Principals within the Swedish school system have a rather extensive mission, where they lead the inner work of the school, including the organization of how the school work with special needs education. With that said, principals play a very important part when it comes to creating communities of practice, a practice where the pedagogues can participate according to culture standards and within special activities in relation to the special needs education.  In a community of practice focusing on special needs education, one can build a practice based view on how education should be organized and that in turn is a mean for development. There could be some challenges in this work though – challenges regarding visions about special needs education and differences in visions created by principals compared to visions created by SENCOs (special educational needs coordinators). Who’s in charge of special needs education practice when visions differs? It becomes a question in relation to autonomy and autonomous processes within the special needs education practice.  Using a sociology perspective, focusing mainly on social practice, social systems and social facts, but also professional autonomy, this study uses a qualitative method to give more knowledge about principals’ organization of the special needs education practice. The study uses thematically opened interviews of principals in Swedish compulsory schools to collect empirical data and the analytical method uses codes, themes and conclusions related to the central concepts of the study: communities of practice, organizational culture and autonomy.  The results of the study shows that the principals actively work with the creation of communities of practice within the special needs education practice but the result also shows problematic aspects of implementation of special needs education visions in ordinary education and everyday work. The results also show that principals consider themselves to have the outmost responsibility for the decisionmaking in special needs education practice. The results show signs of difficulty in delegation even though the principals show explicit trust in SENCOs.  The conclusion of the study is that there are difficulties in the transfer of visions within a special needs community of practice while organizational conditions play a part in limiting autonomous work. The principals participating in the study face similar problems with student health care not being seen as a part of the regular education work, and there seem to be problems with teachers expressing issues concerning adjustments in the classroom in order to care for the need of each pupil in school.

No description available.

The purpose of this research was to investigate the relationship between Education Acts and learner dropout at public schools within the South-Central education region of Botswana. Policy-related dropout Theories of Social Class and the hidden curriculum of work, as well as the Inclusive Education Policy were selected as suitable framework-settings for investigating the research problem. A comprehensive review of the literature revealed that the strategies used to implement the Basic Education Act, the Examinations Act, and Policies on Inclusive Education in Botswana diverge from their set stipulations and the current international trends in this regard. The research design used was a mixed-methods approach. Mixed paradigms of the positivists’ and the constructivists’ beliefs were used to conduct a concurrent empirical investigation. The reliability coefficient of the questionnaire instrument (non-demographic variables 1-26) was .985 (close to 1). All the measuring tools were pilot-tested. The sampling technique was stratified for the questionnaire, and was comprehensive for the qualitative instruments. Ethical issues were observed during the course of the study. The scores on the questionnaire showed that 68% of the 75 teacher respondents perceived that the improper implementation of the above-named Acts contributed to learner drop-out. The content analysis transcripts further indicated that 66% of the 28 interviewees linked learner drop-out to the improper implementation of the Acts. Additionally, 84% of the Biology teachers linked the teaching strategies being used to policy decisions. The interpretation of this study has to take note of the limitation discussed in the report. The conclusion drawn from the foregoing research findings is that the teaching-learning process in the public schools is defective in relation to its relevance to the learners, and the education goal. The study therefore recommended dropout tracking strategies by means of a greater synchrony between all the departments of the Ministry of Education Skills and Development (MOESD) as well as further comprehensive research to improve education practice towards curbing learner dropout. / Educational Studies / D. Ed. (Comparative Education)

Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool. Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals.

