Submitted by Maicon Juliano Schmidt (maicons) on 2015-06-30T12:02:53Z No. of bitstreams: 1 Enoi Maria da Luz Santos.pdf: 863824 bytes, checksum: e8a74d313baaf0c1ef645ae2399609f1 (MD5) / Made available in DSpace on 2015-06-30T12:02:53Z (GMT). No. of bitstreams: 1 Enoi Maria da Luz Santos.pdf: 863824 bytes, checksum: e8a74d313baaf0c1ef645ae2399609f1 (MD5) Previous issue date: 2013-12-10 / Nenhuma / A formação docente, compreendida nas suas múltiplas possibilidades, implica no reconhecimento da autoformação como processo de investimento do próprio sujeito em si, a partir do momento em que toma consciência das suas necessidades e desafios que pode impulsionar seu desejo de mudança, transformando-o em possibilidade de autoformação. Nessa acepção, a presente pesquisa teve como objetivo investigar como ocorre o processo de autoformação de professores do ensino técnico-profissional, tomando como referente o espaço do Instituto Federal de Educação Ciência e Tecnologia do Piauí (IFPI)/Campus de Picos. Investiu-se na compreensão dos percursos formativos dos docentes, entrelaçados à constituição de saberes e singularidades autoformativas que vivenciaram nessa modalidade de ensino. Potencializamos as contribuições da literatura sobre a docência na Educação Profissional como formadora de cidadãos e cidadãs que pretendem ingressar e fazer carreira no mundo do trabalho e que, portanto, devem, competentemente, preencher as exigências postas pela sociedade do conhecimento e da informação. Colocamos como objeto de estudo a compreensão dos movimentos direcionados à autoformação docente em processos vividos na prática pedagógica, considerando a relação indissociável entre o ser e o fazer, bem como as possibilidades de superação das concepções tecnicistas de formação docente indiferente às necessidades pessoais e contextuais dos processos educacionais. A pesquisa assumiu a natureza qualitativa, que se fundamentou em Abdalla (2006), Contreras (2012), Cunha (1989, 2005, 2006, 2009, 2010a, 2010b), Freire (1992, 1996), Gauthier at al (2006), Josso (2002), Nóvoa (1988, 1992, 1995, 1999, 2001), Tardif (2007), entre outros autores que enfatizam a importância de uma formação docente crítica e autônoma. Também, utilizou as contribuições de Gomes e Marins (2004), Kuenzer (1998, 1999, 2010), Machado (2008), Oliveira (2005, 2010) e demais autores para o delineamento dos aspectos inerentes à educação profissional. Figuraram como sujeitos dois professores de cada curso técnico na forma concomitante/subsequente nas áreas de Administração, Eletrotécnica e de Informática ofertado pelo Campus e, ao mesmo tempo, compõem o quadro permanente de docentes da referida Instituição. A produção de dados efetivou-se através de entrevistas semiestruturadas realizadas pela pesquisadora. O processo de análise de dados foi realizado com a técnica de análise de conteúdo apresentada por Bardin (1995) e Minayo (2012). A pesquisa evidenciou a valorização da autoformação docente como base enriquecedora do desenvolvimento pessoal e profissional, considerando que essa concepção de formação sublinha os investimentos pessoais feitos em prol da satisfação profissional, sem desprezar indicadores contextuais interferentes na concretização da prática pedagógica. Nessa perspectiva, há o reconhecimento da autoformação inserida no itinerário profissional docente, evidenciando-se como dimensão formativa demarcada pela individuação participativa, a qual valoriza a disposição para a mudança, motivações, criatividade e a ação reflexiva no que concerne à avaliação e reinvenção de suas práticas formativas. / Teacher training, understood in its multiple possibilities, implies in the recognition of self-formation as investment process of the subject itself, from the moment they become aware of their needs and challenges that can boost your desire for change, transforming it into possibility of self-training. In this sense, the present study aimed to investigate how is the teachers’ process of self-education of the technical and vocational education, taking as reference the space of the Federal Institute of Education Science and Technology of Piauí (IFPI) / Picos Campus. It was invested in understanding the teachers’ pathways, intertwined knowledge and the formation of singularities self-formatives who experienced this type of education. We leverage the contributions of the literature on teaching in Vocational Education and forming citizens who wish to join and to make career in the world of work and, therefore, should competently fulfill the requirements posed by the knowledge society and information. We place as object of study the understand the movements aimed at self-education teaching processes experienced in teaching practice, considering the indissoluble relation between being and doing , as well as the possibilities of overcoming techniques conceptions of teacher indifferent to the needs of personal and contextual processes educational. The research took a qualitative nature , which was based on Abdalla (2006), Contreras (2012), Cunha (1989, 2005, 2006, 2009, 2010a, 2010b), Freire (1992, 1996), Gauthier et al (2006), Josso (2002), Nóvoa (1988, 1992, 1995, 1999, 2001), Tardif (2007), among other authors emphasize the importance of teacher training critical and autonomous . Also, used the contributions of Marins and Gomes (2004), Kuenzer (1998, 1999, 2010), Machado (2008), Oliveira (2005, 2010) and other authors for the design of aspects of vocational education. Figured as subjects two teachers in each technical course concurrently / subsequent areas of Administration, Electrical and Computer offered by Campus and at the same time, comprise the permanent faculty of that institution. The production data was accomplished through semi-structured interviews conducted by the researcher. The process of data analysis was performed with the technique of content analysis presented by Bardin (1995) and Minayo (2012). The research showed the enhancement of the teacher’s self-education based on enriching the personal and professional development, considering that this conception of training emphasizes personal investments made on behalf of job satisfaction, without disregarding contextual indicators interfering in the achievement of pedagogical practice. From this perspective, there is the recognition of self-formation included in the itinerary teaching professional , showing up as a formative dimension marked by individuation participatory, which values the willingness to change, motivation, creativity and reflective action in relation to the assessment and reinventing their practices training.

