A arte do teatro na educação durante a infância: a percepção dos professores acerca de suas contribuições

Seeking new ways to be used in the process of teaching and learning, he turned a look at alternative lines of research, going to value the arts in education, and inside, there has been a major focus of the relationship to both the theater and education. Currently, the theater has been the subject of research in education and has been also widely used as an educational resource, and its adoption by professionals is based on studies showing the contributions of the theater to child development. The theater, while playing, artistic expression and involves imagination, creation and sociability.This paper presents child development in all its phases, the importance of games, especially the symbolic games, during this process, through the perspective of Jean Piaget, a brief history of the theater within the education and the contributions actuallyits use as methodology of teaching and learning brings to children's development of the early years of elementary school, bringing the discussion as teachers' perception about the real possibility of its use in schools as a way of teaching and learning. This research aimed to understand the dialogic relationship between theater and basic education, emphasizing its most striking features, emphasize its presence in the teaching and learning in basic education, focusing on the early years of primary education; see how the skills developed with drama can help develop cognitive, psychological, social and moral development of children, performing an initial survey on the possibilities of using the theater within the lesson plans for teachers in the first grade of elementary school and learn the opinions of professional education on theresearch subject, being held with four teachers who teach in the first years of elementary education at a public school in Santa Cruz do Rio Pardo, ...(Complete abstract click electronic address below)

Wahrnehmung und Interpretation von Unterrichtsstörungen aus Schülerperspektive sowie aus Sicht der Lehrpersonen.

The contribution is based on an understanding of teaching as an interaction system that encompasses all parties in the classroom. Social order in classrooms is established through mutual awareness, which includes the perception of classroom disruptions. Using qualitative data, this paper examines the extent to which students’ and teachers’ perspectives coincide with respect to both the perception of classroom disruptions and the teachers’ reaction to discipline disruptions. For this purpose, classrooms were categorized into either infrequent-disruption or frequent-disruption classrooms. The results show, firstly, a high correspondence between teachers’ and students’ perception of classroom disruptions; secondly, a self-serving bias in the teachers’ perception of their own reactions on discipline disruptions; and thirdly, a different interpretation of the term discipline disruption in infrequent- and frequent-disruption classrooms. The possibility that teachers themselves might cause classroom disruptions is discussed. In addition, the concept of classroom management is put into perspective.

Percepção de professores sobre a influência genética e ambiental em comportamentos relevantes no processo educacional

Como as pessoas percebem as outras é relevante no processo de ensino aprendizagem e nas interações sociais como um todo. Essas percepções definem a maneira com que as pessoas reagem umas às outras. Em particular, a avaliação da percepção de professores colabora na compreensão das atitudes do professor diante dos comportamentos de seus alunos. O objetivo do presente estudo foi avaliar a percepção de professores sobre a influência genética e ambiental em comportamentos relevantes no processo educacional: personalidade, inteligência, dificuldades de aprendizagem, problemas de comportamento e doenças mentais. Para tanto, o questionário The NatureNurture Question:Teachers perceptions of how genes and the environment influence educationally relevant behavior foi adaptado à língua portuguesa do Brasil e aplicado para 501 professores de todos os níveis de ensino, do estado de São Paulo. Os resultados demonstraram que os professores atribuíram influências genéticas e ambientais em proporções aproximadamente iguais considerando todos os domínios, personalidade e dificuldades e aprendizagem. Atribuíram maior influência genética à inteligência e doenças mentais, bem como maior influência ambiental aos problemas de comportamento. Metade dos participantes afirmou ter estudado aspectos da genética em sua formação para professor. A maioria dos professores declarou que ter um aluno com dificuldade de aprendizagem geneticamente influenciada afetaria seu método de instruí-lo. Os professores percebem que genes e ambiente criação são imprescindíveis nos comportamentos de seus alunos, reconhecendo, inclusive, a interatividade dos dois fatores, informações importantes para o delineamento de ações na formação dos mesmos possíveis intervenções no âmbito educacional.

