Made available in DSpace on 2016-04-27T16:57:38Z (GMT). No. of bitstreams: 1 Wanusa Rodrigues Ramos.pdf: 1234604 bytes, checksum: 3cd617faec3e8f9bc39337585e3c5cf6 (MD5) Previous issue date: 2015-05-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This paper aimed to identify meaning of negotiations involving Resolution of Problems occurred in the core of the PUC/SP, consisting of academics, Basic Education teachers and student teachers, under the Program Observatory of Education (Obeduc/CAPES). We adopted as theoretical framework the concept of Communities of Practice (CoP) of Lave and Wenger (1991) and Wenger (2001). Used as instruments for data collection transcripts of audio recordings of the meetings held, the researcher's field diary and participant observation, which formed the basis for selective in representing episodes in the process of our interpretative analysis. In this way, realize that the process of knowing and learning how to work with the Resolution of Problems has been validated by the CoP as an important part of the social practice of teacher teaching mathematics. We emphasize that occurred between the negotiations: the conceptual negotiations on Resolution of Problems, trading on the differences between problem and exercise and the negotiation between teachers and students, covering dimensions of the relationship between initial training and continuing education. Moreover, we point that understanding of Resolution of Problems common to the group and that became part of the shared repertoire of CoP was being built over time, the meaning was negotiated and renegotiated in several meetings, and not was free of conflict. The results of our analysis also demonstrated that, on the one hand, beginners had a more peripheral participation, by observing and listening the comments from other group members and, on the other hand, some signed as experienced members, full participation, and their words and speeches, as forms of reification, sometimes reflected the time the CoP was. We consider contexts as the Communities of Practice constitute important formative spaces where you can build identities, negotiate and renegotiate meanings about what is relevant and derive this process learning as forms of social participation / Este trabalho teve por objetivo identificar quais negociações de significado envolvendo a Resolução de Problemas ocorreram no núcleo da PUC/SP, constituído por acadêmicos, professores da Educação Básica e licenciandos, no âmbito do Programa Observatório da Educação (Obeduc/CAPES). Adotamos como perspectiva teórica o conceito de Comunidades de Prática (CoP) de Lave e Wenger (1991) e Wenger (2001). Utilizamos como instrumentos para a coleta de dados as transcrições das gravações em áudio dos encontros realizados, o diário de campo da pesquisadora e a observação participante, que serviram de base para selecionarmos os episódios representativos para o processo de nossa análise interpretativa. Neste percurso, percebemos que o processo de conhecer e aprender como trabalhar com a Resolução de Problemas foi validado pela CoP como parte importante da prática social do professor que ensina matemática. Destacamos entre as negociações ocorridas: a negociação conceitual sobre a Resolução de Problemas, a negociação sobre as diferenças entre problema e exercício e a negociação entre professores e estudantes, ou seja, abarcando dimensões da articulação entre formação inicial e formação continuada. Além disso, pontuamos que o entendimento sobre Resolução de Problemas comum ao grupo e que passou a fazer parte do repertório compartilhado da CoP foi sendo construído com o tempo, este significado foi negociado e renegociado em diversos encontros, e não ocorreu livre de conflitos. Os resultados de nossa análise também demonstraram que, por um lado, os novatos tiveram uma participação mais periférica, por observarem e escutarem as observações dos outros integrantes do grupo e, por outro, alguns se firmaram como membros experiente, de participação plena, e suas palavras e seus discursos, como formas de reificação, por vezes refletiu o momento em que a CoP se encontrava. Consideramos que contextos como as Comunidades de Prática se constituem em importantes espaços formativos, onde é possível construir identidades, negociar e renegociar significados sobre aquilo que é relevante e derivar deste processo aprendizagens como formas de participação social.

