Therapeutic relationships were explored using participatory action research in recreation therapy at Sunnybrook Health Sciences Centre (SHSC). The 22 recreation therapists at SHSC comprised the research team and were actively involved throughout the research process; they determined the research questions, the research process, and engaged in data collection and data analysis. This study explored how recreation therapists understood their therapeutic relationships, how different waves of influences were negotiated and philosophies of care that emerged in their therapeutic relationships. At first glance, therapeutic relationships were understood as meaningful connections and shared experiences that developed over time between a recreation therapist and individual receiving care. Later on, therapeutic relationships emerged as a complex process with welcoming, continuing and closing phases. Positive therapeutic relationships were defined by qualities such as caring, trust, respect, and non-judgment for everyone involved. Therapeutic relationships were also influenced by the organizational context, unit specific cultures, family, and staff members and recreation therapists continually negotiated the expectations, power and boundaries of these influences within their therapeutic relationships. The recreation therapists also discussed the different roles, they and the individuals receiving care could engage in during their therapeutic relationships ranging from the traditional, contemporary or controversial. Findings revealed that recreation therapists’ practices were predominantly influenced by person-centered care philosophies, although the biomedical model and relationship-centred care philosophies were also apparent. The practice of being in the moment emerged as a means of enhancing therapeutic relationships, whereas self-reflective practice assisted the recreation therapists to negotiate different waves of influence on their therapeutic relationships.

The focus of this case study was on the problem-framing activities of one teacher within two teaching contexts large group and studio. This study was grounded in Schöns research on reflective practice and sought to answer the following research questions: 1. What are the teachers problem-setting behaviours in the studio and large class context? As the teacher resets problems; (a) what frame-experiments are carried out by the teacher in each context? (b) Are these experiments similar or different? (c) How do these frame-experiments change with each iteration? 2. What type of teacher feedback is given to students in each of these contexts? 3. What tacit teacher understandings are at work in each context? 4. What are the similarities and differences in assessment techniques used in a studio and large group context? Interpretation of the data revealed several differences in how one teacher framed problems in the studio and classroom contexts. Findings from the data suggest ways that teaching strategies commonly employed in studio teaching might be applied to classroom music teaching.

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design.

Therapeutic relationships were explored using participatory action research in recreation therapy at Sunnybrook Health Sciences Centre (SHSC). The 22 recreation therapists at SHSC comprised the research team and were actively involved throughout the research process; they determined the research questions, the research process, and engaged in data collection and data analysis. This study explored how recreation therapists understood their therapeutic relationships, how different waves of influences were negotiated and philosophies of care that emerged in their therapeutic relationships. At first glance, therapeutic relationships were understood as meaningful connections and shared experiences that developed over time between a recreation therapist and individual receiving care. Later on, therapeutic relationships emerged as a complex process with welcoming, continuing and closing phases. Positive therapeutic relationships were defined by qualities such as caring, trust, respect, and non-judgment for everyone involved. Therapeutic relationships were also influenced by the organizational context, unit specific cultures, family, and staff members and recreation therapists continually negotiated the expectations, power and boundaries of these influences within their therapeutic relationships. The recreation therapists also discussed the different roles, they and the individuals receiving care could engage in during their therapeutic relationships ranging from the traditional, contemporary or controversial. Findings revealed that recreation therapists’ practices were predominantly influenced by person-centered care philosophies, although the biomedical model and relationship-centred care philosophies were also apparent. The practice of being in the moment emerged as a means of enhancing therapeutic relationships, whereas self-reflective practice assisted the recreation therapists to negotiate different waves of influence on their therapeutic relationships.

