Published Article / This paper examines the discourses on technical vocation education and training (TVET) adopting a comparative perspective. In particular, we critically analyse the notion of academic and professional pedagogy to embed curriculum and pedagogy at Universities of Technology (UoTs) in South Africa and at the Central University of Technology (CUT). This is conducted by analysing the term, vocational pedagogy within the context of Universities of Applied Sciences (UASs) and Universities of Technology (UT) in Germany, and Universities of Technology (UoTs) in South Africa, respectively. We then proceed by exploring the idea of an Institute of Pedagogy at the Central University of Technology (CUT) that will become a centre of excellence where research on professional pedagogy will be undertaken by staff and students from CUT and other institutions, as well as other bodies, including government and the employer/industry.

Originally conceived as Regional Technical Colleges and located in regions across Ireland, the Institutes of Technology (IoT) have evolved as a major sector of the binary system of higher education in Ireland. The Institutes of Technology are identified as focussed on teaching however recent years have also seen increasing focus on research. Following convergence in the sector, recent policy measures and changes signal a 'future higher education landscape' which opens the possibility of technological university status to Institutes of Technology who merge as part of the process for recognition as technological universities. The traditional orientation to practical, vocationally focussed teaching in Institutes of Technology is now challenged by the potential changes being driven at policy level and it is in the context of this changing higher education system that this study examines IoT lecturers' negotiation of professional identity. The research uses narrative enquiry to access the stories and narratives of lecturers working in a number of the institutes located in the Dublin region. Through an in depth qualitative study of eight lecturers in four IoTs, the study, in line with the research questions, identifies three major themes that underpin the professional identities of the sample - discipline; professional development; and external influences and policy decisions. Associated with these three themes are six constructs - Discipline; Professional Practice; Teaching; Development; Community Orientated Values; and Research - that resonate with this changing and volatile higher education environment and that intersect in different ways for individuals in the study to produce varying 'portraits' of professional identity. An analysis of how these identity portraits emerge is facilitated by a theoretical framework proposed by Paul Gee (2000) that gives appropriate insights into the dialogic process of the negotiation of professional identity. The study, through a synthesis of data generated themes and constructs and a theoretical identity perspective proposed by Gee (2000), contributes to knowledge in the field by creating a proposed framework for facilitating a generative analysis of the location and negotiation of professional identity. Such a framework enables, for example, explanations for both the strong links in the data between academic identity and subject discipline and yet also evidence of the fragmentation of an academic identity and an associated emphasis on practice-based experience. Given the way the framework allows for a multiplicity of factors to be combined in particular ways that reflect both structure and agency in individual lecturer's negotiation of professional identities, an argument is made for its application in the design and implementation of development structures at the level of the individual and the organisation - one that recognises that a Higher Education professional development model based on a "one size fits all" approach will not work. Instead the temporal nature of the impact of policy decisions and external influences is highlighted with a call for more focus on discourses on higher education, the associated importance of lecturer autonomy and the nature of professionalism and professional identity.