Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-07-12T13:31:17Z No. of bitstreams: 1 lindauraferreiravazbarreto.pdf: 599063 bytes, checksum: e8484797e8598ce763dd908acb139ccd (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-13T16:48:20Z (GMT) No. of bitstreams: 1 lindauraferreiravazbarreto.pdf: 599063 bytes, checksum: e8484797e8598ce763dd908acb139ccd (MD5) / Made available in DSpace on 2016-07-13T16:48:20Z (GMT). No. of bitstreams: 1 lindauraferreiravazbarreto.pdf: 599063 bytes, checksum: e8484797e8598ce763dd908acb139ccd (MD5) Previous issue date: 2012-11-20 / O presente estudo aborda o papel dos gestores regionais e dos gestores escolares na implementação, pela Superintendência Regional de Ensino de Uberaba / Minas Gerais, da política de educação de tempo integral. O Projeto Escola de Tempo Integral (PROETI) representa uma oportunidade ao aluno para desenvolver-se como pessoa e cidadão em uma escola organizada para oferecer uma melhor aprendizagem afim de que ele possa progredir nos estudos, superando obstáculos e enfrentando desafios. Nas escolas estaduais de tempo integral de Minas Gerais, o objetivo geral é melhorar a aprendizagem dos alunos por meio da ampliação da sua permanência diária na escola. O objetivo da pesquisa é analisar, no âmbito de duas escolas estaduais do município de Uberaba, o trabalho dos gestores regionais e gestores escolares na implementação do PROETI, indicando as lacunas no desempenho de suas atribuições previstas na Cartilha Escola de Tempo Integral (2007). A abordagem metodológica privilegiou a pesquisa qualitativa em entrevistas semi-estruturados com gestores regionais e gestores escolares responsáveis pela operacionalização do PROETI nas duas escolas selecionadas. A atuação dos gestores na orientação e monitoramento do PROETI conhecida nas entrevistas foi analisada e entrelaçada por meio de um diálogo com experiências brasileiras nesse tema e os estudos de Condé (2011), Lück (2000 – 2009), Polon e Bonamino (2009),Giovane e Souza (2009), Bittencourt e Schud (s/d), Melo (2009), Souza (2008), Mainardes (2006), Carvalho, Barbosa e Soares (2010). Os dados da pesquisa demonstraram que os rumos da implementação do PROETI foram influenciados pelas lacunas na formação recebida pelos gestores e pela falta de monitoramento. Nesse contexto, com o propósito de contribuir com a melhoria do ensino nas escolas da SRE de Uberaba, apresento o Plano de Ação Estratégico que contempla o Programa Regional de Formação Continuada de Gestores no PROETI. / The present study addresses the role of regional managers and school administrators in the implementation, the Regional Superintendent of Education Uberaba/Minas Gerais, the policy of full-time education. The Project School Full Time (PROETI) represents an opportunity for the student to develop as a person and citizen in a school organized to provide a better learning in order that he can progress in studies, overcoming obstacles and facing challenges. Instate schools full time in Minas Gera is the overall goal is to improve student learning through the expansion of their stay in school daily. The objective of the research is to analyze under two state schools in the city of Tuticorin, the impact of the work of managers and regional managers in the implementation of escolare PROETI, indicating gaps in the performance of its responsibilities under the Primer School Full Time (2007).The methodological approach to qualitative research focused on semi-structured interviews with school managers and regional managers responsible for the operation of the two selected schools PROETI. The role of managers in guiding and monitoring PROETI known in the interviews was analyzed and interwoven through a dialogue with Brazilian experiences this issue and studies of Condé(2011), Lück (2000- 2009), Giovane and Souza(2009), Bittencourt and Schud(2009), Melo(2009), Souza(2008), Mainardes(2006), Carvalho Soares and Barbosa(2010). The survey data showed that the course of implementation of PROETI was affected by gaps in training received by managers and lack of monitoring. In this context, in order to contribute to improving the teaching of Rein schools Uberaba present the Action Plan which includes the Educational Program of Continuing Education Regional Managers in PROETI.