Made available in DSpace on 2014-07-29T16:10:31Z (GMT). No. of bitstreams: 1 dissertacaooneida.pdf: 473050 bytes, checksum: 0a1a26cf7be3fc3fac9865a84176db6e (MD5) Previous issue date: 2006-08-29 / This shidy was conducted in the program of Pos-graduation in Education of the Faculty of Education of Goiás Federal University. It is releved to the lide of research named Teacher formation and profissionalization . The aim of this work was to identify and characterize the formative practices considered well succeeded on the teacher s continuous formation and, on this way, to comprehend better the way that this professional learns the profession. The adopted methodology was the qualitative approach. As a theoretical referential to understand the initial and continuous formation and what knowledges that permeate this formation, we appeal to the Nóvoa (1997), Schön (2000), Zeichner (1997), Alarcão (1998), Porto (2000), Santos (1998), Tardif (2003) e Guimarães (2004) studies. In this referential, we find the valuation of the teacher knowledges acquired by the practice reflection (ZEICHNER, 1997). In Bourdieu (1983), we have fundaments for the use of the habitus concept and, in the Sacristán studies (1999), the educative action context and of the power of the institution/institutionalization and of the habitus so present on the practices. The professional life cycles are analyzed by Huberman (1995). For the formative practices investigation on the continuous formation, two works were very important: the study about significant learnings on the initial formation of teachers, achieved by Cunha (2000), and the other one, by Guimarães (2004), that intended to know the formative profile of teacher formation courses of a public university. The development of the investigation became necessary the achievement of empiric research and, for that, the used instrument was a questionnaire, which was proposed to 166 teachers that represented the continuous formation reality at the primary education. These teachers were concluding the graduation on the Mathematics, Letters and Pedagogy courses of the Universidade Estadual de Goiás (State University of Goias) and on the Pedagogy course of the Faculdade de Educação/Universidade Federal de Goiás (Education Faculty/Federal University of Goias). Concluding this study, we can say that the vision constructed on it is not the only one, nor the most correct, but the results propitiate the understanding of how the teacher learns and apprehend the teacher profession . The conclusions indicate that the teachers are being graduated and graduating themselves by the practice and also that they have been learned, significantly, through experiences changes. Besides, it was clear that the teachers consider positive the support that the formative practices on the continuous formation assure to their formation. A result which deserves prominence on this research is the high ratio of satisfaction in relation to the teacher profession. As a result, it was evident that the reach of the formative practices considered well succeeded varies according to the professional life cycle. / Este trabalho foi desenvolvido no programa de Pós-Graduação em Educação da Faculdade de Educação da Universidade Federal de Goiás; está vinculado à linha de pesquisa de Formação e Profissionalização Docente . Teve como objetivo identificar e caracterizar as práticas formativas consideradas de sucesso na formação continuada de professores e, por esta via, compreender melhor o modo como este profissional aprende a profissão. A metodologia adotada foi a abordagem qualitativa. Como referencial teórico para entender a formação inicial e continuada e quais os saberes que permeiam essa formação, recorreu-se aos estudos de Nóvoa (1997), Schön (2000), Zeichner (1997), Alarcão (1998), Porto (2000), Santos (1998), Tardif (2003) e Guimarães (2004). Nesse referencial encontram-se a valorização dos saberes docentes adquiridos pela reflexão prática (ZEICHNER, 1997). Em Bourdieu (1983), subsídios para a utilização do conceito de habitus e, nos estudos de Sacristán (1999), o contexto da ação educativa e do poder da instituição/institucionalização e do habitus tão presente nas práticas. Os ciclos de vida profissional são analisados por Huberman (1995). Para a investigação das práticas formativas na formação continuada, dois trabalhos foram muito importantes: o estudo sobre aprendizagens significativas na formação inicial de professores, realizado por Cunha (2000), e outro, feito por Guimarães (2004), que pretendia conhecer o perfil formativo de cursos de formação de professores de uma universidade pública. O desenvolvimento da investigação tornou necessária a realização de pesquisa empírica e, para isso, o instrumento utilizado foi um questionário, que foi proposto a 166 professoras que representassem a realidade da formação continuada na Educação Básica. Estas professoras estavam concluindo a graduação nos cursos de Matemática, Letras e Pedagogia da Universidade Estadual de Goiás e do curso de Pedagogia da Faculdade de Educação/Universidade Federal de Goiás. Ao concluir este estudo, pode-se afirmar que a visão nele construída não é a única, nem a mais correta, mas os resultados propiciaram a compreensão de como o professor aprende e apreende a profissão professor . As conclusões indicam que as professoras estão sendo formadas e se formando pela prática e também que elas têm aprendido, significativamente, por meio das trocas de experiência. Além disso, ficou patente que as professoras consideram positivo o apoio que as práticas formativas na formação continuada asseguram à sua formação. Um resultado que merece destaque nesta pesquisa é o alto índice de satisfação em relação à profissão docente. Como resultado também ficou evidente que o alcance das práticas formativas consideradas de sucesso varia conforme o ciclo de vida profissional.

