Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-10-07T12:42:23Z No. of bitstreams: 1 DissEAA.pdf: 4462915 bytes, checksum: 437e2f290ee49a312d056fc0432d4dad (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:36:35Z (GMT) No. of bitstreams: 1 DissEAA.pdf: 4462915 bytes, checksum: 437e2f290ee49a312d056fc0432d4dad (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-20T19:36:43Z (GMT) No. of bitstreams: 1 DissEAA.pdf: 4462915 bytes, checksum: 437e2f290ee49a312d056fc0432d4dad (MD5) / Made available in DSpace on 2016-10-20T19:36:50Z (GMT). No. of bitstreams: 1 DissEAA.pdf: 4462915 bytes, checksum: 437e2f290ee49a312d056fc0432d4dad (MD5) Previous issue date: 2015-12-07 / Não recebi financiamento / The teaching approach based on the STS perspective (Science-Technology-Society) has received highlights in publications in the area of education, because it helps the formation of critical thinking. This research aims to be innovative, in the way that it portrays a reflective practice within the STS perspective, combined with Mathematics contents, stemming from the theme "Energy and the International Year of Light". The choice of this theme occurred due to its relevance and by its potential to increase the interest and motivation of the students. The objective of this study was therefore to analyze the actions and reflections of a teacher approaching Mathematics in STS perspective and reflective teaching. It was planned and executed a teaching sequence with two classes of the 9th year in a regular school in the state of São Paulo. The record of each step of the didactic sequence performed and the writings of records of the persons involved - teacher, speaker and students - were analyzed in a qualitative way, in order to identify the relevance of teacher´s actions and reflections. The planning and execution of the activities with the differentiated teaching strategies favored the active participation of the students as well as the interaction between them and the teacher. In this respect, the teacher developed her actions of teaching with creativity and criticality, according to the assumptions of STS approach, with positive repercussion in the pedagogical practice. When the teacher analyzed her own teaching practice, she exposed the school reality in the educational context that she lived, considering her anxieties, uncertainties, as well as enthusiasm. These feelings were unveiled by her posture through action-reflection-action processes that caused a review of her own practice and the search to overcome her pedagogical and individualistic illusions of teaching, although we recognize that any change is not an easy action. It is procedural, it requires determination and the wish for challenge. In this sense, the reflections promoted in this work aim to contribute to the initial and continuing formation of teachers who intend to work under this teaching approach. Therefore provoke discussion in the teaching and learning process in the current situation. / A abordagem de ensino baseada na perspectiva CTS (Ciência-Tecnologia-Sociedade) tem recebido destaque nas publicações da área de Educação, pois favorece a formação do pensamento crítico. Neste sentido, este trabalho visa ser inovador na medida em que retrata a prática reflexiva numa perspectiva CTS, articulada com conteúdos de Matemática, a partir da temática “energia elétrica e ano internacional da luz”. A escolha dessa temática deu-se devido a sua relevância na atualidade e pelo seu potencial de favorecer o interesse e a motivação pelos alunos. Assim, o objetivo deste estudo consistiu em analisar as ações e as reflexões de uma professora ao abordar conteúdos de Matemática na perspectiva CTS e reflexiva de ensino. Para tanto, foi planejada e executada uma sequência didática junto a duas turmas de nonos anos de uma escola municipal do interior do Estado de São Paulo. O registro em vídeo de cada etapa da sequência didática realizada e os registros escritos dos envolvidos – professora, interlocutora e alunos – foram analisados de forma qualitativa a fim de identificarmos a relevância das ações e reflexões da professora. Podemos afirmar que o planejamento e a execução de atividades com uso de estratégias de ensino diferenciadas favoreceram a participação ativa dos alunos bem como a interação entre eles com a professora. Assim, a professora procurou desenvolver suas ações de ensino com maior criatividade e criticidade, de acordo os pressupostos da abordagem CTS, com repercussão positiva em sua prática pedagógica. Ao analisar a própria prática, a docente expôs a realidade no contexto educacional em que vive, considerando suas angústias, incertezas, assim como entusiasmo. Esses sentimentos foram desvelados ao rever sua postura por meio do processo ação-reflexão-ação que provocou uma revisão da própria prática e a busca de superação de ilusões pedagógicas e individualistas da atuação docente, embora reconheçamos que toda e qualquer mudança não é uma ação fácil. É processual, exige determinação e o desejo do desafio. Nesse sentido, as reflexões promovidas neste trabalho visam contribuir para a formação inicial e continuada de professores que desejam atuar com esta abordagem de ensino e, dessa forma, provocar discussões no processo de ensino e aprendizagem no panorama atual.

