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O trabalho coletivo docente : contribuições para o desenvolvimento profissional dos professores / The collective work teachers : contributions to the teacher's professional developmentVicentini, Adriana Alves Fernandes, 1978- 22 September 2006 (has links)
Orientador: Ana Maria Falcão de Aragão Sadalla / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T14:12:54Z (GMT). No. of bitstreams: 1
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Previous issue date: 2006 / Resumo: Este trabalho discute a temática desenvolvimento profissional docente focalizando o trabalho coletivo como recorte de análise. Diante disso, esta pesquisa teve como objetivo identificar e analisar os elementos que promovem o desenvolvimento profissional dos professores. Para tanto, foi narrada a experiência de trabalho coletivo vivenciada por um grupo de trabalho (GT) de professores na Escola Municipal de Ensino Fundamental Padre Francisco Silva, localizada no Jardim Londres, em Campinas/SP, que participam do Projeto Escola Singular: Ações Plurais, que conta com o financiamento da FAPESP ¿ Fundação de Amparo à Pesquisa do Estado de São Paulo. Trata-se de um grupo formado por 12 participantes, sendo: 02 professores pertencentes à Universidade Estadual de Campinas e seus 02 orientandos de Mestrado, 05 professores que lecionam no ensino de 1ª a 4ª séries, bem como a equipe gestora da unidade escolar (direção, vice-direção e orientação pedagógica). Os encontros semanais, com duração de 02 horas, audiogravados e transcritos, foram analisados a partir das verbalizações dos participantes, sob a luz do fundamento do Paradigma Indiciário. Em decorrência desta análise, foram identificados dois eixos temáticos que se revelaram ser de natureza distinta. O primeiro refere-se aos momentos que os professores explicitam a importância de trabalharem coletivamente, desvelando a interdependência e a colaboração entre pares como elementos essenciais do trabalho coletivo. Já o segundo eixo temático está relacionado com as implicações do trabalho coletivo, que são as possibilidades de aprendizagens que o coletivo pode proporcionar: circulação de conhecimentos e instigação da organização da escola de forma a compreendê-la como espaço de potencialização do desenvolvimento profissional docente / Abstract: This paper discusses the teacher professional development thematic with the focus on the collective work as an analysis indenture. All these things considered, this research had the intent to identify and to analyze the elements that are promoting the teacher's professional development. For this, the experience of a collective work that have been lived for a work group (WG) of teachers in the Escola Municipal de Ensino Fundamental Padre Francisco Silva, at the Jardim Londres in Campinas/SP, which are participating of the Projeto Escola Singular Ações Plurais, supported by FAPESP ¿ Fundação de Amparo à Pesquisa do Estado de São Paulo, was narrated. That is a group composed for 12 members, being: 02 teachers from the Universidade Estadual de Campinas and their 02 master¿s degree disciples, 05 teachers who teaches at 1st until 4th series in the elementary education, as well as the manager team from that scholar unity (school principal, school principal substitute and educational guidance). The weekly meetings, with two hours duration, by recorded audio and transcripted, had been analyzed from the participant¿s verbalizations, on the torch of learning of the Indictiary Paradigm. As a consequence from this analysis two thematic axes have been revealed being of distinct nature. The first is relative to the moments that the teachers make explicit the importance of being working collectively, perceiving the interdependence and the collaboration among pairs like essential elements from the collective work. The second thematic axis is related with the collective work implications, which are the learning possibilities that the collective work can proportionate: knowledge circulation and the instigation of the school organization to comprise it like a space which potentize the teacher professional development / Mestrado / Psicologia, Desenvolvimento Humano e Educação / Mestre em Educação
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A formação profissional na pratica cotidiana : o que nos contam as educadoras da creche / The practical professional formation in the daily one : what in the day-care center educators count to themPinheiro, Marcia Aparecida Pereira da Silva 07 August 2018 (has links)
Orientador: Ana Lucia Guedes-Pinto / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-07T14:38:27Z (GMT). No. of bitstreams: 1
