This thesis aims to identify the principles that managers use in their work. The work of Stephen Covey "7 Habits of Highly Effective People" is used as an object of research. Primarily, a Covey's claim that the 7 habits are universal and timeless is analyzed, in an effort to identify universal principles of effectivity and their relationship to management. All of the habits are paraphrased and compared to the work of other popular authors from the area of social sciences. Subsequently, a comparison between the 7 habits and historical development of organization theory and its lessons is conducted. Further along, a description of critical reflection of the 7 habits from five standpoints is presented: post-modern, feminism, critical pedagogy, non-functionalism and exclusive representation. Finally, the author of the thesis presents his personal experience with implementing the 7 habits in his professional and personal life. From the findings, this thesis comes to the conclusion that Covey's system of 7 habits is possibly a quality source of information when searching for universal principles of effectivity. At the same time, it warns that it is possible that the habits are only universally applicable within the scope of the time and background of western thinking they were developed in. In the closing,...

The aim of this study is to investigate how heads of schools perceive multilingualism as a resource for learning and to what extent the process of writing and implementing language policies has provided a support for developing a multilingual view on languages in schools. This is done in accordance with the multilingual turn, which states that although a multilingual view on languages has spread in the global North in recent decades due to globalization and migration, a monolinguistic hegemony still persists in countries such as Sweden. Qualitative interviews were carried out with three heads of schools in Sweden and the findings of the study are discussed in relation to theories on school development and a framework for critical reflection on multilingualism. The results show that although the interviewed heads of schools express a positive understanding of and attitude towards multilingualism and language policies, traces of a deficit discourse can be found in their answers and their teachers struggle to make multilingualism a natural part of their everyday school practice. Multilingualism and multilingual children and pupils are at times seen as problems rather than resources. Furthermore, the monolingual norm is still visible in the interviews and teachers seem stuck in the assimilation stage and heads of schools unable to overbridge the gap between ostensive and performative aspects of school development. Implications of the findings are that heads of schools as well as teachers need to further develop a multilingual and diversified view on languages as a resource for learning in order to facilitate learning for multilingual children and pupils.

In this qualitative research study I explored Grade R teachers’ perceptions of early childhood development and how these impact on their classroom practice. Using an early childhood theoretical framework which was predominately informed by developmental and socio-cultural perspectives I interrogated teachers’ understandings of children, quality classroom practice and early childhood contexts. Although the literature acknowledges the contested nature of quality within the ECD/Grade R context, research evidence indicates that the role of the teacher is pivotal if education is to be successfully realized in the early years. This notion of quality embraces particular aspects of practice such as managing the classroom environment, being able to engage children in the learning process through a process of sustained shared thinking and supporting learning in a variety of different contexts. Furthermore, good practice is informed by an in-depth understanding of contemporary issues embedded in socio-cultural contexts of children and families. Within the South African context Grade R is a problematic year despite being the first year of the Foundation Phase. Policy documents informing practice are ambiguous, Grade R teachers are not required to have a formal teaching qualification and they are not afforded the same conditions of service as other teachers. All these factors have served to marginalize the Grade R teacher. The research sample comprised twelve teachers from ten schools who were purposively selected from GDE and free standing community Grade R classes. An important selection criterion was a willingness to be involved in the project. In this multiple case study data were collected through classroom observations, interviews, critical incidents and documentary evidence. The research findings were first analysed according to three broad themes and then further interrogated through three knowledge positions identified by Mac Naughton, (2003) as conforming, reforming and transforming positions. iv Key findings revealed that although participants could not be definitively situated in any one of the three knowledge positions their practices were largely conforming; with few teachers using aspects of reforming practice. This study is significant within the South African context in that it shows similar findings to those of research done by Nias (1985) and Anning (1991) relating to teachers’ perceptions of themselves and their practice. Teachers perceived themselves as being kind, caring and loving individuals who placed the welfare of children in their care ahead of academic considerations. They all intimated that they followed a constructivist orientation, but found it difficult to articulate a deep understanding of practice. In fact they displayed limited understanding of how in the early years teaching and learning can be realized through a pedagogy of play. A gap was revealed between teachers’ espoused theories and their theories-in-use which were predominately didactic in orientation. The study showed the impact of current constraints of the Education Department. Given these constraints the role of South African universities should be to deepen both theoretical and practical insights into early years pedagogy through appropriate teacher-focused interventions.

