Formação de professores e atividades práticas de astronomia no 1º CEB

Os estudos sobre astronomia e educação em astronomia com professores em serviço são escassos e o seu aumento significativo, nos últimos anos, denota a importância desta área na literacia científica dos cidadãos. Há uma necessidade de divulgar esse conhecimento para superar algumas dificuldades, tais como, a prevalência de conceções alternativas e a falta de implementação de atividades práticas no 1º Ciclo do Ensino Básico. Neste contexto, foi implementado um estudo quasi-experimental com professores e alunos dos 3º e 4º anos de escolaridade de escolas da costa norte de Portugal, que integrou aplicação de questionários diagnósticos em mais de um momento, e uma ação de formação sobre astronomia, para professores. A intenção era verificar se as conceções em relação à astronomia, de professores e alunos, estavam em conformidade com as descritas na literatura, e se a ação de formação, com base em atividades práticas, concebidas com materiais acessíveis e adequadas para colocar em prática com os alunos, foi resposta para melhorar os seus conhecimentos científicos e a prática docente. A análise dos dados a partir do pré-teste revelou conceções alternativas de acordo com a literatura. Os resultados verificados no pós-teste, administrado um ano mais tarde, para o grupo experimental de professores, e comparados com os do grupo de controlo, mostraram que a totalidade dos elementos do grupo experimental evidenciaram uma melhoria significativa no conhecimento científico e uma mudança concetual, devido ao desenvolvimento profissional implementado. Também se verificou que a realização de atividades práticas, através de metodologia de investigação, permitiu que os alunos pudessem compreender como funciona a ciência, o que se traduziu em progresso ao nível das aprendizagens e atitudes. A prática efetiva de atividades hands-on e minds-on parece ser uma maneira apropriada para construir e reforçar o conhecimento científico nesta área, acerca de fenómenos não observáveis. Advoga-se, assim, a importância da formação de professores ao longo da carreira docente como forma de atualizar o processo de ensino e aprendizagem, tendo em vista uma escola capaz de preparar os alunos para uma sociedade cada vez mais exigente e influenciada pela constante mudança no conhecimento proporcionado pelo desenvolvimento científico e tecnológico.

Reform, Standards and Teacher Identity: Challenges of Sustaining Commitment

Teacher commitment has been found to be a critical predictor of teachers’ work performance, absenteeism, retention, burnout and turnover, as well as having an important influence on students’ motivation, achievement, attitudes towards learning and being at school (Firestone (1996). Educational Administration Quarterly, 32(2), 209–235; Graham (1996). Journal of Physical Education, Recreation and Dance, 67(1), 45–47; Louis (1998). School Effectiveness and School Improvement, 9(1), 1–27; Tsui & Cheng (1999). Educational Research and Evaluation, 5(3), 249–268). It is also a necessary ingredient to the successful implementation, adaptation or resistance reform agendas. Surprisingly, however, the relationship between teachers’ motivation, efficacy, job satisfaction and commitment, and between commitment and the quality of their work has not been the subject of extensive research. Some literature presents commitment as a feature of being and behaving as a professional (Helsby, Knight, McCulloch, Saunders, & Warburton (1997). A report to participants on the professional cultures of Teachers Research Project, Lancaster University, January). Others suggest that it fluctuates according to personal, institutional and policy contexts (Louis (1998). School Effectiveness and School Improvement, 9(1), 1–27) and identify different dimensions of commitment which interact and fluctuate (Tyree (1996). Journal of Educational Research, 89(5), 295–304). Others claim that teachers’ commitment tends to decrease progressively over the course of the teaching career (Fraser, Draper, & Taylor (1998). Evaluation and Research in Education, 12 (2), 61–71; Huberman (1993). The lives of teachers. London: Cassell). In this research, experienced teachers in England and Australia were interviewed about their understandings of commitment. The data suggest that commitment may be better understood as a nested phenomena at the centre of which is a set of core, relatively permanent values based upon personal beliefs, images of self, role and identity which are subject to challenge by change which is socio-politically constructed.

Satisfação profissional e bem-estar subjetivo dos professores em pré-reforma

Dissertação de Mestrado, Psicologia da Educação, especialidade em Contextos Educativos, 4 de Março de 2016, Universidade dos Açores.

