Inom socialt arbete möter brukare i olika sammanhang skapande verksamheter i exempelvis dagverksamhet, sysselsättning eller som arbetsträning. Att delta i verksamheten kan vara frivilligt eller tvingande. Denna studie undersöker hur hantverkspedagoger arbetar med skapande verksamhet i socialt arbete, samt vilka strukturer och förhållningssätt som måste finnas i verksamheten för att denna ska ge förutsättningar till förändringsprocesser för deltagaren. Studiens syfte är att fördjupa förståelsen för hur visuellt skapande verksamhet används för att möjliggöra förändring för brukare inom det sociala arbetets fält. Verksamheterna som undersöks i studien använder sig samtliga av visuellt skapande, vilket är olika former av skapande såsom måleri, keramik, textiltryck och sömnad. Studien genomfördes utifrån en kvalitativ ansats med ostrukturerade fokusgruppsintervjuer som val av metod. Metoden utökades efterhand med en telefonintervju. Totalt genomfördes två fokusgrupps-sessioner och en telefonintervju med sammanlagt sex informanter. Den teoretiska ram, ur vilken den skapande verksamheten belyses och analyseras, utgår från symbolisk interaktionism, där definition av situationen samt sympatisk introspektion är två centrala begrepp. Andra centrala begrepp i studien är Axel Honneths definition av erkännande samt Martin Bubers mellanmänskliga möten. Studiens resultat visar att pedagogernas arbete bridrar till förändringsprocesser, genom strukturella såväl som pedagogiska förhållningssätt, vilka båda genomsyras av ett processorienterat förhållningssätt där deltagarens egna processer är centrala. I den avslutande diskussionen diskuteras den skapande verksamhetens förändringspotential inom socialt arbete i förhållande till teoretiska begrepp så som mellanmänskliga möten, definition av situationen och symboliskt våld för att belysa ett vägval mellan två förhållningssätt som socialpedagogen ständigt ställs inför. / In social work clients encounter arts in different contexts as in, for example, daytime activities, employment or job training. The participation in the activities may be voluntary or mandatory. This study examines how specialist crafts tutor work with creative activities in social work and the structures and attitudes necessary to provide conditions for change for the participant. The work places surveyed in this study all used creative methods involving visual arts such as paintings, ceramics, textile and sewing. The study´s purpose is to deepen the understanding of how visual creative activity is used to enable change for users in the field of social work. The activities evaluated in the study all use forms of visual creativity, which include various forms of creativity such as painting, sculpture, textile printing and sewing. The study was conducted based on a qualitative approach and the choice of method was unstructured focus groups with specialist crafts tutors. The method was extended during the research process by a telephone interview. In total, there were two focus group sessions and one telephone interview with a total of six informants. The theoretical framework from which creative activity is highlighted and analyzed is based on symbolic interactionism, where definition of the situation and sympathetic introspection are two key concepts. Other key concepts in the study are Axel Honneth's definition of recognition as well as Martin Buber's interpersonal encounters. The result of the study shows that specialist crafts tutors work contributes to change through structural and pedagogical approaches, which both are permeated by a process-oriented approach where the participant's own processes are central. In the final discussion the potential of creative activities for change within social work is discussed in relation to the theoretical concepts of interpersonal encounters, definition of the situation and symbolic violence to illuminate a choice between two approaches that social pedagogue faces.

