The study was undertaken to analyze the historical relationship between the Commonwealth of Massachusetts and its state colleges. In 1838, the Commonwealth of Massachusetts established the first normal school in the nation, with a specific mission to train individuals to become teachers in the common schools of the state. Over the past 150 years, much has happened to shape the present design of the Massachusetts State Colleges as they are known today. These institutions have evolved from single purpose institutions into liberal arts oriented state colleges. During the development of the state colleges, the Commonwealth has consistently neglected to support the colleges. As a result, the state colleges have, in many ways, become the weakest segment of the Massachusetts system of public higher education. This study attempts to show that where a history of ambivalence and neglect meets a period of uncertainty, in a time of declining resources, the dependent organizations are in serious trouble. Given the lack of support shown towards the state colleges as a result of political issues, changes in demographics, and the predominant role of private higher education in the state, the state colleges' mission, funding, and future are clouded in uncertainty. Research on this subject specifically centered on state archives, reports, and texts on the Massachusetts State Colleges and the history of higher education in the Commonwealth. Personal interviews with prominent Massachusetts political and educational leaders were also used to gain present perceptions of the Massachusetts higher education system and the role of the state colleges within that system. Conclusions were drawn from the data collected and recommendations were made on possible ways to enhance the role of the state colleges within the Massachusetts system of public higher education.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 443-452).

With the knowledge that teachers are not formed entirely through training and theoretical study, and the hope that teachers do not compose their pedagogies entirely in isolation and solely from their own experiences, I ask the question: how do practicing teachers successfully construct pedagogies which are personally and experientially valid as well as theoretically informed? To explore this question I conducted a qualitative study of three women writing teachers which describes how these teachers have come to construct their own pedagogies. From feminist educational theorists and most particularly Belenky, Clinchy, Goldberger and Tarule (Women's Ways of Knowing), I have developed a theory for understanding pedagogical development as a process of "integrating objective and subjective knowing" (134). It is on this epistemological conception that I base my own thesis on how teachers ideally "construct" their pedagogies: by integrating the knowledge they obtain from theory with their own beliefs, educational experiences, and the knowledge they gain from their pedagogical contexts--the communities of teachers and students with whom they work. My qualitative methodology consists of regular classroom observations, collection of student writing and teachers' written responses, extensive interviews with teachers as well as shorter interviews with students, and a system of working with teachers to identify issues and to share case study drafts with teachers for feedback. The core of the dissertation consists of the three case studies: in each, I first describe the courses observed, with an emphasis on detailing the role each teacher plays; and second, discuss the educational, experiential, theoretical and situational influences which teachers offered and/or I observed as significantly influencing their pedagogical decisions. I examine how these three teachers, within their particular contexts, negotiate and make decisions about their role in the classroom. In my analysis, I illuminate the connections--and mis-connections--between theory and practice, and suggest the implications of these findings for scholars of composition and pedagogical theory.

For those who teach in higher education and draw on vocational rather than academic backgrounds, the processes of socialisation are complex, extended and highly conditioned by their ‘past’ professions. These professions are seen to provide both ‘resources’ and ‘dissonances’ in the transitions that constitute their progress towards becoming a teacher. Whilst a great deal has been written of these processes in older universities with high concentrations of academic staff whose careers are largely confined to higher education itself, relatively little is known of parallel processes in newer institutions that are highly connected to specific kinds of workplace. This study addresses the way in which the current literature has under-represented the experiences and perspectives of ‘late entrants’ to teaching in higher education who come to work in a university from a profession that is ‘outside’ of higher education itself. The study uses a case study approach based on a series of semistructured interviews to reveal and analyse the processes of socialisation for ten participants undertaking a programme of teacher training (PGCAP). It describes a certain kind of ‘insider’ research where closeness and rapport exist alongside asymmetries of power and forms of ‘guilty knowledge’. Narrative methods are used to analyse and represent the data from differing perspectives to reveal a range of engagements, commitments and experience. These are seen to shape the socialisation process through key ‘turning points’ promoting movement towards a teacher identity. The study draws on theoretical perspectives based on the work of Bernstein (2000) and Bandura (1997) in order to analyse core processes both situationally and from an individual perspective. The research raises key questions about the learning environments created for participants on this teacher training course and the wider discourses that influence such provision. It also challenges a growing assumption that the attempts by the state to control and improve teaching in higher education are incorporated into individual teaching practice.

