This thesis is an action research investigation into the influence of my Christian habitus on my consultancy practice. My research question: How does my Christian faith inform the work I do? is located within the academic field of Spirit at Work. The complexity and difficulties of my professional practice are explored using the literature on Christian spirituality. My investigation uses the research method of practical theology to explore: my own Christian perspective; my role as a spiritual mentor; the nature of spiritual formation; and, faith in relation to work. The analytical methods of theological reflection, narrative inquiry, and autoethnography support the critical reflection. Five themes emerge: the evangelical basis of my Christian perspective; an understanding of the grace of God; the consideration of resistance as sin; strategies to enable spiritual formation; and complex combinations of faith in relation to work. This study has enabled me to interrogate my approach to spiritual formation in relation to work. My inquiry in a variety of contexts – with colleagues, one individual, and with a client –has developed my ability as a reflexive practitioner, and has strengthened my vocation as a spiritual mentor. I have used the Holistic Development Model (HDM) to underpin my approach to spiritual mentoring, and created a Christian interpretation of it. Spiritual formation is explored through the topics of: church, faith, purpose and mission using scripture, adventure and leadership, and difficulty and struggle. The research provides insights into my work as a professional consultant in the area of leadership development. My reflexive learning, combined with participative inquiry, provides an insider perspective on living within an evangelical Christian worldview. Difficulties over how to interpret Christian faith in work contexts are explored, particularly with regard to inclusivity. The research links spiritual formation with leadership, concluding that, in my practice, faith takes precedence.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-06-01T19:36:11Z No. of bitstreams: 2 Tese - Larissa Arbués Carneiro - 2015.pdf: 3820507 bytes, checksum: 0f762ae4665951ba02f99c87f0605f72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-06-02T11:06:36Z (GMT) No. of bitstreams: 2 Tese - Larissa Arbués Carneiro - 2015.pdf: 3820507 bytes, checksum: 0f762ae4665951ba02f99c87f0605f72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-02T11:06:36Z (GMT). No. of bitstreams: 2 Tese - Larissa Arbués Carneiro - 2015.pdf: 3820507 bytes, checksum: 0f762ae4665951ba02f99c87f0605f72 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2015-03-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Especially from 2001 onwards, with the new National Curriculum Guidelines (DCN), Brazilian government has invested in stocks for the reorientation of training of health professionals according to the needs of the population and the Unified Health System (SUS). That same year, was established the mental health care reorientation in Brazil by Law n. 10,216 and since then, there was the expansion and diversification of care network in the area. With the social evidence of the drugs phenomenon and the advent of the Integrated Plan to Combat Crack and Other Drugs (PIECD) was amplified the need for training of personnel with appropriate profile for alcohol and other drugs (AD) care. The Education Program from Working for Health/Mental Health (PET-Saúde Mental) was established by the Interministerial n.6/2010. The purpose of this doctoral thesis was to analyze the development of PET-Saúde Mental partnership between the Federal University of Goiás (UFG) and the Municipal Health Department of Goiânia (SMS), occurred between 2011 and 2012. Participated in the research: professors and students from eight undergraduate courses at UFG and four psychosocial care network services of SMS servers. Data were collected from three sources: 1) documents; 2) questionnaires; 3) individual interviews. The documents supported the characterization of PET-Saúde Mental and questionnaires raised the profile of the group, and was answered by 82.5% of program participants. The interviews attended ten students, seven professional health services and four professors. Data were analyzed from Senses Interpretation Method and the analytical matrix model was considered reading substrate of results and organization of the thesis, it proposes three dimensions nucleation categories: macro, micro and molecular. Emerged eight categories derived from analysis: political-pedagogical orientation, work processes, management, networking, mobilization/visibility, care, beliefs/prejudices/stigma and production of affections. The findings and discussion of the research are presented in three parts: in chapter Results and in two articles that pursued know the reaction of the participants to the PET-Saúde Mental, the first article focusing on the micro scale (institutional) and the second focused on the dimension molecular, the experiences lived. The analysis indicates that the development of the program converged to actions planned in the project, consistent with existing policies and guidelines of reorientation training for the area of health and