Perspetivas dos professores do ensino básico e secundário face ao desempenho da profissão: perplexidades e desafios

Dissertação apresentada à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ciências da Educação, especialidade Supervisão em Educação

Colin Duquemin fonds, 1935, 1968-2001, n.d.

Colin Duquemin was born in 1932 in Guernsey, British Channel Islands, and came to Canada as a young adult. He attended McMaster University (B.A.), the University of Toronto (B.Ed.), the State University of New York at Buffalo (M.A.) and the University of London, London, England (M.Sc.). He began his career as a tea taster and tea buyer in Colombo, Ceylon (Sri Lanka), but later became a teacher. He spent most of his teaching career as a manager of the St. Johns Outdoor Studies Centre, north of Fonthill, Ontario, developing environmentally related programmes for elementary and secondary school students. He was also active in many local organizations, serving as Associate Director of the St. Catharines Grape and Wine Festival Board, Chairman of the St. Catharines Historical Museum Board, President of the Niagara Military Institute and President of the Canadian Canal Society. In addition to the numerous curriculum materials he authored, Colin wrote the Driver’s Guide Series, highlighting the many points of interest in the Niagara region, including the Welland Canal, battlefields of the War of 1812, and the Niagara Parkway. He also wrote A Guide to the Grand River Canal (1980) with Daniel Glenney, The Fur Trade in Rupert’s Land: Opening up the Canadian Northwest (1992), Stick to the Guns! A short history of the 10th field battery, Royal Regiment of Canadian Artillery (1996), Niagara Rebels: the Niagara Frontier Incidents in the Upper Canada Rebellion, 1837-1838 ( 2001), and edited and contributed to A Lodge of Friendship: the History of Niagara Lodge, No. 2, A.F. & A.M, Niagara-on-the-Lake, Ontario, Canada, 1792-1992 (1991). He died in December 2012.

Émiliano Renaud (1875-1932) : premier pianiste-virtuose du Québec : interprète-pédagogue-compositeur

La version intégrale de ce mémoire est disponible uniquement pour consultation individuelle à la Bibliothèque de musique de l'Université de Montréal (http://www.bib.umontreal.ca/MU).

Why do you write? Creative writing and the reflective teacher

Whether we write creatively or academically (or both) it takes time to understand the reasons why we ‘want’ to write, and the more we write the more we fully begin to appreciate why we write and why we have to write in the first place. From the age of nine, I kept a diary and now, 31 years later, I’m still writing down thoughts, opinions, feelings and aspirations. Nearly every day, I actively participate in recording my reflections. These reflections are part of an academic writing ritual that fuels research ideas and potential narratives associated with reflective teaching practices. I have discovered that the daily practice of imagining and writing compared to academic research and writing has more similarities than differences. Other creative writers who operate in higher education as learning and teaching academics have also taken note of ‘the similarity between the processes of writing fiction, and writing learning texts, not the contrasts’ (McVey, 2008, p. 290, emphasis). More specifically, I have come to realise that strengthening one’s use of the imagination via self-confessional writing exercises is a central ingredient in order to fulfill a well-rounded learning and teaching career.

Context matters: SETE mapping of teacher education in diverse contexts

The Studying the Effectiveness of Teacher Education (SETE) project (2010- ) investigates, as a priority, how well equipped teacher education graduates are to meet the requirements of diverse school settings. This paper outlines notions of diversity as reflected in large-scale longitudinal data sets including quantitative teacher and principal surveys (n=5,000+), national audit of teacher education programs (n=500+), and analysis of data from intensive case studies which track 170 graduate teachers through the first three years of their teaching career.

