A climate that stimulates creativity and encourages optimal performance is essential for enhancing the knowledge capacity of organisations. This encompasses the roles played by diverse aspects such as organisational support, freedom, work pressure, idea time/support, workplace challenges and trust/openness. This study is located in the field of Adult Education in general with a specific focus on Workplace Learning. A qualitative study was conducted to describe the perceptions of managers and non-managers in five campuses of Thekwini FET College as either potential enablers or disablers of a creative climate. The research explicates what and how these professionals learn in creative climates. This study examines four research questions: In what ways do employees perceive the climate for creativity in the workplace?; How is the climate for creativity nurtured or stifled in the workplace?; What is meant by a 'creative climate'?; What are the critical success factors for inducing and facilitating a creative climate at Thekwini FET College? Thirteen participants, who had working knowledge experience and were able to provide a rich description of their work climate, were selected. A comprehensive collection and analysis of data was yielded through: (a) semi-structured individual interviews; (b) looking at words, sentences and paragraphs of documents; and (c) informal observations. Data was analysed and interpreted by identifying the themes promulgated by Ekvall's Creative Climate Questionnaire and Amabile's KEYS survey. The findings led to the emergence of two new themes of coping mechanism and informal learning. The discussions inform and support the research from the perspective of employee experience and the theoretical model. The following recommendations were made in terms of: (a) Organisational Culture - devalue bureaucracy with greater interpersonal functioning of trust, freedom and support; (b) People - value and make people central in the workplace; and (c) Value Socialisation - organisational support for informal learning, playful about ideas, tolerant of spirited debates and challenges. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Mokymosi visą gyvenimą samprata šiuolaikiniame jos raidos etape numato sisteminę dermę tarp skirtingų besimokantį individą supančių aplinkų: visuomenės, rinkos, valstybės. Siekiant sukurti mokymosi visą gyvenimą perspektyvą nacionaliniame kontekste, būtina nustatyti nuolatinio švietimo prioritetus (visuomenės, rinkos, valstybės atžvilgiu) ir strategijoje užtikrinti jų sisteminę dermę. Darbe analizuojama teorinė pedagogų kompetencijos ir kvalifikacijos kėlimo medžiaga: pateikiama kvalifikacinių kategorijų samprata, naujųjų mokytojų vaidmenų palyginimas su senaisiais, nagrinėjamos kompetencijos bei jų reikšmė mokytojų kvalifikacijos kėlimui. Pateikiama teisės aktų, reglamentuojančių mokytojų kvalifikacijos kėlimą bei su juo susijusių procesų apžvalga, institucinė struktūra, atsakinga už kvalifikacijos kėlimą bei jų indėlis į kvalifikacijos kėlimo procesą. Atkreipiamas dėmesys į naująjį 2007 metais rugpjūčio 3 dieną priimtą Europos Bendrijų Komisijos komunikatą Tarybai ir Europos Parlamentui „Dėl mokytojų rengimo kokybės gerinimo“. Praktiniu tyrimu nustatyta, kad pedagogai kvalifikacijos kėlimą traktuoja kaip labai svarbų ir rimtą savo profesijos sudėtinę dalį; mokytojai daugiausia informacijos apie kvalifikacijos kėlimą sulaukia iš mokyklos administracijos arba kolegų; ryški tendenciją į mokytojų gaunamą kvalifikaciją seminarų, metodinio darbo ir paskaitų formas; didesnė dalis mokytojų nurodė, kad savišvieta jie užsiima kartais, tas pats pasakytina ir apie darbą komandoje... [toliau žr. visą tekstą] / The lifelong learning concept in the modern stage of its development provides a systematic conformity between the individual learners and the surrounding: society, market, state. In order to establish a lifelong learning perspective of the national context, it is necessary to set priorities for continuing education (public market, public relation), and the strategy to ensure their systematic conformity. Paper analyzes theoretical aspects of teachers’ education: content of qualifying category is given, comparing of new and old teachers certification system is discusses, competency and its meaning for teacher’s education is also presented. Legislative of teachers’ education is presented as well as institutional structure and its implication on the educational process. New Communication from the commission to the council and the European parliament „Improving the quality of teacher education” brought on 2007-08-03 is pointed out. Practical research pointed out that education is being handled as being very important part of profession by teachers; main information about education is released from school administration or colleagues; bigger part of teachers pointed out that self-education is not being used very often; teachers feels lack of possibilities to raise their qualification in foreign countries; among all of the respondents negative approach onto refresher courses preponderated. In order to change public attitudes from learning for life to lifelong learning is necessary... [to full text]

