Thesis (doctoral)--Universität Bonn, 1991/92. / Includes bibliographical references (p. [195]-213) and indexes.

Levando em conta os processos de socialização familiar, escolar e profissional de um grupo de professores, este trabalho propõe examinar as repercussões de um programa de formação continuada nas práticas de ensino de docentes da Educação Básica, em particular, nas práticas de leitura e escrita. O referencial teórico do estudo vale-se de conceitos de Bourdieu, Lahire, Elias e Setton. Por meio do exame de diferentes arranjos das experiências socializadoras dos professores, o trabalho indaga sobre as possibilidades de transformação das práticas docentes, sobretudo, as relacionadas ao ensino da leitura e da escrita pelo fato de serem as que foram priorizadas e enfatizadas pelo referido programa de formação. O trabalho empírico, de cunho etnográfico, adotou como procedimentos metodológicos a observação participante e a entrevista semiestruturada. Oito professores (seis mulheres e dois homens) egressos do PEC-Municípios programa especial de formação de professores de modelo semipresencial que diplomou alguns milhares de professores em nível superior foram acompanhados. As análises desenvolvidas indicam que a transformação do habitus docente por meio de dispositivos de formação continuada só se faz possível mediante determinadas condições. Professores submetidos a outras experiências formativas similares, oferecidas pelas secretarias de educação e/ou buscadas pelos docentes em outros contextos, apresentam maior probabilidade de alterar suas práticas pedagógicas. Por outro lado, a força da experiência socializadora secundária pode funcionar como um fator que dificulta fortemente a mudança das práticas, favorecendo a manutenção de uma perspectiva tradicional do ensino. Igualmente, a falta de condições objetivas no contexto profissional acarreta conflitos entre crenças e disposições para agir por parte dos professores, resultando em práticas frustradas ou apropriações superficiais que funcionam como travas à transformação do habitus docente. Assim, a socialização profissional, diante das forças das socializações primárias e secundárias e das condições contextuais de trabalho, no máximo, pode enfraquecer certas disposições docentes contribuindo, desse modo, para a formação de um habitus pedagógico híbrido (Setton). A respeito das práticas de leitura e escrita dos professores, as análises revelam que as potencialidades do modelo de formação continuada em foco são limitadas para uma transformação de maior abrangência, uma vez que atingem tão somente as práticas de ler para estudar e de ler para fins de trabalho. A hipótese inicial de investigação relacionada a um possível fomento do gosto pela leitura e escrita por prazer nos professores cursistas, tendo como pano de fundo a simetria invertida, não foi confirmada. Tais práticas apareceram cerceadas, principalmente, pela falta de condições objetivas de cunho material e temporal. O exame dos processos que configuram o habitus dos professores ao longo da vida, nos vários espaços de socialização em que foram formados, confirmou os pressupostos das teorias da ação, porém, indicando a necessidade de novos aprofundamentos que possam conduzir a uma compreensão maior sobre os determinantes da prática pedagógica e suas relações com o capital cultural herdado do campo familiar e escolar. No nível micrológico em que as análises foram desenvolvidas, foi possível chegar a um resultado que vai ao encontro da tese da reprodução cultural de Bourdieu: professores que nutrem o gosto por ler e escrever são melhores docentes quanto ao estímulo do gosto pela leitura e escrita de seus alunos. / Taking into account the processes of family, school and professional socialization of a group of teachers, the work proposes to examine the repercussions of a program of continued education on the teaching practices of basic education teachers, particularly on their reading and writing practices. The theoretical framework of the study uses concepts from Bourdieu, Lahire, Elias, and Setton. Through the examination of different arrangements of teacher socialization experiences, the work enquiries about the possibilities of transformation of teaching practices, particularly those related to the teaching of reading and writing, since they were prioritized and emphasized in the above-mentioned continued education program. The empirical work, of an ethnographic nature, adopted as methodological procedures the participant observation and the semi-structured interview. Six female and two male teachers who had finished the PEC-Municípios a special teacher education program following a semi-presence model that gave thousands of teachers a higher education certificate were followed. The analyses developed indicated that the transformation of the teaching habitus through devices of continued education is only possible if certain conditions are given. Teachers subjected to similar formative experiences offered by the State Secretariats and/or found by teachers in other contexts have a higher probability of changing their pedagogical practices. On the other hand, the strength of the secondary socializing experience can act as a factor that strongly hinders the change of practices, simulating the permanence of a traditional perspective of teaching. Likewise, the lack of objective conditions in the professional context brings conflicts between the beliefs and disposition to act on the part of teachers, resulting in frustrated practices or superficial appropriations that thwart the transformation of the teaching habitus. Thus, the professional socialization faced with the forces of primary and secondary socialization and of the prevailing working conditions can, at most, weaken certain teaching dispositions, thereby contributing to the formation of a hybrid pedagogical habitus (Setton). With respect to the teachers reading and writing practices, the work revealed that the potential of the continued education model under analysis is insufficient for a wider transformation, since it reaches only the practices of reading to study and reading for work. The initial hypothesis of this investigation related to a possible increase in the taste for reading and writing for pleasure in the teachers that took the program, under the logic of inverted symmetry, was not confirmed. Such practices appeared surrounded mainly by the lack of objective working conditions of a material and temporal nature. The examination of the processes that configure the teachers habitus during their lives, within the various socialization spaces in which they were educated, confirmed the assumptions of action theories, indicating, however, the need for new and deeper studies that may lead to a better understanding of the determining factors in the pedagogical practices and of their relations with the cultural capital inherited from the family and school fields. At the micro-logical level in which the analyses were developed, the study reached a conclusion that sits well with the cultural reproduction thesis (Bourdieu): teachers that cultivate a taste for reading and writing are better teachers in terms of stimulating the taste for reading and writing in their students.

