Orientador: Samuel de Souza Neto / Resumo: O presente trabalho tem como objetivo geral compreender o processo de inserção profissional de professores de Educação Física (EF) escolar na educação infantil. Além disso, tem como objetivos específicos buscar: a) averiguar as possibilidades de inserção profissional na literatura; b) identificar e analisar as propostas de acolhimento e acompanhamento para professores de EF principiantes na literatura; c) descrever e analisar os elementos de inserção profissional, no que diz respeito ao acolhimento e acompanhamento vistos no cotidiano de algumas escolas; e d) identificar e analisar a percepção de professores principiantes e professores coordenadores sobre a inserção profissional. Optou-se, para o desenvolvimento desse trabalho, pela metodologia de pesquisa qualitativa, estudo exploratório que utiliza como técnicas: observação participante, entrevista semiestruturada e análise de conteúdo. Os participantes dessa entrevista foram cinco professores de Educação Física em início de carreira, atuantes na educação infantil de uma rede municipal do interior de São Paulo há, aproximadamente, quatro anos (professor principiante) e seus respectivos professores coordenadores, os quais trabalham com aqueles nas mesmas escolas, totalizando dez participantes. Em todas as etapas foram utilizados termos de consentimento livre e esclarecido, aprovado pelo Comitê de Ética da instituição de desenvolvimento. A partir da observação participante das aulas e do horário de trabalho pedagógico coletiv... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The main objective of this research was to identify and describe the professional insertion process of physical education teachers in early childhood education. Specifcally it aimed to: a) understand the existent possibilities of professional insertion in literature; b) identify proposals for welcoming and accompaniment for novice physical education teachers in literature; c) verify novice teachers´ and coordinators perception of professional insertion; d) describe professional insertion elements, according to welcoming and accompaning in school life. In this trajectory our theoretical framework adresses and sets early childhood education and how physical education is perceived in this field. Subsequently following, a way was set out to identify formative processes, discussing the necessary elements for teacher´s professional development, providing imputs for professional insertion to then get to the first step of professional insertion (supervised practice) and its effects in professional insertion and trajectory. At the end, understandig this way as part of teacher´s profissionalization process, we bring its concepts and implications. The research participants were five novice physical education teachers, working at Municipal Schools of Children´s Education in São Paulo countryside for almost four years (novice teachers) and their respective coordinators, numbering 10 participants. The Informed Consent Form aproved by the University Ethics Comitee was used in all steps of t... (Complete abstract click electronic access below) / Mestre

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Communication with healthcare providers (HCP’s) at the end-of-life (EOL) is a crucial process that can make a difference in the quality of the EOL experience for patients and their families. Targeting EOL communication interventions between patients, their families, and HCP’s is better informed from an understanding of what family members perceive as good and bad communication. The purpose of this study was to explore experiences related to communication with HCP’s in central Massachusetts during EOL care. Data from the parent study (n = 373) included responses from an open ended question at the end of the survey. The larger, qualitative descriptive study, from the parent study, (n = 218 ) that examined the open ended question revealed communication as the overarching theme. A secondary analysis of this open ended survey data using qualitative content analysis was used to describe next of kin’s perspectives of communication with HCP’s during the decedents’ end-of-life experience (n = 171). Family members (children = 38.4% and spouse = 22.0%) comprised the majority of the sample. Decedents were mostly 80 or older (47.6%), died in an acute care setting of mostly cancer (33.0 %) and cardiovascular disease (32.3%). Accessing information, emerged as the overarching theme. Continuum of information, healthcare provider sensitivity, having the answers and raising awarenesswere revealed as subthemes. The majority of respondents reported good aspects versus bad aspects of communication at the EOL. The framework for a good death (Emanuel & Emanuel (1998) under-girded the study but was not supported as it relates to these findings. The framework was useful in capturing the multidimensional process that each patient and their family could experience during the EOL process. The findings from this study provide insight for HCP’s about which aspects of communication are helpful at the EOL. Continuing education of the health care team on these identified helpful communication aspects will provide better access for patients and families for a quality EOL experience.

<p>The purpose of this study was to examine the perceptions of school principals on the impact of professional learning communities (PLCs) on collective teacher efficacy in two Indiana schools.</p> <p>This study’s design is grounded in the frameworks of DuFour & Eaker’s (1998) six elements of PLCs and Donohoo’s (2017a) six enabling factors of collective teacher efficacy. </p> Using the methodology of grounded theory, this exploratory, multiple-case study aimed to understand the experiences of principals who have implemented PLCs, and their perceptions of the impact of PLC implementation on collective teacher efficacy. By examining elements of PLCs to determine any perceived impact on six enabling factors of collective teacher efficacy through structured interview responses, the research findings revealed that principals perceived PLCs to impact specific enabling factors of collective teacher efficacy. This study adds to existing research on developing collective teacher efficacy through specific professional development opportunities. The researcher recommends that educators continue educating themselves on PLC implementation and improving their PLC practices.