Made available in DSpace on 2015-04-16T14:49:13Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2737420 bytes, checksum: 11f86d8f25a959b993c81c02b32aa67b (MD5) Previous issue date: 2014-02-06 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aimed to understand how the Case Method for Teaching contributes to the development of Reflective Practice of Undergraduate Administration students. The prospect of Experiential Learning and a survey of published studies on Case Method and Reflection were used as a theoretical background. The methodology was chosen based on the understanding that an exploratory step was necessary in order to identify if the method impacted positively on Reflective Practice. Thus, the empirical stage of the study was conducted in two stages: (a) quantitative phase, through the use of a structured questionnaire. For the data analysis of this stage, an Exploratory Factor Analysis was conducted to identify the impact of the strategy 'case for teaching on Reflective Practice. (b) In the qualitative phase, semi-structured interviews and participant observation were conducted. The content analysis was used to understand how have the students experienced Case Method and how did it encourage Reflective Practice. The results start showing the meaning of reflection for students, considering the impact on professional practice in administration, their obstacles and drivers. This first explanation enables deeper understanding of the other results. Following is presenting quantitative data that explore the five dimensions of Reflective Practice. Later explores the predefined categories for the qualitative phase: (a) Method of Case and reflection; (b) Method of Case and Experience; and (c) the method of Case and Reflective Learning. The category of Case Method and Reflection brought up that the Case Method puts students in a situation of individual placement, leading them to question their knowledge and experiences and consider them broadly in the interpretation and resolution of the dilemma of the case. In the stage of the analysis conducted in groups, it was expanded the repertoire of experiences and questioning, seeking a collective response based on mutual understanding and under argumentative basis. The category of Case Method and experience showed, especially, the importance of coordination between different experiments (previous and experienced). The reflection was considered a mediating factor, printing meaning to learning and generating projections on how to act in future. Finally, the category of Case Method and Reflective Learning Management allows us to understand how the teaching strategy may be relevant to develop critical, introspective and creative thoughts, allowing also " learning how to learn " and to develop managerial decision making skills. In response to the study objectives, it is understood that the Case Method for Teaching positively impacts on reflective practice by inserting the students in the context of simulated managerial action and its different stages, which provides interaction, joint experiences and questioning. The conclusions still cite some limitations and recommendations for future studies. / Esta pesquisa buscou compreender como o Método de Caso para Ensino contribui para o desenvolvimento da Prática Reflexiva de discentes de Graduação em Administração. Utilizou-se como pano de fundo teórico Aprendizagem Experiencial, além do levantamento de estudos já publicados sobre Método de Caso e Reflexão. A metodologia adotada partiu do entendimento de que se fazia necessária uma etapa exploratória, visando identificar se o Método de Caso impactava positivamente sobre a Prática Reflexiva. Desta forma, a etapa empírica do estudo se desenvolveu em dois momentos: (a) etapa quantitativa, por meio da utilização de um questionário estruturado. Para a análise de dados desta etapa, foi realizada uma Análise Fatorial Exploratória para identificar o impacto da estratégia caso para ensino sobre a Prática Reflexiva. (b) Na etapa qualitativa, foram realizadas entrevistas semiestruturadas e observação não participante. A Análise de Conteúdo foi utilizada para compreender como os discentes vivenciaram a experiência e de que forma o Método de Caso os estimulou à Prática Reflexiva. Os resultados iniciam apresentando o significado de reflexão para os discentes, considerando o impacto para a prática profissional em administração, seus obstáculos e impulsionadores. Esta primeira explanação possibilita aprofundar o entendimento sobre os demais resultados. Segue-se apresentando os dados quantitativos que exploram as cinco dimensões da Prática Reflexiva. Posteriormente exploram-se as categorias predefinidas para a etapa qualitativa: (a) Método de Caso e Reflexão; (b) Método de Caso e Experiência; e (c) Método de Caso e Aprendizagem Reflexiva. A categoria Método de Caso e Reflexão evidencia que o Caso insere os alunos em uma situação de posicionamento individual, levando-os a questionar seus conhecimentos e experiências e considerá-los de maneira