Nesta pesquisa foram analisados dois cursos de formação continuada de professores de Ciências desenvolvidos no ano de 2006 pela Universidade de São Paulo - Campus Ribeirão Preto, vinculados ao Programa \"Teia do Saber\" da Secretaria de Estado da Educação de São Paulo. Os conceitos de formação e ambiente foram estudados e aprofundados, buscando-se reconhecer as diferentes dimensões atribuídas a esses dois termos na literatura educacional. Foram identificadas as concepções de formação e ambiente expressas no Projeto Básico da Secretaria de Educação, no projeto político-pedagógico dos cursos desenvolvidos pela Universidade, nos materiais instrucionais do curso e nas produções finais dos professores cursistas. A análise de todo o material foi conduzida por meio de uma abordagem qualitativa e quantitativa, com o uso de alguns elementos provenientes da metodologia de análise do conteúdo. Foram utilizados dois tipos de unidade de análise: a de registro e a de contexto. Após a organização dos dados, que envolveu leitura e releitura dos materiais analisados, foram construídas categorias de análise, relacionando-as a categorias pré-definidas, encontradas na literatura. Como resultado da pesquisa, observou-se a predominância de uma orientação tecnológica no Projeto Básico do Programa Teia do Saber e a predominância de uma orientação acadêmica nos projetos político-pedagógicos dos cursos analisados. Nas apostilas dos cursos prevaleceu a orientação acadêmica com abordagem compreensiva, enquanto que nas produções dos professores, prevaleceu uma orientação prática reflexiva. As concepções de ambiente, ausentes no Projeto Básico e no Projeto Político-Pedagógico dos cursos, mostraram-se presentes nas produções dos professores cursistas. O \"ambiente\" foi concebido associado à ideia de recurso ou problema, caracterizando uma formação ambiental do tipo antropocêntrica e de caráter prático e reflexivo, muito distante de uma formação ambiental crítica e emancipatória, desejada para um processo de formação continuada de professores. / This research analyzed two continuing education courses for science teachers developed in 2006 by the University of Sao Paulo - Campus Ribeirão Preto, linked to the Program \"Web of Knowledge\" of the Education Department of Sao Paulo. The concepts of training and environment have been studied and investigated, trying to recognize the different dimensions assigned to these two terms in the educational literature. Training approaches and concepts of environment were evaluated considering as documents: the Basic Project of the Education Department, the political-pedagogic projects developed by the University, the instructional materials of the courses and the final productions of participating teachers. The analysis of all material was carried out using a qualitative and quantitative approach and some elements from the content analysis methodology. We used two types of analysis units: sampling and context. After organizing the data, which involved reading and rereading of the material analyzed, categories of analysis were constructed, relating them to previously defined categories found in the literature. As a result of the research, it was observed the predominance of a technological approach in Basic Project as well as the predominance of a academic approach in political-pedagogic projects of the courses analyzed. The analysis of the instructional materials shows the prevalence of an comprehensive academic approach, while the analysis of the production of teachers shows the prevalence of a reflective practice approach. The concepts of environment, absent in booth Basic Project and political-pedagogic projects, were identified in the productions of the participating teachers. In that productions, the \"environment\" has been designed assuming the idea of resources or problem which configures an environmental education with anthropocentric, practical and reflexive characteristics, far from the critical and emancipatory environmental training, as desired for a process of continuing education for teachers.