No description available.

No description available.

The aim of this study was to make recommendations for the facilitation of professional socialization of the newly qualified registered nurse (NQRN) through exploration and description of the NQRN„s experience of professional socialization at a specific private hospital and factors that may contribute to the resignation of bursary holders. The rationale behind this study was that bursary holders resign before or just after completing their contractual binding. An explorative, descriptive and qualitative research design was used. The sample included al the NQRN who met the inclusive criteria. Data collection was done by the writing of narratives by eight (8) participant‟s and followed with a focus group discussion to confirm the data. The contents was analyzed independently by two coders and three (3) themes and four (4) sub themes where identified. The first theme describes the NQRNs‟ experience of professional socialization and includes the sub themes, organizational climate and accompaniment. The second theme describes the reasons for resignation, namely salary and further study or training. A third theme describes the participants‟ recommendations to management to prevent resignation. The themes were described with relevant research- and subject literature. Each theme was summarized in a conclusion that served as basis for recommendations regarding the facilitation of the NQRNs‟ professional socialization to the private hospital‟s management and training department, as well as recommendations for further research. The study was concluded with the researcher‟s evaluation of the study, identification of limitations and the researcher‟s reflection on the study. / MCur, North-West University, Potchefstroom Campus, 2014

The aim of this study was to make recommendations for the facilitation of professional socialization of the newly qualified registered nurse (NQRN) through exploration and description of the NQRN„s experience of professional socialization at a specific private hospital and factors that may contribute to the resignation of bursary holders. The rationale behind this study was that bursary holders resign before or just after completing their contractual binding. An explorative, descriptive and qualitative research design was used. The sample included al the NQRN who met the inclusive criteria. Data collection was done by the writing of narratives by eight (8) participant‟s and followed with a focus group discussion to confirm the data. The contents was analyzed independently by two coders and three (3) themes and four (4) sub themes where identified. The first theme describes the NQRNs‟ experience of professional socialization and includes the sub themes, organizational climate and accompaniment. The second theme describes the reasons for resignation, namely salary and further study or training. A third theme describes the participants‟ recommendations to management to prevent resignation. The themes were described with relevant research- and subject literature. Each theme was summarized in a conclusion that served as basis for recommendations regarding the facilitation of the NQRNs‟ professional socialization to the private hospital‟s management and training department, as well as recommendations for further research. The study was concluded with the researcher‟s evaluation of the study, identification of limitations and the researcher‟s reflection on the study. / MCur, North-West University, Potchefstroom Campus, 2014

