Este estudo tem como objetivo identificar, analisar e descrever os impactos do programa Jovem Aprendiz, a inserção no mercado de trabalho e a consequente influência no desenvolvimento da carreira, desse jovem. Tendo como local de estudo a cidade de Imperatriz (MA), onde o Programa está sob a responsabilidade de instituições educativas, como o Serviço Nacional de Aprendizagem Comercial (SENAC) e o Serviço Nacional de Aprendizagem Industrial (SENAI), bem como de empresas parceiras que se configuram como campo para as atividades práticas dos alunos. A pesquisa, de natureza qualitativa, adota como procedimento metodológico questionários, com questões abertas e fechadas, aplicados aos gestores de empresas parceiras do Programa e aos aprendizes. Do ponto de vista taxionômico, a pesquisa se classifica de campo. Em função da importância do tema, esta investigação contribui para o aprofundamento da política de inserção do adolescente e do jovem, no mercado de trabalho, de forma que pode interessar aos planejadores de políticas públicas de juventude, a pesquisadores da área, assim como a professores e acadêmicos de áreas como psicologia, sociologia, administração de empresas e as áreas relacionadas ao desenvolvimento local e regional. Os principais resultados obtidos mostram que os gestores das empresas, que colaboraram com a pesquisa percebem o programa Jovem Aprendiz como importante tanto para os jovens beneficiários quanto para os aprendizes. Ao participar do Programa, as empresas contribuem para a qualificação profissional de jovens e têm a oportunidade de agregar novos valores ao seu quadro de recursos humanos. Quanto aos jovens participantes, afirmam que se beneficiam com a qualificação profissional e o desenvolvimento de novas habilidades, permitindo-lhes mais acesso e permanência no mercado de trabalho. / This study aims to identify, analyze and describe the impacts of the Young Apprentice program, the insertion in the labor market and the consequent impact on the development of the career of this young man. With the study site the city of Imperatriz (MA), where the program is under the responsibility of educational institutions such as the National Service for Commercial Education (Senac) and the National Industrial Apprenticeship Service (SENAI), as well as partner companies that constitute the field for the practical activities of students. The research, qualitative, adopts as methodological procedure questionnaires with open and closed questions, applied to managers of Program partners and learners. The taxonomic point of view, research is classified field. Due to the importance of the topic, this research contributes to the strengthening of adolescent integration policy and youth in the labor market, so that may be of interest to public policy planners youth, researchers in the field, as well as teachers and academic areas such as psychology, sociology, business administration and areas related to local and regional development. The main results show that the managers of the companies, which cooperated with the research perceive the Young Apprentice program as important for both the young beneficiaries as for apprentices. By participating in the program, companies contribute to the professional training of young people and have the opportunity to add new values to its human resources framework. As for the young participants, they claim that benefit from the professional skills and the development of new skills, allowing them more access and remain in the labor market.

This diploma thesis deals with the topic of career in teaching, which has many specific characteristics compared to the classical concept of career. The thesis focuses on the group of kindergarten teachers who stand at the beginning of the education system as important influencers on the life-long educational journey of each of us. The aim of the thesis is to analyse the view of the kindergarten teacher career by teachers and principals and to look for support from the school management level. The theoretical part deals with three basic areas, which are professional development, professional career and career system. The first chapter shows the connection between the professional development of teachers and their career, it also focuses on its individual components, especially continual education of teachers. The second chapter is devoted to the career itself and compares the theoretical background of the career with its specifics in the teaching career. It looks at the teaching profession in terms of its attractiveness and individual stages of the teachers' career. The third chapter reflects the need for a career system, characterizes its benefits and presents the current state of its setting in the Czech Republic and abroad. The research part uses a questionnaire survey to find out how teachers...

