]. Universidade de Brasília; 2010. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade de Brasília

22. Eliene Maria Alves Dias. Articulation between the initial formation and the pedagogical practices in mathematic education.

Degree: 2010, Universidade de Brasília

URL: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608

► É investigada neste estudo a existência de indícios de articulação entre a formação inicial e a práxis pedagógica em Educação Matemática de egressas do curso… (more)

▼ É investigada neste estudo a existência de indícios de articulação entre a formação inicial e a práxis pedagógica em Educação Matemática de egressas do curso de Pedagogia de uma universidade pública do Centro-Oeste do Brasil. Pressupus que a formação inicial é o espaço destinado para a construção de conhecimentos e saberes necessários para a prática docente, e que nessa formação haja uma desestruturação e uma ampliação de habilidades e competências básicas para o exercício do ensino da matemática. No curso em análise há duas disciplinas que se propõem a construir-se num espaço diferenciado de formação do professor dos anos iniciais. Observei um esforço acadêmico e prático no sentido de provocar mudanças no entendimento do que seja a Matemática, seu ensino e sua aprendizagem. Desse modo, procuro compreender como a formação ocorrida nas disciplinas de Educação Matemática I e II, do curso de Pedagogia, provoca uma mudança na prática pedagógica de egressos dessas disciplinas. Para tanto, contei com a colaboração de duas professoras dos anos iniciais do ensino fundamental de duas escolas da rede pública do Distrito Federal, que vivenciaram a metodologia diferenciada proporcionada em tais disciplinas. Meu foco foi na observação das aulas das minhas colaboradoras, e na entrevista e análise documental, de modo a dar a conhecer e analisar se e como a metodologia utilizada contemplava de algum modo os princípios da Educação Matemática desenvolvidos na formação inicial. Realizei, assim, um estudo de caso colaborativo. As descobertas apontam que a formação escolar (Ensino Fundamental e Ensino Médio) das colaboradoras contribuiu de certa forma para a concepção tradicional do que seja Matemática, o seu ensino e a sua aprendizagem. Contudo, a formação inicial nas disciplinas de Educação Matemática II e II, serviu para provocar descobertas, desestabilização, construção e reestruturação de conceitos, não apenas matemáticos, mas de conhecimentos curriculares, pedagógicos, teóricos e práticos, conforme demonstram os relatos das colaboradoras. Entretanto, foi fundamental questionar se tais vivências na formação inicial possibilitaram, de fato, a ressignificação da Matemática próximos dos vivenciados na formação inicial. O estudo favoreceu o desenvolvimento de uma ação- reflexão-ação da prática pedagógica em Educação Matemática, já que são ofertadas no curso de Pedagogia apenas duas disciplinas, precisa ser repensado, bem como garantida uma formação continuada para os professores em atividade. Advisors/Committee Members: Cleyton Hércules Gontijo, Rui Seimetz, Cristiano Alberto Muniz.

Subjects/Keywords: initial formation; formação inicial; práxis pedagógica; EDUCACAO; pedagogical practices in mathematic education; educação matemática

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dias, E. M. A. (2010). Articulation between the initial formation and the pedagogical practices in mathematic education. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dias, Eliene Maria Alves. “Articulation between the initial formation and the pedagogical practices in mathematic education.” 2010. Thesis, Universidade de Brasília. Accessed February 25, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dias, Eliene Maria Alves. “Articulation between the initial formation and the pedagogical practices in mathematic education.” 2010. Web. 25 Feb 2021.

Vancouver:

Dias EMA. Articulation between the initial formation and the pedagogical practices in mathematic education. [Internet] [Thesis]. Universidade de Brasília; 2010. [cited 2021 Feb 25]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dias EMA. Articulation between the initial formation and the pedagogical practices in mathematic education. [Thesis]. Universidade de Brasília; 2010. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=6608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade de Brasília

23. Leandro Casarin Dalmas. A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação.

Degree: 2008, Universidade de Brasília

URL: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492

►

O presente trabalho de pesquisa desenvolvido na Faculdade de Educação da Universidade de Brasília, na área de concentração Desenvolvimento Profissional Docente, reúne elementos que pretendem… (more)