An increase in reports of undesirable professional behaviour in the nursing profession has prompted the question: How could the internalisation of skills, knowledge, values and beliefs be guided in student nurses to help them become effectively socialised as professional nurses? Using a sequential exploratory mixed-methods approach, the study addressed the above question. The researcher used focus-group interviews and field notes to explore and describe the perceptions of professional nurses and experiences of student nurses regarding the professional socialisation of students. The data generated from these findings were further used to determine and describe educators’ (N=128) perceptions on their teaching and facilitation of professional socialisation of students, using a self-administered questionnaire. The findings of both the qualitative and quantitative data were integrated to develop and validate guidelines to support educators and professional nurses in the professional socialisation of students. To establish rigour, the researcher applied measures of trustworthiness and performed validity and reliability tests. The qualitative data were analysed by utilising Tesch’s method of data analysis. The themes that emerged as influential in the professional socialisation of students were related to the professional nurse as role model, clinical supervisor, the educator, clinical learning environment, values and beliefs of the nursing profession and cultural and gender orientations. The quantitative data were analysed using descriptive and inferential statistics. Educators’ teaching and facilitation strategies revealed that the educator as a role model, the clinical environment, teaching approaches and cultural awareness were important social determinants in the professional socialisation of students. The qualitative and quantitative data were integrated to develop guidelines that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and clinical supervisor, the creation of a positive clinical learning environment, the educator as role model, the teaching and support of students, the work ethic of the professional nurse and educator, the students’ behaviour and cultural awareness. These guidelines propose recommendations for educators and professional nurses to support the professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)

The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

Orientador: Samuel de Souza Neto / Resumo: Na perspectiva da profissionalização, o trabalho docente, exige, entre outras coisas, o reconhecimento dos saberes da base profissional dos professores, indicando assim a necessidade de se analisar a prática pedagógica e seus processos de construção de saberes. Nesse cenário, temos também a compreensão de que o campo profissional possibilita uma apropriação de saberes exclusivos do contexto de trabalho, por exemplo, o contexto da Educação Física. Deste modo, faz-se necessário estabelecer relações entre a entrada na carreira e os saberes da base profissional dos professores, uma vez que os professores iniciantes estão adentrando no campo profissional e passando de forma intensa pelos processos de construção e apropriação de saberes. Nesse sentido, objetivamos investigar os saberes da base profissional dos professores de Educação Física em início de carreira. Para isso, optou-se pela pesquisa qualitativa, descritiva, tendo como técnica de coleta de dados a entrevista semiestruturada com cinco professores iniciantes de Educação Física e, posteriormente, à análise de conteúdo. Verificamos que os professores da pesquisa nesse ciclo inicial da carreira enfrentaram diferentes dilemas (burocratização da escola; conflitos com os alunos; falta de local adequado para as aulas; falta de reconhecimento da área pelos alunos e pares), passando pelo denominado ―choque com a realidade‖. Dessa forma, embora ainda sejam muitos os desafios, consideramos que é preciso que as Instituições formador... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the perspective of professionalization, teaching work requires the recognition of the knowledges of the teachers' professional base, among other things, thus indicating the need to analyze the pedagogical practice and its processes of construction of the knowledge. In this scenario, we also understand that the professional field allows an appropriation of exclusive knowledges of the work context, for example, the context of Physical Education. In this way, it is necessary to establish relationships between entering the career and the knowledge of the teachers' professional base, since the teachers that are beginning their careers are entering the professional field and going intensely through the processes of construction and appropriation of knowledges. Therefore, we aim to investigate the knowledges of the professional base of Physical Education teachers at the beginning of their careers. For this, we chose the qualitative and descriptive research, having as data collection technique the semi-structured interview with five PE teachers in the beginning of their careers and then content analysis. We verified that the teachers of the research in this initial cycle of their careers faced different dilemmas (school bureaucratization, conflicts with the students, lack of a proper place for the classes, students‘ and peers‘ poor recognition of the area), facing the so-called "shock with the reality". Thus, although there are still many challenges, we believe that it is necessar... (Complete abstract click electronic access below) / Mestre

