In the 21st century employers put a higher value than ever before on the interpersonal and thinking competencies of employees such as skills of teamwork, problem solving, and communi-cation, and the capability of creativity as the most important abilities (A. Herrington & J. Her-rington, 2006; Ramsden, 2003). Based on some of these learning theories, J. Herrington and Oliver (2000) further developed an authentic learning framework (p. 30). In this study, I re-ferred to their framework to build a rationale for my research design. The elements of critical thinking, problem solving, and collaboration, expressed in this authentic learning framework, are the core concepts in my study.<p> My past teaching experiences in China sparked my interest in the study because I wit-nessed an inconsistency between teaching practices in higher education and the needs of students in schools and workplaces. Further, my learning experiences in Canada as a full-time student deepened my research interest. Thus, I devised the purpose of my study to probe the perceptions of professors in the University of Saskatchewan about their philosophies and practices with re-spect to their undergraduate teaching. I wanted to examine the perceptions of their teaching re-garding the authentic learning process in terms of critical thinking, problem solving, and collabo-ration. My study was a qualitative case study and I used semi-structured interviews to collect the data from six participants with diverse backgrounds from three different disciplines.<p> I organized the findings of the data in the following categories: Understanding of Authentic Learning (which provides the introduction to understanding the authentic learning process); themes of Context, Diversity of Perspectives, and Relationship; and the special theme of Dinas Belief Construction. There were similarities and variations emerging from the data. The varied backgrounds of participants such as their discipline, class size, teaching level, and administrative position appeared to exert influence on the participants perceptions of their teaching. Most of the differences occurred within themes of context and relationship. Apart from the pre-existent features, personal belief was another factor that might be seen to have led to some different perceptions.<p> The data findings provided a foundation to address the level of consistency between the findings and the literature. The discrepancy between my research findings and literature primarily consisted of the conflicting perceptions of teaching practices in relation to collaboration and problem solving. Collaboration was an important area in the literature but the participants per-ceptions of their teaching practices concerning collaboration varied. The adoption of technology in the teaching of my participants (e.g., the use of the Internet and video) was an unexpected finding in my study. Most participants described that the blending of technology in their teaching practices reinforced the cultivation of critical thinking, problem solving, and collaboration.<p> Some implications rendered from the discussions are noteworthy for future research. In the belief construction, Dina (2007) described how implicit and explicit beliefs steered students thinking, transformed their behaviors, and eventually enhanced students abilities in critical thinking, problem solving, and collaboration. From the constructivist perspective, Dina and Mary (2007) viewed learning as a process of constructing the understanding of diverse contexts in a community. Some teaching practices described by the participants were the special features of a particular discipline. Technology was a new focus in much of the literature of the past 10 years, which was closely linked with real life and collaboration nowadays. In addition, I found that each component of authentic learning (i.e., critical thinking, problem solving, and collabora-tion) deserved further exploration in the future. Although some deficiencies existed, I learned how to design a qualitative case study and these research experiences will become valuable ref-erences for my future research.

La presente tesis doctoral plantea la cuestión de los conocimientos y pensamientos disciplinares y experienciales que poseen y utilizan los profesores de Historia cuando enseñan esta disciplina escolar. Conocimientos considerados como imprescindibles para superar los problemas y dificultades que afectan los procesos de enseñanza y aprendizaje de la Historia. La investigación describe y analiza en profundidad la enseñanza de esta disciplina escolar en la Educación Básica venezolana, desde la visión del profesorado responsable de dictarla, ayudando a comprender desde la Didáctica de la Historia los complejos procesos de su enseñanza. Este estudio fue realizado en el contexto de las transformaciones sociales, políticas, culturales y económicas que se están produciendo en la República Bolivariana de Venezuela, los cuales afectan a la educación en términos generales, a la vez que exige en lo particular, de una nueva manera de entender y enseñar la Historia. En ese sentido, esta tesis doctoral pretende incorporarse al debate sobre la importancia que tiene la enseñanza de la Historia, desde los conocimientos y pensamientos que los profesores de Historia manifiestan poseer y los que realmente utilizan en la práctica de la enseñanza de esta disciplina; relativos al conocimiento histórico, los métodos de enseñanza y los fines de la Historia escolar.PALABRAS CLAVES: Epistemología, didáctica, profesores y enseñanza de la historia, investigación, ciencias sociales. / This doctoral thesis presents the issue of disciplinary and experiential knowledge and thoughts owned and used by History teachers when they teach this school subject. This knowledge is essential to overcome the problems and difficulties that affect the teaching and learning of history. The research describes and analyses deeply the teaching of this school subject in Venezuelan Basic Education from its teacher's point of view which helps to understand the complex process of its teaching from a Didactics of History perspective. This study was done in the context of deep social, political, cultural and economic transformations which are taking place in Venezuela and that affect education in general like curricular changes aimed at the construction of a new citizen and a new society. This situation demands a new manner of understanding and teaching history. In this sense, this doctoral thesis becomes part of the debate on the importance of teaching history from the knowledge and thoughts that teachers say that they possess and use when they teach it. These thoughts and knowledge are related to historical knowledge, teaching methods, and school History knowledge aims. KEY WORDS: epistemology, didactics, teachers and history teaching, research, social sciences.