Parce qu’elle est intimement liée à l’action professionnelle (Schön, 1983), la pratique réflexive est souvent associée aux stages d’enseignement qui ponctuent la formation initiale des maîtres. Parmi les dispositifs de soutien à la pratique réflexive en stage d’enseignement, l’interaction en ligne semble particulièrement pertinente dans la mesure où : (1) elle permet de répondre à la dispersion géographique des enseignants-stagiaires (Karsenti, Lepage et Gervais, 2002) ; (2) elle couvre un potentiel sociocognitif (Depover, Karsenti et Komis, 2007) susceptible d’être mis au profit du développement de la pratique réflexive. Pourtant le rapport entre l’interaction en ligne et la pratique réflexive, bien qu’il semble positivement perçu lorsqu’il est évoqué (Barnett, 2002 ; Zhao et Rop, 2001), reste toutefois peu abordé dans la littérature scientifique et peu problématisé au niveau théorique. Or ce rapport pose question dans la mesure où la pratique réflexive réfère à un processus intra-personnel alors que l’interaction en ligne est inter-personnelle par définition. Ce paradoxe apparent est à l’origine de la présente recherche, dont l’objectif général consiste à mieux comprendre le rapport entre la pratique réflexive et l’interaction en ligne en stage d’enseignement. En vue de répondre à cet objectif, nous présentons le cadre conceptuel de la pratique réflexive interactionnelle, lequel a été élaboré par un arrimage de la théorique de la médiation sémiotique (Vygotsky, 1962) à la pratique réflexive (Schön, 1983). La méthodologie mixte à dominante qualitative pour laquelle nous avons opté a inclus la participation de trois groupes d’enseignants-stagiaires de quatrième année en enseignement secondaire (N=34) et leurs superviseurs respectifs (N=3). Puisqu’il s’agit d’une thèse par articles, les résultats obtenus auprès des trois groupes d’enseignants-stagiaires sont présentés dans trois articles distincts. Le premier d’entre eux s’attache à examiner comment la pratique réflexive se construit dans l’interaction en ligne des enseignants-stagiaires. Les résultats empiriques auxquels il donne lieu indiquent que deux types d’interaction (interaction inter-personnelle et interaction intra-personnelle) semblent intervenir conjointement dans le processus réflexif des enseignants-stagiaires. Dès lors, nous sommes amené à proposer une bonification du cadre conceptuel de la pratique réflexive interactionnelle en passant d’un mouvement circulaire du processus réflexif à un mouvement binaire. Ayant ainsi précisé le processus réflexif propre à la pratique réflexive interactionnelle, l’article 2 vise à établir les limites de cette dernière et à en déduire les conditions d’efficacité, dans la perspective de son opérationnalisation en contexte de stage d’enseignement. Quatre types de limites sont identifiés (limites académiques, sociales, développementales et interactionnelles). Ils donnent lieu à certaines conditions d’efficacité, ce qui permet de compléter le cadre conceptuel de la pratique réflexive interactionnelle par des considérations liées à son opérationnalisation en stage d’enseignement. Enfin, l’article 3 a pour but de déterminer le rôle de l’interaction en ligne pour la pratique réflexive des enseignants-stagiaires. Il s’agit donc de « confronter » l’interaction en ligne à d’autres soutiens à la pratique réflexive des enseignants-stagiaires, en vue de déterminer sa place. Il en ressort que l’interaction en ligne semble jouer un rôle secondaire mais néanmoins positif, tant pour la pratique réflexive des enseignants-stagiaires que pour d’autres dimensions du stage d’enseignement tels que la dimension sociale ou la dimension psychologique et émotionnelle. Finalement, des recommandations à l’intention du milieu de formation et des pistes de recherches futures sont offertes en conclusion. / Since it is tightly linked to professional action (Schön, 1983), reflective practice is commonly associated with teaching internships that generally punctuate initial teacher training programs in North America. Among the devices supporting reflective practice during teaching internships, online interactions seem particularly relevant since: (1) they help overcome the geographic scattering of student teachers (Karsenti, Lepage and Gervais, 2002); (2) they have a sociocognitive potential (Depover, Karsenti and Komis, 2007), likely to contribute to reflective practice development. However, the relationship between online interaction and reflective practice, even though it looks positive when mentioned, remains hardly addressed in the scientific literature and little problematized at the theoretical level. Yet, this relationship raises