abstract: The general field of interest of this study was art education in the context of art museums in the United States. The vehicle of a mixed method, descriptive research design was used to investigate whether museum educator and curator participants had tendencies to use personal or communal approaches (Barrett, 2000) to teaching art interpretation to adult visitors. While the personal approach to art interpretation focused on individuals' responses to artworks, the communal approach emphasized the community of art scholars' shared understandings of artworks. Understanding the communities of practice of the participants was integral to the discovery of meaning in the study's findings. Wenger (1998) introduced the theory of community of practice to explain how individuals, who are united in a particular context, shared similar perspectives, learned socially from each other, and gained a sense of identity through their routines and interactions. The study examined how museum educators' and curators' separate communities of practice influenced their members' teaching approaches through the development of distinct teacher personae. Teacher personae reflected the educational values and priorities of museum educators' and curators' communities of practice. And, teacher personae had tendencies to adopt personal or communal approaches to art interpretation. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2014

A procura de novos modelos econômicos reacendeu a discussão em torno de conceitos de autogestão, de cooperação, de solidariedade, de inclusão social e digital. No Brasil, os Empreendimentos Econômicos Solidários surgem como uma opção de organização social do trabalho, de renda e um ambiente profícuo para a criação coletiva e compartilhamento do conhecimento. O propósito desta pesquisa é entender a construção e compartilhamento do conhecimento nos Empreendimentos Econômicos Solidários, mediante o conceito de Comunidade de Prática, aqui entendido como um elemento de aprendizagem coletiva dentro da organização social do trabalho. Para tal, adotamos a conceituação de Comunidade de Prática proposta por Wenger (2000), cujas características são: domínio (engajamento mútuo), a própria comunidade (empreendimento comum) e a prática (repertório compartilhado). Considerando que os princípios e os valores do Cooperativismo orientam os Empreendimentos Econômicos Solidários, os quais têm no formato de cooperativa, a sua maior expressão e referência, delineamos o escopo da investigação científica. Apresentamos o estudo de caso da Cooperativa de Catadores de Materiais Recicláveis - a CRUMA Cooperativa Reunidos pelo Meio Ambiente (Poá-SP), para exemplificar a relevância da construção e do compartilhamento do conhecimento de modo solidário nos processos associativos, com vistas a impulsionar um desenvolvimento efetivamente sustentado. / The search of new economical models relighted the discussion around selfmanagement concepts, of cooperation, of solidarity, of social and digital inclusion. In Brazil, the Solidary Economical Enterprises appear as an option of social organization of the work, of income and an useful atmosphere for the collective creation and sharing of the knowledge. The purpose of this research is to understand the construction and sharing of the knowledge in the Solidary Economical Enterprises, by Community\'s of Practice concept, here expert as an element of collective learning inside of the social organization of the work. For such, we adopted Community\'s of Practice concepts proposed by Wenger (2000), whose characteristics are: domain (mutual engagement), the own community (common enterprise) and the practice (shared repertoire). Considering that the beginnings and the values of Co-operatives guide the Solidary Economical Enterprises, which have in the cooperative format, her largest expression and reference, we delineated the mark of the scientific investigation. We presented the study of case of the Cooperative of Recyclable Materials - CRUMA - Cooperative Gathered by the Environment (Poá-SP), to exemplify the relevance of the construction and of the sharing of the knowledge in a solidary way in the associative processes, with views to impel a development indeed sustained.