A dispensação é um serviço farmacêutico importante para a promoção do uso correto dos medicamentos, prevenção de agravos à saúde e alcance de resultados satisfatórios da farmacoterapia. Entretanto, para que essa prática seja realizada adequadamente, é necessário que o farmacêutico esteja devidamente capacitado e possua conhecimento sobre fisiopatologia, terapêutica e legislação sanitária para subsidiar a relação com o paciente e com outros profissionais da saúde. Apesar disso, uma pesquisa revelou que 78,6% dos farmacêuticos não possuem conhecimento satisfatório para a realização da dispensação e mais da metade dos profissionais apontam a falta de tempo e recursos como obstáculo para a participação em cursos de capacitação presenciais. Buscando, então, intervir sobre os resultados da pesquisa citada, o presente estudo teve como objetivo avaliar a efetividade de um curso à distância na capacitação de farmacêuticos para a prática da dispensação de medicamentos. O estudo do tipo experimental teve como população farmacêuticos comunitários de todo o país. Desenvolveu-se um curso de capacitação na plataforma Moodle, no qual foi abordada a dispensação de medicamentos no tratamento das doenças crônicas não transmissíveis mais prevalentes no Brasil (hipertensão arterial sistêmica, diabetes mellitus, dislipidemias e asma). Um questionário foi elaborado e validado para mensurar o conhecimento dos participantes em dois momentos distintos: antes (baseline) e após (endpoint) o curso. Além disso, foram avaliados: i) a satisfação dos participantes em relação ao modelo de capacitação proposto, por meio de um questionário específico; ii) a prática da dispensação pelos farmacêuticos de Ribeirão Preto - SP selecionados para participar do curso, por meio da técnica do paciente simulado. Os resultados indicam que o curso foi efetivo na capacitação dos profissionais (p < 0,05), embora não tenha sido percebido no endpoint um melhor desempenho em relação à prática da dispensação entre os farmacêuticos que participaram da avaliação pelo paciente simulado. Apesar disso, os profissionais se mostraram satisfeitos com relação ao curso. Como conclusão, verificou-se que um curso à distância é efetivo para capacitar farmacêuticos em relação à dispensação de medicamentos, mas também permitiu atestar que essa estratégia não é suficiente para tornar satisfatória a realização do serviço. Atividades práticas que desenvolvam a performance e as condutas dos profissionais devem ser exploradas ao longo da capacitação. Todavia, o farmacêutico precisa também assumir posturas mais adequadas durante a dispensação, não permitindo que as pressões de mercado interfiram sobre a qualidade do seu serviço. / The dispensing drugs is an important pharmaceutical service to promote the rational use of drugs and so it is possible to prevent health problems and achieve satisfactory results of pharmacotherapy. However, for this practice to be properly carried out, it is necessary that the pharmacist is properly trained and have knowledge about pathophysiology, treatments and health legislation to support the relationship with the patient and other health professionals. Nevertheless, a survey revealed that 78.6% of pharmacists do not have adequate knowledge to perform the dispensing drugs and more than half of these professionals point that the lack of time and resources as a barrier to participation in classroom training courses. So we seek to intervene on the results of the cited survey by this study that aimed to evaluate the effectiveness of a distance learning course in the training of pharmacists to the practice of dispensing drugs. This is a clinical trial and the study population wer community pharmacists across the country. A training course was developed in Moodle, which was addressed to dispensing drugs in the treatment of the most prevalent chronic noncommunicable in Brazil (hypertension, diabetes mellitus, dyslipidemia and asthma). A questionnaire was developed and validated to measure the knowledge of the participants at two different times: before (baseline) and after (endpoint) the course. In addition, we also evaluated: i) the satisfaction of participants in relation to the proposed training model through a specific questionnaire; ii) the practice of dispensing drugs by pharmacists of Ribeirão Preto - SP selected to attend the course, through mistery shopper technique. The results indicate that the course was effective in professional training (p <0.05), although it was not realized in endpoint better performance in the practice of dispensing pharmacists who participated in the evaluation by the mistery shopper. Nevertheless, the professionals were satisfied with the course. In conclusion, it was found that a distance course is effective to enable pharmacists in relation to the dispensing drugs, but also allowed certify that this strategy is not sufficient to render satisfactory service realization. Practical activities to develop the performance and behavior of professionals should be explored along the training. However, the pharmacist must also take more appropriate positions during the dispensation and not allow market pressures to interfere on the quality of their service.

<p> Research consistently indicates that less affluent students across the country are often deprived of the necessary academic preparation and college guidance needed to successfully select, attend, and graduate from a postsecondary institution (Louie, 2017). Independent schools across America have historically served affluent, White students; however, many independent schools now strive to attract more diverse student populations. One such subgroup in independent school&rsquo;s communities are students of color. Students of color who enter a traditionally White independent school often find unexpected struggles while acclimating to the independent school environment (Ohikuare, 2013) including developing social capital (Putnam, 2017) and establishing meaningful relationships with students and staff members at these schools. Weiss (2014) refers to these students as being as &ldquo;doubly disadvantaged&rdquo;; students of color fortunate to gain acceptance to elite private schools who can still find themselves at the bottom of the opportunity structure without the proper support and guidance. This qualitative study will explore the experiences and perceptions of students who are involved with the A Better Chance (ABC) Program during their college preparation process at a select independent boarding and day schools in the Mid-Atlantic region. Methods of data collection included detailed interviews with sixteen students across fourteen schools from the Mid-Atlantic region currently involved with the A Better Chance program. The study will also compare and contrast the information regarding participant's high school-to-college (HStoC) guidance process versus the high school to college guidance provided by A Better Chance.</p><p>

