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Avaliação do processo de ensino e aprendizagem em matemática: contribuições da teoria histórico-cultural.; Evaluation of the teaching and learning process in mathematics: contributions from the historical-cultural theory.

Moraes, Silvia Pereira Gonzaga de
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 01/07/2008 PT
Relevância na Pesquisa
36.52%
O objetivo desta pesquisa consiste em investigar o significado da avaliação em matemática na perspectiva histórico-cultural, focalizando a teoria da atividade. Para o desenvolvimento dessa investigação, foi formado o grupo colaborativo da Oficina Pedagógica de Matemática de Ribeirão Preto (OPM/RP), constituído por professoras da Educação Infantil e séries iniciais do Ensino Fundamental, as quais foram sujeitos da pesquisa. A função principal do grupo colaborativo foi proporcionar uma formação orientada às professoras sobre o ensino de matemática na perspectiva histórico-cultural, com o intuito de levantar dados sobre o processo de apropriação dos conhecimentos matemáticos pelas docentes. O processo formativo, pautado nos pressupostos da Atividade Orientadora de Ensino, privilegiou a apresentação de situações-problema, cujas soluções possibilitaram a elaboração de conhecimentos, referentes não apenas aos conteúdos matemáticos, mas, também, à prática docente: ensinar, aprender e avaliar em matemática. Na análise dos dados, utilizamos o conceito de isolado (CARAÇA, 1989, MOURA, 2000) como princípio teórico-metodológico para a compreensão do fenômeno em desenvolvimento. Os dados foram organizados em três isolados aprendizagem docente...

Aprender a ensinar: a construção da profissionalidade docente nas atividades de estágio em Geografia; Learning to teach: building professionality teaching through Geography teaching apprenticeship activities.

Pimentel, Carla Silvia
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 29/03/2010 PT
Relevância na Pesquisa
36.51%
A presente tese analisa as aprendizagens profissionais desenvolvidas em período de estágio curricular, em que os alunos do curso de Licenciatura em Geografia da Universidade Estadual de Ponta Grossa (UEPG), Paraná, acompanharam o trabalho de professores de escolas de educação básica (Ensino Fundamental II). O conceito que fundamenta nossas análises é o de profissionalidade docente, por considerarmos que nele está o centro das proposições do estágio; assim, buscamos identificar quais elementos e dimensões da profissionalidade permeiam as ações na etapa do estágio. O foco da pesquisa está em identificar as aprendizagens que os alunos da licenciatura desenvolvem durante o estágio e, com base nesses elementos, reconhecer o papel do professor de Geografia da educação básica na formação inicial desses alunos. Buscamos fundamentar a tese de que o professor da educação básica, que atua como supervisor de estágio, é um formador de professores, na medida em que transmite saberes profissionais constituídos em decorrência de experiências individuais e coletivas, em contextos sociais, institucionais e técnico-pedagógicos, consolidados no exercício profissional. Esses saberes possibilitam aos alunos-estagiários a reflexividade da ação docente e das práticas escolares...

Marcas indeléveis da docência no ensino superior: representações relativas a docência no ensino superior de pós-graduandos de instituições federais de ensino superior; Indelible marks of teaching in Superior Education. Relative representations about teaching in Superior Education of post-graduating of Federal Institutions of Superior Education

Campos, Vanessa Therezinha Bueno
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 16/04/2010 PT
Relevância na Pesquisa
36.52%
Esse estudo objetivou apreender, a partir das representações de pós-graduandos de instituições federais de ensino superior brasileiro, das diversas áreas de conhecimento e de regiões geográficas, o sentido e significados atribuídos por eles à docência no ensino superior. Os dados coletados através do uso de dois instrumentos: questionário e entrevistas foram analisados com subsídios da teoria das representações proposto por Lefebvre (1983). Foram enviados 3.081 questionários a pós-graduandos através de e-mails, sendo que deste total retornaram 980 respondidos. As entrevistas foram realizadas on line com o uso dos programas Msn e/ou Skipe. O grupo entrevistado foi composto por 40 pós-graduandos, sendo dois mestrandos e dois doutorandos das diversas áreas do conhecimento (com e sem experiência docente no ensino superior) de cada região geográfica do Brasil. O referencial teórico e metodológico selecionado para a condução da pesquisa e análise dos dados pautou-se na teoria das representações e no método genealógico propostos por Lefebvre (1983). A partir da análise dos dados obtidos foi possível desvendar as condições por meio das quais as representações sobre docência no ensino superior se formam...