Percepción de los maestros sobre las deficiencias visuales y su incidencia escolar

El sentido de la visión constituye la fuente principal de adquisición de información del individuo, de aquí la importancia de un buen diagnóstico y corrección, en su caso, de cualquier anomalía en la misma para un correcto aprendizaje, especialmente en los primeros años de escolarización. En este artículo se exponen los resultados de una encuesta pasada a maestros de centros educativos andaluces mediante la que se pretende poner de manifiesto sus conocimientos sobre las deficiencias visuales que pueden presentar sus alumnos, y la incidencia que podrían tener sobre su rendimiento escolar. Los resultados indican que dicho conocimiento se suele circunscribir a las anomalías de tipo refractivo, considerando que se hallan bien tratadas en sus alumnos. A pesar de la importancia que atribuyen a estas deficiencias sobre el aprendizaje escolar, piensan que otros factores pueden poseer un papel más relevante. Asimismo se consideran partidarios de recibir una formación más completa al respecto.

Kompetensutveckling som konkurrensmedel : En kvalitativ intervjustudie med fokus på förskollärarstudenters och förskollärares uppfattning av kompetensutveckling som konkurrensmedel

Studiens syfte handlar om huruvida kompetensutveckling kan fungera som konkurrensmedel när en kommun har för avsikt att attrahera och behålla förskollärare. Bakgrunden inleds med vilka kompetenshöjande insatser kommunen arbetat med för att bli en attraktiv arbetsgivare. Det efterföljs av en teoretisk beskrivning om hur kompetensutveckling kan fungera som konkurrensmedel samt skolan som attraktiv arbetsgivare. Metoden som användes vid insamlandet av data var semistrukturerade intervjuer. Forskningsansatsen inspirerades av fenomenologin och styrde sedan arbetet med insamlandet av data samt val av analysmetod. Då urvalet innefattade två grupper; förskollärare och förskollärarstudenter skapades en intervjuguide för respektive grupp som utformades efter studiens syfte och frågeställningar. I studiens resultat framkommer samtliga intervjupersoners upplevelse av att kompetensutveckling är något positivt. Förskollärarna såg det som en avgörande faktor vid val av arbetsgivare medan förskollärarstudenterna värderade exempelvis lön som en faktor av större betydelse. I resultatet lyfts andra övergripande faktorer som exempelvis arbetsklimat, stöd från chef och storlek på barngrupper vilka även styr intervjupersonernas val av arbetsgivare. Det lyfts också möjliga kommunspecifika utvecklingsområden samt generellt för förskolor. 

Perceções de comportamentos (Des)adequados e relacionamento com pares na escola: um estudo com alunos de 9º ano

Os comportamentos e as relações entre pares na escola são importantes para o desenvolvimento social e pessoal dos jovens. A influência exercida pelos pares pode ser positiva ou negativa. Esta investigação visa conhecer as perceções que os jovens têm sobre os comportamentos e relacionamentos adequados/desadequados entre pares. Participaram no estudo 16 estudantes do 9ºano, do sexo masculino, identificados como tendo bom/mau comportamento. A recolha dos dados foi realizada através de questionário constituído por questões abertas. Os dados foram tratados qualitativa e quantitativamente. Os bons e maus comportamentos são conceptualizados por relação com atitudes individuais e relacionais. A perceção dos professores sobre o comportamento dos jovens é diferente da perceção que estes têm do seu próprio comportamento. Os alunos consideram maioritariamente não serem influenciados pelos pares, nem exercerem influência sobre eles. A promoção do relacionamento entre pares é vista como passando pela realização de atividades especificas. O grupo de alunos identificado com mau comportamento apresenta menor variedade conceptual; ABSTRACT: The behaviors and relationships in peers at school are important to the social and personal development of young people. The influence exerted by peers can be positive or negative. This research aims to analyses the perception that young people have about the appropriate/inappropriate behaviors and relationships among peers. Sixteen male students of the 9thyear made part of this study, indentified with bad/good behavior. The data collection was made through questionnaires consisted of open questions. The data was evaluated qualitatively and quantitatively. The good and bad behaviors are conceptualized by individual and relational attitudes. The teachers’ perception of the behavior is different from the perception that the young people has of themselves. The majority of the students do not consider themselves as an influence to the peers, and not even the peers as an influence to them. The promotion of peer relationship is seen as through the realization of specific activities. The student group which was identified with bad behavior presents a lower conceptual variety.