277 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-25T19:31:59Z No. of bitstreams: 1 Dissertacao - Cristina Lucon.pdf: 5028886 bytes, checksum: 4af3ac865863a7bf99d47bd33c3af3a4 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-06-10T18:18:16Z (GMT) No. of bitstreams: 1 Dissertacao - Cristina Lucon.pdf: 5028886 bytes, checksum: 4af3ac865863a7bf99d47bd33c3af3a4 (MD5) / Made available in DSpace on 2013-06-10T18:18:16Z (GMT). No. of bitstreams: 1 Dissertacao - Cristina Lucon.pdf: 5028886 bytes, checksum: 4af3ac865863a7bf99d47bd33c3af3a4 (MD5) Previous issue date: 2010 / A presente pesquisa teve por objetivo identificar as representações sociais que adolescentes em tratamento do câncer fazem acerca da prática pedagógica do professor de classe hospitalar. Para desenvolver a pesquisa foram observados os princípios da pesquisa qualitativa e do estudo de caso, tomando como orientação teórico-metodológica a teoria das representações sociais. Participaram do estudo dez adolescentes em tratamento do câncer, hospedados no Grupo de Apoio à Criança e ao Adolescente com Câncer (GACC), localizada na cidade de Salvador-BA. Desses adolescentes, cinco eram do sexo masculino e cinco do sexo feminino, e tinham idades entre 15 e 18 anos. Como instrumentos de coleta de dados foram utilizados a observação livre e entrevistas semiestruturadas. Após a coleta, todo material foi analisado à luz da análise do conteúdo, tendo como resultado as representações sociais sobre a prática pedagógica do professor de classe hospitalar, que se ancoram em: professor não convencional, prática pedagógica mais lúdico-educativa do que escolar; o papel da classe hospitalar no resgate do prazer de estudar; O papel da classe hospitalar na reafirmação da importância da escola regular em suas vidas. Dentre os resultados alcançados, constatou-se que os adolescentes pesquisados percebem que a prática pedagógica do professor de classe hospitalar ajuda a melhorar sua saúde e a minimizar o estresse do tratamento. Ela promove o aprendizado com uma abordagem individualizada que, muitas vezes, contribui para que ele aprenda melhor, mas não é considerada como responsável pela continuidade dos seus estudos escolares, pois, na percepção dos adolescentes, essa continuidade somente será alcançada no retorno à escola regular. Esses achados demonstram a importância da classe hospitalar enquanto um lócus de transitoriedade, que resgata a identidade escolar do alunopaciente por gerar expectativas positivas de retorno à escola regular para que os estudos sejam retomados. Reforçam também que a prática pedagógica do professor é um ponto de apoio para que ele persista na luta pela saúde e pela vontade de viver. / Salvador

The purpose of this research was to investigate the relationship between Education Acts and learner dropout at public schools within the South-Central education region of Botswana. Policy-related dropout Theories of Social Class and the hidden curriculum of work, as well as the Inclusive Education Policy were selected as suitable framework-settings for investigating the research problem. A comprehensive review of the literature revealed that the strategies used to implement the Basic Education Act, the Examinations Act, and Policies on Inclusive Education in Botswana diverge from their set stipulations and the current international trends in this regard. The research design used was a mixed-methods approach. Mixed paradigms of the positivists’ and the constructivists’ beliefs were used to conduct a concurrent empirical investigation. The reliability coefficient of the questionnaire instrument (non-demographic variables 1-26) was .985 (close to 1). All the measuring tools were pilot-tested. The sampling technique was stratified for the questionnaire, and was comprehensive for the qualitative instruments. Ethical issues were observed during the course of the study. The scores on the questionnaire showed that 68% of the 75 teacher respondents perceived that the improper implementation of the above-named Acts contributed to learner drop-out. The content analysis transcripts further indicated that 66% of the 28 interviewees linked learner drop-out to the improper implementation of the Acts. Additionally, 84% of the Biology teachers linked the teaching strategies being used to policy decisions. The interpretation of this study has to take note of the limitation discussed in the report. The conclusion drawn from the foregoing research findings is that the teaching-learning process in the public schools is defective in relation to its relevance to the learners, and the education goal. The study therefore recommended dropout tracking strategies by means of a greater synchrony between all the departments of the Ministry of Education Skills and Development (MOESD) as well as further comprehensive research to improve education practice towards curbing learner dropout. / Educational Studies / D. Ed. (Comparative Education)

Physiotherapy student practice education, the focus of this thesis, is a highly valued, yet scarcely researched component of pre-registration physiotherapy education. Moreover, the student voice is largely absent from existing research. In this study, 14 physiotherapy students’ perspectives of practice education were gained through email communications (n=13) and face-to-face interviews (n=12). To provide an in-depth and provocative view, physiotherapy student practice education was analysed as a type of activity system, employing concepts borrowed from cultural-historical activity theory (CHAT). Interacting activity systems, objects, players, rules, norms, divisions of labour, mediating artefacts, intra- and inter-systemic contradictions were explored and identified. The findings show that assessment skewed students’ object motives. Practice educators were positioned as powerful gatekeeper/assessor gift-holders. Physiotherapy students enacted ‘learning practice’ norms, such as extensive reading, and adopted the position of practice educator-pleaser. Students sometimes refrained from speaking when they wanted to, for example, to challenge unprofessional staff behaviour. Students were reluctant to show themselves as learners, feeling instead that they needed to present themselves as knowledgeable, able practitioners. However, students did not easily recognise themselves as able contributors to practice. For students, knowledge for practice was focussed on patient assessment and treatment, but the level, depth and volume of knowledge required was perceived differently across distinctive practice areas. Intra- and inter-systemic contradictions, such as the skewing of student object motives towards assessment, and away from whole-patient-centred care, are highlighted. The study findings therefore have implications for patient care as well as for the object of physiotherapy student practice education, student learning and assessment and workplace learning. A cross-profession review of the object of physiotherapy student practice education, to include the voice of service users, students, practice educators, HEIs and service providers, is recommended. A review of physiotherapy student practice-placement assessment, which seemed to be at the core of PSPE dynamics and conditions, is recommended, to take account of the extent to which assessment can influence students’ PSPE object motives, PE/student dynamics and student/patient interactions. Developmental Work Research is proposed as a way forward for future research in this area.

