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The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson & Hann, 2002; Harris, 2003; Lambert, 2002; Marks & Printy, 2003). Most of this research has focused on the qualifications, impacts, and development of teacher leadership (Smylie & Mayrowetz, 2009). This study aimed to broaden the scope of research to include science teachers’ interaction with leadership practices in the course of a leadership development program that includes both their own professional development (PD) and leadership of teacher-driven professional development (TDPD). The study considered professional vision and identity rather than focusing only on formal or informal leadership roles. The purpose of this qualitative case study was to examine experienced physics and chemistry high school teachers’ perceptions of their leadership roles and characteristics and their professional vision and identity as they participated in a leadership development training program and a math and science partnership program as facilitators of the science activities for K-12 teachers. The study was situated within the leadership training program (I-LEAD) five-year project, which was designed to recruit experienced secondary physics and chemistry teachers, called Master Teaching Fellows (MTFs), to understand the dynamics that support or limit the development of teacher leaders. The participants in this study consisted of up to three of these MTFs, who organized and implemented TDPD activities for K-12 teachers to improve these teachers’ science knowledge and teaching practices. The data was analyzed using multiple coding methods that generated themes from interviews with the MTFs and archival data from the I-LEAD leadership program. The results of the study claim that professional vision, professional identity, and teacher leadership roles and skills are inextricably interrelated. These dynamic components are refined, reshaped, and reformed by self-reflection, discussion, and feedback as provided through PD activities. This study further suggests that teacher leadership mechanism evolves over time through practicing different teacher leadership roles in the professional journey. Implications and practical suggestions for school administrators, PD developers, and policy makers as well as teacher leaders are discussed.

This aim of this study is to understand the professional identity of careers advisers in UK universities, at a time of unprecedented interest in employability across the sector following an increase in undergraduate tuition fees in England. The research question is “What is the professional identity of careers advisers in higher education in the ‘new’ employability climate? Opportunities and challenges for careers service leaders and managers.” Here, professional identity is defined as ‘the experience and self-understanding of those fulfilling a particular occupational role’. The study is qualitative, using the methodological approach of Interpretative Phenomenological Analysis. The areas of literature that have been reviewed relate to the nature and development of the professions and the development of individual and collective professional identity. The history of the careers adviser role within the UK education system also provides context. Data was collected in summer 2012 through interviews with 21 careers advisers from 14 universities across England, Wales and Scotland using a stratified sample based on league table data. This study makes a contribution to knowledge by suggesting a professional identity for careers advisers which is Undefined, Parochial, Unrecognised and Unconfident yet Dedicated, and by making recommendations for leaders and managers, and careers advisers themselves, to consider in their approaches to staff development, (self-) advocacy and connection with broader institutional priorities. Such approaches do not conflict with a primary purpose of ‘helping students’ and can serve to strengthen the impact and influence of careers advisers as experts who address the increasingly critical employability agenda.

Research in novice teachers has been wide and rich because they are experiencing a special period in their career life after spending their childhood in school and freshly graduating from teacher education. At the workplace, novice teachers might be specially treated because they are the newcomers, but they may want to realize some professional ideals. Research in novice teacher’s professional agency and professional identity needs to be enriched. Professional agency can be understood as initiatives taken at the workplace, and professional identity can be a “self” as a professional. Both professional agency and professional identity are complex when socio-cultural contexts and subjective factors are intertwined. However, they are related and interdependent—professional agency externalizes and negotiates professional identity, whereas professional identity internalizes and influences professional agency. By comparing ten novice teachers from China and Finland, the overall aim of this thesis is to investigate the degree of professional agency as well as professional identity from a developmental perspective so that the socio-cultural contexts, especially the education systems in Finland and China, and subjective factors can be understood. In this thesis, five novice teachers from China and five novice teachers from Finland were invited to participate in semi-structured interviews. By adopting thematic analysis, the author has found that how those novice teachers’ voices on professional agency and professional identity are similar or different. The result shows that Finnish novice teachers enjoy a relatively higher degree of professional agency at the workplace, and they seem to be more well-prepared by according to the testimonies in the interviews. Early-childhood teachers’ wellbeing in Finland and China need to be considered in the future educational reforms and development.