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Previous issue date: 2006 / Resumo: Este estudo propôs-se a compreender o papel e a importância da formação em serviço nas creches, tendo como base o ponto de vista das suas profissionais: as educadoras. Para tanto, pesquisou duas instituições de Educação Infantil do município de Campinas, tendo acompanhado a prática cotidiana educativa de ambas e registrado as histórias de vida das educadoras que nelas trabalham, por meio da escuta de suas narrativas, cedidas em entrevistas. O estudo também se efetivou como pesquisa-ação no que tange ao trabalho de inserção e vivência no cotidiano focado. Tomou como referência teórico-metodológica os princípios da História Oral e alguns da abordagem etnográfica. Chegou à conclusão de que, embora as narrativas das educadoras sobre sua história pessoal e profissional contivessem indícios e resquícios da mentalidade do passado que constituiu as instituições que precederam as creches, como a Roda de Expostos e as Casas de Misericórdia, também apresentaram marcas da mentalidade atual em relação ao papel da Educação Infantil, que é resultado, entre vários fatores, da conquista da população e da sociedade em geral com as deliberações da Constituição Federal e da LDB mais recente. Suas falas enfatizaram e reconheceram a qualificação profissional como elemento fundamental em seu trabalho. Junto disso, as próprias instituições investigadas revelaram uma organização interna que permite que o cuidar e o educar, que são tarefas próprias da Educação Infantil, aconteçam de maneira responsável, ficando o profissionalismo resguardado e valorizado, distanciando-se, desse modo, da vida das instituições assistencialistas / Abstract: The present study aims to understand the role and the importance of the educational work in the nursery schools, considering the viewpoint of their professional: the educators. The research considered two nursery schools in Campinas, Sao Paulo, following the daily routine of both institutions, recording the life report of the teachers, through their narratives in interviews. The study also evaluate the insertion and practices in their everyday activities. It adopted as theoretical and methodological references the Oral History fundaments, and some ethnographic approach. Though the narratives about their personal and professional history indicate traces of a past mentality linked to the previous institutions, as the ¿Roda de Expostos¿ and the ¿Casa de Misericordia¿ (charity and beneficent institutions) the conclusions found were that also is present a contemporary thought about the role of children¿s education. This is a result, among many, of the conquests of the society in general regarding the LDB (specific legislation on education) and, more recently, due achievements found in the Federal constitution. Their speech emphasise and acknowledge the professional qualification as an essential tool in their work. Besides, the same institutions focused in the present study revealed an internal organisation which granted that protection and education, inherent to children¿s education, occur in a responsible way where professionalism is kept and stimulated, breaking away, therefore, from the charity work present in the institutions from the past / Mestrado / Ensino, Avaliação e Formação de Professores / Mestre em Educação
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Computer-assisted instruction: A new approach to teaching safety in vocational education classroomsO'Neal, C. Don 01 January 1984 (has links)
No description available.
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Computer-generated speech training versus natural speech training at various task difficulty levelsFillpot, James Michael 01 January 1991 (has links)
Performance degradation -- Training from natural vs. automated voice.
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A critical theory research project: A program evaluation of the blueprint for volunteer diversity projectVessup, Vassar Jean 01 January 1996 (has links)
No description available.
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A survey on work experiences of practicing social workers who are disabledFreidel, Charles Robinson 01 January 1997 (has links)
No description available.
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Office occupations/word processing curriculum guideHolmes, Jeanne Joanne 01 January 1997 (has links)
The purpose of this project is to design a new course outline for the Office Occupations/Word Processing course for high school and adult students. Specifically, the course outline will serve students who are at least 16 years old. The content of the course consists of interpersonal and communication skills, hardware/software management, text editing concepts and skills, clerical skills, job search skills, data entry and database, information processing, and telecommunication skills.
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Army Junior Reserve Officers' Training Corps (JROTC) handbook for high school studentsDominguez, Joe Manuel 01 January 1999 (has links)
No description available.
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An evaluation of the effectiveness of the skills development programme in shelters accommodating survivors of domestic violence in Gauteng Province, Tshwane RegionMoganedi, Matshemo Joyce January 2021 (has links)
Thesis (Ph. D. (Social Work)) -- University of Limpopo, 2021 / In South Africa, shelters that accommodate survivors of domestic violence also
adopted the Skills Development Programme with the intention of empowering
survivors to be financially self-reliant. In shelters the Skills Development Programme
is rendered for a period of six months depending on the stay of the survivors. Despite
the provision of the Programme, which has been identified as intervention strategies
towards poverty alleviation, it is evident that the level of skills training provided does
not conform to the identified skills shortage in the economy. Sometimes it is due to
limited time which the training had provided.The programme is not sustainable, and
as a result, there is a high beneficiary turnover. Furthermore, resources of training
beneficiaries to be independent are limited. Monitoring and evaluation is also poor.