Inclusão da aptidão física no contexto escolar : um estudo centrado na perceção do professor

O presente relatório teve por objetivo analisar o estudo realizado no âmbito da atividade de Investigação e Inovação – Área 2 do Estágio Pedagógico realizado na Escola Secundária Augusto Cabrita no ano letivo 2003/ 2004. O estudo teve como objetivo aferir a perceção dos professores, relativamente à inclusão da aptidão física no conjunto de matérias a abordar na disciplina de Educação Física, conforme proposto pelos Programas Nacionais da disciplina. Foram analisadas 3 dimensões: perceção, treino/ aplicação e avaliação/ classificação, tendo sido verificada quais as associações existentes entre estas variáveis. Para o efeito foi elaborado um questionário, que foi preenchido por 168 professores de Educação Física das escolas básicas e secundárias do ensino público, do Centro de Área Educativa da Península de Setúbal. Os resultados do estudo revelaram que os professores tinham uma perceção positiva sobre a aptidão física reportada à saúde. Esta perceção influencia a adoção de processos de treino e o número de horas dedicado para o efeito durante as aulas de Educação Física, não influenciando, porém, a adoção de processos de avaliação. Verificou-se também, que existia uma associação entre a adoção de processos de treino e a adoção de processos de avaliação.

Competências sócio-emocionais de crianças com dificuldades de aprendizagem: Percepção de pais e professores

Os pais e os professores vivenciam o quotidiano das crianças e constituem-se como observadores significativos (Guaragna e tal., 2005; Pires et al, 2008) e as suas perceções acerca dos filhos e alunos influenciam os comportamentos destes (Zirkel, 2002). Porém, as características das crianças parecem influir na perceção de pais e na perceção de professores (Pires et al., 2008). As crianças com DA apresentam características sócio emocionais próprias: instabilidade emocional, pouca tolerância à frustração (Fonseca, 2008) e dificuldades na interação social (Framer et al., 2008). As competências sociais e emocionais são muito relevantes no processo adaptativo da criança e contribuem para a consecução de objetivos sociais (Candeias, 2008; Anderson-Butcher et al., 2008; Buckley & Saarnni, 2006; Saarni, 2002). Neste contexto, considerando o papel especial dos pais e professores no processo desenvolvimental das crianças com dificuldades de aprendizagem (DA), desenvolvemos um estudo que investigou a perceção de 37 pais e 66 professores acerca das competências sócio emocionais de crianças entre os 6 e 11 anos com DA. No estudo foram utilizados o Inventário do Quociente Emocional Bar-On, (EQ-i: Pa, versão original de Bar-On & Parker, 2004) nas suas versões para pais e para professores, e a Prova de Avaliação da Competência Social (PACS-6/11, Candeias et al., 2008; Candeias, 2008b), para avaliar, respetivamente, a perceção sobre a inteligência emocional e sobre a competência social. Os principais resultados sugerem que os pais avaliam mais positivamente as competências emocionais das crianças e que a avaliação das competências sociais dos pais é semelhante à dos docentes /ABSTRACT: Parents and teachers are significant observers and participants in every day’s children's life's and their perceptions about their sons and pupils can influence their on behavior (Zirkel, 2002). However, children’s characteristics can influence parent’s perceptions and teacher’s perceptions (Pires et a/., 2008). Children with learning disabilities (LD) have singular social-emotional characteristics: emotional instability, low tolerance to frustant events (Fonseca, 2008) and difficulties in social interactions (Framer et al., 2008). Social and emotional competences are relevant in children's adaptation process and contribute to the fulfillemente of social goals (Candeias, 2008; Anderson-Butcher et a/., 2008; Buckley & Saarnni, 2006; Saarni, 2002). ln this context, considering teachers’ and parent’s special role throughout the growing process, we developed a study that investigated the perception of 37 parents and 66 teachers about the social-emotional competences of children’s (with ages between 6 and 11 years) with LO. Results suggests that (a) parent’s perception of emotional competence has higher values, (b) there is no significate differences between parents and teacher’s perception about social competence.