Este trabalho tem como objetivo analisar os impactos das características estruturais, na participação em comunidades virtuais internacionais de especialistas brasileiros do processo de laminação, de uma empresa siderúrgica. A pesquisa foi realizada junto a oito profissionais de laminação de diferentes usinas siderúrgicas do Brasil inseridas em comunidades de laminação internacionais da Gerdau. Visou-se identificar e descrever o entendimento dos entrevistados sobre os conceitos de comunidades de prática virtuais, seu papel na comunidade e sua dinâmica de uso, de forma a entender como a demografia, o contexto organizacional, as características de associação e o ambiente tecnológico repercutem, facilitando ou dificultando sua participação. O método adotado foi o estudo de caso qualitativo; a principal técnica para coleta de dados foram as entrevistas; para a análise dos dados coletados foi empregada a técnica de análise de conteúdo. Como resultado, identificou-se que as características estruturais de orientação nas categorias: demografia; transposição de fronteiras; grau de formalismo institucionalizado; liderança e ambiente na categoria contexto organizacional, dispersão geográfica, envolvimento de membros; experiência comunitária prévia; alfabetização dos membros nas TIC; diversidade cultural; relevância do tópico para os membros, na categoria características de associação; grau de dependência nas TIC, na categoria ambiente tecnológico são percebidas pelos especialistas quer como facilitadoras, quer como barreiras, permitindo assim ações da empresa, a fim de incrementá-las ou mitigá-las. Outras características podem não ser percebidas e, no entanto, se constituírem como base para a ocorrência da participação. / This study aims to analyze the impacts of the structural characteristics in the participation of Brazilian rolling mill experts in international virtual communities of practice of steel company. The research was conducted among eight rolling mill professionals of different steel mills in Brazil that are embedded in international rolling mill communities of Gerdau. The objective was to identify and describe the understanding of the interviewees on the concepts of virtual communities of practice, its role in the community and its dynamic use in order to understand how the demographics, the organizational context, the characteristics of association and technological environment affect facilitating or hindering their participation. The method adopted was the qualitative case study and the main technique for collecting data was conducting interviews. The data analysis has used content analysis technique. As the results it was identified that the structural characteristics of orientation in the demographics category, boundary crossing, degree of institutionalized formalism, leadership and environment in the organizational context category, geographic dispersion, members’ enrollment, members’ prior community experience, members’ ICT literacy, Cultural diversity and topic’s relevance to members in the membership characteristics category and finally, the degree of reliance on ICT in the technological environment category are perceived by the experts as facilitators or barriers, thus allowing the company to adopt actions to enhance or mitigate them, while other characteristics may not be perceived and form themselves as the basis for the occurrence of participation.

Submitted by isabela.moljf@hotmail.com (isabela.moljf@hotmail.com) on 2017-07-21T14:43:58Z No. of bitstreams: 1 deidedacunhasilvafernandes.pdf: 1330702 bytes, checksum: c7d74de73d857b5c583569eddf330e5d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-08-08T18:19:34Z (GMT) No. of bitstreams: 1 deidedacunhasilvafernandes.pdf: 1330702 bytes, checksum: c7d74de73d857b5c583569eddf330e5d (MD5) / Made available in DSpace on 2017-08-08T18:19:34Z (GMT). No. of bitstreams: 1 deidedacunhasilvafernandes.pdf: 1330702 bytes, checksum: c7d74de73d857b5c583569eddf330e5d (MD5) Previous issue date: 2014-09-26 / O Projeto Escola de Tempo Integral implantado nas escolas estaduais pela Secretaria de Estado de Educação de Minas Gerais tem por objetivo melhorar a aprendizagem dos alunos do Ensino Fundamental que demandam maior atenção do Sistema Educacional, ampliando a sua permanência diária na escola. O presente estudo analisa as atribuições do gestor escolar nas ações empreendidas por meio da gestão pedagógica, de pessoas, gestão de resultados educacionais e gestão de serviços e recursos, concebidas como modelo da gestão do projeto. Coerente com os objetivos do Programa de Pós-Graduação em Gestão e Avaliação da Educação Pública, o presente trabalho foi desenvolvido baseando-se em duas dimensões: a analítica e propositiva. Na dimensão analítica, apresentam-se os conhecimentos construídos sobre a política de educação integral e a forma como vem sendo implementada por gestores escolares das duas escolas investigadas. Na dimensão propositiva contempla-se a construção de um Plano de Ação Educacional-PAE, cuja finalidade é apresentar possibilidades para o aperfeiçoamento da política nos níveis de implementação local e regional. Esse estudo é resultante das questões percebidas durante o monitoramento das escolas, que apresentavam resultados diferentes, mesmo diante de orientações homogeneizadas sobre a política. Para realização deste trabalho foi utilizada a metodologia de estudo de caso, a análise documental, a revisão bibliográfica e entrevistas semiestruturadas realizadas com os gestores, especialistas e professores das duas escolas pertencentes à Superintendência Regional de Ensino de Janaúba. A atuação dos gestores na implementação da política, foi analisada e entrelaçada por meio de um diálogo teórico dos autores: Ball (2002), Cavaliere (2002), Condé (2011), Draibe (2001), Lück (2000 – 2009), Moll (2010), Polon (2009), dentre outros. Os dados da pesquisa demonstraram que as ações dos gestores desenvolvidas por meio da gestão pedagógica; de resultados, de pessoas e gestão de serviços, e, recursos, exercem influência nos rumos e resultados da política no contexto em que são implementadas. Nesse contexto, apresenta-se o Programa de Formação de Educadores/Comunidade de Prática, como possibilidade para o aperfeiçoamento da política. / The School Project Fulltime deployed in state schools by the Ministry of Education of Minas Gerais, aims to improve the learning of elementary school students that require greater attention of the Educational System, expanding its daily stay in school. The present study examines the duties of the school manager in the actions undertaken by educational management, people management, educational outcomes, and management of services and resources, designed as a model of project management. Consistent with the objectives of the Program Graduate in Management and Assessment of Public Education, this study was developed based on two dimensions: analytical and purposeful. On the analytical dimension, we present the knowledge built on the policy of comprehensive education and how are being implemented by school administrators of both schools. In propositional, includes the construction of a Plan of Action Educational -PAE, whose purpose is to present possibilities for improving the policy on levels of local and regional implementation. The present study is a result of the perceived issues during monitoring of schools, who presented different results even before homogenized guidance on policy. For this study, the methodology of case study, document analysis, the literature review and semi-structured interviews with managers, specialists and teachers from both schools belonging to the Regional Superintendence of Education of Frangipani was used. The role of managers in the implementation of the policy was reviewed and interwoven by means of a theoretical dialogue Authors' Ball ( 2002), Cavaliere (2002 ), Condé (2011 ), Draibe (2001 ), Lück (2000 - 2009), Moll (2010 ), Polon (2009 ), among others. The survey data showed that the actions of managers developed through management: pedagogical, results, people and management of services and resources, and exert influence in shaping policy outcomes in the context in which they are implemented. In this context presents Training Program Educators / Community of Practice, as possibilities for the improvement of policy.