This research was part of the Research Line in Education and Arts/ PPGE/CE/UFSM, developed at the Federal University of Santa Maria/RS. The research was contextualized in the formal education, where the research-action was developed at Chácara das Flores Municipal Elementary School, in Santa Maria/RS, with ninth grade students. This research materialized, in general lines, the investigation of critical education practice by using as basis the theoretical ideas of the Printed Textile Design with ninth grade students of ntermediate school. In special, it itended: to identify and to analyse the conception and action of students related with their understanding of Printed Textile Design as a modality; to trace, in colaboration with the students, practical and educative activities with critical view, having as support the learning and perception of pedagogical knowledge-making in a critical view related with printed textile design; to analyse the knowledge of the printed textile design created by the education practice, and the educational possibilities in the learning process by the materialization of printed textile design sketches; to punctuate a critical scholastic educative practice of the printed textile design in the Elementary School. The review of theoretical ideas was based on the following researchers: FREIRE (1975), EFLAND (2005), CARDOSO (2004), DONDIS (1997), REDIG (1976), OSTROWER (1987) and LUBART (2007). The research metodology was organized from qualitative research/action-research, and the instrumental used to collect data were real observations, diary notes, semi-structured interviews with students and their parents, portfolio and documental analysis. The analysis of critical educative practice in Printed Textile Design outlined the research course with the students of the ninth grade of Chácara das Flores Municipal Elementary School. The speeches of the students and their parents propitiated meaningful activities and visual creations related to Printed Textile Design and to the students social and cultural world. By the end of this research, it was verified that the critical educative practice, based on Freire and related with Printed Textile Design, contributed to the Visual Arts teaching because that kind of practice deal with this knowledge (PTD) in a critical configuration, contextualizing and incresing the students culture through an efectively, consciousness and humanizing educative practice. / Esta pesquisa fez parte da Linha de Pesquisa em Educação e Arte do PPGECE/UFSM. A pesquisa foi contextualizada no Ensino formal, tendo a pesquisa-ação ocorrida na Escola de Ensino Fundamental Municipal Chácara das Flores, em Santa Maria/RS, com os participantes/educandos do 9º ano. Esta pesquisa objetivou, em linhas gerais, investigar a prática educativa problematizadora, tendo como fundamento os pressupostos teóricos pedagógicos para a aprendizagem do design de estamparia têxtil com alunos do 9º ano do Ensino Fundamental. Especificamente, objetivou: identificar e analisar a concepção e a ação dos alunos frente à compreensão da modalidade de design de estamparia têxtil; planejar, em colaboração com os participantes da pesquisa, atividades prático-educativas problematizadoras, tendo em vista a aprendizagem e percepção do fazer-saber pedagógico crítico em design para estamparia têxtil; analisar o conhecimento de estamparia têxtil gerado pela prática educativa e as possibilidades pedagógicas no processo de aprendizagem pela materialização dos Projetos de Design de Estamparia Têxtil; e verificar a viabilidade de uma prática educativa escolar problematizadora do design de estamparia têxtil no Ensino Fundamental escolar. Como referencial teórico da pesquisa, foram lembrados os seguintes teóricos: FREIRE (1975), EFLAND (2005), CARDOSO (2004), DONDIS (1997), REDIG (1976), OSTROWER (1987) e LUBART (2007). A metodologia da pesquisa foi organizada a partir de pesquisa qualitativa/pesquisa-ação, tendo sido utilizados os seguintes instrumentos de coleta de dados: observação participante, diário de campo, entrevista semi-estruturada com os pais ou responsáveis e com os participantes da pesquisa, portfólio e análise documental. A análise sobre a prática educativa problematizadora em design de estamparia têxtil delineou o percurso pesquisacional com os participantes/educandos do 9º ano da Escola Municipal de Ensino Fundamental Chácara das Flores. Os relatos dos participantes e dos pais propiciaram atividades e criações visuais relacionadas ao design de estamparia têxtil e significativas ao mundo cultural e social dos educandos. Ao término desta pesquisa, considerou-se que a prática educativa problematizadora freireana em design de estamparia têxtil contribui para o Ensino das Artes Visuais, na medida em que abarca a prática educativa deste campo do saber de forma crítica, contextualizando e ampliando a cultura dos educandos através de uma prática educativa efetivamente crítica, conscientizadora e humanizadora.

