A socialização profissional tem início durante a faculdade e se estende para o ambiente de trabalho dos indivíduos. Quando este processo ocorre corretamente, vários benefícios surgem, no entanto, quando ele não ocorre, sérias conseqüências negativas podem surgir, como a alta rotatividade dos funcionários e os pedidos de transferência. Shinyashiki et al. (2006) afirmam que muitos são os fatores que podem influenciar a socialização profissional dos indivíduos, e destacam a grande importância da escolha vocacional para este processo. Sendo assim, o objetivo deste trabalho foi analisar, quantitativamente, a influência da escolha vocacional no processo de socialização profissional de estudantes de enfermagem por meio dos testes de hipóteses e da criação da árvore de decisão, utilizando o algorítimo CHAID. A relação foi analisada também pela introdução dos seguintes fatores de teste: gênero, idade cronológica, status socioeconômico, tamanho da cidade em que passou a infância, religião, escolaridade dos pais, tipo da faculdade, idade da escolha pela carreira de enfermagem, ano em que o aluno estava cursando, se o aluno já trabalhou em função ou atividade relacionada à enfermagem e se a organização era da área da saúde, e se já realizou estágio em hospital. Os resultados indicaram que uma escolha vocacional consistente tende a melhorar o processo de socialização profissional dos alunos de enfermagem, e que outros fatores, como o tipo de faculdade, o ano cursado, a realização de trabalho na área e a idade em que foi feita a escolha pela a carreira, são ótimos preditores da socialização profissional. / The professional socialization begins at the university and extends to the work environment. When this happens, there is great benefit. Otherwise, there will be negative consequences such as high rotation of employees and transfer requests. According to Shinyashiki et al. (2006) there are many reasons which can influence people\'s professional socialization process specially the vocational choice. Thus, the aim of this research is to analyze quantitatively the influence of vocational choice in the professional socialization process with nursing students through hypothesis tests and the creation of the answer tree using the CHAID algorithm. The relation was also analyzed by the introduction of the following factors in the test: gender, chronological age, social economical status, the size of the city in their childhood, religion, parents education, type of College, age of the choice for the nursing career, school year, if the student has ever worked or has had any activity related to nursing, and if the organization was from the health area, and also if he has worked as a trainee in a hospital. The results showed that a consistent vocational choice tends to enhance the nursing students\' professional socialization process and also that other factors like: type of school, school year, working experience in the area and the age of the choice for the career were good predictors for professional socialization.

A formação do profissional do esporte no Brasil segue um modelo embasado na formação acadêmica, a partir da conclusão do curso de graduação em Educação Física e/ou Esporte. Embora seja uma formação com carga horária maior, em comparação aos modelos adotados no cenário internacional, observa-se que somente essa formação inicial não prepara o indivíduo adequadamente para sua atuação profissional. Nesse sentido, cabe ao indivíduo buscar ações específicas para seu desenvolvimento profissional especializado. Deste modo, o objetivo desta pesquisa foi analisar as iniciativas realizadas pela Confederação Brasileira de Handebol para o aprimoramento profissional, e compará-las aos modelos internacionais desenvolvidos na Alemanha e Espanha, bem como ao Programa Nacional Canadense, pioneiro na área, e o Conselho Internacional para a Excelência em Coaching. Para tanto, foram analisados 11 documentos oficiais disponibilizados pela instituição. Os resultados mostraram que a Confederação Brasileira de Handebol buscou, em suas ações, uma aproximação com as Universidades a partir da organização de um evento intitulado \"Encontro Nacional de Professores de Handebol das Instituições de Ensino Superior Brasileiras\" que, além de possibilitar interações sociais entre os professores universitários, gerou também algumas propostas relevantes para o desenvolvimento do handebol, tais como: a criação de uma Escola Nacional de Árbitros e Treinadores, um curso de especialização, a edição de um livro e a criação de uma revista científica. Entretanto, muitas sugestões ainda se encontram na fase de planejamento e não foram implantadas. Por fim, foram sugeridos alguns ajustes à proposta de aprimoramento profissional dos treinadores, a partir da análise dos modelos internacionais de formação e aprimoramento profissional / The coach education in Brazil follows a model based on academic background, from the completion of the undergraduate degree in Physical Education and Sport. Although training with higher workload compared to the models adopted internationally, it is observed that only this initial training does not prepare adequately for the individual professional performance. In this sense, it is for the individual to seek specific actions for their specific professional development. The objective of this study was to analyze the initiatives undertaken by the Brazilian Handball Confederation for professional idevelopment and compare with international models developed in Germany and Spain, as well as the Canadian National Program, the pioneer in the area and the