Esta pesquisa apresenta o tema da formação de professores para atuar no ensino superior. Estudos apontam que o professor universitário no Brasil não tem recebido a devida formação para a docência pelas universidades ficando sua ação aquém da complexidade exigida para o ensino na Educação Superior. Na Universidade de São Paulo, a formação para a docência ocorre pela via do Programa de Aperfeiçoamento de Ensino (PAE-USP), no qual os pós-graduandos cumprem duas etapas: a preparação pedagógica e o estágio supervisionado em docência. O objetivo deste trabalho é investigar o Programa de Aperfeiçoamento do Ensino da Universidade de São Paulo como espaço institucional de formação de professores para o ensino superior, a partir da perspectiva dos seus egressos, que hoje atuam como docentes em instituições de ensino superior públicas brasileiras. O referencial teórico tem como base estudos sobre a universidade contemporânea, o cenário atual da formação de professores universitários, a docência universitária na perspectiva da complexidade, dos saberes da docência e do desenvolvimento profissional docente. A metodologia utilizada é de abordagem qualitativa, sendo utilizados como instrumentos de coleta de dados questionários e entrevistas semiestruturadas. Participaram da pesquisa 14 docentes de IES públicas brasileiras, que realizaram o Programa PAE na Faculdade de Ciências Farmacêuticas de Ribeirão Preto da USP entre 2005 e 2013. A análise dos dados foi realizada por meio da Análise de Conteúdo Análise Temática, utilizando-se de duas categorias criadas a priori: saberes da docência e desenvolvimento profissional. Os resultados apontam que o Programa PAE, na perspectiva dos seus participantes, possui mais significado na medida em que o estagiário tem maior contato com a prática docente. Os participantes reiteram a importância de espaços e programas para a formação docente para o Ensino Superior, inicial e continuada. / This research presents the theme of teacher training to work in higher education. Studies point out that the university professor in Brazil has not received the necessary training for teaching by the universities and their action falls short of the complexity required for teaching in Higher Education. At the University of São Paulo, training for teaching takes place through the Program for the Improvement of Teaching (PAE-USP), in which postgraduates fulfill two complementary stages: pedagogical preparation and supervised teaching. The objective of this work is to investigate the Program for the Improvement of Teaching at the University of São Paulo as an institutional space for teacher education for higher education, from the perspective of its alumni, who now act as teachers in Brazilian public higher education institutions. The theoretical framework is based on studies on the contemporary university, the current scenario of university teacher training, university teaching in the perspective of complexity, teaching knowledge and professional teacher development. The methodology used is a qualitative approach, being used as instruments of data collection questionnaires and semi-structured interviews. A total of 14 subjects, teachers of Brazilian public HEIs, who participated in the PAE Program at the Faculty of Pharmaceutical Sciences of Ribeirão Preto, USP, between 2005 and 2013, participated in the study. Data analysis was performed through Content Analysis - Thematic Analysis, Two categories created a priori. The results indicate that the PAE Program, from the perspective of its participants, has more meaning in that the trainee has more contact with the teaching practice. The participants reiterate the importance of spaces and programs for teacher education for Higher Education.