Longitudinal Teacher Education Workforce Study [LTEWS] final report. November 2013

The Longitudinal Teacher Education Workforce Study (LTEWS) investigated the career progression of graduate teachers from teacher education into teaching employment in all states and territories across Australia in 2012 and the first half of 2013, and tracked their perceptions, over time, of the relevance and effectiveness of their teacher education programs. Specifically, it investigated: The career progression of the 2011 teacher education graduates from teacher education into, andpossible exit from, teaching employment, including their utilisation into teaching, their retention and attrition in teaching in their early years, and their geographic and schools sector mobility; and, The views of teacher education graduates over time on the relevance and effectiveness of their teacher education for their teaching employment, including the relationship between their views of their teacher education and their early career teaching career.LTEWS was conducted concurrently with the Studying the Effectiveness of Teacher Education (SETE) project, which is a three-year project investigating these issues in Queensland and Victoria. SETE is funded by the Australian Research Council, the Victorian Department of Education and Early Childhood Development (DEECD), the Queensland Department of Education, Training and Employment (QDETE), the Victorian Institute of Teaching (VIT), and the Queensland College of Teachers (QCT). LTEWS focused on data collection in states and territories other than Queensland and Victoria. The findings from the SETE study were incorporated with the LTEWS findings to provide a national data set.

Ofício, Estresse e Resiliência: desafios do Professor Universitário.

The objective of this study was to investigate the elements that contribute to the state of stress which often affects those who embrace the university teaching career, and also to learn whatever strategies professors use to cope with stressing situations in order to develop resilience and a sound exercise of their profession. To the very nature of university teaching belong a variety of attributions, demands and challenges which, together, may contribute to the development of stress. The epistemological principles which guided this research were those of Complex Thinking, which facilitate a deeper comprehension of the human and social phenomena as viewed through the lens of complexity principles: the dialogical principle, the organizational recursivity principle and the hologramatical principle. Fully acknowledging the many difficulties brought about by any attempt that would try to explain human phenomena based only on one theoretical reference, we have elected multi-referentiality as the support for this study, thus being able to dialogue with a variety of authors about the same phenomenon. This was a qualitative research in which questionnaires and interviews were used as instruments for the empirical work. The data has been articulated into categories and subcategories, allowing for a thematic analysis. Participants of the study were seventeen professors from two different colleges in the city of Natal, state of Rio Grande do Norte. Bad working conditions, demands from the institution, student s lack of commitment, long working hours, low salaries, lack of incentives to university teachers, uncertainty concerning timetable and difficulties in proper time administration are the variables that contribute to the stress of professors. Although this is a problem that affects the group as a whole, strategies to cope with it are individually sought and vary from trying to find different leisure options, opening one s heart to colleagues or relatives, individual planning, prayer, rational facing of the situation, to simply giving in to exhaustion. The study has proposed institutional as well as personal actions that may foster a development among professors which takes into account a resilience development in a collective perspective. Also, it shows some articulations that are already under way so that professors may be attended to.

O memorial autobiográfico: uma tradição acadêmica do ensino superior no Brasil

The thesis has as object of study the autobiographical memmorials. The general objective is to describe the history of the memmorial as an academic tradition of higher education in Brazil. Considered a hybrid genre, memmorials are known for focusing on life stories from a scientific perspective. The investigation revolves around three intertwined branches: History of Education, educational practices and language usages, which allow us to conduct a dialogue with multiple theoretical-methodological references with a view to supporting our analyses. The corpus used for the analysis was made up of 40 autobiographical memmorials, distributed as follows: 16 academic memmorials, dated from 1935 to 1970; 07 academic memmorials, dated from 1980 to 2007; and 17 formation memmorials, dated from 1995 to 2000. In this corpus, we also included official documents, which relate to legislation contained in edicts, resolutions, ordinances, regulations, which we used with a view to: 1) getting to know and understanding the big picture of higher education regulation in Brazil and the aspects related to the higher education teaching career; 2) investigating the text of memmorials in the light of the injunctive discourse characteristic of the edicts and resolutions in which they were based. The analysis of the memmorial supported by the legislation which regulates it allowed us to reconstitute the image of the professor throughout 80 years in the Brazilian public university. For this purpose, the study was conducted in the theoretical-methodological perspective of the (auto)biographical research in Education and of the sociolinguistic studies on discourse genres and discursive traditions. The investigations reveal the memmorial as an academic genre in which the professor's academic-professional history and the history of the higher education teaching career in Brazil intertwine. Anchored in the Bakhtinian perspective on discourse genres, according to which the memmorials evolve and become more complex as their contexts of usage also evolve and become more complex themselves, the results of our analyses allowed us to correlate genre changes to the sociohistorical context and to its usage as an educational practice in the university, in the decades under study. Therefore, the analyses showed that these self-writings: go from latent subjectivity to pure objectivity from the 1930s to 1960s; they show total annulment of the subject from the 1960s to the 1970s; they reappear in the 1980s, having Professor Magda Soares' memmorial as perspective; they expand and diversify from the 1990s onwards, taking on a formative role and a perspective of future as well. So far as language usages are concerned, we investigated the relationship of the subject with the language, especifically the manifestation of alterity on the discursive tissue of the memmorials. In this branch, the analyses pointed to the influence of the authoritative discourse on the formation of the professor and of the injunction and reinventing discourses on the authorship process. Therefore, the autobiographical memmorial reveals itself as a specific expression of the Brazilian academy's cultural sphere and allows us to confirm the hypothesis that each memorial tackles a singular-plural situation, by presenting a dialectical articulation between private and public, according to the institutional structures, in which and with which the professor has already formed him/herself and with which he/she dialogues

