digitization, digital transformation, innovation, energy industry, HR, work with students, trainee program, trainee scheme, corporate culture, project management, onboarding, gen Z, generation Z

This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist. An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)

This autoethnographic study qualitatively explores a trainee's journey towards becoming a clinical psychologist in South Africa. Both the formal and informal processes for becoming a psychotherapist are explored. The formal processes governing the training and registration of a clinical psychologist in South Africa are outlined. A critical appraisal of the training program is covered. The informal processes of the journey of this trainee psychologist is contextualised within the life story of that same person. In so doing a seventeen-year long struggle and academic relationship with UNISA is highlighted, including the insatiable desire and life long dream of the writer in wanting to become a psychologist. An autoethnographic study was done by using the researcher as the only research subject. The personal writings of the researcher and her family serve as the primary data for the study. An autoethnographic approach was employed in creating and collecting the data. The stories are presented in narrative form, and the data are analysed by employing narrative analysis for extracting and highlighting initial and inferred themes. / Psychology / M. A. (Clinical Psychology)

Die Schriftenreihe veröffentlicht Projektarbeiten, die im Rahmen des Saxony5-Trainee-Programmes von Teilnehmern entstanden sind. Dieses Programm fördert den Wissens-, Kompetenz- und Technologietransfer zwischen Hochschulen und Wirtschaft. Es richtet sich schwerpunktmäßig an Studierende und Absolventen sächsischer Hochschulen. Durch intensive Trainings und Arbeit mit Fallstudien werden innovative und Managementkompetenzen vermittelt, die den Berufseinstieg unterstützen. / The series publishes project works that has been written by participants in the Saxony5 trainee program. This program promotes knowledge, competence and technology transfer between universities and industry. It focuses on students and graduates of Saxon universities. Through intensive training and work with case studies innovative and management skills are trained, which support the career entry of the graduates.

The closing thesis deals with the issue of undergraduate training of students at the Faculty of Education of the University of South Bohemia and their following introduction into the school practice. The thesis verifies whether students' presumptions for choosing to study at the Faculty of Education, University of South Bohemia, changed their idea about the readiness to enter the school practice including possessing individual pedagogical skills. This thesis brings many findings for the school management. These findings can be applied in new employees' adaptation. Among the benefits of this thesis belongs renewal of the discussion about teaching profession and clarification of basic terms and their semantic content in the theoretical literature. Questionnaire survey showed that there has been happening a change with the students who choose faculty of education, i.e. they choose it purposely with the vision of teaching profession. School management should reflect this change.

The landscape of initial teacher education (ITE) in Britain is changing (BERA Inquiry, 2014). In England, trainee teachers’ routes to professional qualification are subject to assessment against Teachers’ Standards (Department for Education, 2012), which some argue enshrine the competences trainees require for professional life (Cole, 2008). Competence views of teaching are challenged elsewhere as reductive (Stanley and Stronach, 2012) and counter to the view that teaching (Hobson et al., 2008) and learning to teach (Hodgson, 2014) are complex pedagogical activities (Alexander, 2008). Some argue the competence-view of learning to teach reduces teaching to a “craft-based occupation” (Beauchamp et al., 2015), epitomized in entirely school-based training initiatives such as School Direct (National College for Teaching and Leadership, 2014a) with trainee teachers learning “on the job” (Department for Education, 2010, p23). This study aims to contribute to this debate by examining trainees’ professional development within the historical development of the teaching profession. Whilst undertaking a Post-graduate Certificate in Education (PGCE), data on seven trainee teachers’ professional development were gathered throughout three school placements using active interviewing (Holstein and Gubrium, 1998), prior to within- and cross-case analysis (Creswell, 1998). Trainees’ hand-drawn trajectories of professional development show turning points (Vygotsky, 1978) which direct analysis towards key influences on a complex intellectual process of learning about practice (Dreier, 2002), refining indications from earlier analysis using a componential model of professional development (Evans, 2011). Using Vygotsky’s method of developmental study (Vygotsky, 1978), professional development is understood as a historical process whereby practice-related concepts “take shape” (ibid.) and trainees’ learning (about practice) supports their (professional) development. A relational agency interpretation (Edwards, 2007b) emphasises the influence on trainees’ professional development of working jointly with professional colleagues on problem-resolution, contingent on trainees’ learning through tool and sign use during practice (Wertsch et al., 1993). The findings of this small study suggest that trainee teachers’ professional development is only adequately conceptualised as a complex process led by the intellectual activity of learning about practice. The implications of reframing learning to teach as a social and relational practice implies a personalised approach to teacher education which, this study finds, may support the development of responsive practitioners.

