1 ABSTRACT: The present thesis argues for the necessity of a fundamental change in the professional preparation of primary and secondary school teachers; additionally, it discusses the way the education of future teachers should take. From the perspective of educational management, it proposes concrete measures that should be taken in order to implement the change. The author points out the seriousness of the issue in a broader context on the basis of an analysis of the curricula of faculties of education. The main reason for the change in the professional preparation of teachers is seen in the insufficient reflection of the current needs of the contemporary society, both in the content and form of teacher education. The thesis is divided into four chapters: Contemporary context as a major imperative, The present state of the professional preparation of teachers, The objectives of the professional preparation of teachers in the contemporary context, and The main steps towards the realization of the new goals.

Using advanced technologies can help increase the availability of educational offerings; however, the steps taken in this direction must be appropriate for the target population and the specific content taught. As such, understanding factors that lead to health educators' intentions and behavior related to computer-mediated instruction for continuing education is an important step in developing and marketing appropriate computer-mediated instruction programs (Hoffman & Novak, 1994). Using the theory of planned behavior (Ajzen, 1988) this study explored the relationships between health educators' perceived behavioral control, attitudes, and subjective norms related to computer-mediated continuing education programs and their intentions to use, and previous experience with, computer-mediated education. Employing a cross sectional survey design, data were collected from 504 members of the Society for Public Health Education (SOPHE) (40% response rate) using an online survey instrument. Logistic regression was used to investigate the associations between attitudes, subjective norm, perceived behavioral control, and intention related to using computer-mediated continuing education programs and a proxy measure representing their computer-mediated continuing education behavior. Perceived behavioral control and attitudes were found to have significant associations with computer-mediated continuing education behavior, with intention partially mediating the association with perceived behavioral control and fully mediating the association with attitudes. When studying a subset of the group composed of respondents with a positive intention toward computer-mediated continuing education programs, respondent characteristics and barriers identified as distinguishing between individuals with positive and negative behaviors included perceived behavioral control, presence of a license or certification, a lack of programs, a lack of relevant topics for programs, and a lack of technical support for programs. These results suggest that for health education and health promotion professionals to engage in computer-mediated continuing education programs, more programs, especially ones that address topics relevant to their current functioning, need to be created and made readily available. Also, ensuring that appropriate technical support is available to assist participants, and informing potential participants of the availability of this technical assistance, may encourage more health educators and health promotion professionals to follow through on their intentions to participate in computer-mediated programs.

Rhythm is one of the three most important music elements (rhythm, melody, harmony), which allows to understand and know music deeper. In master work „The system of rhythm when training performers with folk instruments at music school“ it is analyzed the system of rhythm, in which a student is placed at music school, and development of rhythm feeling during the learning process. Students’ music mature is predetermined by all music training systems. Coordinating complex effect of all subjects’ make music learning more effective. Especially the rhythm feeling is developed by „skudučiavimas“, to which strong rhythm basics, syncopation, dissonance accords are very characteristic. Research object. The system of rhythm in the basic and in the main music learning at music school. Research target. To analyze the rhythm training system when preparing students at music school. Research tasks: • to open a student‘s musical mature and develop his/her abilities to feel the rhythm; • to show the influence of „skudučiavimas“ to rhythm feeling developing in the basic and in the main music learning; • to compare abilities of students in the final music school class to use the rhythm elements of classical and pop music. In the master work it is analyzed students’ rhythm feeling and all of coordinated subjects’ influence in the basic and in the main learning process. Made analyses has proved hypothesis, that prepared rhythm system for music school effectively influences young musicians’... [to full text]