International Council for Coaching Excellence. For this, 11 official documents made available by the institution were analyzed. The results showed that the entity sought, in their actions, an approach with universities from organizing an event titled Brazilian\'s National Handball Teachers Meeting of Higher Education Institutions \"that in addition to enabling social interaction among academics, generated also some relevant to the development of handball proposals such as the creation of a National School of Referees and Coaches, a specialization course, editing a book to serve as a support and the creation of a scientific journal. However, many suggestions are still in the planning stages and have not been implemented. Finally, some adjustments to the proposal for professional development of coaches, from the analysis of international models of training and professional development were suggested

Thesis advisor: Lauri Johnson / Schools seeking to increase student achievement often employ professional development strategies to institute instructional reforms, yet research offers little guidance on how leadership behaviors might support professional development aimed at district reform and instructional change. This qualitative case study examined the following research questions in a suburban Massachusetts district: 1. What is the role of leadership in an initiative to change literacy instruction in a small, suburban district? (a) How is leadership distributed, if at all, in this initiative? (b) What leadership behaviors, if any, do teachers and administrators view as contributing to or limiting to positive instructional change in the literacy initiative? Who is exercising these leadership behaviors? (c) What leadership behaviors support or limit engagement in the initiative? 2. How, if at all, do the professional development strategies utilized in this literacy initiative build capacity for teacher and administrator growth and further change? Data were gathered through semi-structured interviews with six district leaders, including four elementary principals, the superintendent, and literacy coach; observations of Literacy Leadership Team meetings and study groups; a written teacher questionnaire; and a reflexive journal. Findings revealed that participants favorably viewed the reform- oriented professional development activities and reported that instructional changes had occurred in their schools. Discrepant perspectives on leadership affected its successful distribution. Time and communication concerns surfaced deeper, adaptive challenges related to the collective understanding of the initiative's vision and priorities, the enactment of instructional leadership by principals and teachers, and trust between stakeholders. Recommendations that arose from the findings provide guidance to the district about how to build professional capacity, shared meaning, distributed leadership, sustainability, and trust. / Thesis (EdD) — Boston College, 2012. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Michael G. Pratt / Despite calls to understand the micro-foundation of institutional theory and to understand how professional identity change relates to the broader macro context (e.g., Lok, 2010; Lepisto, Crosina and Pratt, forthcoming); exploration of the link between a field-level institutional change and the individual professionals' identity responses within the field remains. For this dissertation, I conducted an inductive qualitative study of French veterinarians and their reactions to "the Service Directive", a European Union regulation that re-categorizes veterinarians as "service providers" from "healthcare professionals." Drawing on interviews with practicing veterinarians, leaders of the field, observations, and archival data, my dissertation advances our understanding of professionals' responses to an institutional change which can potentially redefine what their profession is. My findings suggest that professionals negotiate an institutional change (in this case, the Service Directive) at the professional level before its formal implementation and before individual professionals within their organization engaged in any form of response. My dissertation introduces a model centered on understanding how veterinarians responded to this change at the individual level (and more particularly, in terms of identity) within their organization. This model suggests that individual professionals perceive the institutional regulatory change in hopeful, fearful or ambivalent manners. I found that these perceptions are influenced by professionals' work orientation and perceived organization's time orientation. Further, I found that these perceptions lead to different types of identity responses: identity expansion, identity maintenance, giving up a possible self, and de-emphasizing an existing identity. My research enriches emerging perspectives on identity responses to an institutional change by pointing out various identity responses and tying them to the perceptions of an institutional change. My research further suggests that such a change can be perceived as an opportunity, as a threat, or both, not solely as a threat. Furthermore, my dissertation introduces the notions of orientation (work orientation and perceived organization's time orientation) as key to the processing of an institutional trigger. Finally, it calls attention to an emotional processing of the institutional trigger. / Thesis (PhD) — Boston College, 2014. / Submitted to: Boston College. Carroll School of Management. / Discipline: Management and Organization.

