Teacher attrition is problematic in schools serving marginalized populations. Teacher attrition rates are 50% higher in Title I schools than in non-Title I schools (Carver-Thomas & Darling-Hammond, 2017). Furthermore, attrition among teachers whose main teaching assignments are in mathematics and science is 70% higher in Title I schools as compared to mathematics and science teachers in non-Title I schools. This study investigates mathematics and science teachers who enter the profession through Teach for America (TFA), which places thousands of teachers in high-needs schools for a two-year commitment. While existing research on TFA literature has investigated the final decisions made by TFA teachers regarding their post-commitment plans, the process by which the teachers develop their post-commitment plans throughout their first two years in teaching, and the extent to which their plans change throughout these years is unknown, as is the role of TFA teachers’ support networks in this decision-making process. Focusing on the Massachusetts cohort that began teaching in the 2018–2019 school year, this study explores how ten TFA teachers developed, maintained, and used support networks using three semi-structured interviews with the teachers during their second year as teachers. I also develop a model for the teachers’ decision-making processes regarding their intended plans and the role of the teachers’ support networks in these processes. Finally, implications of this deepened understanding of the teachers’ decision-making process on teacher education programs, TFA, the schools/districts where the teachers are placed, and on future research on teacher retention are explored.

Made available in DSpace on 2014-08-20T13:45:53Z (GMT). No. of bitstreams: 1 Andre_Selayaran_Nicoletti_Dissertacao.pdf: 740785 bytes, checksum: 9af01b93f14a47e327c6166d69d41cbe (MD5) Previous issue date: 2013-03-01 / This study aims to investigate the youthful presence in City Councils of the southern state of Rio Grande do Sul in the legislature (2009 -2012), presenting the reasons why the young man joined the traditional political career. For this we used a set of tools and techniques of qualitative research and quantitative, noting that the construction of the political career of young councilors in the southern state of Rio Grande do Sul differs depending on the line of the ideological spectrum to which the parliamentary this, corroborating the findings of Leal (2010) and Marenco dos Santos and Serna (2007) that the construction of a political career on the left, center and right is not the same / Este trabalho tem como propósito investigar a presença jovem nas Câmaras de Vereadores da região sul do estado do Rio Grande do Sul na legislatura (2009-2012), apresentando as razões pelas quais o jovem ingressou na carreira política tradicional, colaborando com o arcabouço teórico sobre participação política, engajamento político, elite e trajetória política ajudando no fortalecimento de pesquisas sobre juventude e carreira política. Para isso recorreu-se a um conjunto de instrumentos e técnicas de pesquisa de natureza qualitativa e quantitativa , observando que a construção da carreira política dos jovens vereadores na Região Sul do Estado do Rio Grande do Sul difere conforme a linha do espectro ideológico ao qual o parlamentar está vinculado, corroborando os achados de Leal (2010) e Marenco dos Santos e Serna (2007) de que a construção da carreira política na esquerda, centro e direita não é igual

A família e o trabalho sempre foram considerados eixos estruturantes para a construção da vida, embora seja consenso que estes domínios venham sofrendo transformações em seus paradigmas, o que tem repercutido nas trajetórias de carreira dos indivíduos. Por se considerar que os pais mantêm significativa importância nos processos de construção da carreira de seus filhos, duas investigações foram desenvolvidas. No Estudo 1, realizou-se uma intervenção com pais de adolescentes em fase de escolha profissional - o Grupo de Orientação de Pais - quando se investigou como os pais se posicionavam frente aos processos das primeiras escolhas de carreira de seus filhos. Os resultados do Estudo 1 culminaram com a proposta de realizar uma investigação de acompanhamento desses pais. Assim, o Estudo 2, apresentado nesta tese de doutorado, objetivou analisar como uma amostra desses participantes vivenciavam a construção das trajetórias de carreira dos filhos, após quatro anos do Grupo de Orientação de Pais. Para isto, realizou-se uma entrevista semiestruturada com os participantes que aceitaram colaborar novamente. Na fase do tratamento dos dados, temas narrativos foram delineados por meio da síntese de categorias temáticas construídas a partir das narrativas dos pais participantes, segundo a proposta de análise qualitativa de Minayo. Para a análise dos dados, dialogou-se com concepções de Winnicott e, da área da Orientação Profissional e de Carreira, com contribuições de Bohoslavsky e Savickas, a fim de se compreender como os pais atuavam junto a seus filhos na construção de suas trajetórias de carreira, favorecendo o desenvolvimento emocional. Após