This programme is acknowledged to be expensive. The graduation from this
programme does not mean success for the survivors. Instead, it results in the
participants going back to poverty status and be dependent on government resources
to make a living post-institutionalisation.
This study titled “An evaluation of the effectiveness of Skills Development
Programmes in the shelters accommodating survivors of domestic violence in
Gauteng Province, Tshwane Region” evaluated the effectiveness of the said
programme. It has adopted a qualitative approach which was evaluative in nature,
guided by the Stages of Change Model (Trans-theoretical Model) underpinned by
Theory of Reasoned Action. The participants consisted of three (3) different sets. They
were survivors (individuals) of domestic violence from the shelters, shelter managers
and a focus group made out of those individual survivors. Five (5) survivors of
domestic violence and five (5) shelter managers were interviewed on a face to face
basis. Semi-structured interviews were employed to collect data. This was followed by
a focus group discussion. Multiple sources provided verification and trustworthiness
while complementing similar data. As a result, more comprehensive data was
obtained.
During the data analysis process, different themes emerged. These were presented
in the form of a report. It was evident that the Skills Development Programme
presented in the shelters is not effective to help survivors of domestic violence to be
financially self-reliant. However, there is a potential in the programme if it can be well
resourced. / The National and Provincial Department of Social Development
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Essays in Macro-Labor EconomicsShin, Joo-Hyung January 2022 (has links)
This dissertation studies the role of occupation-specific human capital in explaining the long-run decline in labor market dynamics observed in the United States for the past four decades.
Chapter 1 presents empirical facts on labor market outcomes by required occupation-specific training. This is to provide evidence that (i) required length of occupation-specific training is a proxy for the specificity of human capital to perform the occupation and that (ii) increasing occupation specificity has led to the decline in labor market dynamics. First, I find from the Dictionary of Occupational Titles and O*NET that for the past four decades, within occupations, there has been an increase the amount of time needed to become trained in the occupation. I then find from the Survey of Income and Program Participation that the average wage loss experienced by occupation switchers after unemployment increases when their occupation held before unemployment has faced over time an increase in occupation-specific training. I take this as evidence that the observed increase in occupation-specific training over time has made human capital less transferable across occupations. I then proceed to use the Monthly Current Population Survey, combined with the required length of occupation-specific training by occupation from the Dictionary of Occupational Titles and O*NET, to do a shift-share decomposition of the decline in labor market outcomes. The decline in the aggregate job separation rate and the increase in unemployment duration is accounted for mostly by the increase in specific training within occupations.
Motivated by my empirical analysis, in Chapter 2, I then build a search-and-matching model to learn how the increase in specificity within occupations explains the decline in the aggregate job separation rate. The main ingredients are endogenous job separations and occupation-specific human capital that workers acquire during employment and lose when they switch occupations. My model has two occupation specificity parameters: (i) the average duration of occupation-specific training and (ii) the output gap by which nontrained workers are less productive because they have not yet acquired the occupation-specific capital. To ask my model how much of a decline it predicts in the aggregate job separation rate when occupations become more specific, the occupation specificity parameters in the model are increased to match the increase in occupation specificity in the data. The increase in the average duration of occupation-specific training matches the required length of occupation-specific training from the Dictionary of Occupational Titles and O*NET. The increase in the output gap is informed by the estimated increase in the wage penalty faced by occupation switchers (relative to non-occupation switchers) when their previously held occupation requires more occupation-specific training, obtained from the Survey of Income and Program Participation. The model predicts 60% of the decline in the aggregate job separation rate.
Chapter 3 relaxes the assumption that occupation switching is exogenous in Chapter 2, endogenizing occupation switching in addition to job separations. The model predicts a greater increase in the average unemployment duration in line with the data. In the model, the longer unemployment spells are due to the unemployed trained workers, whose human capital has become more specific to their previous occupation, choosing not to switch occupations. If they switch occupations, they could quickly end their unemployment spell. This would however come at the cost of larger wage cuts because their human capital has become less transferable to a different occupation. Occupation switchers would also have to earn these lower wages for a longer period of time until they become trained in their new occupation. Hence, despite a low probability of getting reemployed in the same occupation as before, previously trained workers increasingly choose not to switch occupations, which increases the average unemployment duration.
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