A idéia inicial desta pesquisa era acompanhar a construção do diagnóstico socioambiental do Coletivo Educador de São Carlos, Araraquara, Jaboticabal e Região - CESCAR, preparando e divulgando os resultados entre os 80 participantes em formação pelo projeto Viabilizando a Utopia (FNMA edital 05/2005), verificando se estes utilizariam esse material como subsídio para pensar e executar suas interações educativas nas comunidades em que estão envolvidos. Como pesquisadora e participante do Coletivo posso afirmar que o processo de formação de educadoras e educadores ambientais, na premissa de que todo o trabalho seria pautado pela metodologia de Pesquisa-ação-participante, ou como preferimos chamar: Pessoas que aprendem Participando, apesar de muito intenso, teve diferenças significativas de envolvimento e participação, o que levou este trabalho por outros caminhos. Buscamos na Sistematização de Experiências, metodologia derivada da educação popular, elementos para refletir sobre as nossas práticas, podendo assim contribuir para o fortalecimento de uma Educação Ambiental Crítica e Transformadora. A sistematização realizada teve como eixo temático a atuação do grupo de trabalho de diagnóstico socioambiental. A parceria entre 38 instituições de 10 municípios para a formação de 80 educandos e educandas impulsionou a estruturação de grupos de trabalho, que diante de diferentes demandas do Coletivo, se reúnem regularmente para definir diretrizes para a implementação de ações, atividades e projetos do CESCAR, o que necessariamente depende da participação e envolvimento de seus colaboradores. Como em muitas outras experiências, imprevistos aconteceram, e a construção do diagnóstico socioambiental do CESCAR, que já havia sido incorporada ao processo de formação, e a idéia de disponibilizar o material previamente foi inviabilizada. Para otimizar esforços, os dois grupos de trabalho referentes à temática do diagnóstico foram fundidos, e mesmo com sua atuação junto ao processo formativo, propondo e executando atividades que agregassem elementos para o diagnóstico, este grupo foi deixando de lado seus objetivos iniciais. Alguns membros desse grupo foram perdidos ao longo do processo, por estar com menor disponibilidade de tempo, ter outras prioridades na sua atuação junto ao Coletivo ou por terem se desligado do mesmo. Tentamos encarar essa situação de maneira positiva, considerando que a experiência, mesmo que diferente do planejado, pôde contribuir para a construção de novos saberes, fortalecendo não só o Coletivo como também podendo colaborar com os diferentes processos disseminados pelo Programa Nacional de Formação de Educadores e Educadoras Ambientais. / The initial idea of this research was to follow the construction of the socio-environmental diagnose of the Educator Collective of São Carlos, Araraquara, Jaboticabal and Surroundings - CESCAR, preparing and publishing the results amongst the 80 participating on the project Making the Utopia Viable - (FNMA edict 05/2005), verifying if the material gave was used as an assistance in order to think and execute their activities when interacting educationally in the communities involved. As a participating researcher of the Collective I can affirm that the process of educator and environment educators formation would follow the guide lines and methodology of research and participative action or as we can name it: people that learn by participating, although a very intense method, it had significant differences of involvement and participation, fact that led this study through different paths. We searched in the Systematization of Experiences, a methodology derived from popular education, elements to reflect about our practices, allowing us to contribute in this way to the strengthening of a Critical and Transformer Environmental Education. The systematization accomplished had as main theme the performance of the group that worked with the socio-environmental diagnoses. The partnership of 38 institutions of 10 counties for the formation of 80 educators propelled the structuring of study groups that before different demands of the Collective get together regularly to define guidelines for the implementation of action, activities and projects of the CESCAR, fact that necessarily depends on the participation and involvement of its collaborators. As in many other experiments unexpected things happen and the construction of the CESCAR\'s socio-environmental diagnose and the idea of having the material ready for use beforehand became inviable. In order to maximize the efforts the two study groups were merged in to one, and even with its actuation with the formative process, proposing and executing activities that aggregated elements for the diagnose, this group left aside its initial goals. Some members of these group were lost in the process due to the fact of low time availability or by having other priorities for their actuation with the Collective or even so by simple abandonment. This situation was dealt with positivity, considering the experience gained, even if different than what was first expected, can contribute to the construction of new knowledge strengthening not only the Collective but also the different processes speeded by the National Program For Environmental Educators Formation.