Confucius, constructivism and the impact of continuing professional development on teachers of English in China

In this article we explore issues around the sustainability and appropriateness of professional development for secondary teachers of English in China offered by overseas providers from the perspective of teachers who completed courses at the University of Reading between 2003 and 2010. We start by offering an overview of English teaching in China. We then describe the collection and analysis of interviews and focus groups discussions involving former participants, their teaching colleagues and senior management, as well as classroom observation. Evidence is presented for changes in teachers’ philosophies of education directly attributable to participation in the courses; for improved teacher competencies (linguistic, cultural and pedagogical) in the classroom; and for the ways in which returnees are undertaking new roles and responsibilities which exploit their new understandings. Finally, we discuss the implications of these findings for both providers and sponsors of CPD for English language teachers. We conclude that the recognition of English as an essential element in the modernisation of China, together with the growing awareness of the weaknesses of traditional approaches to the teaching of the language, has opened up new spaces for dialogue concerning pedagogy and professional practice. It is clearly important, however, that new approaches to the teaching of English are presented in a way which allows teachers to decide which elements should be incorporated into their teaching and how.

The professional voice: comparing questionnaire and telephone methods in a national survey of teachers' perceptions

This article compares the results obtained from using two different methodological approaches to elicit teachers’ views on their professional role, the key challenges and their aspirations for the future. One approach used a postal/online questionnaire, while the other used telephone interviews, posing a selection of the same questions. The research was carried out on two statistically comparable samples of teachers in England in spring 2004. Significant differences in responses were observed which seem to be attributable to the methods employed. In particular, more ‘definite’ responses were obtained in the interviews than in response to the questionnaire. This article reviews the comparative outcomes in the context of existing research and explores why the separate methods may have produced significantly different responses to the same questions.

Incorporating creativity into teachers practice and self-concept of professional identity

The study explores what happens to teachers practice and ’ professional identity when they adopt a collaborative action research approach to teaching and involve external creative partners and a university mentor. The teachers aim to nurture and develop the creative potential of their learners through empowering them to make decisions for themselves about their own progress and learning directions. The teachers worked creatively and collaboratively designing creative teaching and learning methods in support of pupils with language and communication difficulties. The respondents are from an English special school, primary school and girls secondary school. A mixed methods methodology is adopted. Gains in teacher confidence and capability were identified in addition to shifts in values that impacted directly on their self-concept of what it is to be an effective teacher promoting effective learning. The development of their professional identities within a team ethos included them being able to make decisions about learning that are based on the educational potential of learners that they proved resulted in elevated standards achieved by this group of learners. They were able to justify their actions on established educational principles. Tensions however were revealed between what they perceived as their normal required professionalism imposed by external agencies and the enhanced professionalism experienced working through the project where they were able to integrate theory and practice.

Higher salaries, more teaching, better performance? The effects of the introduction of the minimum salary for teachers in Brazil

De acordo com a literatura empírica, há fortes evidências de que, após o controle de características socioeconômicas dos alunos, a qualidade dos professores é o fator mais importante para explicar o desempenho do aluno em testes padronizados. No entanto, não há consenso sobre como sistemas públicos de ensino podem melhorar a qualidade dos professores. Será que o pagamento de salários mais elevados a professores da rede pública impactam a qualidade dos professores nas escolas públicas? O Governo Federal brasileiro introduziu, em 2009, piso salarial nacional para os professores de escolas públicas, provocando um perceptível aumento exógeno dos salários dos professores municipais. O principal objetivo desta tese é avaliar os impactos de curto prazo da elevação linear e incondicional do salário do professor na qualidade da educação. Devido à ausência de dados secundários sobre o valor do salário-base de professores entre 2008 e 2013, tivemos que realizar um levantamento com as Secretarias Municipais de Educação para reunir informação sobre a estrutura da carreira docente e sobre os salários-bases nesse período. Com base em nossa pesquisa de campo, o primeiro capítulo investiga a conformidade dos sistemas municipais de ensino ao piso salarial nacional para professores de redes públicas. Encontramos que fatores não observáveis/observados são determinantes para explicar a variabilidade salarial verificada entre os municípios e o cumprimento da lei, o que embasa nossa estratégia de identificação com base em métodos de diferença em diferenças, combinados com pareamento com base em escore de propensão. O segundo capítulo centra-se na estimativa do impacto da elevação dos salários dos professores sobre a proficiência dos alunos de 5º ano do ensino fundamental municipal. De acordo com estes resultados, o aumento salarial incondicional não gerou uma expansão da proficiência escolar dos alunos, pelo menos no curto prazo. Embora não tenham sido detectados impactos na aprendizagem dos alunos, alguns mecanismos de transmissão do aumento salarial para melhores resultados educacionais podem já ter sido ativados. Assim, o principal objetivo do terceiro capítulo é avaliar o impacto dos aumentos de salário sobre a qualidade dos professores atuais e dos potenciais futuros professores. Avaliamos o impacto de aumentos de salário sobre o desempenho dos professores no ENADE, uma proxy de sua qualidade, e sobre a atratividade dos cursos de ensino superior associados à carreira docente. Essa atratividade é medida por meio da qualidade dos que entram nos respectivos cursos superiores, de acordo com seu desempenho no Enem. Neste último capítulo, aplicamos modelo de Tripla-Diferenças visando controlar dois tipos de potenciais fatores de confusão: (i) mudanças no desempenho dos professores (potenciais futuros professores) entre grupos de municípios, que foram submetidos ao tratamento e os que não foram tratados, que nada têm a ver com a política; e (ii) as alterações no desempenho de todos os professores (alunos) que vivem no município em que houve a elevação salarial devido à introdução da lei. As estimativas obtidas indicam que a elevação salarial gerou efeitos leves sobre a qualidade dos professores e sobre a atratividade dos cursos relacionados à carreira docente.

