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No. of bitstreams: 1 Versão final.pdf: 2421835 bytes, checksum: ab2bd033b112f25f861585e1f79b188b (MD5) Previous issue date: 2013 / Esta pesquisa teve como objetivo compreender como ocorreu a formação de formadores enquanto formavam docentes para atuar na educação profissional de nível médio e na educação tecnológica de nível superior. Portanto, uma formação realizada na prática. A pesquisa, realizada entre agosto de 2010 e maio de 2011, foi desenvolvida durante as atividades do Módulo I da Licenciatura para a Educação Profissional e Tecnológica oferecida pelo Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul, Câmpus Rio Grande. No relatório apresento como um grupo de professores, entre os quais me incluo, com experiência em lecionar diferentes cursos de nível médio – integrado, subsequente e PROEJA – passou por um processo de formação docente objetivando atuar em licenciaturas para a educação profissional. Como, simultaneamente, atuávamos em um curso que formava professores, a nossa formação ocorreu com a perspectiva de formar-se ao formar. Para alcançar este objetivo, tacitamente, nos organizamos sob a forma de uma Comunidade Aprendente. Nos encontros presenciais as atividades foram realizadas em Roda (Warschauer, 2001), ou seja, na Roda dos Formadores. O corpus de análise desta pesquisa é constituído pelas informações construídas durante as atividades desenvolvidas no Módulo I da Licenciatura. Compreende o Diário de Campo, com minhas percepções dos encontros presenciais, os e-mails trocados entre os integrantes da Comunidade, como complemento dos planejamentos realizados nos encontros presenciais e os relatos pós-aulas dos professores que observavam alguma peculiaridade ocorrida naquele dia ou encontro. Estas informações foram analisadas mediante a Análise Textual Discursiva proposta por Moraes e Galiazzi (2007). A partir da fragmentação dos textos que compõem o corpus da pesquisa, com o processo de unitarização, surgiram novos significados dos fatos ocorridos. Significados que permitiram a emergência de categorias e possibilitaram a compreensão de como ocorreu o processo de formação dos formadores. Esta formação, ocorrida na prática, na Roda dos Formadores, em uma Comunidade Aprendente, rompe com os modelos tradicionais de formação de professores. A Tese defendida é a possibilidade de formação docente na prática, desde que o conhecimento que conduz a formação seja construído coletivamente, em uma Comunidade Aprendente. Conhecimento construído com a reflexão das experiências vivenciadas e escritas pelos membros da Comunidade. Registros que, além de possibilitar refletir sobre as ações desenvolvidas, também oportunizam relatar a história que está sendo construída pelo grupo formado por professores e alunos de uma Licenciatura para a Educação Profissional e Tecnológica. / This research aims to comprehend how the teacher education process proceeded to those who were training teacher-students in order to enable them to teach in secondary education (vocational and technical high school and junior college). Thus, it is about an education that was forged in praxis. The research, which was conducted between August 2010 and May 2011, was developed through the activities presented in Módulo I of the Licenciatura para a Educação Profissional e Tecnológica course, offered by Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul, Campus Rio Grande. My report shows how a group of teachers (including myself), all experienced in teaching different programs in the institution – which offers three types of secondary education: vocational and technical high school, junior college, and PROEJA –, went through a teacher education program in order to be qualified to teach in technical education courses. As we were both students and teachers at the same time, and to each other, our educational process happened under the perspective of receiving teaching qualification while qualifying. In order to achieve our goal, we organized ourselves as a Comunidade Aprendente (Communities of Practice). During the presential meetings, the activities were done in Roda [Wheel] (Warschauer, 2001), also known as Roda dos Formadores (Teachers Wheel). The corpus consists of information gathered during the development of the activities in Módulo I of the Licenciatura course. Both the Diário de Campo (Field Journal), which consists of my perceptions of the face-to-face meetings, and the emails exchanged among members of the Communities of Practice complement the planning performed during the face-to-face meetings and also the after-class reports done by the teacher who noticed any peculiarity which could have happened in some day or during some meeting. That data was analyzed based on Written Discourse Analysis, proposed by Moraes and Galiazzi (2007). After the fragmentation of the texts of the corpus of this research, and the subsequent unifying process of such data, new meanings were given to the reported and experienced information. Such meanings allow the awareness of some categories as well as also facilitate the comprehension of in what manner the teacher education process occurred. When applied in practice, through the Teachers Wheel technique and within the Communities of Practice, this teacher education training breaks with the traditional structures of teacher education. The thesis statement claims the possibility of a teacher education program that is based on a practical approach, if the knowledge shared during the training program is built in group, mutually, within the Communities of Practice. This knowledge would also have to be build based on the reflection upon the written description of the Community members’ experiences. These records allow the members to reflect upon the actions developed in the program, and also grant them the opportunity to report the history that is being written by the group of teachers and students of the Licenciatura para a Educação Profissional e Tecnológica course.