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O presente trabalho de pesquisa desenvolvido na Faculdade de Educação da Universidade de Brasília, na área de concentração Desenvolvimento Profissional Docente, reúne elementos que pretendem auxiliar na análise das Diretrizes Curriculares Nacionais (DCN) reformulada pelas Resoluções CNE/CP-01/2001 e CNE/CP - 07/2004 - como diretrizes para implementação das grades curriculares dos cursos de graduação em Educação Física. Nesse sentido optamos por levar em consideração o entendimento dos principais interlocutores envolvidos no processo: coordenadores, professores e alunos de cursos de graduação. O objetivo central da pesquisa é analisar o processo de implementação das DCN em cursos de graduação em Educação Física do Distrito Federal, que tiveram seus currículos reformulados com base nas referidas resoluções, de forma a analisar seus principais limites e possibilidades. Como instrumentos e procedimentos de pesquisa utilizei a análise documental tendo por base os registros legais, como as Resoluções das DCNs e os projetos político-pedagógicos das instituições pesquisadas. Realizei duas entrevistas semi-estruturadas com os professores mais envolvidos nos processos de reformulação, uma em cada instituição, sendo eles um coordenador de curso e um assessor da diretoria. Para captar a opinião dos estudantes realizamos dois grupos de trabalho temático e foi aplicado um questionário para cada professor das instituições que ministram aulas no bacharelado e na licenciatura em Educação Física. As análises são organizadas em três eixos: as estruturas curriculares dos cursos, os perfis profissionais propostos aos egressos licenciados e bacharéis e as concepções de Educação Física e de formação que fundamentam os currículos dos cursos. A pesquisa revelou que os currículos são organizados em grades fechadas, com pouca diferenciação entre os cursos de licenciatura e de bacharelado. Essa formatação tem grandes possibilidades de fragmentação do conhecimento e da formação inicial dos professores de Educação Física. Aponta assim a necessidade de reflexão e retomada do assunto na pauta das Instituições de Ensino Superior e nos respectivos órgãos reguladores.

The present research developed at Brasílias University of Education of the University of Brasilia, in the concentration area Teaching Professional Development, congregates elements that they intend to assist in the analysis of Diretrizes Curriculares Nacionais (DCN) - reformulated by Resolutions CNE/CP-01/2001 and CNE/CP - 07/2004 - as lines direction for implementation of the curricular gratings of the courses of graduation in Physical Education. In this direction we consider the agreement of the main involved interlocutors in the process: coordinators, professors and students of graduation courses. The central objective of the research is to inquire the process of implementation of the DCN in courses of graduation in Physical Education of the Federal District, that had had its reformulated resumes on the basis of the related resolutions, of form to analyze its main limits and…

Advisors/Committee Members: Iran Junqueira de Castro, Ilma Passos Alencastro Veiga, Lívia Freitas Fonseca Borges.

Subjects/Keywords: curricular gratings; initial formation; educação física; formação inicial; physical education; currículo; EDUCACAO

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dalmas, L. C. (2008). A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dalmas, Leandro Casarin. “A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação.” 2008. Thesis, Universidade de Brasília. Accessed February 25, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dalmas, Leandro Casarin. “A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação.” 2008. Web. 25 Feb 2021.

Vancouver:

Dalmas LC. A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação. [Internet] [Thesis]. Universidade de Brasília; 2008. [cited 2021 Feb 25]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dalmas LC. A formação inicial dos professores de educação física do Distrito Federal : das diretrizes curriculares nacionais aos cursos de graduação. [Thesis]. Universidade de Brasília; 2008. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=3492

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. André Braga. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.

Degree: 2005, Universidade Federal de São Carlos

URL: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795

►

Nesta investigação buscou-se como objetivos principais: a) identificar e analisar os saberes e conhecimentos mobilizados por professoras que ensinam ciências nas séries iniciais em sua… (more)