Orientador: João Batista Andreotti Gomes Tojal / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-19T14:35:55Z (GMT). No. of bitstreams: 1 Cesana_Juliana_D.pdf: 1441367 bytes, checksum: 86683aacf0298c44807b79fe94b9a6ba (MD5) Previous issue date: 2011 / Resumo: A Educação Física (EF) enquanto profissão constitui um evento recente, de pouco mais de 10 anos. Neste tempo, caracterizou-se a luta pela demarcação de um território de atuação, onde algumas atividades menos difundidas no âmbito da EF (lutas e artes marciais, yoga, método Pilates, etc.), apresentaram-se como dissidentes deste movimento convencionando-se chamá-las de práticas corporais alternativas (PCAs). Tais atividades e esportes constituem-se como atividades físicas que, deveriam ser orientadas por profissional competente. Além disto, as PCAs sempre interagiram nos espaços de atuação característicos dos profissionais de EF, como academias esportivas e de ginástica, clubes, associações, e até mesmo o meio escolar. Desta forma, destaca-se como objetivo deste estudo, investigar, na constituição do espaço social da EF no Brasil, a configuração de um campo de intervenção amplo, no qual práticas como yoga, método Pilates, tai-chi-chuan, entre outras, assumem um papel de alternativa ao conteúdo tradicional das atividades físicas da área de EF. Os objetivos específicos são: a) averiguar se as PCAs, na configuração de um campo de intervenção da Educação Física, se constituem como uma proposta alternativa ao que é tradicional na área ou; b) analisar se estas se apresentam como uma releitura das práticas correntes, ou seja, uma maneira diferente de trabalhar os conteúdos ditos como tradicionais; e c) identificar as PCAs como parte da Educação Física, aplicada por profissionais da área de intervenção nos diferentes campos de atuação. Esta pesquisa constituiu se como qualitativa, utilizando-se de elementos da análise de conteúdo para o tratamento e análise dos dados coletados. Como instrumento de coleta de dados foi utilizado um questionário semi-estruturado, constando de 12 questões. Desta forma, investigou-se ao todo 47 participantes, instrutores/profissionais de PCAs, das regiões de Campinas, Bauru e Rio Claro, que foram divididos em 4 grupos, de acordo com as modalidades contempladas: Lutas e Artes Marciais (LAM), Método Pilates (Pi), Yoga (Y) e Terapêutico (T). Os resultados apontaram para uma valorização das experiências práticas em detrimento da necessidade de formação específica de nível superior para a atuação com as PCAs investigadas. Porém, também indicaram que a formação superior em profissões da área da saúde poderia auxiliar o trabalho com as PCAs, justificando-se pelos conhecimentos científicos do corpo humano. Isto demostra que o universo de atuação das PCAs possui características pré-modernas, que valoriza mais a experiência e metafísica do que uma formação pautada em moldes científicos. Corroborando com isto, aponta também que a formação dos instrutores das PCAs está mais próxima dos modelos de caráter artesanal, do que das profissões modernas, de caráter acadêmico. Podemos considerar que a formação em EF, e também as formações da área da saúde, possuem dificuldades de legitimação perante as PCAs, no que diz respeito à formação para a atuação. Isto nos remete a uma reflexão sobre a dimensão prática dos cursos de formação superior, no sentido de questionar sobre as motivações que levam estes cursos a não estabelecer as pontes entre a formação científica e a dimensão prática no que tange a sua atuação profissional / Abstract: The Physical Education (PE) as a profession is young, just over 10 years. During this period, it has been characterized by the struggle to defining its boundaries, where some less widespread activities in the PE (fighting and martial arts, yoga, Pilates, etc.), presented themselves as dissidents of this mobilization being, by convention, named as Alternative Body Practices (ABPs). Such activities and sports are physical activities as well and should be guided by a competent professional. In addition, the ABPs have always interacted in the areas of activity typically held by PE professionals, such as sports and gyms academies, fitness clubs, associations and even schools. Thus, the objective of this study is to investigate, in the constitution of social space of the PE in Brazil, setting up a broad field of intervention in which practices such as yoga, Pilates, tai-chi-chuan, among others, assume an alternative role to the traditional content of physical activity in the area of PE. The specific objectives are: a) investigate whether the ABPs, in the configuration of a field of intervention of Physical Education, constitute themselves as an alternative approach to what is traditional in the area or; b) consider whether they are present as a reassessment of current practices, i.e., a different way of working the content said as traditional and; c) identify the ABPs as part of physical education, applied by professionals of the area in the different fields. This research was established as qualitative, using elements of content analysis for the treatment and analysis of the collected data. A semi-structured questionnaire was used as data collection instrument, consisting of 12 questions. Thus, a total of 47 participants were investigated, trainers / ABPs professionals from Campinas, Bauru and Rio Claro region, which were divided into 4 groups according to the contemplated arrangements: Wrestling and Martial Arts (WMA), Pilates Method (Pi), Yoga (Y) and Therapeutic (T). Results showed an appreciation of practical experience over the need for specific top-level formation on the investigated ABPs. However, they also indicated that higher education in professions of the health field could help the work of the ABPs due to the scientific knowledge of the human body. This shows that the universe of performance of the ABPs has pre-modern characteristics, where experience and metaphysics have greater value than scientific based formation. Corroborating this, it also points out that the training of ABPs instructors is closer to the artisanal character models than the modern professions of academic nature. We can consider that training in both PE and the health fields have problems of legitimacy before the ABPs, with regard to training for acting. This leads us to a reflection on the practical dimension of higher education courses in order to question the motivations that cause these courses not to establish the connections between the scientific background and practical dimension with respect to their professional performance / Doutorado / Ciencia do Desporto / Doutor em Educação Física

