Página 1 dos resultados de 25267 itens digitais encontrados em 0.017 segundos

Formação profissional e saberes docentes: um estudo com professores da educação básica; Professional education and teachers knowledge: a study with basic education teachers

Bastides, Ana Carolina
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 28/05/2012 PT
Relevância na Pesquisa
36.71%
Este trabalho teve por objetivo investigar e analisar expressões da formação de professores na constituição e mobilização de saberes docentes, e em que aspectos tal formação tem contribuído para a construção de práticas que respondam aos atuais desafios da educação básica no estado de São Paulo. Elege como referencial empírico a prática docente de professoras que cursaram o Programa Especial de Formação de Professores de 1ª a 4ª Séries do Ensino Fundamental conhecido como PEC-Municípios (2003-2004), pela sua relevância no âmbito das novas modalidades de formação de professores. A pesquisa busca compreender as influências do programa no cotidiano escolar, na prática e nos saberes docentes por meio de uma perspectiva etnográfica que se utiliza de trabalho de campo, análise documental e estudo de caso. O trabalho etnográfico envolveu observações em campo em uma escola da rede pública de ensino fundamental do município de São Paulo e a realização de estudo de caso junto a uma professora egressa do PEC-Municípios. A análise do material empírico fundamenta-se nas contribuições teóricas de autores que discutem os temas da formação de professores, processos de escolarização e saberes docentes cotidianos em uma perspectiva histórica e crítica...

Teachers for Rural Schools : Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda

Mulkeen, Aidan; Chen, Dandan
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
36.73%
Achieving universal primary education and "Education for All" (EFA) is one of the development priorities within the context of the millennium development goals. In many Sub-Saharan African countries, one of the key challenges is to provide good-quality basic education to the 10-20 percent of primary school-age children who are still out of school. Among these out-of-school children, the most difficult to reach are living in rural and remote areas. In recent years, large investments have greatly improved school infrastructure and access, but finding effective ways of supplying teachers to schools in rural and remote areas remains a key policy concern. To examine the issues related to providing teachers for rural schools, five countries-Lesotho, Malawi, Mozambique, Tanzania, and Uganda-prepared national case studies and, along with representatives from Zambia, came together for a workshop on "policy, planning, and management of rural primary school teachers" in Lesotho in May 2005. Building on the national reports...

Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa

Mulkeen, Aidan; Chapman, David W.; DeJaeghere, Joan G.; Leu, Elizabeth
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
36.73%
This working paper is based on country case studies of Ethiopia, Ghana, Guinea, Madagascar, Tanzania, and Uganda, and an extensive literature review. In many parts of Africa, the demand for secondary teachers substantially exceeds the supply, due to factors such as secondary teacher attrition, bottlenecks in the teacher preparation system, and perceived unattractive conditions of service. Few countries have strong policies, strategies, and programs for recruiting able secondary school graduates to secondary teaching. The paper suggests several critical and promising areas for improvement in the quality of secondary teachers through new approaches to recruitment; pre-service and in-service teacher development; and improvements in the deployment, utilization, compensation, and conditions of service for teachers.

Teachers in Anglophone Africa : Issues in Teacher Supply, Training, and Management

Mulkeen, Aidan
Fonte: Washington, DC: World Bank Publicador: Washington, DC: World Bank
EN_US
Relevância na Pesquisa
36.73%
Based on case studies of education systems and practices in eight English-speaking African countries, the publication closely examines issues of teacher supply, deployment, management and finance. The book suggests that these issues are closely interrelated. Low numbers of qualified teaching graduates may result in teacher shortages; these shortages may make it difficult to deploy teachers effectively. Problems with teacher deployment may result in inefficient utilization of the teachers available, and those teachers effectiveness may be further reduced by weak teacher management and support systems. The book identifies policies and practices that are working on the ground, noting their potential pitfalls and pointing out that policies designed to address one problem may make another problem worse. Teachers in Anglophone Africa offers a useful synthesis of the issues and draws together a series of promising practices, which can serve as positive suggestions for countries seeking to improve their teacher policies.

Serbia Teachers : SABER Country Report 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
36.69%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students. However, it is not yet clear exactly which teacher policies can raise teacher effectiveness thus, devising effective policies to improve teaching quality remains a challenge. A new tool, Systems Approach for Better Education Results (SABER)-teachers, fills this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education across a range of different education systems. In this report, we discuss the findings from the application of SABER-teachers in Serbia. The goal is to enable policymakers to learn about how other countries address the same policy challenges related to teacher management and thus how to make well-informed policy choices that will lead to improved learning outcomes.

Nigeria : Ekiti Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
EN_US
Relevância na Pesquisa
36.71%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. There is increasing interest across the globe to attract, retain, develop and motivate great teachers. While the World Bank has ample experience in supporting teacher policy reforms in developing countries, until recently there was no systematic effort to offer data and analysis that can provide policy guidance on teacher policies. The focus of the initiative is the design of teacher policies as opposed to their implementation on the ground. A number of complementary activities will be looking at implementation in a sample of countries as this will involve a different methodological approach and will require more financial and human resources.