A aprendizagem da docência na prática de ensino e no estágio: contribuições da teoria da atividade; Learning teaching skills within teaching practice and internship: contributions from Activity Theory

Ribeiro, Flavia Dias
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 26/08/2011 PT
Relevância na Pesquisa
36.53%
O presente estudo objetivou investigar a apropriação de elementos constitutivos de um modo geral de organização do ensino por futuros professores de Matemática nas disciplinas de Prática de Ensino e Estágio, com o intuito de explicitar indicadores de um movimento formativo na direção da práxis docente e, por conseguinte, identificar elementos norteadores para a organização do ensino pelos formadores de professores. Com referência na Teoria Histórico-Cultural e na Teoria da Atividade, em particular, tomou-se como pressuposto que colocar o sujeito em atividade deve ser condição para a organização do ensino. Nessa perspectiva, discutiu-se o modo como os estudantes se apropriam de um modo geral de organização do ensino, ao desenvolverem o pensamento teórico sobre a docência, por meio da reflexão, análise e planificação das ações. O percurso metodológico da pesquisa, com aporte no método histórico-dialético, desenvolveu-se em uma pesquisa de campo com estudantes de um curso de licenciatura em Matemática, nas disciplinas Metodologia do Ensino de Matemática e Prática de Docência em Matemática I e II. Os dados foram coletados por meio de registros de observação, de áudio e escritos. As observações possibilitaram a organização de um diário comentado...

O ser professor em obras literárias autorreferenciadas e em filmes: dimensões profissionais e emocionais do trabalho docente; Being a teacher in self-referential literature and films: professional and emotional dimensions of teaching

Calles, Diva Cleide
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 11/05/2012 PT
Relevância na Pesquisa
36.51%
Neste trabalho, são analisadas obras literárias autorreferenciadas que lidam com a figura do professor nas diversas identidades que ele possa assumir e representar no ensino em diferentes instituições escolares, tendo por fontes: Blackboard jungle, de Evan Hunter; Sale Prof!, de Nicolas Revol; Entre les murs, de François Bégadeau; Teacher man, de Frank McCourt; e os filmes: Entre les murs (Entre os muros da escola); e Blackboard jungle (Sementes da violência). Escritas e protagonizadas por professores, e representando situações escolares que se passam desde a segunda metade do século XX e o início do século XXI, tais obras são examinadas como textos culturais, com sentidos e representações culturais e sociais sobre a docência, atendendo aos seguintes objetivos: (1) examinar a constituição do ser professor e as representações sobre a docência nestas obras e a partir delas; (2) entrever multíplices discursos e representações socialmente circulantes sobre a docência; (3) discutir questões alusivas às obras literárias e cinematográficas a partir de elementos comuns ao universo escolar, concernentes ao ser professor e ao exercício da docência. Pela universalidade da profissão docente, mesmo em sistemas de ensino distintos...

Implicações do uso de Material Didático Virtual Livre em contexto formal de ensino-aprendizagem de italiano como LE/L2: a perspectiva dos problemas de ensino; Implications of the use of Free Virtual Educational Materials in the context of formal teaching and learning Italian FL/SL: the perspective of the Problems of Teaching

Souza, Rômulo Francisco de
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 28/08/2014 PT
Relevância na Pesquisa
36.51%
Nossa pesquisa teve como objetivo explorar as implicações relativas à utilização de material didático de natureza virtual livre em contexto formal de ensino-aprendizagem de italiano LE/L2. As implicações foram tratadas em forma de Problemas de Ensino e o termo utilização foi desdobrado em dois aspectos: utilização em sala de aula presencial e produção. Orientou-nos a hipótese de que o uso de materiais didáticos de natureza virtual livre, em contexto formal de ensino-aprendizagem de língua italiana como LE/L2, deflagra uma série de implicações observáveis e específicas as quais podem ser definidas em termos de Problemas de Ensino (ORTALE, 2010) , dada a sua natureza peculiar, ou seja, livre. A fim de alcançar nossos objetivos, lançamos mão de uma metodologia qualitativa de viés construtivista e interpretativista. Os Problemas de Ensino foram identificados por meio da análise de Relatos de Problemas de Ensino (ORTALE, 2010). Balizaram nossas análises a metodologia de formação de professores, alicerçada na ideia de Aprendizagem Baseada em Problemas (ABP), explicitada em Ortale (2010), e as técnicas e procedimentos de desenvolvimento de teoria fundamentada, conforme Strauss e Corbin (2008). Os Problemas de Ensino relativos à utilização foram investigados em duas disciplinas de língua italiana ofertadas em nível de graduação junto à Faculdade de Letras de uma universidade pública do estado de São Paulo. Os Problemas de Ensino relativos à produção foram pesquisados nos contextos de duas edições de um curso de formação de professores de língua italiana em serviço e em pré-serviço que ministramos no âmbito de duas universidades públicas brasileiras - uma no estado de Santa Catarina e outra no estado de São Paulo. Encontramos um total de 11 (onze) Problemas de Ensino - 7 (sete) relacionados ao aspecto da produção de Material Didático Virtual Livre e 4 (quatro) relacionados ao aspecto da utilização. Notamos...