The thesis deals with the creation of three competencies models, based on a competencies analysis for selected non-managerial job roles requiring further professional development, namely Warehouse Coordinator, Junior Accountant and Sales Administrative Assistant. The duly compiled competencies model then creates a realistice representation of the knowledge and skills the staff need for the given job role. When it comes to the professional development and training of existing staff, the competencies model is a reliable tool for identifying the educational needs of individual employees, and detecting hidden talents in good time. This makes it easier to set the developmental, educational and training activities for the employee, not only to achieve the required competencies, but also to meet the goals of the organization as a whole. The thesis contributes by having undertaken a competencies analysis and created three competencies models, together with proposals and recommendations for their use in the professional development and training of the employees concerned. The thesis is divided into two parts - the theoretical part deals with the general theoretical definitions of competencies, competencies models and staff training. The practical part of the thesis comprises an overview of the organization...

Magister Psychologiae - MPsych / Women’s roles in the workplace have increased but expectations within their family roles have not diminished. Work-family conflict (WFC) occurs when work and family roles are mutually incompatible in some respect. Mothers’ representations of their own particular personal contexts seem largely absent from the cultural iconography and so motivations for the study included bringing to light the phenomenological experiences of contemporary fulltime working mothers by developing a rich description of their lived experience. These ideas have not been widely explored in South Africa. The study aimed to explore how full-time working mothers experience work-family conflict, including how they conceptualise their dual roles, how salient each role is to them, the factors in the work and family domains which are particularly pertinent for them and any coping strategies they might employ. The study used as a theoretical framework the model of work-family conflict developed by Greenhaus and Beutell in 1985, together with an extension from the work of Amstad, Meier, Fasel, Elfering and Semmer in 2011. The study used a phenomenological methodology. Eight middle-class, professional, full-time working mothers from the Southern Suburbs and City Bowl of Cape Town were interviewed individually, using a semi-structured interview schedule. A qualitative paradigm was used to analyse the interviews. Emotional and cognitive repercussions of WFC were many, including feelings of unsustainability. Some participants acknowledged a need to compromise in order to cope, but the current normative messages are not conducive to this. Participants aspire, not to stop working, because the role of worker is regarded as important for self-definition, but to reduce their overall load. The generalisability of this study was reduced because of its localised ambit, its small size and some similarities in socio-economic profile among the participants. Future studies could further explore the choices or strategies which are successful in reducing WFC.

В работе проводится исследование специфики карьеры женщин-руководителей в сфере профессиональной социальной работы. Актуализируется вопрос привлекательности социальной работы для женщин. Анализируются социальные факторы, оказывающие влияние на профессиональную карьеру женщин в социальной работе. На основании эмпирического исследования выделяются стратегии женщин-руководителей. / The work examines the specifics of the career of women leaders in the field of professional social work. The issue of the attractiveness of social work for women is being actualized. The social factors influencing the professional career of women in social work are analyzed. Based on empirical research, strategies of women leaders are identified.

The contemporary world of work is undergoing far-reaching changes as a result of global economic developments and technological progress. This has necessitated an appraisal of the school curriculum in order to identify the life skills necessary for vocational success. As the concept of a lifetime career has become obsolete, the accent has shifted to a life chance approach in education. This approach emphasises the wide repertoire of life skills required by learners for successful participation in a range of career possibilities and in the sphere of their personal lives, the two being perceived as inseparable. A literature survey investigated the development of professional careers in historical perspective, the contribution of developmental theorists regarding trends in contemporary career progression, various dimensions of success and what motivates successful men and women in their public and private domains. Furthermore, the adjustments required by dual career couples were examined. Various dimensions of life skills for lifespan competence were investigated, with particular reference to South African society. The life orientation approach currently advocated by the new curriculum in South Africa was briefly described. A qualitative study of the life histories of twelve professionals, forty five years and over was conducted in natural settings in order to explore the life skills responsible for career and personal success. Semi-structured interviews elicited descriptive data from participants, selected by judgement sampling. Data was analysed, discussed and synthesised. The major findings emanated: Success in public and private domains was only possible if a balance between them was maintained. Family background, values and educational experiences created a facilitating environment which contributed to early character development. Certain enabling attributes were essential to achieve both career success and self-fulfilment, even among the less privileged participants. Personal obstacles were confronted and managed. Self-discipline, time management and the maintenance of a healthy lifestyle was vital. The interpenetration of public and private domains was emphasised. A sound work ethic and healthy interpersonal relationships with family, colleagues and the community were crucial. Middle and late adulthood emerged as periods of continuing, dynamic self-development. Based on these findings, recommendations for relevant life skills education were proposed. / Educational Studies / D. Ed. (Comparative Education)