Berufsbezogene Ängste bei Lehrerinnen und Lehrern : Eine explorative Studie mit Lehrerinnen und Lehrern an Berufsschulen und Gymnasien im Kreis Tübingen; Occupationally-based anxieties of teachers - an explorative study with teachers on vocational and high schools in the district of Tübingen (Germany)

Obidzinski, Piotr
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
DE_DE
Relevância na Pesquisa
36.74%
In der vorliegenden Studie mit explorativem Charakter wurden in einer einmaligen Totalerhebung am Beispiel der Lehrerinnen und Lehrer an Berufsschulen und Gymnasien im Kreis Tübingen im Schuljahr 2004/2005 die Verbreitung der einzelnen Formen der berufsbezogenen Lehrerangst und die möglichen Zusammenhänge zwischen der Häufigkeit des Auftretens und der Intensität des Empfindens der einzelnen Angstformen mit weiteren Variablen wie Alter, Geschlecht, Schultyp, Region, Schulgröße, etc. erfasst und untersucht. Bei der schriftlichen Befragung wurde der leicht veränderte, standardisierte Fragebogen zur Erfassung der berufsbezogenen Ängste bei Lehrern eingesetzt, der von Grossmann & Winkel (1977) und Winkel (1980) konzipiert wurde und neun Formen der berufsbezogenen Angst umfasst (Versagens-, Herrschafts-, Straf-, Personen-, Konflikt-, Trennungs-, Existenz-, Unbewusste und Neurotische Angst), welche anhand einer vierstufigen Skala bezüglich der Häufigkeit des Auftretens und der Intensität des Empfindens erhoben wurden. Die umfangreiche und repräsentative Stichprobe der vorliegenden Studie (insgesamt 499 Lehrerinnen und Lehrer; Chi^2=.03, p>.05) erlaubt vielfältige und differenzierte Aussagen, die über die befragten Lehrerinnen und Lehrer an Berufsschulen und Gymnasien im Kreis Tübingen Geltung für die gesamte Lehrerschaft der Region Tübingen beanspruchen dürfen. Anhand der Prozentanteile der Lehrerinnen und Lehrer...

Kazakhstan Teachers; SABER Country Report 2013

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
ENGLISH; EN_US
Relevância na Pesquisa
36.73%
A new tool, systems approach for better education results (SABER) teachers, aims to help fill the gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. SABER teacher's collects data on 10 core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. To offer informed policy guidance SABER teachers analyzes the information collected to assess the extent to which the teacher policies of an education system are aligned with those policies that research evidence to date has shown to have a positive effect on student achievement. SABER teachers analyzes the teacher policy data collected to assess each education system's progress in achieving eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. By classifying countries according to their performance on each of the eight teacher policy goals...

Contract Teachers

Goyal, Sangeeta; Pandey, Priyanka
Fonte: World Bank, Washington, DC Publicador: World Bank, Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.69%
In this paper authors use non-experimental data from government schools in Uttar Pradesh and Madhya Pradesh, two of the largest Indian states, to present average school outcomes by contract status of teachers. The authors find that after controlling for teacher characteristics and school fixed effects, contract teachers are associated with higher effort than civil service teachers with permanent tenures. Higher teacher effort is associated with better student performance after controlling for other school inputs and student characteristics. Given that salaries earned by contract teachers are one fourth or less of civil service teachers, contract teachers may be a more cost-effective resource. However, contracts 'as they are' appear weak. Not only do contract teachers have fairly low average effort in absolute terms, but those who have been on the job for at least one full tenure have lower effort than others who are in the first contract period.

Jordan : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.7%
Jordan is a lower-middle-income country with a growing secondary school-aged population and a young, principally female teaching force based in urban areas. This eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.

Yemen : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.72%
Yemen is a low-income country with a young and growing secondary education population; female students exhibit lower enrollment rates, and the teaching force is largely male, especially in leadership positions. In 2008, Yemen spent 5.2 percent of Gross Domestic Product (GDP) on public education. In the early years of the decade (2001), Yemen was devoting 9.6 percent of GDP for public education provision. In 2008, Yemen spent 16 percent of total government expenditure on education. Yemen's education system consists of basic education from grades 1 to 9 (ages 6-14/15) and secondary education from grades 10 to 12 (ages 14/15-18). Over the past 5 years, noteworthy reforms in basic education have included the abolition of school fees, improvements in annual work planning, contracting of female teachers in remote parts of the country, tying of teacher posts to the school rather than to the individual, reductions in teacher absenteeism, and capacity-building at all levels of education service delivery. The majority of teachers is in the 30-to 39-year-old age bracket and is male...

