Professional learning, commonly referred to in policy and practice as continuing professional development, is presented to teachers as both a requirement and an entitlement in current education policy (Gewirtz, 2002; Ball, 2003). This work explores the ways in which professional learning is experienced by three teachers, and the meanings they attribute to those experiences. The study adopts a narrative approach to these accounts (Clandinin, 2013; Clandinin and Connelly, 1996; 1998; 2004) and is underpinned by the recognition of the complexity in the interplay between the individual teacher and their social context specifically focusing on “the relationship between the state, the ideologies of professionalism, and lived interiority” (Hey and Bradford, 2004: 693). The methodology was developed to overcome the problem of policy and aspects of practice that fail to focus on the effective involvement and engagement of teachers in professional learning: the teachers have become “missing persons” (Evans, 1999: i). The research process placed the meaning made by the teachers of their past experiences, and the way they understood them in the present, at the centre of the research (Kelchtermans, 2009; MacLure, 1993). Data were collected as part of a collaborative process with teachers who shared and analysed their narratives of professional learning through a series of research conversations. The teachers gave accounts of the people and incidents that they understood to be significant in influencing their professional learning, in relation to their expectations of themselves and of professionals and people more generally. In doing so they drew on both professional and personal contexts (Makopoulou and Armour, 2011). There were significant challenges in relation to ethics, analysis and re-presentation. This study illustrates the complexity and contingency of teachers’ professional learning through their understanding of themselves and their interaction with, and response to, significant people and incidents (Kelchtermans and Vandenberghe, 1994). Their “stories to live by” (Clandinin and Connelly, 1998: 149) illuminate the ways in which teachers explain the complexities and contingencies underpinning their experiences of professional learning. The data illustrate the crucial role that context plays in understanding professional learning (Clandinin and Connelly, 2000: 27) and the challenges teachers face in balancing their roles as policy subjects and policy actors (Ball, Maguire, Braun and Hoskins, 2011a and b). This work makes a unique contribution to the field of professional learning by using the detailed individual cases of each teacher to illustrate general concerns for the development of effective policy and practice. It also contributes to the methodological debates around the use of narratives as a means of understanding the “human condition” (Arendt, 1958). The data challenge us to consider the possibilities that narrative accounts and analyses offer for the generation of knowledge in this area with implications for both teachers and other professionals, and policy and practice.

Neste texto gostaria de apresentar uma investigação sobre as associações de criminalidade investidas na figura do camelô através da Teoria Ator-rede. Diante da realização de dois grandes eventos, a Copa do Mundo em 2014 e os jogos Olímpicos em 2016, foi estabelecido um plano municipal de ordem pública com diagnósticos e proposições a fim de gerir a cidade do Rio de Janeiro. Uma dessas proposições envolve a política do Choque de Ordem que parte do princípio que a desordem urbana é um deflagrador de atividades criminosas. Assim, iniciou-se um processo de higienização das ruas da cidade, que refletiu sobre o trabalho do camelô. Logo, as políticas públicas promovidas para esta cidade aparecem como foco de discussão neste trabalho. Principalmente, como o tema da criminalidade se vincula ou é vinculado à figura do camelô. / In this text we would like to present an investigation into the crime associations invested in figure of camelô by Actor-Network Theory. Before the completion of two major events, the World Cup in 2014 and the Olympics in 2016, a plan was established municipal public with diagnoses and proposals to manage the city of Rio de Janeiro. One of these propositions involves the policy "Choque de Ordem" it assumes that urban disorder is a trigger for criminal activities. Thus began a process of "cleaning" the streets of the city, which reflected on the work of the street vendor. Soon, the public policies adopted for this city appear as a focus of discussion in this work.

Neste texto gostaria de apresentar uma investigação sobre as associações de criminalidade investidas na figura do camelô através da Teoria Ator-rede. Diante da realização de dois grandes eventos, a Copa do Mundo em 2014 e os jogos Olímpicos em 2016, foi estabelecido um plano municipal de ordem pública com diagnósticos e proposições a fim de gerir a cidade do Rio de Janeiro. Uma dessas proposições envolve a política do Choque de Ordem que parte do princípio que a desordem urbana é um deflagrador de atividades criminosas. Assim, iniciou-se um processo de higienização das ruas da cidade, que refletiu sobre o trabalho do camelô. Logo, as políticas públicas promovidas para esta cidade aparecem como foco de discussão neste trabalho. Principalmente, como o tema da criminalidade se vincula ou é vinculado à figura do camelô. / In this text we would like to present an investigation into the crime associations invested in figure of camelô by Actor-Network Theory. Before the completion of two major events, the World Cup in 2014 and the Olympics in 2016, a plan was established municipal public with diagnoses and proposals to manage the city of Rio de Janeiro. One of these propositions involves the policy "Choque de Ordem" it assumes that urban disorder is a trigger for criminal activities. Thus began a process of "cleaning" the streets of the city, which reflected on the work of the street vendor. Soon, the public policies adopted for this city appear as a focus of discussion in this work.