Esta pesquisa apresenta o tema da formação de professores para atuar no ensino superior. Estudos apontam que o professor universitário no Brasil não tem recebido a devida formação para a docência pelas universidades ficando sua ação aquém da complexidade exigida para o ensino na Educação Superior. Na Universidade de São Paulo, a formação para a docência ocorre pela via do Programa de Aperfeiçoamento de Ensino (PAE-USP), no qual os pós-graduandos cumprem duas etapas: a preparação pedagógica e o estágio supervisionado em docência. O objetivo deste trabalho é investigar o Programa de Aperfeiçoamento do Ensino da Universidade de São Paulo como espaço institucional de formação de professores para o ensino superior, a partir da perspectiva dos seus egressos, que hoje atuam como docentes em instituições de ensino superior públicas brasileiras. O referencial teórico tem como base estudos sobre a universidade contemporânea, o cenário atual da formação de professores universitários, a docência universitária na perspectiva da complexidade, dos saberes da docência e do desenvolvimento profissional docente. A metodologia utilizada é de abordagem qualitativa, sendo utilizados como instrumentos de coleta de dados questionários e entrevistas semiestruturadas. Participaram da pesquisa 14 docentes de IES públicas brasileiras, que realizaram o Programa PAE na Faculdade de Ciências Farmacêuticas de Ribeirão Preto da USP entre 2005 e 2013. A análise dos dados foi realizada por meio da Análise de Conteúdo Análise Temática, utilizando-se de duas categorias criadas a priori: saberes da docência e desenvolvimento profissional. Os resultados apontam que o Programa PAE, na perspectiva dos seus participantes, possui mais significado na medida em que o estagiário tem maior contato com a prática docente. Os participantes reiteram a importância de espaços e programas para a formação docente para o Ensino Superior, inicial e continuada. / This research presents the theme of teacher training to work in higher education. Studies point out that the university professor in Brazil has not received the necessary training for teaching by the universities and their action falls short of the complexity required for teaching in Higher Education. At the University of São Paulo, training for teaching takes place through the Program for the Improvement of Teaching (PAE-USP), in which postgraduates fulfill two complementary stages: pedagogical preparation and supervised teaching. The objective of this work is to investigate the Program for the Improvement of Teaching at the University of São Paulo as an institutional space for teacher education for higher education, from the perspective of its alumni, who now act as teachers in Brazilian public higher education institutions. The theoretical framework is based on studies on the contemporary university, the current scenario of university teacher training, university teaching in the perspective of complexity, teaching knowledge and professional teacher development. The methodology used is a qualitative approach, being used as instruments of data collection questionnaires and semi-structured interviews. A total of 14 subjects, teachers of Brazilian public HEIs, who participated in the PAE Program at the Faculty of Pharmaceutical Sciences of Ribeirão Preto, USP, between 2005 and 2013, participated in the study. Data analysis was performed through Content Analysis - Thematic Analysis, Two categories created a priori. The results indicate that the PAE Program, from the perspective of its participants, has more meaning in that the trainee has more contact with the teaching practice. The participants reiterate the importance of spaces and programs for teacher education for Higher Education.

Submitted by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2014-01-20T12:37:14Z No. of bitstreams: 1 Dissertacao Jose Bonifacio.pdf: 1532633 bytes, checksum: 7ff11870c9e2e16e043273ec9ec5e261 (MD5) / Approved for entry into archive by Ana Portela (anapoli@ufba.br) on 2014-02-03T14:41:48Z (GMT) No. of bitstreams: 1 Dissertacao Jose Bonifacio.pdf: 1532633 bytes, checksum: 7ff11870c9e2e16e043273ec9ec5e261 (MD5) / Made available in DSpace on 2014-02-03T14:41:48Z (GMT). No. of bitstreams: 1 Dissertacao Jose Bonifacio.pdf: 1532633 bytes, checksum: 7ff11870c9e2e16e043273ec9ec5e261 (MD5) / Contratos psicológicos de trabalho são percepções de concordância a respeito de trocas estabelecidas entre empregado e empregador, nas relações de trabalho. O construto apresenta-se como valiosa ferramenta para a gestão de pessoas, por apresentar relações diretas com satisfação, atitudes, comportamento, comprometimento e produtividade. Nos últimos 20 anos, a situação da educação superior no Brasil acentuou a diferenciação entre as instituições de ensino superior públicas e privadas, e principalmente a relação dos docentes com as instituições em que trabalham. Esta pesquisa, de abordagem quantitativa, teve o objetivo de comparar os contratos psicológicos de professores de instituições de ensino superior dos setores públicos e privados, em termos dos seus conteúdos e avaliação dos estados de