Lebanon : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.72%
In 2009, Lebanon spent 1.8 percent of Gross domestic product (GDP) on public education. In the same year, as a percentage of total government expenditure, Lebanon spent 7.2 percent on education. An important challenge for Lebanon is that its best-trained people migrate abroad or have to face low rates of return to schooling domestically. Lebanon is experiencing an over-supply of teachers, which provides an opportunity to be more selective and raise the bar for entering teachers. While some neighboring countries only screen teacher candidates based on test scores in the secondary school leaving examination (West Bank & Gaza, Jordan, and Yemen), applicants for teacher education programs in Lebanon are admitted based on two criteria: (i) test scores in the secondary school leaving examination, and (ii) performance in the compulsory entrance examination for teacher education programs. While there are some mechanisms in place to hold teachers accountable, their enforceability is limited. Teachers are offered few financial incentives or opportunities for public recognition to reward strong performance. There is no probationary period prior to awarding open-ended status. While the first years of teaching are among the best available predictors of a teacher's performance later on in their career...

Djibouti : Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.71%
An explicit policy to attract teachers to hard-to-staff schools through wider incentives could help ensure that all schools are staffed with qualified staff. Using teachers years of experience and position in the profession as criteria for determining teacher transfers may be leading to inequitable effects, exacerbating hard-to-staff schools' recruitment problems. Djibouti's current definition of professional development, although still being determined, is restricted to traditional forms of professional development such as courses and seminars with less focus on applied activities on improving classroom instruction that are most likely to lead to greater teacher effectiveness. In high-performing education systems, professional development not only includes activities such as education conferences and seminars but also other types of professional development which have been shown can impact teacher performance, such as teacher networks or mentoring programs.

Nigeria : Bauchi Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.72%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.

Nigeria : Anambra Teachers

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.72%
Research suggests that teacher quality is the main school-based predictor of student achievement and that several consecutive years of outstanding teaching can offset the learning deficits of disadvantaged students (Hanushek and Rivkin, 2006; Nye et al, 2004; Park and Hannum, 2001; Rivkin et al, 2005; Rockoff, 2004; Sanders, 1998; Sanders and Rivers 1996; and Vignoles et al, 2000). However, it is not yet clear exactly which teacher policies can raise teacher effectiveness (Goldhaber, 2002 and Rivkin et al, 2005). Thus, devising effective policies to improve teaching quality remains a challenge. The eight policy goals includes the following headings: setting clear expectations for teachers; attracting the best into teaching; preparing teachers with useful training and experience; matching teachers' skills with students' needs; leading teachers with strong principals; monitoring teaching and learning; supporting teachers to improve instruction; and motivating teachers to perform.

Mali Teachers : SABER Country Report 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.72%
In 2012, Mali joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Mozambique participated in a formal exercise to benchmark this system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. SABER-teachers are a component of the SABER program that focuses specifically on benchmarking teacher policies and systems. The goal of SABER-teachers is to attract, retain, develop, and motivate great teachers. Teachers system tends to be comprised of seven main types of activities, each of which serves a different purpose and addresses different information needs. These three main types are: teacher expectations...

Serbia Teachers : SABER Country Report 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.7%
In 2012, Serbia joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Mozambique participated in a formal exercise to benchmark this system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. SABER-teachers are a component of the SABER program that focuses specifically on benchmarking teacher policies and systems. The goal of SABER-teachers is to attract, retain, develop, and motivate great teachers. Teachers system tends to be comprised of seven main types of activities, each of which serves a different purpose and addresses different information needs. These three main types are: teacher expectations...

Guyana Teachers : SABER Country Report 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.7%
In 2012, Guyana joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Mozambique participated in a formal exercise to benchmark this system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. SABER-teachers are a component of the SABER program that focuses specifically on benchmarking teacher policies and systems. The goal of SABER-teachers is to attract, retain, develop, and motivate great teachers. Teachers system tends to be comprised of seven main types of activities, each of which serves a different purpose and addresses different information needs. These three main types are: teacher expectations...

Macedonia Teachers : SABER Country Report 2013

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research :: Working Paper; Publications & Research
ENGLISH; EN_US
Relevância na Pesquisa
36.71%
In 2013, Macedonia joined the Russia Education Aid for Development (READ) trust fund program, the goal of which is to help countries improve their capacity to design, carry out, analyze, and use assessments for improved student learning. As part of the READ trust fund program, and in order to gain a better understanding of the strengths and weaknesses of its existing assessment system, Mozambique participated in a formal exercise to benchmark this system under The World Bank's Systems Approach for Better Education Results (SABER) program. SABER is an evidence-based program to help countries systematically examine and strengthen the performance of different aspects of their education systems. SABER-teachers are a component of the SABER program that focuses specifically on benchmarking teacher policies and systems. The goal of SABER-teachers is to attract, retain, develop, and motivate great teachers. Teachers system tends to be comprised of seven main types of activities, each of which serves a different purpose and addresses different information needs. These three main types are: teacher expectations...

Benin : Teachers 2012

World Bank
Fonte: Washington, DC Publicador: Washington, DC
Tipo: Publications & Research; Publications & Research :: Working Paper
ENGLISH; EN_US
Relevância na Pesquisa
36.73%
Achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. SABER - teachers' collects data on ten core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. SABER - teachers analyzes the teacher policy data collected to assess each education system's progress in achieving eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. By classifying countries according to their performance on each of the eight teacher policy goals...