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Nesta investigação buscou-se como objetivos principais: a) identificar e analisar os saberes e conhecimentos mobilizados por professoras que ensinam ciências nas séries iniciais em sua prática cotidiana; b) identificar as fontes de aquisição dos saberes e conhecimentos docentes; c) conhecer a relação dos profissionais docentes com seus saberes; d) conhecer a importância atribuída por esses professores às suas relações pessoais e profissionais na construção de seus saberes e conhecimentos; d) identificar as fontes de informação utilizadas pelos professores para o exercício diário da docência. Foi utilizado como base o referencial teórico e as categorias propostas por Tardif (2002), complementadas pelas obras de Shulman (1986), Barth (1993), Gauthier et al. (1998) e Borges (2004). De posse desse referencial foi possível iniciar a construção de um quadro de análise para a atuação de docentes nas séries iniciais do Ensino Fundamental, em relação ao ensino das ciências naturais. Participaram desta investigação duas professoras que atuam em quartas séries do Ensino Fundamental em escolas privadas. Além de serem realizadas entrevistas semi-estruturadas as duas professoras analisaram um caso de ensino relacionado ao ensino de ciências nas séries inicias do Ensino Fundamental e responderam algumas questões que foram apresentadas ao final do texto proposto. A partir da análise dos dados coletados foi possível identificar que no discurso das professoras estão presentes os elementos referentes às cinco categorias de saberes propostas por Tardif (2002): saberes profissionais, saberes disciplinares, saberes curriculares, saberes experienciais e a relação dos professores com os seus saberes. Confirmam-se nas análises a valorização dos saberes experienciais, a utilização de revistas, livros didáticos e sites da Internet como fontes de aquisição dos saberes disciplinares, a ocorrência de subvalorização da formação inicial e a ausência de reflexões mais aprofundadas sobre a organização curricular do nível de ensino em que atuam. Ainda foi possível perceber que, com relação aos conteúdos da área científica não são observadas as concepções de conhecimento científico como verdade estática. A visão de ciência presente no discurso das professoras reconhece o caráter dinâmico das ciências, contudo, sem considerar que a ciência é uma criação humana que pode transformar visões de mundo e por elas ser transformada. Foi percebido que o trabalho coletivo e colaborativo dos docentes é uma importante ferramenta para estimular e reflexão sobre e na prática cotidiana provocando, desse modo, condições para que os professores ressignifiquem os saberes oriundos de variadas fontes externas validando deles se apropriando e, assim, incorporando-os à sua base de saberes experienciais. Desse modo acredita-se que o trabalho coletivo, se bem orientado, pode constituir-se em uma importante via de formação contínua a exemplo do que acontece nos microcentros de formação descritos por Torres (1998).

The main objectives of this research are: a) to identify and…

Advisors/Committee Members: Cármen Lúcia Brancaglion Passos.

Subjects/Keywords: Professores - formação; Ensino de ciências; Séries iniciais; EDUCACAO; Teachers education; Sciences teaching; Initial grades

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Braga, A. (2005). Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Braga, André. “Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.” 2005. Thesis, Universidade Federal de São Carlos. Accessed February 25, 2021. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Braga, André. “Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso.” 2005. Web. 25 Feb 2021.

Vancouver:

Braga A. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. [Internet] [Thesis]. Universidade Federal de São Carlos; 2005. [cited 2021 Feb 25]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Braga A. Os saberes de professores que ensinam ciências nas séries iniciais - um estudo de caso. [Thesis]. Universidade Federal de São Carlos; 2005. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=795

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Rafael Neves Almeida. Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores.

Degree: 2009, Universidade Federal de São Carlos

URL: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880

►

Este trabalho foi desenvolvido tendo como pressuposto a ideia de que o estágio supervisionado é um espaço importante na formação docente e se propôs a… (more)

▼

Este trabalho foi desenvolvido tendo como pressuposto a ideia de que o estágio supervisionado é um espaço importante na formação docente e se propôs a identificar quais as possíveis relações/influências da modelagem matemática como parte das atividades de estágio de futuros professores de matemática. A pesquisa, de cunho qualitativo, foi desenvolvida em uma escola pública estadual da cidade de São Carlos. Contou com a participação de dois estudantes do curso de Licenciatura em Matemática que cursavam a disciplina Estágio Supervisionado de Matemática na Educação Básica 2. Eles elaboraram, em parceria com o autor desta pesquisa, três projetos de modelagem matemática, que foram desenvolvidos com alunos da 7 série do Ensino Fundamental. No estudo de caso, os graduandos desenvolveram os três projetos, gerando como material empírico: entrevistas com os estagiários, vídeos das aulas, documentos produzidos pelos alunos da escola e documentos produzidos pelos estagiários (diários de campo, diários reflexivos e relatórios do estágio). Como aportes teóricos foram considerados os trabalhos de Tardif (2002) e Mizukami (2004) para compreender como ocorre a aprendizagem docente; os trabalhos de Moura (1999) e Pimenta (2004) contribuíram para entender o Estágio Supervisionado como um ambiente de construção do saber docente e os estudos de Borba (1999), Biembengut (1999) e Barbosa (2001c), para construir uma concepção sobre o uso da modelagem matemática no ensino de Matemática. O foco de investigação foi a ação dos estagiários durante o estágio supervisionado, ao desenvolverem projetos de modelagem matemática, buscando analisar que saberes, conflitos e reflexões são produzidos por eles nesse processo. A pesquisa mostrou a potencialidade de a modelagem matemática ser abordada na formação inicial como parte das atividades de estágio, quando graduandos se aventuram nas primeiras experiências como professores, e evidenciou a produção de saberes docentes.