Made available in DSpace on 2017-07-21T20:31:54Z (GMT). No. of bitstreams: 1 CeliaHonorato.pdf: 1218289 bytes, checksum: b5bc4f3a8911a2a50d8a48fafdd57fef (MD5) Previous issue date: 2011-05-30 / This research presents the understanding of how occurs the articulation between academic and theoretical practice formation and pedagogical practice together with the living of the discipline of Advised Trainee in Physical Education the schools into two College Graduation Institutions‟: one of public nature and the other of private nature. The research objectives were: a) investigate the possibility of come close with the academic knowledge to the pedagogical practice in the school by means of the living proposed by the discipline of Advised Trainee; b) revel the elements that focus on/out the academic formation from the pedagogical practice; c) support a list of items to build a critical reflection that corroborates to the improvement in order to grab the theory and practice, specially, in the curricular proposal which advise the graduation of pre service Physical Education teachers.The theoretical support to this work was built beyond the studies conducted by: Critical Curricular theories (SACRISTÁN, 2000; APLLE, 2002; 2005; GIROUX, 2005) and the College and its space of interlocution with different universes in which it is build (VEIGA, 2004, 2010; SANTOS 2005; CHAUÍ, 2001; PIMENTA; ANASTASIOU, 2002); the discipline of Advised Trainee as a space of interlocution between the theory and the practice (CANDAU, 1987; PIMENTA, 1997; SOUZA JUNIOR 2005; BORGES, 2010) the professional formation in Physical Education (FARIA JUNIOR, 1987, 1992; TAFFAREL, 1993; SANTOS JUNIOR, 2005). It was considered the curricular composition by means of legal Act related to Physical Education. The methodological option was constructed by means of qualitative research (LUDKE; ANDRÉ, 1986; THOMAS; NELSON; SILVERMAN, 2007; GIL, 2009). The planning was done covering a case study, more specifically a multi case (YIN, 2005). The research participants were four College Professors, whose were responsible for the Advised Trainee discipline, as well as, forty nine pre service teachers attending classes in the Course of Physical Education Graduation. The chosen research instruments were: documental analysis of Pedagogical Projects´ Course (PPC); direct enterview to the professors and in service teachers; questionnaires with open questions to the service teachers. The option related to the data analysis and discussion was based on the subject (BARDIN, 1977). The methodological strategy chosen to corroborate with the subject analysis was to cross out the data. The results discussion shed lights on Critical theory Curriculum. From the perspective of dialog about Physical Education Teachers´ Formation by means of the discipline of two colleges Advised Trainee, it was noticed that the conception of Curriculum is yet, a pattern that had an attempt to overcame in the decade of 1990 and triangular picture that had as intention to built, taking into account the three research instruments, It was not constructed , once that in the current process, it was reveled that it has a great amount of focus that go on and out the untidily about theory/practice of the discipline of Advised Trainee going on the concept of the Curriculum, in the statements concerned with Graduation Institutions, in the superficial comprehensions of the Professors` staff related to the elaboration of Pedagogical Project Course and in the Professors` Identity of the Formational Institution and the pre service teacher in the school. / Esta pesquisa apresenta o entendimento de como se dá a articulação entre formação teórica acadêmica e a prática pedagógica junto às vivências da disciplina de Estágio Supervisionado na escola em duas Instituições de Ensino Superior: uma de natureza pública e outra de natureza privada. Os objetivos da pesquisa foram: a) investigar a possibilidade de articulação dos saberes acadêmicos à prática pedagógica na escola por meio das vivências proporcionadas pela disciplina Estágio Supervisionado; b) desvelar os elementos que aproximam/distanciam a formação acadêmica da prática pedagógica; c) elencar subsídios para reflexões críticas que contribuam no sentido de avanço da unicidade teoria e prática na proposta curricular que norteia a formação dos futuros professores. A fundamentação teórica foi consubstanciada por estudos referentes: às teorias críticas de currículo (SACRISTÁN, 2000; APLLE, 2002; 2005; GIROUX, 2005) e à universidade e seu espaço de interlocução com os diferentes universos em que está constituída (VEIGA, 2004, 2010; SANTOS 2005; CHAUÍ, 2001; PIMENTA; ANASTASIOU, 2002); à disciplina Estágio Supervisionado como espaço de interlocução entre teoria e prática (CANDAU, 1987; PIMENTA, 1997; SOUZA JUNIOR 2005; BORGES, 2010) e à formação profissional em Educação Física (FARIA JUNIOR, 1987, 1992; TAFFAREL, 1993; SANTOS JUNIOR, 2005). Considerou-se ainda a composição curricular por meio do ordenamento legal referente à Educação Física. A opção metodológica se deu por meio de uma abordagem qualitativa (LUDKE; ANDRÉ, 1986; THOMAS; NELSON; SILVERMAN, 2007; GIL, 2009). O delineamento foi feito por meio de um estudo de caso de tipo multicasos (YIN, 2005). Os sujeitos participantes da pesquisa foram quatro professores de Educação Física, responsáveis pela disciplina Estágio Supervisionado e quarenta e nove acadêmicos inseridos no curso de Licenciatura em Educação Física. Os instrumentos de pesquisa escolhidos foram: a análise documental do Projeto Pedagógico do Curso (PPC); entrevista do tipo direta para os professores de Educação Física; questionário com questões abertas para os acadêmicos. Para a análise e discussão dos dados optou-se pela análise de conteúdo (BARDIN, 1977). A estratégia metodológica escolhida para corroborar com a análise de conteúdo foi a triangulação dos dados. A discussão dos resultados foi realizada à luz das teorias críticas de currículo. A partir do diálogo sobre a formação do professor de Educação Física por meio da disciplina Estágio Supervisionado das duas Instituições, constatou-se que o conceito de currículo ainda se constitui no modelo que se pretendeu superar a partir da década de 1990 e a figura triangular que se pretendia formar, a partir dos três instrumentos de pesquisa, não se constituiu, uma vez que no decorrer do processo foram descortinados inúmeros vieses que distanciaram a unicidade teoria/prática na disciplina Estágio Supervisionado imbricados no conceito de currículo, nas demandas concernentes às Instituições de Ensino, na superficialidade da compreensão do corpo docente no que diz respeito à elaboração do projeto pedagógico do curso e na identidade docente do professor da Instituição formadora e identidade docente do futuro professor da escola.