psychosocial care network for AD. There are indications that the program was an educational experience mediated by care, over which the production of positive affect and (re)significance of negative imagery about AD context. In this subjective production movement that stands out is the transforming power of the breaks and micro-revolutions occurring in the education and health work everyday. Such as resonances, the program led to changes in ways of thinking and making the everyday teaching and services, inserted and strengthened the agenda of psychosocial care at the university and the education services, promoted learning about the practice of mental health care, articulated interprofessional clinic with the ethical-political-affective training and contributed to the AD network in the city. The process weaknesses and linked institutions were related to modes of organization of these institutions, which influence the implementation of programs such as PET-Saúde. The sustainability of the actions of reorientation of the care model and training is linked to movements that occur in the macro and micro levels. Raises the need to support strategies and institutional analysis and the expansion of forms of participation in the spaces of the teaching-service, in order to stimulate the role of local actors and the return to care as a pillar of the health sector category. / Especialmente a partir de 2001, com a instituição das Diretrizes Curriculares Nacionais (DCN), o governo brasileiro tem investido em ações para a reorientação da formação dos profissionais de saúde conforme as necessidades da população e do Sistema Único de Saúde (SUS). Nesse mesmo ano foi estabelecida a reorientação da atenção em saúde mental no Brasil pela Lei n. 10.216 e, desde então, houve a expansão e diversificação de rede de cuidados na área. Com a evidência social do fenômeno das drogas e o advento do Plano Integrado de Enfrentamento ao Crack e outras Drogas (PIECD) ampliou-se a necessidade de formação de pessoal com perfil adequado para o cuidado em álcool e outras drogas (AD). O Programa de Educação pelo Trabalho para Saúde/Saúde Mental (PET-Saúde Mental) foi instituído nesse contexto pela Portaria Interministerial n. 6 /2010. Nesta tese de doutorado, o objetivo foi analisar o desenvolvimento do PET-Saúde Mental da parceria Universidade Federal de Goiás (UFG) e Secretaria Municipal de Saúde de Goiânia (SMS). O programa ocorreu entre 2011 e 2012 e participaram professores e estudantes oriundos de oito cursos de graduação da UFG e servidores de quatro serviços da rede de atenção psicossocial da SMS. Os dados foram coletados a partir de três fontes: 1) documental; 2) questionários; 3) entrevistas individuais. Os documentos subsidiaram a caracterização do PET-Saúde Mental e os questionários levantaram o perfil do grupo, sendo respondido por 82,5% dos participantes do programa. Nas entrevistas participaram dez discentes, sete profissionais dos serviços de saúde e quatro docentes. Os dados foram analisados pelo Método de Interpretação de Sentidos e considerou-se como substrato de leitura dos resultados e de organização da tese o modelo de Matriz Analítica que delimita três dimensões nucleadoras de categorias: macro, micro e molecular. Emergiram oito categorias: orientação político-pedagógica, processos de trabalho, gestão, redes, mobilização/visibilidade, cuidado, crenças/ preconceitos/ estigmas e produção de afetos. Os achados e discussão da pesquisa foram distribuídos em três partes: no capítulo Resultados e em dois artigos que interessavam conhecer os sentidos atribuídos pelos participantes ao PET-Saúde Mental, o primeiro com foco na dimensão micro (institucional) e o segundo focado na dimensão molecular, das experiências vivenciadas. As análises indicam que o programa convergeu para as políticas e orientações existentes de reorientação da formação para a área da saúde e da rede de atenção psicossocial para AD. Há indicações que o programa foi uma experiência educativa mediada pelo cuidado, atravessada pela produção de afetos positivos e de (re)significação do imaginário negativo sobre o contexto AD. Nesse movimento de produção subjetiva, é que se destaca a potência transformadora e micro-revoluções que se dão no cotidiano do ensino e do trabalho em saúde. Como ressonâncias, o programa provocou mudanças nos modos de fazer-pensar o cotidiano do ensino e dos serviços, fortaleceu a pauta da atenção psicossocial na universidade e a da educação nos serviços, mobilizou desejos, promoveu aprendizados sobre o cuidado em saúde mental, articulou a clínica interprofissional com a formação ético-política-afetiva e contribuiu na tessitura da rede AD no município. As fragilidades do processo relacionaram-se aos modos de organização institucional, que influenciam na execução de programas como o PET-Saúde. A sustentabilidade das ações de reorientação do modelo de atenção e de formação está vinculada aos movimentos que se dão macro e micropoliticamente. Levanta-se a necessidade de estratégias de apoio e análise institucional e a ampliação das formas de participação nos espaços de articulação ensino-serviço, de modo a estimular o protagonismo dos atores locais e o retorno do cuidado como categoria constituiva do setor saúde.