questions since reflective practice refers to an intrapersonal process whereas online interaction is, by definition, interpersonal. This apparent paradox instigated this research. The general objective is to better understand the relationship between reflective practice and online interactions during teaching internships of student teachers. To achieve this objective, we present the conceptual framework of interactional reflective practice developed through the association of semiotic mediation (Vygotsky, 1962) with reflective practice (Schön, 1983). The mixed-methodology that we have chosen, though qualitatively prevalent, included the participation of three student teachers groups in the forth year of secondary teaching (N=34) and their academic, university supervisors. We decided that the results obtained from the three student teachers groups ought to be presented in three separate research articles (chapters 6, 7 and 8). The first one aims at examining how reflective practice is built through student teachers’ online interaction. The empirical results indicate that two types of interactions (interpersonal interaction and intrapersonal interaction) seem to intervene jointly in student teachers’ reflective process. Consequently, we improved the conceptual framework of interactional reflective practice by moving from a circular movement of the reflective process to a more binary-like movement. After having refined the conceptual framework of interactional reflective practice in the article 1, the second article aims at establishing its limits and success factors. In doing so, we aimed at informing its implementation in teaching internships. Four types of limits were identified (academic, social, developmental and interactional limits). They lead to four success factors, which leads us up to complete the conceptual framework of interactional reflective practice. Finally, the third article aims at determining the role of online interaction for student teachers’ reflective practice. In other words, this meant “confronting” online interaction with other devices supporting student teachers’ reflective practice in order to better understand its role. It appears that online interactions seem to have a secondary but nevertheless positive role for student teachers’ reflective practice but also for other aspects of teaching practicum, such as social, psychological and emotional aspects. We finish by suggesting some recommendations aimed at initial teacher training stakeholders, as well as future research perspectives.

abstract: This action research project engages questions about the relationship of teacher evaluation and teacher learning, joining the national conversation of accountability and teacher quality. It provides a solid philosophical foundation for changes in teacher evaluation and staff development, and analyzes past and current methods and trends in teacher evaluation. Set in the context of a suburban elementary charter school, the problems of traditional evaluation methods are confronted. The innovation proposed and implemented is Teacher Evaluation for Learning, Accountability, and Recognition (TELAR), a teacher evaluation system designed to support learning and accountability. TELAR includes multiple data points and perspectives, ongoing feedback and support, an evaluation instrument centered on collective values and a shared vision for professional work, and an emphasis on teacher reflection and self-assessment. This mixed-methods study employs both qualitative and quantitative measures to provide an enriched understanding of the current problem and the impact of the change effort. Results suggest that TELAR 1) helps teachers re-define their role as professionals in their own evaluation, positively increasing perceptions of value, 2) promotes a culture of learning through a focus on shared values for professional work, a spirit of support and teamwork, and continuous improvement; and 3) empowers teachers to assess their own practice, self-diagnose areas for growth, and generate goals through a continuous process of feedback, reflection, conversation, and support. Implications for practice and future studies are presented. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2013

