[ES] La presente tesis doctoral parte de la pregunta de investigación ¿es la Gamificación una metodología eficaz para el aprendizaje de historia de la educación española en la formación universitaria de futuros docentes? Cuatro ejes, explícitos en esta pregunta, son los que estructuran esta investigación educativa. El primero es la metodología de Gamificación, que fundamenta y conforma la investigación llevada a cabo. El segundo es la historia de la educación española, el contenido impartido a través de la experiencia gamificada. El tercero representa el contexto universitario en el que se desarrolla la investigación. Finalmente, el cuarto muestra la población con la que se hace el estudio de campo, alumnado de los grados de Magisterio de Infantil y Primaria. Este último eje tiene especial relevancia, ya que el desarrollo de investigación acción con futuros docentes se integra en la cartografía de la buena docencia universitaria (Paricio et al., 2019) y en la investigación desde el vínculo y la transferibilidad del conocimiento pedagógico durante el proceso. Los últimos estudios sobre Gamificación abogan por extraer resultados que evidencien el efecto de la Gamificación en variables más allá de la motivación. Además, enfatizan la necesidad de abordar la investigación desde un enfoque cualitativo y cuantitativo. La presente tesis atiende a estas premisas, por ello, con la finalidad de dar respuesta a la pregunta de investigación y comprobar las diferentes hipótesis, se acota un conjunto de variables cualitativas y cuantitativas. Las más significativas son metodología de Gamificación, competencias específicas, competencias transversales, motivación, rendimiento académico, rol docente y juego como recurso didáctico. Además, se utiliza un método mixto de investigación que combina un análisis cualitativo, ratificado con diferentes análisis cuantitativos para aportar validez ecológica a la investigación y mayor rigor a las conclusiones. Entre las conclusiones más relevantes destacan la satisfacción de los sujetos participantes hacia la experiencia gamificada, la mejora de las competencias específicas y el desarrollo de diferentes competencias transversales. Se logra también un incremento en la motivación y un buen rendimiento académico. Respecto al rol docente, la valoración es positiva, al igual que el juego como recurso didáctico. Los diferentes análisis también aportan conclusiones destacables relacionadas con el carácter ecléctico de la metodología, el éxito en la asistencia, la capacidad de atención, el grado de participación, la evaluación, la atención a la diversidad de alumnado o la percepción del propio proceso de aprendizaje. Además, esta investigación acción considera los últimos estudios en Gamificación e investigación educativa y responde a las demandas y retos que estos plantean. De este modo, trata de lograr la proyección internacional a la que se aspira con esta tesis doctoral y colabora en la creación de conocimiento empírico en el campo de la Gamificación. / [CA] La present tesi doctoral part de la pregunta d'investigació ¿és la Gamificació una metodologia eficaç per a l'aprenentatge d'història de l'educació espanyola en la formació universitària de futurs docents? Quatre eixos, explícits en aquesta pregunta, són els que estructuren aquesta investigació educativa. El primer és la metodologia de Gamificació, que fonamenta i conforma la investigació duta a terme. El segon és la història de l'educació espanyola, el contingut impartit a través de l'experiència gamificada. El tercer representa el context universitari en el qual es desenvolupa la investigació. Finalment, el quart mostra la població amb la qual es fa l'estudi de camp, alumnat dels graus de Magisteri d'Infantil i Primària. Aquest últim eix té especial rellevància, ja que el desenvolupament d'investigació acció amb futurs docents s'integra en la cartografia de la bona docència universitària (Paricio et al., 2019) i en la investigació des del vincle i la transferibilitat del coneixement pedagògic durant el procés. Els últims estudis sobre Gamificació advoquen per extraure resultats que evidencien l'efecte de la Gamificació en variables més enllà de la motivació. A més, emfatitzen la necessitat d'abordar la investigació des d'un enfocament qualitatiu i quantitatiu. La present tesi atén aquestes premisses, per això, amb la finalitat de donar resposta a la pregunta d'investigació i comprovar les diferents hipòtesis, es delimita un conjunt de variables qualitatives i quantitatives. Les més significatives són metodologia de Gamificació, competències específiques, competències transversals, motivació, rendiment acadèmic, rol docent i joc com a recurs didàctic. A més, s'utilitza un mètode mixt d'investigació que combina una anàlisi qualitativa, ratificat amb diferents anàlisis quantitatives per a aportar validesa ecològica a la investigació i major rigor a les conclusions. Entre les conclusions més rellevants destaquen la satisfacció dels subjectes participants cap a l'experiència gamificada, la millora de les competències específiques i el desenvolupament de diferents competències transversals. S'aconsegueix també un increment en la motivació i un bon rendiment