Submitted by Fabiana Gonçalves Pinto (benf@ndc.uff.br) on 2016-04-20T17:20:38Z No. of bitstreams: 1 Betania Machado Faraco Oliveira.pdf: 2652895 bytes, checksum: bb0203dc575fc96eb14863c998423ced (MD5) / Made available in DSpace on 2016-04-20T17:20:38Z (GMT). No. of bitstreams: 1 Betania Machado Faraco Oliveira.pdf: 2652895 bytes, checksum: bb0203dc575fc96eb14863c998423ced (MD5) Previous issue date: 2015 / Mestrado Profissional Ensino na Saúde / Estudos sobre o processo de trabalho do enfermeiro preceptor nos espaços da Estratégia de Saúde da Família (ESF), e sua corresponsabilidade no processo de formação em saúde, ainda estão restritos aos espaços acadêmicos. A temática apropriada para este estudo diz respeito aos avanços, limites, potencialidades e experiências vivenciadas no contexto da preceptoria na Atenção Primária à Saúde e o desafio da prática integrada em saúde. Objetivou identificar o processo de trabalho do enfermeiro-preceptor que realiza a prática integrada na ESF; Discutir as pertinências sociais e desafios da prática integrada na formação em saúde; elaborar e implementar estratégias educativas que redimensionam a prática integrada. A metodologia é descritiva e exploratória, com abordagem qualitativa. Os sujeitos foram 13 enfermeiros preceptores da APS que trabalham com a prática integrada. Trabalho de campo realizado durante os anos de 2014 e 2015, em Unidades de Saúde da Família do Município de Teresópolis-RJ. A coleta de dados deu-se por observação livre e entrevista que foram analisadas por meio de análise temática, pelo agrupamento das informações, gerando quatro categorias: Profissional preceptor como condutor, facilitador e orientador do e no processo de formação em saúde de enfermeiros; Preceptor na ESF como construtor de vínculos sob um novo olhar e um novo fazer na realidade do SUS; A prática integrada entendida como espaço de inovação e de formação do enfermeiro; Prática integrada: vivência que integra prazer, amor, inquietude, responsabilidade, sobrecarga, dedicação e ansiedade. A identificação das potencialidades e desafios na formação para o SUS e no SUS é fundamental a fim de operar mudanças tanto no ensino como no serviço. Fortalecida por um instrumento formal, a parceria entre a Universidade e a SMS tem contribuído na formação voltada para a implementação dos princípios e diretrizes do SUS, favorecendo experiências de caráter multiprofissional e interdisciplinar. Também se identificou a relevância da prática integrada no processo ensino aprendizagem. Foi elaborado um conjunto de diretrizes que visam a sensibilizar a Instituição de Ensino e a Gestão Municipal quanto a implantação processual de capacitação pedagógica para enfermeiros preceptores que atuam na ESF, a qual gerará significativos benefícios para a consolidação da prática integrada em saúde. / Studies about the work process of nurse preceptor in the spaces of the family health strategy, and their co-responsibility in the process of training in health, are still restricted to academic spaces. The appropriate theme for this study relates to advances, boundaries, capabilities and experiences that they experienced in the context of the precentorship in primary health care and the challenge of integrated practice in health. Aimed to identify the work process of nurse preceptor that makes integrated practice on family health strategy; discuss the social always and the challenges integrated practice in health education; develop and implement educational strategies that resize integrated practice. The methodology is descriptive and exploratory, with qualitative approach. The subjects were 13 preceptors nurses from primary health care that works with the integrated practice. Fieldwork conducted during the years of 2014 and 2015, in Health Units from the municipality of Teresópolis-RJ. Data collection occurred for free observation free observation and some interviews that were analyzed by means of thematic analysis, by grouping of information, forming four categories: professional preceptor as driver, facilitator and supervisor of the training process in health of nurses; preceptor from the family health strategy like link constructor under a new look and a new do in the reality of SUS; Integrated practice understood as innovation space and training of nurses; Integrated