Analisou-se teses e dissertações relacionadas à formação de professores de disciplinas da área de Ciências da Natureza, defendidas no período de 1987 a 2011, buscando-se identificar a presença de dimensões ambientais (DA) e as principais características dessa produção. O corpus de análise foi definido a partir da recuperação e seleção de resumos de teses e dissertações disponíveis no Banco de Teses da CAPES. O processo de recuperação foi realizado por meio do uso de combinações de palavras-chave que se mostraram representativas e com potencial para recuperação do conjunto de interesse. Após essa etapa, todos os resumos recuperados foram lidos e analisados, o que resultou na seleção final de um conjunto de 1042 resumos de teses e dissertações relacionadas à formação de professores de disciplinas da área de Ciências da Natureza, como também de um subconjunto de 101 resumos (9,7%) que mostraram contemplar alguma DA. O procedimento de análise ocorreu em duas etapas. Na primeira, executou-se um estudo quantitativo, a partir da comparação de alguns descritores previamente definidos. Na segunda etapa, a partir da construção de categorias de análise, caracterizou-se as dimensões ambientais presentes nos resumos, apropriando-se da metodologia de análise de conteúdo, segundo Bardin (2010). Como resultado, observou-se uma tendência de crescimento tanto nas pesquisas relacionadas à formação de professores de disciplinas da área de Ciências da Natureza, quanto em seu subconjunto que apresentou alguma DA. No entanto, observou-se que a DA apareceu nas pesquisas somente a partir de 1998, apresentando um crescimento irregular no período analisado, porém mostrando uma tendência de crescimento nos últimos três anos. O processo de categorização do subconjunto de 101 resumos resultou na identificação de dez categorias de análise que expressam as DA. No que diz respeito às DA encontradas a partir das dez categorias, constatou-se que os termos mais recorrentes no subconjunto são Meio Ambiente na categoria \"Conceito Ambiental\" e Educação Ambiental na categoria \"Campo/ Área de Conhecimento/Pesquisa de Caráter Ambiental\", sendo, portanto, as DA mais representativas no subconjunto de 101 teses e dissertações, sugerindo, a partir dos termos encontrados, a influência dos documentos oficiais e legislações que institucionalizam a Educação Ambiental de forma direta ou indireta em todos os níveis e modalidades de ensino. Conclui-se, portanto, que o campo de pesquisa sobre formação de professores de disciplinas da área de Ciências da Natureza também se apropria das discussões que vêm se apresentando nos principais eventos de Educação Ambiental no Brasil. Espera-se que este trabalho tenha contribuindo com os diversos mapeamentos que estão sendo realizados, tanto no campo de pesquisas sobre formação de professores de disciplinas da área de Ciências da Natureza, como no de Educação Ambiental. / Thesis and dissertations related to the education teachers in the disciplines of the field of the Sciences of the Nature, defended within the period of 1987 to 2011 have been analyzed, aiming to identify the presence of Environmental Dimensions (ED) and the main characteristics of such production. The corpus of the analysis has been defined based upon recovery and selection of abstracts of thesis and dissertations available at the Thesis Database from CAPES. The recovery process was done by using combined keywords that were meant to be representative and with high potential of retrieve the set of information proposed. After this step, all recovered abstracts were read and analyzed, which lead to the selection of a final set of 1042 abstracts of thesis and dissertations related to the teachers education in the disciplines of the field of the Nature Sciences, as well as a subset of 101 abstracts (9,7%) some that shown some ED. The procedure of the analysis was performed in two steps. In the first step, a quantitative study, from the comparison of some previously defined descriptors was performed. In the second step, upon the construction of analysis categories, the environmental dimensions existing at the abstracts were characterized, using the methodology of the content analysis, according to Bardin (2010). As result, a growth either in researches related to teachers education in the disciplines of the field of the Nature Sciences, as in its subset that presented some EA, was observed. However, it was observed that the ED appears in researches only 1998, presenting an irregular growth within the analyzed period, albeit picturing a trend to growth in the latest three years. The categorization process the 101 abstracts subset resulted in the identification of ten categories of analysis the express the ED. In regards of the ED found based upon the 10 categories, it has been reckoned that the most recurring designations in the subsets are Environment at the category \"Environmental Concept\" and Environmental Education in the category \"Field/Area of Knowledge/Research of Environmental Shape\", being, therefore, the most representatives ED in the subset of the 101 abstracts, suggesting, from the found terms, the influence of the official documents and legislation that direct or indirectly enact Environmental Education at all levels and modes of teaching. It has been concluded, therefore, that the field of the research about the formation of teachers in the subjects of area of the Nature Sciences also appropriates of the discussions that are presenting themselves in the main events of the Environmental Education in Brazil. It is expected that this study has contributed with the several mappings that are being conducted either in the field of teachers education research the disciplines of the area of Nature Sciences, as in Environmental Education.

