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Research has shown that, worldwide the nursing profession is faced with image-related challenges impacting on its status, prestige, power and the ability to attract more young and suitably qualified students to nursing. There is adequate evidence of a link between the image of nursing and the number of young people entering and leaving the profession. A positive image of nursing attracts applicants and the intention to leave nursing correlates positively with holding a negative image of nursing. There is also evidence of poor perception of the image of nursing among student nurses. The study aimed at exploring the potential of appreciative inquiry (AI) as a teaching strategy to transform the image of nursing among 3rd and 4th year, college and university student nurses in the Gauteng province of South Africa. The second aim was to describe student nurses’ experiences regarding their participation in the process of AI. A qualitatively dominant, sequentially embedded, mixed methods design with explorative-descriptive and quasi-experimental features was utilised. Sequential data collection and analysis were conducted during five stages comprising: a pre-test survey, intervention (appreciative inquiry), a post-test, description of the experiences of student nurses of AI and an integration stage. The pre-test results showed more positive than negative perceptions of the image of nursing among student nurses. The negative perceptions of the image of nursing among student nurses that needed intervention included the working conditions of nurses and the perception of nursing as a profession that was not respected and appreciated. The student nurses who took part in appreciative inquiry showed a significant and positive change in their perception of the image of nursing as a respected and appreciated profession. From the individual interviews on the student nurses’ experiences of AI, the themes “experience of positive emotions” and “experiential learning” emerged. The student nurses experiences described their engagement in AI as a positive and enjoyable experience from which multidimensional learning resulted. / Health Studies / Ph. D. (Health Studies)

É comum encontrar em escolas brasileiras um ensino de ciências que prioriza aulas expositivas com a valorização de conteúdos conceituais com caráter descritivo, memorístico e descontextualizado com o cotidiano e com a realidade dos alunos e/ou da comunidade escolar. O ensino por investigação dentro do contexto da Alfabetização Científica (AC) desvia o foco do ensino de ciências na memorização de conceitos, privilegiando estratégias de como relacionar os conceitos científicos aprendidos de forma a contribuírem para a construção de uma visão consciente e crítica sobre os processos de produção do conhecimento científico. Essa abordagem de ensino, contudo, enfrenta uma série de dificuldades para ser implementada, destacando-se a má formação docente durante a vida acadêmica; os licenciandos saem despreparados com concepções errôneas do ensino por investigação, refletindo em equívocos, por exemplo, na elaboração de sequências didáticas investigativas. A existência de programas de aperfeiçoamento profissional durante a graduação, como o PIBID, por exemplo, podem promover esclarecimentos aos futuros docentes acerca sobre princípios do ensino por investigação, permitindo a construção de sequências didáticas investigativas. Com isso, essa pesquisa teve como objetivo investigar os aspectos do ensino por investigação que poderiam estar presentes em uma sequência didática (sd) elaborada por licenciandos dentro do contexto, PIBID-IB/USP. Para isso, foram analisados os planos de aula e as atividades da sd através da ferramenta DEEnCI, identificando em quais momentos da aplicação da sd houve um maior ou menor direcionamento dos licenciandos. Além disso, foram aplicados questionários e entrevistas com os licenciandos para análise das suas ideias e compreensões sobre o ensino por investigação. Como resultados, notou-se que a sequência didática elaborada pelos licenciandos proporcionou: resgate dos conhecimentos prévios, coleta e análise de dados, engajamento dos alunos mediante perguntas de pesquisa e aplicação dos conceitos aprendidos, de maneira integrada e articulada na última atividade da sd, representando uma situação real, vivenciada pela comunidade escolar. Os dados da ferramenta juntamente com os obtidos pelas entrevistas e questionários demonstram que os licenciandos foram mais atuantes em alguns momentos da aplicação da sd, como na interpretação de conceitos e na análise de dados. Isso, no entanto, não deve ser mal interpretado, pois os licenciandos dessa pesquisa tinham pouca e/ou nenhuma experiência como docente, assim, um maior direcionamento da investigação faz com que os licenciandos se sintam mais seguros mediante a execução da atividade. Dessa maneira, essa pesquisa apresentou análises importantes e pertinentes do PIBID dentro do contexto IB/USP, na perspectiva de apresentar quais foram os avanços e limitações do grupo escola estudado, para incorporar e promover o ensino por investigação na elaboração, planejamento e a aplicação de sequências didáticas investigativas, reforçando assim, a importância de programas de formação docente, nesse caso o PIBID, como um instrumento relevante para a formação docente. / It is common to find in Brazilian schools, a science education that prioritizes expository classes with the valuation of conceptual contents with a descriptive, memoristic and decontextualized character with daily life and with the reality of students and / or community. Inquiry Based Science Education (IBSE), within the context of Scientific Literacy (AC) deviates the focus of science teaching on the memorization of concepts, privileging strategies of how to relate the scientific concepts learned in order to contribute to the construction of a conscious and critical vision on the processes of production of scientific knowledge. In addition, the IBSE can develop skills such as observing phenomena, defining problems and formulating a research question, developing hypotheses to be tested, designing experiments, interpreting data, and using data as evidence so that they can therefore be scientifically literate. This approach, however, faces a number of difficulties to be implemented, especially teacher mismanagement during academic life. In this way, the student teachers are left unprepared with misconceptions about research teaching, reflecting in misunderstandings, for example in the elaboration of inquiry sequence learning. The existence of professional development programs during graduation, such as the PIBID, for example, can promote the clarification of future teachers about the principles of IBSE, allowing the construction of didactic sequences of research. Therefore, this research aimed to investigate the aspects of IBSE that could be identified in a didactic sequence elaborated by student teachers within the context, PIBID-IB / USP. For that, the lesson plans and SD activities were analyzed through the DEEnCI tool, identifying in which moments of the SD application there was a greater or lesser direction of the teacher students. In addition, questionnaires and interviews with the teacher students were applied to analyze their ideas and their understandings about research teaching. As a result, it was noticed that the didactic sequence elaborated by the student teacher provided: the retrieval of previous knowledge, data collection and analysis, students\' engagement through research questions and application of the concepts learned, in an integrated and articulated way in the last activity of SD, representing a real situation experienced by the school community. The data of the tool together with those obtained by the interviews and questionnaires show that the student teachers were more active in some moments of the application of SD, as in the interpretation of concepts and the analysis of data. However, this should not be misinterpreted because the student teachers of this research had little or no experience as a teacher, so a greater focus of research makes the graduates feel more secure through the execution of the activity. In this way, this research presented important and pertinent analyses of PIBID within the IB / USP context, in order to present the advances and limitations of the studied school group, to incorporate and promote IBSE in the elaboration, planning and application of inquiry sequence learning, thus reinforcing the importance of professional development programs during graduation.