Fokus i denna magisteruppsats har varit lärares uppfattningar kring Skolverkets krav (2017), gällande utökad digitalisering i undervisningen, vilket i sin tur kräver utökade digitala kunskaper hos lärarna. I form av en intervjuguide har kvalitativa intervjuer genomförts på en kommunal vuxenutbildning i Västra Götaland. Fem lärare på skolan intervjuades, där intervjuerna fokuserade kring frågeställningar om begreppen digital kompetens, känslor och tankar inför det utökade kravet, samt upplevelser av stödet från skolledningen i digitaliseringsprocessen. Studien genomfördes med hjälp av en fenomenografisk metod, vilket innebar att datamaterialet granskades för att hitta mönster som kunde kategoriseras, vilka i sin tur utformades till olika teman. Målet med denna metod var också att försöka hitta det outtalade, det som "sägs mellan raderna". I resultatet framkom tydligt att det fanns fem faktorer som behövde samspela för en lyckad utökad digitalisering; tid, kollegialt lärande, digitala verktyg, digital kompetens och fortbildning. Lärarna upplevde att de behöver mer tid för att implementera ökad digitalisering i undervisningen och för det krävs mer fortbildning. Lärarna var övervägande positiva till utökad digitalisering, men det outtalade kom också fram i resultatet i form av olika känslor hos de intervjuade lärarna. Känslorna handlade om frustration, oro och trötthet inför tankar om hur tiden ska räcka till för allt, att de ibland fick känslan av att de är "ett steg fram och två tillbaks". / The focus of this master thesis have been the perception of teachers about Skolverkets requirements (2017), regarding extended digitizing in the education, which in turn requires an extended digital knowledge with the teachers. Qualitative interviews have been conducted at a public school for adults in Västra Götaland, Sweden. Five teachers at the school were interviewed regarding the concept of digital competence, feelings before the extended requirements and the further training needed. This study was done with a phenomenographic method, which means the data was studied to find patterns which could get categorized, which in turn was made into different themes. The goal with this method was also to find what is unspoken, the things that are "said between the lines". In the results it was clear that mainly five factors affect extended digitizing; time, collegial learning, digital tools, digital skills and further education. The teachers felt like the needed more time to implement extended digitizing and that more education is needed. The teachers were predominantly positive towards extended digitizing and the unspoken did also emerge in the results in form of different feelings with the teachers. The feelings were about frustration, worry and tiredness about how time will suffice for everything, that they sometimes got the feeling of it being "one step forward, two steps back".

The thesis deals with the lifelong education of teachers. For the purposes of work the thesis defines the conceptual apparatus, compares the possibilities of further education of teachers in the Czech Republic with the possibilities of education in other EU countries. It suggests ways which can lead to improve further education of teachers and presents own proposal for lifelong education using Christian self-reflection.

The thesis contains a theoretical insight into the studies that the issue of human and social capital involved from different perspectives, engage their evolution over time, their measurability, examine them, and complemented with other evidence. This part contains relation of human and social capital in relation to the aging of the human population and focuses on the human capital of older workers. Theoretical study ends with an insight into the basic education, the role of teacher and seeks to provide information on surveys already conducted in the area of education, which in the application of serve for me compared to the data obtained from the survey. The application part is focused on the teaching staff of primary schools. Education in currently globalized world, changing not only its content but also methods and forms of work. Irreplaceable role in this process is played by educators. To meet all the demands placed on them, it is essential that they pay close attention to their continuing education and sharing of acquired education, which is essential to the growth of human and social capital, because they are interacting. The work examines selected sample of teachers and approaches to this issue by detecting what is education motivates them whether they are satisfied with the benefits of educational events, what type of education they prefer etc. Working findings further analyzes looking for relationships between age and sex educators according to the hypotheses . Educator is someone who is in constant contact with other people. This of course also formalizes its attitudes and experiences. As a human being perceives the views of society and shapes on her own views, which it subsequently may influence the exercise of his profession. Therefore, in this part of the thesis is dedicated to exploring and bridging social capital, which determines the size of the circle of people with whom the teachers generally meet and interact. The last research that is possible to find thesis, it is perceptions of social status of teachers by themselves.

