Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The importance of the psychologist's work for the service to mental deficient child has been enlarging in the last years, demanding qualified professionals for that practice. This research analyzed how psychologists evaluate their own professional preparation to assist mental deficient children's basic needs. Therefore, in the exploratory phase, the children's basic needs were identified, in special school of the state educational public system of Aracaju/Sergipe, through participant observation with a sample of 07 children in school age. The data of that phase were submitted to the content analysis, it has had as theoretical referential the Hierarchy of the Basic Human Needs systematized by Maslow. As result, was obtained an inventory consisting of 31 identified needs, with base in which the data collection instrument of the research with the professionals was built. This instrument was applied to characterized their performance to assist the raised needs; the preparation sources were identified for its performance and it was established a parallel between those needs group and the demand of the psychology professional's specific service. The instrument, denominated as mixed instrument, has consisted of a check-list included in the body of a structured interview, and applied to a sample of 15 psychologists, with experience in the service to mental deficient children. The data obtained through the check-list were analyzed by quantitative procedures and the interviewees' speeches were analyzed through Content Analysis. The results showed that 60% of the sample feel prepared to assist to the children's basic needs in their totality, being the outstanding professional practice the main preparation source with 24,6% of the answers, as the construction of a specific assistance methodology, what appears for the need of the service systemization with that clientele. The graduation appears in second position of importance with 21,4% of the answers. The qualitative analysis of the psychologists' speeches showed that they try to see the child in his/her totality, considering their basic needs. That result is running into the literature data that refers the psychologist's professional performance centered in the correction of the difficulties presented by the mental deficient children. Based on the evaluation of the graduation disciplines, and suggestions presented by the psychologists for the improvement of the professional preparation in relation to that clientele, the study appears for the need of doing an effective investment during the graduation in Psychology in sense to assist the inclusion needs proposed by the public politics, considering its commitment with the ethical and scientific precepts countersigned in the new Curricular Guidelines for the graduation in Psychology. / A importância do papel do psicólogo para o atendimento à criança com deficiência mental tem-se ampliado nos últimos anos, exigindo profissionais habilitados para esse exercício. Esta pesquisa analisou como psicólogos avaliam seu preparo profissional para atender às necessidades humanas básicas de crianças com deficiência mental. Para tanto, na fase exploratória, identificou as necessidades básicas destas crianças, em escola especial da rede pública estadual de ensino de Aracaju/Sergipe, através de observação participante com uma amostra de 07 crianças em idade escolar. Os dados dessa fase foram submetidos à análise de conteúdo, tendo como referencial teórico a Hierarquia das Necessidades Humanas Básicas sistematizada por Maslow. Como resultado, obteve-se um inventário constando de 31 necessidades identificadas, com base no qual foi construído o instrumento de coleta de dados da pesquisa com os profissionais, a qual caracterizou a sua atuação para atender as necessidades levantadas; identificou as fontes de preparo para essa atuação e estabeleceu um paralelo entre o elenco dessas necessidades e a demanda de atendimento específico do profissional de psicologia. O instrumento, denominado de instrumento misto, constou de um check-list incluído no corpo de uma entrevista estruturada, sendo esta realizada com uma amostra de 15 psicólogos, com experiência no atendimento a crianças com deficiência mental. Os dados obtidos através do check-list foram analisados por procedimentos quantitativos e as falas dos entrevistados analisadas por meio de análise de conteúdo. Os resultados mostraram que 60% da amostra sente-se preparada para atender às necessidades básicas das crianças em sua totalidade, sendo a prática profissional destacada como a principal fonte desse preparo com 24,6% das respostas, enquanto lugar para a construção de uma metodologia assistencial específica, apontando para a necessidade de sistematização do atendimento psicológico com essa clientela. A graduação aparece em segundo lugar de importância com 21,4% das respostas. A análise qualitativa das falas dos psicólogos mostrou que eles procuram ver a criança em sua totalidade, considerando suas necessidades básicas. Esse resultado vai de encontro aos dados da literatura que referem a atuação profissional do psicólogo centrada na correção das dificuldades apresentadas pelas crianças com deficiência mental. Com base na avaliação das disciplinas da graduação e sugestões apresentadas pelos psicólogos para a melhoria do preparo profissional em relação a essa clientela, o estudo aponta para a necessidade de se fazer um investimento efetivo durante a graduação em Psicologia no sentido de atender às necessidades de inclusão propostas pelas políticas públicas, considerando o seu compromisso com os preceitos éticos e científicos referendados nas novas Diretrizes Curriculares para os cursos de graduação em Psicologia.