This study use the theory of community of practice and the theory of mediating tools to explore how teachers develop student’s writing in the Swedish subject in Swedish upper secondary school. The aim of the study is to display the potential to learn and develop writing through participating in the community of practice that is the classroom, as well as with the help of mediational means in the classroom and in other contexts. Five teachers are interviewed on their ideas about teaching students to develop writing. Results from the study show potential for learning through communities of practice and mediational means in the teachers’ use of collaborative writing and interaction between students as well as their aspiration to connect school writing with writing in other contexts. The way in wich some teacher’s switch from collaborative and interactive work forms to individual, when the student’s texts are to be assessed and graded, could on the other hand be considered problematic. The results also imply that the teachers’ choices and positions must be understood in relation to ideas on writing expressed by the students and in the curriculum and in national writing tests.

Few studies have a focus on progression in teaching and learning mathematics. An assumption for this study was that progression in teaching between school stages was important. The approach of the study was based on action research. Four teachers from preschool to 9th grade (age 1-16) were invited to a temporary team, a community of practice. The overall aim of the study was to develop knowledge about teaching fractions when teachers used students’ understandings as a point of departure for their action plans. A second aim was to illuminate what influences progression in their teaching. The team of teachers used the four phases of action research: plan, act, observe and reflect, during their learning processes. The teachers’ learning sessions were videotaped and transcribed and this provided the main data that formed the basis of the results. Wenger’s dimensions of social learning were used as an analytical tool: joint enterprise, mutual engagement and shared repertoire. Four themes that described teachers’ negotiation of qualities in mathematics instruction were identified: interpreting students’ understandings, basing instruction on students’ understandings, visualizing fractions and ensuring students’ understanding. When teachers, regardless of what stage was involved, reified similar instructions, it did not benefit students’ learning opportunities. In order to improve progression in teaching fractions, it was important that teachers succeeded in identifying students’ understandings and that the team negotiated different qualities in their community of practice. The shared repertoire (the pre-tests and the video recordings) formed the core of negotiating progression based on students’ understandings. The team showed a mutual engagement, with students’ learning as their joint enterprise. An implication of the study is that teachers from different educational stages can negotiate progression and improve it.

This essay is predominantly a qualitative piece of research by which I mean it is mainly based on my own observations and analysis of the material. To do this I will cover the theories of communities of practice together with gendered language and apply it to the community and language of the online game World of Warcraft. Through using collected chat logs, I will analyse conversations held in World of Warcraft with a specific focus on gender and identity, I will then compare these to examples of face-to-face conversations. My analysis will draw on the works of theorists such as Holmes (2006), Sunderland and Litosseliti (2002), Eckert and McConnel-Ginet (1992) amongst others. This study will show that although Netspeak within World of Warcraft is written and not spoken, the strategies for creating gendered identities are not very different from real life discourse. The essay will be a general study of gendered language in a virtual community and will discover that there is an extremely nuanced language within the limited communication medium of chat, and lays the ground for more extensive research on the subject.

Magister Educationis - MEd / 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’s situation contributed to their ability to learn. / South Africa