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-02-18T12:29:47Z No. of bitstreams: 1 christianimarcelomachadopyramides.pdf: 1625940 bytes, checksum: f0f34a683688971374a73efb91a28ca9 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-02-26T13:29:06Z (GMT) No. of bitstreams: 1 christianimarcelomachadopyramides.pdf: 1625940 bytes, checksum: f0f34a683688971374a73efb91a28ca9 (MD5) / Made available in DSpace on 2016-02-26T13:29:06Z (GMT). No. of bitstreams: 1 christianimarcelomachadopyramides.pdf: 1625940 bytes, checksum: f0f34a683688971374a73efb91a28ca9 (MD5) Previous issue date: 2014-03-28 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O ensino de ciências e em especial o ensino de química, vinha sendo pensado em uma perspectiva utilitarista. Na última década com o desenvolvimento da área de Educação em Ciências cresce a tendência de adotarmos uma perspectiva de Educação Científica mais ampla no que tange à valorização de aspectos históricos e sociais que contribuam para a formação de sujeitos críticos, autônomos e participativos; preparando-os para atuarem na sociedade de maneira mais efetiva. No que diz respeito à formação de professores, na década de 80, surgiu um movimento denominado “O professor reflexivo” que visa a formação profissional para atuação neste novo contexto. Este movimento se caracteriza pela formação por meio da reflexão e problematização do conhecimento tácito visando a produção de respostas aos problemas de natureza complexa encontrados durante a ação profissional. Considerando este cenário, como podemos contribuir para a formação continuada de professores de química, favorecendo a reflexão sobre sua prática tornando-os mais conscientes e críticos? Visando contribuir com a formação de professores a UFJF promoveu no ano de 2011 o curso intitulado: “O uso da experimentação no Ensino de Química”, foi a referência para a presente investigação. Os dezenove professores que participaram do curso foram os sujeitos desta pesquisa. A metodologia utilizada foi de natureza qualitativa, aportada nos pressupostos teóricos da pesquisa Colaborativa. A análise dos dados foi realizada com base nos pressupostos teóricos da “Análise de Conteúdo”. A pesquisa se desenvolveu em duas Etapas. Na Etapa I, foi realizado o levantamento das concepções sobre o ensino de ciências e o ensino de química experimental e foram selecionados dois professores, P1 e P2, para a Etapa II, caracterizada por um processo de reflexão crítica individual à partir do Ciclo de Reflexão sugerido por Smyth (1992), constituído por quatro ações: o descrever; o informar; o confrontar; o reconstruir. Observamos na Etapa I que os professores compreendem o ensino de ciências por um viés utilitarista, além de serem dependentes dos livros didáticos para o planejamento de suas aulas. Na Etapa II, concluímos que a reflexão crítica, possibilitou a P1 e P2, a tomada de consciência sobre suas ações, abrindo espaço para se constituírem como sujeitos e agentes de transformação. Assim, defendemos a reflexão crítica como um caminho capaz de contribuir para a aproximação entre teoria e prática, além da explicitação do conhecimento tácito destes profissionais como condição essencial para a mudança da prática docente. / The teaching of science and in particular the teaching of Chemistry had been designed in a utilitarian perspective. In the last decade with the development of the field of Education Sciences, the tendency to adopt a broader perspective Science Education regarding to the recovery of historical and social aspects that contribute to the formation of critical, participatory and autonomous subjects has grown, preparing them to act more effectively in society. Regarding to teacher training, in the 80s, a movement called “The reflective teacher " which aims at training to operate in this new context has emerged . This movement is characterized by the formation through reflection and questioning of tacit knowledge in order to produce answers to the complex nature of problems found in professional action. Given this scenario, how can we contribute to the continuing education of teachers of Chemistry, encouraging reflection on their practice making them more aware and critical? To contribute to the training of teachers, Federal University of Juiz de Fora promoted in 2011 the course entitled: “O uso da experimentação no Ensino de Química”, which was the reference for this investigation. Therefore, nineteen teachers who attended the course were the subjects of this research. The methodology was qualitative, the theoretical principles of Collaborative Research. Data analysis was based on the theoretical principles of “content analysis“. The research was developed in two steps. In Step I, the survey of conceptions of teaching science and the teaching of experimental Chemistry was performed and two teachers , P1 and P2 were selected for Phase II , characterized by a process of individual reflection from the Cycle reflection suggested by Smyth (1992 ) , consisting of four actions : describe , inform , confront , the rebuild. Observed in Phase I that teachers understand the teaching of science by utilitarian bias, besides being dependent on educational planning their lessons books. In Phase II, we conclude that critical reflection enabled P1 and P2, the awareness of their actions, making room to be constituted as subjects and agents of change. Thus, we defend the critical thinking as a way capable to contribute to closer ties between theory and practice, beyond the explicit tacit knowledge of these professionals as essential for changing teaching practice condition.

Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-15T15:09:21Z No. of bitstreams: 2 Dissertação - Leanna Evanesa Rosa - 2013.pdf: 2529831 bytes, checksum: 0a46c59d3b4ac9ec3c6b4249fb6424cc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-05-15T15:10:23Z (GMT) No. of bitstreams: 2 Dissertação - Leanna Evanesa Rosa - 2013.pdf: 2529831 bytes, checksum: 0a46c59d3b4ac9ec3c6b4249fb6424cc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-05-15T15:10:23Z (GMT). No. of bitstreams: 2 Dissertação - Leanna Evanesa Rosa - 2013.pdf: 2529831 bytes, checksum: 0a46c59d3b4ac9ec3c6b4249fb6424cc (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2013-08-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Critical thinking education emerged in the Applied Linguistics context as a political project which aims at questioning hegemonic practices. In this teaching perspective, teachers and students are encouraged to actively take part in the public debate and also to engage in the social changing actions connected to any subject regarding oppression, suffering, injustice, inequality, and marginalization. It is a wide project that seeks to theorise from praxis contexts. Based on these principles, I defined my master project, which was based on a study about the contributions of critical debates to language teacher education. This research is justified by the need of understanding professional education processes based on the critical theorizations about teaching and teacher education. It aimed at investigating the process of critical reflection and awareness of seven female and two male teachers who attended the course “Critical reflection in foreign language teacher education”. This course was offered by the post-graduation program at Faculdade de Letras of the Universidade Federal de Goiás. It also aimed at analyzing: 1) the participants’ conceptions of reflection and critical reflection and 2) if the reflections about critical thinking education implicated in the participants’ personal theories and identities. The analysis made in this research was based on the following theorizations: critical reflection and teacher education (CONTRERAS, 2002; SMYTH, 1991a, 1991b, 1991c; ZEICHNER; LISTON, 1996a, 1996b, 1996c; CELANI 2001; MOITA LOPES, 2008b; PESSOA, 2003; BORELLI, PESSOA, 2011b); discourse as social practice and critical awareness of language (FAIRCLOUGH, 1999, 2001a, 2001b); Critical Applied Linguistics (MOITA LOPES, 1996, 2003, 2008a, 2008b; PENNYCOOK, 1998, 1999, 2008; RAJAGOPALAN, 2003; FABRÍCIO, 2008); Critical Pedagogy (CONTRERAS, 2002; FREIRE, 2009; GIROUX, 1997; HOOKS, 1994; ELLSWORTH, 1992, PENNYCOOK, 1999); Cultural Studies (HALL, 2006, 2011; WOODWARD, 2011; SILVA, 2006, 2011); and Feminists Studies (LOURO, 2000; HOOKS, 1994; BUTLER, 2000). This work was a case study and it followed the methodological assumptions of critical qualitative research (DENZIN; LINCOLN, 2005, 2006a, 2006b). The data was collected between March and June, 2010. The results indicated that there were some personal changes and there were also some possible changes in the participants’ teaching practices. They also pointed to a greater engagement in the critical