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Avaliação da aprendizagem em curso a distância; Learning evalution in distance education

Soffner, Rosemary
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 12/04/2010 PT
Relevância na Pesquisa
65.77%
Esta tese estuda as concepções de avaliação da aprendizagem em cursos a distância, pois tendo em vista a crescente oferta de cursos nesta modalidade de ensino, a partir do desenvolvimento das tecnologias de informação e comunicação, acreditamos ser o tema relevante para que cursos a distância possam, de fato, contribuir, para que superemos, enquanto nação, a desigualdade de acesso à educação. Consideramos como aporte teórico os princípios da avaliação formativa, uma vez que um de seus principais objetivos é oferecer informações para que professor e aluno possam repensar e fazer os ajustes necessários nos processos de ensino e aprendizagem. O estudo feito sobre a História da Educação a Distância e os meios de comunicação utilizados nesta modalidade de ensino objetivou compreender o status que ocupa nos dias de hoje, para então entender as prováveis concepções que norteiam a legislação vigente sobre o tema. Também analisamos três documentos de instituições de ensino superior que oferecem cursos a distância, buscando identificar a concepção de avaliação da aprendizagem. Como contribuição, podemos destacar dois pontos: a análise de instrumentos de avaliação da aprendizagem que podem ser utilizados em cursos a distância e um conjunto de princípios que podem gerar inúmeras práticas pedagógicas que favoreçam a construção do conhecimento e a aprendizagem. As críticas apontadas à legislação vigente objetivam criar espaços para debates produtivos que possam contribuir para a elaboração de um projeto nacional de educação.; This thesis studies conceptions of the learning valuation whenever long distance education courses are applied...

Learning roadmaps for Higher Education

Oliveira, Miguel; Serrano, J. Artur; Duarte, A. Manuel de Oliveira
Fonte: International Conference on Engineering and Education 2007 Publicador: International Conference on Engineering and Education 2007
Tipo: Conferência ou Objeto de Conferência
POR
Relevância na Pesquisa
75.76%
An integrated platform for the support of teaching activities as been developed and deployed at the Aveiro Norte Polytechnic School of the University of Aveiro. In this paper we present an approach to Learning Roadmaps for Higher Education based on this platform. The aprend.e platform – Electronic Integrated System for Learning and Training - has at its core a Learning Management System with a number of plugins. It represents a new challenge for the University of Aveiro for higher education and is already being at its core is the concept of learning roadmaps that act upon two fundamental axes: education and learning. For the teachers, it aims at becoming a self-supporting tool that stimulates the organization and management of the course materials (lectures, presentations, multimedia content, and evaluation materials, amongst others). For the students, the learning roadmap aims at promoting self-study and supervised study, endowing the pupil with the capabilities to find the relevant information and to capture the concepts in the study materials. The outcome will be a stimulating learning process together with an organized management of those materials.

Learning roadmap studio : new approaches and strategies for efficient learning and training processes

Oliveira, Miguel; Serrano, José Artur Ferreira da Silva e Vale
Fonte: P.A.U. Education Publicador: P.A.U. Education
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.76%
Learning systems have emerged in a set of different information systems, oriented for different kinds of organizations and institutions, such as learning management systems, knowledge management systems and learning content management systems, which can be integrated or merged with others. From past experience, it has been denoted that strategies and pedagogical processes are tasks that can be created, enriched and boosted by actors who participate in learning and training processes: course managers, teachers and students. The challenge posed to the different actors involved also accelerates the changes that have been happening in education and training, empowering a society based on knowledge. Initiatives such as eLearning (EU Comission 2000), eLearningEurope, eTwinning and Education Observatories are an evidence of this challenge. Platforms, applications, tools and systems must respond to challenges that those actors face nowadays: heterogeneous target audiences, in terms of student profiles, number of participants, differentiated contents and schedules to achieve knowledge, outcomes and competences. Thus, a prototype application, named Learning Roadmap Studio (LRMS), has been developed and deployed at Aveiro Norte Polytechnic School of the University of Aveiro...