This study is concerned with the development of subject knowledge in pre-service teachers of secondary physical education (PE) during their one year Physical Education Teacher Education (PETE) course. It investigates the knowledge bases for teaching which pre-service teachers recognised, developed and prioritised, as well as the key influences that impacted on their subject knowledge development. Adopting an interpretive methodology informed by constructivist grounded theory, the study employed interviews, lesson observations and post-lesson reflections as principal research methods. Pre-service teachers were seen to make wide-ranging progress in their subject knowledge, including the development of content knowledge, pedagogical content knowledge, general pedagogical knowledge, knowledge of curriculum and knowledge of pupils. Through this they advanced their view of the nature of PE and how they wanted to teach it. The research highlights, that the process of knowledge development in PETE is socially constructed and complex. Much of the pre-service teachers development was influenced by various communities of practice, particularly their school placements PE departments, but also their University-based learning community. Of these, the legitimised practices within the PE departments were found to be especially important to pre-service teachers development. University-based learning was credited by pre-service teachers with enhancing their holistic understanding of the learning process, developing those aspects of critical pedagogy that were under-developed in schools. The impact of different subject knowledge profiles and the consequences of knowledge deficits are identified. This raises questions about the role and development of subject knowledge within PETE and calls for a re-vitalised debate on the nature of the knowledge in PE. Framed within an ever-changing policy landscape is the need for enhanced and stable partnerships that promote shared visions of PETE, an essential part of which is the need to collaboratively design and evaluate explicit knowledge development pathways which allow pre-service teachers to fulfil their potential and genuinely decide how they want to teach PE.

Today’s medical faculty members are faced with different challenges than their predecessors in teaching tomorrow’s physicians. Medical faculty members are now expected not only to be medical content experts, but also expert educators. The majority of the professional development activities available to them, however, are still focused on biomedical knowledge or the improvement of clinical practices. This article explores a faculty development project at the University of Ottawa’s Department of Family Medicine (DFM) aimed at improving teaching skills through the online sharing of video teaching tips created by DFM faculty members. Guided by the W(e)Learn Framework, a validated theoretical framework for the design and evaluation of online learning resources, a mixed-methods case study was designed and executed to investigate the impact of this faculty development project on the medical educator learning community. Data from the survey (N=33) and interviews (N=10) were analysed and relevant themes were identified and discussed in the context of the literature. Survey participants responded positively towards the project, finding the tips to be useful, enjoyable, and to have the potential to stimulate knowledge sharing between colleagues and within a learning community. Interview participants corroborated the survey results and additionally reported positive aspects to their colleagues being tip presenters; to the videos being concise; and to the tip videos being accessible anywhere and at any time via the Internet. Issues and concerns with organizational integration and support, as well as with integration into a curriculum were also reported by interview participants. Recommendations were then provided for improving the project as well as suggestions to support the development of similar online professional development resources based on the study findings. Finally, future directions for related research were suggested and other areas of research interest were identified.

Cette recherche porte sur les communautés de pratique (CoP) dans les entreprises. En référence à Wenger et à l'apprentissage situé, il s'agissait d'examiner le(s) rôle(s) des animateurs sur le plan des apprentissages des membres. A partir d'un corpus constitué de 31 entretiens de personnes issues de 21 entreprises, ainsi que de matériaux secondaires variés, j'ai analysé la terminologie employée par les entreprises et par les personnes animatrices, ainsi que les modes de structuration des CoP. Tandis que les questions d'apprentissage apparaissent moins centrales que je le supposais, un processus d'institutionnalisation et de formalisation des communautés et des animateurs ressort clairement. Une majorité des CoP approchées sont mises en œuvre et soutenues intentionnellement, leur fonctionnement se formalise, elles deviennent une modalité de gestion, notamment de gestion des connaissances. Des rôles nouveaux liés à la mise en œuvre et à l'animation émergent. Ce processus s'accompagne d'un processus de professionnalisation et d'une offre marchande à destination des entreprises. Dans ce contexte, le rôle des personnes animatrices demeure parfois ambigu. Alors que les CoP se présentaient comme une théorie, un descripteur des processus d'apprentissage dans des groupes sociaux, elles se sont transformées, ces dix dernières années, en un dispositif de gestion, un instrument managérial, que les entreprises intègrent peu à peu dans leur fonctionnement. Dans une économie de compétition, de plus en plus fondée sur le savoir, elles sont traversées par des enjeux de gestion auxquels elles sont censées répondre, tel un remède à certains maux organisationnels. / This research focuses on communities of practice (CoP) in companies. Referring to Wenger and situated learning, it was to examine the role(s) of the facilitators in terms of member's learning. From a corpus of 31 interviews of people from 21 companies, as well as various secondary materials, I analyzed the terminology used by companies and facilitators and modes of structuring CoP. While learning issues appear less central than assumed, an institutionalization and formalization of communities and facilitators are apparent. A majority of CoP are implemented and supported intentionally, process is formalized, they became a form of management, especially knowledge management. New roles related to the implementation and the facilitation emerge. This process is accompanied by a process of professionalization and provides a market for businesses. In this context, the role of those leaders sometimes remains ambiguous. While CoP presented as a theory, a descriptor of learning processes at work in social groups, these were transformed in the last ten years in a managerial practice, a tool that companies integrate gradually in their operation. In an economy of competition, increasingly knowledge-based, they are traversed by management issues they are supposed to meet, as a remedy for some organizational ills.