quatro anos do grupo de pais, os resultados apontaram que as experiências emocionais dos pais em suas trajetórias (inclusive com a família de origem) influenciavam suas atuações junto aos seus filhos. Considerando que as relações de influência ocorrem reciprocamente, as experiências dos filhos, na medida em que se desenvolviam emocionalmente e ampliavam seus contextos sociais, também repercutiam sobre as trajetórias dos pais, produzindo novos significados nesta relação. Entretanto, evidenciaram-se diferenças na construção das trajetórias de carreira entre os filhos dos participantes, assim como nas possibilidades de apoio material e emocional dos pais, sobretudo, em função de suas realidades psicossociais, econômicas e trajetórias educacionais-profissionais. Observaram-se ainda diferenças no modo como vivenciavam a progressiva independência emocional dos filhos que conduz à vida adulta. Em termos longitudinais, passados quatro anos, a experiência do Grupo de Orientação de Pais mostrou-se presente para os participantes, identificando-se sinais de que repercutiu positivamente em suas vidas no período circunscrito, segundo as peculiaridades de suas vivências. Isso se evidenciou ao fazerem referências a questionamentos ou mudanças que promoveram em suas próprias trajetórias de carreira e/ou às revisões em suas atuações junto aos filhos, no que se refere à construção das trajetórias destes e ao favorecimento do desenvolvimento. Considera-se que os achados contribuem com subsídios para o aprimoramento de programas de intervenção com pais, como também para a estruturação de novas pesquisas e intervenções que considerem a importância da construção da carreira ao longo da vida. / Although family and work have been considered essential to build ones life, it is agreed that these contexts have changed as in respect to their paradigms, which, as a result, has impacted the individuals career trajectory. As parents are believed to be significantly important in the career construction processes their children eventually go through, two investigations were carried out. In Study 1, an intervention was conducted with parents of adolescents who were choosing their careers Parent Counseling Group where it was possible to study how parents would behave while facing the processes that refer to their childrens first choices regarding their careers. The findings from Study 1 culminated in a proposal to offer follow-up counseling investigation to these parents. Therefore, Study 2, presented on this PhD thesis, had the objective of analyzing how a sample of the participants experienced the construction of their childrens career trajectories, four years after they had taken part in the Parent Counseling Group. In order to achieve that, a semi-structured interview was carried out with the participants who accepted to take part in this second study. When treating data, narrative themes were designed by means of synthesizing theme categories which were built from the parents narratives, according to Minayos proposal of qualitative analysis. In order to analyze data, Winnicotts conceptions were kept in mind and, when concerning Professional and Career Counseling, Bohoslavskys and Savickass contributions were taken into account, aimed at understanding parents role in the construction of their childrens career trajectories, favoring emotional development. Four years after the Parent Counseling Group, the results showed that the parents emotional experiences (including experiences they had had in the families they were born to) influenced the way they performed in relation to their children. Considering that the influential relationships were reciprocal, the adolescents experiences as they developed emotionally and broadened their social contexts would also impact their parents trajectories, bringing new meanings into this relationship. Nevertheless, some differences could be evidenced in regard to the construction of career trajectories amongst the participants children and also in regard to the possibilities of material and emotional support provided by parents, being the latter especially related to different psychosocial and economic realities and professional-educational trajectories. Other differences could be observed when it came to the way parents experienced their childrens progressive emotional independence, which leads adolescents into adulthood. In longitudinal terms, four years later, the experience with the Parent Counseling Group proved to be present for the participants, showing clear signs that it had positively impacted their lives during the mentioned period of time according to the peculiarities of each individuals existence. Such observation could be evidenced when they referred to questionings or changes they had made to their own career trajectories and/or when they looked back on their performances as parents concerning their childrens trajectory construction and the favoring of their development. These findings bring subsidies that shall improve intervention programs for parents and structure new research and interventions that consider the importance of career construction throughout ones life.