The aim of this work is to answer the following question: ‚Is it possible to compare qualification training and forms of further training of headmasters in different countries?' The author of this thesis deals with headmaster training in the Czech Republic and the Federal Republic of Germany (Bavaria and North Rhine-Westphalia). He obtained information about education systems and education opportunities in these countries through selected research methods which were a questionnaire and interviews with school headmasters. The need for proper managerial qualification of headmasters necessary for them to meet requirements for discharge of the function is proved by the fact that today headmasters have to cope with demands made on their competency readiness which they can receive through good specialized training. The information obtained can be used as a pattern or methodical recommendations because in every country the managerial education follows different qualifying models. KEYWORDS: lifelong training, further training of teachers, professional career, further training of headmasters, headmaster competence, competence profile, qualifying model

Made available in DSpace on 2015-03-04T21:14:58Z (GMT). No. of bitstreams: 0 Previous issue date: 7 / Bolsa para curso e programa de Pós Graduação / Esta tese é processo e produto da minha pesquisa de doutorado no Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos - UNISINOS. A pesquisa situa-se no campo de estudos de Trabalho e Educação tendo como temática as trajetórias profissionais de egressos do Curso de Administração – Habilitação em Recursos Humanos. Estudo as trajetórias profissionais desse grupo profissional no desdobramento, articulação e interdependência entre os percursos e contextos de formação, de trabalho e de profissionalização no âmbito da gestão de pessoas. Trata-se de uma temática que coloca em tensão o mundo da escola – universidade – e o mundo do trabalho – a empresa. A pesquisa tem como objetivo geral analisar e compreender a construção das trajetórias profissionais e a inserção profissional dos administradores de RH, nas suas realidades e experiências cotidianas de trabalho nos percursos: a) da formação inicial e continuada; b) do trabalho (processo de trabalho: a atividade, o objeto de trabalho, os meios