A valorização do magistério público municipal da Região Metropolitana de Campinas na vigência do FUNDEF (1998-2006); The valorization of the public municipal teaching of Campinas Metropolitan Region under the validity of FUNDEF (1998-2006)

Roque Lucio
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 21/02/2013 PT
Relevância na Pesquisa
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Na História da Educação Brasileira a valorização do magistério apresenta-se como tema recorrente nas duas últimas décadas do século XX, assim como, na primeira década do século XXI. A Lei de Diretrizes de Bases da Educação Nacional, Lei 9.394/96, em seu artigo 67 determina que os sistemas de ensino devam prover a valorização dos profissionais da educação, assegurando-lhes, inclusive nos termos dos estatutos e dos planos de carreira do magistério público: I - ingresso exclusivamente por concurso público de provas e títulos; [...] e III - piso salarial profissional, entre outras formas de valorização. Um dos objetivos do Fundo de Manutenção e Desenvolvimento do Ensino Fundamental e de Valorização do Magistério (FUNDEF) foi o de garantir a valorização do magistério, assim essa pesquisa buscou responder a questão: quais os reflexos provocados pelo FUNDEF na valorização do magistério público municipal? O objetivo deste trabalho foi analisar os reflexos da utilização dos recursos financeiros do FUNDEF na valorização do magistério público municipal, no período de janeiro de 1998 a dezembro de 2006, nos municípios de Americana, Campinas, Engenheiro Coelho, Holambra, Hortolândia e Valinhos, todos da Região Metropolitana de Campinas - SP (RMC). Adotamos a abordagem da pesquisa qualitativa...

Designing effective experiences for preservice inclusion teachers for co-teaching : an action research study

Hildenbrand, Susan M. ; Mock, Martha
Fonte: University of Rochester. Publicador: University of Rochester.
Tipo: Tese de Doutorado Formato: Number of Pages:viii, 179 leaves
ENG
Relevância na Pesquisa
36.53%
Thesis (Ed. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2009.; The passage of current educational legislation such as the Individuals with Disabilities Education Act (IDEA) and the more recent No Child Left Behind (NCLB) Act has increased the desire for greater inclusion of students with disabilities in regular classrooms. Serving the need of all students in inclusive classrooms presents great challenges to educators. Related literature suggests that one way to overcome this inclusion challenge involves having two teachers (a general educator and a special educator) co-teach in inclusive classrooms; however, research also suggests that many teachers do not feel prepared to co-teach effectively. More specifically, the literature reveals that preservice teachers rarely practice co-teaching as part of their student teaching experience - something that is arguably an important component of teacher preparation. Employing action research as a methodology, this study was completed to explore how to best include a co-teaching student teaching placement experience in an inclusion elementary teacher preparation program, in order to better prepare inclusion pre-service teachers for co-teaching. The project included an intervention that provided both a solo and co-teaching student teaching placement for each of the eight participants. Another part of this project involved designing sections of the accompanying student teaching seminar in order to specifically address issues related to co-teaching. Data from these experiences were collected and analyzed to learn more about the benefits and limitations of these interventions. The following research questions guided this study: 1. What are the needs and concerns of student teachers as they co-teach in an inclusive placement? 2. What strategies help student teachers be more successful and comfortable in an inclusive...

Doc??ncia em Artes Visuais: continuidades e descontinuidades na (re) constru????o da trajet??ria profissional.; Teaching Visual Arts: continuities and discontinuities in the (re) construction of the professional career.