contrato. A amostra da pesquisa contou com 156 docentes de diversas instituições de ensino superior do país. O instrumento utilizado foi composto por duas escalas – responsabilidades de empregados e responsabilidades de empregadores – adaptadas do estudo realizado com docentes proposto por Krivokapic-Shoko e O’Neil (2008) na Austrália. A respeito dos conteúdos, concluiu-se que existem mais similaridades do que diferenças entre os conteúdos de contratos psicológicos de profissionais de instituições públicas e privadas diferentes. A avaliação dos estados de contratos, na diferença dos tipos de instituição, apontou que profissionais de instituições públicas apresentam maiores avaliações de estados de contratos do que profissionais de instituições privadas em todas as dimensões de conteúdos de contratos psicológicos. Em análise das variáveis sociodemográficas sexo, faixa etária, tempo de experiência e titulação, apenas o sexo indicou fazer diferença junto ao fator Justiça e Recompensa – responsabilidade do empregador – na diferença de tipos de instituição. Psychological contract is the perception of an exchange agreement between employee and employer in the work relationship. The construct presents a valuable tool to people management, presenting direct relations with job satisfaction, job attitudes and behavior, commitment and productivity. In the last 20 years the situation of higher education in Brazil increased the differentiation between higher education institutions, public and private, and especially the relationship of teachers with the institutions in which they work. This quantitative approach to research aimed to compare the psychological contracts of teachers of higher education institutions of the public and private sectors in terms of their content and evaluation of the contract.The survey sample included 156 teachers from various institutions of higher learning in Brazil. The instrument used was composed of two scales – responsibilities of employees and responsibilities of employers – adapted from the study of academics proposed by Shoko-Krivokapic and O'Neil (2008) in Australia. Regarding the content, it was concluded that there are more similarities than differences between the content of psychological contracts of different public and private institutions. The evaluation of contracts difference in the types of institution noted that practitioners of public institutions have higher ratings fulfillment of contracts than private institutions professionals in all aspects of content of psychological contracts. In the analysis of socio-demographic variables sex, age, length of experience and titling only gender indicate difference on the Justice and reward factor – employer responsibility – in the difference type of institution.

Made available in DSpace on 2016-01-26T18:49:57Z (GMT). No. of bitstreams: 1 SOFIA_DISSERTACAO 23set.pdf: 355735 bytes, checksum: 19a53a44bf123b9f1ac39246725f1af0 (MD5) Previous issue date: 2014-06-30 / With the objective of analyzing the collaborative teaching practice in higher education, investigating their difficulties / limitations and advances as well as the context in which it occurs, this research used the method of critical collaborative action research and was developed with a public university teachers in Mato Grosso/Brazil. This study is justified by the need to promote collaborative teaching practice in higher education as a continuing training, focusing on teacher professional development and, consequently, to improve teaching and learning processes. To achieve this, three data collections consist of three steps were employed: in the first stage semi-structured interviews with 19 participants were conducted in order to profile them, the process of professional development and the limits and difficulties of their actions as a teacher; in second, documentary analysis was performed using the pedagogical design of the course, teaching plans and minutes of collegiate, to identify the conceptions of education and collective work records existed; finally, meetings with teachers were performed to critical reflection on collaborative action. The data collected indicated the existence of a balkanized work, because teachers gathered in various groups, according to your individual interests. The methodological paths provided by the critical-collaborative action research showed that, although the formation of a collaborative work is a route conquered the long term is an opportunity for learning and professional development, teachers showed that the participants during the discussions and possible be required. Hopefully, with this study, to extend the reflection of this practice to other groups to improve their teaching practice. / Com o objetivo de analisar a prática pedagógica colaborativa na educação superior, investigando suas dificuldades/limitações e seus avanços, bem como o contexto no qual ela ocorre, esta dissertação é resultado da pesquisa desenvolvida no Programa de Mestrado em Educação da Universidade do Oeste Paulista, a qual foi desenvolvida pela metodologia de pesquisa-ação crítico-reflexiva com os docentes