Thesis advisor: Lauri Johnson / This qualitative case study examined the perceptions of teachers and leaders in one Massachusetts school district about the actions of school leaders that engaged teachers in the reflective process. Utilizing Lave and Wenger's (1991) "Communities of Practice" as a framework enabled the researcher to examine the extent to which a social process of learning existed and whether the district's current structures and conditions engaged teachers in the reflective process. The findings from this study drew upon interview, observation, and document data to explore teacher and leader views regarding specific leadership actions (or inactions) that supported and facilitated teacher engagement in the examination of their practice and whether teachers viewed those actions as impacting their ability to reflect. Results indicated that school leaders implemented anticipatory and ongoing actions to create necessary preconditions, which fostered teacher reflection. Data revealed a district belief that reflective dialogue in pairs (teacher to teacher or teacher to administrator) or in groups (faculty meetings, grade level or departmental meeting) was important to educator growth. Administrators' actions, which engaged teachers in a reflective process, were perceived to be those associated with being an instructional leader. Recommendations include helping district leaders understand the role and design of collaborative reflection as well as the role of the principal in order to plan and implement effective professional learning, which develops reflective practitioners. / Thesis (EdD) — Boston College, 2014. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Laura M. O'Dwyer / Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014). Other forms of civic engagement are also at starkly low levels: less than one in ten 18-29 year-olds report contacting a public official, boycotting a product, or frequently expressing political opinions on the internet (U.S. Census Bureau, 2014). Historically, schools have been tasked with preparing students with the knowledge and skills to be active democratic citizens. However, few studies have examined the role of teachers in fostering students' civic knowledge and skills. This study used data from the 2010 National Assessment of Educational Progress (NAEP) 8th grade civics assessment to analyze the relationships between teacher participation in professional learning, use of interactive instructional practices, and student achievement in civics. Participation in professional learning significantly predicted both interactive instruction and student achievement: a one standard deviation increase in professional learning was associated with a predicted .32 standard deviation increase in interactive instructional practices, and a predicted .045 standard deviation increase in student achievement. There was no significant difference between more traditional and communities of practice based forms of professional development in their relationships with interactive instructional practices and student civic achievement. Interactive instructional practices were also significantly associated with increases in student achievement on NAEP civics, but the effect size was small: a one standard deviation increase in interactive instruction was related to a predicted .03 standard deviation increase in student achievement. Moreover, the relationship between interactive instruction and student achievement was curvilinear; high levels of interactive instruction were associated with decreases in student achievement. The study did not find any evidence that teacher participation in professional learning increased the effectiveness of interactive instructional practices. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Thesis advisor: Vincent Cho / One mechanism for supporting teachers during the implementation of school and district reform is the provision of professional development. By offering meaningful professional development opportunities, leaders can influence teacher efficacy, thus potentially improving teacher practices. As social-emotional learning (SEL) becomes more prevalent in public schools, it is incumbent upon district and school leaders to understand how professional development opportunities can support teachers during SEL implementation. This qualitative study explores one district’s approach for professional development in the area of SEL, with the goal of understanding how professional development may influence teacher efficacy. Data were gathered through semi-structured interviews, focus group interviews, and a document review. Findings revealed a variety of professional development activities occurred during SEL implementation. However, district and school leaders, as well as teachers reported their dissatisfaction with these professional development offerings. Without the presence of satisfactory SEL-related professional development, teachers could not relate the influence of the professional development to their efficacy. Teachers described their most meaningful professional development experiences as those including the opportunity to collaborate with each other. Therefore, one recommendation of this study is to increase the amount of collaborative opportunities provided to teachers. In addition, leaders can promote the use of SEL practices through professional development experiences that introduce techniques directly related to teachers’ classrooms and context. This type of professional development also has the potential to increase teacher efficacy. / Thesis (EdD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