ampla na interpretação e resolução dos dilemas dos Casos. Nas etapas da análise realizadas em grupo ampliou-se o repertório de experiências e o questionamento, visando a uma resposta coletiva baseada em um entendimento mútuo e sob base argumentativa. A categoria Método de Caso e experiência evidenciou, sobretudo, a relevância da articulação entre diferentes experiências (prévias e vivenciadas). A reflexão foi considerada um fator mediador, imprimindo significado à aprendizagem e gerando projeções sobre a forma de atuar futuramente. Por fim, a categoria Método de Caso e Aprendizagem Gerencial Reflexiva permitiu compreender como a estratégia de ensino pode ser relevante para desenvolver os pensamentos crítico, introspectivo e criativo, possibilitando também aprender a aprender e desenvolver competências gerenciais voltadas à tomada de decisão. Como resposta aos objetivos do estudo, entende-se que o Método de Caso para Ensino impacta positivamente na prática reflexiva, por inserir os discentes em um contexto de ação gerencial simulada e pelas suas diferentes etapas, que proporcionam interação, articulação de experiências e questionamento. Nas conclusões citam-se ainda algumas limitações e recomendações para estudos futuros.

Made available in DSpace on 2015-05-07T15:09:51Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 1107653 bytes, checksum: 8bf83af854d11f57040e89870771223a (MD5) Previous issue date: 2004-12-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present work tried to understand and list the construction processes of the academician knowledge, intentions, challenges and types of practice that make up the professional quotidian of the academic team that works Youth and Adult Education (EJA) with the Solidary Literacy Education groups (ALFASOL) in the municipality of Cortês, in Pernambuco s Mata Sul Zone. The study had a qualitative nature and adopted several strategies: observations, questionnaires, document analysis, focal group interviews, all of which allowed for a better comprehension and analysis of how these individuals appropriate themselves of the academic knowledge and how they express it giving some significance to their pedagogic practices. The theoretical references for comprehension, reflection and analysis were provided by studies on the categories quotidian, consciousness, and academician knowledge and by the context of the pedagogic speech on EJA and academician formation of the ALFASOL teacher team. The findings reveal that the academic knowledge of these literacy educators is constantly being built during their interaction with their older peers, that is, through the knowledge of acquired experience and tradition, a fact that announces and denounces the initial fragile formation that such teachers acquire (that is when they acquire it) to act as lecturers in the education processes of youth and adults. Such knowledge is also validated in a hasty manner by the pupils and by the local community, and this becomes distant from the pedagogic action knowledge that is legitimated by the studies and investigations regarding the own need for the professional academician formation in this field of work. It is in this quick learning of life and work that the ALFASOL teacher team in Cortês/PE develops their repertoire of knowledge to teach. / O presente trabalho buscou compreender e inventariar o processo de construção dos saberes docentes, as intenções, os desafios e os tipos de práticas que constituem o cotidiano profissional do professorado que atua na Educação de Jovens e Adultos (EJA) nas turmas da Alfabetização Solidária (ALFASOL) no Município de Cortês, Zona da Mata Sul de Pernambuco. A investigação foi de natureza qualitativa utilizando uma diversidade de estratégias: a observação. O questionário, a análise documental, a entrevista de grupo focal, que nos possibilitou compreender e analisar como esses sujeitos se apropriam do saber docente e como os expõem dando significado a suas práticas pedagógicas. As referências teóricas para compreensão, reflexão e análise foram fornecidas pelos estudos sobre as categorias cotidiano, conscientização, saberes da docência e pela contextualização dos discursos pedagógicos sobre a EJA e formação docente desse professorado na ALFASOL. Os achados nos revelam que os saberes docentes desses alfabetizadores(as) se constroem de forma permanente na interação desses com seus pares mais antigos, ou seja, através dos saberes da experiência feita e da tradição, fato que anuncia e denuncia a frágil formação inicial que tais professores adquirem (quando adquirem) para atuarem como docentes na educação de jovens e adultos. Saberes que vão sendo validados de forma também aligeirada pelos educandos e pela comunidade local e que se distanciam do saber da ação pedagógica legitimados pelos estudos e pesquisas relativas à própria necessidade de profissionalização docente neste campo. É nesse fazer aligeirado na vida e na lida que o professorado da ALFASOL em Cortês (PE) vai construindo o seu repertório de saberes para ensinar.

