Authors: Tova Andréasson & Sofia Andersson Title: Social work degree or other academic education that the employer considers equivalent - A quantitative study of first line managers' actions in elderly care. [Translated title] Supervisor: Lars Sörnsen Assessor: Kerstin Arnesson Previous research shows that first line managers in elderly care act in different ways and it can affect both employees and the elderly. The purpose of this study was to investigate why first line managers act differently in elderly care, by analyzing the relationships between education and first line manager's actions. We also wanted to investigate whether managers act on the basis of education or guidance documents. To achieve the purpose of this study, a quantitative approach was used. All first line managers in elderly care in Kalmar County, Blekinge County and Kronoberg County were given the opportunity to answer a survey online. We analyzed the answers by performing different analyzes with the program SPSS (Statistical Package for the Social Sciences). To analyze the results of the study, concepts of leadership and profession were used. The study concluded that the first line managers with social education acted more alike than other professions. It also showed that first line managers with more experience used guidance documents to a greater extent than first line managers with less experience.

Syftet med studien är att i relation till musik- och kulturskolornas verksamhetsidéer/planer få insikt i elbaslärares förhållningssätt till vad som är viktigt för nybörjarelever att lära sig. Utifrån detta syfte är avsikten att försöka förstå vilka lektionsmoment elbaslärare prioriterar i sin undervisning av nybörjarelever, varför de valt att fokusera på just dessa och deras syn på eventuella styrdokument för respektive arbetsplats. Jag har i min undersökning genomfört kvalitativa intervjuer med fyra elbaslärare från olika musik- och kulturskolor. Arbetets har sin utgångspunkt i historiska perspektiv på musikkulturskolornas framväxt och de pedagogiska traditioner som format dem samt det sociokulturella perspektivet på lärande.   I resultatet framkommer att det viktigaste för informanterna är att eleven får komma igång och spela så snabbt som möjligt och att den huvudsakliga drivkraften i nybörjarundervisning för elbaselever är lust, glädje och upplevelser – vilket går helt i linje med mycket av de tendenser som behandlas i forskning rörande musik- och kulturskolan samt dess verksamhetsplaner under senare år.   Under diskussionsrubriken diskuteras informanternas syn på vad de tycker är viktigt för nybörjarelever att lära sig i relation till de traditioner, idéer och värderingar som enligt det sociokulturella perspektivet styr hur undervisningen formas. Utöver detta diskuteras musiklärarnas förhållningssätt till rådande styrdokument och deras respektive arbetsplats verksamhetsplan. / The purpose of this study is, in relation to the activity ideas/plans of community schools of music and art, to gain insight into the electric bass teachers approach to what is important for beginners to learn. From this view, the intention is to try to understand which lesson content is prioritized in the teaching of beginners, why they chose to focus on these and their views on possible regulatory documents for each workplace. In my survey I have conducted qualitative interviews with four bass guitar teachers from various community schools of music and art. Work is based on theories of the emergence of community schools of music, the educational traditions that shaped them and the sociocultural perspective on learning.   The results show that the main driving force of beginners teaching for bass guitar students is desire, joy and experiences – which is in line with much of the trends covered in research on community schools of music and art and their activity plans in recent years.   In the discussion section the views on what informants thinks is important for beginners to learn is discussed in relation to the traditions, ideas and values according to previous research which determines how the lessons are shaped. In addition to this the music teacher's attitudes and relations to current regulatory documents at their respective workplace is discussed.