台灣地區自從一九八○年代以來，產生了一連串的社會運動與自力救濟事件，而其中有甚多是與公共政策的運作有關，這些頻繁發生的運動和事件，常使得民眾感覺似乎社會變得無秩序，亂象叢生。進而對國民黨政府的施政能力產生了質疑，也引發了「信心危機」。因此，為求瞭解其發生原因、影響以及思考如何減少類似事件發生，故從威權政體民主轉型過程中參與者互動情形來探討。並進而透過歷史性觀察，找出國民黨維繫政權的基本理念，以及運作的方法。在本論文亦經由反核四環保自力救濟事件個案分析，以明瞭在國內外政治、經濟、社會環境的影響下，政策參與者呈現出何種的互動情形和結果，和引用的理論與分析，作一對照。從論文分析中，吾人看到了一種內戰態勢下的互動。在中共軍事上、外交上、政治上及近年年來經濟上的威脅，使得國民黨政府為維繫其政權，戮力追求國家安全與生存，如加強國防戰備、維持外交關係、採行威權統治以及促進經濟發展等方面。而其中，經濟發展隨著國內外環境的變遷，更成為國民黨政權生存維繫的核心政策。在研究發現中，吾人看到了政策參與者互動關係的轉變，如：(1)失去絕對權威的總統。(2)感受立委壓力的行政院。(3)泛政治化的政黨競爭。(4)突破言論管制的大眾傳播媒介。(5)遊說活躍的利益團體。(6)權力意識高漲的民眾。而對於政策建議方面，由於經濟發展是國民黨決策階層的核心施政理念，但此種理念容易導致泛經濟化的決策模式，呈現出由上而下的菁英取向的政策制訂模式。為彌補其不足，有必要採取以由下而上的諮商系統，贏得多數民眾的政治支持。另外，從核四個案分析中，得知反核乃是由於不信任國民黨政府的行政決策。因此，國營事業單位在推動重大早邀集社區居民參與議題的決策過程，以減低民眾的疑慮慮、恐懼及被剝奪感。

The objective of this thesis is to evaluate European States&rsquo / efforts to develop a coherent and effective foreign and security policy in the context of historical evolution of the CFSP. In this thesis, European States&rsquo / efforts to develop a coherent and effective foreign and security policy will be evaluated in three international political contexts. First period is Post World War II Period, second one is Post-Cold War Period and third one is Post September 11 Period. In the context of Post World War II period, European States&rsquo / efforts to develop a coherent and effective foreign and security policy is shaped by the conditions of Cold War, Bipolar World and threat of Soviet expansionism towards Western Europe and characterized by the attempts such as European Defence Community, Fouchet Plan and European Political Cooperation. In the context of Post-Cold War period, European States&rsquo / efforts to develop a coherent and effective foreign and security policy were shaped by ex-Yugoslavian Conflict in early 90s which brought new security challenges such as ethnic conflicts and instability in the ex-Communist States in Central and Eastern Europe. EU&rsquo / s attempts were characterized by the CFSP which was launched by the Maastricht Treaty and the CESDP which emerged after Kosovo War with Saint Malo Declaration as defence dimension of the CFSP. In the context of Post September 11 period, European States&rsquo / efforts to develop a coherent and effective foreign and security policy were shaped by global fight against international terrorism. EU&rsquo / s attempts were characterized by adoption of European Security Strategy which accepted international terrorism, organized crime and proliferation of weapons of mass destruction as key threats towards Europe and aimed at developing a coherent vision of strategic objectives, shared threat assessment for European States in order to prevent divisions among EU States in future international events. The main argument of this thesis is that in order to be an important and effective actor in global politics, EU Member States should act coherently and speak with one voice. Their influence on important international issues is greater if they act as a coherent actor rather than acting individually.