acadèmic. Respecte al rol docent, la valoració és positiva, igual que el joc com a recurs didàctic. Les diferents anàlisis també aporten conclusions destacables relacionades amb el caràcter eclèctic de la metodologia, l'èxit en l'assistència, la capacitat d'atenció, el grau de participació, l'avaluació, l'atenció a la diversitat d'alumnat o la percepció del propi procés d'aprenentatge. A més, aquesta investigació acció considera els últims estudis en Gamificació i investigació educativa i respon a les demandes i reptes que aquests plantegen. D'aquesta manera, tracta d'aconseguir la projecció internacional a la qual s'aspira amb aquesta tesi doctoral i col·labora en la creació de coneixement empíric en el camp de la Gamificació. / [EN] The forthcoming doctoral thesis stems from the research question, is gamification an efficient method for learning the history of Spanish education in university training for future teachers? Four themes, which are explicit in the question itself, will give structure to this educational research. The first is the methodology of Gamification, which constitutes the grounds on which this investigation is based. The second is the history of Spanish education, the content delivered via a gamified experience. The third represents the university context in which the research takes place. Lastly, the fourth shows the demographic of those involved in the field study, alumni from Primary and Nursery School Teaching university degrees. This last theme is particularly relevant, as developing action research with future teachers is an integral part of mapping out quality university teaching (Paricio et al., 2019) and of binding research and transferability of pedagogic knowledge during the process. The most recent studies on Gamification advocate for extracting results that underline the effects of Gamification in variables beyond motivation. Furthermore, they emphasize the need to approach the research from a qualitative and quantitative point of view. Thereupon, the present doctoral thesis handles these propositions with the aim to answer the research question and prove different hypotheses, narrowing down a group of qualitative and quantitative variables. The most significant are Gamification methodology, specific competences, transversal competences, motivation, academic performance, the role of the lecturer and games as a teaching resource. In addition, a mixed research method is used which combines qualitative analysis, reinforced by different quantitative analyses in order to provide ecological validity to the study and more rigour to the conclusions. Among the most relevant conclusions, the following stand out: the satisfaction of the participating subjects towards the gamified experience, progress in specific competences, and the development of different transversal competences. Regarding the lecturer's role, the assessment is positive, as well as games as a teaching resource. The different analyses also provide noteworthy conclusions related to the eclectic nature of the methodology, attendance success, attention capacity, degree of participation, assessment, attention to student diversity or the perception of the process of learning itself. In addition, this action research examines the latest Gamification and educational research and answers the demands and challenges that they posit. In so doing, it attempts to achieve the international outreach to which this doctoral thesis aspires, and it assists in the creation of empiric knowledge in the field of Gamification. / Edo Agustín, E. (2021). La metodología de Gamificación para el aprendizaje de historia de la educación española: investigación acción en la formación universitaria de docentes [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/178971

Une maladie est considérée comme étant rare si elle touche moins d’une personne sur 2000. Étant donné les connaissances limitées sur ces conditions médicales, les adultes atteints de maladies rares peinent à être diagnostiqués rapidement et à obtenir des traitements appropriés. Ces soins inadéquats leur occasionnent des difficultés importantes dans le milieu de la santé, leurs vies quotidiennes, leurs relations interpersonnelles ainsi que leurs carrières et leurs études. Plusieurs de ces difficultés peuvent être qualifiées de situations moralement problématiques selon l’éthique pragmatiste. L’éthique pragmatiste est une théorie en éthique qui reconnaît la place centrale de la moralité dans la vie humaine. Elle souligne l’importance existentielle de ces situations pour les personnes qui les vivent. Elle apprécie leur agentivité. Elle leur offre des outils pour mieux comprendre ces situations et les résoudre. Malgré la signification qu’ont ces situations pour les personnes qui les vivent, elles n’ont pas été étudiées précédemment. En parallèle, le concept de situation moralement problématique a seulement été décrit superficiellement dans la littérature. Pour répondre à ces lacunes dans la littérature, le projet de recherche décrit dans cette thèse avait quatre objectifs : (1) identifier des situations moralement problématiques vécues par les adultes atteints de maladies rares; (2) approfondir les situations