O presente estudo analisou as competências gerais da educação profissional para a área da saúde apontadas na Resolução CEB n° 4/1999, e buscou referências teóricas para a construção de competências específicas na formação de profissionais de enfermagem de nível médio, tomando como eixo de análise as quatro dimensões propostas por Paulo Amarante e o conceito de competência humana de Neise Deluiz, que apontam para o caráter multidimensional do processo do cuidado no campo da saúde. Para isso, realizamos uma pesquisa de natureza qualitativa, utilizando como recurso metodológico, a análise documental. Na dimensão epistemológica, foi considerado o processo saúde-doença em sua complexidade, como competência profissional, que aponta para o desafio de rupturas com o modelo biológico. A dimensão técnico-assistencial assinala para a busca de competências como produção de atos terapêuticos nos serviços de saúde orientados para o cuidado integral na organização do processo de trabalho, que considere o acolhimento dialogado, o trabalho em equipe, a responsabilidade, autonomia e a ética como formas de transformar espaços de cura, para uma rede de produção de subjetividades e sociabilidade. As dimensões jurídico-política e sociocultural, destacam a importância dos direitos humanos e sociais e a necessidade da mudança cultural como forma de romper com a visão tradicional marcada por preconceitos, pela discriminação, pela não aceitação da diferença. A cidadania, como possibilidade de experiência participativa na comunidade, foi a competência considerada como relevante para que os profissionais de enfermagem possam ser agentes capazes de transformar a realidade na busca da emancipação social. Consideramos no final deste estudo, que a construção de competências específicas para a formação de profissionais de enfermagem de nível médio depende da compreensão de que a educação e a saúde são práticas sociais, cabendo às instituições de ensino profissionalizante estimular a construção de conhecimentos, de comportamentos e atitudes que comprometam professores e alunos na realização de projetos coletivos, que são a concreta possibilidade de mudança e transformação para a busca de uma sociedade mais justa e equânime. / This study analyzed the general competence of professional education for the health areas appointed in the Resolution CEB n°4/1999, and searched theoretical references to build specific competences in the formation of medium level nursing professional. The four dimensions proposed by Paulo Amarante and the concept of human competence from Neise Deluiz, pointing to the multi-dimensional character of the care process in the health field were used as the axle of analysis. A qualitative research was performed using as methodological resource, the documental analysis. The complexity of the health-illness process was considered for the epistemological dimension, as professional competence, pointing to the challenge of rupture with the biological model. The technical-assistance dimension highlights the search for competences like the production of therapeutical acts in the health services aiming the full care in the organization of the work process. This should consider welcoming along dialogue, team work, responsibility, self government and ethics as ways of transforming these healing spaces, for a production net of subjectivities and sociability. The law-politics and socio-cultural dimensions highlight the importance of social and human rights and the need for a cultural change as a mean of breaking up with the traditional view marked by prejudice, discrimination and non acceptance of difference. Citizenship, as a possibility of experiencing social participation in the community, was the competence considered relevant so that nursing professionals can be capable agents to transform the reality in the pursuit of social emancipation. It was considered at the end of this study, that the building of specific competences for the formation of medium level nursing professionals depends on the understanding that education and health are social practices. The professional institutions should be in charge of stimulating the construction of knowledge, behaviors and attitudes which compromises teachers and students to produce collective projects, which are the concrete possibility of change and transformation in pursuit of a more righteous and equal society.

Recém contratados em uma organização participam de um processo de socialização organizacional, em que aprendem as características do ambiente em que estão inseridos, e modelam seus comportamentos e atitudes assumindo um papel na organização. Trainees são jovens recém formados que se submetem a um rigoroso processo seletivo e, uma vez contratados, participam de um programa de desenvolvimento profissional que poderá conduzir a uma carreira para postos estratégicos na organização. Na fase denominada socialização antecipatória há a criação de expectativas por parte do ingressante anteriormente à entrada na organização, a não confirmação das mesmas conduz a um processo denominado choque de realidade. A seleção realística é uma forma de processo seletivo que diminui as chances de não confirmação de expectativas, apresentando ao candidato a organização como ela realmente é. O processo de socialização tem por objetivo diminuir o stress inicial, ambientar o novato e reduzir a possibilidade de abandono da organização. O objetivo deste estudo é analisar a ocorrência ou não do choque de realidade de alunos egressos da Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto, formandos no ano de 2009, selecionados e contratados em programas trainees, sua satisfação e desejo de permanência na organização. Para conduzir o estudo foram aplicados dois questionários, um anteriormente à entrada na organização e outro posteriormente ao ingresso na organização, identificando o realismo do processo seletivo, as expectativas não confirmadas e confirmadas e as práticas de ambientação da organização, verificando a existência ou não do choque de realidade dos alunos e a satisfação com a empresa. / Newcomers hired share a process called organizational socialization, where they learn the environment caractheristics and model behavior, assuming an role at organization. Trainees are youngs graduate submitted a rigorous selections process to entry an organization and when hired are developed in a career program for in the future assume strategics roles. Na. Expectations are created by newcomers before entry organization, in the anticipatory socialization stage, and the unmet expectations leads to reality shock. Realistic job preview is a selections process to reduce chances of not confirming expectations of newcomers, presenting them organization how it really looks. Socialization processs objective is to reduce initial stress and incorporate newcomer at organization environment, reducing the chances of leaving it. The purpose of this study is to analyse the existence or not of a reality schok of graduated from Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto Faculdade de Economia, year 2009, Administração e Contabilidade de Ribeirão Preto, hired at fast track programs. Two questionnaires were developed, one prior entry organization, the other before entry, identifying the reality of selections process, met or unmet expectations and organizations pratices on environmenting newcomer, verifying existence or not of a reality schok.