Submitted by Juliana Correa (juliana.correa@unioeste.br) on 2017-09-01T12:57:08Z No. of bitstreams: 2 JulianoADSilva2017.pdf: 2259024 bytes, checksum: f42358b667f24f5674530ae368e4dbbb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-01T12:57:08Z (GMT). No. of bitstreams: 2 JulianoADSilva2017.pdf: 2259024 bytes, checksum: f42358b667f24f5674530ae368e4dbbb (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research analyzed the National Program of Access to Technical Learning and Employment (PRONATEC) in the form of Graduation Grants in partnership with the S System, specifically in the town of Ampére, Paraná. The object was to understand PRONATECH‘s operation and structure, especially in partnership with the S System within professional graduation social policies, figuring out how it came to be in the town of Ampére. The research has been grounded on the critical analysis of OLIVEIRA (2007), FRIGOTTO (2005), BARRADAS (1986), CUNHA (2005), NEVES; PRONKO (2008), RAMOS (2011), POCHMANN (2007), to unveil the PRONATECH policy and the partnership with the S System. From bibliographic review, it aimed at putting PRONATECH in a historical context considering the professional preparation in Brazil, from 1909 to the creation of the S System in 1940 to the Workforce Intensive Preparation Program (PIPMO) from 1961 to 1986 to the National Workforce Preparation Plan (PLANFOR) in the 1990s which lasted until 2000. We also highlighted the National Plan of Qualification (PNQ), the latter having preceded PRONATECH. Thus, it was possible to reveal how focal policies are rooted, what the main objectives are and how a program with the PRONATECH magnitude comes true in a small town, bearing in mind the social, political, and economical contexts Brazil has gone through historically. With that in mind, the research aimed at a nationwide analysis, highlighting how PRONATECH is structured, ranking all the initiatives that make up the program in the form of Graduation Grant. As far as PRONATECH is concerned, MEC‘s Control Panel data were used. Through these numbers it was possible to structure and organize the data to put the research together and have an enrollment overview in Brazil, the state of Paraná, in the microregion of the Southwest of Paraná, and in Ampére. These enrollments were identified according to age groups, sex, loan, providing networks and region, technical course types, and Continuous Beginner‘s Preparation (FIC). Finally, the research deeply analyzed PRONATECH in Ampére with semi-structured interviews of students leaving the program and getting to know if the program has helped them entering the job market, and also by showing the dropping-out numbers. The result we have reached showed that the courses offered at PRONATECH in the town of Ampére have not contributed to young people entering the job market, which, according to statements of students who left the program the drop out index has occurred more in technical courses than in FICs. Another aspect that was identified is that FIC courses do not prepare students properly due to their length. / A pesquisa faz uma análise aprofundada do Programa Nacional de Acesso ao Ensino Técnico e Emprego (PRONATEC), na modalidade Bolsa-Formação, em parceria com o Sistema S, na especificidade do município de Ampére – PR. O objetivo consiste em compreender o processo de operacionalização do PRONATEC e sua estruturação, sobretudo em parceria com o Sistema S, no âmbito das políticas sociais de formação profissional, e verificar como se materializou, no município de Ampére. Para desvelar a política do PRONATEC e a parceria com o Sistema S, o estudo fundamenta-se nas análises críticas de OLIVERIA (2007), FRIGOTTO (2005), BARRADAS (1986), CUNHA (2005), NEVES (2008), e historiciza o PRONATEC, no contexto das políticas de formação profissional, no Brasil, em que se evidencia o caminho histórico, desde 1909, à criação do Sistema S, na década de 1940, ao Programa Intensivo de Preparação de Mão de Obra (PIPMO) de 1961 a 1986, e na década 1990, com a criação do Plano Nacional de Qualificação do Trabalhador (PLANFOR) que teve vigência até 2000. Tem destaque, também, o Plano Nacional de Qualificação (PNQ), este que antecedeu o PRONATEC. A partir disso, a pesquisa desvela como as políticas focais estão enraizadas, quais são os principais objetivos e como uma política da envergadura que foi o PRONATEC se materializa, num município do interior, mas em paralelo ao contexto sociopolítico e econômico de cada período histórico, vivido no Brasil. Com base nisso, a pesquisa faz uma análise do contexto nacional, em que evidencia como se estrutura o PRONATEC, elencando todas as iniciativas que compõe o programa, na modalidade Bolsa-Formação. Para a análise do PRONATEC foram utilizados os indicadores do Painel de Controle do MEC, pelos quais foi possível estruturar e tabular os dados para organização da pesquisa e ter um panorama completo das matrículas do Brasil, Paraná, Região Sudoeste e do município de Ampére. Por fim, a pesquisa elucida o PRONATEC, no município de Ampére, através da análise de entrevistas semiestruturadas com alunos egressos que frequentaram esse programa, a fim de identificar se o mesmo contribuiu para entrarem no mercado de trabalho, além de apresentar uma amostragem das evasões. O resultado das entrevistas demonstra que os cursos ofertados, pelo PRONATEC, no município de Ampére, não contribuíram para o ingresso do jovem no mercado de trabalho, e que o índice de evasão ocorreram mais em Cursos Técnicos, do que em FIC (Formação Inicial Continuada). Outro aspecto identificado, na pesquisa, é que os cursos de FIC não formam para o exercício da profissão, tendo em vista o tempo da sua duração.