Magister Educationis - MEd / In this research study I investigate the nature and dynamics of learning amongst learners in a National Certificate Training Programme for community health workers who are caregivers in a home-based care prgoramme. The study analyses the relationship between experience, participation and learning and seeks to establish how the experience of adult learners can be mobilised through active participation and how situational conditions can either facilitate or inhibit participation and learning amongst the learners. Another dimension of the study seeks to establish what caregivers learn and the processes through which they learn and how such learning contributes to changes in behaviour and relationships. In this study, the nature and dynamics of learning amongst adult learners in the NCTP programme at community level is explored as an example of socio-cultural theory and situated learning which hold that learning results from participation in various socio-cultural situations – the act of participation is seen as crucial in the learning. The study focused on a group of 10 learners in the National Certificate Training Programme for community health workers who are also caregivers in the Nokuthembeka Home-based Care Programme in New Crossroads in the Cape Town metropole and used a qualitative research design and interpretive approach to understand the situations in which they learn. An interpretive approach allowed for deeper insight into the socio-cultural contexts that influence the social interactions of caregivers with peers as well as their learning. In the study I argue that the experience of caregivers forms a critical resource and the foundational basis for learning. The research study confirmed that the training programme in which caregivers interact and engage with peers and facilitators creates a learning context and that active participation in the situation facilitates learning. The study further confirmed that the informal settings of the home and community are important sites for learning and gaining experience and that situational conditions such as language, personal attributes and culture of learning/teaching can influence participation and learning.

Social media has created a two-pronged dilemma for the journalism world. On one side is an attack of the basic notions of identity and authority for an age-old profession while on the other side supporting journalists by making available an endless amount of new tools and resources for them to work with. This thesis establishes and examines the online community of practice that has formed in the crosshair of the two sides, where the future of newspapers is a hotly debated subject. Using innovative data collection, the conversations of 20 experts is studied qualitatively through computer mediated discourse analysis to examine and explore the debate while providing consideration of the key issues to allow for an in-depth study.

The purpose of this study is to learn about the professional development practices of physiotherapists working in long-term care homes in Ontario. A survey was created based on relevant literature and piloted for this study. The survey included both quantitative and open-ended questions. 44 Physiotherapist responded, which represents approximately 10% of physiotherapists working in long-term care in Ontario. The results indicate that physiotherapists are isolated from their physiotherapist peers and lack access to communities of practice, professional socialisation, professional culture and social regulation. Although physiotherapists’ interactions with interprofessional teams added breadth to their knowledge, these interactions did not enhance their profession-specific skills. Many physiotherapists are seeking professional community and social supports in healthcare settings outside of the long-term care context. The implications of this study are that physiotherapists, their professional associations, and their college must understand the importance of professional socialization in learning, and ensure that physiotherapists working in long-term care have access to and seek such social support. Physiotherapy service providers in long-term care should provide mentoring, support and opportunities for social learning for their clinicians. Finally, long-term care homes and the Ministry of Health and Long-term care need to ensure that policies provide a better definition of the role of physiotherapists in long-term care.

