The dominant theme is the examination of the development of the Teachers' Registration Movement and within this context to consider the elements of conflict bearing on policy and decision-making. The submission explores the relationship between private teachers, as represented by the College of Preceptors and external agencies, in ways that no other work does: the position of the government in relation to private teachers is considered in the context of the royal commissions on education, of the early examinations provided by the College of Preceptors, Oxford and Cambridge universities and the Royal Society of Arts, and of the Scholastic Registration Association. Ground-breaking themes are employed in that (a) a comprehensive account of the Teachers' Registration Movement is presented; (b) there is a consideration of the way in which conflict and divisions emerge within this development; (c) there is an examination of how elementary and secondary teachers interacted with the state over teachers' registration (this involved a small-scale project conducted by me within the Education Department. University of Wales, Swansea in 1999); (d) attempts are made to relate issues of the past to present-day practice, e.g. the re-emergence of earlier principles to the Beloe Report recommendations. The submission's extension of knowledge in the field is supported therefore in terms of the archival coverage between 1846 and the present day, and of explaining in considerable detail the financing, membership, policies, individual contributions, rules governing registration, and overall effectiveness of the teacher registration councils. As far as these issues are concerned, it is the focus on conflict within the development of the Teachers' Registration Movements that sets it apart from other contributions. Works prior to the submission did not have access to all of the relevant documentation at TNA and relied on other less informative sources. The essential task was to interpret a series of events that had not been fully examined before.

Section A reviews the empirical and theoretical literature on supervision in order to gain a better understanding of how experiences of supervision during clinical training may relate to the anticipated transition of ‘becoming a supervisor’. Section B presents an initial exploratory study focusing on how trainee clinical psychologists make sense of their experiences of supervision in relation to the anticipated transition of ‘becoming a supervisor’. Semi-structured interviews were conducted with ten trainee clinical psychologists at the end of their training. Data was analysed using Interpretative Phenomenological Analysis. Analysis of the transcripts revealed three master themes: the development of the professional self; the supervisory relationship; and the development of supervisory perspectives. Developmental and relational aspects of supervision were emphasised in relation to the anticipated transition of ‘becoming a supervisor’, alongside the significance of the supervisor as a role model. Learning from peers’ experiences of supervision was also key. The study concluded that participants’ experiences of supervision and the meaning they give to those in relation to the anticipated transition of ‘becoming a supervisor’ were connected to the development of a professional self in which increasing autonomy and integration of the personal self was important. Learning took place in the context of the supervisory relationship. The human side of that relationship was valued where reciprocity and containment facilitated a safe space to explore. The development of supervisory perspectives facilitated the anticipated transition of ‘becoming a supervisor’ as experiences of supervision helped to evaluate positive and negative aspects of that role. Subsequently, an ‘ideal for self’ emerged.

Section A: This section critically considers reflective practice definitions, conceptualisations and implementation within dominant theoretical models. The value and limitations of the favoured method for developing reflective capacities in clinical psychology training, the reflective practice group (RPG), are described. Group theory and the current empirical evidence base for RPGs within counsellor and clinical psychology training are critically considered and future research is suggested. Section B: This section presents a preliminary grounded theory study of qualified clinical psychologists’ experiences of attending a reflective practice group during training. Reflective practice has become implicit within the clinical psychology profession; there is a lack however of empirical research on the methods through which reflective capacities are developed in trainees. This study aimed to build upon earlier research by Knight et al. (2010), which investigated the impact of reflective practice groups (RPG) whilst training, through further qualitative exploration of the mechanisms of experience related to participants perceiving the RPG as valuable and the role of distressing experiences. Eleven qualified clinical psychologists from a UK training programme who had previously (Knight el al. 2010) been categorised into 1 of 4 factor groups based on level of perceived value and distress (e.g. high value-low distress), took part in semi-structured interviews. Grounded theory methodology informed the data collection and analysis. A preliminary interactional map of experience was constructed from the data and five categories were important in understanding how the groups were perceived as valuable in the context of varying distress levels: ‘negotiating the unknown’; ‘managing emotion’; ‘negotiating the development of self-awareness’; ‘negotiating the reciprocal impact of others’; and ‘reflection-on-reflection’. It was recommended that training programmes should consider: trainee expectations; approach and motivation; the dual-relationships within groups/cohort; and facilitator style in offering RPGs. Recommendations were made for future research to attempt to match trainee personal learning style with appropriate reflective development methods, to build an evidence base for reflective practice methods generally and to establish the benefits of reflection for clinical practice. Section C: This section presents a critical appraisal of the study undertaken in relation to 4 stipulated questions. Learning outcomes and future research skill development needs are considered, limitations of the study and proposed retrospective changes are highlighted and the impact on practice is considered. Finally suggestions for future research are elaborated upon.

Thesis (Ph. D.)--Columbia University, 1933. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 571. "Describe[s] ... the case method used at the New Jersey state teachers college at Montclair"--P. 1. Bibliography: p. 87-92.

Esta pesquisa teve como finalidade conhecer o trabalho docente dos professores de formação técnica que atuam na educação profissional e tecnológica (EPT) oferecida nos Institutos Federais de Educação, Ciência e Tecnologia sob a perspectiva do conceito de atividade oriundo da Psicologia Histórico-cultural, da Teoria da Atividade e da Clínica da Atividade. O objetivo geral é analisar a atividade do professor de formação técnica em Informática que atua na educação profissional e tecnológica. Os objetivos específicos são: conhecer as trajetórias profissionais e formativas dos docentes de formação técnica em Informática que atuam na educação profissional e tecnológica e que serão os interlocutores da pesquisa; compreender quais articulações estes professores fazem entre as experiências que vivenciaram como profissionais de suas áreas de formação inicial e as demandas da docência na educação profissional e tecnológica; identificar quais as prescrições e a presença delas na atividade destes professores; e explorar o significado e o sentido pessoal do trabalho docente para os interlocutores da pesquisa. A Clínica da Atividade foi utilizada como aporte teórico e como método e as informações foram produzidas através de instrução ao sósia, autoconfrontações simples e cruzadas, observação participante e entrevistas intensivas. Participaram da pesquisa dois docentes da área de Informática que atuam em câmpus de dois institutos federais do Rio Grande do Sul. Depois da realização de todas as etapas que constituíram a pesquisa, a tese construída é que os docentes pesquisados realizam uma atividade de ensino voltada para a orientação e preparação profissional que visa que os alunos se apropriem do acúmulo de cultura de área de Informática e possam exercer essa profissão. Os docentes agem através dos gêneros profissionais da docência e do campo de atuação em Informática e há indícios que demonstram que estes docentes produzem um novo gênero profissional ao qual imprimem os seus estilos. Esse novo gênero não é a negação de nenhum dos gêneros profissionais nos quais os docentes se movimentam, mas, sim, a confluência deles na criação de uma nova atividade real que assume as prescrições de ambas, encadeando-as, cruzando-as e equilibrando-as. Nessa atividade, os docentes esbarram em duas grandes questões que compõem o real da atividade: a dificuldade de adaptar o ensino de uma profissão aos tempos escolares e o desconhecimento de outras formas de ensinar pautadas mais na promoção de atividades de estudo aos alunos e menos em tarefas de reprodução do fazer do professor. Conhecer a atividade dos professores a partir da Clínica da Atividade pode colaborar com a construção de formações iniciais e continuadas que respeitem as especificidades da docência na educação profissional e promovam o aumento do poder de agir dos docentes diante de seu próprio trabalho. / This research aimed to know the work of the technical training of teachers who work in professional and technological educational (PTE) offered in the Federal Institutes of Education, Science and Technology under the perspective of the concept of activity originating from the Cultural-historical Psychology of Activity Theory and Activity Clinic. The general objective is to analyze the activity of the teacher that has technical training engaged in professional and technological education. The specific objectives are: to know the professionals and formative trajectories of the technical teachers training in Information Technology that work in professional and technological education and who will be the interlocutors of the research; to understand what interligations these teachers make between the experiences that lived as professionals in their areas of initial training and the demands of teaching in professional and technological educational; to identify the prescriptions and their presence in the activity of these teachers; and explore the meaning and personal sense of the teaching work to the interlocutors of the research. The Activity Clinic was used as a theoretical and methodological contribution and the information was produced through instruction to the look-alike, simple and crossed self-confrontations, participant observation and intensive interviews. Participated in the research two teachers of Information Technology area that work on campus of two federal institutes of Rio Grande do Sul. After the completion of all the steps that constitute the research, the built thesis is that the researched teachers perform a focused education activity for orientation and professional training that aims to students to take as of the culture of Computer Science area and to exercise this profession.The teachers act through the professional genres of teaching and of the field of action in Informatics and there are indications that show that these teachers produce a new professional type to which they imprint their styles. This new genre is not the denial of any of the professional genres in which teachers move, but rather the confluence of them in the creation of a new real activity that assumes the prescriptions of both, chaining them, crossing them and balancing them. In this activity, the teachers have two issues constitute the real activity: the difficulty of adapting teaching a profession to school organization and the lack of knowledge of other forms of teaching focused on the promotion the studying activities and less on the reproductions of the teacher’s act. Know the teachers activity from the Activity Clinic can collaborates with building of the initial and continued education that respect the characteristics of teaching in professional and technological educational and increase the teachers’ power to act in their own work space.

Service user involvement (SUI) in healthcare and education is an established element of government policy. Emerging research demonstrates that SUI in education can positively impact on mental health students' learning. However, limited empirical attention has been paid to the impact on practice in this area. Moreover, no research has investigated whether impact on practice is sustained. Section B describes a qualitative study exploring qualified clinical psychologists' (CPs) experiences of a placement-based service user and carer involvement (SUCI) scheme during their training. The study focused on understanding their perception of the scheme's impact on their learning and practice and whether the impact on practice was sustained. Seven CPs were interviewed, predominantly 32-33 months post-scheme. Interpretative Phenomenological Analysis was used to analyse the data. Four super-ordinate themes were identified: “Contextual and relational factors underpinning learning”; “Learning: Personal and professional development”; “The enduring impact on practice”; and “Personal reflections and meaning-making”. The findings are discussed in relation to existing literature and relevant theory, including adult learning theories and social positioning theory. The findings suggest that SUCI in placement-based learning during training can support CPs' personal and professional development and a partnership approach to practice. Two participants' experiences highlight factors raising questions regarding for whom and when SUCI may be beneficial to learning. Methodological limitations, implications for SUCI in clinical psychology training and directions for future research are presented.

Esta pesquisa teve como finalidade conhecer o trabalho docente dos professores de formação técnica que atuam na educação profissional e tecnológica (EPT) oferecida nos Institutos Federais de Educação, Ciência e Tecnologia sob a perspectiva do conceito de atividade oriundo da Psicologia Histórico-cultural, da Teoria da Atividade e da Clínica da Atividade. O objetivo geral é analisar a atividade do professor de formação técnica em Informática que atua na educação profissional e tecnológica. Os objetivos específicos são: conhecer as trajetórias profissionais e formativas dos docentes de formação técnica em Informática que atuam na educação profissional e tecnológica e que serão os interlocutores da pesquisa; compreender quais articulações estes professores fazem entre as experiências que vivenciaram como profissionais de suas áreas de formação inicial e as demandas da docência na educação profissional e tecnológica; identificar quais as prescrições e a presença delas na atividade destes professores; e explorar o significado e o sentido pessoal do trabalho docente para os interlocutores da pesquisa. A Clínica da Atividade foi utilizada como aporte teórico e como método e as informações foram produzidas através de instrução ao sósia, autoconfrontações simples e cruzadas, observação participante e entrevistas intensivas. Participaram da pesquisa dois docentes da área de Informática que atuam em câmpus de dois institutos federais do Rio Grande do Sul. Depois da realização de todas as etapas que constituíram a pesquisa, a tese construída é que os docentes pesquisados realizam uma atividade de ensino voltada para a orientação e preparação profissional que visa que os alunos se apropriem do acúmulo de cultura de área de Informática e possam exercer essa profissão. Os docentes agem através dos gêneros profissionais da docência e do campo de atuação em Informática e há indícios que demonstram que estes docentes produzem um novo gênero profissional ao qual imprimem os seus estilos. Esse novo gênero não é a negação de nenhum dos gêneros profissionais nos quais os docentes se movimentam, mas, sim, a confluência deles na criação de uma nova atividade real que assume as prescrições de ambas, encadeando-as, cruzando-as e equilibrando-as. Nessa atividade, os docentes esbarram em duas grandes questões que compõem o real da atividade: a dificuldade de adaptar o ensino de uma profissão aos tempos escolares e o desconhecimento de outras formas de ensinar pautadas mais na promoção de atividades de estudo aos alunos e menos em tarefas de reprodução do fazer do professor. Conhecer a atividade dos professores a partir da Clínica da Atividade pode colaborar com a construção de formações iniciais e continuadas que respeitem as especificidades da docência na educação profissional e promovam o aumento do poder de agir dos docentes diante de seu próprio trabalho. / This research aimed to know the work of the technical training of teachers who work in professional and technological educational (PTE) offered in the Federal Institutes of Education, Science and Technology under the perspective of the concept of activity originating from the Cultural-historical Psychology of Activity Theory and Activity Clinic. The general objective is to analyze the activity of the teacher that has technical training engaged in professional and technological education. The specific objectives are: to know the professionals and formative trajectories of the technical teachers training in Information Technology that work in professional and technological education and who will be the interlocutors of the research; to understand what interligations these teachers make between the experiences that lived as professionals in their areas of initial training and the demands of teaching in professional and technological educational; to identify the prescriptions and their presence in the activity of these teachers; and explore the meaning and personal sense of the teaching work to the interlocutors of the research. The Activity Clinic was used as a theoretical and methodological contribution and the information was produced through instruction to the look-alike, simple and crossed self-confrontations, participant observation and intensive interviews. Participated in the research two teachers of Information Technology area that work on campus of two federal institutes of Rio Grande do Sul. After the completion of all the steps that constitute the research, the built thesis is that the researched teachers perform a focused education activity for orientation and professional training that aims to students to take as of the culture of Computer Science area and to exercise this profession.The teachers act through the professional genres of teaching and of the field of action in Informatics and there are indications that show that these teachers produce a new professional type to which they imprint their styles. This new genre is not the denial of any of the professional genres in which teachers move, but rather the confluence of them in the creation of a new real activity that assumes the prescriptions of both, chaining them, crossing them and balancing them. In this activity, the teachers have two issues constitute the real activity: the difficulty of adapting teaching a profession to school organization and the lack of knowledge of other forms of teaching focused on the promotion the studying activities and less on the reproductions of the teacher’s act. Know the teachers activity from the Activity Clinic can collaborates with building of the initial and continued education that respect the characteristics of teaching in professional and technological educational and increase the teachers’ power to act in their own work space.

Esta pesquisa teve como finalidade conhecer o trabalho docente dos professores de formação técnica que atuam na educação profissional e tecnológica (EPT) oferecida nos Institutos Federais de Educação, Ciência e Tecnologia sob a perspectiva do conceito de atividade oriundo da Psicologia Histórico-cultural, da Teoria da Atividade e da Clínica da Atividade. O objetivo geral é analisar a atividade do professor de formação técnica em Informática que atua na educação profissional e tecnológica. Os objetivos específicos são: conhecer as trajetórias profissionais e formativas dos docentes de formação técnica em Informática que atuam na educação profissional e tecnológica e que serão os interlocutores da pesquisa; compreender quais articulações estes professores fazem entre as experiências que vivenciaram como profissionais de suas áreas de formação inicial e as demandas da docência na educação profissional e tecnológica; identificar quais as prescrições e a presença delas na atividade destes professores; e explorar o significado e o sentido pessoal do trabalho docente para os interlocutores da pesquisa. A Clínica da Atividade foi utilizada como aporte teórico e como método e as informações foram produzidas através de instrução ao sósia, autoconfrontações simples e cruzadas, observação participante e entrevistas intensivas. Participaram da pesquisa dois docentes da área de Informática que atuam em câmpus de dois institutos federais do Rio Grande do Sul. Depois da realização de todas as etapas que constituíram a pesquisa, a tese construída é que os docentes pesquisados realizam uma atividade de ensino voltada para a orientação e preparação profissional que visa que os alunos se apropriem do acúmulo de cultura de área de Informática e possam exercer essa profissão. Os docentes agem através dos gêneros profissionais da docência e do campo de atuação em Informática e há indícios que demonstram que estes docentes produzem um novo gênero profissional ao qual imprimem os seus estilos. Esse novo gênero não é a negação de nenhum dos gêneros profissionais nos quais os docentes se movimentam, mas, sim, a confluência deles na criação de uma nova atividade real que assume as prescrições de ambas, encadeando-as, cruzando-as e equilibrando-as. Nessa atividade, os docentes esbarram em duas grandes questões que compõem o real da atividade: a dificuldade de adaptar o ensino de uma profissão aos tempos escolares e o desconhecimento de outras formas de ensinar pautadas mais na promoção de atividades de estudo aos alunos e menos em tarefas de reprodução do fazer do professor. Conhecer a atividade dos professores a partir da Clínica da Atividade pode colaborar com a construção de formações iniciais e continuadas que respeitem as especificidades da docência na educação profissional e promovam o aumento do poder de agir dos docentes diante de seu próprio trabalho. / This research aimed to know the work of the technical training of teachers who work in professional and technological educational (PTE) offered in the Federal Institutes of Education, Science and Technology under the perspective of the concept of activity originating from the Cultural-historical Psychology of Activity Theory and Activity Clinic. The general objective is to analyze the activity of the teacher that has technical training engaged in professional and technological education. The specific objectives are: to know the professionals and formative trajectories of the technical teachers training in Information Technology that work in professional and technological education and who will be the interlocutors of the research; to understand what interligations these teachers make between the experiences that lived as professionals in their areas of initial training and the demands of teaching in professional and technological educational; to identify the prescriptions and their presence in the activity of these teachers; and explore the meaning and personal sense of the teaching work to the interlocutors of the research. The Activity Clinic was used as a theoretical and methodological contribution and the information was produced through instruction to the look-alike, simple and crossed self-confrontations, participant observation and intensive interviews. Participated in the research two teachers of Information Technology area that work on campus of two federal institutes of Rio Grande do Sul. After the completion of all the steps that constitute the research, the built thesis is that the researched teachers perform a focused education activity for orientation and professional training that aims to students to take as of the culture of Computer Science area and to exercise this profession.The teachers act through the professional genres of teaching and of the field of action in Informatics and there are indications that show that these teachers produce a new professional type to which they imprint their styles. This new genre is not the denial of any of the professional genres in which teachers move, but rather the confluence of them in the creation of a new real activity that assumes the prescriptions of both, chaining them, crossing them and balancing them. In this activity, the teachers have two issues constitute the real activity: the difficulty of adapting teaching a profession to school organization and the lack of knowledge of other forms of teaching focused on the promotion the studying activities and less on the reproductions of the teacher’s act. Know the teachers activity from the Activity Clinic can collaborates with building of the initial and continued education that respect the characteristics of teaching in professional and technological educational and increase the teachers’ power to act in their own work space.