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

The purpose of this study was to explore perceived importance of cultural values and affective components in the Middle East and North Africa (MENA) region and their relationships. This study identified which of the nine affective components of global competence and four higher order cultural values were perceived to be important in the MENA region. It also examined the correlations between cultural values and affective components and whether significant differences existed based on gender, age, and country of citizenship. This research involved the combination of Wallenberg-Lerner’s Affective Component Questionnaire (ACQ) and Schwartz’s Portrait Value Questionnaire (PVQ). In conjunction with a demographic information form, the Affective Component Value Questionnaire (ACVQ) was developed. A panel of experts assisted in establishing the validity of the instrument. All nine affective components were perceived to be important in this global era. Self-assurance, Tolerance for Ambiguity, and Connectedness were perceived to be the most important affective components of global competence, while the cultural value of Self-transcendence was recognized as the most important. Several positive correlations existed between three cultural values and eight affective components. The cultural value of Self-transcendence had the highest number of positive correlations with the seven affective components. Self-enhancement did not reveal any correlations. Analysis of variance was conducted to determine the differences in perceptions based on age, gender, and country of citizenship. No significant differences were present in the perceptions of the affective components and the cultural values based on gender. Perceptions by age were similar for the affective components, but differed for the cultural values. MENA citizens between the ages of 18-25 years more highly regarded the cultural value of Openness to Change and the 46 years and older age group more highly regarded Conservation than the other groups. Perceptions by country of citizenship differed for the affective components, but were similar for the cultural values. Lebanon more highly regarded the affective components, of Adaptability and Empathy. Morocco more highly regarded Connectedness while Tunisia more highly regarded Curiosity. The findings of this research could have a global benefit of raising the awareness and the integration of the MENA’s perceptions of global competencies into the areas of education, research, policy initiatives, and the private sector.

M.Tech. (Radiography) / Knowledge and skills are related to time and become obsolete if no effort is made to update them on an ongoing basis. Continuous Professional Development (CPD) is, therefore, the effort of committed professional practitioners to maintain and broaden the knowledge and skills related to their profession, following completion of formal training. The legal obligation of healthcare professional practitioners is to provide a high standard of care and act in the best interest of patients. To achieve this, radiographers must maintain and strive to improve their professional knowledge and competence. The main aim of this study was thus to assess the diagnostic radiographers‟ CPD participation in Kenya. The study was empirical in nature and therefore relied heavily on perceptions, experiences and observations. Mail questionnaires were sent to 250 radiographers working in Kenya during the time of the study. Self- addressed and stamped envelopes accompanied the questionnaires for ease of reply. Data analysis was done using Statistical Package for Social Sciences (SPSS) version 14.0 and the results were presented in frequency and percentage tables. Cross tabulations were employed to demonstrate and test relationships between variables. Results revealed that a large number (69%) of diagnostic radiographers in Kenya are not participating in CPD due to various barriers. The study, therefore, recommended that CPD for radiographers should be declared compulsory and penalties are introduced for non-adherence to CPD requirements. This could encourage radiographers to keep up to date with modern techniques. The SORK should provide a legal framework for CPD and legitimize the organization and implementation of CPD structures...

M.Ed. (Education) / Please refer to full text to view abstract

D.Ed.

M.Phil. (Human Resources Management) / The objective of this study was to identify and describe organisational factors that affect learning transfer in the South African Public Service. The study was conducted utilising a mixed method approach with both qualitative and quantitative methods enjoying equal status and implemented concurrently. 5 participants (Managers) from the department were interviewed using semi structured interview methodology as part of the qualitative methods and the findings were interpreted using the thematic content analysis technique and various themes were identified. It was found that factors that affect learning transfer include resource availability, supervisor role, mentorship and coaching, non-alignment of training goals with organisational goals, poor organisational planning and weak controls, management and leadership change, resistance to change and organisational culture. The above factors confirmed that there was a link between organisational context and transfer of learning, this being one of the questions that the study sought to respond to. A survey questionnaire was distributed to 150 respondents and 90 questionnaires were received back, this constituted a 60% response rate. The data from the questionnaires was interpreted using exploratory factor analysis (EFA). Factors that were identified as affecting learning transfer include opportunity to practice, positional power and peer support, resource availability, performance culture, management support, feedback and reward and organisational monitoring mechanisms. The findings from the two methods were integrated and corroborated each other which strengthened the value add of utilising mixed method approach. A description of the organisational factors affecting learning transfer was provided in addition to them being identified. The study proposed that governmental institutions like Palama conduct a large scale research throughout the public service utilising a mixed method approach as part of impact analysis, this study will provide the basis on which to initiate the project.