Esta dissertação apresenta uma discussão no campo educacional, que pretende contribuir para pensar novas possibilidades a favor da educação. Assim sendo, o objetivo dessa pesquisa é analisar as relações professor↔alunos↔alunos por meio de enunciados (orais, escritos e imagísticos), produzidos no âmbito de uma sala de aula acolhedora com base em uma proposta metodológica que investe no processo criativo. O material para análise se compõe de enunciados imagens/texto, de interações que aconteceram em uma turma do 3° ano do Ensino Fundamental, no qual a professora é participante de um projeto de formação continuada em serviço. Reportamo-nos a um projeto em específico, o projeto CIVITAS-LELIC/ PPGEDU/UFRGS, que surgiu da busca de novas alternativas para operacionalizar os contextos educativos e de investigação na educação básica e estende-se simultaneamente ao âmbito da pesquisa acadêmica e extensão universitária. Mikhail Bakhtin, Italo Calvino e Marc Augé foram importantes interlocutores para pensar esse aluno, que aqui ocupa um espaço de transitoriedade entre “ser criança” e “ser aluno/aprendiz”, um espaço de livre passagem para invenção-criação, um não-lugar transitório da imaginação. Partindo de um olhar do pesquisador implicado no contexto de sua problematização, convivendo entre teoria e prática, propomos três planos que se compõem entre si para dar conta do percurso da pesquisa, sendo esses: o plano da imersão, o plano da implicação e o plano da interpretação. Resultante desse percurso, experimentações, nas quais a aventura pelo mundo da imaginação se misturava à realidade cotidiana, formando um elo com a aprendizagem. A professora, em suas in(ter)venções com os alunos, sem perder o foco de seus objetivos em relação aos conteúdos curriculares, investiu no diálogo, mantendo uma escuta atenta na sala de aula. Esse movimento a conduziu a uma atitude ética, de respeito aos alunos, desenhando assim uma estética que diz da relação professor↔alunos↔alunos que se estabeleceu nesse contexto específico e permeou todas as interações que ali aconteceram. Dentre tantas formas de se pensar a questão da aprendizagem, acreditamos que uma proposta pautada em uma formação continuada e uma metodologia que investe no processo criativo e nas relações que se estabelecem em sala de aula, seja mais uma possibilidade para potencializar a aprendizagem. / This thesis aims at contributing to new possibilities in Education. Therefore the goal of this research is to analyze teacher↔students↔students relationships through statements (oral, written and imagistic) produced in a cosy classroom environment based on a methodology that invests in a creative process. The material for analysis is made of utterance images or text interactions that took place in a 3rd year classroom in an elementary school, in which the teacher participated in a service-oriented further education project. It refers to a specific project, the CIVITAS/LELIC/PPGEDU/UFRGS project, which arose from the search for new alternatives to make educational contexts operational and to do research in basic education, and extends the scope both of academic research and university extension. Mikhail Bakhtin, Italo Calvino and Marc Augé were important sources to study such a student, who occupies here a space of transience between "being a child" and "being a student or an apprentice", an area of free passage for invention-creation, a transitory non-place of imagination. Starting from the researcher‟s perspective as she plunges into raising the issue between theory and practice, we propose three planes that compound to make up the course of the study, namely: the plane of immersion, the plane of involvement, and the plane of interpretation. As a result trials, in which adventures in imagination mixed with everyday reality, linked with learning. The teacher, in her in(ter)ventions with the students, without losing track of curricular content goals, invested in dialogue, and kept attentively listening to the classroom. This movement led to an ethical attitude of respect for students, thus leading to a teacher↔students↔students aesthetic relationship that appeared in this specific context and permeated all interactions that took place there. Among the many manners to consider the issue of learning, we believe that a proposition based on further education and on a methodology that invests both in a creative process and in classroom relationships forms a novel possibility to enhance learning.