Submitted by Andrea Pereira (andrea.pereira@unipampa.edu.br) on 2019-02-25T17:37:54Z No. of bitstreams: 3 DIS Virginia Barbosa 2018.pdf: 3650680 bytes, checksum: 8b650d310388feff33de65fb23da7b0d (MD5) Prod. Edu. Virginia Barbosa 2018..pdf: 551050 bytes, checksum: 1df747493849daf5173caec0325c0a48 (MD5) Prod. Edu. 2 Virginia Barbosa 2018.pdf: 366661 bytes, checksum: 4a046d0c7881dc9f46a94f3db9f61c4b (MD5) / Approved for entry into archive by Dayse Pestana (dayse.pestana@unipampa.edu.br) on 2019-02-25T18:48:20Z (GMT) No. of bitstreams: 3 DIS Virginia Barbosa 2018.pdf: 3650680 bytes, checksum: 8b650d310388feff33de65fb23da7b0d (MD5) Prod. Edu. Virginia Barbosa 2018..pdf: 551050 bytes, checksum: 1df747493849daf5173caec0325c0a48 (MD5) Prod. Edu. 2 Virginia Barbosa 2018.pdf: 366661 bytes, checksum: 4a046d0c7881dc9f46a94f3db9f61c4b (MD5) / Made available in DSpace on 2019-02-25T18:48:20Z (GMT). No. of bitstreams: 3 DIS Virginia Barbosa 2018.pdf: 3650680 bytes, checksum: 8b650d310388feff33de65fb23da7b0d (MD5) Prod. Edu. Virginia Barbosa 2018..pdf: 551050 bytes, checksum: 1df747493849daf5173caec0325c0a48 (MD5) Prod. Edu. 2 Virginia Barbosa 2018.pdf: 366661 bytes, checksum: 4a046d0c7881dc9f46a94f3db9f61c4b (MD5) Previous issue date: 2018-12-15 / O presente trabalho surgiu do desejo de buscar novas perspectivas de prática que pudessem vislumbrar outras formas de ensino/aprendizagem da língua adicional/inglês. Nesse sentido, a pesquisa teve como objetivo principal desenvolver e implantar uma unidade didática para o ensino da língua adicional/inglês junto ao primeiro ano do Curso Normal a partir da formação de uma Comunidade de Prática. Para a aplicação do projeto, foi utilizada uma prática de pesquisa-ação na implantação de uma unidade didática com uma turma de primeiro ano do curso normal da rede pública estadual de ensino, no município de Santana do Livramento/RS, entre os meses de abril a agosto de 2018. Durante a intervenção, analisamos de que maneira o trabalho desenvolvido na implantação da unidade didática, a partir de Comunidades de Prática, constituída de 8 módulos, abordando Ensino Baseado em Tarefas e utilizando-se de ferramentas digitais, contribuiu para o ensino de uma língua adicional. Para fundamentar este estudo, o trabalho foi amparado na teoria sobre Comunidades de Prática (LAVE; WENGER, 2007) e em Morrison (1931), para abordarmos sobre a unidade didática. Uma vez que a unidade didática era constituída de oito módulos e dentro de cada módulo haviam diversas atividades a serem desenvolvidas, discorremos sobre o Ensino Baseado em Tarefas, segundo Ellis (2003), e sobre o letramento digital (MORAN, 2004; BUZATO, 2006; LEFFA, 2006), ao abordarmos as ferramentas digitais. A partir do produto elaborado para esta pesquisa-ação, uma Unidade Didática, e das atividades desenvolvidas em cada módulo, realizamos a análise dos dados gerados através dos questionários, rubrica e notas de campo com o intuito de verificar se os objetivos iniciais foram alcançados. O resultado da análise qualitativa e da observação dos dados mostrou que a elaboração da unidade didática, baseada no engajamento dos alunos na formação de Comunidades de Prática, auxilia de maneira significativa os alunos na execução das tarefas. Embora a aprendizagem da língua adicional em estudo tenha focado o aprendizado do vocabulário e de algumas performances da parte de alguns alunos, a interação do grupo e a curiosidade para o além da sala de aula ficou semeada. / The present work arose from the desire of seeking for new perspectives of practice that could glimpse other forms of teaching / learning of the additional language / English. In this aspect, the main objective of the research was to develop and implement a didactic unit for the teaching of the additional language / English in the first year of the Normal Course from the formation of a Community of Practice. For the application of the project, it was used an action research practice for the implementation of a didactic unit with a group of the first year of the normal course in a state public school, in Santana do Livramento / RS, from April to August 2018. During the intervetion, it was analyzed how the work developed in the implementation of the didactic unit, from Communities of Practice, constituted of 8 modules, addressing Teaching Based on Tasks and using digital tools, contributed for teaching an additional language. In order to base this study, the work was supported in the theory on Communities of Practice (LAVE ; WENGER, 2007) and by Morrison (1931), to discuss the didactic unit. Since the didactic unit was made up of eight modules and within each module there were several activities to be developed, we discoursed about Teaching Based Tasks by Ellis (2003) and on Digital Literacy (MORAN, 2004; BUZATO, 2006; LEFFA, 2006), when we approach the digital tools. From the product elaborated for this action research, a didactic unit, and the activities developed in each module, we performed the analysis of the data generated through the questionnaires, rubrica and field notes in order to verify if the initials objectives were reached. The result of the qualitative analysis and the observation of the data showed that the elaboration of the didactic unit, based on the students’ engagement in the formation of Communities of Practice, significantly assists the students in the execution of the tasks. Although the learning of the additional language under study has focused on learning vocabulary and some performances on the part of some students, group interaction and curiosity for the beyond the classroom has been sown.