Higher education domain has a direct impact on individuals and society in general and particularly regarding the socio-economic status and economic growth of any individual or a country. Despite recent changes in job market orientation for hiring employees without higher education degrees, higher education sector is required globally to provide training, knowledge and skill to achieve the globally stated goal of attaining economic growth and sustainable human development. This research focuses on the importance of higher education to primary beneficiaries (student, parents, and higher education institutions personals), explores defined goal of higher education, and assess the effect of external environmental factors that influence higher education sector sampling Bahrain public higher education in a single case study. Through an exploratory qualitative research, the researcher used a case study approach with semi-structured interviews to assess different beneficiaries' views of the importance of higher education to bridge the gap between different perspectives on shaping the goal of higher education. An abductive approach was followed to conduct this research as this topic requires both observing the research topic as well as qualifying an established theory. This approach allowed the researcher to gain new insights to understand the relationship between the environmental factors and higher education goal. The research assesses the factors influencing higher education to be utilised as moderator to develop a conceptual framework based on Means-end theory of decision-making combined with the dynamics of OODA Loop (Observe, Orient, Decide, and Act) model of decision-making. Key findings of the pilot study conducted in one of Bahrain's public higher education institutions (HEIs) and another case study on one of the leading higher education institutions in Bahrain revealed a gap between higher education beneficiaries' perspectives on higher education and demonstrated the importance of the revision of the overall structure and implementation of policies concerning higher education sector in Bahrain. Empirical findings highlighted some main areas where there is a huge gap between what is planned and implemented. Through comparing results of previous studies, the researcher concluded that each environment has its own effect on higher education goal definition which in turn affect the attainment of higher education benefits and the definition of its attributes.

Analisou-se teses e dissertações relacionadas à formação de professores de disciplinas da área de Ciências da Natureza, defendidas no período de 1987 a 2011, buscando-se identificar a presença de dimensões ambientais (DA) e as principais características dessa produção. O corpus de análise foi definido a partir da recuperação e seleção de resumos de teses e dissertações disponíveis no Banco de Teses da CAPES. O processo de recuperação foi realizado por meio do uso de combinações de palavras-chave que se mostraram representativas e com potencial para recuperação do conjunto de interesse. Após essa etapa, todos os resumos recuperados foram lidos e analisados, o que resultou na seleção final de um conjunto de 1042 resumos de teses e dissertações relacionadas à formação de professores de disciplinas da área de Ciências da Natureza, como também de um subconjunto de 101 resumos (9,7%) que mostraram contemplar alguma DA. O procedimento de análise ocorreu em duas etapas. Na primeira, executou-se um estudo quantitativo, a partir da comparação de alguns descritores previamente definidos. Na segunda etapa, a partir da construção de categorias de análise, caracterizou-se as dimensões ambientais presentes nos resumos, apropriando-se da metodologia de análise de conteúdo, segundo Bardin (2010). Como resultado, observou-se uma tendência de crescimento tanto nas pesquisas relacionadas à formação de professores de disciplinas da área de Ciências da Natureza, quanto em seu subconjunto que apresentou alguma DA. No entanto, observou-se que a DA apareceu nas pesquisas somente a partir de 1998, apresentando um crescimento irregular no período analisado, porém mostrando uma tendência de crescimento nos últimos três anos. O processo de categorização do subconjunto de 101 resumos resultou na identificação de dez categorias de análise que expressam as DA. No que diz respeito às DA encontradas a partir das dez categorias, constatou-se que os termos mais recorrentes no subconjunto são Meio Ambiente na categoria \"Conceito Ambiental\" e Educação Ambiental na categoria \"Campo/ Área de Conhecimento/Pesquisa de Caráter Ambiental\", sendo, portanto, as DA mais representativas no subconjunto de 101 teses e dissertações, sugerindo, a partir dos termos encontrados, a influência dos documentos oficiais e legislações que institucionalizam a Educação Ambiental de forma direta ou indireta em todos os níveis e modalidades de ensino. Conclui-se, portanto, que o campo de pesquisa sobre formação de professores de disciplinas da área de Ciências da Natureza também se apropria das discussões que vêm se apresentando nos principais eventos de Educação Ambiental no Brasil. Espera-se que este trabalho tenha contribuindo com os diversos mapeamentos que estão sendo realizados, tanto no campo de pesquisas sobre formação de professores de disciplinas da área de Ciências da Natureza, como no de Educação Ambiental. / Thesis and dissertations related to the education teachers in the disciplines of the field of the Sciences of the Nature, defended within the period of 1987 to 2011 have been analyzed, aiming to identify the presence of Environmental Dimensions (ED) and the main characteristics of such production. The corpus of the analysis has been defined based upon recovery and selection of abstracts of thesis and dissertations available at the Thesis Database from CAPES. The recovery process was done by using combined keywords that were meant to be representative and with high potential of retrieve the set of information proposed. After this step, all recovered abstracts were read and analyzed, which lead to the selection of a final set of 1042 abstracts of thesis and dissertations related to the teachers education in the disciplines of the field of the Nature Sciences, as well as a subset of 101 abstracts (9,7%) some that shown some ED. The procedure of the analysis was performed in two steps. In the first step, a quantitative study, from the comparison of some previously defined descriptors was performed. In the second step, upon the construction of analysis categories, the environmental dimensions existing at the abstracts were characterized, using the methodology of the content analysis, according to Bardin (2010). As result, a growth either in researches related to teachers education in the disciplines of the field of the Nature Sciences, as in its subset that presented some EA, was observed. However, it was observed that the ED appears in researches only 1998, presenting an irregular growth within the analyzed period, albeit picturing a trend to growth in the latest three years. The categorization process the 101 abstracts subset resulted in the identification of ten categories of analysis the express the ED. In regards of the ED found based upon the 10 categories, it has been reckoned that the most recurring designations in the subsets are Environment at the category \"Environmental Concept\" and Environmental Education in the category \"Field/Area of Knowledge/Research of Environmental Shape\", being, therefore, the most representatives ED in the subset of the 101 abstracts, suggesting, from the found terms, the influence of the official documents and legislation that direct or indirectly enact Environmental Education at all levels and modes of teaching. It has been concluded, therefore, that the field of the research about the formation of teachers in the subjects of area of the Nature Sciences also appropriates of the discussions that are presenting themselves in the main events of the Environmental Education in Brazil. It is expected that this study has contributed with the several mappings that are being conducted either in the field of teachers education research the disciplines of the area of Nature Sciences, as in Environmental Education.