CMS physics technical design report, volume II: Physics performance

CMS is a general purpose experiment, designed to study the physics of pp collisions at 14 TeV at the Large Hadron Collider ( LHC). It currently involves more than 2000 physicists from more than 150 institutes and 37 countries. The LHC will provide extraordinary opportunities for particle physics based on its unprecedented collision energy and luminosity when it begins operation in 2007. The principal aim of this report is to present the strategy of CMS to explore the rich physics programme offered by the LHC. This volume demonstrates the physics capability of the CMS experiment. The prime goals of CMS are to explore physics at the TeV scale and to study the mechanism of electroweak symmetry breaking - through the discovery of the Higgs particle or otherwise. To carry out this task, CMS must be prepared to search for new particles, such as the Higgs boson or supersymmetric partners of the Standard Model particles, from the start- up of the LHC since new physics at the TeV scale may manifest itself with modest data samples of the order of a few fb(-1) or less. The analysis tools that have been developed are applied to study in great detail and with all the methodology of performing an analysis on CMS data specific benchmark processes upon which to gauge the performance of CMS. These processes cover several Higgs boson decay channels, the production and decay of new particles such as Z' and supersymmetric particles, B-s production and processes in heavy ion collisions. The simulation of these benchmark processes includes subtle effects such as possible detector miscalibration and misalignment. Besides these benchmark processes, the physics reach of CMS is studied for a large number of signatures arising in the Standard Model and also in theories beyond the Standard Model for integrated luminosities ranging from 1 fb(-1) to 30 fb(-1). The Standard Model processes include QCD, B-physics, diffraction, detailed studies of the top quark properties, and electroweak physics topics such as the W and Z(0) boson properties. The production and decay of the Higgs particle is studied for many observable decays, and the precision with which the Higgs boson properties can be derived is determined. About ten different supersymmetry benchmark points are analysed using full simulation. The CMS discovery reach is evaluated in the SUSY parameter space covering a large variety of decay signatures. Furthermore, the discovery reach for a plethora of alternative models for new physics is explored, notably extra dimensions, new vector boson high mass states, little Higgs models, technicolour and others. Methods to discriminate between models have been investigated. This report is organized as follows. Chapter 1, the Introduction, describes the context of this document. Chapters 2-6 describe examples of full analyses, with photons, electrons, muons, jets, missing E-T, B-mesons and tau's, and for quarkonia in heavy ion collisions. Chapters 7-15 describe the physics reach for Standard Model processes, Higgs discovery and searches for new physics beyond the Standard Model.

PERFORMANCE OF THE SLD BARREL CRID DURING THE 1992 PHYSICS DATA RUN

The SLD Barrel Cherenkov Ring Imaging Detector was fully operational in the 1992 physics data run. The electron drift velocity and magnetic field deflection of electron trajectories have been measured. Cherenkov rings have been observed from both the liquid and gas radiators. The number and the resolution of the angle of Cherenkov photons have been measured to be approximately equal to design specifications.