El contenido que hemos desarrollado en la tesis comprende: A,- El encuadre de un marco teórico que incluye las dimensiones relativas a los Procesos de Pensamiento de los profesores vinculados a la Diversidad Educativa y las Necesidades Especiales en el contexto actual y centrándonos especialmente en la detección; prevención de estas necesidades en las primeras etapas del desarrollo mediante la Atención Temprana y su relación con los centros de Educación Infantil. B,- El conocimiento de las actitudes, a partir de las opiniones expresadas por un grupo de docentes de la Estapa Infantil hacia la diversiad de sus alumnos y sus familias, utilizando la técnica del grupo de discusión y entrevistas y mediante un diseño cualitativo que nos permita obtener la información necesaria. C,- La construcción de un cuestionario de opinión, a partir de las opiniones manifestadas en el estudio cualitativo con el que podamos generalizar la información obtenida a la mayoría de docentes de nuestro contexto de estudio. D,- Como implicación directa de los resultados, el planteamiento de una serie de consideraciones que nos permitan mejorar las estrategias de intervención desde el CDIAP hacia los docentes de los centros de Educación Infantil de nuestro ámbito para que ello incida en la mejora de la coordinación y la atención a los alumnos más precoces

In the 21st century employers put a higher value than ever before on the interpersonal and thinking competencies of employees such as skills of teamwork, problem solving, and communi-cation, and the capability of creativity as the most important abilities (A. Herrington & J. Her-rington, 2006; Ramsden, 2003). Based on some of these learning theories, J. Herrington and Oliver (2000) further developed an authentic learning framework (p. 30). In this study, I re-ferred to their framework to build a rationale for my research design. The elements of critical thinking, problem solving, and collaboration, expressed in this authentic learning framework, are the core concepts in my study.<p> My past teaching experiences in China sparked my interest in the study because I wit-nessed an inconsistency between teaching practices in higher education and the needs of students in schools and workplaces. Further, my learning experiences in Canada as a full-time student deepened my research interest. Thus, I devised the purpose of my study to probe the perceptions of professors in the University of Saskatchewan about their philosophies and practices with re-spect to their undergraduate teaching. I wanted to examine the perceptions of their teaching re-garding the authentic learning process in terms of critical thinking, problem solving, and collabo-ration. My study was a qualitative case study and I used semi-structured interviews to collect the data from six participants with diverse backgrounds from three different disciplines.<p> I organized the findings of the data in the following categories: Understanding of Authentic Learning (which provides the introduction to understanding the authentic learning process); themes of Context, Diversity of Perspectives, and Relationship; and the special theme of Dinas Belief Construction. There were similarities and variations emerging from the data. The varied backgrounds of participants such as their discipline, class size, teaching level, and administrative position appeared to exert influence on the participants perceptions of their teaching. Most of the differences occurred within themes of context and relationship. Apart from the pre-existent features, personal belief was another factor that might be seen to have led to some different perceptions.<p> The data findings provided a foundation to address the level of consistency between the findings and the literature. The discrepancy between my research findings and literature primarily consisted of the conflicting perceptions of teaching practices in relation to collaboration and problem solving. Collaboration was an important area in the literature but the participants per-ceptions of their teaching practices concerning collaboration varied. The adoption of technology in the teaching of my participants (e.g., the use of the Internet and video) was an unexpected finding in my study. Most participants described that the blending of technology in their teaching practices reinforced the cultivation of critical thinking, problem solving, and collaboration.<p> Some implications rendered from the discussions are noteworthy for future research. In the belief construction, Dina (2007) described how implicit and explicit beliefs steered students thinking, transformed their behaviors, and eventually enhanced students abilities in critical thinking, problem solving, and collaboration. From the constructivist perspective, Dina and Mary (2007) viewed learning as a process of constructing the understanding of diverse contexts in a community. Some teaching practices described by the participants were the special features of a particular discipline. Technology was a new focus in much of the literature of the past 10 years, which was closely linked with real life and collaboration nowadays. In addition, I found that each component of authentic learning (i.e., critical thinking, problem solving, and collabora-tion) deserved further exploration in the future. Although some deficiencies existed, I learned how to design a qualitative case study and these research experiences will become valuable ref-erences for my future research.