This thesis is concerned with the impact of professional background on role fulfilment. In the United Kingdom current policy in health and social care in mental health is underpinned by integration; the idea that responsibilities can be accomplished irrespective of profession. Approved mental health practice is one example of a psychiatric statutory role and function, until recently carried out by the profession of social work, which is now extended to other, non-medical, mental health professions. This thesis aims to explore the role and experiences of current practitioners in order to understand the impact, if any, of professional background on the fulfilment of approved mental health practice and the way in which it is experienced. Qualitative data are generated through semi-structured individual interviews with twelve approved mental health practitioners: five nurses, two occupational therapists and five social workers and the use of rich pictures to supplement the interview discussions. Interpretative Phenomenological Analysis was applied to the verbatim transcripts. Key findings were that approved mental health practice can be accomplished irrespective of professional background. Its practitioners require particular shared attributes, specifically a cognitive and affective capacity to deal with and use discord and to manage the disparate emotions that occur. Conceptualised in this thesis as "pull," this finding constitutes a different understanding of the use of emotion in the workplace and provides evidence of a new emotional dimension; the active use of dissonance. Professional identity is also found to be influenced by approved mental health practice thereby turning on its head the original hypothesis of this thesis. Last, personhood is found to be an additional aspect of the moral framework for approved mental health practice and is being practiced in a different circumstance than previously considered. The implications of this work are that it challenges the perception that approved mental health practice is synonymous with the profession of social work. It also revives the theory that its normative moral framework is inherently contradictory. The present study appears to be the first to associate personhood with approved mental health practice and shows role fulfilment as sophisticated emotion management, primarily the active use of dissonance. Both provide new insights into the enactment of approved mental health practice and are important issues for the future training and development of practitioners. The influence on role of professional identity may also help policy makers better understand the impact that new ways of working in mental health might have on traditional professional roles and boundaries in integrated services.

Submitted by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2015-11-23T19:28:15Z No. of bitstreams: 1 DISS ACADEM. VINICIO OLIVEIRA. 2015.pdf: 774731 bytes, checksum: 9f00b79b23f272f40b7e30f4df76927f (MD5) / Approved for entry into archive by Maria Creuza Silva (mariakreuza@yahoo.com.br) on 2015-11-23T19:38:58Z (GMT) No. of bitstreams: 1 DISS ACADEM. VINICIO OLIVEIRA. 2015.pdf: 774731 bytes, checksum: 9f00b79b23f272f40b7e30f4df76927f (MD5) / Made available in DSpace on 2015-11-23T19:38:58Z (GMT). No. of bitstreams: 1 DISS ACADEM. VINICIO OLIVEIRA. 2015.pdf: 774731 bytes, checksum: 9f00b79b23f272f40b7e30f4df76927f (MD5) / A emergência dos cursos de Graduação em Saúde Coletiva tem colocado a questão da identidade dos trabalhadores desse campo em debate, problematizando-se a diversidade de processos que conferem legitimidade à atuação e implicam o reconhecimento da identidade do “novo” sanitarista. Nesse sentido, esta pesquisa teve o objetivo de analisar a percepção das lideranças estudantis dos cursos de graduação em Saúde Pública/Coletiva acerca da identidade do sanitarista no Brasil. Foi realizado um estudo exploratório, de natureza qualitativa. A produção dos dados adotou a realização de grupo focal com as lideranças estudantis dos cursos de Graduação em Saúde Pública/Coletiva no Brasil. Após a análise e sistematização das informações, emergiram três categorias, a saber: Categoria 1 - A Inserção no Curso/Motivações; Categoria 2 - A Formação em Saúde Pública/ Coletiva; Categoria 3 - Movimentos de Emprego, Mercado de Trabalho e Possibilidades de Profissionalização. Os resultados apontam tanto para a construção/reconstrução das identidades dos atores da Saúde Coletiva no Brasil quanto para os desdobramentos e processos de mudanças que vem sendo produzidos nesse campo, seja no âmbito da formação/ensino, dos saberes e práticas, seja no mercado de trabalho. A maneira como se definem e se apresentam revela que os sujeitos têm uma visão da dimensão político-social do seu papel na sociedade em que está inserida sua intervenção, expressando assim um compromisso com o social e com os valores inerentes à prática nesse campo.

The identity of social work profession seems to be inconsistent. This is caused by different concept perception within the profession. One way of building greater stability of social work identity can be put the emphasis on the importance of values in the profession and their uniform definition. These two aspects are the main fulfillment of this Diploma thesis, in which the main aim is to reflect the concept of values in social work in relation to the perception and access to the professional identity of social work. The theme of this paper is built by defining the concept of value, which prevents mismatched importance in defining specific values in social work. The theme of following chapters is the role of values and definitions of individual values of social work based on career goals, code of ethics, foreign and Czech authors who write about the ethics of social work. The work is complemented by opinions of social workers who were involved in the research part of the project of Grant Agency of South Bohemian University No. 117/2013/H investigating the concept of quality of social work in relation to social worker´s selfdefining and his helpful professions.