The study aims to investigate the fundamental validity issues that can affect the DR Congo English state examination, a national exit test administered to high school final year students for certification. The study aspires to generate an understanding of the potential issues that affect the construct validity of a test within the epistemological stance that supports a strong relationship between test construct and test context. The study draws its theoretical underpinning from three theories: the validity theory that provides a theoretical ground necessary for understanding the quality of tests needed for assessing students’ reading abilities / the construction-integration theory that provides an understanding of how texts used in reading assessments are processed and understood by the examinees / and the strategic competence theory that explains how examinees deploy strategies to complete test tasks, and the extent to which these strategies tap into the reading construct. Furthermore, the study proposes a reading model that signposts the social context of testing / therefore, conceptualizing reading as both a cognitive and a social process. As research design, the study adopts an exploratory design using both qualitative and quantitative data. Besides, the study uses protocol analysis and content analysis methodologies. While the former provides an understanding of the cognitive processes that mediate the reading construct and test performance so as to explore the different strategies examinees use to answer the English state examination (henceforth termed ESE) test questions, the latter examines the content of the different ESE papers so as to identify the different textual and item features that potentially impact on examinees’ performance on the ESE tasks. As instruments, the study uses a concurrent strategies questionnaire administered to 496 student-participants, a contextual questionnaire administered to 26 student-participants, a contextual questionnaire administered to 27 teacher-articipants, and eight tests administered to 496 student-participants. The findings indicate that, the ESE appears to be less appropriate to the ESE context as the majority of ESE test items target careful reading than expeditious reading / on the one hand, and reading at global level than to reading at local level / on the other hand. The findings also indicate that the ESE tasks hardly take account of the text structure and the underlined cognitive demands appropriate to the text types. Besides, the ESE fails to include other critical aspects of the reading construct. Finally, the findings also indicate that the ESE constructors may not be capable to construct an ESE with five functioning distractors as expected. Moreover, the inclusion of the implicit option 6 overlaps with the conceptual meaning of this option. The entire process of the present study has generated some insights that can advance our understanding of the construct validity of reading tests. These insights are: (a) the concept of validity is an evolving and context-dependent concept, (b) reading construct cannot be examined outside the actual context of reading activity, (c) elimination of distractors can sometimes be a construct-relevant strategy, (d) construct underrepresentation is a context-dependent concept, and (e) a reading test cannot be valid in all contexts. The suggested proposal for the improvement of the ESE requires the Congolese government through its Department of Education to (a) always conduct validation studies to justify the use of the ESE, (b) always consider the actual context of reading activity while developing the ESE, (c) revisit the meanings and interpretations of the ESE scores, (d) ensure the appropriateness of tasks to be included in the ESE, (e) ensure the construct representativeness of the ESE tasks, (f) revisit the number of questions to be included in the ESE, (g) avoid bias in the ESE texts in order to ensure fairness, (h) diversify the genres of ESE texts, (i) ensure the coherence of ESE texts through the use of transitions and cohesive devices, (j) ensure that the order of test questions is in alignment with the order of text information, (k) revisit the structure and length of the texts to be included in the ESE, (l) revisit the number of alternatives to be included in the ESE, and (m) reconsider the use of the implicit alternative 6.

Doctor Educationis / The study aims to investigate the fundamental validity issues that can affect the DR Congo English state examination, a national exit test administered to high school final year students for certification. The study aspires to generate an understanding of the potential issues that affect the construct validity of a test within the epistemological stance that supports a strong relationship between test construct and test context. The study draws its theoretical underpinning from three theories: the validity theory that provides a theoretical ground necessary for understanding the quality of tests needed for assessing students’ reading abilities; the construction-integration theory that provides an understanding of how texts used in reading assessments are processed and understood by the examinees; and the strategic competence theory that explains how examinees deploy strategies to complete test tasks, and the extent to which these strategies tap into the reading construct. Furthermore, the study proposes a reading model that signposts the social context of testing; therefore, conceptualizing reading as both a cognitive and a social process. As research design, the study adopts an exploratory design using both qualitative and quantitative data. Besides, the study uses protocol analysis and content analysis methodologies. While the former provides an understanding of the cognitive processes that mediate the reading construct and test performance so as to explore the different strategies examinees use to answer the English state examination (henceforth termed ESE) test