BIASOL, Carmen L??cia Abadie
Fonte: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
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The present research discusses the problematic of the teaching career in Visual Arts based on the study of professional life cycle, that is, the vital cycle through which the teachers face. Thus, it aimed at investigating the continuities and discontinuities in the (re) construction of teachers professional careers in Visual Arts, defending the idea that significant aspects of both personal and professional life and the teaching moment lived by the teachers interfere both in the construction of this career as well as in a better understanding of the role of the teacher and, consequently, his / her teaching performance. In the field of Visual Arts teaching, this thesis equally reconstructs the history of institutions responsible for the teaching of Arts in our country, focusing more specifically the present situation of the Instituto de Artes e Design (Arts and Design Institute) from the Federal University of Pelotas (UFPel), which was opened back in 1949. The thesis is based in different researches about biographical data, including the ones which concern the different teacher s career phases (centered in the years of professional experience), and the life cycles, indicating the personal dimension as fundamental in the process by which the teachers build their careers and make their work dynamic...

Multigrade Teaching in Sub-Saharan Africa : Lessons from Uganda, Senegal, and The Gambia

Mulkeen, Aidan G.; Higgins, Cathal
Fonte: World Bank Publicador: World Bank
Relevância na Pesquisa
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Multigrade teaching is an increasingly important policy option for African countries as they seek to provide schooling for out-of-school children in areas of low population density. In multigrade teaching, a teacher works with students from two or more grade levels at the same time, in a single classroom. This study examines the challenges of implementing and supporting multigrade teaching through case studies of multigrade schooling in Uganda, Senegal, and The Gambia. These three countries offered different perspectives. In Uganda the schools observed mainly used one teacher to teach two grades, and had benefitted from a pilot project that had provided specialist training for teachers and additional learning materials. In Senegal, there were different models of multigrade schooling, including some experimental one-teacher schools. In The Gambia, multigrade teaching was being used largely by default, as shortages of teachers left some schools with more classes than teachers. From these three very varied cases...

Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

Laurence, C.; Black, L.; Cheah, C.; Karnon, J.
Fonte: BioMed Central Ltd. Publicador: BioMed Central Ltd.
Tipo: Artigo de Revista Científica
Publicado em //2011 EN
Relevância na Pesquisa
36.56%
Background: In Australia, training for general practice (GP) occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods: Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study’s Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners...

Establishing a New System of Training Teaching Assistants in Japan: An Attempt in Hiroshima University

Diwa, Johanna; Kitagawa, Takeshi; Maruyama, Yasushi; Ohashi, Takahiro; Shiozu, Hideki; Suwa, Kayo; Ueno, Tetsu; Yagi, Hidefumi
Fonte: International Society for the Scholarship of Teaching and Learning Publicador: International Society for the Scholarship of Teaching and Learning
Tipo: Conferência ou Objeto de Conferência
EN_US
Relevância na Pesquisa
46.44%
Teaching assistantships were introduced to Japanese universities in 1992. It was suggested teaching assistantships be used for educating graduate students to be good university faculty, with proficiency in teaching as well as excellence in research. However, teaching assistants have received less responsibility and less payment. This presentation will explain the current situation concerning teaching assistantships in Japan and show our attempt to establish a systematic training course of teaching assistants that fits the Japanese background.

TEACHING AS CARING RELATIONS: A CASE STUDY OF AN EXEMPLARY SECONDARY SPECIAL EDUCATION TEACHER

Washburn, Sandra Joy
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN
Relevância na Pesquisa
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Thesis (Ph.D.) - Indiana University, School of Education, 2004; ABSTRACT Sandra Joy Washburn TEACHING AS CARING RELATIONS: A CASE STUDY OF AN EXEMPLARY SECONDARY SPECIAL EDUCATION TEACHER This interpretive case study examines the teaching practices and thoughts of a secondary special educator considered by many (teachers, administrators, students, university faculty, pre-service teachers) to be an exemplary teacher. During two years, the researcher spent an average of two days per week observing the public high school teacher, his students, and co-teaching partners in several general education math classes that included students with disabilities. During the second year of the study, the researcher also observed and worked with the teacher and his students in a Resource Class. The data included field notes, taped interviews, student course evaluations, teaching materials, and other artifacts. The original research questions focused on instructional practices, co-teaching, student perceptions, teacher caring and relationships, and the development of community. The researcher systematically categorized multiple data types and sources to arrive at her categories and conclusions. The study's findings show that caring teaching and pedagogical mastery are interdependent and that students perceive teacher competence at promoting students' academic engagement and success as demonstrable proof of caring teaching. The study also determines that this exemplary teacher perceived his role to extend beyond the teaching of subject matter content...