Principals, Teachers, and Student's Perception of the Information and Communication Technology in Kuwait Secondary Schools (Rhetoric and reality)

ICT integration has been advocated to provide opportunities to improve students’ achievement and engagement through transforming the educational setting. A valuable tool that contributes in enhancing and developing students’ cognitive skills for lifelong learning, ICT integration has introduced a new educational philosophy, shifting the role of students into a more central position in the pedagogical processes. Kuwait, as with many other countries, has recently planned ICT integration to develop its citizen’s capacities. This study sought to capture the principals’, teachers’, and students’ perceptions of ICT integration in pedagogical activities, as well as how ICT is being used for learning and teaching activities in three ICT leading Kuwaiti secondary schools. Interviews with principals, teachers, and students were conducted, along with an open-ended questionnaire for the teachers, researcher observations, and document analysis. The findings revealed that ICT integration in Kuwait needed to be reinforced to accomplish the ICT integration objectives. A call for further support for teachers, and a reconsideration of the ICT integration strategies were also recommended.

Work and family : the perception of balance among female teachers in northern Malaysia

Women’s participation in paid employment has become a common scenario even in non-western developing countries. For example in Malaysia, the trend is growing although the traditional gender role remains strong in Malaysian society. Even though working, women are still expected to assume major responsibilities at home. Thus, as opposed to men, women in this society face the challenge to satisfactorily balance work and family. This study was carried out to explore how Malaysian women perceive the meaning of a balanced work-family life. Sampling women teachers, the interview findings revealed that work-family balance was mainly perceived in terms of an individual’s ‘ability to fulfill role obligation’ appropriately in both the work and family domains. A few participants also viewed balance in the context of role satisfaction and role interference. Overall, the results support the assumption in the literature that perceptions of work-family experience are not universal, rather, the construct of work-family balance is culture-specific.

Assessment of the effects of a cooperative play programme for children aged 10-11 years on social adaptation and on the perception that parents, teachers and peers have of children's prosocial behaviours. 'Evaluación de los efectos de un programa de juego cooperativo para los niños de 10-11 años en la adapatación social y en la percepción que padres, profesores y compañeros tienen de las conductas prosociales de los niños'.

Resumen tomado de la publicación

Teachers' legitimacy: Effects of justice perception and social comparison processes

Background. Teachers’ legitimacy is central to school functioning. Teachers’ justice, whether distributive or procedural, predicts teachers’ legitimacy. Aims. What is still do be found, and constitutes the goal of this paper, is whether unjust treatment by a teacher affects the legitimacy of the teacher differently when the student knows that the teacher was fair to a peer (comparative judgement) or when the student does not have that information (autonomous judgement). Samples. A total of 79 high school students participated in Study 1; 75 high school students participated in Study 2. Methods. Two experimental studies with a 2 justice valence (just, unjust) 9 2 social comparison processes (autonomous judgements, comparative judgements) betweenparticipants design were conducted. Study 1 addressed distributive justice and Study 2 addressed procedural justice. The dependent variable was teachers’ legitimacy. Results. In both studies, situations perceived as just led to higher teachers’ legitimacy than situations perceived as unjust. For the distributive injustice conditions, teachers’ legitimacy was equally lower for autonomous judgement and comparative judgement conditions. For procedural injustice, teachers’ legitimacy was lower when the peer was treated justly and the participant was treated unfairly, compared with the condition when the participants did not know how the teacher treated the peer. Conclusions. We conclude that teachers’ injustice affects teachers’ legitimacy, but it does it differently according to the social comparisons involved and the type of justice involved. Moreover, these results highlight that social comparisons are an important psychological process and, therefore, they should be taken into account in models of justice.