practice: experience that integrates pleasure, love, anxiety, responsibility, overload and dedication. The identification of potential and challenges in training for the SUS and on SUS is fundamental in order to operate both changes in education as in service. Strengthened by a formal instrument, the partnership between the University and the Health Units has contributed in the formation toward the implementation of the principles and guidelines of the SUS, favoring multiprofessional and interdisciplinary character experiences. Was also identified the relevance of the integrated practice in the teaching learning process. Was elaborated a set of guidelines that aimed at sensitize the educational institution and the Municipal Administration as the deployment procedure for training preceptors nurses who work in the family health strategy, which will generate significant benefits for the consolidation of integrated practice in health.

The transition from apartheid to democracy in South Africa, which began in 1994 led to a change in a plethora of policies and/or legislation. In recent years there has been much debate on how the standard of education provisioning in schools could be raised in the light of the introduction of the much debated Revised National Curriculum Statement (RNCS) and thereafter the National Curriculum Statement (NCS). These reform initiatives have brought about confusion and a sense of unsettledness amongst educators, including principals as well as their School Management Teams. Furthermore, the abovementioned and other policies required educators to acquaint themselves with either the materials that are used or the content of the curriculum and the planning and presentation of lessons. This entails in some occasions that educators who are more experienced have to assist the less experienced ones since they understand the RNCS and more recently the NCS better than the others. According to me this emphasises the importance of educator development towards raising the standards in schools. Continuous Professional Development (CPD) is a process that fits the role of an educator as a lifelong learner. The aforementioned is captured in the Norms and Standards for Educators (2000). The need for more attention to be accorded to the professional development of practising educators is emphasised in the Report of the Ministerial Committee on Teacher Education (2005). This report led to the development of the National Policy Framework for Teacher Education and Development which has as its aim to attempt to address the need for suitably qualified educators in South Africa. The National Policy Framework for Teacher Education and Development will be used in this study along with the Integrated Quality Management Systems (IQMS) as tools to achieve the continuous development of educators in South African schools. The Personnel Administration Measures (PAM) of 1999 are also used since they stipulate the roles and responsibilities of the educator, including those of the principal, deputy principal(s) as well as the heads of department. In particular it stipulates that the principal (Department of Education, 1999:10) is responsible for the development of staff training programmes, school-based, school-focused and externally directed, and to assist educators, particularly new and inexperienced educators, in developing and achieving educational objectives in accordance with the needs of the school. This research project deals with the challenges experienced by educators regarding their own Continued Professional Development (CPD). It thus aims at coming up with an empirical account of the challenges experienced by the said educators. The study will focus on, among others, the educators’ experiences in the implementation of the IQMS as a developmental tool for educators in schools. It looks at the roles that different staff members in senior positions in terms of the CPD of the educators. These include the developmental opportunities available in the sampled schools. Carefully selected and drafted interview questions assisted me in soliciting answers from the sampled educators. / Dissertation (MEd)--University of Pretoria, 2010. / Education Management and Policy Studies / unrestricted

No description available.

No description available.