La Corée du Sud et la France, reconnues pour une grande dépendance à l'égard de l'énergie nucléaire, sont désormais confrontées à une nouvelle phase de la politique énergétique. Le développement des énergies nouvelles et renouvelables est une tâche cruciale pour réduire les gaz à effet de serre qui provoquent le problème du changement climatique. En outre, l'énergie nouvelle et renouvelable amène la croissance verte du pays. La raison pour laquelle nous apprécions l'énergie nouvelle et renouvelable est non seulement à cause de l'environnement, mais aussi pour ses effets sur l'économie. L'importance de l'énergie nouvelle et renouvelable est encore en croissance avec l’Accord Paris après la C.O.P 21.Cette étude aborde plusieurs questions importantes dans l'administration publique, telles que la définition de l'acteur de la politique, en analysant le processus politique et l'instrument de la politique. Il traite également des définitions des énergies nouvelles et renouvelables, des systèmes juridiques, des plans et des discussions sur la coopération énergétique. En comparant et en repensant de deux autres politiques de chaque pays, leurs défis concomitants vers la transition énergétique vont encore être développés. / The South Korea and France, those who are recognized for high dependence on nuclear power, are now facing a new phase of energy policy. The development of new and renewable energy is a crucial task to reduce green house gas which provokes climate change problem. Furthermore, new and renewable energy leads the green growth of the country. The reason why we do appreciate the new and renewable energy is not only because of environment, but also because of economic reason. The importance of the new and renewable energy is still growing in accordance with Paris Accord in 2015 after C.O.P 21.This study approaches several major issues in public administration such as defining policy actors, analyzing the policy process and the policy instruments. It also deals with the definitions of new and renewable energy, legal systems, plans, implementation and discussion about global energy cooperation. By comparing and rethinking of two other countries policies, their concomitant challenges toward energy transition will be going forward.

This text deal with school choices by parents of children who are currently visiting forest kindergarden. This thesis is offering answers on questions: which aspects play a rule and influent parents choices of preprimary and primary schools for their children. The impact of this work is offer an insight and better understanding into phenomenon of growth of forest kindergarden and also prediction of the possible development of this institution in the future. This work recognize parents as policy active participants who are by their school choices reacting on broadly available offers from educational system. Content of this thesis is also distinction of three types of kindergarden which were recognised. Inside this different forest kindergarden were observed three atypic communities following different values and ways of life. The impact of this work is better understanding of what parents really want, what they ask and desire to get from the educational system and how they react when they can not meet their needs and preferences in the offers from educational system. Powered by TCPDF (www.tcpdf.org)

This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education. Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental. Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries. This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa. The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations.

This thesis presents a case study of Microsoft Corporation’s Partners in Learning (PiL) program, an example of transnational policy authority in education, with two embedded case studies of PiL in Jordan and South Africa. The constructivist and rationalist approaches highlight the changing nature of governance through the cultural and strategic shifts that led to Microsoft’s policy role in education. Microsoft’s strategic profit interests and its corporate-social-responsibility aspiration to play a policy role in education influenced its educational footprint. From a top-down perspective, Microsoft used supranational forms of power by implementing its global PiL blueprint through similar PiL programs worldwide. From a bottom-up perspective, Microsoft used “localization practices” by engaging different subnational agents and used different strategies to gain footholds in two very different political and policy contexts. Microsoft’s top-down and bottom-up approaches link the supranational policy arena to the subnational or subgovernmental. Microsoft’s economic power and strategic engagement gave it entry into education. It gained expert authority from its extensive history and experience in education. Its expert authority was experessed through strategic relationship building through diplomacy and partnerships, policy networks, and the sharing of best practices. The company was however not able to claim absolute legitimacy because of resistance in both countries. This thesis highlights that at the governmental level, sovereignty does not disappear when transnational corporations become involved in education at the national level. Instead, nation- states become strategic sites for the restructuring of global policy roles. The Jordanian government became a public facilitator, by working with Microsoft to implement a stand-alone PiL program. The South African government became a public integrator, by implementing the PiL program within government policies and programs. Power was also redistributed within both countries, moving away from government education officials towards the monarchy in Jordan and the presidency in South Africa. The findings of the study highlight the need for corporations engaged in public education to be governed within instituted accountability measures, for appropriate partnership frameworks, and for governance tools that can both effectively engage companies in education and ensure that they work within common goals and values set out by international education organizations.