A família e o trabalho sempre foram considerados eixos estruturantes para a construção da vida, embora seja consenso que estes domínios venham sofrendo transformações em seus paradigmas, o que tem repercutido nas trajetórias de carreira dos indivíduos. Por se considerar que os pais mantêm significativa importância nos processos de construção da carreira de seus filhos, duas investigações foram desenvolvidas. No Estudo 1, realizou-se uma intervenção com pais de adolescentes em fase de escolha profissional - o Grupo de Orientação de Pais - quando se investigou como os pais se posicionavam frente aos processos das primeiras escolhas de carreira de seus filhos. Os resultados do Estudo 1 culminaram com a proposta de realizar uma investigação de acompanhamento desses pais. Assim, o Estudo 2, apresentado nesta tese de doutorado, objetivou analisar como uma amostra desses participantes vivenciavam a construção das trajetórias de carreira dos filhos, após quatro anos do Grupo de Orientação de Pais. Para isto, realizou-se uma entrevista semiestruturada com os participantes que aceitaram colaborar novamente. Na fase do tratamento dos dados, temas narrativos foram delineados por meio da síntese de categorias temáticas construídas a partir das narrativas dos pais participantes, segundo a proposta de análise qualitativa de Minayo. Para a análise dos dados, dialogou-se com concepções de Winnicott e, da área da Orientação Profissional e de Carreira, com contribuições de Bohoslavsky e Savickas, a fim de se compreender como os pais atuavam junto a seus filhos na construção de suas trajetórias de carreira, favorecendo o desenvolvimento emocional. Após quatro anos do grupo de pais, os resultados apontaram que as experiências emocionais dos pais em suas trajetórias (inclusive com a família de origem) influenciavam suas atuações junto aos seus filhos. Considerando que as relações de influência ocorrem reciprocamente, as experiências dos filhos, na medida em que se desenvolviam emocionalmente e ampliavam seus contextos sociais, também repercutiam sobre as trajetórias dos pais, produzindo novos significados nesta relação. Entretanto, evidenciaram-se diferenças na construção das trajetórias de carreira entre os filhos dos participantes, assim como nas possibilidades de apoio material e emocional dos pais, sobretudo, em função de suas realidades psicossociais, econômicas e trajetórias educacionais-profissionais. Observaram-se ainda diferenças no modo como vivenciavam a progressiva independência emocional dos filhos que conduz à vida adulta. Em termos longitudinais, passados quatro anos, a experiência do Grupo de Orientação de Pais mostrou-se presente para os participantes, identificando-se sinais de que repercutiu positivamente em suas vidas no período circunscrito, segundo as peculiaridades de suas vivências. Isso se evidenciou ao fazerem referências a questionamentos ou mudanças que promoveram em suas próprias trajetórias de carreira e/ou às revisões em suas atuações junto aos filhos, no que se refere à construção das trajetórias destes e ao favorecimento do desenvolvimento. Considera-se que os achados contribuem com subsídios para o aprimoramento de programas de intervenção com pais, como também para a estruturação de novas pesquisas e intervenções que considerem a importância da construção da carreira ao longo da vida. / Although family and work have been considered essential to build ones life, it is agreed that these contexts have changed as in respect to their paradigms, which, as a result, has impacted the individuals career trajectory. As parents are believed to be significantly important in the career construction processes their children eventually go through, two investigations were carried out. In Study 1, an intervention was conducted with parents of adolescents who were choosing their careers Parent Counseling Group where it was possible to study how parents would behave while facing the processes that refer to their childrens first choices regarding their careers. The findings from Study 1 culminated in a proposal to offer follow-up counseling investigation to these parents. Therefore, Study 2, presented on this PhD thesis, had the objective of analyzing how a sample of the participants experienced the construction of their childrens career trajectories, four years after they had taken part in the Parent Counseling Group. In order to achieve that, a semi-structured interview was carried out with the participants who accepted to take part in this second study. When treating data, narrative themes were designed by means of synthesizing theme categories which were built from the parents narratives, according to Minayos proposal of qualitative analysis. In order to analyze data, Winnicotts conceptions were kept in mind and, when concerning Professional and Career Counseling, Bohoslavskys and Savickass contributions were taken into account, aimed at understanding parents role in the construction of their childrens career trajectories, favoring emotional development. Four years after the Parent Counseling Group, the results showed that the parents emotional experiences (including experiences they had had in the families they were born to) influenced the way they performed in relation to their children. Considering that the influential relationships were reciprocal, the adolescents experiences as they developed emotionally and broadened their social contexts would also impact their parents trajectories, bringing new meanings into this relationship. Nevertheless, some differences could be evidenced in regard to the construction of career trajectories amongst the participants children and also in regard to the possibilities of material and emotional support provided by parents, being the latter especially related to different psychosocial and economic realities and professional-educational trajectories. Other differences could be observed when it came to the way parents experienced their childrens progressive emotional independence, which leads adolescents into adulthood. In longitudinal terms, four years later, the experience with the Parent Counseling Group proved to be present for the participants, showing clear signs that it had positively impacted their lives during the mentioned period of time according to the peculiarities of each individuals existence. Such observation could be evidenced when they referred to questionings or changes they had made to their own career trajectories and/or when they looked back on their performances as parents concerning their childrens trajectory construction and the favoring of their development. These findings bring subsidies that shall improve intervention programs for parents and structure new research and interventions that consider the importance of career construction throughout ones life.