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / NÃo se verificou precedentes no que diz respeito à investigaÃÃo cientÃfica, visando a um diagnÃstico acerca das estruturas acadÃmicas e profissionais para a formaÃÃo e atuaÃÃo do advogado na seara ambiental, o que por si reveste a presente pesquisa de originalidade. Objetivando fazer este diagnÃstico, toma-se como palco investigativo, a cidade de Fortaleza, CearÃ, diante da hipÃtese de que referida capital nÃo estimula o desenvolvimento da Advocacia Ambiental. Metodologicamente, utilizou-se de leitura e fichamento bibliogrÃfico, legal e documental; aplicaÃÃo de entrevistas e de questionÃrios; conversas informais; visitas de campo Ãs instituiÃÃes de ensino superior (IES), Ãs varas competentes para julgar e processar as aÃÃes ambientais e à Ordem dos Advogados do Brasil, secional cearense (OAB/CE); requisiÃÃo de documentaÃÃo; alÃm de tabulaÃÃo, anÃlise e interpretaÃÃo dos dados, o que deu origem a trÃs estudos de caso (na UNIFOR, na UFC e nas 1 e 2 Promotorias Especializadas em Meio Ambiente e Planejamento Urbano) e estudos menos profundos acerca das estruturas acadÃmicas mais recentes (cursos de Direito criados a partir de 2001). Os resultados apontam para a confirmaÃÃo da hipÃtese inicial de que Fortaleza nÃo possui estruturas, acadÃmica e profissional, especializadas em meio ambiente, para a formaÃÃo e atuaÃÃo do advogado, sem, contudo, desprezar iniciativas isoladas que visam, especialmente, na academia, a uma proximidade maior deste profissional com seu mister constitucional de proteger e defender o meio ambiente ecologicamente equilibrado para as presentes e futuras geraÃÃes. Finalmente, por meio deste diagnÃstico preliminar, espera-se dar continuidade à investigaÃÃo, numa nova perspectiva: propositiva de modelos de estruturas acadÃmicas e jurisdicionais para maior atuaÃÃo do advogado como protagonista do desenvolvimento sustentÃvel. / It was not identified any previous study concerning scientific investigation aiming to develop a diagnostic on academic and professional supporting structures related to the capacity and performance of lawyers in the environmental area, fact that reveals the original aspect of this research. Aiming to develop such diagnostic, it was considered the city of Fortaleza as the investigative scenery, having the hypothesis that is not identified in this city any support for the development of the environmental advocacy. Concerning its methodology, it was applied legal and documental reading and bibliographical notes; interviews and questionnaires; informal conversations; visits to Universities and Law Courses, to courts responsible for judging and prosecuting environmental issues and to Brazilian Advocates Order, sectional State of Cearà (OAB/CE); requesting of documentation; and treatment, analysis and interpretation of collected data, which originated three study cases (at UNIFOR, at UFC and at 1st and 2st prosecuting courts specialized in environment and urban planning) and superficial studies concerning more recent academic structures (Law Courses established since 2001). The results point in the direction of the confirmation of the initial hypothesis that is not identified in the city of Fortaleza any academic or professional structures specialized in environment the education and performance of lawyers in the environmental area. Nevertheless, it is not forgot sporadic enterprises, specially in academic area, that aim to approach the professional to its constitutional hole of protecting and defending the ecologically balanced environment for present and future generations. Finally, through this preliminary diagnostic, it is aimed to continue this research in a new perspective: offering suggestions of models of academic and jurisdictional structures in order to promote a more intense performance of lawyers as protagonists of sustained development.

For effective teaching to take place in secondary schools, teachers need to be adjusted positively towards reality and need to possess a thorough knowledge of the learning material which they offer. Teachers can be helped to adjust positively towards reality and also possess a thorough knowledge of the learning material if their didactic professional needs are being satisfied through in-service education and training. ln-service education and training aims at improving teachers' competence and performance in the classroom situation. This study aims at identifying the didactic-professional in-service education and training needs of secondary school teachers in the Northern Province. The following didactic-professional needs are identified: • The need to improve secondary school teachers' academic competence. • The need to update teachers' knowledge and skills to be able to cope with professional technological changes in the classroom. • The need to appraise secondary school teachers' in the classroom situation. The study also aims at determining the shortcomings of the strategies currently being used in the in-service education and training of secondary school teachers and also at finding strategies in order to improve the present situation. The sample of this study comprises 244 randomly selected teachers, 1 05 randomly selected managers and all subject advisors (n=11) in the former Venda in the Northern Province. Data was collected from the above sample, through the use of a questionnaire. A Likert type scale was used in the questionnaire. In conclusion, some of the findings of this study are as follows: • Appraisal of teaching activities in the classroom is fair or poor. It is recommended that teachers be appraised to help them to identify their weak points and also to give