questions, the latter examines the content of the different ESE papers so as to identify the different textual and item features that potentially impact on examinees’ performance on the ESE tasks. As instruments, the study uses a concurrent strategies questionnaire administered to 496 student-participants, a contextual questionnaire administered to 26 student-participants, a contextual questionnaire administered to 27 teacher-participants, and eight tests administered to 496 student-participants. The findings indicate that, the ESE appears to be less appropriate to the ESE context as the majority of ESE test items target careful reading than expeditious reading; on the one hand, and reading at global level than to reading at local level; on the other hand. The findings also indicate that the ESE tasks hardly take account of the text structure and the underlined cognitive demands appropriate to the text types. Besides, the ESE fails to include other critical aspects of the reading construct. Finally, the findings also indicate that the ESE constructors may not be capable to construct an ESE with five functioning distractors as expected. Moreover, the inclusion of the implicit option 6 overlaps with the conceptual meaning of this option. The entire process of the present study has generated some insights that can advance our understanding of the construct validity of reading tests. These insights are: (a) the concept of validity is an evolving and context-dependent concept, (b) reading construct cannot be examined outside the actual context of reading activity, (c) elimination of distractors can sometimes be a construct-relevant strategy, (d) construct underrepresentation is a context-dependent concept, and (e) a reading test cannot be valid in all contexts. The suggested proposal for the improvement of the ESE requires the Congolese government through its Department of Education to (a) always conduct validation studies to justify the use of the ESE, (b) always consider the actual context of reading activity while developing the ESE, (c) revisit the meanings and interpretations of the ESE scores, (d) ensure the appropriateness of tasks to be included in the ESE, (e) ensure the construct representativeness of the ESE tasks, (f) revisit the number of questions to be included in the ESE, (g) avoid bias in the ESE texts in order to ensure fairness, (h) diversify the genres of ESE texts, (i) ensure the coherence of ESE texts through the use of transitions and cohesive devices, (j) ensure that the order of test questions is in alignment with the order of text information, (k) revisit the structure and length of the texts to be included in the ESE, (l) revisit the number of alternatives to be included in the ESE, and (m) reconsider the use of the implicit alternative 6.

La présente recherche se propose de décrire, d’analyser et de comprendre les problèmes des étudiants en phase d’apprentissage de l’interprétation consécutive avec le turc et le français comme paire de langues de travail et d’étudier leur évolution. Il porte sur la possibilité ou non d’enseigner les principes et les techniques de base de l’interprétation consécutive à des étudiants qui ne sont qu’en licence et qui n’ont pas nécessairement une maîtrise de la langue étrangère suffisante pour être admis à un programme de formation d’interprètes de haut niveau. Le corpus, constitué de transcriptions des prestations des étudiants, de notes prises en consécutive et de témoignages rétrospectifs, a été exploité dans le cadre conceptuel des Modèles d’Efforts de Daniel Gile, de manière à essayer de remonter à l’origine des faiblesses des étudiants. Les résultats présentés font apparaitre une nette progression chez les étudiants entre deux étapes dans la formation, qui s’observe sur des éléments décrits dans la littérature comme faisant partie du savoir-faire de l’interprète professionnel. Ils suggèrent que les étudiants ont effectivement appris les principes et les techniques de base de l’interprétation bien qu’ils ne soient pas dans une école spécialisée en interprétation, ni dans un programme de Master, ce qui constitue une réponse positive à la question de recherche. En outre, la présente recherche discute de la spécificité linguistique de la paire de langues concernée, et de l’intérêt méthodologique de démarche triangulaire adoptée. Des pistes de recherche sont enfin proposées. / This research aims to describe, analyze and understand problems that students encounter while learning consecutive interpreting in Turkish and French as a working language pair, and students' progress in coping with the problems. It focuses on the question whether it is possible to teach the basic principles and techniques of consecutive interpretingto undergraduate students who do not necessarily master their foreign working language well enough to be admitted to a high level interpreter training program.The corpus consists of transcriptions of the students' consecutive interpreting performances, notes taken in consecutive interpreting class and retrospective interviews with students. The analysis seeks to trace back the origin of the students’ observed weaknesses within the framework of Gile's Effort Models.Findings show clear progress in the students' consecutive interpreting performance over the two semesters under consideration. It is also observed that students' progress is mainly found in elements which are described as part of the know-how of a professional interpreter in the literature on interpreting. The findings also show that students have learned basic principles and techniques of consecutive interpreting, although they are not enrolled in a Master's program or in a program specialized in interpreting. They therefore suggest apositive answer to the research question.The linguistic specificity of the language pair involved and the methodological benefits of the triangular approach implemented in the study are discussed, and potential avenues for future research are suggested.