Based on the assumption that supervised internship is an important part of a teachers education, this work sought to identify what are the possible relations/influences of mathematical modeling on the internship activities of a future mathematics teacher. A qualitative research was carried out in a public state school in the city of São Carlos and included the participation of two students of an Undergraduate Mathematics course (Teaching License). While these students were attending the subject Supervised Internship in Mathematics in Elementary Education 2, they joined the author of this research to design three projects of mathematical modeling for seventh-grade students. In the case study, the trainee teachers applied all the three projects, what resulted in an empirical material consisted of audio interviews with the trainee teachers, videos of the classes, documents produced by the seventh-grade students, and documents produced by the trainee teachers (field journals, reflective journals, and reports of the internship). The theoretical basis included works by Tardif (2002) and…

Advisors/Committee Members: Cármen Lúcia Brancaglion Passos.

Subjects/Keywords: Educação matemática; Modelagem matemática; Formação inicial; Estágio supervisionado; EDUCACAO; Initial education; Mathematical modeling; Teacher internship

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Almeida, R. N. (2009). Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Almeida, Rafael Neves. “Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores.” 2009. Thesis, Universidade Federal de São Carlos. Accessed February 25, 2021. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Almeida, Rafael Neves. “Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores.” 2009. Web. 25 Feb 2021.

Vancouver:

Almeida RN. Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores. [Internet] [Thesis]. Universidade Federal de São Carlos; 2009. [cited 2021 Feb 25]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Almeida RN. Modelagem matemática nas atividades de estágio: saberes revelados por futuros professores. [Thesis]. Universidade Federal de São Carlos; 2009. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=2880

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Federal de Santa Maria

26. Victor Julierme Santos da Conceição. FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA.

Degree: 2006, Universidade Federal de Santa Maria

URL: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132

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This study, had as a main goal, to achieve an analysis about the contribution of the reflexive critical teaching on the initial education of the… (more)

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This study, had as a main goal, to achieve an analysis about the contribution of the reflexive critical teaching on the initial education of the Physical Education teachers, as far as the inclusion of students with special educational needs, in normal classes. In order to deal with the presumed intentions for this investigation, the principles of participant research were used. Being the subjects formed by five students of the Physical Education Degree Course enrolled and taking the supervised subject of the curricular training, in a teaching practice situation, at Santa Maria Federal University. Semi-structured interview, participant observation and documental analysis have been the instruments used and registered in a field journal for a period of one semester of the year of 2005. The data deliver to the conclusions for the trainees to observe the educational space based on the critical thought to get involved on the decisions that are part of this context. Facing this movement as a comprehension of the world around them to reach an understanding about the inclusion in the social educational environment. After this first reflexive attitude, the subjects began to really understand themselves as agents of an educational environment. Contributing to understand the present process of inclusion of the students with special educational needs, raising the main problematic which refers to the educational needs of the subjects. As a last step, the subjects of the study decided to approximate to the educational needs of the institution, causing an inevitable transformation of the epistemological conceptions that form the professional performance. The result of this investigative movement gave the initial education teachers, when compromised to the critical reflexive principals that transform them in critical intellectuals, the opportunity to reset their concepts and contribute to the development of the inclusive physical education.

Este estudo, teve como objetivo principal realizar uma analise sobre a contribuição do ensino crítico reflexivo na formação inicial de professores de Educação Física, quanto a inclusão, em classe comum, de alunos com necessidades educacionais especiais. Para que se pudesse abordar as intenções previstas para esta investigação, foi utilizado os princípios da pesquisa participante como fonte metodológica. Sendo os sujeitos constituídos por cinco acadêmicos do curso de Licenciatura em Educação Física, matriculados e cursando a disciplina de estágio curricular supervisionado, em situação de prática de ensino, da Universidade Federal de Santa Maria. Entrevista semi-estruturada, observação participante e análise documental, foram os instrumentos utilizados e registrados em diário de campo num período de um semestre letivo do ano de 2005. Os dados remetem as conclusões para as necessidades dos estagiários observarem o espaço educacional, embasados na reflexão crítica, para se envolverem nas decisões que fazem parte deste contexto. Encarando este movimento como uma compreensão do mundo à sua volta,…

Advisors/Committee Members: Soraia Napoleão Freitas, Hugo Norberto Krug.