Canada has distinct contemporary faith communities that differ from western and European counterparts. Unfortunately statistics tracking denominational allegiances give little insight into the daily intricacies of collective religious practice. The purpose of this study is to contribute towards filling a gap within scholarly research on the lived culture and experiences of contemporary religious communities within Canada. This study examines the pattern of culture-sharing within a non-denominational faith community as lived and practiced in Ottawa. Through autoethnography, this study asks why members attend and how members view the use of popular culture video clips within church. Individual and collective religious identities are constructed through observations, interviews and material artifacts gleaned through participant observation from January 2011 to December 2011. The results show that within the church, a community of practice is built around shared parenthood and spiritual journey. Members place importance on children, on providing support of all kinds for one another, and on keeping religion relevant. Reasons for attending are echoes of the patterns of culture-sharing: members enjoy the feeling of community, the support, the friendships, the play dates. Participants view popular culture video clips played within church as one aspect of an overall importance placed upon relevance. Mutuality of engagement results in members experiencing their lives as meaningful, it validates their worth through belonging, and it creates personal histories of becoming within the context of a community of practice. Future research recommendations include further study of other contemporary faith communities within Canada, with investigation into the possibility that communities of practice may be what the churched and unchurched are seeking.

Cette thèse porte sur le processus de mise en place et de développement d’une communauté de pratique en innovation. Le terrain de recherche a été réalisé auprès du Groupe SEB, une multinationale française, spécialisée dans le domaine du petit équipement domestique. L'étude empirique, menée dans une perspective longitudinale, est fondée sur 63 entretiens semi-directifs, des observations et des documents internes. L’analyse réalisée met en exergue l’existence de quatre phases caractérisant la mise en place et le développement d’une communauté de pratique. Elle montre aussi la compatibilité des deux types de communautés identifiés dans la littérature : les communautés intentionnellement créées et les communautés émergentes. Les résultats obtenus révèlent que la dynamique de développement varie suivant le type de communauté. Ils soulignent notamment le rôle de l’animation active et ciblée comme un facteur clé influençant la dynamique de communautés de pratique intentionnellement créées. Les éléments de réponse apportés dans le cadre de notre recherche peuvent contribuer à une meilleure gestion des communautés de pratique et servir de guide pour d’autres organisations souhaitant utiliser ces structures sociales dans le domaine de l’innovation. / This thesis focuses on the establishment and development process of communities of practice in the field of innovation. The field study has been conducted at the SEB Group, a French multinational company specializing in electrical appliances. The empirical study, developed from a longitudinal perspective, is based on 63 semi-structured interviews, observations and internal documents. The analysis indicates the existence of four phases that characterize the establishment and development of a community of practice. It also shows the compatibility of two types of communities identified in the literature: intentionally created and emerging communities. The obtained findings reveal that the dynamics of development varies according to the type of community. Furthermore, they highlight that active and effective coordination is a key factor influencing the dynamics of intentionally created communities of practice. The answers obtained in the context of our research can contribute to a better management of communities of practice and serve as a guide for other organizations that wish to deploy these social structures in the field of innovation.

Competency-based education (CBE) is increasingly important in higher education, both in volume and pervasiveness, which increases the need for comprehensive, systematic, and effective program-based support and instruction for faculty and staff. The purpose of this qualitative Delphi study was to gather expert opinions about competency-based best practices in professional development, support, and training resources in order to effectively implement a CBE method at a university. The conceptual framework comprised of adult learning theory and competency-based education. Eight experts in competency-based education completed 2 rounds of anonymous questionnaires with open- and closed-ended questions. Data analysis involved a systematic process of coding and identifying themes. Results included a list of effective best practices for the professional development, support, and training resources that might be used to develop a community of practice online learning site for effective implementation of CBE methods. The results were further used to deliver a position paper that provided the research site with concrete descriptions of the important factors and mechanisms for CBE, as well as recommendations for action, including increased emphasis on Communities of Practice. Implications for positive social change include aiding higher education institutions in understanding the needs of faculty professional development, support, and training resources in a CBE method. In turn, adult learners who enroll in a CBE model will be able to attain a degree in less time and cost than in a traditional model, providing the learners with an opportunity to make an economic difference in society.