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-16T14:28:28Z No. of bitstreams: 1 elizabetholiveirademedeiros.pdf: 1223335 bytes, checksum: 0ac2cc2615218973003b81832f839fe3 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-16T15:43:06Z (GMT) No. of bitstreams: 1 elizabetholiveirademedeiros.pdf: 1223335 bytes, checksum: 0ac2cc2615218973003b81832f839fe3 (MD5) / Made available in DSpace on 2017-03-16T15:43:06Z (GMT). No. of bitstreams: 1 elizabetholiveirademedeiros.pdf: 1223335 bytes, checksum: 0ac2cc2615218973003b81832f839fe3 (MD5) Previous issue date: 2016-08-31 / A presente dissertação foi desenvolvida no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP), do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF). O caso de gestão estudado discute a política de educação integral oferecida em escolas de tempo integral pela Prefeitura do Recife aos estudantes do Ensino Fundamental Anos Finais e tem como principal objetivo analisar o processo de implementação do Programa Municipal de Educação Integral (Pmei) e a organização das Escolas Municipais em Tempo Integral (EMTIs), à luz do tripé fundante dos processos de implementação da educação integral, defendido por Pergorer (2014) e Guedes (2015), formado pelo tempo, pelo currículo e pelos espaços, com o suporte dos fundamentos do Ciclo de Políticas, na perspectiva de averiguar quais os principais entraves encontrados no caminho da sua efetivação. Por meio de uma abordagem de pesquisa qualitativa, as fontes utilizadas para o desenvolvimento da pesquisa foram a pesquisa bibliográfica e documental, que subsidiou a escrita do percurso histórico da educação integral no Brasil e as concepções assumidas pelo programa na cidade de Recife, as observações participantes e as entrevistas semiestruturadas, realizadas com diretores, coordenadores pedagógicos e professores, todos lotados nas escolas desde o início do programa. Por meio desses instrumentos, foi possível uma imersão no cotidiano das escolas, que viabilizou a percepção de como os executores materializavam os textos orientadores do programa. A partir da análise dos dados, detectamos alguns entraves com relação ao entendimento dos principais conceitos do programa, o que resulta em uma fragmentação pedagógica e sérias dificuldades com a infraestrutura. Nesse contexto, apresenta-se um Plano de Ação Educacional (PAE), estruturado a partir de três eixos: da ampliação do tempo, da organização curricular e da otimização dos espaços, fundamentado na gestão compartilhada de todos os envolvidos com esta demanda, a partir da composição de um Arranjo Educativo Local (AEL), no entendimento de que essas ações não resolverão todos os problemas enfrentados pelas escolas, e sim que, durante a sua implementação, serão acompanhadas e avaliadas para que sejam adequadas ou substituídas quando necessário. Ciente de que esta pesquisa tem uma relevância para a história da educação municipal do Recife, esperamos que fomente novas pesquisas na área da educação integral. / This work was developed in the Professional Master in Management and Education Assessment (PPGP), of the Public Policy Education Evaluation Center from Federal University of Juiz de Fora (CAEd/UFJF). The management case study discusses the integral education policy offered at full-time schools by Recife City Hall to students Teaching Elementary Final Years and has as main objective to analyze the implementation process of the Municipal Program of Integral Education (Pmei) and the organization of Municipal Schools Full-time (EMTIs) in the light of the foundational tripod of the implementation process of integral education, advocated by Pergorer (2014) and Guedes (2015), formed by the time, the curriculum and spaces, with the support of the foundations of Cycle Policies with a view to ascertain what are the main obstacles encountered on the way of its realization. Through a qualitative research approach, the sources used for the research development were the bibliographical and documentary research, which supported the writing of the historical path of integral education in Brazil and the views taken by the program in the Recife city, participating observations and semi-structured interviews conducted with directors, coordinators and teachers, all crowded in schools since the program began. By these instruments, an immersion in the daily life of schools was possible that enabled the perception of how the performers materialize the guiding text of the program. From the data analysis, we found some obstacles regarding the understanding of the key concepts of the program, resulting in a pedagogical fragmentation and serious problems with the infrastructure. In this context, we present an Educational Action Plan (PAE), structured on three axes: the extension of time, curriculum organization and optimization of spaces, based on the shared management of all involved with this demand from the composition of an Educational Local Arrangement (AEL), on the understanding that these actions will not solve all the problems faced by schools, but that during its implementation will be monitored and evaluated, to be appropriate or replaced when necessary. Aware that this research has relevance to the history of Recife municipal education, we expect to foster new research in integral education.