Tacit knowledge sharing has featured strongly in knowledge management literature in the last two decades. Knowledge management is an essential component attributed to underpinning organisational success and tacit knowledge sharing contributes directly to enhancing knowledge creation and to obtaining a competitive advantage in the business environment. Over the same period Communities of Practice (CoP) have risen in prominence as vehicles for tacit knowledge sharing and are seen as hotbeds of informal learning processes. There is, however, limited research into what may influence tacit knowledge sharing in CoPs. Additionally, although recognised as knowledge intensive organisations there has been limited research into knowledge sharing within and across educational institutions. The higher education (HE) sector in general has undergone significant change from a complex evolving landscape of political upheaval, funding divergence and an increasingly competitive worldwide market. Knowledge creation, combining and leveraging to improve an institution's performance, should therefore be considered of critical importance. Information Technology (IT) and Digital leadership have a key role in transforming Universities to meet the challenges in a global knowledge economy. The IT community within HE has a Sector Professional Organisation (SPO) that supports a number of voluntary CoPs which have operated over the last twenty years. The aim of the research was to explore the dimensions of tacit knowledge sharing in Communities of Practice working within the Higher Education Information Technology Sector. The study was undertaken from an interpretivist stance and used a phenomenological design with semi-structured interviews with participants who had experience of membership spanning several CoPs as the key data collection technique. The analysis was thematic in nature and brought to light expected and unexpected themes from the experiences of the participants. The key contribution is centered on the study findings that link the nature and movement of tacit knowledge from the core to the periphery of the CoP with its membership and leadership behaviors that are impacting on its success. From this a conceptual model that informs future HE IT CoP design and key leadership characteristics necessary for success, whilst supporting transferability, due to the findings' close association with tacit knowledge sharing was developed and is presented.