reflection process by the participants’ throughout the course, to some awareness raising and discursive positioning, to some empowerment of participants, to some political engagement of participants, to the deconstruction of personal theories, and to the assumption of new identities. / O ensino crítico surgiu, no contexto da Linguística Aplicada, como um projeto político que busca questionar práticas hegemônicas de modo que as pessoas sejam encorajadas a participar ativamente dos debates públicos e a buscar mudanças sociais no que tange assuntos como opressão, sofrimento, injustiça, desigualdade e marginalização. Trata-se de um projeto amplo que almeja abstrair a teoria por meio dos contextos de práxis. Com base nesses preceitos, delimitei meu projeto de mestrado, que se baseou em um estudo sobre as contribuições de discussões críticas para a formação de professores de línguas. Esta pesquisa justifica-se pela necessidade de compreender processos de formação profissional com base em teorizações críticas sobre ensino e formação de professores. O objetivo principal deste trabalho foi investigar o processo de reflexão crítica e de tomada de consciência de sete professoras e de dois professores participantes da disciplina “Reflexão crítica na formação do professor de língua estrangeira”, oferecida pelo curso de Pós-Graduação da Faculdade de Letras da Universidade Federal de Goiás (UFG). Também objetivei analisar: 1) as concepções de reflexão e reflexão crítica dos participantes e 2) se as reflexões sobre os estudos críticos tiveram consequências para as teorias pessoais e identidades dos docentes. Tendo em vista os objetivos apresentados, os princípios que nortearam minha análise foram: as teorizações sobre reflexão crítica e formação de professores (CONTRERAS, 2002; SMYTH, 1991a, 1991b, 1991c; ZEICHNER; LISTON, 1996a, 1996b, 1996c; CELANI 2001; MOITA LOPES, 2008b; PESSOA, 2003; BORELLI, PESSOA, 2011b); as teorizações sobre discurso como prática social e sobre consciência discursiva crítica (FAIRCLOUGH, 1999, 2001a, 2001b); as teorizações da Linguística Aplicada Crítica (MOITA LOPES, 1996, 2003, 2008a, 2008b; PENNYCOOK, 1998, 1999, 2008; RAJAGOPALAN, 2003; FABRÍCIO, 2008); as teorizações da pedagogia crítica (CONTRERAS, 2002; FREIRE, 2009; GIROUX, 1997; HOOKS, 1994; ELLSWORTH, 1992, PENNYCOOK, 1999); as teorizações dos Estudos Culturais (HALL, 2006, 2011; WOODWARD, 2011; SILVA, 2006, 2011) e as teorizações dos estudos feministas (LOURO, 2000; HOOKS, 1994; BUTLER, 2000). O presente trabalho foi um estudo de caso ancorado nos pressupostos metodológicos da pesquisa qualitativa crítica (DENZIN; LINCOLN, 2005, 2006a, 2006b). Os dados foram coletados entre março e junho de 2010. Os resultados indicaram algumas mudanças pessoais e possíveis mudanças na prática docente dos participantes. Eles também apontaram para um maior engajamento no processo de reflexão crítica por parte dos participantes no decorrer do curso, para a tomada de consciência e posicionamento discursivo, para o fortalecimento dos professores, para o engajamento político dos docentes, para a desconstrução de histórias únicas, bem como, para a afirmação de identidades outrora veladas.