Teaching capacity in general practice: results from a survey of practices and supervisors in South Australia

Laurence, C.; Black, L.
Fonte: Australasian Med Publ Co Ltd Publicador: Australasian Med Publ Co Ltd
Tipo: Artigo de Revista Científica
Publicado em //2009 EN
Relevância na Pesquisa
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OBJECTIVE: To ascertain the teaching load of general practices, the capacity for expansion of general practice-based teaching and the support required to achieve this. DESIGN, SETTING AND PARTICIPANTS: Questionnaire-based survey of general practitioners and practices who were teaching medical students, junior doctors or GP registrars in partnership with the Adelaide to Outback GP Training Program or the Discipline of General Practice at the University of Adelaide in South Australia in 2007. MAIN OUTCOME MEASURES: Current teaching load of general practices; GPs' reasons for teaching; capacity of practices to increase teaching loads; and support required to realise practices' full teaching capacity. RESULTS: In 2007, the 76 practices involved in the survey taught, in total, 326 medical students, 39 junior doctors and 84 GP registrars. Exposing students and doctors to general practice was cited most often by the 194 GP respondents as the reason for teaching. Few practices rated the support payments for teaching as adequate or fairly adequate. A number of practices were able to increase their teaching load within their current levels, with most being able to teach more medical students (39% of practices) or registrars (42% of practices). All practices able to increase their teaching load stated that their capacity to expand was conditional on extra resources...

Inside Indonesia's Mathematics Classrooms : A TIMSS Video Study of Teaching Practices and Student Achievement

World Bank
Fonte: World Bank Publicador: World Bank
Tipo: Economic & Sector Work :: Other Education Study
ENGLISH
Relevância na Pesquisa
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The following report is the first of a two-stage video study to examine teaching practices and activities in Indonesian classrooms. The first stage is linked to results of the 2007 Trends in International Mathematics and Science Study (TIMSS) where 100 of the 150 classes that participated in the TIMSS examination also participated in this additional video study component. The second stage will also involve 100 classes that will participate in the 2011 exam. The second phase will follow the same methodology, allowing for comparison across years, but will also involve more in-depth analysis of the links between teaching practices and student outcomes and how teaching practices are influenced by teachers' belief systems and subject content knowledge. Indonesia has been a committed participant in the TIMSS, Program for International Student Assessment (PISA) and the Progress in International Reading Literacy Study (PIRLS) international standardized student examinations for many years and is one of the few non-OECD (Organization for Economic Cooperation and Development) countries to participate so fully. Indonesian student performance in these examinations has been relatively low...

A purpose-built model for the effective teaching of trigonometry: a transformationc of the van Hiele model

Walsh, Richard
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
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peer-reviewed; There is widespread acknowledgement that students in second and third level education have diffculty with trigonometry. This is not only the case domestically in Ireland, but also internationally. Evidence exists that trigonometry is not being taught well at second-level. The fact that many teachers have not studied mathematics to degree level is contributing to this issue. Therefore, students are unprepared in trigonometry upon entering third-level education and fall further behind in their undergraduate mathematical studies. In addition, the teaching and learning of trigonometry is an under-researched issue worldwide. The purpose of this research was to examine ways of improving the teaching of trigonometry, and to develop a purpose-built model of how to teach it effectively. The author developed a purpose-built model for the effective teaching of trigonometry in two stages. He first extended the van Hiele model of geometric thought to the specific branch of trigonometry, leading to a learning model for trigonometry. The second stage was to elaborate on this learning model to make it applicable to teaching trigonometry. A systematic teaching structure for trigonometry was developed with the use of APOS theory and genetic decomposition. Essentially...