them advice on their teaching. Principals, deputy principals and departmental heads need to be involved in this process. • Reflective practice of teachers is fair or poor. It is recommended that principals, deputy principals and departmental heads create conditions favourable to teachers to collaborate and cooperate in their schools. • Panel inspection sometimes occurs or rarely occurs. It could be of help to teachers if inspectors of schools conduct panel inspection to help teachers to identify the areas they need to improve their teaching. • Assistance to secondary school teachers by subject advisors sometimes occurs or rarely occurs. Again here it could be of help if subject advisors render their assistance to secondary school teachers to enable them to identify their weak points. • ln-service training centres only cater for teachers teaching. grade 12. It is recommended that in-service training centres cater for all teachers in secondary schools. • Class visits by circuit managers sometimes occur or rarely occur. It is recommended that circuit managers visit classrooms to acquaint themselves with what is happening there. • College programmes for improving professional competence are average or below average. It is recommended that college programmes for improving professional competence be improved in the Northern Province. • Short courses and seminars at the in-service training centres are fair or poor. It is recommended that they be improved to help secondary school teachers with their didactic-professional needs. / Thesis (MEd)--PU for CHE, 1999

For effective teaching to take place in secondary schools, teachers need to be adjusted positively towards reality and need to possess a thorough knowledge of the learning material which they offer. Teachers can be helped to adjust positively towards reality and also possess a thorough knowledge of the learning material if their didactic professional needs are being satisfied through in-service education and training. ln-service education and training aims at improving teachers' competence and performance in the classroom situation. This study aims at identifying the didactic-professional in-service education and training needs of secondary school teachers in the Northern Province. The following didactic-professional needs are identified: • The need to improve secondary school teachers' academic competence. • The need to update teachers' knowledge and skills to be able to cope with professional technological changes in the classroom. • The need to appraise secondary school teachers' in the classroom situation. The study also aims at determining the shortcomings of the strategies currently being used in the in-service education and training of secondary school teachers and also at finding strategies in order to improve the present situation. The sample of this study comprises 244 randomly selected teachers, 1 05 randomly selected managers and all subject advisors (n=11) in the former Venda in the Northern Province. Data was collected from the above sample, through the use of a questionnaire. A Likert type scale was used in the questionnaire. In conclusion, some of the findings of this study are as follows: • Appraisal of teaching activities in the classroom is fair or poor. It is recommended that teachers be appraised to help them to identify their weak points and also to give them advice on their teaching. Principals, deputy principals and departmental heads need to be involved in this process. • Reflective practice of teachers is fair or poor. It is recommended that principals, deputy principals and departmental heads create conditions favourable to teachers to collaborate and cooperate in their schools. • Panel inspection sometimes occurs or rarely occurs. It could be of help to teachers if inspectors of schools conduct panel inspection to help teachers to identify the areas they need to improve their teaching. • Assistance to secondary school teachers by subject advisors sometimes occurs or rarely occurs. Again here it could be of help if subject advisors render their assistance to secondary school teachers to enable them to identify their weak points. • ln-service training centres only cater for teachers teaching. grade 12. It is recommended that in-service training centres cater for all teachers in secondary schools. • Class visits by circuit managers sometimes occur or rarely occur. It is recommended that circuit managers visit classrooms to acquaint themselves with what is happening there. • College programmes for improving professional competence are average or below average. It is recommended that college programmes for improving professional competence be improved in the Northern Province. • Short courses and seminars at the in-service training centres are fair or poor. It is recommended that they be improved to help secondary school teachers with their didactic-professional needs. / Thesis (MEd)--PU for CHE, 1999