Reflexão epistemológica e memorialística: uma experiência na formação continuada de professores de ciências

Trata de investigação desenvolvida durante processo de fonnação continuada de professores de ciências (das disciplinas Química, Biologia, Física e Ciências da Educação Básica) em uma universidade pública. Consiste em pesquisa narrativa por meio da qual se busca compreender relações entre reflexão epistemológica e formação docente. Procurou-se, particularmente, investigar que tipos de reflexões os sujeitos-professores constroem a partir da introdução de discussões relativas ao processo de produção, validação e apropriação social do conhecimento científico e as relações que estabelecem com suas histórias de atuação e formação pessoal e profissional. Com essa intenção foi estimulado nos professores um processo de dês-alienação de si, solicitando que produzissem narrativas memorialistas, nas quais relataram aspectos sobre os quais havia incidido as questões epistemológicas postas em debate durante os, aproximadamente, dois meses em que durou a formação continuada. Além dos registros memorialistas, produzidos ao final do curso, foram utilizados, também, como fonte de investigação as transcrições dos encontros semanais entre a Formadora e os professores registrados em áudio; respostas a um questionário aplicado no primeiro momento de contato com os professores e anotações de campo produzidas durante os encontros. A análise do conjunto de materiais produzidos sinaliza que a ação recursiva da memória, estimulada a partir de discussões epistemológicas no presente, potencializou as reflexões docentes em quatro dimensões principais: Éticopolítica; Curricular, Metodológica e Afetiva. Dimensões essas que desencadearam nos professores participantes problematizações em suas prática pedagógicas. Isso implicou em repensar a natureza e a procedência dos conhecimentos que ensinavam e validavam na escola. Revisão que resultou no despertar de outras fonnas de se pensar sobre o que ensinar, por que e como ensinar ciências e na valorização de outros saberes na composição do currículo escolar, que não apenas o conhecimento científico.

A prática pedagógica e a construção de saberes do biólogo no ensino de física na 8ª série

O trabalho em foco foi realizado com professores licenciados em Biologia que lecionam Física na disciplina Ciências Naturais. Apresenta alguns uestionamentos em torno do trabalho pedagógico desenvolvido por estes profissionais da educação para superar as dificuldades encontradas ao lecionarem aquela disciplina. Para subsidiar este estudo, analisei o currículo de licenciatura plena em Biologia de duas instituições de ensino superior, os erros conceituais nos livros didáticos e as relações que se estabelecem entre estes instrumentos, os Parâmetros Curriculares Nacionais e os saberes docentes do professor de Ciências. Os subsídios teóricos que nortearam a investigação estão centrados nos pensamentos de Paulo Freire e sua prática libertadora de educar, na escola reflexiva de Isabel Alarcão, nas competências de Perrenoud, entre outros autores que fazem reflexões pistemológicas sobre a prática pedagógica, e Orlandi, que trata das análises do Discurso. Para compreender melhor o trabalho docente desenvolvido pelos professores sujeitos desta pesquisa, analiso por meio de observações, entrevistas e questionários como se constroem os saberes docentes na atuação deste profissional, haja vista que ele não é formado para o exercício pedagógico na disciplina de Física. Os dados encontrados nas vozes desses professores mostram neste modelo de pesquisa o quanto é importante saber ouvir, para sentir e avaliar as esperanças, as angústias e outros problemas que interferem ou auxiliam na prática educativa. O estudo revela alguns elementos que servem para analisar como os professores constroem e estruturam suas práticas pedagógicas, sejam elas reflexivas ou não, como estruturam seus pensamentos em relação ao ensino de Ciências, e quais as alternativas possíveis para uma melhoria na qualidade desta prática. Revelam também que os livros didáticos são instrumentos que sustentam a prática dos professores, sobretudo para os que insistem em ficar presos ao currículo estabelecido pelo sistema educacional, ou ao currículo da formação inicial. Concluo, finalmente, que muito precisa ser feito para melhorar a alfabetização científica docente, mas apesar disso, encontramos professores comprometidos com a própria formação profissional. A construção dos saberes docentes não estão centradas apenas no currículo de formação profissional, ou na leitura dos livros didáticos, nem tampouco nas estratégias pedagógicas, porém incluem-se a esses saberes a construção dos conhecimentos experimentados ou vividos ao longo de sua vida, aos saberes construídos na realidade social da qual participa o docente, da realidade do sistema escolar, do saber da experiência, enfim a construção se faz com todos os “arranjos” que a sociedade expõe o docente/educador acompanhado de reflexões crítico-analíticas.