Made available in DSpace on 2016-04-28T20:56:21Z (GMT). No. of bitstreams: 1 Itale Luciane Cericato.pdf: 1930974 bytes, checksum: 83c2dd2181f7aafa769c98c5d99f5905 (MD5) Previous issue date: 2010-12-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study aims to understand the senses and meanings attributed by teachers to their professional activity throughout their teaching experience. To this end, we interviewed three high school teachers working in the public educational system of São Paulo, each of them being in a different career time. The data were analyzed in the light of the postulates of the social-historical psychology, focusing on two central categories: meaning and significance. The findings indicated that the meanings attributed by each of the three teachers to their teaching activities are unique and singular, although sharing some common features. Among these representations, some are worth mentioning: a) the fact that teaching is defined by common sense ideas, which reproduce and, consequently, perpetuated a same discourse through generations of teachers. As a result, the necessarily knowledge constructed by the specialized literature about the teaching, and the teaching profession, is absolutely not considered; b) students are seen as unmotivated for learning; c) experience is perceived as more valuable for teaching than teaching formation or continuing education. All teachers pointed out that it is impossible to promote learning in all students, exposing, consequently, a lacks of political commitment with the role of Education. Furthermore, all teachers reported an absence of collaborative work within the school, confirming that the teaching activities are conducted primarily in isolation. Differently, the changes introduced in the recently implemented educational policies of São Paulo - such as the use of text books elaborated by the state or receiving credit for the school s results in students performance evaluation - are seen by each teacher in a particular way. The meanings attributed to the teaching activity itself are various: it is defined as the ability to transmit knowledge to a person devoid of it, or as the fulfillment of a goal that someone had always pursued, or yet as a daily and unfair struggle, given the stress involved in teaching. Based on these findings, the conclusion is that the teaching profession needs to be changed in several aspects, namely: the initial training, as it is currently defined, is not sufficient to provide future guidance in the profession, so that the offer of continuing education in a systematic way and within the schools themselves is imperative. Finally, it is extremely necessary to replace the culture of isolation by a collaborative one, allowing teachers to learn with their peers in exchanging their successful and painful experiences / Este estudo objetiva compreender os sentidos atribuídos por professores à sua atividade profissional. Foram entrevistadas três professoras do ensino médio da rede pública paulista, com diferentes tempos de carreira. Os dados foram analisados com base no referencial teórico da Psicologia Sócio-histórica, com foco nas categorias sentido e significado. As conclusões apontam para o fato de que os sentidos atribuídos pelas professoras às suas atuações são únicos e singulares, embora partilhem muitos aspectos comuns. Dentre estes últimos, percebemos que a docência é definida mais por critérios do senso comum e pela reprodução de discursos perpetuados ao longo de gerações do que, como seria esperado, pelos conhecimentos produzidos pela literatura especializada. Além disso, verificamos que os alunos são considerados desmotivados para a aprendizagem, e os conhecimentos produzidos em função da prática cotidiana são mais valorizados do que a formação continuada. É unânime a constatação de não ser possível ensinar a todos os alunos, inferindo-se dessa proposição uma postura de acomodação. Comum a todas as professoras também é a ausência de um trabalho colaborativo no interior da escola, confirmando que a atividade docente é realizada prioritariamente de maneira isolada. Mudanças recentes nas políticas educacionais paulistas como o uso dos cadernos de disciplina, a bonificação por desempenho e a avaliação dos índices de rendimento da escola são vistas de modo diferente pelas professoras. Diferentes também são os sentidos atribuídos à própria atividade: a docência ora é definida como possibilidade de transmitir um saber a uma pessoa dele desprovida; ora é apresentada como a realização de algo que sempre se quis fazer; ora é considerada uma luta cotidiana e desleal, dado o desgaste envolvido no ensinar. Com base nesses achados, afirmamos que a docência precisa mudar em dois aspectos fundamentais: a formação inicial que, em seus moldes atuais, não é suficiente para fornecer diretrizes aos futuros professores e a formação continuada que é mais bem realizada quando ocorre de maneira sistemática e no interior das próprias escolas. Concluímos que é urgente substituir a cultura do isolamento docente por uma cultura do trabalho colaborativo, que permita aos professores a troca de experiências bem-sucedidas sobre suas atuações