nÃo hà / Este estudo se debruÃa sobre a temÃtica da EducaÃÃo Profissional, aludida em legislaÃÃes e em documentos de orientaÃÃes de prÃticas pedagÃgicas, que versam sobre o aspecto da vinculaÃÃo com a EducaÃÃo BÃsica, constituÃda na histÃria do ensino brasileiro. A intenÃÃo se guia pela perspectiva comparada, no que concerne a dois perÃodos e contextos distintos: em torno das reformas do ensino dos anos de 1970, posta pela LDB 5.692/71 e os dias atuais, sob a Ãgide da lei 9.394/96 e de suas implicaÃÃes sociopolÃtico-econÃmicas à educaÃÃo. Quanto aos objetivos especÃficos, buscamos, portanto, identificar elementos concernentes à noÃÃo de educaÃÃo profissional, ensino tÃcnico compulsÃrio e ensino mÃdio integrado à educaÃÃo profissional, de acordo com as Leis de Diretrizes e Bases; e, elucidar o curso das reformas da dÃcada de 70 e da atualidade à luz das polÃticas educacionais, procedidas nos perÃodos analisados, com vias a caracterizar as prÃticas pedagÃgicas da EducaÃÃo Profissional. Nossos interlocutores para o campo da EducaÃÃo Comparada sÃo, em especial, Bonitatibus (1989) e NÃvoa (2000); na EducaÃÃo Profissional e Ensino TÃcnico-Profissionalizante Frigotto (2005), Ramos (2005, 2008), Ciavatta (2005), Moura (2012), Kuenzer (2012), dentre outros, alÃm dos documentos legais (LDBâs, Pareceres, ResoluÃÃes, DCNâS e RCNâs). A abordagem do estudo à de carÃter qualitativo, com uso de fontes bibliogrÃficas e documentais, aliada a parte empÃrica, tomando como lÃcus a Escola Estadual Paulo VI, em Fortaleza (CE), por ter oferecido nos dois perÃodos enfocados essa modalidade de ensino. Os sujeitos entrevistados foram dois ex-professores da dÃcada de 70/80 (de Datilografia e Tipografia), e cinco professores atuais (trÃs da base comum e dois da base tÃcnica). Os resultados do estudo evidenciam diversas implicaÃÃes advindas do perÃodo em que vigorou na educaÃÃo brasileira o ensino com âiniciaÃÃo para o trabalhoâ, ainda em nÃvel de 1 grau e com âhabilitaÃÃo profissionalâ, em nÃvel de 2 grau, nos anos de 1970 e 1980, o que por imposiÃÃo compulsÃria da lei, conformava a vigÃncia da concepÃÃo tecnicista, que atà hoje traz marcas ao ensino. Quanto ao perÃodo vigente, pÃs-LDB de 96, temos o surgimento de um neotecnicismo, exposto sob o paradigma da âPedagogia das CompetÃnciasâ, como discurso e direcionamento à educaÃÃo Profissional, novamente integrada à educaÃÃo BÃsica, assim como fora preconizado pela LDB de 71 flexibilizada a compulsoriedade pela lei 7.044/82 e extinta pelo decreto 2.208/97. O retorno dos preceitos de integraÃÃo à educaÃÃo bÃsica dar-se, na contemporaneidade, com a lei 5. 154/04, que referenda a LDB vigente, novamente sob a Ãgide de ditames internacionais e da nova face produtiva capitalista. O modelo de produÃÃo se substitui, mas o atrelamento da educaÃÃo a interesses econÃmicos nÃo.