É comum encontrar em escolas brasileiras um ensino de ciências que prioriza aulas expositivas com a valorização de conteúdos conceituais com caráter descritivo, memorístico e descontextualizado com o cotidiano e com a realidade dos alunos e/ou da comunidade escolar. O ensino por investigação dentro do contexto da Alfabetização Científica (AC) desvia o foco do ensino de ciências na memorização de conceitos, privilegiando estratégias de como relacionar os conceitos científicos aprendidos de forma a contribuírem para a construção de uma visão consciente e crítica sobre os processos de produção do conhecimento científico. Essa abordagem de ensino, contudo, enfrenta uma série de dificuldades para ser implementada, destacando-se a má formação docente durante a vida acadêmica; os licenciandos saem despreparados com concepções errôneas do ensino por investigação, refletindo em equívocos, por exemplo, na elaboração de sequências didáticas investigativas. A existência de programas de aperfeiçoamento profissional durante a graduação, como o PIBID, por exemplo, podem promover esclarecimentos aos futuros docentes acerca sobre princípios do ensino por investigação, permitindo a construção de sequências didáticas investigativas. Com isso, essa pesquisa teve como objetivo investigar os aspectos do ensino por investigação que poderiam estar presentes em uma sequência didática (sd) elaborada por licenciandos dentro do contexto, PIBID-IB/USP. Para isso, foram analisados os planos de aula e as atividades da sd através da ferramenta DEEnCI, identificando em quais momentos da aplicação da sd houve um maior ou menor direcionamento dos licenciandos. Além disso, foram aplicados questionários e entrevistas com os licenciandos para análise das suas ideias e compreensões sobre o ensino por investigação. Como resultados, notou-se que a sequência didática elaborada pelos licenciandos proporcionou: resgate dos conhecimentos prévios, coleta e análise de dados, engajamento dos alunos mediante perguntas de pesquisa e aplicação dos conceitos aprendidos, de maneira integrada e articulada na última atividade da sd, representando uma situação real, vivenciada pela comunidade escolar. Os dados da ferramenta juntamente com os obtidos pelas entrevistas e questionários demonstram que os licenciandos foram mais atuantes em alguns momentos da aplicação da sd, como na interpretação de conceitos e na análise de dados. Isso, no entanto, não deve ser mal interpretado, pois os licenciandos dessa pesquisa tinham pouca e/ou nenhuma experiência como docente, assim, um maior direcionamento da investigação faz com que os licenciandos se sintam mais seguros mediante a execução da atividade. Dessa maneira, essa pesquisa apresentou análises importantes e pertinentes do PIBID dentro do contexto IB/USP, na perspectiva de apresentar quais foram os avanços e limitações do grupo escola estudado, para incorporar e promover o ensino por investigação na elaboração, planejamento e a aplicação de sequências didáticas investigativas, reforçando assim, a importância de programas de formação docente, nesse caso o PIBID, como um instrumento relevante para a formação docente. / It is common to find in Brazilian schools, a science education that prioritizes expository classes with the valuation of conceptual contents with a descriptive, memoristic and decontextualized character with daily life and with the reality of students and / or community. Inquiry Based Science Education (IBSE), within the context of Scientific Literacy (AC) deviates the focus of science teaching on the memorization of concepts, privileging strategies of how to relate the scientific concepts learned in order to contribute to the construction of a conscious and critical vision on the processes of production of scientific knowledge. In addition, the IBSE can develop skills such as observing phenomena, defining problems and formulating a research question, developing hypotheses to be tested, designing experiments, interpreting data, and using data as evidence so that they can therefore be scientifically literate. This approach, however, faces a number of difficulties to be implemented, especially teacher mismanagement during academic life. In this way, the student teachers are left unprepared with misconceptions about research teaching, reflecting in misunderstandings, for example in the elaboration of inquiry sequence learning. The existence of professional development programs during graduation, such as the PIBID, for example, can promote the clarification of future teachers about the principles of IBSE, allowing the construction of didactic sequences of research. Therefore, this research aimed to investigate the aspects of IBSE that could be identified in a didactic sequence elaborated by student teachers within the context, PIBID-IB / USP. For that, the lesson plans and SD activities were analyzed through the DEEnCI tool, identifying in which moments of the SD application there was a greater or lesser direction of the teacher students. In addition, questionnaires and interviews with the teacher students were applied to analyze their ideas and their understandings about research teaching. As a result, it was noticed that the didactic sequence elaborated by the student teacher provided: the retrieval of previous knowledge, data collection and analysis, students\' engagement through research questions and application of the concepts learned, in an integrated and articulated way in the last activity of SD, representing a real situation experienced by the school community. The data of the tool together with those obtained by the interviews and questionnaires show that the student teachers were more active in some moments of the application of SD, as in the interpretation of concepts and the analysis of data. However, this should not be misinterpreted because the student teachers of this research had little or no experience as a teacher, so a greater focus of research makes the graduates feel more secure through the execution of the activity. In this way, this research presented important and pertinent analyses of PIBID within the IB / USP context, in order to present the advances and limitations of the studied school group, to incorporate and promote IBSE in the elaboration, planning and application of inquiry sequence learning, thus reinforcing the importance of professional development programs during graduation.