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No. of bitstreams: 1 rosimarjosedearagaoborduchi.pdf: 3930641 bytes, checksum: 38c247df3167b6c4959f02ac4a37bb53 (MD5) Previous issue date: 2013-12-11 / Partindo do pressuposto de que a formação continuada de professores desenvolvida no contexto da prática tem a finalidade de propor reflexões e orientar a prática docente, a presente dissertação investiga a utilização do tempo da Hora de Trabalho Pedagógico Coletivo (HTPC) por uma escola da rede municipal de Limeira e, em decorrência das constatações da pesquisa, propõe um programa para a melhoria da gestão desse momento. A partir de uma abordagem qualitativa, este estudo de caso foi desenvolvido por meio da análise documental e da realização de entrevistas. Os dados documentais foram coletados do Plano Gestor e dos registros das pautas da HTPC da escola, da Lei Complementar nº 613/2011 e da Lei Federal nº 11.738/2008. As informações sobre os participantes da pesquisa foram obtidas por meio de entrevistas, na modalidade semiestruturada, e de questionários. Objetivou-se com a aplicação desses instrumentos, obter a versão legal e captar a opinião dos profissionais sobre a LC nº 613/2011, assim como investigar quais são as atividades desenvolvidas na HTPC. Foram realizadas entrevistas com a diretora e com a coordenadora da escola, bem como com o coordenador do sindicato dos professores do ensino oficial do estado de São Paulo. O acesso aos professores da escola, por sua vez, deu-se a partir da aplicação de questionário. A pesquisa apontou que a implementação da LC nº 613/2011, na rede municipal de Limeira, não foi acompanhada de ações que subsidiassem o trabalho desenvolvido pela equipe gestora da escola, de forma que esta não está preparada para o desenvolvimento da formação do professor. Uma das consequências verificadas foi o fato de o uso do espaço da HTPC mostrar-se tomado por demandas administrativas e burocráticas. Além disso, observou-se que os horários nos quais os encontros acontecem são inadequados ao trabalho coletivo. Conclusivamente, este estudo mostra que, ter assegurado, em lei, tempo para o desenvolvimento do trabalho pedagógico e formação docente não significa que essas ações aconteçam. Dessa forma, como desdobramento da pesquisa, foi elaborado um plano de ação educacional com algumas indicações que podem contribuir para o desenvolvimento de uma formação de professores centrada na escola: a reorganização do tempo da HTPC, a formação do professor crítico reflexivo, o compartilhamento de decisões por meio de uma gestão democrática participativa e o desenvolvimento de um trabalho coletivo. / Based on the assumption that the continued training of teachers developed in the context of the practice has the purpose of propose reflections and guide the teaching practice, this dissertation investigates the use of the time of the Time for Pedagogic Collective Work (TPCW) by a municipal public school of the city of Limeira and, as a consequence of the research observations, proposes a program to the improvement of the management of this moment. From a qualitative approach, this case study was developed through the documental analysis and interviews. The documental data were collected from the Manager Plan and from the register of the agendas of the TPCW of the school, from the Supplementary Law nº 613/2011 and from the Federal Law nº 11.738/2008. The interviews were applied in two ways: the semi-structured and the questionnaire. The aim of the application of these instruments is obtain the legal version and capture the opinion of the professionals about the Supplementary Law nº 613/2011, as well as investigate what are the activities undertaken in the TPCW. It was conducted interviews with the director and the coordinator of the school, as well as with the coordinator of the school teachers' union of the official education of São Paulo State. The access to the teachers in the school, in its turn, occurred from the questionnaire application. The research showed that the implementation of the Supplementary Law nº 613/2011, municipal public schools of the city of Limeira, was not accompanied by actions that subsidize the work developed by the management team of the school, so that it is not prepared for the development of the teacher training. One of the consequences checked was that the use of space of the TPCW reveal itself taken by administrative and bureaucratic demands. Furthermore, It is noted that the times in which the meetings take place are inadequate to the collective work. Conclusively, this study shows that have secured, by the law, time for the development of the pedagogical work and teacher training does not mean that these actions happen. Thus, as extension of the research, was prepared an educational action plan with indications which may contribute to the development of a training of teachers focused on the school: the time reorganization of the TPCW, the teacher training critical reflective, the sharing of decisions through a democratic participative management and the development of a collective work.