Esta dissertação apresenta uma discussão no campo educacional, que pretende contribuir para pensar novas possibilidades a favor da educação. Assim sendo, o objetivo dessa pesquisa é analisar as relações professor↔alunos↔alunos por meio de enunciados (orais, escritos e imagísticos), produzidos no âmbito de uma sala de aula acolhedora com base em uma proposta metodológica que investe no processo criativo. O material para análise se compõe de enunciados imagens/texto, de interações que aconteceram em uma turma do 3° ano do Ensino Fundamental, no qual a professora é participante de um projeto de formação continuada em serviço. Reportamo-nos a um projeto em específico, o projeto CIVITAS-LELIC/ PPGEDU/UFRGS, que surgiu da busca de novas alternativas para operacionalizar os contextos educativos e de investigação na educação básica e estende-se simultaneamente ao âmbito da pesquisa acadêmica e extensão universitária. Mikhail Bakhtin, Italo Calvino e Marc Augé foram importantes interlocutores para pensar esse aluno, que aqui ocupa um espaço de transitoriedade entre “ser criança” e “ser aluno/aprendiz”, um espaço de livre passagem para invenção-criação, um não-lugar transitório da imaginação. Partindo de um olhar do pesquisador implicado no contexto de sua problematização, convivendo entre teoria e prática, propomos três planos que se compõem entre si para dar conta do percurso da pesquisa, sendo esses: o plano da imersão, o plano da implicação e o plano da interpretação. Resultante desse percurso, experimentações, nas quais a aventura pelo mundo da imaginação se misturava à realidade cotidiana, formando um elo com a aprendizagem. A professora, em suas in(ter)venções com os alunos, sem perder o foco de seus objetivos em relação aos conteúdos curriculares, investiu no diálogo, mantendo uma escuta atenta na sala de aula. Esse movimento a conduziu a uma atitude ética, de respeito aos alunos, desenhando assim uma estética que diz da relação professor↔alunos↔alunos que se estabeleceu nesse contexto específico e permeou todas as interações que ali aconteceram. Dentre tantas formas de se pensar a questão da aprendizagem, acreditamos que uma proposta pautada em uma formação continuada e uma metodologia que investe no processo criativo e nas relações que se estabelecem em sala de aula, seja mais uma possibilidade para potencializar a aprendizagem. / This thesis aims at contributing to new possibilities in Education. Therefore the goal of this research is to analyze teacher↔students↔students relationships through statements (oral, written and imagistic) produced in a cosy classroom environment based on a methodology that invests in a creative process. The material for analysis is made of utterance images or text interactions that took place in a 3rd year classroom in an elementary school, in which the teacher participated in a service-oriented further education project. It refers to a specific project, the CIVITAS/LELIC/PPGEDU/UFRGS project, which arose from the search for new alternatives to make educational contexts operational and to do research in basic education, and extends the scope both of academic research and university extension. Mikhail Bakhtin, Italo Calvino and Marc Augé were important sources to study such a student, who occupies here a space of transience between "being a child" and "being a student or an apprentice", an area of free passage for invention-creation, a transitory non-place of imagination. Starting from the researcher‟s perspective as she plunges into raising the issue between theory and practice, we propose three planes that compound to make up the course of the study, namely: the plane of immersion, the plane of involvement, and the plane of interpretation. As a result trials, in which adventures in imagination mixed with everyday reality, linked with learning. The teacher, in her in(ter)ventions with the students, without losing track of curricular content goals, invested in dialogue, and kept attentively listening to the classroom. This movement led to an ethical attitude of respect for students, thus leading to a teacher↔students↔students aesthetic relationship that appeared in this specific context and permeated all interactions that took place there. Among the many manners to consider the issue of learning, we believe that a proposition based on further education and on a methodology that invests both in a creative process and in classroom relationships forms a novel possibility to enhance learning.