Thesis (Ph.D. (Community and Continuing Education)) -- University of Limpopo, 2020 / Access and support for students with disabilities remain limited despite strong legislative and policy framework for addressing inclusivity in the education sector. Presently, TVET colleges encounter severe obstacles and hiccups in that they must improve the quality of education provided together with other compulsory obligations. As a result, TVET col-leges continue to encounter challenges as and when they try to improve the quality of education. In South Africa, the integration of people with disabilities has been an ongoing process since the advent of the democratic government. The study investigated the inte-gration of inclusive practices for students with disabilities at Technical and Vocational Edu-cation and Training (TVET) colleges. The study followed the qualitative research ap-proach. The purposive sampling technique was used to select participants. Twenty-seven participants took part in the study. Participants comprised campus man-agers, HoDs, student support officers, lecturers and students with disabilities. Two differ-ent methods to analyse data were used, namely, thematic categorisation (for interviews and observations) and content analysis (for documents). The study is premised on the social model of disability and Bronfenbrenner’s bioecological system theory to understand participants’ views and how they carry out inclusive practices in their lecture rooms. Data was collected using three techniques, namely, interviews, observations and document analysis. The findings of the study revealed the following: lecturers at TVET colleges are struggling to support students with disabilities due to lack of training on different types of disabilities; students with disabilities are given access to certain types of training based on the nature of their disability; students who experience mobility disabilities are faced with challenges of inaccessible of physical environments; the curriculum at TVET col-leges does not fully cater for a range of diverse needs of and students with impairments. The study recommends that: lecturers require training on different types of disabilities in order to support students with diverse learning needs; the involvement of disabled stu-dents in the planning of their support programmes; all stakeholders be encouraged to appreciate change and to contribute towards meaningful inclusive practices.

Thesis (M.Dev. ( Planning and Management)) -- University of Limpopo, 2020 / Motivation has been said to be a major factor in determining student academic performance, and in this study the researcher aimed to investigate the effects of motivation on National Curriculum Vocational (NCV) students‟ academic performance at Capricorn TVET College. Due to the nature of the study the researcher used mixed research methods to collect data. The research findings revealed that motivation has an effect on students‟ academic performance such that lack of motivation has been identified as a major factor that contributes to poor academic performance among NCV students. Lack of lecturer motivation, inadequate Learning, Teaching and Support Materials (LTSM), lack of practical work were also identified as factors that can hinder NCV students‟ motivation. The results also revealed that positive college culture and positive student competition as well as giving of rewards or incentives to students are the most effective motivational strategies to enhance students‟ motivation and can assist in keeping students motivated. The study also determined that it would be beneficial if lecturers use those strategies to motivate students. Alternative sustainable motivational strategies are essential in order to keep students motivated and for them to be able to perform well academically.

As new teaching and learning technologies begin to challenge the boundaries between time and place, distance and elearning are becoming mainstream approaches to increase access and improve quality in post-secondary education. Educators and educational managers are being challenged by the need to manage technology integration within institutions and within education systems. In 2007, the Government of Botswana established a new technical college with the specific mandate to expand technical and vocational education and training (TVET) provision by introducing distance and elearning programme delivery. This thesis reports on the findings of a case study undertaken during the first two years of the life of the college. The study aimed to identify the organisational structures and change processes needed for the successful implementation of distance and elearning and to discover how these structures and processes can be best managed. The field work was carried out within an interpretive paradigm in a longitudinal case study over 30 months. The approach was ethnographic and the data collection methods included documentary analysis and participant observation. Focussed interviews were carried out with a purposive sample of key respondents in order to further explore observations. Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic. Theories of organisational change were researched to help understand the process. Lewin’s seminal work on field theory, group dynamics and the 3-step change model with the notion of driving and restraining forces on change gave a framework against which to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived lack of management commitment by staff and poor timing in a top down approach to introducing distance and flexible learning. The findings show how an external group of change agents working as technical experts within clearly defined policy objectives and facilitating extensive staff development, were an insufficient driving force for change against the restraining forces of a bureaucratic organisational culture, strong mental models of traditional teaching and perceived lack of leadership. / Sociology / D. Litt. et Phil. (Sociology)

As new teaching and learning technologies begin to challenge the boundaries between time and place, distance and elearning are becoming mainstream approaches to increase access and improve quality in post-secondary education. Educators and educational managers are being challenged by the need to manage technology integration within institutions and within education systems. In 2007, the Government of Botswana established a new technical college with the specific mandate to expand technical and vocational education and training (TVET) provision by introducing distance and elearning programme delivery. This thesis reports on the findings of a case study undertaken during the first two years of the life of the college. The study aimed to identify the organisational structures and change processes needed for the successful implementation of distance and elearning and to discover how these structures and processes can be best managed. The field work was carried out within an interpretive paradigm in a longitudinal case study over 30 months. The approach was ethnographic and the data collection methods included documentary analysis and participant observation. Focussed interviews were carried out with a purposive sample of key respondents in order to further explore observations. Different theoretical and practical models of technology integration were investigated and the MIT 90s model was considered to be the most applicable and pragmatic. Theories of organisational change were researched to help understand the process. Lewin’s seminal work on field theory, group dynamics and the 3-step change model with the notion of driving and restraining forces on change gave a framework against which to analyse the process of change. The findings detail a change process which features a lack of preparation, perceived lack of management commitment by staff and poor timing in a top down approach to introducing distance and flexible learning. The findings show how an external group of change agents working as technical experts within clearly defined policy objectives and facilitating extensive staff development, were an insufficient driving force for change against the restraining forces of a bureaucratic organisational culture, strong mental models of traditional teaching and perceived lack of leadership. / Sociology / D. Litt. et Phil. (Sociology)

This study is a two part research project that describes and evaluates the efforts of the researcher to bring change in Cyprus' educational system, in the field of simple electric circuits. The objective of the first part was the assessment and evaluation of Cypriot STVE students' perceptions about simple electric circuits. The objective of the second part was to measure the effectiveness that conceptual change model-based instructional activities designed by the researcher had on changing students' misconceptions about simple electric circuits towards scientifically accepted ideas. Transformative mixed methods research design was used consisting mainly from an one-group pre-test post-test design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2 as a research instrument, while interviews and field notes were used for triangulation. The findings showed that there was a significant improvement in students' understanding of simple electric circuit concepts that were taught using conceptual change model-based instructional activities. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)