Higher Education lecturers in Mozambique are witnessing a chain of transformations within this sub-system including expansion of institutions, diversity of offered courses, huge admission of students resulting in more diverse student populations and the need to introduce new methods of facilitating learning and research as response. These changes, along with the rapid increase of the body of knowledge, challenge lecturers to improve themselves as academics. Contemporaneous models of professional development view this process as a constructive and situated endeavour, which should be practice-, problem-, value- and evidence-based and have reflection as its essential element. Having considered these aspects, I formulated the following research question: How can we promote critical reflection on innovative practice contributing to professional development of academic staff in Mozambican Higher Education Institutions? In order to address this research question, I adopted action research complemented by a mixed-methods approach. Therefore I carried out a baseline study entailing the administration of semi-structured interviews and questionnaires on innovative practices of lecturers. This baseline study aimed at mapping the field concerning practices to promote professional development, employment of Learning Style Flexibility (LSF) and the adoption of tools for reflection by lecturers. LSF is an approach to facilitating learning drawn from the whole-brain model of Ned Herrmann. It calls for adopting strategies of facilitating learning associated with the entire brain, not relying solely on the promotion of left brain learning. I adopted action research to monitor my practice of facilitating learningshops as an experimental professional development intervention and animated mentoring sessions to support and assist lecturers’ professional learning. Such professional learning consisted of lecturers implementing LSF within their practice of facilitating learning and monitoring this process by means of their small-scale action research. In this way I was putting into practice a synchronous model. As data collection techniques I employed the Herrmann Brain Dominance Instrument (HBDI), photography and audio- and video-recording of learningshops and mentoring sessions. Audio-recording the sessions I could collect the lecturers’ reflections. Later on, I analysed such reflections as nested within the lecturers brain profiles, pursuing a model of Learning Style Flexible Reflection (LSFR). Findings of the baseline study show the need to have a more organised and functional model of professional development in Mozambique, the need to explore the potential for scientific research through the adoption of a number of measures, as well as the need to promote lecturers’ reflection, deepening the use of tools already being employed in the context. Apart from this, this baseline information showed that the principles of LSF are not employed in a balanced and consistent manner since most lecturers indicated to facilitate student learning through strategies linked to the left brain. The action research findings show that the learninghops that I promoted with my hybrid group appeared to be effective in promoting lecturers’ critical reflection. In involving lecturers in this experimental professional development programme I promoted the possibility for them to account for what they were doing in their lecturing practice in a scholarly way. Therefore action research appeared to be the appropriate process to follow within the context of my mentorship. Moreover, action research proved to be the self-reflective inquiry lecturers can employ in pursuit of explanations for their transformative lecturing practices in the pursuit of ways to show that they are successfully working according to their values, and that their efforts are useful to improve their situations and institutions, since they are grounded within the idea of promoting reflection on one’s practice. All these aspects were evident from the lecturers’ case studies reported in this study. One of the main findings of the study is that the analysis of lecturers’ reflections, as nested within their brain profiles, and informed by the literature review, showed the emergence of LSFR, where lecturers could present different patterns of reflection associated with the different brain quadrants / Thesis (PhD)--University of Pretoria, 2013. / gm2013 / Humanities Education / unrestricted

Tornando da uno studio all’estero, gli studenti fanno spesso riferimento all'esperienza usando aggettivi superlativi e potenti: "fantastico", "la migliore", "che cambia la vita". Tuttavia, quando si tratta di parlare con potenziali datori di lavoro, in genere non sono in grado di articolare le conoscenze e le competenze che hanno acquisito, in modi che abbiano rilevanza per il posto di lavoro o che i datori di lavoro possano apprezzare appieno. Questo studio ha valutato l'impatto di una sessione di riflessione facilitata da educatori sulla capacità degli studenti di migliorare la qualità del modo in cui parlano dello sviluppo individuale di competenze all'estero. E’ stato utilizzato un disegno di ricerca con misurazioni ripetute; un sondaggio pre e post sessione ha valutato l’effetto di una sessione di intervento facilitata di un'ora a cui hanno partecipato studenti universitari statunitensi ed europei che avevano studiato all'estero per almeno un semestre accademico; un gruppo di controllo ha completato i due sondaggi a distanza di una settimana senza partecipare alla sessione. In entrambi i sondaggi, è stato chiesto agli studenti di riflettere sulla propria esperienza per identificare le competenze dimostrate all'estero e di fornire un