A presente pesquisa buscou \'investigar a interação das competências desenvolvidas pelos cursos de administração em seus estudantes e a demanda do mercado de trabalho\'. Para alcançar este objetivo geral, foram estabelecidos os seguintes objetivos específicos: analisar os fatores que influenciam no desenvolvimento das competências dos estudantes nos cursos de administração; determinar quais competências os formandos de administração acreditam possuir; reconhecer o grau de cada competência que os estudantes acreditam que foram desenvolvidas durante a graduação de administração; reconhecer quais competências os programas de trainee exigem dos candidatos em seus processos seletivos; verificar quais as principais diferenças, em termos de competências, dos administradores e das demais formações universitárias que competem para uma mesma vaga nos programas de trainee; e comparar as competências exigidas pelas empresas que possuem programa de trainee com as competências que os formandos acreditam possuir. Para a condução da pesquisa, adotou-se a abordagem quali-quanti. Na abordagem quantitativa ocorreu a realização de survey com 377 estudantes formandos de cursos de administração de excelência e 25 empresas detentoras de programas de trainee, por meio de aplicação de questionários, analisados por meio do software SPSS. Já na abordagem qualitativa, foram realizadas entrevistas semiestruturadas com 10 coordenadores de cursos de administração de excelência e analisadas as questões abertas presentes nos questionários dos estudantes e das empresas. As entrevistas foram gravadas e o conteúdo das falas foi transcrito na íntegra e submetido à análise temático-categorial proposta por Bardin. As categorias foram transformadas em variáveis e processadas pelo software NVivo10 ®. Os fatores que os coordenadores consideram importantes no desenvolvimento destas competências são: ética, empreendedorismo, características do curso, projeto pedagógico, currículo, competência, carreira, expectativa do mercado, perfil, teoria e prática, estágio, intercâmbio, interdisciplinaridade, professores, estudantes, importância dos coordenadores e autonomia dos estudantes. Em linhas gerais, os estudantes se auto avaliaram bem em todas as competências e foram identificados 3 clusters. Dentre as competências que as empresas relataram que os administradores se destacam está a visão sistêmica e houve consenso em três competências exigidas nos processos seletivos: \'possuir iniciativa\', \'trabalhar em equipe\' e \'construir relacionamento e colaboração\'. As empresas constituíram 3 clusters distintos, com exigências diferentes de competências para ingresso em seus programas de trainee. Competências identificadas na literatura como fundamentais ao administrador figuraram entre as menos valorizadas pelas empresas, como \'pensamento crítico\' e \'criatividade\', apontando que as competências que as empresas exigem devem ser estudadas, porém não devem, apenas elas, orientar a elaboração e consecução dos PPP\'s nos cursos de administração. / The present work sought to \"investigate the interaction between the competences developed in the students by the administration courses and the need of the market\". To reach this general objective, the following specific objectives have been established: to analyze the factors that influence the competence development in business administration students; to determine which of the competences the under-graduated administration students believe to have; to recognize the level of development of each competence the students believe to achieve during the graduation; to recognize which competences the trainee programs demand form their applicants in the selection processes; to verify, in terms of competences, the main differences between undergraduated students of administration and other majors that compete for the same job opening in the trainee programs; and to compare the competences demanded by the companies that have trainee programs and the competences the administration undergraduated students believe to have. To conduct this research, it was adopted the qualiquanti approach. In the quantitative approach, a survey was realized, through questionnaire application, with 377 under-graduating students from first class administration colleges and 25 companies that have a trainee program. In the qualitative approach, 10 first class administration colleges\' coordinators have been interviewed, and the open questions from the students and companies\' questionnaires have been analyzed. The interviews were recorded and the content was transcript and submitted to the thematic-categorical analysis proposed by Bardin. The categories were transformed into variables and processed by the software NVivo10TM. The factors that the coordinators consider important in the development of the competences are: ethics, entrepreneurship, courses characteristics, pedagogic project, curriculum, competence, career, market expectation, profile, theory and practice, internship, exchange studies, interdisciplinary, professors, students, coordinators importance and students autonomy.In general, the students self-evaluated themselves well in all competences and 3 clusters have been identified. Among the competences that the companies consider that the administrators have an outstanding performance, is systemic view. In the selection processes there were 3 competences that were consensus: \'to have initiative\', \'teamwork\' and \'to build relationship and collaboration\'. The companies were grouped in 3 different clusters, demanding different competences to their trainee program. Some competences that are listed in the literature as fundamental to the administrator, such as \'critical thinking\' and \'creativity\', were among the least valuable to the companies, suggesting that the competences that companies demand should be developed, but they should not be the only to guide the administration courses.