abstract: The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice. The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In addition, qualitative data was collected from feedback surveys, online postings, a research journal, and individual interviews. The teachers demonstrated greater levels of self-efficacy with regard to the implementation of personal learning after their participation in the professional development community. Teachers reported increased confidence with regard to personal learning in the areas of planning, risk-taking, implementation, making modifications for continuous improvement, and sharing their knowledge with others. The teachers also reported learning about themselves, their students and colleagues, as well as gaining knowledge of content related to teaching, and personal learning. Participants reported the development of a variety of skills including design and problem-solving skills, technology skills, and facilitation and PL strategies. They also reported changes in certain dispositions such as flexibility and open-mindedness. The community created value for both the individuals and the organization. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2018

abstract: Promoting student engagement is a critical performance indicator for undergraduate success and is, therefore, a priority for academic institutions as they seek to improve teaching and learning practices (Meyer, 2014). Educators need to improve their instructional pedagogy by developing unique methods for engaging students with educational opportunities. Instructors who facilitate courses online face an even greater challenge in engaging students. A virtual learning community is a potential solution for improving online engagement. This mixed methods action research dissertation explores the implementation of an online learning community and how it influences the engagement of students in distance learning environments. The primary research question guiding this inquiry is: How and to what extent does the implementation of an online learning community influence undergraduate student engagement in online courses? A sequential triangulation design was used to analyze data collected from surveys and responses collected from study participants during a synchronous online focus group. The analysis of the results of the study provide interesting insight into the online engagement of students. Key findings from the study are: 1) the inclusion of diverse perspectives is important for students and they value having opportunities to share their knowledge with peers; 2) an online learning community is beneficial for student engagement and this type of model is one they would participate in the future; 3) students experience a disconnect with peers when engagement opportunities in online discussion platforms feel insincere. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2019

No description available.

<p>In this research paper, guided by Prof Z Groener, I explore the learning barriers experienced by deaf learners in the structured workplace component of a learnership programme. I focus on the learning barriers of deaf learners at work on an Information Technology learnership where the learning environment shapes and are shaped by deaf learners. Twenty deaf learners have entered during 2005 into an Information Technology: Technical Support NQF4 learnership, funded by the Information Systems (IT), Electronics and Telecommunications Technologies Sector Education Training Authority (ISETT Seta). I have determined how deaf learners are faring with work and learning in a technological environment that has experienced rapid and extensive restructuring during the past ten years. The specific difficulties which they experience during their structured workplace component of the learnerships have also been defined. I argue that when deaf learners form part of a community of practice, consisting of both deaf learners and hearing colleagues and who operate in the same area of knowledge and activity, they fare better than those who did not form part of such a community. I conclude this research paper with a link to the situated learning theory where I explain why the learner&rsquo / s situation contributed to their ability to learn.</p>

Personal home pages are outgrowing their playful beginnings to serve serious purposes. At the forefront of this emergence is academia, where they are becoming a meaningful way for researchers to engage each other. Yet, the medium is still in its infancy: The medium, its adopters, and their practices are unduly constrained by current technology. To better study the meaning and use of personal home pages in academia, I created the AniAniWeb personal-home-page system to loosen these constraints. AniAniWeb applies wiki technology to facilitate easy editing, to enable interaction, and to focus the user on content creation. Others began adopting AniAniWeb in fall 2003. This dissertation centers on a case study of six graduate students and their experience with AniAniWeb over a period of two years. Their practices are viewed through three analytical lenses. Media theory focuses on the technology. Communities of practice focuses on the social context. Core identity theory focuses on the individual. When combined, these frameworks lead to a rich understanding of personal home pages in academia. Based on observations and interviews, issues of design, technology, meaning, and use are addressed.