Submitted by DANIELLE JARDIM BARRETO null (danibarreto@unipar.br) on 2016-04-14T17:52:53Z No. of bitstreams: 1 TESE DEPÓSITO FINAL.pdf: 1887817 bytes, checksum: b23ab4c273a465b28f897810fe29fe31 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-18T13:22:23Z (GMT) No. of bitstreams: 1 barreto_dj_dr_assis.pdf: 1887817 bytes, checksum: b23ab4c273a465b28f897810fe29fe31 (MD5) / Made available in DSpace on 2016-04-18T13:22:23Z (GMT). No. of bitstreams: 1 barreto_dj_dr_assis.pdf: 1887817 bytes, checksum: b23ab4c273a465b28f897810fe29fe31 (MD5) Previous issue date: 2016-03-24 / Esta pesquisa se enunciou a partir de questionamentos acerca dos constantes embates vivenciados em sala de aula ao trazermos a temática de outras sexualidades, outros prazeres e de outras expressões de gênero, dissidentes dos modelos identitários heteronormativos, em nosso cotidiano universitário. Destes tensos encontros, anunciaram-se indagações como: - Que Psicologias estamos ensinando? - Que psicólog@s estão se formando atualmente? E mais uma indagação ainda: - Há uma identidade psi? Nesta pesquisa, agenciam-se através de sete narrativas outras possibilidades de nomearmo-n@s psicólog@s, pois esta pesquisa valora as tecnologias e os conjuntos de estratégias que tanto podem contribuir para a ampliação das Psicologias e suas conexões com a realidade e os movimentos sociais, quanto denunciando as estratégias que podem aprisioná-las em conceitos e metodologias descontextualizadas que reificam biopolíticas de manutenção ao Estado neoliberal. Os mapas que se desenharam nesta pesquisa-implicação, se compõem pelas ferramentas da cartografia e da genealogia, acompanhadas de autores como Michel Foucault, Gilles Deleuze e Félix Guattari, além de autor@s feministas como Donna Haraway e Paul B. Preciado. As cartografias anunciadas através dos capítulos destacam o necessário agenciamento de novos contratos éticos - estéticos e políticos nos territórios da formação em Psicologia, para a produção de outras Psicologias e que produzam outr@s modos de estar psicólog@s, através de desterritorizalizações das teorias tradicionais e de procedimentos de mensuração das vidas, com claras e pouco ingênuas, intenções de desconstrução das estratégias enrijecidas construídas e validadas pelas Psicologias de pastoreio, em prol da emancipação das experimentações dos corpos nas práticas sexuais, afetivas políticas e éticas de Psicologias e psicólog@s queerizad@s. / The following research has been enunciated from questions about the constant clashes lived in a classroom when themes regarding other sexualities, pleasures and another gender expressions, dissidents from the heteronormative identities are brought up, on a College everyday. From such tense rendezvous, some quests were summoned, such as: - Which psychology we are teaching? - What kind of psychologists are graduating nowadays? And, yet, one other quest: - Is there a psi identity? Within this research, through seven narratives, other possibilities of naming ourselves psychologist in any gender are allocated. Due to this research’s values the techniques and the amount of strategies that can as contribute for the magnification of the psychologies and their connexions with reality and the social movements, as denouncing the strategies that can enclosure them in concepts and descontextualized methodologies which reificate biopolitics of maintenance to the Neoliberal state. The maps in which such research-implication had drawn, are composed by the cartography and genealogy tools, accompanied by authors such as Michel Foucault, Gilles Deleuze and Félix Guattari, besides of feminists authors e.g: Donna Haraway and Paul B. Preciado. The cartographies that were announced through the chapters highlight the necessary agency of new ethic-aesthetic and political contracts within the territory of psychology graduation In order to produce other psychologies and hence creating other methods of psychological being. This can be achieved through deterritorialisation of traditional theories and life measuring procedures, with clear and little naive, intentions of debuilding of strategies, brought forth and validated for the sheperd psychology, in aid of the emancipation of the experimentations of bodies in sexual practices, affective, politics and ethics of psychologies and queerized psychologists.