Subjects/Keywords: formação inicial; ensino crítico-reflexivo; inclusão educacional; EDUCACAO; initial education; critical-reflexive teach; educational inclusion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Conceição, V. J. S. d. (2006). FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Conceição, Victor Julierme Santos da. “FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA.” 2006. Thesis, Universidade Federal de Santa Maria. Accessed February 25, 2021. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Conceição, Victor Julierme Santos da. “FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA.” 2006. Web. 25 Feb 2021.

Vancouver:

Conceição VJSd. FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2006. [cited 2021 Feb 25]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Conceição VJSd. FORMAÇÃO INICIAL: UMA EXPERIÊNCIA CRÍTICO- REFLEXIVA NO DESENVOLVIMENTO DA EDUCAÇÃO FÍSICA INCLUSIVA. [Thesis]. Universidade Federal de Santa Maria; 2006. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=1132

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universidade Federal de Santa Maria

27. Leila Adriana Baptaglin. CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM.

Degree: 2010, Universidade Federal de Santa Maria

URL: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290

► A pesquisa aqui abordada procurou estabelecer um vínculo com a formação inicial, temática a qual vem sendo pensada por mim desde o curso de Graduação.… (more)

▼ A pesquisa aqui abordada procurou estabelecer um vínculo com a formação inicial, temática a qual vem sendo pensada por mim desde o curso de Graduação. Neste momento, no Programa de Pós-Graduação em Educação da UFSM, na linha de pesquisa Educação e Artes, procurei aprofundar alguns questionamentos resultantes desta trajetória, nesta ocasião, dialogando com os estudos curriculares pós-críticos. CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM investiga: qual a repercussão da reforma curricular do curso de licenciatura em artes visuais-2004/UFSM/RS na visão dos docentes, dos acadêmicos do curso e, dos professores das escolas, as quais servem de campo de estágio para os acadêmicos em formação inicial. Assim, apresentando-se como uma pesquisa qualitativa, o presente estudo utilizou-se, além de subsídios bibliográficos e documentos legais (Projeto Político Pedagógico, Leis, Resoluções, Pareceres), uma investigação com as duas instituições envolvidas neste processo de formação de professores: a instituição universitária e a instituição escolar. Estudo este, o qual se realizou a partir de entrevistas semi-estruturadas com os colaboradores dos três setores envolvidos: os docentes do Curso de Artes Visuais Licenciatura/UFSM, sendo eles em um número de oito (8) professores (4 efetivos e 4 substitutos); quatro (4) professores da disciplina de artes visuais das escolas que foram campo de estágio dos acadêmicos do Curso- reformulação de 2004, e que participam do Curso de Formação Continuada ofertado pelo Laboratório de Artes Visuais (LAV/CE/UFSM) e; os respectivos acadêmicos que estão em fase de conclusão de curso sendo em um número de quatro (4) acadêmicos. A partir dos resultados obtidos na investigação, realizei posteriormente as entrevistas individuais com cada colaborador, a análise. Análise esta, fundada na Análise de Conteúdo (SZYMANSKY, 2004), efetivada em três etapas: Pré-análise, Descrição analítica e, Interpretação Referencial. Estes passos possibilitaram assim, verificar a concepção, as repercussões e as sugestões dos diferentes setores frente à estruturação do currículo do Curso de Artes Visuais Licenciatura de 2004 da UFSM. Aprofundando estes apontamentos, desenvolvi o texto em categorias sendo elas: 1-Repercussão do aumento da carga horária das disciplinas pedagógica: estágio, práticas curriculares e disciplinas pedagógicas, na escola e na formação docente; 2- Mudanças necessárias à implantação curricular; 3- Adequações do currículo ao contexto histórico, acadêmico e local; 4- Formação do bacharel e do licenciado: peculiaridades e generalizações. Sendo assim, a partir deste desenvolvimento percebi que há sim uma necessidade de ajustes nesta estrutura curricular. Modificações têm sido feitas, contudo, questões relativas à carga horária de disciplinas pedagógicas, adequação do currículo às necessidades locais referentes tanto ao espaço quanto a cultura e a preparação dos docentes que irão atuar na formação dos futuros professores, são… Advisors/Committee Members: Eduardo Adolfo Terrazzan, Marilda Oliveira de Oliveira, Álvaro Luiz Moreira Hypolito.