Este trabalho resulta de uma pesquisa observacional participante desenvolvida no período 2002-2005, onde acompanhamos um grupo de professores, da escola pública da Grande São Paulo, comprometidos num programa de formação continuada. Neste contexto investigamos: Como os professores atuam no grupo e como desenvolvem um processo de enfrentamento de situações problemáticas presentes na sua prática? Como e que competências eles mobilizam neste processo de enfrentamento? Como ocorre o processo de reflexão crítica coletiva e individualmente? O objetivo das atividades desenvolvidas pelo grupo de professores era o estudo do eletromagnetismo para a elaboração de uma seqüência de ensino e implementação desse planejamento na sua sala de aula. Exploramos as relações entre o desenvolvimento profissional, a prática reflexiva e a inserção dos professores num contexto problemático e complexo que ocorre numa aula típica do ensino médio. Destacamos três momentos principais deste envolvimento: o estudo dos conteúdos; o planejamento didático (incluindo sua estruturação, implementação em sala de aula e a reflexão coletiva sobre essa implementação); e a complexidade na sala de aula. O primeiro momento aponta para o problema do professor que procura aprender o conteúdo com segurança. O segundo é relativo à ação do professor em configurar e guiar sua prática, contemplando a multiplicidade de elementos que se apresentam nesse contexto. O terceiro consiste no enfrentamento da complexidade educacional mais abrangente. O desenvolvimento do programa, envolvendo a produção e aplicação de um planejamento, permitiu o engajamento dos professores no grupo de discussão envolvendo os pares para o enfrentamento de problemas genuínos da sala de aula. Isto representou um processo importante para uma formação autônoma e duradoura, compartilhada também pelos pares. Os resultados obtidos nos permitem falar em resolução de problemas sem cair na armadilha da racionalidade técnica ou desconsiderar a natureza das situações envolvidas. É a necessidade imposta pelo trabalho do professor, de ter que oferecer uma solução, nestes sistemas complexos; de enfrentar a complexidade resolvendo problemas. / This work is the result of a participating observational investigation carried on during 2002-2005 where a group of public school teachers from the Great São Paulo area has been followed up in a continuing training program. In this context we investigated: How the teachers behaved in the group and how they developed a process for facing difficult situations that emerged in their practice? Does the critical reflection process occur collectively or individually? The objective of activities carried out by the teachers group was the study of electromagnetism aiming to the elaboration of a teaching sequence and the implementation of this planning in their classrooms. We explored the relations between professional development and reflective practice and the insertion of teachers into a problematic and complex context that occurs in a typical secondary teaching classroom. Three principal moments are outstanding in the process: the study of contents, didactic planning (including its structuring and implementation); and the classroom complexity. The first moment points to the problem of the teacher who makes an effort to learn the contents soundly. The second is connected to the teacher action in configuring and guiding his practice, contemplating the multiplicity of elements that are present in this context. The third deals with facing the educational complexity in a broader sense. The development of the program with the production and application of a planning enabled the engagement of teachers in the discussion group involving their peers for facing genuine classroom problems. This represented an important process for an autonomous and everlasting formation, shared also by their peers. The results we obtained enable us to talk about problem resolution, without being trapped by technical rationality or neglecting the nature of the involved situation. It is the need imposed by the teacher of having to offer a solution in these complex systems: of resolving problems facing complexity.