Efter att jag har genomfört en litteraturgenomgång fann jag ett forskningsgap som berör chefers yrkesidentitet och deras reflexivitet. Studiens syfte är därför att bidra med mer kunskap om hur chefer beskriver sin yrkesidentitet och hur de reflekterar kring sitt ledarskap. Min ambition är att fylla ett forskningsgap som berör chefers yrkesidentitet och deras reflexivitet. Kvalitativ metod användes för att undersöka hur respondenterna tänker och beter sig i olika situationer som berör yrkesidentitet och reflektion. Narrativa semistrukturerade intervjuer tillämpades som kvalitativ forskningsmetod för att samla in data. Totalt intervjuades åtta chefer från olika nivåer i företagshierarkin i ett IT konsultföretag med minst 200 anställda. En teoretisk analysmodell och tidigare forskning tillämpades för att kunna analysera och tolka empirin. Empirin består av två kategorier och sex innehållskategorier som är strukturerade utifrån studiens två forskningsfrågor. Den första forskningsfrågan som lyder "Hur beskriver chefer sinyrkesidentitet i ett företag?" är relaterad till kategorin yrkesidentitet och de tre innehållskategorierna: hur ledarskap utövas, företagets struktur och vad som påverkarledarskapet samt när ledarskap inte utövas. Medan den andra forskningsfrågan som lyder "Hur reflekterar chefer kring sitt ledarskap i ett företag?" är kopplad till kategorin reflektion och de tre innehållskategorierna: situationer som leder till reflektion och icke-reflektion, skapa goda förutsättningar för anställda och att förbättra sig samt tidens roll vid mest respektive minst reflektion. Studiens slutsatser är att respondenterna ville lyssna på sina medarbetare innan respondenterna tog ett beslut och vara allmänt öppna för feedback. Företagets struktur, aspekter inom och utanför företagets kontext kunde påverka ledarskapet. I de fall ledarskap inte utövades var för att exempelvis medarbetare skall kunna utvecklas. Reflektion kring ledarskapet kan utlösas i form av utvärderingar med underställda, innan en tuff sak skall framföras och sättet att kommunicera med underställda. Reflektion kring sitt ledarskap var framträdande kring att utveckla sina medarbetare och underlätta deras arbete. Respondenterna reflekterar och tänker kritiskt kring sitt ledarskap mest efter arbetsdagen och minst under arbetsdagen. De som var reflexiva på arbetet var oftast meta-reflexiva. / After I conducted a literature review, I found a research gap that concerns managers' professional identities and their reflexivity. The purpose of the study is therefore to contribute with more knowledge about how managers describe their working identity and how they reflect on their leadership. My ambition is to fill a research gap that affects managers' working identity and their reflexivity. Qualitative method was used to examine how the respondents think and behave in different situations that affect working identity and reflection. Narrative semi-structured interviews were applied as a qualitative research method to collect data. A total of eight managers from different levels in the company hierarchy were interviewed in an IT consulting company with at least 200 employees. A theoretical analysis model and previous research were applied to analyze and interpret the empirics. The empirics consist of two categories and six content categories that are structured along the study's two research questions. The first research question that reads "How do managers describe their working identity?" is related to the category of working identity and the three content categories: how leadership is exercised, the company's structure and what affects the leadership and also when leadership is not exercised. While the second research question is "How do managers reflect on their leadership in a company?" is linked to the category of reflection and the three content categories: situations that lead to reflection and non-reflection, create good conditions for employees and to improve yourself and also the role of time in most and least reflection, respectively. The conclusions of the study are that respondents wanted to listen to their employees before the respondents took a decision and be generally open to feedback. The company's structure, aspects within and outside the company's context could affect leadership. In cases where leadership was not exercised where for example so employees could be developed. Reflection on leadership can be triggered in the form of evaluations with subordinates, before a tough thing is to be presented and the way of communicating with subordinates. Reflection on their leadership was prominent in developing their employees and facilitating their work. The respondents reflect and think critically about their leadership most after the working day and least during the working day. Those who were reflexive at work were usually meta-reflexive.