moralement problématiques les plus significatives vécues par les adultes québécois atteints de maladies rares; (3) proposer un plan d’action de nature éthique qui soutient la résolution des trois situations moralement problématiques les plus significatives vécues par les adultes atteints de maladies rares; et (4) enrichir le concept de situation moralement problématique en précisant ses composantes. Pour répondre à ces objectifs, nous avons entrepris un projet de recherche-action participative compris d’étapes de recherche qualitatives. Nous avons formé le Groupe de travail sur l’éthique et les maladies rares pour nous appuyer dans la mise en œuvre du projet. Le groupe de travail était constitué de trois personnes atteintes de maladies rares, deux cliniciens-chercheurs, une représentante d’une association de patients, une assistante de recherche et un éthicien. Les étapes de recherche du projet étaient une revue de littérature, une collecte de témoignages sous la forme d’un sondage en ligne et le développement d’un plan d’action de nature éthique. Les membres du groupe de travail ont contribué au développement de ces étapes, à l’interprétation des résultats et à la rédaction des chapitres de résultats qui en découlent. Ces étapes de recherche révèlent que les adultes atteints de maladies rares vivent des situations moralement problématiques dans le milieu de la santé, la vie quotidienne, la carrière et les études ainsi que dans les interactions sociales et les relations interpersonnelles. Ces situations sont moralement problématiques parce qu’elles engendrent des tensions internes chez les personnes qui les vivent, contraignent leur agentivité et à l’occasion, les incitent à mobiliser des stratégies d’autonomisation pour les surmonter. Ces situations ont des causes et des répercussions affectives, elles évoluent et elles ont des impacts négatifs et positifs. Dans notre plan d’action de nature éthique, nous présentons des interventions prometteuses qui pourraient limiter l’émergence de ces situations dans le milieu de la santé. / A disease is considered rare if its prevalence is less than 1 in 2,000 people. Given the limited knowledge about these medical conditions, adults living with rare diseases struggle to be promptly diagnosed and receive appropriate treatment. This inadequacy in care causes them significant difficulties in the healthcare environment, their daily lives, their interpersonal relationships, and their careers and studies. Many of these difficulties can be qualified as morally problematic situations according to pragmatist ethics. Pragmatist ethics is a theory in ethics that recognizes the centrality of morality in human life. This theory underlines the existential importance of these situations for the people who experience them. It also appreciates their agency. Thus, it provides them with tools to better understand these situations and resolve them. Despite the significance that these situations have for those who experience them, they have not been studied previously. Moreover, the concept of the morally problematic situation has only been superficially described in the literature. To address these gaps in the literature, the research project described in this dissertation had four objectives: (1) to identify morally problematic situations experienced by adults living with rare diseases; (2) to understand in greater depth the most significant morally problematic situations experienced by adults living with rare diseases in the province of Québec; (3) to propose an ethics action plan that supports the resolution of the three most significant morally problematic situations experienced by adults living with rare diseases; and (4) to enrich the concept of the morally problematic situation by specifying its components. To meet these objectives, we undertook a participatory action research project that included qualitative research steps. We created the Ethics and Rare Diseases Working Group to support us in carrying out the project. The working group was made up of three individuals living with rare diseases, two clinician researchers, a representative of a patient association, a research assistant and an ethicist. The research stages of the project were a literature review, collecting testimonies through an online survey and the development of an ethics action plan. The members of the working group notably contributed to the development of these stages, the interpretation of the results, and the drafting of the chapters reporting these results. Our research reveals that adults with rare diseases experience morally problematic situations in the health environment, daily life, career and studies, and in social interactions and interpersonal relationships. These situations are morally problematic because they elicit internal tensions within the people who experience them, constrain their agency and, on occasion, prompt them to mobilize empowerment strategies to overcome them. These situations have causes and emotional repercussions, they evolve, and they have negative and positive impacts. In our ethical action plan, we present promising interventions that could limit the emergence of these situations in the health sector.