Thesis (Dr. P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 1991. / Includes bibliographical references (leaves 220-230).

MAGALHÃES, Flavia Castelo Batista. O advogado como protagonista do desenvolvimento sustentável: Diagnóstico das estruturas acadêmica e jurisdicional de Fortaleza-CE para a formação e atuação deste profissional, 2006. 203 f. : Dissertação (mestrado) - Universidade Federal do Ceará, Pró-Reitoria de Pesquisa e Pós-Graduação, Curso de Mestrado em desenvolvimento e meio ambiente, Fortaleza-CE, 2006. / Submitted by guaracy araujo (guaraa3355@gmail.com) on 2016-03-30T19:43:50Z No. of bitstreams: 1 2014_dis_fcbmagalhães.pdf: 1092914 bytes, checksum: 5d7c7417e64e16a523d7759ced85492b (MD5) / Approved for entry into archive by guaracy araujo(guaraa3355@gmail.com) on 2016-03-30T19:47:23Z (GMT) No. of bitstreams: 1 2014_dis_fcbmagalhães.pdf: 1092914 bytes, checksum: 5d7c7417e64e16a523d7759ced85492b (MD5) / Made available in DSpace on 2016-03-30T19:47:23Z (GMT). No. of bitstreams: 1 2014_dis_fcbmagalhães.pdf: 1092914 bytes, checksum: 5d7c7417e64e16a523d7759ced85492b (MD5) Previous issue date: 2006 / It was not identified any previous study concerning scientific investigation aiming to develop a diagnostic on academic and professional supporting structures related to the capacity and performance of lawyers in the environmental area, fact that reveals the original aspect of this research. Aiming to develop such diagnostic, it was considered the city of Fortaleza as the investigative scenery, having the hypothesis that is not identified in this city any support for the development of the environmental advocacy. Concerning its methodology, it was applied legal and documental reading and bibliographical notes; interviews and questionnaires; informal conversations; visits to Universities and Law Courses, to courts responsible for judging and prosecuting environmental issues and to Brazilian Advocates Order, sectional State of Ceará (OAB/CE); requesting of documentation; and treatment, analysis and interpretation of collected data, which originated three study cases (at UNIFOR, at UFC and at 1st and 2st prosecuting courts specialized in environment and urban planning) and superficial studies concerning more recent academic structures (Law Courses established since 2001). The results point in the direction of the confirmation of the initial hypothesis that is not identified in the city of Fortaleza any academic or professional structures specialized in environment the education and performance of lawyers in the environmental area. Nevertheless, it is not forgot sporadic enterprises, specially in academic area, that aim to approach the professional to its constitutional hole of protecting and defending the ecologically balanced environment for present and future generations. Finally, through this preliminary diagnostic, it is aimed to continue this research in a new perspective: offering suggestions of models of academic and jurisdictional structures in order to promote a more intense performance of lawyers as protagonists of sustained development. / Não se verificou precedentes no que diz respeito à investigação científica, visando a um diagnóstico acerca das estruturas acadêmicas e profissionais para a formação e atuação do advogado na seara ambiental, o que por si reveste a presente pesquisa de originalidade. Objetivando fazer este diagnóstico, toma-se como palco investigativo, a cidade de Fortaleza, Ceará, diante da hipótese de que referida capital não estimula o desenvolvimento da Advocacia Ambiental. Metodologicamente, utilizou-se de leitura e fichamento bibliográfico, legal e documental; aplicação de entrevistas e de questionários; conversas informais; visitas de campo às instituições de ensino superior (IES), às varas competentes para julgar e processar as ações ambientais e à Ordem dos Advogados do Brasil, secional cearense (OAB/CE); requisição de documentação; além de tabulação, análise e interpretação dos dados, o que deu origem a três estudos de caso (na UNIFOR, na UFC e nas 1ª e 2ª Promotorias Especializadas em Meio Ambiente e Planejamento Urbano) e estudos menos profundos acerca das estruturas acadêmicas mais recentes (cursos de Direito criados a partir de 2001). Os resultados apontam para a confirmação da hipótese inicial de que Fortaleza não possui estruturas, acadêmica e profissional, especializadas em meio ambiente, para a formação e atuação do advogado, sem, contudo, desprezar iniciativas isoladas que visam, especialmente, na academia, a uma proximidade maior deste profissional com seu mister constitucional de proteger e defender o meio ambiente ecologicamente equilibrado para as presentes e futuras gerações. Finalmente, por meio deste diagnóstico preliminar, espera-se dar continuidade à investigação, numa nova perspectiva: propositiva de modelos de estruturas acadêmicas e jurisdicionais para maior atuação do advogado como protagonista do desenvolvimento sustentável.