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Text in Afrikaans / The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses? The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives. The data was analysed according to the eight-step method of Tesch (1990) in Cresswell (1994:155). An independent coder was involved in the judgement and interpretation of data. The research guidelines were derived from the research findings. These guidelines are applicable directly to nursing education and indirectly to the nursing practice, therefore it contributes to the scientific body of nursing knowledge. / Die doel van hierdie navorsing was die beskrywing van riglyne vir verpleegdosente om krities reflektiewe leer by verpleegstudente te fasiliteer binne 'n verpleegonderwys konteks. Die navorsingsvraag is soos volg gestel: Walter riglyne benodig die verpleegdosent om krities reflektiewe leer by verpleegstudente te fasiliteer? Die navorsingsontwerp was kwalitatief, kontekstueel, verkennend en beskrywend van aard. Tien verpleegdosente is geselekteer vir deelname op grond van hulle kundigheid en ervaring. Geskrewe narratiewe is gebruik om data in te sa mel. Die data is geanaliseer volgensdieagt-stap metodevan Tesch (1990) in Cresswell (1994:155). 'n Onafhanklike kodeerder was betrokke by die beoordeling en interpretasie van data. Die navorsingsriglyne is afgelei vanuit die navorsingsbevindinge en lewer 'n bydrae tot die wetenskaplike verpleegkennisbasis deurdat dit direkte toepassing vind in verpleegonderwys en indirek in die verpleegpraktyk. / Health Studies / M.A. (Verpleegonderwys)

Text in Afrikaans / Die doel van die studie is om krities te besin oor die noodsaaklikheid van Fundamentele Andragogiek in die opleiding van onderwysers in 'n kontemporer-moderne wereld, ten einde aan te toon dat dosente beter toegerus vir hulle begeleidingstaak sal wees indien hulle oor kennis van Fundamentele Andragogiek beskik. HOOFSTUK EEN Die tema word ingelei deur titel- en begripsverheldering, probleemstelling, doelformulering, metodologiese verantwoording en programaankondiging. HOOFSTUK TWEE Fundamentele Andragogiek word antropologies-ontologies begrond, enkele grondvorme van menswees word beskryf en uitgele en aandag word gegee aan die hunkeringe van die onderwysstudent-in-opleiding as ageinsgebeure. HOOFSTUK DRIE 'n Snel veranderende wereld waarin onderwysersopleiding voltrek word, word ondersoek om vas te stel in watter mate snelle verandering 'n bedreiging vir die grondvorme van menswees inhou. HOOFSTUK VIER Die opleiding van onderwysers in 'n kontemporer-moderne RSA word ondersoek, om vas te stel watter eise en verwagtinge die Ministerie van Onderwys en Opleiding het. HOOFSTUK VYF 'n Terugskou word op die studie gedoen en en enkele toekomstake word ge'identifiseer. / The study aimed at reflecting critically on the need for Fundamental Andragogics in the training of teachers in a contemporary modern world. CHAPTER ONE The theme is introduced through clarification of the title and concepts, stating problems, goal setting, methodological justification and exposition of further programme. CHAPTER TWO Fundamental Andragogics is anthropologic-ontologically grounded. Some basic forms of being human are described and attention is given to the yearnings of the teacher trainee. CHAPTER THREE The rapidly changing world is researched in order to ascertain to what extent rapid change poses a threat to the basic forms of being human. CHAPTER FOUR The training of teachers in a contemporary modern RSA is researched in order to ascertain what the demands and expectations of the Ministry of Education and Training are. CHAPTER FIVE The study is viewed in retrospect and some future objectives for teacher training are identified. / Educational Studies / M. Ed. (Philosophy of Education)

This thesis explores an autoethnography which is written in the spirit of ubuntu, with and through others. Viewing this as an ethically responsible methodology for educational research conducted in and between the Global North and the Global South, this autoethnography foregrounds both self and other. The story of a practitioner- researcher unfolds around a move from disillusionment with the examinations factories of the English education system into exploring a human ethic of essential care (Boff, 2005) and a pedagogy of unconditional love (Andreotti, 2011) in a Brazilian non- government organisation. In these shifting contexts, the writer shares a journey of critical reflection (Brookfield, 1995; 2000) on ethical relationships in research and education, deconstructing the hegemonic assumptions underpinning her worldview. Borrowing insight from postmodern philosophy for education and actionable postcolonial theory in education, a journey of (un)learning unfolds as the author grapples with taken-for-granted assumptions about and in the Global South. The aims of the study emerge from a life lived forward (Muncey, 2005) through critical reflection on the ends of education and the role of the practitioner-researcher. As such, the nature of data collection becomes a process of data creation incorporating a rich tapestry of research conversations, images, sounds and other embodied memories. As ethical relations become a central focus of the author’s critical reflection, the author has sought to minimise her inflection on the data and in doing so includes many of the original contributions gifted to her throughout a two year period. Through critical self- scrutiny and reflection the author has been able to examine her own educational and cultural assumptions through a different lens in the Global South. The beauty of this autoethnography lies in exploring the kinds of intercultural spaces the author and others inhabit in twenty-first century research and classrooms.