Trust is an important concept in nursing. Nursing is frequently described as a profession which is built on trusting relationships; hence, to produce competent professional nurses the building of trust and trusting relationships in nursing education is of utmost importance. The purpose of the study was to understand trust and trusting relationships between and among educators and students in the teaching and learning environment. A qualitative approach with a grounded theory design was used to discover the value of trust and trusting relationships and to develop a model for trust in the nursing education environment. All the nursing education institutions offering the R425 nursing programme in the selected province were included. Two nursing education institutions offered the R425 nursing programme in this province, a university and one public multi-campus nursing education institution with three campuses. The target population consisted of educators and students complying with the sampling criteria. Sampling of educators and students was purposive and convenient. The sample size consisted of fourteen students was purposive and convenient. The sample size consisted of fourteen educators and sixty students. In-depth face-to-face interviews were conducted with educators and fourteen focus group interviews were conducted with students. The three stages of Charmaz (2014) were used for the analysis of data, namely initial, focused and theoretical coding until data saturation was evident. Data collection and analysis and the literature review were done concurrently. Three role players were identified to be important in trust in nursing education. The role players are the educator, student and professional nurse. In the study two sets of data, namely the educators’ views and students’ views on trust in nursing education were synthesised. Four themes emerged, namely: namely professional relations, expectations of the role players in nursing education, creating a conducive teaching and learning environment and, finally, outcomes of trust or lack of trust. Ensuing from the findings of the current study, a model for trust in nursing education was developed – an important contribution to the body of knowledge of nursing education. The study throws light on self-trust, trusting relationships among role players, and trust in the teaching and learning environment. Awareness of trust and trusting relationships among the role players results in positive learning experiences, increased self-trust, self-confidence, motivation and better performance in nursing education. Recommendations made have a bearing on developing self-trust and trusting relationships among role players, the implementation of the model for trust in nursing education, and future studies in trust in nursing education / Health Studies / D. Litt. et Phil. (Health Studies)

La ricerca concerne l’attualità del dibattito sulle tematiche educativo-ambientali in connessione con la rilevanza delle sollecitazioni euristiche provenienti dall'insegnamento sociale in riferimento alla pastorale e alla teologia della creazione. L'obiettivo generale è mostrare la pertinenza del concetto di sviluppo umano integrale con la riflessione pedagogica, sondare le condizioni di dialogo tra pedagogia dell’ambiente e dottrina sociale della Chiesa, individua prospettive teoretiche e approfondisce alcuni emblematici studi di caso. La disamina interpella i valori della progettazione educativa sostenibile in relazione a categorie quali solidarietà, sussidiarietà, sobrietà e fraternità. / The research pertains to current debate on the educational-environmental themes in connection with the relevance of the heuristic solicitude, coming from social teaching in reference to pastoral and theology of creation. The general purpose is to show the pertinence to integral human development with pedagogical thinking, to explore the conditions for dialogue between environmental pedagogy and the social doctrine of the church, identifies theoretical perspectives and analysis some case study. The examination interpellates the values of educational planning sustainable in relation to categories such as solidarity, subsidiarity, sobriety and fraternity.

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. / Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003