Submitted by William Paiva (williampaiva17@hotmail.com) on 2015-04-14T17:37:17Z No. of bitstreams: 1 Fernanda Medeiros de Albuquerque.pdf: 840541 bytes, checksum: 1ebb7e0bc7532024189e54086a7d03c6 (MD5) / Approved for entry into archive by Vitor de Carvalho (vitor_carvalho_im@hotmail.com) on 2015-05-08T16:02:11Z (GMT) No. of bitstreams: 1 Fernanda Medeiros de Albuquerque.pdf: 840541 bytes, checksum: 1ebb7e0bc7532024189e54086a7d03c6 (MD5) / Made available in DSpace on 2015-05-08T16:02:11Z (GMT). No. of bitstreams: 1 Fernanda Medeiros de Albuquerque.pdf: 840541 bytes, checksum: 1ebb7e0bc7532024189e54086a7d03c6 (MD5) Previous issue date: 2012 / Este trabalho apresenta uma pesquisa sobre a formação acadêmico-profissional de licenciandos em Química da Universidade Federal do Rio Grande (FURG) que participaram do Programa de Incentivo à Docência (PIBID) nos anos de 2009 e 2010. A pesquisa foi desenvolvida com onze licenciandos formandos no curso ao final do PIBID e as informações analisadas foram histórias mensais escritas por estes participantes durante os dois anos do Programa. Alguns pressupostos orientaram a pesquisa: a formação acadêmico-profissional de sujeitos pesquisadores da sua prática em Rodas de Formação, a partir da qual, é possível o acolhimento de questionamentos, a partilha, a escuta, a construção e divulgação de novos argumentos; a escrita como modo de pensar, que por ser uma atividade interativa conta com a presença de interlocutores ativos para provocar o escrevente. Entendemos que quando os escreventes são licenciandos, tem-se na escrita a possibilidade de documentar a formação desses profissionais, conhecendo suas fragilidades e potencialidades. A análise das histórias escritas pelos participantes desta pesquisa, realizada mediante a Análise Textual Discursiva possibilitou a compreensão da contribuição das histórias na formação acadêmico-profissional de licenciandos de Química da FURG em Rodas de Formação. A tese defendida é que as histórias produzidas em Rodas de Formação contribuem para a formação acadêmico-profissional de licenciandos de Química. As histórias contêm conteúdos que podem sinalizar para a produção de currículo nos cursos de Licenciatura, expressam o medo da solidão e a ousadia no trabalho coletivo e potencializam a compreensão sobre a constituição do professor em Roda. / This study presents a research concerning the academic and professional training of Chemistry grad students at Universidade Federal do Rio Grande (FURG) who joined PIBID (a program that encourages teaching licensing courses) in 2009 and 2010. The research was developed with eleven students at their final year in PIBID program and the data analyzed were stories monthly written by these participants during their two years in the program. Some assumptions guided the study: the academic and professional training of the participants, researchers of their own practices in Wheels of Education, in which welcoming of questions, sharing, hearing and construction and spreading of new issues are possible; as well as writing as a way of thinking, considering it is an interactive activity which counts on the presence of active interlocutors in order to tease the writer. We understand that, when the writers are licensing graduates, their writing shows up a possibility of registering their professional training, getting to know their potentialities and fragilities. The analyses of the stories written by the participants of this research was taken by Textual Discursive Analysis, allowing a greater comprehension of the academic and professional training in the Wheels of Education of Chemistry graduates at FURG. The thesis raised is that stories produced in Wheels of Education have contents that can point out issues for the syllabus of licensing courses which potentiate the academic and professional training of Chemistry graduates and also remark the fear of loneliness and boldness in collective.

This study sought to examine the factors that inhibited principals and teachers from pursuing bachelor’s and master’s degrees in Busia District in Kenya. Up to the mid-1990s, teachers of all professional grades studied for National Examinations as private candidates. Those who met university admission requirements were admitted and the Teachers Service Commission granted each of them a study leave with 80% of his or her salary. Some of those who met university admission requirements were admitted to foreign universities, and the Ministry of Education either granted them study leave with or without salary. On passing their examinations or completion of their studies, they were promoted on academic grounds. After the mid-1990s, the Kenyan Ministry of Education changed its policy from promotions on academic grounds to “merit promotions”. Merit promotion considered a teacher’s teaching effectiveness, co-curricular activities, community involvement, and the principals’ recommendations. Merit promotion was applied to those in job group M and above after serving in one job group for at least three years. Promotions from job group J, which was a starting point of a graduate teacher, to job group K, and from K to L, were automatic, provided that a teacher had been in one job group for three consecutive years of service. Although copies of academic qualifications were required when applying for promotion, the Kenyan Ministry of Education did not promote teachers from one job group to another on the basis of their attainment of higher academic qualifications. Consequently, teachers did not pursue further studies because they were not going to be promoted. The purpose of this study was to determine the factors that inhibited teachers from pursuing bachelor’s and master’s degrees. Stratified purposeful sampling was used to select the participating schools. Thirteen out of 27 high schools were chosen. All teachers in the chosen schools were invited to participate in the study. One hundred thirty-one out of 214 teachers, (61.2% of the total), including principals, completed questionnaires. Nine of the 13 principals invited (69.2%) completed the questionnaire. Conclusions were drawn from the participants’ responses. There were overwhelming data expressing the views that widespread teachers’ poverty and the policies of the Kenyan Ministry of Education were the major inhibitors of teachers’ efforts to pursue bachelor’s and master’s degrees.

Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Dept. of Linguistics, 2009. / "December 2008". Bibliography: p. 299-327.