Subjects/Keywords: organização curricular; artes visuais; formação inicial; EDUCACAO; initial education; visual arts; organization curriculum

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Baptaglin, L. A. (2010). CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM. (Thesis). Universidade Federal de Santa Maria. Retrieved from http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Baptaglin, Leila Adriana. “CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM.” 2010. Thesis, Universidade Federal de Santa Maria. Accessed February 25, 2021. http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Baptaglin, Leila Adriana. “CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM.” 2010. Web. 25 Feb 2021.

Vancouver:

Baptaglin LA. CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM. [Internet] [Thesis]. Universidade Federal de Santa Maria; 2010. [cited 2021 Feb 25]. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baptaglin LA. CONSTRUINDO PROJETOS, ARQUITETANDO IDEIAS, ANALISANDO DADOS: a reforma curricular do curso de licenciatura em artes visuais-2004/UFSM. [Thesis]. Universidade Federal de Santa Maria; 2010. Available from: http://coralx.ufsm.br/tede/tde_busca/arquivo.php?codArquivo=3290

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Univerzitet u Beogradu

28. Marković, Tatjana K., 1964-. Model integrativne prakse u inicijalnom obrazovanju vaspitača.

Degree: Filozofski fakultet, 2015, Univerzitet u Beogradu

URL: https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get

►

Pedagogija - Predškolska pedagogija / Pedagogy - Preschool pedagogy

Već se duži niz godina govori o važnosti i značaju prakse studenata u osposobljavanju za poslove… (more)

▼

Pedagogija - Predškolska pedagogija / Pedagogy - Preschool pedagogy

Već se duži niz godina govori o važnosti i značaju prakse studenata u osposobljavanju za poslove i zadatke koji se od njih očekuju. Uloga prakse (praktikuma) unutar institucijskog konteksta središnje je područje u kome se ostvaruje pripremanje studenata za budući profesionalni život. Međutim, iako se stalno ukazuje na neophodnost efikasnijeg i kvalitetnijeg pripremanja, dakle, obrazovanja i osposobljavanja studenata budućih vaspitača kao refleksivnih praktičara, do značajnih pomaka još uvek nije došlo. I dalje je prisutno izvesno nerazumevanje i nepoverenje u metodičke koncepcije iskustvene, problemske, grupne i saradničke nastave koje integrativni i refleksivni pristup učenju uzimaju kao načela delovanja. Predmet istraživanja koje će biti predstavljeno je razvijanje i provera novog nastavnog predmeta Integrativna praksa i utvrđivanje njegovog doprinosa u profesionalizaciji budućih vaspitača. Reč je o nastavnom predmetu organizovanom u trajanju od jednog semestra (VI semestar), koji u najkraćem možemo opisati kao pokušaj realizacije integrativnog procesa u nastavi kroz praktičnu obuku studenata. Istraživanje čini deo napora da se, s jedne strane, razviju savremeni strateški pristupi nastavi koji se odnose na integrativno učenje i obrazovanje studenata kao kreatora integrativnog pristupa u radu sa decom predškolskog uzrasta, kao istraživača realnih procesa učenja i stvaranja znanja kroz projekatski pristup u radu sa decom, i da se, sa druge strane, otkriju i istraže odlike obrazovanja budućih vaspitača za refleksivnu praksu i doprinese njihovom razvijanju kao budućih refleksivnih praktičara. Posebno nas je zanimalo da, na uzorku od 60 studenata, polaznika nastavnog predmeta Integrativna praksa, ispitamo koliko sadržaj ovog nastavnog predmeta i način organizovanja nastave doprinose razvoju studenata, budućih vaspitača kao refleksivnih praktičara. Rezultati istraživanja upućuju na nekoliko opštih zaključaka vezanih za implicitne teorije studenata - shvatanje deteta, vaspitača, nastavnika, učenja i podučavanja: Prvi - postoje dva različita viđenja (ispitivanih problema), dve različite slike – eksplicitna i implicitna, i njihovo „mešanje“, nadjačavanje u zavisnosti od korišćene tehnike. Naime, odgovori u upitniku govore o uverenjima koja su bliža savremenim naučnim saznanjima (usmerenost prema detetu i učenju, viđenje vaspitača/nastavnika kao partnera i saradnika, učenja kao razmene), dok su odgovori dati putem crteža bliži tradicionalnom pristupu (dete je najveća vrednost, objekat ljubavi, ali bespomoćno i zavisno od odraslih; vaspitač je uzor, prenosilac znanja, neko ko brine o deci, drugi roditelj; nastavnik je model, autoritet). Odgovori o učenju i podučavanju u visokom procentu imaju konstruktivističku orijenataciju i transakcijski model podučavanja. Analiza uverenja o učenju i podučavanju pokazala je da studenti visoko procenjuju važnost usmerenosti prema detetu i učenju, što ukazuje na odmak od njihovih uverenja o ulozi vaspitača, nastavnika,…

Advisors/Committee Members: Pešić, Mirjana, 1943-.