The study investigated how principals discharge their responsibilities with regard to educator professional development and what factors, if any, assist or hinder principals in the execution of their responsibilities for educator professional development. The following research question informs this study: "What role do principals play in educator professional development in secondary schools in Gauteng Province?" The theoretical framework used in this study is that of human capital theory. In the words of Van Loo and Rocco (2004:99), human capital theory is "an economic approach to the evaluation of the costs and benefits of the investment in skills and knowledge", and in this regard, it implies investment in people themselves in education and training with a view to enhance economic productivity and competence, in this case, educational output. The study followed a qualitative research design wherein data were collected through semi-structured interviews with principals and two educators in four secondary schools, two fee-paying and two no-fee paying schools, in Gauteng Province. The sampling method used was convenience sampling because of practical constraints, namely, time and costs, involved. This study found that principals do play a role, though not appropriately, in educator professional development in secondary schools. In some schools, it was found that proper management of professional development programmes was non-existent, and this led to educators being not clearly sure of what role their principals play exactly in their professional development. Principals indicated that most professional development activities were carried out by the district offices. Some principals were not certain of what the scope of professional development entails and in this way, they were not quite sure where exactly development was required. It became evident that the Integrated Quality Management System (IQMS), as a developmental tool, was reported not to be efficiently implemented in most schools in this study, and challenges faced were also attributed to poor management of the process by the Staff Development Team (SDT), including the principals. / Dissertation (MEd)--University of Pretoria, 2016. / Education Management and Policy Studies / MEd / Unrestricted

This thesis is a qualitative study that examines the correlation between the activist movement #MeToo and the possible effects it had on journalists’ professional conduct with regard to ethics, through the theoretical framework of journalism culture and patriotic journalism. The analysis is based on six semi- structured interviews with journalists that were involved in publications during the height of the #MeToo movement in Sweden. The study indicates that the movement influenced the informants, several found it difficult to differentiate the personal and work-related impact it had on them at the time. Their intense coverage of the movement was fueled by the engaged public, as well as the activist movement itself, which could be interpreted as market orientation or interventionism – or both. Their expressed solidarity with the movement’s values and goals, as well as the fact that their own industry had a specific #MeToo- campaign, positioned the journalists between their solidarity to the society and their professional identity.

University writing programs increasingly serve student populations of growing diversity: more international students, first-generation students, disabled students, racial and ethnic minority students, and LGBTQ+ students, for example. Instructors thus teach in classrooms with many cultures and subcultures represented. Amid increasing demographic diversity, many writing programs seek to internationalize. In this dissertation, I investigate the current state of Culturally Responsive Teaching (CRT) in a university writing program as a potential avenue for internationalization. Culturally Responsive Teaching (CRT) is a social-justice-oriented, transformative approach to education that views cultural diversity as a resource, restructuring education settings to affirm students’ identities and home cultures. I evaluate CRT among a sample of 10 instructor participants and their students, propose a CRT assessment method, and suggest implementation of CRT as a sustainable, just, and resource-efficient method for writing program internationalization. I implement a mixed-methods research design that draws on both observational and self-report measures of CRT. Results indicate that instructor capabilities for CRT fall along a developmental spectrum. This developmental spectrum provides a useful model for assessment of CRT in a writing program context, as well as a basis for developing the CRT capabilities of instructors at both individual and programmatic levels. <br>

The aim of the diploma thesis is to analyse the group reflection Wanda as an effective tool for teachers' professional development. It is divided into theoretical and practical part. The theoretical part is firstly focused on aspects which influence professional learning. Furthermore, it describes its phases, processes, forms and conditions that teachers currently have. Secondly, it analyses and compares the available professional standards in the context of professional development and shows the benefits of using reflection. Thirdly, it analyses the Wanda method itself, which is based on Appreciative Inquiry and Balint group. The practical part examines the benefits and challenges of the method as well as the conditions which are necessary for the proper realization of the method. The data from questionnaires and interviews are analysed from the different perspectives of the facilitators and the participants - teachers and students. The detailed analysis of the data gathered in the focus group results in a proposal of the steps required for spreading the awareness of the Wanda method among teachers. Mainly, we focus on the conditions which are necessary for a successful implementation of the method within the framework Teacher Training of the Faculty of Education, Charles University. The data show...

This master thesis investigates how independent coworkers, such as entrepreneurs and freelancers, develop their entrepreneurial competencies through social and professional interactions in a coworking space. Since its early beginnings in 2005, coworking spaces have grown to a global phenomenon. Hence, a continually increasing number of individuals work from these spaces. The reason for this is, that coworking spaces help people to feel more socially integrated and to get social and professional support. In the empirical part, this thesis focuses on coworking spaces of mid-sized cities in Sweden. By conducting a qualitative research, we identify professional developments that can be clustered in different entrepreneurial competencies. As stated in the findings, these competencies particularly develop through a combination of the following three theories: (1) experiencing a social community, (2) receiving professional knowledge, and (3) exchanging professional knowledge. In more detail, five types of entrepreneurial competencies have been found: (A) openness, (B) being socially inclined, (C) entrepreneurial thinking, (D) planning, and (E) self-selling. Professionals from 5 different coworking spaces participated in the empirical study. The findings are a result of a research method based on social constructionism with 13 qualitative, semi-structured interviews. In addition to presenting empirical findings and a conclusion, the thesis has a thorough discussion by highlighting theoretical and managerial implications, and the influence of coworking spaces for society and its potential future developments. Moreover, limitations of this study and areas for future research are outlined at the end.