The aim of the study was to investigate the dynamics of two online communities of practice (oCoP) for preservice teachers. The research process encompassed three main phases. Phase 1 was related to the design and development of online environment. By the help of existing literature and a pilot study, a portal which is called as &ldquo / Professional Development Circle (PDC)&rdquo / was developed. In Phase-2, 28 preservice teachers from three different universities participated to an online course as a part of an undergraduate course. During the term, they discussed on different video cases which were recorded in real classroom environments and produced new lesson plans for these lessons in the light of given suggestions. In the third phase, the same preservice teachers got involved in a different online environment without any grading motivation in the Phase 2. They discussed on some hot topics in mathematics teaching with other preservice teachers, academicians and experienced teachers. This research study was mainly a qualitative study. Two cases of the study were two oCoP which included mandatory or voluntary participation of preservice teachers to discussions. The data were collected through written reflection reports, observations and interviews. In addition, private e-mail exchange with participants and discussion list message history were rich data sources. The data were analyzed according to qualitative data analysis techniques. The design principles and findings of this research study were discussed in the frame of Activity Theory. This study revealed outcomes of two online communities of practice environments in preservice teacher education. In addition, motivators and barriers to be active in oCoP environments were discussed. Some of the motivators were getting more responsibility, self confidance, sociable personality, altruism, sincerity in the environment, and quality of materials while some of the barriers were not wanting to enter a fight, lack of time, the idea &ldquo / max benefit minimum effort&rdquo / , feeling availability of others, and Internet access and computer availability.

The aim of the dissertation was to investigate children’s views on and experiences of The Sport for All programme in school (SAP) (idrottsskolor) and the significance of the activities for children’s ”sports childhood”. The study is anchored in the so-called “new sociology of childhood”. Such a standpoint is based on that children are competent social actors with agency. Following that, childhood is constructed both by actors in specific fields and by the children in these social practices. The dissertation is based on three interview studies from three different SAPs. In study I fifteen individual interviews were conducted with: the programme manager, three school teachers, two sport club leaders and nine children (aged 9-10). Study II was based on repeated focus group interviews with 15 ten-year-old Swedish children participating in a SAP. In study III individual interviews were conducted with eight children, four years after they completed their participation in a SAP.   In all three studies the children described the SAP as a different sport practice in relation to traditional organized sport. In the SAP sport was offered in a new context with other meanings and functions compared to conventionally organized sport. But, study II showed that children with a strong performance ethos had the capacity to influence and control the practice in the SAP, which contribute to a “competitive atmosphere” in the SAP activities. Further, study III showed that children with a weak interest in sport enjoyed the activities. However, it was not something this certain group of children wanted to continue to practice outside the program. While other participants with an already established interest in sports, experienced a deepening and widening of their sport interest through the SAP. In terms of agency, the children’s individual and collective views of sport are important to consider in regard to understanding the SAP practice. The children brought prior knowledge, understanding and skills into the SAP, which can contribute to the experience of the practice. / I Sverige domineras barns idrottande av den organiserade föreningsidrotten. Samtidigt har det under senare år framkommit att idrottsföreningarna tappar medlemmar. Det finns också en kritik i samhället mot att föreningarna bedriver en verksamhet enbart för de bästa barnen och inte för barnens bästa. Riksidrottsförbundet och staten har sett ett behov av att utveckla alternativa verksamheter för att den organiserade föreningsidrotten ska behålla sin position i samhället. En del i att utveckla idrotten är att organisera idrottsskolor, där barn under lekfulla former ska få prova på olika idrotter. Det har saknats kunskap om hur barn upplever idrottsskolor. Avhandlingens syfte är att öka kunskapen om och fördjupa förståelsen för barns upplevelser av idrottsskolan och verksamhetens betydelse för barns idrottande. Studien tar stöd i vad som kallas för den ”nya” barndomssociologin, vilket innebär att barnet sätts i centrum som en aktiv agent i de sociala processerna. Avhandlingen bygger på tre intervjustudier av tre skilda idrottsskolor, innefattande individuella intervjuer med barn och deltagande vuxna, fokusgruppsintervjuer med barn och individuella intervjuer med barn fyra år efter att de avslutat sin medverkan i en idrottsskola. Resultatet från studierna analyseras och diskuteras utifrån frågan om idrottsskolor är för alla barn, och vad det kan betyda att vara med i en idrottsskola. Utmaningen i framtida satsningar ligger i att utveckla idrottsskolor utifrån barns skilda syn på och upplevelser av idrott.