<p>Engineering graduates are called on by society to work with others to address wicked problems which incorporate a wide range of socio-technical considerations. One promising approach to more wholistically prepare students for the demands of engineering-related work and positively contributing as citizens is community-engaged learning. To help this pedagogy more closely meet its full potential, this study used the context of Engineers Without Borders USA (EWB-USA), as viewed through the lens of its alums in professional practice. It also explored individuals’ differentiated outcomes produced by the many types of variation inherent in the EWB-USA model. The goal of the project was to inform best practices for how community-engaged engineering programs can be implemented to support students’ professional preparation. This study took a QUAN QUAL explanatory sequential mixed-methods approach. The survey instrument (<em>n</em> = 268) led to non-parametric tests for group comparisons which were conducted on scores generated through exploratory factor analysis. Inductive thematic analysis was then used on the semi-structured interview transcripts (<em>n</em> = 29). EWB-USA was shown to support the transition between schooling and work through authentic experiential learning, which incorporated inherently-complex projects truly intended for implementation to meaningfully benefit end-users and engaging with a wide range of diverse stakeholders. It especially bolstered the development of competencies in project management, design and project processes, communication, diverse teaming, contextualization, addressing challenges and new situations, and functioning as a connected element of larger complex socio-technical systems. These gains were reflected in the alums’ perceived advantage in career outcomes, demonstrating their long-lasting transferability to professional practice. The results of this study also showed that while limited variations were found based on participant demographics, differences in personal experience within EWB-USA had a greater effect on outcomes. The differences found based on demographic groupings consisted of women reporting greater benefits to their confidence and sense of community. Impactful individual experience differences identified included length of time involved with EWB-USA, mentor engagement, leadership opportunities, repeating phases on different projects, seeing a project from start-to-finish, and number of trips taken to the community partner site. Across the competencies developed from the program, alums often reported perceiving greater benefits from their EWB-USA experiences once they had an opportunity to apply their learnings in professional practice.</p>

Published Article / This research study explores how black male student teachers in their final fourth year programme at the University of Technology conceptualise the 'in loco parentis' aspect of their professional moulding. Male student teachers in their final fourth year studies are placed for a period of six months at various schools, as part of their professional preparation. Based on this phenomenon it has become important to explore how they perceive their position as male teachers in preparation against the delegated position invested in them by common law, as well as legal positive law. The researcher used the Critical Emancipatory Research (CER) approach as a transformative and liberatory mechanism to move away from the problems that are associated with being a male teacher and the abuse of power directed at learners in their care. A critical discourse analysis (CDA) was used to analyse the narratives of ten black male student teachers through in-depth interviews that were audio-taped. The ten male student teachers were based in different secondary schools in the Lejweleputswa district.

This thesis is devoted to the theme of the development of soft skills trainers' competencies. A special attention has been paid to the various roles that a trainer has when performing his/her job and the related competencies that are essential for high-quality mastering of this profession. The focal points are the possibilities of trainers' teaching competence development within formal and informal education that a trainer has during preparatory as well as further education with special emphasis on the methods that can be employed to achieve this education. The empiric part of this thesis maps the ways of acquiring trainer's competencies as they occur in practice, their connection with further professional development. At the same time it verifies the suitability of the methods that are used to develop competencies. Based on the interpretation of information provided by the respondents and study of relevant literature, a methodological concept of education of a trainer has been developed.

This thesis is devoted to the theme of the development of competencies of soft skills trainers. A special attention has been paid to the various roles that a trainer has when performing his/her job and the related competencies that are essential for high-quality mastering of this profession. The focal points are the possibilities of development of trainers' teaching competence within formal and informal education that a trainer has during preparatory as well as further education of trainers with special emphasis on the methods that can be employed to achieve this education. The empiric part of this thesis maps the ways of acquiring trainer's competencies as they occur in practice, their connection with further professional development. At the same time it verifies the suitability of the methods that are used to develop competencies. Based on the analysis of information provided by the respondents and study of relevant literature, a methodological concept of education of a trainer has been developed.