Esta tese foi pensada como instrumento de estudo da prática do professor de línguas estrangeiras em sala de aula no contexto educacional sergipano. Embora o enfoque tenha sido dado ao aspecto prático da profissão, a teoria não poderia ser negligenciada como parte integrante e imprescindível do fazer docente. Para a realização da pesquisa empírica junto aos três professores de línguas: espanhol, francês e inglês, foi adotada a metodologia da pesquisa-ação crítico colaborativa. Os resultados obtidos sinalizaram a emergência de novas atitudes por parte dos professores e daqueles que fazem a educação como um todo, no sentido de alcançarem uma prática docente mais crítica e emancipatória, fazendo emergir daí o professor pesquisador de sua própria prática, inaugurando o paradigma do professor reflexivo. / This thesis was conceived as an instrument for the study of the practice of in-service foreign language teachers in Sergipe state. Although considerable emphasis was placed on practice, theory was not neglected, since it is a constitutive and indispensable part of the teaching practice. For this empirical research critical collaborative action research was conducted with three foreign language teachers of Spanish, English and French. The results indicated the emergence of new attitudes by these teachers and by other people involved in education as far as the achievement of a more critical and emancipatory teaching practice is concerned, thus bringing forth a teacher who researches his/her own practice and inaugurating the paradigm of the reflective teacher.

In South Africa today a constant stream of demands characterise higher education. The global employment market expects graduating students to be flexible, adoptable and prepared to take responsibility for their own learning and their own continuous professional development. The pace of technological change in health sciences and the volume of available information highlight the need to develop students’ critical reflective thinking. A paradigm shift is required in health science education from one of providing instruction to one of promoting effective and lifelong learning. Educators in health sciences need to revisit, rethink and evaluate criteria for health practice. The challenge of this research is to investigate the integration of critical reflection as a learning strategy in the outcomes of learning programmes within a transformative education approach; the integration of theory and practice through a reflective learning approach; the development and implementation of different learning tools to facilitate effective learning; the importance of establishing an understanding of the link between the learning styles of students and critical reflection as a learning strategy; and the value of the integration of critical reflection to promote lifelong learning. A mixed methods research approach was primarily utilised to monitor facilitation of learning initiatives and appropriate activities for strengthening the learning-centred approach, through reflective journals and reflective learning groups. A quantitative and qualitative study was used in which a pilot study questionnaire, observations, structured interviews and questionnaires were conducted and completed. The findings of this investigation indicate that critical reflection adds value to the effectiveness of learning. The investigation also revealed the value of sharing learning experiences in a small learning group and proved that the learning environment for radiography education allows enough opportunities to integrate an alternative learning strategy such as critical reflection. All role players in health science education need to build their own skills to function effectively as whole brain thinkers with a view to maximizing learning effectiveness. Reflective practice enhances lifelong learning and can also be utilised as a tool for quality control of the learning programme. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

L'évaluation des pratiques professionnelles (EPP) est venue compléter les dispositifs de formation continue depuis la loi « Hôpital Patient Santé Territoire » de 2009. La question s'est alors posée de la contribution de l'évaluation des pratiques professionnelles au développement professionnel continu (DPC) en Odontologie. Répondre à cette interrogation nécessite de s'interroger sur la définition du développement professionnel continu. Ce travail de recherche aborde une réflexion double : - sur les fondements théoriques et les implications pédagogiques d'une visée réflexive de l'Évaluation des Pratiques Professionnelles en odontologie dans une perspective de développement professionnel continu ; - sur les enjeux éthiques induits dans la construction des projets pédagogiques. La loi de 2009 inscrit le développement professionnel en tant que dispositif de formation. Or en recherche pédagogique, le développement professionnel s'inscrit dans une perspective de développement des compétences et de construction identitaire du professionnel. Le mouvement pédagogique de professionnalisation de la formation en santé fait mention de compétences attendues et de pratiques réflexives. Dans les débats théoriques et politiques, il est peu question de définition de l'évaluation au-delà des exercices de qualification de « l'acte professionnel », et encore moins d'une réflexion sur la dimension éthique des démarches d'évaluation dans le processus de professionnalisation. L'absence de cadres théoriques stabilisés a conduit à une méthodologie de recherche de type inductive: un volet théorique fondé sur une stratégie d'analyse des écrits théoriques, et un volet exploratoire auprès des responsables pédagogiques de formation initiale et continue en odontologie. La synthèse des deux volets, en dépassant l'opposition théorie et pratique, suggère une relecture de la visée réflexive de l'évaluation