Esta dissertação tem por objetivo estudar a relação do professor iniciante de FLE com sua atividade e seu posicionamento diante das orientações/prescrições para seu trabalho, tendo como contexto de pesquisa uma escola particular de língua francesa localizada em uma cidade no interior do Estado de São Paulo, onde trabalhava a professora participante da pesquisa. O quadro teórico e metodológico que fornece o eixo central deste estudo é o Interacionismo Social (VYGOTSKI, 1984; 2008), de onde se originam suas vertentes também aqui adotadas: o Interacionismo Sociodiscursivo (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) e duas das Ciências do Trabalho, a Clínica da Atividade (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) e a Ergonomia da Atividade dos Profissionais da Educação (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). A fim de analisar nossos dados, além do quadro teórico-metodológico proposto por Bronckart (1999; 2006), servimo-nos também dos estudos de Bulea (2010), Kerbrat-Orecchioni (2006). Maingueneau (1989) e Marcuschi (1999) para enriquecer nossas análises. A metodologia desta pesquisa consistiu na coleta e análise dos documentos de orientação existentes na situação de trabalho da professora iniciante participante desta pesquisa, bem como de duas entrevistas de Instrução ao Sósia (2001b) realizadas com ela e dos diários de aula produzidos pela professora participante, em que ela registrou suas impressões e sentimentos suscitados a partir de suas aulas. Através das análises de nossos dados, procuramos investigar o papel das prescrições (explícitas e implícitas) na situação de trabalho de nossa professora participante, os protagonistas de sua situação de trabalho bem como as implicações do uso da Instrução ao Sósia e dos diários de aula em processos de formação de professores iniciantes. Os resultados de nossas análises revelam a grande influência das prescrições explícitas e implícitas no agir do professor, sendo que elas podem vir a tolher seu poder de agir e prejudicar sua saúde no trabalho (CLOT, 2010; 2013). Vimos que, como protagonistas da situação de trabalho do professor iniciante, há a coordenadora pedagógica, o coletivo de professores e os alunos, instância também prescritora e responsável pelas intenções de mudanças do agir da professora. Finalmente, vimos que as entrevistas de Instrução ao Sósia e os diários de aula podem ser instrumentos que atuam na aprendizagem do métier e, possivelmente, no desenvolvimento do professor iniciante. Sabendo que o estudo do trabalho do professor iniciante pode ajudar a ampliar os conhecimentos do métier do professor (SAUJAT, 2004), ressaltamos a importância desta pesquisa para o campo da formação de professores, não apenas de francês como, também, de outras disciplinas. / This thesis has as its main objective to study the relationship between the FSL beginning teachers and their activity, as well as their position towards the guidance/prescription to their work, having as research background a French private school at the countryside of the state of São Paulo where the teacher who is also the research participant worked. The theoretical and methodological framework that supplies the pivoting point of this research is the Social Interactionism (VYGOTSKI, 1948; 2008), from which come its branches, which were also used in this paper: the Socio-discursive Interactionism (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) and two of the Work Sciences, the Activity Clinic (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) and the Activity Ergonomics of the Education Professionals (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). To analyze our data, besides the theoretical and methodological framework proposed by Bronckart (1999; 2006), we also used the studies by Bulea (2010), Kerbrat-Orecchioni (2006), Maingueneau (1989) and Marcuschi (1999) to enrich our analyses. The methodology of this research consisted of collecting and analyzing the guidance documents which existed in the work situation of the beginning teacher participant of this research, as well as two interviews from Instruction to the Double (2001b) done with her and the teacher\'s diaries produced by the participant teacher, where she registered her impressions and the feelings aroused from her classes. Through the analyzes of our data, we attempted to investigate the role of the prescriptions (explicit and implicit) in the work situation of our participant teacher, the protagonists of her work situation as well as the implications of the use of Instruction to the Double and the teacher\'s diaries in the processes of beginning teachers\' development. The results of our analyzes show the great influence from the explicit and implicit prescriptions on the way the teacher performed, showing that they can come to hinder their power of performing and harm their well-being at work (CLOT, 2010 ; 2013). We realized that, as protagonists on the work situation of the beginning teacher, there are the pedagogical coordinator, the group of teachers and the students, who are also a prescribing instance responsible for the changing intentions on the teacher\'s way of acting. Finally, we realized that the interviews from the Instructions to the Double and the teacher\'s diaries can be tools that operate on the métier learning process and possibly, on the development of the beginning teacher. Knowing that the study on the beginning teacher\'s work may help to broaden the knowledge of the métier of the teacher (SAUJAT, 2004), we highlight the importance of this research in the teachers\' development field, not only for French, but also for other subjects.