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-04-17T15:00:30Z No. of bitstreams: 1 tatianadelpilarbarrosrivera.pdf: 1864407 bytes, checksum: 7dea60fee209e849b23e02e80606e23d (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-04-20T13:45:53Z (GMT) No. of bitstreams: 1 tatianadelpilarbarrosrivera.pdf: 1864407 bytes, checksum: 7dea60fee209e849b23e02e80606e23d (MD5) / Made available in DSpace on 2018-04-20T13:45:53Z (GMT). No. of bitstreams: 1 tatianadelpilarbarrosrivera.pdf: 1864407 bytes, checksum: 7dea60fee209e849b23e02e80606e23d (MD5) Previous issue date: 2017-12-21 / A presente dissertação foi desenvolvida no Programa de Pós Graduação Profissional em Gestão e Avaliação da Educação Pública (PPGP) do Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF).O objetivo do estudo é fazer uma análise acerca das dificuldades no processo de implementação da Proposta Pedagógica do Componente de Metodologia do Estudo das escolas de Educação integral de Manaus, cuja aprovação aconteceu em 2015 pelo Conselho Estadual de Educação (CEE-AM), sob a resolução n°16/2015, visando subsidiar as atividades pedagógicas do professor, que ministra o componente: Metodologia do Estudo. A pretensão dessa pesquisa é compreender os possíveis fatores que dificultem a implementação da Proposta Pedagógica de Metodologia do Estudo dos Anos Finais do Ensino Fundamental das escolas de Educação Integral no âmbito escolar. A metodologia adotada envolveu uma abordagem qualitativa, sendo utilizada como instrumento de coleta de dados a entrevista semi estruturada e individual, realizada com: o ex-diretor de Departamento de Política e Programas Educacionais, a ex-gerente do Ensino Fundamental, duas assessoras pedagógicas do Ensino Fundamental, e ainda um questionário, que foi destinado aos professores que ministram o componente Metodologia do Estudo, a partir da percepção destes atores foi possível delinear de forma consistente, reflexões a respeito da problemática. A análise foi ancorada em discussões teóricas de Eduardo Condé (2012), que contribuiu para pensarmos a questão da implementação das políticas públicas no contexto da educação integral. Nas discussões sobre o currículo no/do tempo integral, como referencial teórico, esse estudo foi baseado em autores como: Ana Maria Cavaliere (2002), Jaqueline Moll (2012), Moacir Gadotti (2009), Miguel Arroyo (2011) e Gimeno Sacristán (2000). Por sua vez, Pedro Demo (2004), Elizabeth Teixeira (2005), Philippe Parrenoud (1995) e Ivani Fazenda (2013), fundamentaram os estudos sobre o ensino de Metodologia do Estudo em uma perspectiva reflexiva sobre o ato de estudar e a prática pedagógica interdisciplinar. A partir desse percurso analítico foi possível visualizar os desafios existentes que dificultam a implementação da Proposta do componente no âmbito escolar tais como: o desconhecimento da política de educação integral e da proposta pedagógica de Metodologia do Estudo, a dificuldade de empreender ações pedagógicas voltadas à interdisciplinaridade, a necessidade de potencializar a formação continuada para o docente e a equipe pedagógica. Após essas observações, propomos um Plano de Ação Educacional (PAE) com propostas voltadas para a formação continuada dos professores e da equipe pedagógica sobre a concepção da educação integral e do currículo em uma perspectiva de educação integral, bem como sobre o trabalho pedagógico de caráter interdisciplinar, além da criação de mecanismos que auxiliem na implementação da proposta, possibilitando ao professor acesso às ferramentas que subsidiem a sua prática, oportunizando espaços de diálogos e de troca de experiências. / This dissertation was developed in the Professional Postgraduate Program in Management and Assessment of Public Education (PPGP) of the Center for Public Policies and Education Evaluation of the Federal University of Juiz de Fora (CAEd / UFJF). The objective of the study is to analyze the difficulties in the process of implementation of the Pedagogical Proposal of the Study Methodology Component from the full-time schools from Manaus, approved in 2015 by the State Education Council (CEE-AM), under the resolution number 