Statistics on the gender profile of academics in South African Higher Education Institutions (HEIs) reveal women academics are still concerted at the junior levels of the hierarchy with a small number of women at professorship. By the time of this report, in South Africa there were 4034 associate professors and professors. Of this 4034, 2174 (54%) were full professors. Of this 2174, only 534 (25%) were female professors. The fundamental aim of this research was to tell the story behind these statistics by exploring, describing and giving explanation to the subjective experiences of women academics. The objectives of the research were broken down into: (1) to examine studies that explain discourses for women in academia, identify success and inhibiting factors to career development of women academics, identify gaps in knowledge and explain how this research seeks to address the gaps identified, (2) to investigate models and theories of career development, particularly in so far as they affect women, (3) to explore, describe and explain the career development trajectories of senior women academics in HEIs in SA, and (4) to develop a substantive career development theory that explains career trajectories of women in academia. Utilizing data from 13 in-depth interviews with women professors and associate professors in a diversity of higher educational institutions in South Africa and different fields of study, this research situates the senior women academics’ experiences within the social constructivist context. I posed the question: “Tell me how your career journey as an academic started, up to the level where you are now”. The questioning revolved around family background; social context; educational history; career development trajectory; professional experiences; and work-family integration. All interviews were audiotaped and then transcribed. The analysis and interpretation of data was informed by the theoretical underpinnings of the study, which is located within feminism and social constructivism. The mean age of the participants was 53 years; years in service, 10 years and more. The findings revealed four themes associated with the career success of women academics: enabling and constraining factors; intrapsychic factors, behavioural patterns and differentiated career development trajectories. All these factors are inextricably linked and mutually affect the career success of women academics. The study ended up with a career development theory that came up with five phases and explained preoccupations at each phase. The phases are career exploration, career establishment, career maintenance, work life adjustment and disengagement. These phases are neither age related, nor cyclical at all times, but they are related to the stage in career development, and the needs of women academics / Industrial and Organisational Psychology / D. Com. (Industrial and Organisational Psychology)

Актуальность темы магистерской диссертации обусловлена необходимостью формирования карьерной компетенций студентов на этапе педагогического образования с целью их дальнейшего карьерного развития в сфере образования. В диссертационном исследовании уточнено понятие «карьерная компетенция», разработан авторский вариант модели карьерной компетенции с учетом специфики сферы среднего педагогического образования, а также разработана модель карьерных траекторий в сфере образования. Также автором разработаны конкретные рекомендаций по управлению формированием карьерной компетенции студентов на этапе получения педагогического образования, а также предложен проект «Информационно-развивающий портал «Карьера в образовании»», способствующий формированию карьерной компетенции. / The relevance of the topic of the master's thesis is due to the need to form the career competencies of students at the stage of pedagogical education with the aim of their further career development in the field of education. The dissertation research clarified the concept of "career competence", developed the author's version of the model of career competence, taking into account the specifics of the sphere of secondary pedagogical education, and also developed a model of career trajectories in the field of education. Also, the author has developed specific recommendations for managing the formation of career competence of students at the stage of obtaining teacher education, and also proposed a project "Information and Development Portal "Career in Education", which contributes to the formation of career competence.

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