An investigation into the teaching and learning of applications of mathematics in senior-cycle schools in Ireland

Carroll, Brian
Fonte: University of Limerick Publicador: University of Limerick
Tipo: info:eu-repo/semantics/doctoralThesis; all_ul_research; ul_published_reviewed; ul_theses_dissertations
ENG
Relevância na Pesquisa
46.42%
peer-reviewed; Current practises in Irish mathematics classrooms generally fail to make the necessary connections between mathematics and its place in real-life, as documents from the NCCA and the Chief Examiners Report have shown (NCCA, 2005; State Examinations Commission, 2005). This study focuses on the problem of improving the teaching and learning of mathematics, particularly upper secondary level in Ireland, by making a provision for the e ective teaching of applications. The author anticipated the national focus on the use of applications in mathematics education with the inception of ‘Project Maths’. APOS theory was adapted for use in this study and the resultant approach has been field tested in a small scale intervention in Irish Senior-Cycle schools. APOS Theory is a purpose built theory for mathematics teaching which was developed by Dubinsky (1996) and his colleagues in the Research for Undergraduate Mathematics Education Community (RUMEC) for the purpose of mathematics education at third level. The author harnessed the three-stage approach employed by APOS Theory (Exploratory, Implementation and Reflective Phase) to develop, pilot, implement and evaluate the subsequent teaching intervention. Bajpai’s Integrated Approach (1975) and the Harvard Calculus Approach (1991) influence the research design in that they offer a perspective on introducing mathematical concepts through multiple approaches (numerical...

The association of faculty's teaching philosophy and teaching behaviour, and critical thinking and self- direction in learning

Kreber, Carolin.
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
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The intent in this study was to investigate in what ways teachers· beliefs about education and teaching are expressed in the specific teaching behaviours they employ, and whether teaching behaviours, as perceived by their students, are correlated with students· critical thinking and self-directed learning. To this end the relationships studied were: among faCUlty members· philosophy of teaching, locus of control orientation, psychological type, and observed teaching behaviour; and among students· psychological type, perceptions of teaching behaviour, self-directed learning readiness, and critical thinking. The overall purpose of the study was to investigate whether the implicit goals of higher education, critical thinking and self-direction, were actually accounted for in the university classroom. The research was set within the context of path-goal theory, adapted from the leadership literature. Within this framework, Mezirow·s work on transformative learning, including the influences of Habermas· writings, was integrated to develop a theoretical perspective upon which to base the research methodology. Both qualitative and quantitative methodologies were incorporated. Four faCUlty and a total of 142 students participated in the study. Philosophy of teaching was described through faCUlty interviews and completion of a repertory grid. Faculty completed a descriptive locus of control scale...

A rubric for scoring teaching philosophy statements

O'Loughlin, Valerie Dean; Braun, Mark; Subino Sullivan, Carol; Kearns, Katherine D.
Fonte: Journal on Excellence in College Teaching Publicador: Journal on Excellence in College Teaching
Tipo: Artigo de Revista Científica
EN_US
Relevância na Pesquisa
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This is Appendix B, which is available only online and is not included in the print version of the Kearns et al. (2010) article.; The authors created a valid and reliable teaching statement scoring rubric to investigate and document the progression of graduate student instructors as scholarly teachers. Using the rubric, they detected significant positive changes between students’ draft and final teaching statements, particularly in criteria related to describing teaching methods and student assessment methods and in explaining those methods with respect to learning goals. However, student writing about teaching assessment methods remained unchanged. Unlike self-assessment writing tools, this rubric can be useful for faculty mentors and instructional consultants who wish to quantify the scholarly progression of writers and modify mentoring practice accordingly.

Ensino-aprendizagem: uma interação entre dois processos comportamentais; Teaching and learning: an interaction between two behavioural processes

Kubo, Olga Mitsue; Botomé, Sílvio Paulo
Fonte: UFPR Publicador: UFPR
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; avaliado por pares; Formato: application/pdf
Publicado em 09/12/2005 POR
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The learning-teaching process is a name that is given to a complex system of behavioural interactions between teachers and pupils. Apart from just “teaching” and “learning”, as if these were processes independent of human activities, there are also behavioural processes that are referred to as “teaching” and “learning”. They are processes comprised of behaviours that are complex and difficult to perceive, principally due to their being comprised of multiple interacting components. The very behaviours themselves are subject to perception and scientific definition based on the identification of their components and the interactions they establish between themselves and which are given the names of “teaching” and “learning”. The interdependence of the two concepts is fundamental in order to understand what happens under each of these names. The perception and understanding of them is crucial for the development of any learning, education or teaching activity. How can these components be identified? How can the relationships between them be characterised? How can the “teaching-learning” process be seen? This article presents an examination of this process...