O papel do homem na educação de infância: construção de uma identidade profissional no masculino

Relatório da Prática Profissional Supervisionada Mestrado em Educação Pré-Escolar

Learning styles and achievement in postsecondary classrooms

The purpose of this study was to investigate the relationship between learning styles and academic achievement in postsecondary education. It was the intent of the study to establish if there was a relationship between student learning style, teacher style, learner/teacher matching and/or mismatching, student gender and age, to the academic grades of students. This study was basically a replication of a study completed by Mary J. Thompson and Terrance P. O'Brien in 1991 on two campuses of a southeast community college in the United States. In the present study, 243 students and 18 teachers from two different campuses of a community college in the Province of Ontario participated in the research. All participants were administered the Gregorc Style Delineator and students identified by program, age and gender. Data were tested by two analysis of variance (ANOVA) models. In the first ANOVA model considered in this study, significant main effects were manifested in regard to the teaching style, age group and gender. With the exception of gender, these findings were very similiar to those of the original study. Duncan's multiple range test revealed that Concrete Sequential (CS) teachers assigned significantly lower grades than did teachers dominant in any of the other three learning styles. Post hoc testing revealed that students 25 years of age and older received significantly higher grades than did younger students. Female students also received significantly higher grades than did male students. In the second ANOVA model student/teacher learning style match/mismatch did emerge as a significant main effect. However, Duncan's multiple range test and Chi square analysis did not substantiate the relationship. Forty-eight references are cited.

Student Perceptions of Discretion in Discipline: Seeking Resolution and Restoration in a Punitive Culture

This study examined high school student perceptions of discretion utilized by educators in high school disciplinary proceedings. Using a sample of 6 high school students who had experienced differing levels of formal discipline, the study investigated the discretionary factors that influence an educator's decision making. The study was a generic qualitative study where the primary source of data collection was open-ended interviews to ensure the integrity of the research as a study of student voices and perceptions. Journaling was also employed to record observations and to identify researcher assumptions. The data were analyzed employing aspects of a grounded theory approach. The findings were coded to reveal 5 areas high school students identified in relation to discipline and discretion: punitive discipline versus problem resolution, effective processes, educator discretion, student discretion, and the student-educator relationship. The final discussion highlights the need for a community vision for high school discipline in order to channel discretion and to uphold students' best interests. Restorative justice is proposed as a feasible vision for high school discipline, whereby participants' responses are measured against a restorative paradigm.

Les comportements d’hyperactivité/impulsivité et l’engagement scolaire des élèves du primaire : le rôle médiateur de la relation conflictuelle avec l’enseignant

De nombreuses études ont démontré que les comportements d’hyperactivité-impulsivité sont associés au faible engagement comportemental des élèves au primaire, mais très peu ont tenté d’expliquer cette association. La présente étude vise donc à examiner le rôle médiateur de la relation maitre-élève conflictuelle sur le lien entre les comportements hyperactifs- impulsifs et l’engagement comportemental auprès de 533 élèves de la 3e année à la 6e. Les trois premiers objectifs sont de vérifier si les comportements d’hyperactivité-impulsivité sont associés négativement à l’engagement comportemental, si de tels comportements sont associés positivement à une relation maitre-élève conflictuelle et si la relation conflictuelle maitre-élève est associée négativement à l’engagement comportemental. Le quatrième objectif est de déterminer l’effet médiateur potentiel de la relation maitre-élève conflictuelle sur le lien entre les comportements d’hyperactivité-impulsivité et l’engagement comportemental. Les résultats ont permis de démontrer que la relation maitre-élève conflictuelle explique partiellement la relation entre les comportements hyperactifs-impulsifs et l’engagement comportemental des élèves. Ces résultats impliquent que les élèves avec des comportements hyperactifs-impulsifs qui bougent beaucoup, qui ne restent pas en place et qui coupent constamment la parole à autrui sont plus susceptibles de vivre des conflits, d’argumenter ou de développer des relations peu chaleureuses avec leur enseignant, ce qui diminuerait leur participation dans les travaux scolaires et à l’école. Puisque le résultat indique une médiation partielle, d’autres mécanismes méritent d’être explorés afin d’expliquer l’association négative entre les comportements d’hyperactivité-impulsivité et l’engagement comportemental.

Student-teachers' perspectives on positive and negative social processes in schools

In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student-teachers' ability to become integrated into the 'corporate life of the school' and to work with other professionals. Little research, however, has been carried out into how student-teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student-teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student-teacher emerged as crucial factors in this respect. The student-teachers' accounts show their social interactions with school staff to be meaningful in developing their 'teacher self' and to be profoundly emotionally charged. The implications for mentor and student-teacher role preparation are discussed in this article.

Distance teacher education : Experiences from Dalarna University, Sweden

In 2003 the first distance teacher education started at Dalarna University in a small scale compared with today when a large part of the teacher education is distributed as distance education. From this point of view it seems important to ask the question: How can you become a successful distance student? This paper is based on a case study. Data were collected from earlier research reports, study registers and a group interview. The most important parameters appeared to be motivation, situation in life, discipline and experiences from earlier studies and/or work experience and good relations to other students and the university teachers.