Subjects/Keywords: initial education of pre-school teachers; reflexive practitioner; integrated practice; integrated curriculum; project-based approach

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Marković, Tatjana K., 1. (2015). Model integrativne prakse u inicijalnom obrazovanju vaspitača. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marković, Tatjana K., 1964-. “Model integrativne prakse u inicijalnom obrazovanju vaspitača.” 2015. Thesis, Univerzitet u Beogradu. Accessed February 25, 2021. https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marković, Tatjana K., 1964-. “Model integrativne prakse u inicijalnom obrazovanju vaspitača.” 2015. Web. 25 Feb 2021.

Vancouver:

Marković, Tatjana K. 1. Model integrativne prakse u inicijalnom obrazovanju vaspitača. [Internet] [Thesis]. Univerzitet u Beogradu; 2015. [cited 2021 Feb 25]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marković, Tatjana K. 1. Model integrativne prakse u inicijalnom obrazovanju vaspitača. [Thesis]. Univerzitet u Beogradu; 2015. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:9338/bdef:Content/get

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – Chico

29. Milosevic, Rebecca D. Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English .

Degree: 2012, California State University – Chico

URL: http://hdl.handle.net/10211.4/428

► This study analyzed the Voice Onset Time (VOT) production of six early sequential Spanish-English bilinguals. In this study, the VOT values for Spanish and English… (more)

▼ This study analyzed the Voice Onset Time (VOT) production of six early sequential Spanish-English bilinguals. In this study, the VOT values for Spanish and English word-initial stops /b d g/ are compared to monolingual ranges for Spanish and English. All of the subjects had first learned Spanish at home and were not exposed to English until they were three to five years old. The subjects completed a language experience questionnaire in which they reported English as their dominant language. The amount of Spanish (L1) use was also reported. The major aim of this study was to determine whether the bilinguals produce language specific differences for the word-initial stops in their two languages. Language interaction was also considered as a possible outcome in a secondary analysis which considered the effects of two factors: language dominance and language use. x The VOT values were measured and analyzed in order to determine if subjects were able to keep their two languages separate or if language interaction was present in their productions. Statistical analysis was also performed in order to determine whether subjects were more accurate in their dominant language (English) than Spanish, as well as to see if VOT production differed significantly based on varying amounts of L1 use. In general, the results show that the subjects??? performance significantly differed in their Spanish and English VOT production for word-initial stops /b d g/. Closer examination of the individual productions revealed that language interaction was present in both languages. Language dominance was found to be an influential factor in the subjects??? VOT production, with a significantly higher percentage of accurate English productions than Spanish productions. Amount of L1 use was also found to be significant in the Low L1 use group. These subjects produced significantly different VOT values in Spanish than the subjects with moderate and high amounts of Spanish (L1) use. Implications of the findings in this study are intended to contribute to the area of early sequential bilingual phonology with a focus on Spanish and English VOT production. Moreover, this study is an exploration of the causes and effects of language interaction in bilingual VOT production. This study should provide insight into factors other than age that influence bilingual pronunciation, such as language dominance and language use. Advisors/Committee Members: Thurgood, Ela (advisor).

Subjects/Keywords: Language education; Learning interaction; Voice Onset Time production; Word initial stops; Spanish language; English language

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Milosevic, R. D. (2012). Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/428

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Milosevic, Rebecca D. “Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English .” 2012. Thesis, California State University – Chico. Accessed February 25, 2021. http://hdl.handle.net/10211.4/428.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Milosevic, Rebecca D. “Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English .” 2012. Web. 25 Feb 2021.

Vancouver:

Milosevic RD. Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10211.4/428.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Milosevic RD. Early sequential bilingual Voice Onset Time production: an acoustic study of word initial stops in Spanish and English . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/428

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Chatzopoulou, Katiphenia. Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης.