Esta dissertação tem por objetivo estudar a relação do professor iniciante de FLE com sua atividade e seu posicionamento diante das orientações/prescrições para seu trabalho, tendo como contexto de pesquisa uma escola particular de língua francesa localizada em uma cidade no interior do Estado de São Paulo, onde trabalhava a professora participante da pesquisa. O quadro teórico e metodológico que fornece o eixo central deste estudo é o Interacionismo Social (VYGOTSKI, 1984; 2008), de onde se originam suas vertentes também aqui adotadas: o Interacionismo Sociodiscursivo (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) e duas das Ciências do Trabalho, a Clínica da Atividade (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) e a Ergonomia da Atividade dos Profissionais da Educação (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). A fim de analisar nossos dados, além do quadro teórico-metodológico proposto por Bronckart (1999; 2006), servimo-nos também dos estudos de Bulea (2010), Kerbrat-Orecchioni (2006). Maingueneau (1989) e Marcuschi (1999) para enriquecer nossas análises. A metodologia desta pesquisa consistiu na coleta e análise dos documentos de orientação existentes na situação de trabalho da professora iniciante participante desta pesquisa, bem como de duas entrevistas de Instrução ao Sósia (2001b) realizadas com ela e dos diários de aula produzidos pela professora participante, em que ela registrou suas impressões e sentimentos suscitados a partir de suas aulas. Através das análises de nossos dados, procuramos investigar o papel das prescrições (explícitas e implícitas) na situação de trabalho de nossa professora participante, os protagonistas de sua situação de trabalho bem como as implicações do uso da Instrução ao Sósia e dos diários de aula em processos de formação de professores iniciantes. Os resultados de nossas análises revelam a grande influência das prescrições explícitas e implícitas no agir do professor, sendo que elas podem vir a tolher seu poder de agir e prejudicar sua saúde no trabalho (CLOT, 2010; 2013). Vimos que, como protagonistas da situação de trabalho do professor iniciante, há a coordenadora pedagógica, o coletivo de professores e os alunos, instância também prescritora e responsável pelas intenções de mudanças do agir da professora. Finalmente, vimos que as entrevistas de Instrução ao Sósia e os diários de aula podem ser instrumentos que atuam na aprendizagem do métier e, possivelmente, no desenvolvimento do professor iniciante. Sabendo que o estudo do trabalho do professor iniciante pode ajudar a ampliar os conhecimentos do métier do professor (SAUJAT, 2004), ressaltamos a importância desta pesquisa para o campo da formação de professores, não apenas de francês como, também, de outras disciplinas. / This thesis has as its main objective to study the relationship between the FSL beginning teachers and their activity, as well as their position towards the guidance/prescription to their work, having as research background a French private school at the countryside of the state of São Paulo where the teacher who is also the research participant worked. The theoretical and methodological framework that supplies the pivoting point of this research is the Social Interactionism (VYGOTSKI, 1948; 2008), from which come its branches, which were also used in this paper: the Socio-discursive Interactionism (BRONCKART, 1999; 2004; 2006; 2008; 2010; 2011; BRONCKART; MACHADO, 2004; MACHADO, 2004; 2007; 2009a; 2009b;) and two of the Work Sciences, the Activity Clinic (CLOT, 1995; 2001a; 2001b; 2006a; 2006b; 2008; 2010; 2012; 2013; FAÏTA, 2002; 2004) and the Activity Ergonomics of the Education Professionals (AMIGUES, 2002; 2003; 2004; 2009; SAUJAT, 2002; 2003; 2004; AMIGUES; FÉLIX; ESPINASSY, 2014). To analyze our data, besides the theoretical and methodological framework proposed by Bronckart (1999; 2006), we also used the studies by Bulea (2010), Kerbrat-Orecchioni (2006), Maingueneau (1989) and Marcuschi (1999) to enrich our analyses. The methodology of this research consisted of collecting and analyzing the guidance documents which existed in the work situation of the beginning teacher participant of this research, as well as two interviews from Instruction to the Double (2001b) done with her and the teacher\'s diaries produced by the participant teacher, where she registered her impressions and the feelings aroused from her classes. Through the analyzes of our data, we attempted to investigate the role of the prescriptions (explicit and implicit) in the work situation of our participant teacher, the protagonists of her work situation as well as the implications of the use of Instruction to the Double and the teacher\'s diaries in the processes of beginning teachers\' development. The results of our analyzes show the great influence from the explicit and implicit prescriptions on the way the teacher performed, showing that they can come to hinder their power of performing and harm their well-being at work (CLOT, 2010 ; 2013). We realized that, as protagonists on the work situation of the beginning teacher, there are the pedagogical coordinator, the group of teachers and the students, who are also a prescribing instance responsible for the changing intentions on the teacher\'s way of acting. Finally, we realized that the interviews from the Instructions to the Double and the teacher\'s diaries can be tools that operate on the métier learning process and possibly, on the development of the beginning teacher. Knowing that the study on the beginning teacher\'s work may help to broaden the knowledge of the métier of the teacher (SAUJAT, 2004), we highlight the importance of this research in the teachers\' development field, not only for French, but also for other subjects.