do Curso de Administração de uma universidade pública no estado de Mato Grosso. Justifica-se este estudo pela necessidade de promover a prática pedagógica colaborativa na educação superior como meio de formação continuada, visando o desenvolvimento profissional docente e, consequentemente, a melhoria dos processos de ensino e de aprendizagem. Para tal, foram empregadas três formas de coletas de dados constituídas em três etapas: na primeira fase foram realizadas entrevistas semiestruturadas com os participantes, a fim de traçar o perfil deles, o processo de desenvolvimento profissional e os limites e dificuldades de suas ações como docente; na segunda, foi realizada uma análise documental, utilizando o projeto pedagógico do curso, os planos de ensino e atas de colegiado, para identificar as concepções de educação e se existiam registros de trabalho coletivo; por fim, foram realizados encontros com os docentes para reflexão crítica sobre a ação colaborativa. Os dados coletados e analisados numa abordagem qualitativa indicaram a existência de um trabalho balcanizado, ou seja, os docentes reuniam-se em vários subgrupos, de acordo com os interesses individuais. Os caminhos metodológicos proporcionados pela pesquisa-ação crítico-colaborativa apontaram que, embora a formação de um trabalho colaborativo seja um percurso conquistado a longo prazo, é uma oportunidade de aprendizagem e de desenvolvimento profissional, que os docentes participantes mostraram durante as reflexões ser possível e ser necessário. Espera-se, com este estudo, estender a reflexão desta prática a outros grupos docentes, a fim que possa contribuir com sua formação pedagógica.

Syfte Syftet med studien var dels att kartlägga stillasittandet hos högskoleanställda lärare under arbetsdagen. Vidare syftade studien till att undersöka faktorer som bidrog till att vara stillasittande. Metod I studien användes en blandad metodansats. Datainsamling genomfördes via 4 enskilda intervjuer samt en enkät med 49 lärare på Högskolan Dalarna. Resultat Medelvärdet för deltagarnas tid i stillasittande per arbetsdag var 6,62 (±1,97) timmar och antal avbrott i stillasittandet var i genomsnitt 1,6 (±0,89) per timme. Det fanns ingen statistiskt signifikant skillnad i stillasittande tid ( p= 0,22) eller antal avbrott i stillasittandet (p= 0,21) under arbetsdagen mellan kvinnor och män. Relationsvärdet (r= -0,34) indikerade att det fanns ett svagt samband som visade att deltagare som var mer stillasittande också gjorde färre avbrott i sitt stillasittande. Den främsta anledning som angavs till att sitta ner var att stillasittandet förbättrade koncentrationsförmågan vid arbetsuppgifter som krävde mycket fokus. Andra framträdande faktorer som påverkade ett intagande av stillasittande var tidspress och hög arbetsbelastning. Individen själv uppgavs vara det största hindret för att minska sitt eget stillasittande, där det invanda beteendet att sitta vid vissa arbetsmoment hade stor påverkan. Deltagarnas kunskap kring stillasittandets konsekvenser var bristfällig och det var inte heller ett samtalsämne som diskuterades i större utsträckning på arbetsplatsen. Slutsatser Högskoleanställda lärare är en riskgrupp för stillasittandets negativa hälsoeffekter. Engagemang och ökad kunskap på individ-, interpersonell- och organisationsnivå krävs för att uppnå förändringar i det stillasittande beteendet. / Purpose The purpose of the study was to map the sedentary behavior of college-faculty teachers during the working day. Furthermore, the study aimed at investigating factors that contributed to being sedentary. Method The study used a mixed method approach. Data collection was conducted through 4 individual interviews and a questionnaire with 49 teachers at Högskolan Dalarna. Results The average of the participants' sedentary time per working day was 6,62 (±1.97) hours. The number of interruptions from being sedentary was in average 1,6 (±0.89) per hour. There was no statistically significant difference in sedentary time (p= 0,22) or number of interruptions (p= 0,21) during the working day between men and women. Relationship value (r= -0,34) indicated that there was a weak relationship that showed that participants who were more sedentary also made fewer interruptions in their sitting time. The main reason for being sedentary was that sitting improved the ability to concentrate on tasks requiring a lot of focus. Other prominent factors that affected the intake of sedentary behavior were time pressure and high workload. The individual himself was said to be the biggest obstacle to reducing his own sedentary behavior, where the habitual behavior of sitting when doing certain tasks in the workplace had a major impact. Participants' knowledge of sedentary behavior and consequences was inadequate, and it was not a discussion topic that was discussed in greater detail at the workplace. Conclusions Higher education teachers are a risk group for negative health effects caused by sedentary behavior. Engagement and increased knowledge at individual, interpersonal and organizational levels are required to achieve changes in sedentary behavior.