Made available in DSpace on 2014-06-11T19:24:55Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-09-22Bitstream added on 2014-06-13T18:23:41Z : No. of bitstreams: 1 rehder_jg_me_rcla.pdf: 395558 bytes, checksum: 755425a7c47c233068d05f11818af12f (MD5) / O objetivo desta pesquisa é identificar e verificar, como ocorre a integração e a complementação dos saberes presentes na formação inicial dos alunos trabalhadores noturnos, de um curso de Licenciatura em Matemática. Utilizou-se a abordagem qualitativa de pesquisa, com questionários e entrevistas semi-estruturadas como instrumentos de coleta, com a finalidade de conhecer a trajetória escolar, a visão da futura profissão, bem como os dilemas e as dificuldades enfrentadas durante o curso, partindo-se do pressuposto de que esses alunos oriundos em sua maioria de escolas públicas, têm se constituído na clientela majoritária dos cursos de licenciatura das faculdades privadas. Buscou-se verificar os saberes presentes no processo de formação inicial desses alunos e de que maneira se dá a relação entre estes saberes, o processo de construção da identidade e o desenvolvimento profissional. A análise dos dados mostrou que os alunos têm deficiências anteriores de conteúdos matemáticos, possuindo dificuldade e insegurança em relação aos saberes didáticos e curriculares, devido à conciliação entre estudo e trabalho. Revelam imagens positivas e coerentes com relação à futura profissão, que podem influenciar no desenvolvimento profissional. Verificou-se também a necessidade de reflexão dos órgãos governamentais responsáveis, ao implementarem novas medidas nesta área de formação inicial. / The purpose of this research is to identify and verify how the integration and complementation of night worker students' previous educational knowledge takes place in a Mathematics Licensure course. The methodology used has a qualitative research approach, with the use of questionnaires to gather data, and semi-structured interviews to get to know the school trajectory of the students and their view of the future profession, as well as the dilemmas and difficulties they have gone through, taking into consideration that most of these students come from public schools and represent a major group in private college licensure courses. The work also tries to verify which kind of knowledge was present in their previous education, and the ways it relates to their identity formation process and professional development. The data analysis showed that the students have previous deficiencies of mathematical contents, and that they have difficulty and insecurity related to didactical and curricular knowledge due to conciliation between study and work. The data also reveal positive and coherent images concerning the future profession which can have influence over the professional development. A need of reflection by the responsible governmental organs was also identified, so that new measures in this area of initial formation can be implemented.

[pt] Este estudo tem como foco investigar o lugar da dimensão subjetiva na fala de atendentes de uma Central de Atendimento Telefônico brasileira. Com base em um corpus constituído de gravações de atendimentos a clientes de uma empresa de seguro saúde, busca-se identificar, através da forma pronominal de 1ª pessoa do singular eu, (i) como o sistema de transitividade e a estrutura de modo (Halliday, 1994) manifestam a subjetividade do atendente e (ii) que papéis o atendente exerce enquanto falante nesses contextos. O arcabouço teórico insere-se na perspectiva Sistêmico-Funcional da linguagem (Halliday, 1994), em interface com conceitos da Sociolingüística Interacional sobre o formato de produção do falante (Goffman, [1979] 2002). Esta pesquisa conta, primeiramente, com uma quantificação das ocorrências do eu através de um programa de análise lexical (Barlow, 1999), seguida de uma análise qualitativa dos contextos, considerando as ações do falanteatendente. Os resultados da pesquisa evidenciam que, em função de a fala dos atendentes ser modelada por um script de atendimento imposto pela empresa, os contextos de ocorrências do eu não são um espaço para a expressão plena da subjetividade do atendente. Conclui-se, ainda, que é prioritariamente no papel de animador que o atendente fala com o cliente para solucionar os seus problemas. / [en] This study investigates how the expression of subjectivity influences the speech of attendants at a Brazilian call center service. On the basis of a corpus of recorded call services to clients of a health-insurance company, it was attempted to identify, through the first-person pronoun, (i) how the transitivity system and the modal structure (Halliday, 1994) express the attendant s subjectivity and (ii) what are the roles taken on by the attendants while speaking in these contexts. The theoretical foundations of the study assume the Systemic Functional perspective of language (Halliday, 1994), as well as concepts of Interactional Sociolinguistics about speaker production format (Goffman, [1979] 2002). The research begins with a quantitative analysis of occurrences of I by means of lexical analysis software (Barlow, 1999), followed by a qualitative analysis of the contexts, taking into consideration the actions of the speaker-attendants. The results of the research show that, because the speech of the attendants is modeled on a script determined by the company, the contexts where I occurs are not a space for the full expression of the attendant s subjectivity. Our conclusion also shows that it is primarily as an animator that the attendant talks to the client fin order to solve his or her problems.