No description available.

Regular physical activity (PA) has shown to reduce the risk of several chronic diseases and improve physiological and psychological health, yet over half of the Canadian population remains inactive. Young adults, ages 25-44, show the sharpest declines in PA, but a paucity of research explaining the reasons for this deflection point exists. Recent research has indicated that life-transitions, such as marriage and parenthood, are probable reasons for the decline in PA, but little is known about how early career transitions impact PA status. Professional occupations have shown to be associated with the highest number of work hours per week and highest level of sedentary behaviour at work. The purposes of this study were to evaluate the changes in PA behaviour of new professionals across the early career transition using retrospective analysis and determine the critical correlates of changes in PA using the theory of planned behaviour. A Canada-wide sample of 267 new academic professors was examined. 30.7% of the sample reported meeting current PA guidelines. RM ANOVAs provided evidence that PA frequency (d = .36-.43) and total minutes (d = .39-.42) significantly declined across the transition to employment. PA levels across the transition were further attenuated after controlling for marital status, long work hours (>70 hrs/wk). The presence of young children in the home moderated the PA levels across the transition. The TPB explained 28-35% of PA behaviour (f2 = .39- .54), with intention and PBC emerging as independent predictors. Intention, in turn, was predicted by PBC, affective attitude, and instrumental attitude and explained 42% of the variance (f2 = .72). Perceptions of enjoyment and control based on limited time, inconsistent work schedule, heavy work demands, and pressure to reach tenure were critical correlates that distinguished between those who remained active across the transition from those who did not. The findings from this study highlight the importance for targeted PA interventions administered prior to the transition to professional employment to prevent habitual inactivity.

Thesis (M.A.)--Ohio University, August, 2007. / Title from PDF t.p. Includes bibliographical references.

A tese "A PRÁTICA DA PESQUISA NO PROCESSO DE FORMAÇÃO DE PROFESSORES EM PEDAGOGIA: um desafio ao docente do ensino superior para a formação de um profissional reflexivo" investigou como os cursos de Pedagogia estão organizando seus processos pedagógicos de modo a contribuir na formação de profissionais reflexivos e quais as estratégias pedagógicas docentes que podem contribuir para o desenvolvimento deste profissional. Fundamentaram basicamente esse estudo os aportes teóricos nacionais de Demo, Anastasiou & Alves e Krahe ; e Schön, Alarcão e Tardif como internacionais. A coleta de dados foi realizada em duas Universidades (privada e federal) tendo como foco principal o curso de Pedagogia presencial. O instrumento para coleta dos dados junto às coordenações e docentes dos cursos foi a entrevista semi-estruturada. Trata-se de um estudo de caráter exploratório-descritivo e utilizamos o método de análise de conteúdo para tratamento dos dados. Este estudo constatou que: os cursos de Pedagogia se configuram como estruturas institucionais de apoio à gestão e implementação de propostas de aprendizagem inovadoras com base em concepções ético-políticas emancipatórias; a análise dos dados dos docentes e coordenação do curso de Pedagogia evidenciou que a articulação entre IES, Curso de Pedagogia e práticas docentes se faz necessária na formação dos profissionais reflexivos, que a organização curricular deve abarcar institucionalmente objetivos, princípios e ações para que as estratégias empregadas nos espaços pedagógicos transcendam iniciativas. Constatou-se que na IES pública, a articulação se manifesta com maior veemência nos depoimentos docentes. Quanto ao perfil do professor reflexivo os docentes demonstraram conhecimentos sobre o assunto e algumas competências são apresentadas para a necessária imbricagem entre o ensino e a prática da pesquisa para a formação deste profissional. Foram relatadas estratégias vivenciadas na prática pedagógica que podem contribuir neste processo e destacadas que, fundamentalmente, nenhuma delas dará conta desta formação se os conhecimentos não estiverem articulados às práticas sociais dos educandos. Este estudo concluiu que há muito mais a ser pesquisado nesta área se desejamos a formação de profissionais competentes, conscientes de seus desafios enquanto permanentes pesquisadores de suas próprias ações. / The thesis "THE PRACTICE OF RESEARCH IN THE PROCESS OF DEVELOPMENT OF PROFESSORS IN PEDAGOGY: a challenge to the higher education teaching staff for the development of a reflective professional" investigated how the Pedagogy courses are organizing their pedagogical processes in order to contribute to the development of reflective professionals and which pedagogical strategies from the teaching staff may foster the development of this professional. This study was basically based on the national theoretical base of Demo, Anastasiou & Alves and Krahe; and Schön, Alarcão and Tardif as international. The data collection was carried out in two Universities (private and federal), focusing mainly on the Presence Pedagogy course. The instrument for data collection at the coordination departments and teaching staff was the semistructured interview. It is an exploratory-descriptive study and the method used was content analysis for treatment of data. This study has verified that: the courses of Pedagogy represent institutional structures that support the management and implementation of innovative learning purposes based on emancipatory ethicalpolitical conceptions; data analysis of the teaching staff and coordination of the Pedagogy course has proved that the articulation amongst IES, Pedagogy course and teaching practices is necessary in the development of reflective professionals, that the curricular organization must embrace institutionally objectives, principles and actions so that the strategies employed in pedagogical spaces transcend initiatives. It was demonstrated that at the public IES, the articulation manifests with greater vehemence in the teaching staff testimonies. Regarding the reflective professor's profile the teaching staff demonstrated knowledge about the subject and some abilities are presented for the necessary involvement between the teaching and the practice of research for the development of this professional. Strategies experienced in pedagogical practice which may contribute in this process were reported and highlighted that, fundamentally, none of those will be able to meet this qualification if the knowledge is not articulated to social practices of the learners. This study concludes that there is a lot more to be researched in this field if we wish the development of competent professionals, aware of their challenges while permanent researchers of their own actions.