Employability and the Bologna Process

Saraiva, Margarida; Nogueiro, Teresa
Fonte: International Association of Technology, Education and Development (IATED) Publicador: International Association of Technology, Education and Development (IATED)
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.66%
After the implementation of the Bologna Process in Portuguese higher education institutions, it’s necessary to start looking at some of its first consequences. The Bologna Process is now an integral part of the lexicon of reference of the whole European higher education. Although knowledge continues to be transmitted by the traditional way, Bologna covers qualifying new perspectives, generate changes of emphasis, including the Teaching for Learning and Education Training. Competitiveness, employment, labor market, etc. are concepts which are gradually internalized by the higher education institutions. In Portugal, with the adequacy of the various courses to the Paradigm of Bologna, the higher education institutions do not intend to offer students a mere system of training / education but different learning approaches and a set of skills that allow an easier insertion on the labor market. The enormous competitive advantages are the improved intellectual and cultural skills, associated to the capacity building initiative, adaptability, flexibility and communication. It is essential to reorient the provision of academic qualifications, focusing on courses tailored to the needs of the economy and society. That goal will be achieved if the connection between higher education institutions and the business world is strong. In this sense...

O discurso construtivista como norteador da qualidade do processo de ensino e aprendizagem; The constructivism discourse as the guideline on quality of the learning and teaching process.

Santos, Ana Maria dos
Fonte: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL Publicador: Universidade Federal de Alagoas; BR; Educação brasileira; Programa de Pós-Graduação em Educação; UFAL
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
65.66%
The current paper analyzes the constructivist discourse as the guideline on quality of the learning and teaching process. We start from the acknowledgement that constructivism has not arisen in educational view as a secondary element, but as central factor in educational policies implemented in the 1990s. The constructivist ideary is seen as impregnated with a negative perspective of teaching work, once it is shown as a novelty in education by resuming the principles of Escola Nova , which focuses learning and teaching process on the learner and the teacher is a mere mediator in this process. The theoretical and methodological foundation of this investigation is the Discourse Analysis of French trend, whose core concepts are the ideology and discourse. In this viewpoint, discourse is seen as process, as movement of meanings, which dialogues with other discourses. The linguistic materiality of our corpus is constituted by some discursive sequences taken from printed material devised for continuous formation of teachers in Brazil PROFA and Pró-Letramento through partnership between the Ministry of Education and town halls. From our analysis, we conclude that the official discourse insists on establishing a close relation between the constructivist practice and the quality education...

Helping each other to learn – a process evaluation of peer assisted learning

Glynn, Liam G.; MacFarlane, Anne; Kelly, Maureen; Cantillon, Peter; Murphy, Andrew W
Fonte: BioMed Central Publicador: BioMed Central
Tipo: info:eu-repo/semantics/article; all_ul_research; ul_published_reviewed
ENG
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65.63%
peer-reviewed; Background: The benefits of Peer Assisted Learning (PAL) are well established with positive effects on examination scores, student satisfaction and personal and professional development reported. PAL is increasingly utilised as a resource within medical education where the restrictions on resources have forced teachers to look at creating new educational environments which can be delivered at a lower cost. This study sought to evaluate the processes at work as the emphasis of PAL research to date has largely been on the consideration of student outcomes. Methods: Fifth-year medical undergraduates, who had completed their communication skills modular training and attended a preparatory workshop, facilitated a role-play session for their second-year colleagues within an Early Patient Contact programme. Semi-structured interviews and focus groups were used to collect data at different time points in order to establish the views of peer learners and tutors towards this new method of teaching. The data was analysed according to the principles framework analysis using N-vivo software. Themes were shared and debated with the multidisciplinary team of authors and a concordance of views on common themes was reached after discussion and debate. Results: Analysis of the data resulted in the emergence of three thematic categories: Learning Environment...