Over the last few decades, Asian migrants who work in the sex industry have become the frequent target of police, government, and social service investigations. Indeed, a range of state and nongovernmental organizations have promoted punitive investigations and carceral policies, claiming to act to protect migrants from being trafficked. However, sex workers, sex workers’ rights activists, and critical antitrafficking scholars argue that rather than providing protection, this increased focus on Asian migrants actively produces myriad harms and has negatively impacted these workers’ lives by endangering their health and safety, increasing stigma and vulnerability to abuse and exploitation, and violating their human rights. To date, there is limited research on how the investigations claiming to protect migrant sex workers often turn into criminal, immigration, or bylaw investigations against them. This doctoral study aims to contribute to this small but growing body of knowledge. Informed by critical social work, institutional ethnography, and participatory action research, this project maps how the illegality of Asian migrant sex workers, particularly those who work in massage parlours, is constructed and produced. First-person narratives of Asian women have provided the threads (including the texts, actions, and institutions) for further investigation of how their experiences are shaped and how investigations against them are organized. This study shows how racism, whorephobia, and xenophobia have been embedded in both the laws and policies that coordinate sex and massage work and the way investigations into regulated and unregulated massage parlours have been organized in Toronto, Ontario. This finding helps us understand the ruling relations between law enforcement and the workers, and how the laws, policies, and practices that are intended to protect women who are purportedly “trafficked” instead criminalize and harm Asian migrant workers. This research also shows the autonomy and resiliency of Asian migrant massage and sex workers, revealing how they organize against and resist this injustice. The knowledge developed from this project has been used by sex worker communities in their ongoing efforts to challenge the dominant ideologies and discourses about sex workers and human trafficking. Further, it has contributed to their capacity to investigate institutional processes and, in turn, foster and create progressive institutional and policy change. This dissertation also offers important contributions to critical scholarship, including critical human trafficking studies, abolitionism, and activist scholarship. / Thesis / Candidate in Philosophy / This research examines how the laws and policies, particularly municipal bylaws, that claim to protect Asian and migrant massage and sex workers are actually harming them and putting them in danger. The experiences of Asian migrant sex workers, particularly those who worked in massage parlours, in Toronto, Ontario, Canada, provided the threads (including the texts, actions, and institutions) for further investigation of how their experiences are shaped and how investigations against them are organized. This study examines how the workers’ illegality is constructed and produced to coordinate the ruling relationship between the workers and law enforcement. With a focus on antitrafficking organizations (particularly those related to carceral feminism and social work), this study maps out how whorephobic, xenophobic, and racist antitrafficking discourses have become embedded in institutional discourses and into the laws and policies that regulate investigations into sex work and massage parlours. However, Asian migrant workers are not simply victims of these laws. This study also reveals the autonomy and resiliency of Asian women and how they are organizing to challenge the dominant discourse about massage work, sex workers, and human trafficking to create progressive institutional and policy change. This dissertation makes important contributions to critical human trafficking studies, abolitionism, and activist scholarship.

In this thesis, I explore the impact and effectiveness of clinical supervision provided by external clinical supervisors, on workers from a variety of practice backgrounds in a residential rehabilitation centre, in the AOD sector. This thesis uses the framework of social work supervision, as defined by Kadushin (1985; 2002), with the administrative, educative and supportive elements. The research focuses closely on the latter two elements. For this purpose, I employ qualitative research methods, via a triangulation of methods, being guided by Participatory Action Research (PAR) and then conducting semi-structured interviews and focus groups as well as acting as a participant observer, to gather the data. The data was analysed using grounded theory. This research was based upon a clinical supervision project that was fully funded and provided free clinical supervision by external supervisors, providing both individual and group supervision, for a period of 10 months. There were a total of 16 respondents with varied roles and training backgrounds as well as an additional six supervisors, interviewed throughout different stages of the project. The various roles undertaken by me throughout the research process provided essential viewpoints on supervision, as well as the place of boundaries and need for support. The power of such a large scale intervention is discussed and ultimately highlights and identifies the particular benefits of supervision in this research arena. This thesis places clinical supervision in the context of workforce development in the Alcohol and Other Drug (AOD) sector. Thus, while this research elucidates a number of benefits and the factors involved with this experience, the clear separation of other modalities such as training, mentoring and Critical Incident debriefing are seen as integral additional avenues of support and professional development. This research concludes also with what the difficulties and hindrances were for people to continue with regular ongoing clinical supervision, and warrants the argument for interminable supervision in this setting. This research points to an overall paucity of literature on efficacy studies, especially in the AOD context in Australia. This research significantly adds to this dearth and examines the factors unique to the AOD sector in Australia, as well as what factors make for effective supervision. The particular impact of external supervisors and group supervision are explored, which underwrites the forwarded concept of a customised supervision for this setting. By making explicit in this research what the efficacy is on those new to supervision, it provides greater clarity for future studies. A number of recommendations are proposed as result of this research. New definitions of the supportive function of supervision and of clinical supervision are forwarded, as is a new look at the evolving history of social work supervision. This thesis highlights the impact of external supervisors and the unique contribution they offer.