Dans un contexte social où se renégocie le contrat de genre, l’exploration des voies empruntées par les hommes pour (apprendre à) changer leur comportement, aussi bien que leurs croyances et leurs connaissances sur la masculinité, est particulièrement importante. Située dans le champ des études sur le genre masculin et de l’andragogie, l’étude explore le processus d’apprentissage d’adultes faisant partie du Réseau Hommes Québec (RHQ). En utilisant une méthodologie qualitative, des entretiens semi-dirigés ont été effectués auprès de 16 membres de cette organisation d’entraide visant la remise en question des rôles de genre traditionnels masculins et encourageant le développement personnel des hommes. Si la plupart des répondants n’ont pas transformé radicalement leur conception de la masculinité, qui demeure souvent abstraite, leur façon de se voir comme homme a changé radicalement. Les émotions et les relations ont joué un rôle prépondérant dans le développement d’une réflexion critique sur le genre, le leur comme celui des autres. Le plus souvent, ils ont eu le courage de sentir, d’être et d’agir de façon inédite avec d’autres hommes. Cela a représenté, pour pratiquement tous les répondants, une véritable révolution intérieure qui leur a fait prendre conscience qu’ils étaient sensibles, qu’ils avaient besoin d’autrui et qu’ils pouvaient approcher d’autres hommes sans que leur orientation (hétéro)sexuelle soit menacée. Cette thèse met également en perspective que le contexte de groupe est crucial dans l’évolution des hommes. La socialisation masculine inédite vécue dans le Réseau favorise chez tous les répondants la découverte de modèles de masculinité différents. En plus d’y vivre des occasions uniques de développer des compétences relationnelles, sociales et communicationnelles qui les rapprochent de leurs proches, les répondants éprouvent dans les groupes du RHQ un sentiment puissant de pouvoir partager de l’intimité masculine. Ce nouveau mode d’interaction s’appuie sur les règles de fonctionnement et les rituels en vigueur dans le Réseau. Ils mettent l’accent sur la nature personnelle et subjective de la communication, défiant en cela les préceptes de la masculinité traditionnelle. En mettant en évidence que les hommes développent une conscience critique permettant de reconnaître et de comprendre l’importance de la culture masculine hégémonique et son impact sur leur vie, cette recherche révèle le potentiel transformationnel des apprentissages effectués par les 16 répondants dans des groupes d’entraide du RHQ. De cette conscientisation résulte une nouvelle conceptualisation de ce que signifie être un homme qui mène les participants à se voir autrement, à croire en eux-mêmes et en leur capacité à prendre le contrôle de leur vie. Pour conclure cette thèse, quelques pistes de réflexion pour guider de futures recherches relatives à la transformation de perspective sont présentées. Il est notamment question, en plus d’avoir recours à des entretiens rétrospectifs semi-dirigés, de combiner les méthodologies qualitatives et quantitatives, de procéder à des observations systématiques des situations d’apprentissage (rencontres de groupe) et de ne pas se concentrer exclusivement sur ceux qui sont supposés vivre la transformation, mais d’élargir cette collecte à d’autres sources d’information (familles, collègues de travail, voisins, thérapeutes individuels), le tout dans une perspective longitudinale. / In a social context where gender conventions are renegotiated, the exploration of ways taken by men to (learn to) change their behavior, as well as their beliefs and knowledge of masculinity, is particularly important. Situated in the fields of Men’s Studies and adult education, the study explores the learning process of adults being part of the “Réseau Hommes Québec” (RHQ). Using qualitative analysis methodology, semi-directed interviews were conducted with 16 members of this mutual aid organization aiming on the question of masculine traditional gender roles and encouraging the personal development of men. If most of the interviewees have not thoroughly transformed their conception of masculinity, which often remains abstract, their way to conceive themselves as men has changed radically. Emotions and relations have played a predominant role in the development of a critical reflection on gender, on their part as well as on others’. Most often, they had the courage to feel, to be and to act in an unobserved way with other men. This represented, for practically every interviewee, a real internal revolution making them realize that they were sensitive, that they needed others, and