Indigenous education: experiential learning and learning through country

Fogarty, William; Schwab, Robert G.
Fonte: ANU, Centre for Aboriginal Economic Policy Research (CAEPR); http://caepr.anu.edu.au/ Publicador: ANU, Centre for Aboriginal Economic Policy Research (CAEPR); http://caepr.anu.edu.au/
Tipo: Working/Technical Paper; Working/Technical Paper Formato: 24 pages
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In Indigenous policy circles there is an increasingly desperate desire to lift the educational and employment outcomes of remote Indigenous students, relative to their non-Indigenous peers in the rest of Australia. A lack of engagement with education and a scarcity of jobs underpin this policy anxiety. This paper queries some current policy approaches to these issues and seeks to provide a practical and grounded perspective to education programs in remote Indigenous Australia. We question and challenge the weight current policy agendas are ascribing to literacy and numeracy attainment through direct and classroom based instruction. Alternatively, we seek to reinvigorate the notion that quality education can comprise other modes of learning and include community based educational approaches. As an example we outline the importance of Indigenous land and sea management (ILSM) as a development and employment activity for Indigenous people living in remote regions of Australia, and show how remote education programs are connecting to ILSM to provide local ‘Learning through Country’ solutions. From research conducted in a diversity of remote Aboriginal education and employment contexts, we find that there is a commonality of issues confronting attempts to link education with work and development activity. We finish by giving voice to some of these issues and offer insights relevant for educators and policy makers.

El aprendizaje de la lectoescritura: la coordinación entre educación infantil y educación primaria; Reading and writing learning: childhood education and primary education coordination

García Giráldez, Cristina
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
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65.64%
RESUMEN: En el presente trabajo se relaciona la comprensión lectora y la escritura eficaz y los factores que intervienen en ambos aprendizajes. El texto aborda el estudio de dos etapas educativas, Ed. Infantil y Ed. Primaria, lo aplicamos al tercer curso del segundo ciclo de Infantil y el primer curso del primer ciclo de Primaria. Nos hemos centrado en la coordinación del proceso de enseñanza-aprendizaje de la lectura y escritura en esos cursos. Para ello se presenta una introducción a diferentes métodos de lectura y escritura comparándolos entre sí para comprender mejor la realidad del aula. Además, presentamos para las etapas educativas mencionadas, técnicas de enseñanza que los docentes pueden llevar a cabo con los alumnos, complementándose esta información con una propuesta de diferentes recursos y actividades.; ABSTRACT: The object of the current study is both the connection between the reading comprehension and the efficient writing and the factors involved in both learnings. This text is focused on the study of two educational levels, Childhood Education and Primary Education, focused on the last year of Childhood Ed. and the first year of Primary Ed., and the coordination between both of them in this learning and teaching reading and writing process. We present an introduction to some reading and writing methods comparing them in order to better understand the classroom reality. Besides...

The potential for the constructive use of a virtual learning environment in a post leaving certificate college in Ireland : a case study

Briggs, Colette Kirsten
Fonte: University of Limerick, Department of Education and Professional Studies Publicador: University of Limerick, Department of Education and Professional Studies
Tipo: Master thesis (Taught); all_ul_research; ul_theses_dissertations; none
ENG
Relevância na Pesquisa
65.67%
non-peer-reviewed; The use of a Virtual Learning Environment (VLE) is becoming an increasingly important facility within education in Ireland. The research topic was chosen to reflect and highlight the technological changes happening in the delivery of educational courses where students learning expectations are often influenced by the range of social networking opportunities available. A Post Leaving Certificate (PLC) college in Ireland was chosen and research carried out in order to investigate, analyse and address the potential for the constructive use of a VLE in terms of the opportunities and constraints that directly apply to its current use in Ireland. Existing peer reviewed research was analysed in relation to the communication and pedagogical opportunities offered, through the use of the VLE, in relation to the potential applicable to learning and teaching in a PLC college. Facilities for carrying out course management activities, using the VLE, were also investigated in order to encourage and facilitate online course administration as a means of encouraging teachers to actively use the VLE to streamline existing practice. The case study model enabled a holistic approach and data was collected by combining quantitative and qualitative research methods. A primary objective entailed researching current practice in terms of VLE usage both nationally and internationally in order to inform and to make recommendations which could aid the enhancement of learning and teaching using the VLE as a platform for change in PLC colleges. Findings indicated that although the facilities inherent and the pedagogies implicit in the current use of the VLE were being used successfully by a core group of teachers and students there was the potential to recognize and enhance usage across the board. Recommendations based on research and observations seek to enhance the educational potential for constructive use of the VLE across PLC colleges in Ireland.