La formation professionnelle continue (FPC) est considérée comme un bon moyen pour maintenir en emploi les travailleurs vieillissants. Or, le taux d’accès à la FPC décline avec l’âge, quel que soit le profil de l’individu. Ce constat laisse supposer que plus on avance en âge moins on a envie d’apprendre. Or, l’étude présentée ici, confirme que l’âge n’impacte pas directement l’envie d’apprendre. D’autres facteurs interviennent, qu’une analyse d’entretiens, menée auprès de deux groupes de travailleurs âgés soit de 55 ans, soit de 40 ans, identifie. Parmi eux, l’absence de perspectives professionnelles semble déterminante. Aussi, le rapport à la FPC des seniors traduit-elle plus un rapport au travail qu’un rapport à la formation ou au savoir stricto sensu. Envisager le vieillissement comme un processus motivationnel et biographique et non pas comme l’effet d’un déclin physiologique ou social inexorable, permettrait peut-être de rétablir un rapport positif des seniors à la FPC, et de contribuer ainsi au maintien de leur employabilité. / The further vocational training is considered as a good way to keep on job aging employees. But the older employees are, the less they get access to ongoing vocational training, regardless their profile. This assessment may imply that the older we get older, the less we are motivated to learn. However, the present study confirms that age has no direct impact on envy to learn. An analysis of interviews, targeting different employees sets (one group of 55-year-old employees, and another group of 40), points out other factors. Among them, professional perspectives are key elements. The relationship of senior employees to further vocational training connection unveils a relationship to work rather than a relationship to training, or to knowledge. Considering aging process as a motivational and biographic process and not as an inevitable effect of physiological or social decline would enable, perhaps, to re-establish a positive relationship of senior employees to further vocational training, hence would contribute to maintain their employability.

Esta dissertação apresenta uma discussão no campo educacional, que pretende contribuir para pensar novas possibilidades a favor da educação. Assim sendo, o objetivo dessa pesquisa é analisar as relações professor↔alunos↔alunos por meio de enunciados (orais, escritos e imagísticos), produzidos no âmbito de uma sala de aula acolhedora com base em uma proposta metodológica que investe no processo criativo. O material para análise se compõe de enunciados imagens/texto, de interações que aconteceram em uma turma do 3° ano do Ensino Fundamental, no qual a professora é participante de um projeto de formação continuada em serviço. Reportamo-nos a um projeto em específico, o projeto CIVITAS-LELIC/ PPGEDU/UFRGS, que surgiu da busca de novas alternativas para operacionalizar os contextos educativos e de investigação na educação básica e estende-se simultaneamente ao âmbito da pesquisa acadêmica e extensão universitária. Mikhail Bakhtin, Italo Calvino e Marc Augé foram importantes interlocutores para pensar esse aluno, que aqui ocupa um espaço de transitoriedade entre “ser criança” e “ser aluno/aprendiz”, um espaço de livre passagem para invenção-criação, um não-lugar transitório da imaginação. Partindo de um olhar do pesquisador implicado no contexto de sua problematização, convivendo entre teoria e prática, propomos três planos que se compõem entre si para dar conta do percurso da pesquisa, sendo esses: o plano da imersão, o plano da implicação e o plano da interpretação. Resultante desse percurso, experimentações, nas quais a aventura pelo mundo da imaginação se misturava à realidade cotidiana, formando um elo com a aprendizagem. A professora, em suas in(ter)venções com os alunos, sem perder o foco de seus objetivos em relação aos conteúdos curriculares, investiu no diálogo, mantendo uma escuta atenta na sala de aula. Esse movimento a conduziu a uma atitude ética, de respeito aos alunos, desenhando assim uma estética que diz da relação professor↔alunos↔alunos que se estabeleceu nesse contexto específico e permeou todas as interações que ali aconteceram. Dentre tantas formas de se pensar a questão da aprendizagem, acreditamos que uma proposta pautada em uma formação continuada e uma metodologia que investe no processo criativo e nas relações que se estabelecem em sala de aula, seja mais uma possibilidade para potencializar a aprendizagem. / This thesis aims at contributing to new possibilities in Education. Therefore the goal of this research is to analyze teacher↔students↔students relationships through statements (oral, written and imagistic) produced in a cosy classroom environment based on a methodology that invests in a creative process. The material for analysis is made of utterance images or text interactions