Der Beitrag klärt die Verwendung und Bedeutung des Begriffs der Praxis in der musikdidaktischen Literatur. Zunächst werden hierfür die Praxisbegriffe der deutschsprachigen Autoren H. J. Kaiser, J. Vogt, Ch. Wallbaum und Ch. Rolle sowie der englischsprachigen Autoren Th. A. Regelski, D. J. Elliott und Ch. Small anhand relevanter Primärliteratur herausgearbeitet und dargestellt. In einem zweiten Schritt werden die Theorien und Modelle jeweils auf ihre didaktischen Implikationen hin untersucht und ihre Eignung für die Umsetzung im Hinblick auf eine reale Lehr-Lern-Situation eingeschätzt. Schließlich werden die Praxisbegriffe der sieben behandelten Autoren in Relation zueinander gebracht, Gemeinsamkeiten und Unterschiede aufgezeigt. Entsprechungen bezüglich des Verständnisses von Praxis werden konstatiert insbesondere zwischen Regelski, Kaiser und Vogt einerseits, sowie zwischen Small, Elliott, Wallbaum und Rolle andererseits. Erstere rekurrieren auf aristotelische Begrifflichkeiten und fokussieren den ethischen Aspekt einer praxis, das „richtige“ Handeln bzw. „gute“ Leben; Letztere stellen die durch musikalische Praxis mögliche (positive) Erfahrung des „flow“ (Elliott), des Ästhetischen (Rolle; Wallbaum) bzw. idealer Beziehungen (Small) in den Mittelpunkt ihrer Betrachtungen. / This work discusses the use and meaning of “praxis” (practice) as a technical term in music education literature. Relevant texts of the German-speaking authors H. J. Kaiser, J. Vogt, Ch. Wallbaum, and Ch. Rolle as well as of the English-speaking authors Th. A. Regelski, D. J. Elliott, and Ch. Small are analyzed and compared in terms of the authors’ understanding of “praxis”. Similarities are identified among (1) the work of Regelski, Kaiser, and Vogt and among (2) the work of Small, Elliott, Wallbaum, and Rolle. While the former group of authors refers to Aristotelian concepts and focuses on the ethical aspect of praxis, the latter group reflects the (positive) experience of “flow” (Elliott), the experience of the aesthetic (Rolle, Wallbaum), or the experience of ideal relationships (Small) – each possible through musical practice (or rather “praxis”).