Made available in DSpace on 2016-06-02T19:35:54Z (GMT). No. of bitstreams: 1 5708.pdf: 4247717 bytes, checksum: 78a6d85062140a2e8a40febe4d667fee (MD5) Previous issue date: 2014-01-24 / This work has as an object of study the academic process of teachers that are at the beginning of their careers starting from their oral and written autobiographical stories, motivated by the leading question: What experiences have the English teachers experienced before the teaching profession and in the beginning of their careers are configured as formative after they becoming Higher Education professionals? To respond to this leading question, there were stated the following objectives: General objective: To know and analyze the autobiographical stories of the English teachers that are working for UESPI in the English course, beginners in the higher education field about the formative experiences acquired before the teaching work and in the beginning of their careers. Specific objectives: 1) To describe and analyze the researched participants memories-reference revealing time, space and the context of formation and learning of the profession before entering the higher education; 2) To characterize and analyze the experiences lived by the interlocutors of the research when they started their careers of teaching in higher education; 3) To identify and discuss the effective reflections through the production of oral and written autobiographical narratives to reveal the experiences gathered by the research subjects all through their life trajectory. An autobiographical survey was carried on with a methodology of qualitative approach reaching out to the authors such as Clandinin and Connelly (1995, 2000), Bolívar (2002), Souza (2004, 2006a, 2006b), among others. Three English teachers collaborated with this study, all of them beginners in the career of higher education at UESPI, Parnaíba (PI). To achieve the objectives of this research, that was done through 2012, there were used the formation memorial, reflective letters and the interactive meetings. The content of the research corpus was analyzed based in Bardin s proposal (2006). The produced data were analyzed based on the theoretical approach studied about the fresh teacher, formative experiences of autobiographical stories, and they were organized around four key areas and their respective indicators: 1) First learning experiences: the experiences brought by each collaborator; 2) Schooling stories: school and university as formative environment; 3) Teaching formative experience: the practicing of teaching as a source of learning: 4) Autobiographical dialogues: Formative possibilities to work independently. The research interlocutors oral and written narratives confirmed that the formative process of each teacher is directly connected to its life trajectory that has guided the gathered learning and the developed practicing throughout their lifetime. What they bring to themselves is the formative experiences and memories-references that set apart the three protagonists of their own history. / O objeto de estudo desta pesquisa são os processos formativos dos professores em início de carreira a partir de suas narrativas autobiográficas orais e escritas, motivada pela seguinte questão-norteadora: Que experiências vivenciadas pelos professores do curso de Letras-Inglês, antes do exercício da profissão docente e no início da carreira, configuram-se como formadoras ao se tornarem profissionais do Ensino Superior? Para responder a questão-norteadora, foram traçados os seguintes objetivos: Geral: Conhecer e analisar as narrativas autobiográficas dos professores do curso de Letras-Inglês da UESPI, iniciantes no magistério superior, acerca das experiências formadoras vivenciadas antes do exercício da profissão docente e no início da carreira. Específicos: 1) Descrever e analisar as recordaçõesreferências dos colaboradores da pesquisa revelando tempos, espaços e contextos de formação e aprendizagem da profissão antes do ingresso no Ensino Superior; 2) Caracterizar e analisar as experiências vivenciadas pelos colaboradores da pesquisa ao se tornarem professores iniciantes no Ensino Superior; 3) Identificar e discutir as reflexões potencializadas pela produção das narrativas autobiográficas orais e escritas para revelar as experiências formadoras vivenciadas pelos sujeitos da pesquisa ao longo de sua trajetória de vida. Foi realizada uma pesquisa autobiográfica, com abordagem qualitativa, dialogando com autores como Clandinin e Connelly (1995, 2000), Bolívar (2002), Souza (2004, 2006a, 2006b), entre outros. Para a realização da pesquisa, colaboraram três professores de Língua Inglesa, iniciantes na carreira no Ensino Superior na UESPI, campus de Parnaíba (PI). Para alcançar os objetivos da pesquisa, realizada durante o ano de 2012, foram utilizados o memorial de formação, as cartas narrativas e os encontros interativos. O conteúdo do corpus da pesquisa foi analisado à luz da proposta de Bardin (2006). Os dados produzidos foram analisados à luz do referencial teórico estudado acerca do professor iniciante, das experiências formadoras e das narrativas autobiográficas, organizados em quatro eixos de análise e seus respectivos indicadores: 1) Primeiras aprendizagens: as experiências que cada um traz consigo; 2) Narrativas de escolarização: a escola e a universidade como espaços formativos; 3) Experiências formadoras da docência: o exercício da profissão como fonte de aprendizagem e 4) Diálogos autobiográficos: possibilidades formativas do caminhar para si. As narrativas orais e escritas dos colaboradores da pesquisa confirmaram que o processo formativo de cada docente está diretamente relacionado à sua trajetória de vida, que orientaram as aprendizagens adquiridas e as práticas desenvolvidas ao longo da vida. São as experiências formadoras e recordações-referências que cada um traz consigo, portanto, que singularizam a vida dos três colaboradores da história.