Establishing common elements among some science education references as a resource to design a Didactics of Physics program for teachers initial education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Correlation between Hoff test performance, body composition and aerobic and anaerobic fitness in professional soccer players

Purpose The purpose of the study was to investigate a possible association between the distance covered in the Hoff test with parameters of maximal oxygen uptake (V_O2MAX), anaerobic threshold, anaerobic fitness, and body composition of professional adult soccer players. Methods Twenty-five professional soccer players (20 ± 3 years) participated in the study. On different days the athletes performed: a graded incremental exercise test in a laboratory to measure V_O2MAX; a specific soccer field test called the Hoff test; a running anaerobic sprint test (RAST); an incremental test on an oval circuit to determine the velocity relative to anaerobic threshold (VAnT) and an estimation of body composition. Results The average V_O2MAX corresponded to 4.1 ± 0.1 L min-1 (54.1 ± 1.2 mL kg-1 min-1 ). The average distance covered during the Hoff test was 1,442.4 ± 30.0 m. The distance covered during the Hoff test showed significant correlations with absolute and expressed in an appropriated scale V_O2MAX (r = 0.44, p = 0.02; r = 0.42, p = 0.02, respectively) while no significant differences were found with body composition, VAnT and RAST variables. Conclusions The present study demonstrated that the distance covered during the Hoff test has weak correlation with V_O2MAX determined in treadmill running, and no correlation with VAnT, body composition and RAST outcomes, probably due to the non-specificity of the proposed tests when associated with the Hoff test.

Preparation of percentile tables through anthropometric, performance, biochemical, hematological, hormonal and psychological parameters in professional soccer players

Introduction: The lack of reference values of anthropometric, performance, biochemical, hematological, hormonal and psychological parameters is an important limitation in the investigations with soccer players. Objective: To elaborate percentile tables to be used as comparison reference for further studies. Methods: 82 professional soccer players were evaluated approximately 30 days after the beginning of the main competition played by their teams. On the first day of evaluation, fast blood samples were collected for measurement of hematological parameters (i.e. erythrocytes, hemoglobin, hematocrit, mean corpuscular volume - MCV, mean corpuscular hemoglobin - MCH, mean corpuscular hemoglobin concentration - MCHC, leukocytes, eosinophils, lymphocytes, monocytes and platelets) and of concentrations of adrenaline, cortisol, creatine kinase, creatinine, norepinephrine, testosterone and urea. Subsequently, the soccer players had their anthropometric characteristics and psychological parameters assessed. In addition, the evaluation of the lactic anaerobic system efficiency was performed on a 400-m track. On the second day, both the alactic anaerobic and aerobic system efficiency was measured. Results: The percentile distribution (P-0, P-15, P-30, P-50, P-70, P-85 e P-100) was used to present the results. Conclusion: The elaboration of the percentile tables can be used as comparison reference for further studies.

Reconceptualising professional development in early childhood education. A study on teachers' professionalism carried out in Bologna province.

The research undertaken for this doctoral thesis explores the issue of teachers professionalism within pre-school institutions. The issue of early childhood professionalism has become increasingly important in the academic debate over the last decade as it is documented by a growing body of research published on the topic both nationally (Contini & Manini, 2007; Bondioli & Ferrari, 2004) and internationally (Peeters, 2008; Urban & Dalli, 2008; Urban, 2010). The study presented in this thesis aims at investigating teachers’ conceptualisations of professionalism by focusing on their understandings of educational work. The idea standing at the core of this research is that exploring the concept of professionalism from a ground-up perspective could lead to important reflections for a re-conceptualisation of professional development as a space for change directed from within institutions. The study is framed within a broadly sociological concern that inform the data analysis by contextualising the issue of early childhood professionalism in the contemporary socio-political arena. The research involves sixty teachers operating in state, municipal and private pre-school institutions located in Bologna province that took part to focus groups and interviews. The empirical materials, consisting of oral and written statements, are interpreted through phenomenographical analysis that gives account of how features of professionalism vary across the different institutional settings in which they are played out. This thesis, written in English and informed by an European research background, offers a contribution to the furthering of systemic approaches to the investigation of early childhood education professionalism in the context of the national and international academic debate.