177 f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-04-29T13:13:07Z No. of bitstreams: 2 Tese_Claudio Nascimento2.pdf: 6277033 bytes, checksum: 827d1ef19fcceaca965455545bc45da9 (MD5) Tese_Claudio Nascimento1.pdf: 3043044 bytes, checksum: 49d418fe2b76ec9ecc457e6f947d1e02 (MD5) / Approved for entry into archive by Maria Auxiliadora Lopes(silopes@ufba.br) on 2013-05-17T18:46:44Z (GMT) No. of bitstreams: 2 Tese_Claudio Nascimento2.pdf: 6277033 bytes, checksum: 827d1ef19fcceaca965455545bc45da9 (MD5) Tese_Claudio Nascimento1.pdf: 3043044 bytes, checksum: 49d418fe2b76ec9ecc457e6f947d1e02 (MD5) / Made available in DSpace on 2013-05-17T18:46:44Z (GMT). No. of bitstreams: 2 Tese_Claudio Nascimento2.pdf: 6277033 bytes, checksum: 827d1ef19fcceaca965455545bc45da9 (MD5) Tese_Claudio Nascimento1.pdf: 3043044 bytes, checksum: 49d418fe2b76ec9ecc457e6f947d1e02 (MD5) Previous issue date: 2007 / Os Observatórios Etnoformadores (OEF), instituídos como dispositivos metodológico-formativos, apresentam outros olhares em/na formação continuada de professores. Inspirado na etnografia de feições hermenêuticas e semiológicas, este estudo constituiu-se através da participação colaborativa dos(as) professores(as) interessados(as) em descrever e refletir acerca dos múltiplos olhares relativos ao campo, às políticas e práticas de formação, mediante as observações, histórias e experiências pessoais/profissionais produzidas nas/entre escolas de educação básica nos Municípios de Mutuípe e Salvador da Bahia. Esta Tese demonstra, a partir dos sujeitos, dos temas e problemas evocados pelos(as) professores(as), a pertinência de novos olhares na formação docente, o que sublinha a possibilidade de compreendêla, conforme as noções de implicacão, multiculturalismo e complexidade. / Salvador

289f. / Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-07T16:49:37Z No. of bitstreams: 1 Soraya Domingues_Dissertacao.pdf: 1374452 bytes, checksum: 16da933ad2e061c3c4f71a6aef0545d5 (MD5) / Approved for entry into archive by NELIJANE MENEZES(rubi2276@gmail.com) on 2013-05-07T16:53:33Z (GMT) No. of bitstreams: 1 Soraya Domingues_Dissertacao.pdf: 1374452 bytes, checksum: 16da933ad2e061c3c4f71a6aef0545d5 (MD5) / Made available in DSpace on 2013-05-07T16:53:33Z (GMT). No. of bitstreams: 1 Soraya Domingues_Dissertacao.pdf: 1374452 bytes, checksum: 16da933ad2e061c3c4f71a6aef0545d5 (MD5) Previous issue date: 2005 / O presente trabalho trata de analisar as relações e contradições entre educação, cultura corporal e meio ambiente e suas expressões na organização do trabalho pedagógico na formação de professores, apresentando elementos sobre possibilidades de essência no trato com o conhecimento, exemplificando-as em um Projeto Piloto de Atividades Curriculares em Comunidades da UFBA-ACC 465 Cultura Corporal e Meio Ambiente que articula o ensino, pesquisa e extensão. / Salvador