that they could get close to other men without threatening their own (hetero) sexual orientation. This thesis equally brings in perspective that the group context is a crucial element permitting men to evolve progressively. The unseen masculine socialization experienced in the Réseau (RHQ) has allowed all of the interviewees to discover different masculinity models. As well as offering them unique opportunities to develop relational, social, and communicational skills which promote harmony with their close ones, the RHQ groups have permitted the interviewees to experience a feeling of communitas, an impression of sharing masculine intimacy. This new interaction mode depends on regulations and rites in effect within the RHQ. They emphasize the personal and subjective nature of communication, challenging therein the traditional masculinity precepts. In intensifying that men develop a critical conscience allowing them to recognize and understand the importance of hegemonic masculine culture and its impact on their lives, this research reveals the potential of transformational learning performed by the 16 interviewees in the RHQ support groups for men. From this awareness will result a new conceptualization of being a man that will lead participants to perceive themselves otherwise, to believe in themselves as in their capacity to take control over their own lives. Finally, new reflection avenues are presented to guide future research related to perspective transformation. Notably, it is proposed that as well as having recourse to semi-directed retrospective interviews, to combine qualitative and quantitative methodology, to proceed with systematic observation of learning situations (group meetings), and to avoid concentrating exclusively on those who supposedly underwent the transformation, but to widen this data collect to other sources of information (family, work colleagues, neighbors, individual therapists), all in a enlarged perspective.

Made available in DSpace on 2016-04-28T18:23:14Z (GMT). No. of bitstreams: 1 Tese Palma Rigolon.pdf: 533191 bytes, checksum: bf2e4027dc74a6ebb25cea3822ea7fc5 (MD5) Previous issue date: 2006-05-19 / This dissertation aims at investigating the use of monographs as a tool for critical reflection. The theoretical framework has its focus on the critical reflection moves, description, informing, confronting and reconstruction, proposed by Smyth (1992) based on Freire (1970). It was also discussed the use of monographs as tools for reflection and the Theory of Discourse Functioning (Bronckart, 1997), as a basis for the understanding of the linguistic materiality of the monographs. This research was carried out in a private university of São Paulo and the two monographs studied were developed by two groups of undergraduate students of languages attending the last term. We analyzed if the four critical reflection moves proposed by Smyth (1992) based on Freire (1970) were shown on the monograph developed by the students. The data analysis and interpretation suggest that the critical reflection actions appeared throughout the monographs, although, the action of confronting appears very little. It was also observed that the pre-service teachers were able to reconstruct their actions, although they did not refer to any theoretical basis to support their arguments. The data also showed that the pre service students were discursively engaged / Esta tese objetiva investigar a utilização da monografia como instrumento para reflexão crítica na formação inicial de professores de língua estrangeira de um curso de Letras. A fundamentação teórica deste estudo tem seu foco principal nos movimentos da reflexão crítica propostos por Smyth (1992) com base nos postulados de Freire (1970). Lingüisticamente, baseio-me na teoria do funcionamento dos discursos, tal como proposta por Bronckart (1997), para discutir a materialidade lingüística das monografias. Foram estudadas duas monografias produzidas por dois grupos de alunos-professores, pertencentes ao último ano do curso de Letras de uma instituição de ensino superior, da rede particular, da cidade de São Paulo. Analisaram-se as ações da reflexão crítica (Smyth, 1992), que se mostraram no texto das várias seções que compõem as monografias. Os resultados mostram que as ações da reflexão crítica permeiam o trabalho monográfico; porém, o movimento do confrontar aparece de forma muito sutil. Observou-se também que os participantes conseguem reconstruir suas ações, porém não utilizam base teórica para dar suporte a tais mudanças. Ficou evidenciado que os alunos-professores se responsabilizam discursivamente por suas ações