The Advancing Science by Enhancing Learning in the Laboratory (ASELL) Project: The first Australian multidisciplinary workshop

Yeung, A.; Pyke, S.; Sharma, M.; Barrie, S.; Buntine, M.; Burke Da Silva, K.; Kable, S.; Lim, K.
Fonte: Institute for Innovation in Science and Mathematics Education Publicador: Institute for Innovation in Science and Mathematics Education
Tipo: Artigo de Revista Científica
Publicado em //2011 EN
Relevância na Pesquisa
65.63%
Most science educators and researchers will agree that the laboratory experience ranks as a major factor that influences students’ attitudes to their science courses. Consequently, good laboratory programs should play a major role in influencing student learning and performance. The laboratory program can be pivotal in defining a student's experience in the sciences, and if done poorly, can be a major contributing factor in causing disengagement from the subject area. The challenge remains to provide students with laboratory activities that are relevant, engaging and offer effective learning opportunities. The Advancing Science by Enhancing Learning in the Laboratory (ASELL) project has developed over the last 10 years with the aim of improving the quality of learning in undergraduate laboratories, providing a validated means of evaluating the laboratory experience of students and effective professional development for academic staff. After successful development in chemistry and trials using the developed principles in physics and biology, the project has now expanded to include those disciplines. This paper will discuss the activities of ASELL and provide a report about the first ASELL science workshop held at the University of Adelaide in April 2010...

Visual word learning in good and poor readers

Wilkinson, Judith E.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.62%
Forty students from regular, grade five classes were divided into two groups of twenty, a good reader group and a' poor reader group, on the basis. of their reading scores on Canadian Achievement Tests. .The subjects took. part in four experimental conditions iM which they .learned lists of pronounceable and unprono~nceable pseudowords, some with semantic referents, and responded to questions designed tci test visual perceptu~l learning and lexical ·and semantic association learning. It' was hypothesized "that the good reade~ group would be able to make use of graphemic and phonemic redundancy patterns in order to improv~·visuSl perceptual learning and lexical and semantic association lea~ningto a greater extent. than would .the poor reader gr6up. The data supported this hypothesis, and also indicated that, although the poor readers were less adept at using familiar sound and letter patterns, they were more dependent on· such pa~terns as an aid to visual recognition memory and semantic recall than were the good readers. It wa.s postulated that poor readers are in a double- ~ . bind situatio~ of having to choose between using weak graphemic-semantic associations or gr~pheme-phoneme associations which are also weak and which have hindered them in developing automaticity in. reading.

Cooperative learning and elaborative interrogation: effects on children's learning

Kahl, Barbara L.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.7%
This experimental study examined the effects of cooperative learning and a question-answering strategy called elaborative interrogation ("Why is this fact true?") on the learning of factual information about familiar animals. Retention gains were compared across four study conditions: elaborative-interrogation-plus-cooperative learning, cooperative-learning, elaborative-interrogation, and reading-control. Sixth-grade students (n=68) were randomly assigned to the four conditions. All participants were given initial training and practice in cooperative learning procedures via three 45-minute sessions. After studying 36 facts about six animals, students' retention gains were measured via immediate free recall, immediate matched association, 30-day, and GO-day matched association tests. A priori comparisons were made to analyze the data. For immediate free recall and immediate matched association, significant differences were found between students in the three experimental conditions versus those in the control condition. Elaborative-interrogation and elaborativeinterrogation- plus-cooperative-learning also promoted longterm retention (measured via 30-day matched association) of the material relative to repetitive reading with elaborative-interrogation promoting the most durable gains (measured via GO-day matched association). The relationship between the types of elaborative responses and probability of subsequent retention was also examined. Even when students were unable to provide adequate answers to the why questions...