des pratiques professionnelles, et replace la complexité d'un processus de questionnement de l'agir professionnel dans l'exercice de la normativité médicale. / With the "Hospital, Patients, Health and Territories" (HPST) Act of 2009, the Evaluation of Professional Practices (EPP) has supplemented the continuing education program. It has since become important to question the contribution of the evaluation of professional practices in Continuing Professional Development (CPD), particularly in the field of Dentistry. However answering this question requires us to define continuing professional development. This research tackles two complementary aspects: first, the theoretical and pedagogical implications behind the Evaluation of Professional Practices in dentistry in a continuing professional development perspective; - and, second, the ethical issues implied in the construction of educational projects. The 2009 legislation considers professional development as a training mechanism. In educational research, however, professional development is understood as part of building the identity and skills set of the professional, whereas expected skills and reflective practices are linked to the movement of professionalization in health education. In theoretical and political debates, the notion of evaluation is overlooked or restrained to the "professional act", as well as any reflection on the ethical dimension of the evaluation procedures during the process of professionalization. The lack of established theoretical frameworks has led to an inductive type of research: a theoretical part based on analysis of theoretical writings, and an exploratory component among education officials in charge of initial and continuing education in dentistry. The synthesis of these two parts, beyond the opposition of theory and practice, suggests that a fresh look is needed in relation to the evaluation of professional practices and reflective practice, and puts the complexity of the process of questioning the professional action at the heart of the exercise of medical normativity.

Estimates of “Street Youth” (SY) (those who live/work on the streets) show 150 million around the world, with approximately 50,000 in Kenya alone as of 2018. Challenges these youth face remain a significant barrier to national governments achieving Sustainable Development Goal 4 (Quality Education) targets, as formal schools limit access or fail to provide meaningful and supported learning experiences for SY. However, informal learning spaces that empower youth to solve problems themselves may provide them with the knowledge and skills they are denied by formal schools. SY rescue, rehabilitation, and reintegration centers all around the world emphasize and place education at the center of their operations. Recommendations for educational services for SY include providing flexible, alternative education and skills training for youth unable or unwilling to return to school. However, the lack of skilled professionals working with the SY population is one of the most critical challenges.<div>To meet the learning needs of vast numbers of SY, teachers already connected to this population must be trained in teaching more empowering, skill-based courses such as engineering, which are typically complex. Such innovative, problem-centered curricula demand skilled teachers who are prepared to facilitate a more student-centered classroom. However, sub-Saharan Africa faces a shortage of 17 million formally qualified teachers, even for its formal public schools. Therefore, connecting with the teachers in the context and training them in engineering teaching is crucial. Researchers have long argued the need for teacher professional development to be continuous and long-term. Through this dissertation, I present a Design-Based Research (DBR) study of untrained Teacher Professional Development (TPD) in collaboration with three aspiring engineering teachers at an alternative school for SY in western Kenya. I draw on the theoretical framework of Situated Learning and Communities of Practice (CoP) to discuss the outcomes of a three-phase professional development program. Each phase was designed using the recommendation from McKenney et al. (2006) to include three iterative micro-cycles of analysis, design, and evaluation leading to a meso-cycle. In total, three meso-cycles were completed to arrive at DBR’s final phase of reflection and generation of design principles.<br></div><div>In the first phase, teachers in this study adopted reflective practice strategies to increase their awareness of the practice. Analysis from the study showed that the teachers individually and collectively showed resilience to challenging and complex experiences by establishing a strong foundation for the community of practice. In the second phase, teachers engaged in action research to improve both teaching and learning outcomes. Results demonstrated increased active participation of the teachers in their teaching practice, and developed new understandings of engineering teaching. However, the first two studies also showed the challenges limiting the teachers from constructing an engineering teacher identity and unresolved questions about the sustainability of the TPD. Therefore, in the last phase, the teachers adopted mentoring new teachers as a strategy to develop their identities and sustain the engineering TPD.<br></div><div>The findings from the three phases resulted in generation of design outcomes that include a situated understanding of the theory in this fragile context and design principles that are transferable in comparable settings. Implications of this work suggest a sustainable teacher professional development model for untrained engineering teachers in fragile contexts and present relevant design principles for the CoP.<br></div>