Communities of Practice have been utilized with great success by organisations in the business and manufacturing sectors to help in the management of their knowledge. Not much research have been done on their application in learning organisations such as academic libraries, however. The aim of this study was therefore to determine how knowledge can be managed through Communities of Practice in a learning organisation such as an academic library. The investigation was build around the concepts knowledge management, learning organisations and Communities of Practice and the interrelationship between these concepts. The role Communities of Practice play in the management of knowledge in a learning organisation is investigated as well as the development stages in the implementation of Communities of Practice to support knowledge management. This is followed by an investigation of the factors critical to the success of Communities of Practice in a learning organisation. The investigation consisted of a literature study to help define the key concepts and to lay a framework for the research design, and is followed by an empirical study where interviews were held with some of the staff members of the Academic Information Service (AIS) of the University of Pretoria, South Africa. In conclusion it was found that the AIS was considered a learning organisation and that the AIS was in the beginning stages of knowledge management. A number of Communities of Practice in the AIS were identified that existed internally and externally, and the small number of internal Communities of Practice in the AIS were linked to specific inhibiting factors. The study also showed that Communities of Practice can be found in learning organisations, and that learning organisations are characterised by knowledge management. Knowledge managed through Communities of Practice was also shown to help in the development of learning organisations. Communities of Practice in the AIS were shown to be in the beginning stages of development. The role of management, incentives and rewards for participation, information technology/tools, attention to newcomers, knowledge capturing/sharing techniques, trust and a proper knowledge management framework were shown to be essential for the success of Communities of Practice in the AIS. / Dissertation (MIS)--University of Pretoria, 2006. / Information Science / unrestricted

Syftet med den här studien är få kunskap om yrkeselevers syn på arbetsplatsförlagt lärande (APL) Genom kvalitativa intervjuerna synliggjordes vad yrkeselever lär sig under APL-perioderna, utifrån elevernas perspektiv och deras uppfattningar. Frågeställningarna besvarade även hur de kunskaper de har omvandlades till lärande samt vikten att ta hjälp från andra för att få stöttning i sin utveckling inom det yrke de kommer att lära sig under sin utbildning. Den teoretiska utgångspunkten är situerat lärande med det sociokulturella perspektivet som utgångspunkt.  Resultatet visar på yrkeselevers upplevelser av vad, hur och med vilket stöd de lär sig om sitt blivande yrke under sitt arbetsplatsförlagda lärande. Det är tydligt att yrkeskunnandet och anställningsbarheten är viktiga områden att utveckla under det arbetsplatsförlagda lärandet. Det framkommer att eleverna har mycket kunskap med sig från skolan. På arbetsplatserna lär de sig att fråga om hjälp, öva upp sin snabbhet inom yrket och lära sig av sina misstag.  Erfarenheten hos andra yrkesutövare, till exempel handledaren, blir central och eleverna får möjligheten att tydligt se yrket som en helhet.  Interaktionen mellan elev och andra på arbetsplatsen behövs för att eleven ska kunna ta sig framåt i sin kunskapsutveckling. Här blir praktikgemenskapen viktig då den blir ett stöd för elevens fortsatta lärande. / The purpose of this study is to gain knowledge about the students' views on workplace-based learning (WBL). Based on the students' perspectives and their perceptions, their learning during the WBL was made visible, through qualitative interviews. The questions also answered how they have transformed their knowledge into learning, as well as the importance of getting help from others to get support in their development in the profession they will learn during their education. The theoretical perspective is situated learning with a socio-cultural perspective as the starting point. The result shows students' experiences of what, how and with which support they learn about their future profession during their workplace-based learning. It is clear that professional knowledge and employability are important areas to develop during workplace-based learning. It appears that the students have a lot of knowledge with them from school, but in the workplaces, they learn to ask for help, practice their speed in the profession and learn from their mistakes. The experience of other co-workers, such as the supervisor, becomes central and the students have the opportunity to obtain a clear view of the profession as a whole. The interaction between the student and others in the workplace is necessary for the student to be able to progress in its knowledge development. Here, the community of practice becomes important, as it becomes a support for the student's continued learning.