O autor traça um perfil do setor saúde, em um contexto da crise do Estado, que sob a ordem mundial de globalização da economia está associada, no Brasil, a reforma neoliberal. Fatos geoeconômicos e político- institucionais, são confrontados com as múltipras determinações históricas e culturais que configuram a pós-modernidade. O estudo do inter-relacionamento das áreas de educação, saúde e trabalho, com suas singularidades, revelou, ao longo do tempo, a reprodução de modelos de desenvolvimento para a instituição e para os profissionais, ou a emergência de situações determinantes de novos modelos. Através de pesquisa qualitativa, realizada durante 1995, como um estudo de caso, busca-se compreender e interpretar no conflito de cotidiano, a realidade e as representações imaginárias dos profissionais, acerca do trabalho, num serviço básico e regionalizado de saúde de Niterói, na área metropolitana do Rio de Janeiro. A análise dos documentos escritos e de conteúdos de discursos colhidos nas entrevistas dos indivíduos e no grupo focal, apóia-se, fundamentalmente, numa linha de pensamento hermenêutica-dialética. Os resultados revelaram dimensões do dia-a-dia da \"equipe\" de saúde, que permitiram a criação de novas categorias analíticas, em especial àquelas inerentes à ação comunicativa entre os sujeitos sociais, à mudança de paradigmas da atenção à saúde e à articulação intra e intersetorial. O autor, através das falas dos servidores e das suas próprias análises, tenta apresentar a lógica do desenvolvimento institucional e profissional. O processo de formação dos profissionais se dá no cotidiano, que ora promove, ora oculta, um desenvolvimento educacional latente, que mantém uma relação intrínseca com o poder simbólico e as condições materiais, do trabalho e de vida dos participantes da investigação. O autor conclui que determinadas questões, de ordem sócio-econômica e antropológico-cultural, desempenham relevante papel no enfrentamento, ou na superação, de problemas vivenciados pelos profissionais e pela comunidade, no espaço das instituições,e assim, podem ampliar as bases de luta por uma vida melhor. / The author outlines a profile of the health sector in a context of the State crisis, that, under the world order of economical globalization, is associated, in Brazil, with a neoliberal reform. Geoeconomic and politicoinstitutional facts are confronted with the multiple historical and cultural determinants that configure postmodernity. The study of the interrelation of the education, health and work areas revealed the reproduction of models of development of institution and professionals, or the emergence of situations that determine new models. By means of a qualitative research - performed in the year of 1995, as a case study - the author tries to understand and interpret the reality and the imaginary representations, concerning their own work, of the professionals; the research was conducted in a basic, regionalized, health service, in Niterói, in the metropolitan area of Rio de Janeiro. The analysis of written documents and of the contents of the speeches obtained through interviews of individuais and of the focal group, relies, in essence, in an hermeneutic-dialectical line of thought. The results of the study revealed dimensions, in the conflict of the quotidien activities of the health \"team\" that permitted the creation of new analytical categories, in special those inherent to the communicative action of the social actors, to the changing of paradigms in the field of health care and to the articulation inside and outside this field. According to the author, the process of formation of the professionals occurs through quotidien activities that reveal, or occult, a latent educational development and that maintain an intrinsical relationship with the symbolic power and with the material conditions, of work and life, of the participants. In the conclusions, the author indicates socioeconomical and anthropological situations that perform a relevant role in the confronting, or in the superation, of problems that professionals and community face in the space of the institution, and that may, so, amplify the foundations of the continuous effort towards the improvement of life.