Technology has become a fundamental yet dynamic component of modern society, affecting almost every structure within it. However, education has been slow to change relative to the acceptance and use of technology in teaching and learning contexts. This research seeks to begin to bridge this technological chasm by examining what considerations a teacher instructional designer needs to be mindful of when designing a substantial Web-based learning resource. The researcher employs a qualitative methodology through the compilation of field notes and narratives describing the experiences and observations of a classroom teacher employing the ADDIE instructional design model to develop a Web-based learning resource for two high-school level Marketing courses. The researcher has maintained a unique triad of professional roles throughout this project, including teacher, instructional designer, and researcher. The findings of this research emphasize the interrelationships between the three key conceptual areas: reflective practice, instructional design, and Web design. / Education, Faculty of (Okanagan) / Graduate

Abstract The purpose of the research presented in this thesis was to explore experiences from studies on participatory ergonomics methods conducted during a period of seven years. The phenomenon of interest was participative methods for implementation of best practices in order to improve conditions in different work environments. The posed research questions dealt with the usefulness and applicability of the assessed ergonomics methods/tools. One question concerned the change agents, what those were, and in which way the workers could be empowered in their daily work. The thesis is built on four case studies using a qualitative approach. In the first study an assessment of the Future Workshop as a participatory ergonomics method was made. This was achieved by conducting workshops in which professional cleaners, health care personnel and miners participated, and by assessing their perceptions of the conducted workshops and their immediate and long-term effects on safety work. The second study determined whether home care personnel used their gained knowledge and skills after completing a training programme in patient transfer technique, and identified hindering and supporting factors for the use of safe work technique. The assessment was performed through focus group interviews and individual interviews with home care staff, unit leaders and safety representatives. The third study evaluated a team-based systematic risk assessment method and action plans at two municipal homes for elderly. Lastly, the fourth study described experiences from a participatory ergonomics project in home care services. In this case, an occupational therapist was working together within the home care teams, as well as functioning as an investigator during a period of three years. Studies one to three had an explorative, descriptive design, while the fourth study was inspired by action research. A phenomenological approach for analysing the data was used in the first and fourth study, and the second and third were analysed through qualitative content analysis. The research presented in this thesis contributes to theory and practice in two ways. From a pragmatic point of view, the research provides knowledge (knowing) from reality. The empirical findings in the four studies showed participative methods to be suitable and functional tools in safety and health work in different environments. The research also showed that the essential change agent is empowerment, and that employees are empowered by their own involvement in the work. From a theoretical point of view, the research gives support for earlier research within the area, and connects approaches such as learning by doing and reflective practice with the concept of participatory ergonomics. / Tiivistelmä Tässä väitöskirjassa tutkittiin kokemuksia osallistuvista ergonomiametoditapauksista seitsemän vuoden ajalta. Osallistuvia metodeja käytettiin tapaustutkimuksissa parhaiden toimintatapojen käyttöönottoon työolojen parantamiseksi. Tälle tutkimukselle asetetut tutkimuskysymykset kattoivat ergonomia metodeiden/työkalujen hyödyllisyyden ja soveltuvuuden arvioimisen. Yksi kysymyksistä käsitteli muutosagentteja: mitä ne olivat, ja millä tavalla työntekijät voidaan voimaannuttaa päivittäiseen työhönsä. Väitöskirja on rakennettu neljän tapaustutkimuksen pohjalta käyttäen laadullista lähestymistapaa. Ensimmäisessä tapauksessa tehtiin arvio ”tulevaisuuden työpajasta” osallistuvan ergonomian metodina. Tämä toteutettiin järjestämällä työpajoja ammattisiivoojien, terveydenhuollon työntekijöiden ja kaivostyöläisten keskuudessa ja arvioimalla niiden lyhyen sekä pitkänajan vaikutuksia turvallisuustyöhön. Toinen tapaus määritteli, käyttivätkö kotihoidon työntekijät potilaiden siirtotekniikkakoulutuksessa kartuttamaansa