Instructor support for self-directed learning in higher education

Wilcox, Susan M. P.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
65.75%
This study addressed the problem of instructor support for self-directed learning, specifically, learner-directed program planning, within a classroom setting in higher education. A combination of survey, interview, document analysis, and observation was used to assess and evaluate the attitudes and practices of a sample of full-time faculty at an Ontario university. Eighty-seven percent of the study sample reported instructional beliefs, values, and expectations that were not supportive of self-directed learning, especially in terms of student participation in program planning. Planning was seen as the responsibility of the instructor. Instructors were least open to student participation in the planning of the evaluation of learning. However, there was considerable stated support for other of the basic principles of adult education. The remaining 13% of the study sample reported instructional beliefs, values, and expectations that were fully supportive of self-directed learning. Instructional practices were analyzed in relation to the instructors' stated beliefs. Although practices reflected, in many instances, instructors' statements of support, there were some significant discrepancies between apparent support for the concept of self-directed learning and actual classroom practice. Both beliefs and practice were compared to a research model of self-directed learning. Most instructors did not have a concept of self-directed learning as comprehensive as that described in the research model. Instructor support for self-directed learning was profoundly influenced by the university setting. It was concluded that more strenuous attempts to research...

The first shared online curriculum resources for veterinary undergraduate learning and teaching in animal welfare and ethics in Australia and New Zealand

Johnson, J.; Collins, T.; Degeling, C.; Fawcett, A.; Fisher, A.D.; Freire, R.; Hazel, S.J.; Hood, J.; Lloyd, J.; Phillips, C.J.C.; Stafford, K.; Tzioumis, V.; McGreevy, P.D.
Fonte: MDPI Publicador: MDPI
Tipo: Artigo de Revista Científica
Publicado em //2015 EN
Relevância na Pesquisa
65.62%
The need for undergraduate teaching of Animal Welfare and Ethics (AWE) in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called 'Human Continuum' discussion platform; and a negotiated curriculum.; Jane Johnson...

An empirical study of student attitudes toward group learning experience

Karim, Khondkar; Rutledge, Robert; Titard, Pierre
Fonte: The Journal of Applied Management and Entrepreneurship Publicador: The Journal of Applied Management and Entrepreneurship
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
65.67%
This study examines business students' attitudes and beliefs about the non-performance benefits of cooperative learning used to address changes in business education (Accounting Education Change Commission, 1990). In doing so, this paper seeks to fill the gap between learning outcomes and the students' perceived value of this learning experience (cottell & Millis, 1992; 1993; Peek, Peek, & Horras, 1994; Peek Winking, & Peek, 1995; Fellers, 1996; Hite. 1996). The remainder of this paper presents a discussion of the background and application of cooperative learning, and describes the research methodology used. The analysis of data and empirical results are presented, followed by a summary and concluding remarks, as well as some limitations of the study.

Theorising the benefits of new technology for youth: controversies of learning and development

Livingstone, Sonia
Fonte: London School of Economics and Political Science Research Publicador: London School of Economics and Political Science Research
Tipo: Conference or Workshop Item; NonPeerReviewed Formato: application/pdf
Publicado em //2008 EN; EN
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65.63%
This report covers the content of the first seminar in the series, funded by the ESRC and entitled ‘The educational and social impact of new technologies on young people in Britain’. The seminar series was conceived as a multi-disciplinary initiative, bringing together academics, policy makers and practitioners from many different backgrounds, in order to consider the ways in which new technologies were affecting young people, and in particular to look at ways in which new technologies were having a positive effect on the lives of adolescents in our society. It will consider the benefits of new technologies for young people, exploring the ways in which society can ensure that information and communication technologies (ICT) contribute to positive educational outcomes and examining how an multi-disciplinary framework could assist in developing a new understanding of this important topic. This, the first seminar in the series, had three main goals. First, we wanted to consider ages and stages, and to think through whether, and if so, how the particular concerns of adolescence mesh with the opportunities afforded by new technologies. Secondly we were interested in technological determinism, and wanted to have an opportunity of looking at questions relating to constructivism and determinism in the context of youth today. Finally we wanted to look at formal and informal education and ask...