The purpose of this study was to examine the perceptions of preservice students completing their associate’s degree (AS) in early childhood education (ECE). My intent was to discover, from the preservice teacher’s perspective, what skills and knowledge preservice students consider necessary to teach young children. I was also interested in how they viewed their professional preparation at the completion of their AS program. The methods included participant interviews, documents and assignments completed by students, and program contextual data (faculty focus group and program documents). Seven themes were identified that represented the student’s perceptions of the skills and knowledge needed for working with young children (child development, learning environment, guidance, curriculum, teaching, assessment and experiences with children). All students reported the development of knowledge and skills through their participation in the ECE program. Each of these themes identified student support and belief in the philosophy of developmentally appropriate practices. Three themes were identified that supported the overall perception of their professional development (reflection, National Association for the Education of Young Children [NAEYC] New Teacher Standards, becoming a professional). All preservice students identified development of professional skills, and reported increased confidence in their preparation to be early childhood classroom teachers. All identified NAEYC New Teacher Standards as part of their professional development and understanding. This study provides the perspective of the AS degree seeking ECE preservice student. Little research is available on 2-year students. Further research in this area would aid in understanding and preparing teachers who are likely to work with the youngest in our society.

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The study used Social Cultural Theory as an analytical framework to understand the professional preparation of kindergarten teachers in the Kingdom of Saudi Arabia (KSA). A multi-method approach to data collection was adopted, involving a questionnaire, interviews and documentary analysis of both the pre-school curriculum in KSA and the programme content. Both qualitative and quantitative approaches were therefore employed to achieve the research objectives. The research methodology was based on the interpretive approach and included a case study. The participants were student-teachers studying on the four-year teacher training programme at one of the universities in KSA. Responses to four hundred and nineteen questionnaires completed by student-teachers across the four years of the programme were analysed, and a detailed case study involving 32 student-teachers was carried out. These student-teachers were interviewed three times each over three terms, with a focus on the nature of their knowledge and beliefs. The quantitative and qualitative data were analysed using SPSS to summarise the results of the closed questions in the questionnaire and to compare the differences between the student-teachers’ perspectives in each study year. All interviews were taped and transcribed. The data were coded and recoded several times using the continuous comparative process. When broad categories/themes emerged, these created sub-categories. Similarly, the data gained from the questionnaire’s open-ended questions were also analysed qualitatively. The findings focus on the results from the questionnaire for each study year, followed by a direct comparison of student-teachers’ knowledge and beliefs across the four years. The findings from the interviews with student-teachers are presented separately for each study year in order that the development of their knowledge and beliefs over the four-year programme can be seen. The findings revealed that student-teachers’ beliefs and their knowledge were closely linked. Although student-teachers’ knowledge developed as a result of their learning, some of their beliefs about Early Childhood Education (ECE) in general seemed to remain stable over the period of their university course. Many factors influenced the training of the student-teacher within Saudi culture and practices, such as the cultural context, the society, national policy, religion, module content, styles of teaching, visits to kindergarten, self-learning, and others’ knowledge/experience and support. These others included friends, other student-teachers, and relatives who were studying on the kindergarten programme or worked in the field of ECE. The findings showed that student-teachers built their teaching identities on the wider social-cultural purposes of education in Saudi society, which were consistent with expectations of their roles in society. However, various constraints related to the university context, to the kindergarten context and to the social-cultural context influenced their preparation as teachers. The study indicated many limitations to the current apprenticeship approach, due to the predominantly transmissive style of education at university. Student-teachers were not progressively immersed in a more fully developed apprenticeship model in which teachers learnt about the cultures and practices of ECE within the contexts of practice. This study strongly challenges a system where student-teachers only have one term of teaching practice. It is argued that teaching practice should start much earlier in the programme and be extended. A model for developing professional preparation programmes of Initial Teachers (IT) in the field of ECE is presented. Implications arising from this study and recommendations which could improve Teacher Education (TE) in KSA are outlined. Finally, suggestions for further research are presented.