osaamista ja taitoja hyödyksi työssään. Tutkimus toteutettiin fokusryhmä- ja yksilöhaastatteluilla kotihoidon työntekijöiden, yksikönvetäjien ja turvallisuusedustajien parissa. Kolmas tapaus arvioi ryhmäpohjaista systemaattista riskinarviointimenetelmää ja toimintasuunnitelmia kahdessa kunnallisessa vanhustenkodissa. Neljäs tapaus kuvaili kokemuksia kotihoidon palveluita käsittelevästä osallistuvasta ergonomiaprojektista. Viimeisessä tapauksessa toimintaterapeutti työskenteli kotihoidon tiimeissä, osallistuen tutkijana kolmen vuoden ajan. Tapauksissa 1-3 tutkimusotteena oli eksploratiivinen, kuvaileva tutkimusote, kun taas neljäs oli toimintatutkimuksen inspiroima. Fenomenologista lähestymistapaa käytettiin saadun datan analysointiin ensimmäisessä ja neljännessä tapauksessa, kun taas toisen ja kolmannen tapauksen dataa analysoitiin laadullisen sisällönanalyysin keinoin. Tämän väitöskirjan tutkimus edistää teoriaa ja käytäntöä kahdella tavalla. Pragmaattisesta näkökulmasta tämä tutkimus tarjoaa tietämystä todellisuudesta. Neljän tutkimuksen empiiriset löydökset tukivat osallistuvien metodeiden soveltuvuutta ja työsuojelutyön toimivia työkaluja eri ympäristöissä. Tutkimus osoitti, että voimaannuttaminen (empowerment) on oleellinen muutosagentti ja että työntekijöiden oma työhön osallistuminen voimaannuttaa heidät. Teoreettisesta näkökulmasta tämä tutkimus tukee alueen aiempaa tutkimusta ja yhdistää osallistuvan ergonomian konseptiin tekemällä oppimisen ja reflektoivan käytännön.

[pt] A investigação apresentada discute sobre o lugar da pesquisa na formação inicial de professores de Ciências. A questão é analisada em dois níveis: o primeiro verifica de que forma o elemento pesquisa é tratado no curso de Ciências Biológicas da Universidade Federal do Pará, a partir de sua reformulação curricular em 2000. Para isso, utiliza-se da análise documental e de entrevistas com professores e alunos do curso. O segundo nível de análise investiga o pensamento de estudiosos, na área da Educação em Ciências no Brasil, sobre a importância da pesquisa na formação de futuros professores de Ciências. O objetivo foi promover um confronto de ideias oriundas tanto da análise na literatura da área e da experiência prática em um curso de formação de professores; quanto de ideias vindas de pesquisadores em ensino de Ciências no país. Os referenciais teóricos que nortearam este estudo estão relacionados ao paradigma do professor reflexivo sobre sua prática. Os depoimentos coletados nas duas instâncias de investigação apontam a pesquisa como instrumento importante para compreensão do processo de produção de conhecimento pelos licenciandos. As informações obtidas revelaram ainda que há certa incerteza quanto ao papel da pesquisa na formação de futuros professores de Ciências. A análise do projeto curricular do curso e do depoimento de seus professores e alunos revelou uma preocupação maior com a preparação do professor para realizar pesquisas na área das Ciências Biológicas. Já o pensamento de grande parte dos estudiosos considerou que o futuro professor deverá ter um preparo adequado em diferentes tipos de pesquisa, especialmente aquelas voltadas ao contexto escolar. O estudo constatou a necessidade de superação da dicotomia entre pesquisa científica e pesquisa educacional. / [en] The present study discusses the place of research in the initial education of science teachers. The issue is analyzed in two levels: the first verifies how research is treated in the Biological Sciences major at Universidade Federal do Pará (UFPA) from its curriculum reformulation in 2000. For this purpose, a documental analysis and inquiries with professors and students from the course are used. The second level analyzes some scholars’ thoughts in the Education in Sciences field in Brazil about the importance of research in the future science teachers’ education. The study aims to confront ideas based on the literature about the issue and on the practice in a teacher education major as well as ideas from researchers on science teaching in the country. The theories that guide the study are related to the reflexive teaching practice paradigm. The collected data in the two levels of investigation show research as important to understand the future teachers’ knowledge production process. The collected information also demonstrated that there is still a certain uncertainty about the role oh research in the education of future science education. The curriculum project analysis and the teachers’ speeches showed a major concern with teachers’ preparation for research in the Biological Sciences area. The thought of the majority of the scholars considered that the future teacher should have an adequate preparation in different kinds of researches, especially those related to the school context. The study noticed the necessity of overcoming the dichotomy between the scientific and the education research.