16/2015, aiming to subsidize the pedagogical activities of the teacher who teaches the component Methodology of the Study. The aim of this study is to understand the possible factors that make difficult the implementation of the Pedagogical Proposal of Methodology of the Study on the Final Years from the Elementary School in the school context. The methodology adopted involves a qualitative approach that was used as instruments of data collection in the semistructured and individual interview with the former director of the Department of Policy and Educational Programs, with the former manager of the Elementary Education Management and with two pedagogical advisors from the Elementary School; the questionnaire was the instrument intended for teachers who teach the Study Methodology component, from the perception of these actors it was possible to delineate consistently, reflections about the problem. The analysis was anchored in theoretical discussions by Eduardo Condé (2012) who contributed to the idea of the implementation of public policies in the context of integral education. In the discussions about/from the full-time curriculum, it was searched the theoretical basis in authors like Ana Maria Cavaliere (2002), Jaqueline Moll (2012), Moacir Gadotti (2009), Miguel Arroyo (2011) and Gimeno Sacristán (2000). In this way, Pedro Demo (2004), Elizabeth Teixeira (2005), Philippe Parrenoud (1995) and Ivani Fazenda (2013), were the basis to the studies on teaching Study Methodology in a reflective perspective on the act of studying and the interdisciplinary pedagogical practice. Based on this analytical course, it was possible to visualize the existing challenges that make it difficult to implement the Proposal of the component in the school context, such as: lack of knowledge about the integral education policy and the pedagogical proposal of Study Methodology, difficulty in undertaking pedagogical actions aimed at interdisciplinarity, the need for continuous training for the teacher and the pedagogical team. After these observations, we propose an Educational Action Plan (PAE) with proposals aimed at the continuous formation of teachers and the pedagogical team about the conception of integral education and curriculum in a perspective of integral education, as well as on the pedagogical work with a interdisciplinary profile; in addition to the creation of mechanisms to assist in the implementation of the proposal, giving the teacher access to tools that subsidize their practice, and to provide spaces for dialogue and exchange of experiences.

Orientador: Rogério Adolfo de Moura / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-20T19:30:45Z (GMT). No. of bitstreams: 1 Antolino_AlikSantos_M.pdf: 1333189 bytes, checksum: 124690c8461ad7df58451bb2e6fac5d1 (MD5) Previous issue date: 2012 / Resumo: A presente pesquisa tem como propósito estudar as oficinas de arte nas escolas de tempo integral e a formação de seus educadores nas escolas da rede pública estadual da região metropolitana de Campinas, interior de São Paulo. Este projeto viabilizado pela Secretaria Estadual da Educação de São Paulo implantado em 2006 pretende oportunizar aos educandos da rede pública diferentes experiências e conhecimentos por meio de sua maior permanência na escola Com o intuito de entender os procedimentos para a viabilização do projeto levantou-se por meio desta pesquisa documental a historia de diferentes experiências de educação em tempo integral já realizadas no Brasil. Além da análise documental foi utilizada a Legislação que rege as escolas de tempo integral no estado de São Paulo e os documentos advindos após está lei ser colocada em vigor pelos seus governantes. Entrevistas também foram realizadas com personagens que vivenciam esta prática como: três supervisores de ensino; uma PCOP (Professora Coordenadora Oficina Pedagógica) de arte, uma Coordenadora de Oficina Pedagógica de Diretoria de Ensino, uma Coordenadora pedagógica e três Professores atuantes nas oficinas de arte nas escolas de tempo integral. Os dados foram utilizados como referencia da implantação do projeto nas escolas de tempo integral. Na interpretação dos dados se percebe que, tanto para professores e coordenadores são trazidos, por meio das suas falas, os problemas da implementação das escolas de tempo integral como falta de infraestrutura, falta de material ou orientações técnicas. Estes e outros fatos inviabilizaram a concepção de uma escola de tempo integral de qualidade. É necessário debater inicialmente sobre a formação do professor uma vez que será este que atuará