Degree: 2014, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας

URL: http://hdl.handle.net/10442/hedi/37213

►

The need for high quality teacher education is a critical issue. Contemporary changes and challenges at all levels of society and education respectively require adaptations… (more)

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The need for high quality teacher education is a critical issue. Contemporary changes and challenges at all levels of society and education respectively require adaptations in the field of initial teacher training that will harmonize with both the theoretical and professional training, in order to smoothly introduce prospective teachers in the profession. According to contemporary issues in teacher education, the most effective model to achieve this goal is the model of the reflective teacher, the teacher as a researcher. The review of the curricula of all the Greek Pedagogical Departments of Early Education shows that they have focused on developing this model, even if its application has encountered several difficulties. Therefore, it is necessary for the Pedagogical Departments to find new effective ways to approach the model of the reflective teachers through practical training. In the international literature, teacher education programs promote the model of mentor, oriented in this direction. In Greece, the role of the mentor is assigned to supervisor teachers (preschool teachers who work in the University for a specified period), who have a multidisciplinary activity which causes many difficulties. The present study was motivated by these concerns and attempted to implement an academic and professional model for the development of reflective teacher with simultaneous support from a mentor. Action research was developed on a group of female students during their practical training. In order to have comparable results, a control group was formed by students of the same semester without the support from a mentor. The results of the experimental group who participated in action research are very interesting and promising to promote the model of reflective teacher.

Η ανάγκη να διασφαλιστεί εκπαίδευση υψηλής ποιότητας στις σχολές αρχικής εκπαίδευσης εκπαιδευτικών, είναι πλέον ένας από τους βασικούς στόχους. Οι σύγχρονες αλλαγές και προκλήσεις σε όλα τα επίπεδα της κοινωνίας και της εκπαίδευση, απαιτούν αντίστοιχα από την αρχική εκπαίδευση εκπαιδευτικών προσαρμογές στη σύγχρονη πραγματικότητα, που θα εναρμονίζουν τη θεωρητική με την επαγγελματική κατάρτιση, ώστε να εισαχθεί ο υποψήφιος εκπαιδευτικός ομαλά στο μελλοντικό του επάγγελμα. Σύμφωνα με τις σύγχρονες τάσεις στην εκπαίδευση εκπαιδευτικών, το πιο αποτελεσματικό μοντέλο για την πραγματοποίηση του παραπάνω στόχου είναι αυτό του στοχαζόμενου εκπαιδευτικού (reflective teacher), ενός εκπαιδευτικού ερευνητή. Μετά από ανασκόπηση των Οδηγών Σπουδών (curricula) των ελληνικών Παιδαγωγικών Τμημάτων Προσχολικής Αγωγής και Εκπαίδευσης, παρατηρούμε ότι έχουν επικεντρωθεί στην ανάπτυξη αυτού του μοντέλο, ακόμη και αν η εφαρμογή του έχει πολλές δυσκολίες. Ως εκ τούτου, είναι αναγκαίο για τα Παιδαγωγικά Τμήματα να βρούνε νέους αποτελεσματικούς τρόπους για να προσεγγίσουν το μοντέλο του στοχαζόμενου εκπαιδευτικού μέσω της Πρακτικής Άσκησης. Στη διεθνή βιβλιογραφία, τα προγράμματα εκπαίδευσης εκπαιδευτικών προωθούν το θεσμό του μέντορα, προσανατολισμένο προς αυτή την…

Subjects/Keywords: Αρχική εκπαίδευσης εκπαιδευτών; Πρακτική άσκηση; Στοχαζόμενος εκπαιδευτικός; Initial teacher education; practical training; Reflective teacher

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❌

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Chatzopoulou, K. (2014). Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης. (Thesis). University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Retrieved from http://hdl.handle.net/10442/hedi/37213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chatzopoulou, Katiphenia. “Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης.” 2014. Thesis, University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας. Accessed February 25, 2021. http://hdl.handle.net/10442/hedi/37213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chatzopoulou, Katiphenia. “Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης.” 2014. Web. 25 Feb 2021.

Vancouver:

Chatzopoulou K. Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης. [Internet] [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2014. [cited 2021 Feb 25]. Available from: http://hdl.handle.net/10442/hedi/37213.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chatzopoulou K. Διερεύνηση των διαδικασιών μύησης των υποψηφίων εκπαιδευτικών στο στοχασμό κατά την περίοδο της πρακτικής άσκησης. [Thesis]. University of Thessaly (UTH); Πανεπιστήμιο Θεσσαλίας; 2014. Available from: http://hdl.handle.net/10442/hedi/37213

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations