Thesis (M. Ed.)--University of Hong Kong, 1983.

Thesis (doctoral)--Friedrich-Wilhelm-Universität Bonn.

Thesis (M.P.A.)--University of Hong Kong, 1993.

Thesis (M.Ed.)--University of Hong Kong, 1983. / Also available in print.

Thesis (M.P.A.)--University of Hong Kong, 1993. / Also available in print.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

Thesis (M.P.A.)--University of Hong Kong, 2003. / Includes bibliographical references (leaves 117-126). Also available in print.

Orientador: Dario Fiorentini / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-11T02:46:10Z (GMT). No. of bitstreams: 1 Sicardi_BarbaraCristinaMoreira_D.pdf: 844030 bytes, checksum: f85cb3667f316fe75e1ac8d75ed31a98 (MD5) Previous issue date: 2008 / Resumo: Este trabalho é organizado a partir de uma reflexão autobiográfica que entrecruza histórias e itinerários de formadores de professores de matemática, configurando-se como uma investigação no contexto de um processo experiencial. Tem como objetivo buscar compreender como o formador de professores de matemática se constitui e se desenvolve profissionalmente em face dos desafios da prática e do trabalho docente, sobretudo frente às políticas públicas e institucionais de mudança curricular do curso de licenciatura em matemática. Como desdobramento do processo da pesquisa buscou-se mapear as relações estabelecidas entre narrativas (auto)biográficas da trajetória de escolarização e o processo de formação no exercício da prática docente de profissionais que atuam em cursos de capacitação de professores de matemática, assim como identificar princípios, de base epistemológica e metodológica, que devem e podem ser considerados na e sobre a narrativa (auto)biográfica dos profissionais formadores de professores. A pesquisa é, portanto, de natureza qualitativa e interpretativa e utiliza em sua análise informações obtidas numa reflexão individual e compartilhada com dois formadores de professores de matemática, considerando as narrativas como forma de leitura e produção do conhecimento da e sobre a prática docente. Discute aspectos teóricos relacionados à constituição pessoal e profissional de formadores de professores de matemática a partir das experiências narradas sobre o itinerário escolar dos atores da pesquisa. Procura, também, enfocar o sentido e a fertilidade da construção da narrativa de formação e suas relações com os espaços, tempos, rituais e aprendizagens da prática docente no âmbito do Ensino Superior, destacando princípios teóricos e metodológicos da história de vida e, sobretudo, pautando-se em uma análise desenvolvida sob a perspectiva da Multirreferencialidade. Apresenta como resultado o entendimento de que a singularidade e a subjetividade das narrativas possibilitam ao sujeito em formação, a partir de um trabalho sobre sua memória, lembrar e, de forma visceral, relacionar diferentes dimensões e saberes da aprendizagem profissional. A apreensão da formação enquanto um processo e as potencialidades das narrativas no contexto do Ensino Superior desvendam perspectivas sobre a dimensão pessoal, visto que é a pessoa que se forma e constitui-se através da compreensão que elabora do seu próprio percurso de vida. É nesse sentido que o presente trabalho se apresenta como ponto de partida para novos estudo / Abstract: This paper is organized based on an autobiographical reflection which puts together histories and itineraries of mathematics teacher trainers, becoming an investigation within the context of an experiential process. Its objective is the understanding of the mode of professional constitution and development of the mathematics teacher trainer, taking into account the challenges of the practice and of the work of th teacher, lly bearing in mind the public and institutional policies regarding the change of the Mathematics Teaching course. As a byproduct of the research process, we mapped the relationships established between the (auto)biographical narratives of the schooling trajectory and the formation process in service of the teachers that work as instructors of other teachers. We also worked in the identification of the principles, of an epistemological and methodological basis, which should and may be considered in and about the (auto)biographical narrative of the professionals that form teachers. The research is, therefore, of a qualitative and interpretative nature and handles, in the analysis, information obtained in na individual reflection and shared with two instructors of mathematics teachers, considering the narratives as a kind of reading and production of the knowledge of and about the teacher practice. It discusses theoretical aspects related to the personal and professional constitution of instructors of mathematics teachers based on the experiences narrated about the schooling itinerary of the actors of the research. It also wants to focus on the meaning and the fruitfulness of the construction of the formation narrative and its relationship to different instances of space, time, rituals, and apprenticeship of the teacher practice as far as Higher Education is regarded. It highlights the theoretical and methodological principles of the life history and, above all, on the basis of an analysis carried out from the perspective of the Multireferentiality. As for results, it brings out the understanding that both the singularity and the subjectivity of the narratives enable the subject-information, based on work on his/her memory, to remember, and, in a visceral way, to relate different dimensions and knowledge of the professional apprenticeship. The understanding of both formation as a process and the potentialities of the narratives within the context of Higher Education bring to light perspectives about the personal dimension, considering it is the person that gets formed and that gets constituted through the understanding that he/she has of his/her own life history. It is in this sense that this paper can be seen as a starting point for other studies / Doutorado / Educação Matematica / Doutor em Educação

The present thesis focuses on stress management in conference interpreting. It explains the biological purpose of stress, stressors - aspects inducing a stress reaction, and the physiological, behavioral, emotional and cognitive symptoms and effects. Special attention is paid to occupational stress, namely in relation to interpreting, to the requirements on an interpreter's personality, and to stressors interpreters generally face. The thesis presents a detailed dscription of stress management- and coping styles, strategies and techniques. The empirical part explores the positive and negative expectations of interpreting students in the earliest stage of their studies in terms of stress, and aims at discovering whether students of interpreting as well as professional interpreters consider interpreting a stressful activity, whether they feel that stress management- and coping strategies and techniques should constitute an integral part of interpreter training, and whether this is or is not the case. The research concerned university institutes and departments of selected universities in the Czech Republic and abroad. On the basis of the outcomes of this research recommendations for practice concerning stress management, especially in terms of interpreter training, are outlined. Keywords: stress,...