esempio (creando un racconto basato sulla formula STAR). La previsione era che la capacità auto-percepita degli studenti di (1) riflettere e (2) identificare le competenze, e di (3) acquisire fiducia e (4) mostrare preparazione in previsione di colloqui di lavoro sarebbe aumentata post-intervento (sessione). Questi quattro fattori costituiscono la misura di valutazione, basata sulle risposte a quattro dichiarazioni valutate su una scala Likert a 7 passi. Una seconda previsione anticipava un aumento della qualità delle storie dei soggetti post-intervento (usando una rubrica di 5 livelli per la valutazione), a seguito cioè dell’apprendimento di una migliore pratica per rispondere alle domande del colloquio di lavoro (la formula STAR). In linea con le previsioni, i risultati hanno supportato un miglioramento post-intervento della percezione degli studenti rispetto alla propria capacità di riflettere e identificare competenze, sulla propria fiducia e sul livello percepito di preparazione in previsione dei colloqui di lavoro post- laurea. Per il gruppo di controllo non si è osservato alcun cambiamento dalla condizione PRE a quella POST, mentre si è osservato un significativo aumento dei punteggi PRE-POST per il gruppo sperimentale. Nel confronto tra gruppi, non sono state osservate differenze tra il gruppo di controllo e sperimentale pre-intervento (sostenendo così omogeneità tra gruppi). Tuttavia, sono state trovate differenze significative tra i gruppi post-intervento, con un sostanziale aumento dei punteggi di valutazione per il gruppo sperimentale sulle quattro dimensioni della Misura di Valutazione (Assessment Measure) rispetto al gruppo di controllo. I risultati hanno inoltre confermato la seconda ipotesi secondo la quale il gruppo sperimentale avrebbe mostrato un aumento significativo della qualità delle storie a seguito dell'intervento rispetto al gruppo di controllo, il quale ha mostrato una leggera diminuzione dei punteggi dal pre al post sondaggio. Questo studio fornisce evidenza a sostegno degli sforzi di coloro che nell’educazione terziaria gestiscono programmi simili alla sessione di riflessione (intervento) valutata in questa ricerca e che stimolano gli studenti a riflettere sullo sviluppo delle competenze acquisite durante periodi di studio o lavoro all’estero e ad imparare a parlarne in un modo che verrà apprezzato dai potenziali datori di lavoro durante i colloqui. Questo studio evidenzia inoltre il contributo della mobilità studentesca internazionale rispetto all’incremento dell’employability dei partecipanti. / Students returned from studying abroad often refer to the experience in superlatives and powerful adjectives – “awesome” “the greatest”, “life-changing.” However, when it comes to talking with potential employers, they typically cannot articulate the knowledge and skills they gained in ways that have relevance to the workplace, or that employers can fully appreciate. This study assessed the impact of a facilitated reflection session on students’ ability to increase the quality in how they speak about having developed skills abroad. Using a repeated measures design, a pre- and post-session survey was tied to a one-hour facilitated intervention session attended by U.S. and European undergraduates who had studied abroad at least one academic semester; a control group completed the two surveys a week apart without attending a session. In both surveys, students were asked to reflect upon their experience to identify skill(s) demonstrated abroad and to offer an example (by crafting a short story based on the STAR formula). The prediction was that students’ self-perceived ability to (1) reflect upon and (2) identify skills, and to (3) gain confidence and (4) show preparedness in anticipation of job interviews would increase post-intervention. These four factors make up the Assessment Measure, based on the 7- point Likert responses to four statements in the pre- and post-survey. There was a second prediction that there would be in increase in the quality of experimental subjects’ stories at post- intervention (using a 5-level rubric for rating), after having learned a best practice for answering job interview questions (i.e., the STAR formula). The findings supported the predicted increase in the students’ perceived measures of reflecting and identifying skills and of their confidence and preparedness in anticipation of interviewing for jobs upon graduating. Within groups, there was no change in the Control mean from PRE to POST while there was a significant increase for Experiment. Between these two groups, there were no differences observed pre-intervention (thus supporting the homogeneity of groups). Critically, the differences found post-intervention support the significant effect of intervention – with the experiment group’s POST score on the four dimensions of the Assessment Measure greater than the POST score of the control group. The findings supported the second hypothesis as well – that the experiment group would show an increase in the quality of their stories after the intervention compared to the control group (which showed a slight decrease in scores from pre- to post-survey) and resulted in a between-group comparison that was significant. This study provides support for the efforts of those in higher education who conduct programming such as the reflection session (intervention) in this research which prompts students to consider their skill development from studying or interning abroad and to learn to speak about it in ways that employers will value, especially in the interview process. This study also supports the contribution that international student mobility makes in increasing participants’ employability.