Made available in DSpace on 2016-07-18T17:54:23Z (GMT). No. of bitstreams: 1 SOFIA_DISSERTACAO 23set.pdf: 355735 bytes, checksum: 19a53a44bf123b9f1ac39246725f1af0 (MD5) Previous issue date: 2014-06-30 / With the objective of analyzing the collaborative teaching practice in higher education, investigating their difficulties / limitations and advances as well as the context in which it occurs, this research used the method of critical collaborative action research and was developed with a public university teachers in Mato Grosso/Brazil. This study is justified by the need to promote collaborative teaching practice in higher education as a continuing training, focusing on teacher professional development and, consequently, to improve teaching and learning processes. To achieve this, three data collections consist of three steps were employed: in the first stage semi-structured interviews with 19 participants were conducted in order to profile them, the process of professional development and the limits and difficulties of their actions as a teacher; in second, documentary analysis was performed using the pedagogical design of the course, teaching plans and minutes of collegiate, to identify the conceptions of education and collective work records existed; finally, meetings with teachers were performed to critical reflection on collaborative action. The data collected indicated the existence of a balkanized work, because teachers gathered in various groups, according to your individual interests. The methodological paths provided by the critical-collaborative action research showed that, although the formation of a collaborative work is a route conquered the long term is an opportunity for learning and professional development, teachers showed that the participants during the discussions and possible be required. Hopefully, with this study, to extend the reflection of this practice to other groups to improve their teaching practice. / Com o objetivo de analisar a prática pedagógica colaborativa na educação superior, investigando suas dificuldades/limitações e seus avanços, bem como o contexto no qual ela ocorre, esta dissertação é resultado da pesquisa desenvolvida no Programa de Mestrado em Educação da Universidade do Oeste Paulista, a qual foi desenvolvida pela metodologia de pesquisa-ação crítico-reflexiva com os docentes do Curso de Administração de uma universidade pública no estado de Mato Grosso. Justifica-se este estudo pela necessidade de promover a prática pedagógica colaborativa na educação superior como meio de formação continuada, visando o desenvolvimento profissional docente e, consequentemente, a melhoria dos processos de ensino e de aprendizagem. Para tal, foram empregadas três formas de coletas de dados constituídas em três etapas: na primeira fase foram realizadas entrevistas semiestruturadas com os participantes, a fim de traçar o perfil deles, o processo de desenvolvimento profissional e os limites e dificuldades de suas ações como docente; na segunda, foi realizada uma análise documental, utilizando o projeto pedagógico do curso, os planos de ensino e atas de colegiado, para identificar as concepções de educação e se existiam registros de trabalho coletivo; por fim, foram realizados encontros com os docentes para reflexão crítica sobre a ação colaborativa. Os dados coletados e analisados numa abordagem qualitativa indicaram a existência de um trabalho balcanizado, ou seja, os docentes reuniam-se em vários subgrupos, de acordo com os interesses individuais. Os caminhos metodológicos proporcionados pela pesquisa-ação crítico-colaborativa apontaram que, embora a formação de um trabalho colaborativo seja um percurso conquistado a longo prazo, é uma oportunidade de aprendizagem e de desenvolvimento profissional, que os docentes participantes mostraram durante as reflexões ser possível e ser necessário. Espera-se, com este estudo, estender a reflexão desta prática a outros grupos docentes, a fim que possa contribuir com sua formação pedagógica.