The purpose of the newly implemented Transitional Kindergarten program in California is to provide an additional year of early childhood education to young students in order to prepare them for school (American Institutes for Research, 2012). The implementation of Transitional Kindergarten into California’s public school districts was executed quickly without clear guidelines or training for teachers. The resultant gap in understanding Transitional Kindergarten’s goals is an educational issue that needs to be addressed. Until standards and guidelines are finalized for Transitional Kindergarten programs, California’s school districts decide how to implement their programs. The purpose of this research study was to examine the extent to which Transitional Kindergarten teachers perceive they are prepared to teach in a Transitional Kindergarten Classroom and to identify resources, support for, and professional development teachers in TK believe they need. The following research questions guided the study: 1. To what extent do participants perceive they are prepared to teach in a Transitional Kindergarten class? 2. To what extent does the level of perceived preparedness correlate to the participants’ years of experience, type of district, or Pre-school teaching experience? 3. What resources, support, and professional development opportunities do participants believe they need from their school district to teach in a Transitional Kindergarten class? Through an analysis of a quantitative survey, the conclusion of this study confirmed that Early Childhood Education knowledge is desired by Transitional Kindergarten teachers. The researcher contacted forty-five Transitional Kindergarten teachers within San Joaquin County and seventeen teachers participated. The study found that the additional support desired by Transitional Kindergarten teachers are: 1) teachers aides/assistants, 2) help with assessments, and 3) a more clear message about what Transitional Kindergarten curriculum should cover. It is recommended by the researcher based on the results that districts provide clarity about the expectations of TK to all stakeholders, create an implementation guide, and clear standards for all TK teachers.

This research focuses on the role of the school principal as instructional leader in primary schools in Thoyandou area, Limpopo Province. It was motivated by a marked decline in the fulfilment of the instructional leadership role of principals in certain schools in the Limpopo Province. A literature study was undertaken to determine the role of a instructional leader, approaches to this role as well as the relationship between the principal's instructional leadership role and staff development and staff appraisal respectively. A qualitative inquiry was conducted using a focus group and personal interviews with a small sample of participants selected by judgement sampling. The findings suggest that understanding of the instructional leadership is fragmented; principals often fail to develop staff adequately; and the Department of Education's new approach to staff and development appraisals is not adequately implemented in schools. Finally guidelines are provided to assist principals in fulfilling their role as effective instructional leaders. / Educational Studies / M.Ed. (Education Management)

This study reports on the use of action research methodology to generate a critical reflective collaborative setting. The aim was to infuse the institution with the results of this study in order to stimulate debate on the issues regarding change in practice and systems. The suitability of Internet communication technologies, more specifically the online learning community, is evaluated as a delivery mode that would address today’s learning needs. This required the collaborative construction of knowledge in a community setting with the teacher enabling communication and interaction, and facilitating and stimulating the sharing and testing of ideas and constructs. But such a learning scenario was found to be significantly challenging to the current print-based learning experience. It implied a challenge to teaching and support staff as well as the questioning of the efficiency and legitimacy of current instructional design staff and procedures used. The teaching responsibilities and commitment in the online community was outlined as against current print-based teaching practice. The current development and production culture, which restricts innovation and change in practice and systems significantly, came under pressure. The success of the online learning community in the Unisa context was nevertheless significant and it has the potential to serve as an opportunity to re-examine print-based production and delivery and to devise strategies and solutions to increase the quality significantly. / Faculty of Education / D. Ed.

The out of field phenomenon, that is, educators who teach outside their field of expertise, adds complexity to the education environment. This growing phenomenon in South African schools impacts colleagues, learners, parents, governing bodies and school management. Teaching characteristics that ensure success in classrooms are threatened by the out of field phenomenon. It puts extra strain on school management's responsibility to provide quality management and jeopardises effective teaching and quality learning. This problem was investigated by a literature study and an empirical investigation using a qualitative approach. Data was gathered through semi-structured interviews with selected participants who shared their experiences of the phenomenon. Findings indicated that the existence of the out of field phenomenon should be recognised in order to provide substantial educator support and sufficient staff development programmes. It is recommended that new evidence-informed knowledge about the out of field phenomenon can contribute to improve effective decision making and policy developing in this regard. / Education management / M.Ed.