In post-basic education of neonatal nurses the challenge is in how to prepare reflective practitioners for their role in neonatal nursing practice. Generic outcomes from SANC and higher education are available that promote the education of reflective neonatal nurses, but do not give much clarity on exactly how this is to be achieved. This prompted the research question: ‘How can professional nurses in a South African context be educated to become reflective neonatal nurses?’ This study aims to develop a model for the education of reflective neonatal nurses in a South African context. To achieve the aim of the study, an exploratory and descriptive design was used, which was in essence qualitative and contextual in nature, to develop the model. The model was developed following the process for developing nursing theory: a topic of interest was selected, which was a framework of several concepts; relationships between the concepts supported by evidence was identified and clarified; and relational statements were organised to describe the components of the conceptual model. The structural components of the model were identified as a purpose (specific learning-, critical- and end-product outcomes of education of reflective neonatal nurses); a framework (higher education, nursing education and neonatal nursing practice in a South African context); dynamics (reflective learning); a recipient (neonatal nurses as students); an agent (neonatal educator); and a procedure (education programme). The study had three phases that had different goals, but occurred simultaneously, overlapping and interrelating in the process of developing the model. The first phase was identifying and clarifying the concepts related to educational aspects of importance in education of reflective neonatal nurses. It was based on theoretical inquiry, concept analysis and inductive and deductive reasoning to describe the framework of education (higher- and nursing education), reflective learning, neonatal nursing students, role of the educator and educational approaches. The second phase was identification and clarification of concepts in neonatal nursing practice related to education of reflective neonatal nurses. This was done by means of inductive and deductive reasoning, based on the extensive experience and knowledge of the researcher in the field, followed by literature control and confirmed by peer review of neonatal nursing Model for education of reflective neonatal nurses in a South African context experts and/or educators. As a result the competences and professional characteristics expected of reflective neonatal nurses were synthesised and the content outline of an educational programme was deduced. The third phase was constructing and describing a model for educating reflective neonatal nurses in a South African context, which involved developing relational statements linking the concepts clarified in the previous two phases. Experts in model development, higher education, nursing education and / or neonatal nursing practice evaluated the model in this phase. Ethical considerations of relevance in this study were especially informed consent by the participants (peer- and expert review), and to give credit to all sources used. Strategies to enhance trustworthiness included triangulation of sources, prolonged engagement of the researcher, clarification of the underlying assumptions of the study, thick description of the process, and validation by means of peer- and expert review. Recommendations were made regarding dissemination of the model, practice, education and further research. / Thesis (PhD)--University of Pretoria, 2009. / Nursing Science / unrestricted

Many practitioners commonly deal with implementing a change that is imposed by an organization. Some imposed changes require practitioners to alter more than what they do in practice but also to change their identity. Many researchers have studied identity change through the lens of sociocultural theory, specifically utilizing communities of practice theory (CoP). However, the majority of these studies used CoP theory as a vehicle to implement the imposed change. Yet some studies have found that after the trial period ends many practitioners revert back to the way they performed in practice prior to the study. One reason for this problem could be that the nature of the change experience that practitioners must undergo is not understood. The purpose of this phenomenological study was to reveal the nature of the change experience of six released-time seminary teachers in response to the adoption of the teaching and learning emphasis (TLE) within the Seminaries and Institutes of Religion (S&I) for The Church of Jesus Christ of Latter-day Saints. Specifically, the research question was "What is the nature and meaning of the change experience of a sample of released-time seminary teachers who are considered to be effective at learning to understand and implement TLE"? Researching S&I teachers' change experience is important because it may relate not only to the needs of the S&I organization, but also in a broader sense to the nature of the experience of practitioners who undergo an imposed change by the organization for which they work that alters their professional identity. Three central themes were found that represented the nature of the change experience for the sample group. The themes were represented as transformational, sociocultural, and self-reflective change. Each participant's experience varied in the particular details of his individual change experience. Nevertheless, all participants experienced some degree or kind of transformational change within their particular configuration of knowledge, character, and professional practice. Furthermore, all study participants engaged in sociocultural learning practices to facilitate their change. Finally, study participants experienced self-reflective changes.