that took place in a 3rd year classroom in an elementary school, in which the teacher participated in a service-oriented further education project. It refers to a specific project, the CIVITAS/LELIC/PPGEDU/UFRGS project, which arose from the search for new alternatives to make educational contexts operational and to do research in basic education, and extends the scope both of academic research and university extension. Mikhail Bakhtin, Italo Calvino and Marc Augé were important sources to study such a student, who occupies here a space of transience between "being a child" and "being a student or an apprentice", an area of free passage for invention-creation, a transitory non-place of imagination. Starting from the researcher‟s perspective as she plunges into raising the issue between theory and practice, we propose three planes that compound to make up the course of the study, namely: the plane of immersion, the plane of involvement, and the plane of interpretation. As a result trials, in which adventures in imagination mixed with everyday reality, linked with learning. The teacher, in her in(ter)ventions with the students, without losing track of curricular content goals, invested in dialogue, and kept attentively listening to the classroom. This movement led to an ethical attitude of respect for students, thus leading to a teacher↔students↔students aesthetic relationship that appeared in this specific context and permeated all interactions that took place there. Among the many manners to consider the issue of learning, we believe that a proposition based on further education and on a methodology that invests both in a creative process and in classroom relationships forms a novel possibility to enhance learning.

The enrolment of music in especially the secondary school is declining in many countries such as South Africa, the United Kingdom, Hong Kong, Brazil, China, Finland, Israel, Korea, Mexico and the United States of America. This decline in the number of learners doing the subject in secondary school, despite its popularity outside of the school, is often ascribed to the socio-economic context and the level of difficulty of the subject, but most of all due to a music curriculum that is in stark contrast to what learners are doing in their daily lives. Post-Apartheid education focused on the redress of education by working towards the provision of quality education through the improvement of educational resources, wider subject choices for previously disadvantaged learners and transforming the national curriculum to suit the needs of young people to prepare them adequately and appropriately for tertiary education and the world of work. The demands of poor communities for greater access to subjects that were previously denied to them, compelled the national education department to introduce subjects such as the arts and technology in secondary schools located in low socio-economic areas where these subjects have not been offered before. The Western Cape Education Department, as lead agent for the province’s Human Capital Development Strategy (HCDS), established ten dedicated focus schools for the arts that would become centres of excellence to provide quality arts education to secondary school learners from poor urban and rural areas. It was envisaged that these arts institutions would be equipped with the appropriate infrastructure, technology, teaching and learning support materials and qualified arts teachers to ensure that music, dance, drama, design and visual arts would be accessible to a broader spectrum of secondary school learners. The aim of the study focused on the provision of music education at these institutions by investigating the essential aspects of the focus school phenomenon such as infrastructure that was built to create a conducive environment for music education, curricular and extra-curricular music programmes, learner enrolment and retention, use of technology, teaching and learning support materials and teacher effectiveness. The study has a qualitative research approach and is based on a case study design that served to provide a rich and in-depth description of the phenomenon. The data was collected by means of focus group and individual interviews as well as observations of lessons, extra-mural activities and music performances. An interrogation of government policies and school records also informed the research to provide trustworthy findings. After each finding, some suggestions are made concerning the alleviation of challenges which focus schools face regarding the delivery of Music in the FET phase. Finally, the study makes recommendations for future research related to the provision of Music in the FET phase of South African schools. / Dissertation (MMus)--University of Pretoria, 2014. / lk2014 / Music / MMus / Unrestricted