在全球化的環境下，經濟與科技的瞬息萬變已對各產業產生革命性的衝擊。在此情況下，人才的培育成為各國在全球化趨勢下，得以維持競爭優勢至關重要之因素。而面對全球化經濟、資本自由流動，我國政府對於推動人才培育政策亦不遺餘力，其中我國經濟建設的大幅成長即與技職教育的日益發展息息相關。而在技職教育體系中，又以建教合作制度最具有發展經濟及安定社會之功能，過去此制度亦培育許多優秀且不可或缺的基層勞動力。 本研究透過深度訪談之方式，訪談5位目前正參與建教合作之學生、3間目前正參與此制度之學校及3間目前正參與此制度之企業。根據本研究發現，建教合作生參與此制度之動機主要係以經濟因素之考量為主，其餘則係依據個人興趣及喜好而投入。至有關建教生勞動權益保障部分，研究發現，即便我國102年施行之《高級中等學校建教合作實施及建教生權益保障法》對於建教生勞動權益之保護已明訂且規範十分詳盡，惟我國建教生對於勞動意識仍相當薄弱，且對於事業機構之違法行為亦賦予合理化之解釋，另對於勞動基本權（如：團結權、團體協商權、爭議權）亦一無所知，究其理由應與我國勞動教育的不普及密切關聯，建教生無法明確區分「學習」與「勞動」。因此，本研究根據結論，分別提出給政府、學校、企業、學生及後續研究者相關建議，希冀能改善我國建教合作制度所面臨之問題，以協助建教合作生在企業訓練期間之勞動權益受到保障，並使建教合作制度得永續發展，使學生得透過此制度獲致相關職業技能。 / Under the circumstances of globalization, the rapid substantial change of economy and technology has had a revolutionary impact on various industries. As a result, the cultivation of manpower becomes the key factor for countries to maintain competitive advantages under the trend of globalization. In the face of the free flow of capital and economy, our government has also spared no efforts to promote the manpower cultivation plan. The development of the substantial growth of Taiwan's economy is also closely related to the technical and vocational education. As one of the technical and vocational education system, the cooperative education has the function of developing economy and stabilizing the society. In the past, the cooperative education indeed cultivated many excellent and indispensable human capital in Taiwan. In this study, depth interviews were used for data collection. The participants include 5 students who are currently engaged in cooperative education, 3 schools currently participating in the system, and 3 enterprises currently participating in the system. According to this research, the motivations of students to participate in this system are mainly due to the consideration of economic factors, while the rest are based on personal interests. In regards to the protection of participating students’ labor rights, the study also found that even though the 2013 " The Act of the Cooperative Education Implementation in Senior High Schools and the Protection of Student Participants’ Right " was legislated to protect students’ labor rights, while the labor consciousness of the participating students are still weak. In addition, the participating students also rationalize the enterprise’s illegal acts, and know nothing about the basic labor rights (eg. right to organize, right to bargain collectively, right to dispute). The reasons should be owing to Taiwan's labor education is not so widespread, so participating students can’t clearly distinguish between "learning" and "labor." In conclusion, recommendations for policy makers, schools, enterprises, students as well as the further research, hoping to improve the problems faced by Taiwan's cooperative education as well as to improve the students’ labor rights during the training. Hope that the cooperative education can be more sustainable so that students can get skills through this system.

This ethnographic study investigates the experiences of those learning tailoring and trading in Freetown, Sierra Leone via apprenticeships, other on-the-job training or Technical and Vocational Education and Training programs (TVET). I examine these forms of occupational training by investigating the practices underway, how knowledge transmission occurs, as well as why learners engage with and what they get out of these activities. I consider how the job learners utilise occupational training as a manner of increasing social, cultural and economic capital in Bourdieu's sense of those terms to navigate the urban labour market.     I find that the learners aspire fundamentally to social mobility and a sense of self-worth. To achieve this, they use four main tactics: flexibility, reframing, co-operation and diligence. However, I find all tactics are developed in response to greatly circumscribed opportunities to obtain a good and stable income, and increased social status, due to structural inequality. Local political neoliberal discourse on youth unemployment emphasising diligence, belies these inequities and the limited ways in which social mobility is within the individual’s control. Hence, I argue, a focus on training without addressing structural inequality is inadequate.     As the training usually does not lead to paid and reliable employment, I argue it serves more fundamentally as a form of moral education and a vehicle for personal and social development. I argue it helps develop certain personal moral traits and alleviate society's concern about immoral "idle youth". Further, that it helps develop what I term resilience capital; that is, the hard-working and stubborn disposition developed by reframing previous experiences of adversity, which may later assist the individual in acquiring other forms of capital.     Although not its main focus, this study also seeks to contribute to academic scholarship through developing our understanding of knowledge transmission. I find that the process of knowledge transmission is fundamentally social and shaped by hierarchy, subjective positions of power, the inculcation of moral and ethical values, and more dependent for success on various forms of capital than it might at first appear.

This study is a two part research project that describes and evaluates the efforts of the researcher to bring change in Cyprus' educational system, in the field of simple electric circuits. The objective of the first part was the assessment and evaluation of Cypriot STVE students' perceptions about simple electric circuits. The objective of the second part was to measure the effectiveness that conceptual change model-based instructional activities designed by the researcher had on changing students' misconceptions about simple electric circuits towards scientifically accepted ideas. Transformative mixed methods research design was used consisting mainly from an one-group pre-test post-test design with Determining and Interpreting Resistive Electric Circuits Concepts Test 1.2 as a research instrument, while interviews and field notes were used for triangulation. The findings showed that there was a significant improvement in students' understanding of simple electric circuit concepts that were taught using conceptual change model-based instructional activities. / Science and Technology Education / M. Sc. (Mathematics, Science and Technology Education)