Aims: This study aims to use trainee counselling psychologists' conceptualisations and experiences to create a research-informed model of self-care and stress. In order to do this, the study integrated the basic tenets of humanistic psychology, theory relating to human potentiality and motivation, pluralistic practice and the relevant research literature around self-care and stress in trainee counsellors, psychotherapists and psychologists. Methods: The study was qualitative in nature and utilised a theory-building case study design. The research participants where 12 trainee counselling psychologists enrolled on a Professional Doctorate in Counselling Psychology in the United Kingdom. A research-informed model of self-care and stress was developed from the relevant research and theory literature. The findings from the 12 semi-structured interviews with the trainees were applied to this model in order to contextualise and refine it. Findings: The data from the interviews was analysed using a thematic analysis and the following categories and themes were discovered: category one - conceptualisations of self-care with caring for self, caring for others and self-actualising as its lower order themes; category two - self-care strategies, with keeping work-life in balance, caring for my physical well-being, getting support from other people and realising there is more to life as its lower order themes; category three -conceptualisations of stress with theoretical understandings of stress, physical impact of stress and psychological impact of stress as its lower order themes; the final category - sources of stress with demands and pressures, financial strains, unhealthy relationships and personal and professional development as its lower order themes. Discussion: The revised research-informed model suggests a number of goals, tasks and methods of self-care and a number of practical examples for each of these areas. According to the model, the goals of self-care involve nurturing trainees' potentiality to become fully functioning trainee counselling psychologists through learning to care for self, others and self-actualising. The tasks of self-care are promoting trainees' wellbeing through meeting their training needs (social support, academic, developmental and placement). Finally, the model suggests the methods of self-care should encourage intentional individual and organisational engagement in strategies which enable trainees to meet their training needs. The study recommends the model is applicable to counselling psychology regulatory bodies and training programmes, as well as individual trainee counselling psychologists. It also proposes further development of the model through research and testing.

Aim: Whilst there is a wide range of research that explores ethics guidance and committee perspectives of research ethics processes, there is a lack of research into trainee experiences. The aim of this study was to explore Trainee Clinical Psychologists experience of the research ethics process and provide a platform to those voices. It was hoped that this research may be able to create a deeper understanding of applicants’ experiences, in which both positive and negative experiences of the application process can be shared and explored. This understanding could then potentially support ethics committees, training courses and applicants to work together and thus improve the application process and resulting research at a national level within the context of Clinical Psychology training. Method: This study adopted a qualitative approach in conducting semi-structured interviews with three Trainee and three Newly Qualified Clinical Psychologists who had applied for ethical approval for their Doctoral thesis. Interpretative Phenomenological Analysis (IPA) was used in an attempt to illuminate the lived experience of applying for research ethical approval. Results: From the analytic procedure, three main themes emerged regarding the experience of research ethics processes from participants’ accounts: The emotional intensity and personal impact of the ethics process; Responses to and ways of managing the ethics process; and Challenges within the ethics process. Implications: This study highlights the importance of recognising the impact of the relationships between Trainee Clinical Psychologists, Clinical Psychology training courses and Research Ethics Committees upon trainees’ journey through the research ethics process. A ‘them and us’ dynamic is being maintained by misunderstandings about each other’s roles, uncertainty and stereotyping, amongst other factors. Potential ways to change this dynamic and improve the research ethics process during clinical Psychology Training has been explored.