The problem of this study was to obtain the professional opinion of male physical education graduates of North Texas State University with respect to appropriateness of their professional preparation in association with their teaching experiences. An opinionated questionnaire was developed and used to collect the data. Standard and Advanced First Aid and Safety Education, Teaching Physical Education in Secondary Schools and Foundations of Health were the required courses found to be most valuable to the participants in their teaching experiences. Basketball, track and field, football and volleyball were the activities most often used by the participants in their teaching activities.

The study conducted consisted of an interview with forty-eight varsity baseball coaches of the University Interscholastic League high schools within the Dallas-Fort Worth metroplex. Overall the coaches were found to be a highly qualified group of physical educators. Findings of the study included data on the playing experience, coaching experience, and educational backgrounds of the coaches. Physical education/ coaching areas investigated included: 1) medical-legal, 2) sociological and psychological, 3) kinesiological, 4) physiological, and 5) theory and techniques of coaching. Recommendations included continued professional involvement of coaches, further studies on professional preparation, a course in legal liability, and implementation of a "coaching endorsement".

"The problem of this study was to determine the relationship of the professional preparation and teaching experiences of women graduates of North Texas State University with a major in health, physical education, and recreation during the college sessions of 1954-1966."--5.

Thesis Career Counseling, as a part of a general system of counseling at high schools, deals with diverse approaches towards professional preparation at high schools. Any help, with making a right decision of choosing a career or continuing in studies, is undoubtedly an important source for each person at high school and has been occupying this distinctive role in education. This thesis is trying to bring about the changing of the position of Career Counselor's within the school system, in a general system of counseling. The goal of this thesis is to cover the various subjects' conception of counselors at high schools and also trying to entitle their targets in connection with reality. At the end there will be given a description and clarification of three different high schools (each with different cultural and social-economic conditions) and their correspondences towards Career counseling in cooperation with the content analyses of the subjects' conceptions of Career counseling.

The thesis "Beginning teacher from the point of view of dealing with professional qualities" reacts to the actual theme of seeking professional competencies of teachers and of suitable evaluation methods. It focuses on the work of beginning teachers and their professional quality and on further incentives for their professional growth. At the same time identifies what helps novice teachers during the first years of teaching activities. In the theoretical part knowledge and opinions of specialists are summarized and organized into three chapters. The experts were selected according to themes: teacher quality, professional competence, teaching profession, training of teachers and their support in practice. The practical part presents qualitative research which through the research methods (questionnaire, interview, data analysis, case study) describes the reality of beginning teachers work in primary school. The research try to answer the question: How teachers in the early years of practice manage its activities to evaluate their professional quality, what are dealing with and what helps them to be a good teacher. The most challenging task for beginning teachers is the timing of educational activities and managing with everyday practical and administrative activities. They are sure in the areas of...

The thesis titled Multileveled school's teachers specific qualities and professional preparation focuses on finding specific qualities of multileveled schools, qualities of their teachers in the area of professional competence and quality of institutions for training future teachers. The theoretical background is applied to the research section. Depth group interview, observation and analysis of written sources reveals the essence of teachers' work at multileveled school with all its specifics. Summarize the results and try to find the relations between the observed and the specifics of their qualities. Can not say unequivocally that the multileveled schools'specifics and specific teachers skills are quality guarantee. The teacher always depends his knowledge, skills, values, attitudes and personality traits and the initial training and continuing professional development, as consider the quality of their work and how to proceed further development. Even though specific teacher's job may be a part of a potential professional qualities that teachers want to develop.