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in the literature motivate for the continuous use of assessment strategies in classrooms, with a learner-centred approach. Many questions arise on this topic: When lecturers review their own higher education classroom assessment practices, what will be the extent of their discovery? Are they still inclined to do assessment after teaching and learning has taken place? Or are they moving towards continuous classroom assessment practices in line with the new trends? Is there still a place for classroom assessment at the end of teaching and learning? Should the one or the other be used or should there be a balance between the various strategies? With students perceiving assessment as being judgemental and oppressive and as the most political of all educational processes (Reynolds et al., 2000:268), how does the power struggle unfold in the classroom? By means of participatory action research I encouraged lecturers to reflect critically on their own classroom assessment practices. The lecturers engaged in critical discourses regarding their teaching, learning and assessment strategies and subsequently engaged in transformative actions resulting from their critical reflections. The aim of the research was to determine whether an emancipatory praxis had been developed and whether their reflections had brought about change and improved their classroom assessments. I wished to understand how the changes they had experienced were infused with theories of empowerment, emancipation and liberation. The nature of curriculum praxis of classroom assessment was investigated to determine the status of classroom assessment in a specific higher education context and to see how the balanced assessment system is reflected and how classroom assessment develops as an emancipatory praxis. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2014

At a Muslim school a group of boys with a reputation for stealing got the opportunity to share stories with communities of concern. Honesty meetings, honesty tests, honesty certificates and honesty celebrations formed part of narrative therapy ways of working together to try and regain reputations for honesty. As an outsider researcher/therapist I was confronted by stories of slavery, racism, unemployment, poverty, crime and violence. Through collaboration with a cultural consultant it became possible to do theology and pastoral care as a Christian in a Muslim community in a respectful and ethical way. The sharing of stories of pain and resistance contributed to the mutual care and community amongst participants from communities separated by racism and apartheid legislation as well as differences of culture and religion. Reflections on this journey mark a migration of identity for me as researcher, therapist, Christian and white South African practical theologian. / Practical Theology / M.Th. (Pastoral Theology)

A journey to healing is a story of women survivors of sexual abuse. Through narrative pastoral conversations a group or community of concern was formed that witnessed how these women managed to move by re-telling from problem-saturated dominant lifestories to rich alternative stories of survival. Post-modern practical theology formed the epistemological backdrop of this study with the focus on taking a prophetically, ethical and political stance. The group deconstructed patriarchal knowledge that has been dominant in constructing understanding of women. Deconstruction lead to the centralising of previously subjugated knowledge about themselves and made multiple identities and preferred realities possible. Feminist theology's liberating spirit contributed to this participator action research where women moved from being right to doing right. The monthly celebration teas hosted by the group were instrumental in the healing of other women who have experienced sexual violation. / Practical Theology / M.Th. (Pastoral Therapy)

The research aimed to pro-activeiy embark in an internal transformation process, in order to improve efficiency of the Social Work Department of Gauteng Medical Command of the South African Military Health Service. Participatory action research as a qualitative research design was- used. The intervention identification process was implemented as a problem-solving technique to direct the process of transformation-change. The research was conducted by a research group often social workers from the South African National Defence Force. The results of the research were the implementation of interventions on identified systems, namely the service delivery system and the performance management system of the Social Work Department of Gauteng Medical Command. The use of particpatorv action research as a process to address problems in an organisation was confirmed. The contribution of the participatory action process to process outcomes, such as empowerment and learning, was also indicated in the findings. / Social Work / MA(SS) (Mental Health)

In South Africa the death of a significant caregiver is a haunting possibility. Violence, crime, road accidents, HIV/AIDS, cancer, diabetes and substance abuse are household words that describe some of the causes of "untimely deaths" of parents who still have young, school-going children. These children carry their bereavement with them to school. The challenge of standing with them lies not only with their caregivers, but also with staff and children in our school community. In co-authoring conversations with children in our school who have experienced bereavement and loss, this qualitative study used research as co-search to uncover children's preferred knowledges and spiritualities about coping, hope, care and communities of concern. This study used therapy-as-research and participatory action research-as-therapy in what developed into a network of caring communities for the participants, caregivers and therapist. / Practical Theology / M. Th. (Pastoral Therapy)