O trabalho do gestor escolar: intensificação e implicações administrativas e pedagógicas na gestão da escola

Analyze the work of the school manager who now faces the changes experienced in school management for the last two decades. We propose that there have been changes in school management that have generated a larger number of activities to be developed by managers, causing both the intensification of work and a greater involvement of professionals in the financial-administrative dimension of their work in opposition to the political and pedagogical dimension. This study has a historic-critic approach. That is why we performed semi-structured interviews with school managers of the city schools in Natal RN, BR as a methodological procedure. We also analyzed the literature as well as the documentation relevant to this subject. From the study it was possible to conclude that changes in the field of school management and also teaching have led to an intensification of work of school managers and that such changes have not been followed by corresponding improvement in working conditions and teaching career of these professionals. They, as a rule, are considered by controlling agencies and by the school community as the primarily responsible for the school condition and for creating actions or projects that may improve the institutional objectives and results, including even the maintenance of the institution. Moreover, the growing number of administrative activities represents for obvious reasons extra work for these managers, who, when trying to cope with the growing bureaucratic situations, end up misplacing other political and educational aspects of school work, which may undermine the final purpose of school itself. We stress that we must broaden the discussions on the functions of the school manager, so that this worker can actualize a pedagogical project more committed to an emancipatory nature, despite all the challenge in keeping the school running in often-precarious conditions

A Nova Lei de Diretrizes e Bases e a formação de professores para a educação básica

Este artigo mostra os dispositivos legais inclusos na Nova Lei de Diretrizes e Bases da Educação Nacional (LDB), visando identificar, compreender e avaliar a intencionalidade de suas propostas para a adoção de posturas pertinentes. Contém observações que possam ser consideradas nos estudos e reflexões sobre os rumos dos cursos e programas de formação de professores para a educação básica.

Ensino de 2º grau: em busca de uma organização condizente com as novas determinações postas pelo mercado de trabalho

Com o objetivo de compreender o papel e a função fundamental da educação em nível de 2º grau, este artigo tem o intuito de proporcionar ao leitor uma visão dos avanços e possíveis retrocessos acerca do assunto, na discussão que se trava nos meios acadêmicos, buscando fazer uma síntese das idéias correntes sobre o ensino de 2º grau.

Da licenciatura à sala de aula: o processo de aprender a ensinar em tempos e espaços variados

Formação de professores é um desafio que ultrapassa fronteiras de espaço e tempo. No caso da formação inicial, as dificuldades de articular necessidades formativas oriundas do campo de atuação às possibilidades dos cursos que formam o professor se mantêm. Buscando contribuir para minimizá-las, realizou-se uma investigação, cujos objetivos foram: investigar processos de aprendizagem da docência e evidenciar concepções de futuros professores sobre a sua profissão. Formulou-se um questionário com perguntas abertas, respondido por vinte estudantes do último ano de licenciatura de uma universidade pública do interior paulista, de cursos distintos. Os dados foram analisados em seis eixos temáticos, resultando em significativas constatações, das quais se destaca a falta de saberes relativos à especificidade da profissão docente e ao contexto sócio-histórico no qual ela acontece, comprometendo a ação futura do professor e, consequentemente, a aprendizagem do aluno da escola básica. Cabe, pois, repensar a formação docente, numa época em que seu redimensionamento por meios tecnológicos é possível.