tanto na grade comum como nas oficinas. Também se faz necessário debater a concepção do ensino da arte e de oficinas que serão ministradas nestes espaços refletindo sobre a função do ensino da arte, não voltado somente para questões oficineiras, o fazer arte por fazer, mas para conhecimentos e aprendizagens que a arte pode proporcionar e auxiliar no processo educativo deste educando. / Abstract: This research aims to study the art workshops in schools full time and training of their teachers in schools of public schools in the metropolitan region of Campinas, São Paulo. This project made possible by the State Department of Education Sao Paulo implemented in 2006, aims to create opportunities for students from public different experiences and knowledge through their longer stay in school In order to understand the procedures for the feasibility of the project arose through this research documents the history of different experiences of full-time education has made in Brazil. Besides the document analysis was used Legislation governing full-time schools in the state of Sao Paulo and documents arising after the law is to be put in place by their governments. Interviews were also conducted with people who experience this practice as three educational supervisors; a PCOP (Teacher Pedagogical Workshop Coordinator) of art, a Coordinator of Pedagogical Workshop for Board of Education, an educational coordinator and three teachers working in the art workshops in school full time. The data were used as the reference implementation of the project in schools full time. When interpreting the data it is seen that for both teachers and coordinators are brought, through their speeches, the problems of implementing all-day schools as lack of infrastructure, lack of material or technical guidance. These and other facts made it impossible to design a school full-time quality. It is necessary to discuss first on the training of teachers since this will be to act in the grid so common as in the workshops. Also it is necessary to discuss the concept of art education and workshops to be held in these spaces reflecting on the role of art education, not only for back issues oficineiras, do art to make, but for knowledge and learning that art can provide and assist in the educational process of educating. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Made available in DSpace on 2014-08-20T13:48:20Z (GMT). No. of bitstreams: 1 Sibelie_Souto_Valente_Dissertacao.pdf: 3100172 bytes, checksum: 7892872806a918b2a4b2161be02dda64 (MD5) Previous issue date: 2008-12-10 / Este estudo mostra o trabalho de pesquisa colaborativa realizada durante os anos de 2006 à 2008 junto aos professores, alunos e comunidade do entorno da Escola Estadual de Ensino Fundamental Cândida Silveira Haubman. Esta instituição possui como peculiaridade a adesão e sua permanência no projeto de Escola em Tempo Integral da Secretaria de Educação do Estado do Rio Grande do Sul. A condição excepcional de ensino que é colocada à disposição da comunidade foi problematizada em seus limites e possibilidades junto a direção e coordenação pedagógica da escola, professores, alunos, pais e mães. Uma das referências básicas para discutir e problematizar está contida nos textos que vêm sendo publicados pelo movimento Por Uma Educação Básica do Campo. A partir deste estudo e das reflexões, propomos um projeto de investigação que colocou em questão as articulações da escola com a comunidade. Isto foi feito através da observação e do acompanhamento colaborativo das oficinas propostas pela escola para o turno inverso da escolarização. Simultaneamente fizemos um levantamento quantitativo de variáveis educativas e sócio-econômicas que permitissem visualizar como totalidade a abrangência da escola e da comunidade. Foram quatro levantamentos estatísticos específicos (caracterização do corpo docente; avaliação do projeto tempo integral da escola; expectativas dos alunos formandos e sua continuidade nos estudos; pesquisa sócio-econômica) que subsidiaram o esboço de investigação e as reflexões realizadas com professores e alunos. O alcance das reflexões com a comunidade escolar incluiu uma abordagem crítica das atividades da escola, principalmente as do turno inverso, chegando a um nível incipiente de discussão sobre o conjunto do currículo escolar. Deste modo o movimento de articulação com a escola Cândida Haubman sempre foi pautado pelo tensionamento da aproximação ou distanciamento da escola das especificidades da localidade onde se situa, Airosa Galvão, interior do município de Arroio Grande.