Review article : ecological approach in studying the relation of perception-action : review of the theoretical and empirical data

In daily activities people are using a number of available means for the achievement of balance, such as the use of hands and the co-ordination of balance. One of the approaches that explains this relationship between perception and action is the ecological theory that is based on the work of a) Bernstein (1967), who imposed the problem of ‘the degrees of freedom’, b) Gibson (1979), who referred to the theory of perception and the way which the information is received from the environment in order for a certain movement to be achieved, c) Newell (1986), who proposed that movement can derive from the interaction of the constraints that imposed from the environment and the organism and d) Kugler, Kelso and Turvey (1982), who showed the way which “the degrees of freedom” are connected and interact. According to the above mentioned theories, the development of movement co-ordination can result from the different constraints that imposed into the organism-environment system. The close relation between the environmental and organismic constraints, as well as their interaction is responsible for the movement system that will be activated. These constraints apart from shaping the co-ordination of specific movements can be a rate limiting factor, to a certain degree, in the acquisition and mastering of a new skill. This frame of work can be an essential tool for the study of catching an object (e.g., a ball). The importance of this study becomes obvious due to the fact that movements that involved in catching an object are representative of every day actions and characteristic of the interaction between perception and action.

A case study of how primary school teachers in Papua New Guinea understand outcomes-based education

This case study explored how a group of primary school teachers in Papua New Guinea (PNG) understood Outcomes-based Education (OBE). OBE measures students. learning against specific outcomes. These outcomes are derived from a country.s vision of the kind of citizen that the education system should produce. While countries such as Australia, South Africa, New Zealand and the United States have abandoned OBE, others such as PNG have adopted it in various ways. How teachers understand OBE in PNG is important because such understandings are likely to influence how they implement the OBE curriculum. There has been no research to date which has investigated PNG primary school teachers. understandings and experiences with OBE. This study used a single exploratory case study design to investigate how twenty primary school teachers from the National Capital District (NCD) in PNG understood OBE. The study, underpinned by an intepretivist paradigm, explored the research question: How do primary school teachers understand outcomes-based education in PNG? The data comprised surveys, in-depth interviews and documents. Data were analysed thematically and using explanation building techniques. The findings revealed that OBE is viewed by teachers as a way to equip them with additional strategies for planning and programming, teaching and learning, and assessment. Teachers also described how OBE enabled both students and teachers to become more engaged and develop positive attitudes towards teaching and learning. There was also a perception that OBE enhanced students. future life skills through increased local community support. While some teachers commented on how the OBE reforms provided them with increased professional development opportunities, the greatest impediment to implementing OBE was perceived to be a lack of sufficient teaching and learning resources. The process of planning and programming classroom activities was also regarded as onerous. Some teachers indicated that they had been required to implement OBE without adequate in-service training support. The social constructivist theory of knowledge which underpins OBE.s student-centred pedagogy can cause tensions within PNG.s cultural contexts of teaching and learning. Teachers need to be aware of these tensions when conducting peer or group learning under OBE in PNG. By exploring how these PNG primary teachers understood OBE, the study highlighted how teachers engaged with OBE concepts when interpreting syllabus documents and how they applied these concepts to curriculum. Identifying differences in teacher understanding of OBE provides guidance for both the design of materials to support the implementation of OBE and for the design of in-service training. Thus, the outcomes of this study will inform educators about the implementation of OBE in PNG. In addition, the outcomes will provide much needed insight into how a mandated curriculum and pedagogical reform impacts teachers‟ practices in PNG.

Experience, recursive awareness and understanding in autism spectrum disorders : insights of parents and teachers in Singapore

Provision of an individually responsive education requires a comprehensive understanding of the inner worlds of learners, such as their feelings and thoughts. However, this is difficult to achieve when learners, such as those with Autism Spectrum Disorders (ASD) and cognitive difficulties, have problems with communication. To address this issue, the current exploratory descriptive study sought the views of 133 Singaporean parents and teachers of school-age learners with ASD and cognitive difficulties regarding the inner experience of their children and students. The findings highlight the variety of abilities and difficulties found in how these learners experience their own mental states and understand those of others. These abilities and difficulties are characterized according to type of mental state and analysed in line with three qualia, those of experience, recursive awareness and understanding. The findings indicate that learners show a greater awareness of their own mental states compared to their ability to understand these same mental states in others. Educational implications are discussed.