Made available in DSpace on 2016-04-27T16:32:26Z (GMT). No. of bitstreams: 1 Marciano de Almeida Cunha.pdf: 5631756 bytes, checksum: 3b867d6e73dcb2ddee751f71acd59725 (MD5) Previous issue date: 2011-02-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research has been developed from the interest in understanding which knowledges university professors have, how they have been built and organized through the professional socialization process. The focus is on professors who teach at the Administration course once most of them do not notably have a pedagogic formation. In order to identify the twelve subjects of this research, we used the results from the teachers evaluation carried out by private university students. The subjects were chosen according to the extreme results aiming heterogeneity of profiles. Through the biographical narratives obtained, in depth of knowledge, in long semi-structured intensive interviews, it was possible to know the life history and the professional trajectory of this intentional sample of professors. The data were organized and analyzed according to categories that emerged from the conceptual table and that alluded to the professional socialization process (biographical and relational means) and to the pre-professional and professional knowledges built through this process. The theoretical methodological referential is constituted by studies by Dubar, Tardif, Dubet and considers that the professors knowledges are a social knowledge, built in a context of professional socialization, legitimated by a system of institutions and the history of a society, nevertheless, without disconnecting who the professors are, what they do, think and say. The data revealed the professors heterogeneity due to a possible porosity of the teaching field in the Administration education. Those professors demonstrated that they have knowledges of epistemological (non teaching trajectory) and pedagogical (teaching trajectory) nature that are organized and articulated by the processes of communication in the teaching activity / Esta pesquisa surgiu do interesse em conhecer quais os saberes que professores do ensino superior possuem, como foram construídos e são mobilizados ao longo do processo de socialização profissional. São focalizados professores que exercem a docência no curso de Administração porque, notadamente, em sua maioria, não possuem formação pedagógica. O ponto de partida para identificação dos doze sujeitos da pesquisa foi o resultado da avaliação docente realizada pelos alunos numa universidade privada. Os sujeitos foram escolhidos em função das extremidades dos resultados visando obter heterogeneidade de perfis. Através de narrativas biográficas obtidas por meio de entrevista intensiva, em profundidade, semi-estruturada e de longa duração foi possível o conhecimento da história de vida e do percurso profissional dessa amostra intencional de professores. Os dados foram organizados e analisados segundo categorias que emergiram do quadro conceitual e que remetem ao processo de socialização profissional (vias biográfica e relacional) e aos saberes (pré-profissionais e profissionais) construídos ao longo desse processo. O referencial teórico-metodológico é constituído pelos estudos de Dubar, Tardif, Dubet e considera que os saberes do professor são um saber social, construído num contexto de socialização profissional, legitimado por um sistema de instituições e da história de uma sociedade, no entanto, sem dissociar do que os professores são, fazem, pensam e dizem. Os dados revelaram a heterogeneidade do corpo professoral decorrente de uma possível porosidade do campo da docência no ensino de Administração. Esses professores demonstraram que possuem saberes de origem epistemológica (trajetória não docente) e pedagógica (trajetória docente) que são mobilizados e se articulam pelos processos de comunicação no exercício docente