Video reflection and the formation of teacher identity in a team of pre-service and experienced teachers

This paper discusses a project in which a team of pre-service and experienced teachers, following a teaching development model devised by the authors, reflected on videos of the pre-service teachers teaching literacy. Using a discourse analytic approach, the paper focuses on how teachers' joint reflection contributes to student teacher identity formation. Analysis suggests that reflection, at least in the talk of this team, is a language practice with a distinctive generic structure. Using this structure, participants jointly construct professional teacher identities for themselves and others through the key devices of representation, categorization, evaluation, individualization and inclusion.

Using accelerated, whole-of-brain learning techniques in higher education: principles and practice

Accelerated learning is an integrative method of learning, combining both sides of the brain to strengthen a student's relationship with self, teacher, subject matter and other students, and so assists students to achieve deep, rather than surface, learning. While the approach has been used to teach school pupils and trainees in the corporate world, its use in marketing education in universities is limited, and there are no reports of studies focusing on its use in postgraduate coursework degrees. Thus this paper examines how accelerated learning could be used in teaching marketing at universities at the MBA level. Some techniques are synthesised from the literature that are particularly appropriate for the students and constraints of an MBA program in a university. We conclude that accelerated learning techniques can be used and are effective in a MBA program. Essentially, accelerated learning incorporate many, already known ideas but it is a useful comprehensive framework.

Plagiarism – can preventative measures and a commitment to the value of learning by academics and students reduce plagiarism in classrooms?

Plagiarism is an interruptive act in the teaching and learning value chain. This paper analyses the impact of both plagiarism and effective assessment in the learning value chain. Effective assessment is the positive outcome. Plagiarism negates or breaks the chain. Anecdotal evidence suggests the incidences of plagiarism are increasing in faculties across the Queensland University of Technology (QUT), and where every subject/unit outline includes a statement and warning to students of the penalties of this activity, deterrence tools do not overcome the harmful impact of plagiarism on the teacher/student learning relationship. A working party established in 2000 in the Faculty of Business at QUT, examined the literature, university policies, teaching and learning practices, and examples of plagiarism and penalties in order to identify the wider learning and assessment issues surrounding plagiarism and options for action and policy. A three-semester study of acts of plagiarism and wide consultation with staff presented the working party with an opportunity to develop a set of preventative measures, and also exposed the legal, cultural and accountability issues of diverse attitudes and values.

The paper presents the findings and recommendations from the investigation, and also proposes an interpretation of marketing theory of the impact of plagiarism on the teaching and learning value chain.

Improving the practicum through collaborative action

Using international concepts of best practice, the research showed that Thai student teacher's practicum is enhanced if there are systematic and sustained opportunities to participate in reflective discussion with peers and lecturers. The research used the Buddhist concept of Kalayanamitr as a metaphor for the relationship between professional practice and reflection on that practice. This research sets new directions for teacher education and educational research in Thailand.

Implementation of an innovative teacher education field experience : a study of dissonance

Interactions between participants were concluded to be a critical determinant of the level of implementation of curriculum innovations. The continuation of the traditional school experience emphases on gaining practical classroom teaching and curriculum knowledge was attributed to the congruency between student teacher and school staff perspectives towards teaching and teacher education,

(Re)viewing the landscape inside and outside the box : providing effective support for early childhood student teachers

This paper presents key findings from a study that investigated how early childhood student teachers perceived the support, guidance and mentoring facilities that were available to them and aspects of their courses. The study was conducted by lecturers who were delivering the three year Bachelor of Teaching (ECE) degree to a multicultural student cohort in a New Zealand polytechnic. A multi-method approach was taken and involved practitioner action research, questionnaires and interviews with students. The findings showed that whilst first year students found large group guidance useful, second and third year students preferred small group and individual support. Being able to email lecturers, particularly during practicum placements, was important for students. During practicum placements Associate Teachers who were culturally competent communicators and fully informed about students’ coursework were important for student success. Practicums where students experienced open communication were included as part of the teaching team and felt well-informed about the philosophy and practices of the centre were found to increase their confidence and competence. However, students expressed concern that in some placements, they felt under informed or isolated. Hence, this paper argues that lecturers and Associate Teachers should be proactive about initiating communication with students and optimize opportunities for individual mentoring through questions and guided reflection.

Virtual worlds for student engagement

In this paper, we study the scope of virtual worlds for student engagement in higher education. The motivation for the study is the gap in opportunities for interactivity that exist for off-campus students compared with on-campus students. A student taking a course at a university, while located in a different geographic location, has limited opportunity for student-student and student-teacher interaction; this effects student engagement significantly. We conduct a feasibility analysis for engaging students in a virtual world; Second Life is used as the test-bed to create the virtual world environment. We present preliminary findings, the promises and the limitations of Second Life as an immersive environment for engaging students.

Fair game or no contest: contested identities in initial teacher education

The narrative of one ethnic minority early childhood student teacher tells of her journey as she (re)constructs her identities as a Cook Island woman and as a pre-service teacher, during a teacher education course in New Zealand. This story conveys her experiences of learning across different pedagogical paradigms. Findings show that teacher education lecturers can significantly enhance the learning experience for ethnic minority pre-service teachers by incorporating existing knowledges and understandings in course content and delivery.

Internationalising the curriculum: student learning in the global experience program

Outcomes include critical analyses of student teacher learning from teaching practicum in Vanuatu; the intercultural sensitivity and competence; the notion of professional learning in the light of internationalisation of the curriculum, and the potentials and limitations of the GEP for achieving the goals of internationalisation of the curriculum