A research base for teaching in primary school: A coherent scholarly focus on the object of learning

Osman,Ruksana; Booth,Shirley
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2014 EN
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65.76%
This paper makes a case for a new impetus in creating a coherent research basis for childhood education and teacher education in South Africa. We are proposing a three-level - teacher educators, student teachers and practising teachers - research-led approach that integrates teacher education, schooling and early learning. The aim of the approach is to enhance the quality of learning in primary schools through systematic focus on the object of learning, whether in terms of teaching in school or educating entrants to the teaching profession at the university, or teacher educators inquiring into their practice. There are two thrusts involved: on the one hand bringing the focus of teachers, teaching students and teacher educators coherently onto the object of learning and thereby bringing it to the attention of their respective learners, and on the other hand invoking the principles of the Scholarship of Teaching and Learning (SoTL) movement, thereby enabling its sustainability. We illustrate our case with two examples from the literature that show clearly how learning in school can be enhanced when teachers are actively studying what and how their learners are learning in connection with their teaching and where the work is disseminated in a scholarly manner.

The role of working memory in childhood education: Five questions and answers

Cockcroft,Kate
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 EN
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65.64%
Working memory is the mental ability to temporarily store and manipulate Information. Its functioning is distinct from the vast storage capacity of long-term memory and is crucial for optimal learning and development. There is considerable research on several theoretical aspects of working memory. Far less research has explored the application of such theory in order to understand how children perform in educational settings and to support and improve their academic performance. In this paper, five key aspects regarding working memory are considered and their implications for early childhood development, learning and education are discussed. These aspects include the role of the different components of working memory in early childhood learning, ways in which working memory is assessed in children, how verbal and visual working memory develop, how working memory difficulties manifest in children, and ways in which working memory can be improved.

Music education in the Grade R classroom: How three teachers learned in a participatory action inquiry

Cloete,Erna; Delport,Aletta
Fonte: South African Journal of Childhood Education Publicador: South African Journal of Childhood Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2015 EN
Relevância na Pesquisa
65.66%
The contribution of music education to the holistic development of the young learner is uncontested. However, in South Africa, the vast majority of Reception Year (Grade R) teachers do not have the required competences to teach music in ways that optimally enhance the holistic growth of their learners, as this aspect has been largely neglected during their pre-service and in-service training. In this paper, we report on a year-long intervention aimed at enabling three Grade R non-music specialist teachers at one urban township school in the Eastern Cape to create music-based learning opportunities for their learners. We employed a participatory action learning and action research (PALAR) approach to the inquiry, which combines research with development. Our findings indicate that after a series of collaborative interactions, the participants started to explore and tap into their own musical competences. They revisited notions of the self as (ill-)equipped, (un)confident, (in)competent and (in)dependent music teachers, and began to assume autonomy and agency with regard to effective music education in the Grade R classroom. We consequently argue that under-qualified in-service teachers can be enabled to improve their practice through research interventions that stimulate maximum participant involvement...

Challenges to preschool teachers in learner's acquisition of English as Language of Learning and Teaching

Plessis,Sandra du; Louw,Brenda
Fonte: South African Journal of Education Publicador: South African Journal of Education
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2008 EN
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75.5%
Multilingualism in classrooms is currently prompting debate and has significantly impacted on schooling in South Africa over the last decade. At present South African educators face the challenge of coping with and finding solutions to culturally and linguistically diverse urban school contexts which did not exist before. In many South African communities young learners, without any prior knowledge of English, are enrolled in English preschools. Preschool teachers have the demanding task of preparing these multilingual preschoolers for formal schooling in English, and, in addition, are pressurised by parents or caregivers who expect their children to be fluent in English by the time they enter primary school. A group of preschool teachers in a specific urban, multilingual preschool context expressed concern about multilingual preschool learners' academic performances and their future, and requested advice and support from speech-language therapists. To investigate this need, an exploratory, descriptive, contextual research design, incorporating the quantitative perspective, was selected to describe the specific educational context of multilingual preschools in the Pretoria central business district (CBD) and the Sunnyside area. Results indicated that the participants perceived certain personal challenges while supporting the preschool learners acquiring English as Language of Learning and Teaching (ELoLT). These participants expressed a need for knowledge and support.