Research has shown that, worldwide the nursing profession is faced with image-related challenges impacting on its status, prestige, power and the ability to attract more young and suitably qualified students to nursing. There is adequate evidence of a link between the image of nursing and the number of young people entering and leaving the profession. A positive image of nursing attracts applicants and the intention to leave nursing correlates positively with holding a negative image of nursing. There is also evidence of poor perception of the image of nursing among student nurses. The study aimed at exploring the potential of appreciative inquiry (AI) as a teaching strategy to transform the image of nursing among 3rd and 4th year, college and university student nurses in the Gauteng province of South Africa. The second aim was to describe student nurses’ experiences regarding their participation in the process of AI. A qualitatively dominant, sequentially embedded, mixed methods design with explorative-descriptive and quasi-experimental features was utilised. Sequential data collection and analysis were conducted during five stages comprising: a pre-test survey, intervention (appreciative inquiry), a post-test, description of the experiences of student nurses of AI and an integration stage. The pre-test results showed more positive than negative perceptions of the image of nursing among student nurses. The negative perceptions of the image of nursing among student nurses that needed intervention included the working conditions of nurses and the perception of nursing as a profession that was not respected and appreciated. The student nurses who took part in appreciative inquiry showed a significant and positive change in their perception of the image of nursing as a respected and appreciated profession. From the individual interviews on the student nurses’ experiences of AI, the themes “experience of positive emotions” and “experiential learning” emerged. The student nurses experiences described their engagement in AI as a positive and enjoyable experience from which multidimensional learning resulted. / Health Studies / Ph. D. (Health Studies)