En los últimos años, los servicios de traducción han cobrado mayor importancia, debido a la globalización y a las nuevas interrelaciones económicas. El mercado peruano no se encuentra exento a esta realidad, y los servicios de traducción han incrementado su demanda. Por tal motivo, se decide realizar esta aproximación hacia el estudio del mercado de la traducción de planta en Lima –Perú, cuyo foco estuvo puesto sobre los traductores profesionales. Planteado como un estudio de caso, el siguiente texto se elabora a partir del contraste de información recolectada a través de una serie de entrevistas y algunos estudios previos al respecto y tiene por objetivo comprender la situación del traductor de planta en la actualidad: las ventajas y desventajas de su labor y los desafíos que debe enfrentar. / In recent years, translation services have become more important because of the globalization and new economic interrelationships. The Peruvian market is not exempt from this reality, and the translation services have increased their demand. For this reason, we decided to make this approach towards the study of the translation market in Lima- Peru, whose focus was placed on professional translators. Staked out as a case study, the following text is generated based on the contrast of information that was collected through a series of interviews and some previous studies in this respect, and aims at understanding the situation of the full time translator today: the advantages and disadvantages of their work and the challenges they must face.

Bakgrund: I samband med Covid-19 drastiska ökning under våren 2020 tvingades samhället genomgå stora förändringar för att minimera smittspridningen av den rådande pandemin. Försäkringsbranschen är en av de branscher som tvingats genomgå en omställning på arbetsplatsen. Omställningen på det svenskägda försäkringsaktiebolaget har lett till att majoriteten av de anställda tvingats arbeta hemifrån. Då försäkringsbranschen måste fungera väl oavsett samhällssituation är det av extra vikt att bolagets anställda känner sig motiverade till att prestera på arbetet. Eftersom motivation är ett styrmedel som stödjer prestation finner vi det intressant att studera hur ledningen aktivt arbetar med motivationsfrågor samt hur väl det fungerar hos anställda med olika anställningsform. Syfte: Syftet med studien är att studera hur cheferna upprätthåller motivationen på en avdelning inom ett svenskägt försäkringsaktiebolag i samband med en omställning till distansarbete som följd av pandemin. Metod: Studien präglas av en kvalitativ fallstudie där kvalitativa intervjuer har genomförts som metod för att bygga studiens empiriska material. Slutsats: De anställda känner sig mindre motiverade till arbetet i samband med omställningen. Vidare föreligger det skillnader mellan heltid- och deltidsanställda gällande motivation till arbetet, där deltidsanställda är mer motiverade till arbetet än heltidsanställda. Slutligen tillämpar cheferna digitala verktyg för att främja heltidsanställdas motivation. Arbetet med att främja deltidsanställdas motivation har således uteblivit. Cheferna medger att de hade kunnat arbeta mer med att främja motivationen hos heltid- och deltidsanställda. / Background: In connection to the drastic increase in Covid-19 during the spring of 2020, society was forced to undergo major changes to minimize the spread of the current pandemic. The insurance industry is one of the industries that has been forced to undergo a change in the workplace due to the current pandemic. Due to the adaption, the swedish insurance company forced the majority of employees to work from home. It's important that employees feel motivated to perform at work as the insurance industry must function well regardless of the societal situation. Due to the fact that motivation is a tool that supports performance, we find it interesting to study howmanagement actively works with motivation issues and how well it works with employees with different forms of employment.  Purpose: The purpose of the study is to analyze how managers maintain motivation of a department within a Swedish-owned insurance company, in connection with a transition to telework as a result of the pandemic.  Completion: The study is characterized by a qualitative case study where qualitative interviews have been conducted as a method for building the study's empirical material.  Conclusions: The employees feel less motivated to work in connection with the work change. Furthermore, there are differences between full-time and part-time employees regarding motivation for work, where part-time employees are more motivated to work than full-time employees. Finally, the management applies digital tools to promote the motivation of full-time employees. The work of promoting the motivation of part-time employees has thus failed. The management admits that they could have worked more to promote the motivation of the employees.