Made available in DSpace on 2016-06-02T20:19:16Z (GMT). No. of bitstreams: 1 3606.pdf: 2399190 bytes, checksum: 1b07b104403060eaaff45f35b6acba54 (MD5) Previous issue date: 2011-03-01 / Universidade Federal de Sao Carlos / The aim of this study is contribute to knowledge production in Physiotherapy Graduation field according to the recent health professional preparation policies and indentifies the suitable strategic planning in order to insert the professionals in this local context. Therewith, studies about Physiotherapy professional preparation at the Federal University of São Carlos (UFSCar) was performed, relating its history face to the trajectory of public health policies and the current training of health workers for Sistema Único de Saúde (SUS). This investigation keeps a single and qualitative feature, and it is also in process. Therefore, directed interviews were conducted individually with professors of the Physiotherapy course and focused groups with students. The data collection was made by the course coordinator, the head of department, nine teachers and thirty- two students. Furthermore, it was used as a technique of research, documentaries and observation with daily field reports. The analysis used the dialectic-hermeneutic approach, based on six categories: political and pedagogical project, pedagogical approach, practice settings, teacher capacity, labor world and the construction of switches. As a result, it was found that the recent history of this studied course portrays a lack of effective participation in discussions and actions in face of the Health Care Reform and the construction of SUS, which produced a gap between physical therapy and public health. While the discussions of policies for training health professionals were directed to an expansion of activity with the SUS approximation, the Physiotherapy preferred scientific investigation as propulsion for its recognition. Current policies to encourage new practices and curricular changes, which we can branch the National Curriculum Guide; have produced interesting effects on the course, providing an effective teachers preparation and the inclusion of students in the health town network. We conclude that the journey since the collection to data analysis of training methods in physiotherapy course at UFSCar added to the literature about the significance of changes on the way to provide greater proximity to health needs and the SUS. The thematic of Physiotherapy preparation is still an incipient subject. It is important consider the efforts of those who learn with it is new and make changes as a result of hard work and long battles, from the opening and meetings of presidential scenarios, from the new networking assembled and thoughtful discussions among various stakeholders within and outside the university. / Este estudo pretende contribuir na produção do conhecimento sobre a graduação em fisioterapia segundo as recentes políticas de formação de profissionais de saúde e identificar estratégias de planejamento para a inserção desses profissionais a partir do contexto local. Para isso, estudou-se a formação profissional em fisioterapia da Universidade Federal de São Carlos (UFSCar) pela história do curso diante da trajetória da saúde pública e das atuais políticas de formação de trabalhadores da saúde para o Sistema Único de Saúde (SUS). Caracteriza-se como uma investigação de cunho qualitativo, de caso único e em processo. Para tanto, foram realizadas entrevistas individuais semidirigidas com os docentes do curso e grupos focais com os discentes. A coleta de dados foi composta pelo coordenador de curso, pelo chefe de departamento, por nove professores e trinta e dois alunos. Além disso, foi utilizada a pesquisa documental e a observação com registro em diário de campo. A análise utilizou a abordagem hermenêutica-dialética, a partir de seis categorias: projeto políticopedagógico, abordagem pedagógica, cenários da prática, capacitação docente, mundo do trabalho e construção da mudança. Como resultado, verificou-se que a história recente da formação no curso estudado retrata uma ausência de participação mais efetiva nas discussões e ações frente à Reforma Sanitária e a construção do SUS, o que produziu um hiato entre a Fisioterapia e a Saúde Pública. Ao mesmo tempo em que a discussão das políticas de formação dos profissionais de saúde se direcionava para uma ampliação da atuação com aproximação do SUS, o curso de fisioterapia privilegiava a investigação científica como propulsão para seu reconhecimento. As políticas atuais de incentivo a novas práticas e mudanças curriculares, em que se destacam as Diretrizes Curriculares Nacionais, vêm produzindo efeitos interessantes no curso, proporcionando a capacitação de docentes e a inserção dos alunos na rede de saúde municipal. Conclui-se que o caminho percorrido desde a coleta a análise dos dados da formação em fisioterapia na UFSCar corroborou com a literatura sobre a importância e os caminhos da mudança na formação para uma maior proximidade com as necessidades de saúde e com o SUS. A temática da formação em fisioterapia é um tema ainda incipiente. É preciso considerar os esforços daqueles que aprendem com o novo e produzem mudanças fruto de um trabalho de enfrentamentos, da abertura de encontros e cenários presenciais, da formação de novas redes de articulação e dos debates reflexivos entre os atores implicados dentro e fora da universidade.

The thesis is focused on educational area Introduction to world of work with a view to possibility of integration of professional preparation to the framework of the educational field of Civil Education. The theoretical part is devoted to information about the development of professional counselling, contemporary approaches to vocational selection and about the connection between vocational selection and educational field of Civil Education. The importance of vocational selection in the pupil{\crq}s life and of teacher who deals with professional preparation is mentioned as well. The practical part is focused on appropriate learning methods of topics associated with vocational selection and their assertion in school practice.