This thesis examines the potential of experiential education as a 'best practice' pedagogy for pre-service teacher education in environmental education. The study involves forty pre-service teachers working collaboratively with the researcher in 1998 to test the assumptions of two previous groups of beginning teachers (1996 and 1997) who indicated in their course evaluations that experiential education may provide an effective teaching and learning approach for environmental education. This study combines two approaches to participative inquiry: action inquiry and cooperative inquiry. Both research approaches promote reflection-in-action and involve groups of individuals working collaboratively together as reflective practitioners. The data sources included reflective journals, a researcher diary, pre and post course questionnaires, individual interviews and group interviews. The environmental education course is a single case study and reflects the experience of three groups of students. The first group completed a 20 hour course in experiential education before starting the environmental education course, the second group completed both courses concurrently, while the third group only completed the environmental education course. The purpose of the literature review in experiential education and environmental education in teacher education is to provide a rationale for using a transformative teaching and learning approach in pre-service teacher education for environmental education. Contemporary best practice pedagogical approaches for environmental education are supported by many of the core principles of experiential education highlighting compatibility between theory and practice. The findings show that a transformative teaching and learning approach in environmental education was achieved by combining four key characteristics of experiential education in a holistic process. The four characteristics included reflection, connection to personal experience, emotionally engaged learning and student-centred teaching and learning. The impact of combining these four characteristics resulted in higher interest, motivation and enthusiasm for achieving the social action outcomes of environmental education. Thus, the pre-service teachers confirmed a synergy emerged between the outcomes of environmental education and the pedagogical process of experiential education. The experiential approach allowed the pre-service teachers to engage in the role of the critical reflective practitioner. Consequently, the pre-service teachers were able to identify the potential and possibilities for implementing experiential education strategies in environmental education and also recognise and challenge the barriers that confine and constrain its use in teacher education and formal schooling. As a consequence the pre-service teachers identified that working in collaborative groups of reflective practitioners was essential to continue developing effective facilitation skills and also to help them challenge traditional practice that limited their professional development. They also identified significant changes to the pre-service environmental education course to ensure a higher quality experience for subsequent groups of beginning teachers. The study highlights the need for more research into how well beginning teacher implementing environmental education function as reflective practitioners in their first few years in teaching and are able to challenge the barriers that limit transformative pedagogical approaches in schools.

This study examines what and how classroom teachers and a music specialist learn on their own, with each other, and with their students when they engage in collaborative, multimodal teaching and learning experiences. Through excerpts from interviews, planning sessions, focus groups, and the retelling of classroom experiences, this action research-inspired narrative inquiry documents and explores the experiences of four elementary school teachers as they worked together over a 12-week period. Through a restructured music schedule—designed to facilitate sustainable integrated, multiple literacy experiences—the teachers collaborated with the children and with one another to co-construct authentic learning experiences which drew upon and expanded students' interests and inquiries, and which positioned music in new ways as another classroom language. The unfolding stories examined in this inquiry resonate with the ideas and the spirit of the atelier in Reggio Emilia schools, and they point to the importance of meaningful, collaborative relationships in teacher learning and reflection. The study has implications for the ways in which musical experiences may be structured, made more complex, and revalued in elementary schools.

This study examines what and how classroom teachers and a music specialist learn on their own, with each other, and with their students when they engage in collaborative, multimodal teaching and learning experiences. Through excerpts from interviews, planning sessions, focus groups, and the retelling of classroom experiences, this action research-inspired narrative inquiry documents and explores the experiences of four elementary school teachers as they worked together over a 12-week period. Through a restructured music schedule—designed to facilitate sustainable integrated, multiple literacy experiences—the teachers collaborated with the children and with one another to co-construct authentic learning experiences which drew upon and expanded students' interests and inquiries, and which positioned music in new ways as another classroom language. The unfolding stories examined in this inquiry resonate with the ideas and the spirit of the atelier in Reggio Emilia schools, and they point to the importance of meaningful, collaborative relationships in teacher learning and reflection. The study has implications for the ways in which musical experiences may be structured, made more complex, and revalued in elementary schools.

I explore how recreational canoeists develop sense of place developed and ecological identity through experience. The intersection between artefact and narrative is the entry-point of exploration of understandings of how recreational canoeists learn through experiences. There are three structural elements. A factional narrative arc of a canoe trip frames the work. Fragments of collective narratives: weave into this story and add richness and depth of experience. Participants’ interwoven narratives form the second element of this work. Finally, footnotes underpin this text to explain and support the research. They emerge to reflect the complexity of telling, and understanding, experience. This is a story of stories. This is a story of a trip that never happened. It holds real participants’ narratives based in lived experiences that shape this story. Narratives emerge between artefact and experience, between experience and ecological identity, between ecological identity and place, and between place and story.