This study examined three tenured early childhood teacher educators from Northern California community colleges on how they valued critical reflection on race, ethnicity, and culture. A narrative inquiry study was conducted to gather information based on in-depth conversational interviews. A timeline identified key experiences, both personal and professional, as well as educational experiences from elementary through high school, undergraduate, graduate, and post-graduate if applicable. The data was collected from the conversational interviews and then analyzed using the transformative learning theory by Mezirow (1991) in identifying key themes. The findings yielded three themes (a) exploring race, ethnicity, and culture, (b) understanding self and (c) critical reflection as an embedded practice. These identified themes indicated that early childhood teacher educator’s perceptions are related and displayed in how they processed and understood their own experiences around race, ethnicity, and culture.

The aim of this study is increased insight and understanding of how learning from research to practice is working theoretically and experienced by participants. Research questions are: 1. What does learning from research mean, from a theoretical perspective? 2. How is learning from research to develop practice experienced from a participant perspective? 3. How can learning from research at work be promoted and contribute to better understanding of interactions between research and practice in local research and development projects? A theoretical- analytical framework is developed. It is then used to understand and explain how learning from research is experienced by participants in local R & D projects. After data collection using semi structured interviews and a thematic analysis, new aspects are added to the framework in an abductive process. The results show that a rewarding interplay between research and practice is possible, but it needs more critical reflections and a developed understanding of different types of knowledge and their unique contributions to learning. An epistemological change is needed where practical knowledge and research is seen as equals is also important. Where researchers instead of being experts becomes co-creators of knowledge along with the practitioner, to solve common issues. / Målet med studien är ökad insikt och förståelse för hur lärande i samspel mellan forskning och praktik fungerar teoretiskt och upplevs ur ett deltagarperspektiv. Forskningsfrågor:  1. Vad innebär lärande av forskning för att utveckla praktiska arbetssätt, utifrån ett teoretiskt perspektiv? 2. Hur upplevs lärande av forskning för att utveckla nya arbetssätt, utifrån ett deltagarperspektiv? 3. Hur kan lärande av forskning på arbetsplatser främjas och bidra till en större förståelse för samspelet mellan forskning och praktik i lokala FoU projekt? Ett teoretisk-analytiskt ramverk utvecklas som svar på första frågan. Det används sedan för att förstå och förklara hur lärande av forskning upplevs ur ett deltagarperspektiv i lokala FoU projekt. Efter en datainsamling via semistrukturerade intervjuer och en tematisk analys adderas nya aspekter in i ramverket i en abduktiv process. Studien visar att ett givande utbyte mellan forskning och praktik kan ske, men att den kritiska reflektionen behöver förstärkas och en utvecklad insikt om vad olika kunskapsformer kan ge och deras unika bidrag till lärandet. En förändrad kunskapssyn är också viktig där forskning och praktisk kunskap anses lika värdefulla. Där forskaren istället för expert blir medskapare av kunskap ihop med praktiker för att lösa gemensamma problem.

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This paper presents Wetnerk, a Research through Design portable local computer network sonification artifact designed with a Reflective Design approach. Wetnerk explores how we might sonically engage with local computer network characteristics. The aim is to reveal hidden qualities of a local computer network, normally undetectable by human senses. Specifically Wetnerk attempts to invite people to engage in novel ways with their local area network. It does so by probing the network ports, analyzing the result from an information security perspective and subsequently sonifying the results. A preliminary pilot study indicates that people are so unaware of local computer network characteristics that they have trouble perceiving any of its qualities beyond its mere existence. Wetnerk shows promise in supporting people to critically reflect on and question this low awareness. In some cases curiosity is ignited sparking a desire to further engage with qualities of a local network in more novel ways than the current norm.