Submitted by Sandra Pereira (srpereira@ufrrj.br) on 2016-08-25T12:40:53Z No. of bitstreams: 1 2011 - K?nya Maria Vieira Lopes.pdf: 2607038 bytes, checksum: fe1d8123a1e9e069cf7faacf098d7b17 (MD5) / Made available in DSpace on 2016-08-25T12:40:53Z (GMT). No. of bitstreams: 1 2011 - K?nya Maria Vieira Lopes.pdf: 2607038 bytes, checksum: fe1d8123a1e9e069cf7faacf098d7b17 (MD5) Previous issue date: 2011-03-14 / The present work originated by concerns arising from experience with pedagogical support in the course of the National Integration of Professional Education to Basic Education in the form of Youth and Adults (PROEJA) of the Federal Campus Araguatins Tocantins, between the years 2008/2009. We focus, among other situations, problems, issues related to assessment of learning. In the teaching-learning evaluation should establish itself as the top decision-making, not just as an end of the educational process. Due to the appearance of inclusion program for Youth and Adult Vocational Education in the form we ask: what are the evaluation procedures used in educational practice that institution? To answer this question we conducted a survey that aimed to analyze the teaching practices used in the evaluation of teaching and learning in the course of the Agribusiness Forum in PROEJA IFTO Araguatins through teaching verbal statement. The qualitative study included: theoretical concepts and procedures of evaluation, development and implementation of a semi-structured questionnaire from teachers the only of the Technical Course on the Agribusiness the campus Araguatins; Tech, study, production and dissemination of data regarding the results of the questionnaire. The corpus investigated is composed of 15 teachers who taught classes in the second half of 2009 in that class. The concepts assigned by teachers to evaluate term indicate that evaluation is a means to verify both the level of learning, skills and competences acquired, the successes and difficulties of the student, such as ensuring that the learning objectives were achieved, using if these results to improve teaching practices. We note the preference of teachers for the use of written evidence to the integrated formative and diagnostic assessment, that assessment tasks such as daily activity, oral examinations and seminars. Such instruments will be assertive in universities and colleges as they contribute effectively to diagnose difficulties advances of student learning and provide actions that contribute to improving the system of teaching and learning. It is noteworthy that this reflection can be enhanced and disseminated by educators within the Office and in other spheres of education / O presente trabalho surgiu mediante inquieta??es advindas da experi?ncia com o acompanhamento pedag?gico no curso do Programa Nacional de Integra??o da Educa??o Profissional ? Educa??o B?sica, na modalidade de Jovens e Adultos (PROEJA), do Instituto Federal do Tocantins Campus Araguatins, entre os anos de 2008 a 2009. Focalizamos, dentre outras situa??es-problemas, aspectos referentes ? avalia??o da aprendizagem. No ensinoaprendizagem a avalia??o deve constituir-se como o in?cio para tomada de decis?es, e n?o apenas como fim do processo pedag?gico. Frente ao surgimento de programa de inclus?o de Jovens e Adultos na modalidade de Educa??o Profissional indagamos: quais s?o os procedimentos avaliativos utilizados na pr?tica educativa dessa institui??o? Para responder tal questionamento realizamos uma pesquisa que objetivou analisar as pr?ticas pedag?gicas utilizadas na avalia??o do processo ensino/aprendizagem no curso T?cnico PROEJA em Agroind?stria do IFTO Araguatins, por meio de declara??o verbal docente. A pesquisa de abordagem qualitativa contemplou: estudos te?ricos dos procedimentos e concep??es avaliativos; elabora??o e aplica??o de um question?rio semi-estruturado junto aos docentes da ?nica turma do Curso T?cnico em Agroind?stria do Campus Araguatins; estudo, produ??o e divulga??o dos dados referentes aos resultados do question?rio. O corpus investigado ? composto de 15 docentes que ministraram aulas no segundo semestre de 2009 na referida turma. Os conceitos atribu?dos pelos docentes ao termo avaliar assinalam que a avalia??o ? um meio para verificar tanto o n?vel de aprendizagem, as habilidades e compet?ncias adquiridas, os sucessos e as dificuldades do estudante, como para verificar se os objetivos de aprendizagem foram atingidos, utilizando-se desses resultados para aprimorar as pr?ticas pedag?gicas. Constatamos a prefer?ncia dos docentes pelo uso da prova escrita, integrado-se ? fun??o formativa e diagn?stica da avalia??o e instrumentos avaliativos tais como: atividade di?ria, provas orais e semin?rios. Tais instrumentos ter?o assertividade nas Institui??es de Ensino ? medida que contribu?rem para diagnosticar efetivamente dificuldades e avan?os do aprendizado do aluno e proporcione a??es que contribuam para a melhoria do sistema de ensino/aprendizagem. Cabe ressaltar que esta reflex?o poder? ser aprimorada e disseminada pelos educadores no ?mbito do Instituto e nas demais esferas educacionais.