Beginner teachers’ identities are formed by past school experiences, the ideas, and approaches promoted by their teacher education programmes and an ideal of teachers they hope to become (Beauchamp and Thomas, 2011; Anspal, Eisenschmidt and Löfström, 2012). The focus of this study was to understand the possible influence of two different teacher education programmes on beginner teacher identity and the forming thereof during the early years of teaching. This study was underpinned by an Interpretivist epistemological paradigm, in line with the reiterative process of understanding which marks the fluid progressions of beginner teachers’ identities. The conceptual lens employed in this study consisted of the Possible Selves Theory (Markus and Nurius, 1986), combined with the metaphorical use of “threads”. This study employed a qualitative methodological paradigm, with a comparative case study as research design (Zartman and Goodrick, 2005). Participants were selected by purposive sampling and involved six beginner teachers within their first three years of teaching; three from each teacher education programme (full-time and part-time). Selection criteria stipulated participants had to be within their first three years of teaching, have graduated from either a full-time or part-time teacher education programme, and that part-time participants had to be employed full-time at a school while studying to be selected. Data collection methods comprised of semi-structured interviews, researcher’s journal and field notes. The process of data analysis was guided by thematic content analysis. Findings from this study attest that beginner teacher identities are unstable; classroom reality differs vastly from teacher education programme curricula; and teaching practice plays a significant role in the preparation of student teachers. The main finding of this study was that full-time participants only comprehended the reality of teaching once full-time employment commenced, compared to part-time participants who realised the realities of teaching considerably earlier. Recommendations were made regarding practice, policy, and future research. / Dissertation (MEd)--University of Pretoria, 2019. / Humanities Education / MEd / Unrestricted

The purpose of this quantitative study was to better understand the relationship of perceived ethical climate on the organizational commitment and job satisfaction of full-time faculty members in institutions of higher education. Full-time faculty members are the forefront employees of any educational institution, and they have a direct impact on the successful implementation of the vision, mission, and goals of the institution. It is imperative to understand potential factors influencing organizational commitment and job satisfaction because decreased levels of commitment and satisfaction have been linked to lower productivity, stagnated creativity, higher levels of turnover, and deviant workplace behaviors. The nationally reported controversy that occurred in the Sociology Department of The Ohio State University during the 1960s provided the theoretical framework for this research. Four different regional universities, producing 594 responses, participated in this study. A modified version of 3 previously establish scales were used to measure each factor: 1) Three Component Model (TCM) of Employee Commitment created by Meyer and Allen (2004), 2) Revised Ethical Climate Questionnaire (RECQ) created by Victor and Cullen (1993), and 3) Job Diagnostic Survey (JDS) created by Hackman and Oldham (1980). The data analysis found significant differences in self-reported levels of organizational commitment and job satisfaction for full-time faculty members with regards to type of perceived ethical climate (i.e. egoism, benevolence, and principled). Results of this study also indicate that gender differences play a significant role in the self-reported level of organizational commitment. Females reported higher levels of organizational commitment than their male counterparts. There was no significant difference in the self-reported levels of job satisfaction based upon gender differences. Finally, the results of the study included a significant and positive correlation between the total organizational commitment scores and the total job satisfaction scores of respondents.

The purpose of this master's project was to investigate the types of personal characteristics, knowledge, and skills TESOL employers are seeking in foreign job candidates in today's biggest EFL job markets, specifically in China and South Korea. First, the literature review introduces the enormous development of the EFL job market in these two countries and some challenges these two countries faced in their attempt to hire foreign EFL teachers. A total of 303 job advertisements were gathered from two Internet sources (Dave's ESL Café and TESOL.org) that met all the established criteria for choosing a reliable data source during a 12-month period and analyzed in order to determine the personal characteristics, knowledge, and skills listed by TESOL employers in these two Asian countries. The results indicate that 92% of the ads required international applicants to be native speakers of English. Key skills needed in both countries included communication skills, computer skills, a high level of English language proficiency, and writing skills. The majority of the full-time positions sought instructors with experience in materials development, curriculum development, or assessment. In terms of personal characteristics, employers want applicants to be enthusiastic, energetic, dedicated, and interested in young learners ranging in age from kindergarten to high school level. These findings have important implications for those TESOL graduates preparing themselves to obtain full-time jobs in China and South Korea.