Thesis (M.Ed.)--University of Hong Kong, 1997. / Includes bibliographical references (leaves 94-101). Also available in print.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-03-17T19:16:21Z No. of bitstreams: 1 Alda Mendes Baffa.pdf: 1300022 bytes, checksum: 83bc1381afd0939a6cbecd3991dfee59 (MD5) / Made available in DSpace on 2017-03-17T19:16:21Z (GMT). No. of bitstreams: 1 Alda Mendes Baffa.pdf: 1300022 bytes, checksum: 83bc1381afd0939a6cbecd3991dfee59 (MD5) Previous issue date: 2016-11-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper conducted an investigation which prioritized the unveiling of representations of students of a pedagogy distance learning course on teaching and dialogical language. This is a qualitative research that conducted a case study involving 17 students from last year (8th semester) of a pedagogy course the distance, a higher education institution, private, located in the Greater ABC region. The guiding research question was: What is the knowledge that the students of the Faculty of Education at a distance have on teaching language, dialogical and its importance for the construction of knowledge? The hypothesis assumes that the studies and training in ODL bring a new type of reflective and operative teaching, but the development and importance attributed to the teaching language come not only from the Faculty of Education in distance education, but also other experiences subjects who are in training. The purpose was to investigate and reflect on the representations of students about the training they are receiving interface with language/dialogicity. To collect data, a questionnaire was applied – with open questions and closed questions – to the profile disclosure and representations about the guiding question of research and analysis of these data was to reference Franco (2003) and Szymanski (2010) for the methodology of content analysis. The theoretical framework that based the research included authors who helped us produce reflections on language, constitution of the subject and the importance of language in the construction of knowledge, as Bakhtin (1999 and 2000), Geraldi (1997) and Orlandi (1997). For the recovery of historical and discussions on the classroom pedagogy course and distance, we selected some authors as Gatti and Barretto (2009); to the crisis of degrees and teaching identity, Gatti and Barretto (2008 and 2010); to research the public policies of training, recovery and encouraging teaching career, Brzenzinski (2013), Tardiff and Lessard (2014), and we seek in Nóvoa (1992) and Libâneo (2002) the professionalism of ideas, professionalization and professionalism; in Saviani (2012) a critical study of the National Curriculum Guidelines for Education Course. In Bahia and Duran (2009) we seek reflections on the training of teachers in distance courses; in Bahia (2014) studies on initial teacher training at a distance, and Azevedo (2013) learning and language in Distance Education. The results of the research point to the great importance given by the students of distance learning to language, their dialogical and interlocutive development, their importance in the construction of knowledge and in the development of the interaction between the interlocutors in Distance Education and the contribution however, as far as dialogue is concerned, the dialogic language is somewhat impaired because the interaction is small (although it exists), and the lack of real-time debates compromises the construction of a dialogue / O presente trabalho realizou uma investigação que priorizou o desvelamento das representações de alunos, de um curso de Pedagogia a distância, sobre linguagem docente e dialogicidade. Trata-se de uma pesquisa de cunho qualitativo, especificamente, um estudo de caso envolvendo 17 alunos do último ano (8º semestre) de um curso de Pedagogia a distância, de uma instituição de ensino superior, particular, localizada na região do Grande ABC paulista. A questão norteadora da investigação foi: Qual o conhecimento que os alunos do curso de Pedagogia a distância têm sobre linguagem docente, dialogicidade e sua importância para a construção do conhecimento? A hipótese parte do pressuposto de que os estudos e a formação em EAD trazem uma nova modalidade de docência reflexiva e decisória, porém, o desenvolvimento e importância atribuídos à linguagem docente vêm, não só do curso de Pedagogia em EAD, mas também de outras experiências dos sujeitos que estão em formação. O objetivo foi o de investigar e refletir sobre as representações dos alunos acerca da formação que estão recebendo em interface com a linguagem/dialogicidade. Para a coleta de dados foi aplicado um questionário – com questões abertas e questões fechadas – para o desvelamento do perfil e das representações acerca da questão norteadora da investigação e, a análise destes dados, teve como referência Franco (2003) e Szymanski (2010) para a metodologia de análise de conteúdo. O referencial teórico que embasou a pesquisa contou com autores que nos auxiliaram a produzir reflexões sobre linguagem, constituição do sujeito e a importância da linguagem na construção do conhecimento, como Bakhtin (1999 e 2000), Geraldi (1997) e Orlandi (1997). Para a recuperação do histórico e discussões sobre do curso de Pedagogia presencial e a distância selecionamos alguns autores como Gatti e Barretto (2009); para a crise das licenciaturas e identidade docente, Gatti e Barretto (2008 e 2010); para pesquisarmos as políticas públicas de formação, valorização e incentivo à carreira docente, Brzenzinski (2013), Tardiff e Lessard (2014), e fomos buscar em Nóvoa (1992) e Libâneo (2002) as ideias de profissionalidade, profissionalização e profissionalismo; em Saviani (2012) um estudo crítico sobre as Diretrizes Curriculares Nacionais do Curso de Pedagogia. Em Bahia e Duran (2009) buscamos reflexões sobre a formação de professores em cursos a distância; em Bahia (2014) estudos sobre a formação inicial de professores a distância, e em Azevedo (2013) a aprendizagem e a linguagem na Educação a Distância. Os resultados da pesquisa apontam para a grande importância, dada pelos alunos do curso de Pedagogia a distância, à linguagem, seu desenvolvimento dialógico e interlocutivo, sua importância na construção do conhecimento e no desenvolvimento da interação entre os interlocutores na Educação a Distância e a contribuição desta para a construção de um novo discurso educacional, porém, no que se refere à dialogicidade, a linguagem dialógica fica um pouco prejudicada, pois a interação é pequena (embora exista), e a falta de debates em tempo real compromete a construção de um diálogo mais efetivo.

Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-03-28T18:52:58Z No. of bitstreams: 1 LucianaUtsumi.pdf: 3579279 bytes, checksum: f9e49a3bffbed0748954b44f0e4e5078 (MD5) / Made available in DSpace on 2017-03-28T18:52:58Z (GMT). No. of bitstreams: 1 LucianaUtsumi.pdf: 3579279 bytes, checksum: f9e49a3bffbed0748954b44f0e4e5078 (MD5) Previous issue date: 2016-10-20 / This study highlights the initial training of elementary school mathematics teachers (early years), in the course of degree in Pedagogy and aims at setting the necessary knowledge to university teachers (trainers).The research on the training needs of the trainer teacher must articulate the discussion on the teaching of mathematical content, as well as on the methodological approaches in the teaching of mathematics, considering the need of the intersection of specific mathematical content and didactic and pedagogical issues. In this context, such knowledge must be complementary, in that the teacher takes the decisions regarding what to teach and how to teach. The proposed research conducted a literature review of the history of the teaching of mathematics and didactics for Elementary Education, interfaced with the training of teachers. The field research provided data collection through a questionnaire and interviews, with the reference Szymanski (2002, 2004) and Franco (2003) for data analysis. In 2013 students data were collected from a course of the Greater ABC Paulista region of Education, through a questionnaire. In 2014 were collected mathematics teachers data of elementary school (early years and later years), undergraduate teachers in undergraduate courses in Education and Mathematics, students of undergraduate courses in Education and Mathematics, as well as educators who work the continued training of mathematics teachers of basic education. In order to contemplate the different views and perspectives that dialogue with the issue of training of mathematics teachers, in particular, the training of teachers who teach mathematics in the early years of elementary school, the discussion of the data it is anchored in the theoretical authors reference as Almeida and Pimenta (2011); Cunha (1989, 2014); Curi (2004, 2005, 2006); D'Ambrosio (1986, 1996, 2011); Freire (1977, 1996); Garcia, Alves and Libâneo (2012); Machado (2012); Megid (2013, 2015); Miguel and Miorim (2004); Ortega (2008, 2011, 2012); Pimenta (2000, 2001, 2002, 2005, 2010); Santos (2005, 2012, 2014); Schliemann and Carraher (2006); Smole and Diniz (2001); Tardif (2000, 2001, 2002); Utsumi (2003); Utsumi and Lima (2008); among other authors. The results indicate that teachers in training and at work graduates in mathematics also need to deepen the field of mathematical education content; both students of undergraduate courses in pedagogy as undergraduate courses in mathematics advertise their training gaps in terms of the need for greater access to and knowledge of methodological approaches guided by the current trends of the teaching of mathematics. In this sense, the analysis of the survey data confirms the need to consider the much-vaunted inseparability of content and form in the formation of undergraduate course of mathematics teachers in pedagogy and, as a result, the necessary relentless pursuit of Mathematics continuing education for the trainer of teachers of this course, on and from their own training needs in order to make possible the progressive and desired democratization of access to mathematical knowledge by pupils and students in the early years of elementary school. / O presente estudo coloca em evidência a formação inicial dos professores de Matemática do Ensino Fundamental (anos iniciais), no curso de licenciatura em Pedagogia e tem como objetivo a configuração dos saberes necessários aos docentes universitários (os formadores). A pesquisa acerca das necessidades formativas do docente formador deve articular a discussão sobre o ensino dos conteúdos matemáticos, assim como sobre as abordagens metodológicas no ensino da Matemática, ao considerar a necessidade da intersecção entre conteúdos matemáticos específicos e questões didático-pedagógicas. Neste contexto, tais conhecimentos devem ser complementares, na medida em que o professor assume a tomada de decisões relativas a o que ensinar e a como ensinar. A investigação proposta realizou uma revisão da literatura sobre o histórico do ensino da Matemática e da didática para o Ensino Fundamental, em interface com a formação de professores. A pesquisa de campo previu a coleta de dados por meio da aplicação de questionário e realização de entrevistas, tendo como referência Szymanski (2002, 2004) e Franco (2003) para a análise dos dados. Em 2013 foram coletados dados de alunos de um curso de Pedagogia da região do Grande ABC Paulista, por meio de questionário. Em 2014 foram coletados dados de professores de Matemática do Ensino Fundamental (anos iniciais e anos finais), de professores de graduação nos cursos de licenciatura em Pedagogia e Matemática, de alunos de cursos de graduação em Pedagogia e Matemática, bem como de educadores que atuam na formação continuada de professores de Matemática da Educação Básica. De maneira a contemplar os diferentes olhares e perspectivas que dialogam com a questão da formação de professores de Matemática, em especial, a formação de professores que ensinam Matemática nos anos iniciais do Ensino Fundamental, a discussão dos dados ancorou-se nos referenciais teóricos de autores como: Almeida e Pimenta (2011); Cunha (1989, 2014); Curi (2004, 2005, 2006); D’Ambrosio (1986, 1996, 2011); Freire (1977, 1996); Garcia, Alves e Libâneo (2012); Machado (2012); Megid (2013, 2015); Miguel e Miorim (2004); Ortega (2008, 2011, 2012); Pimenta (2000, 2001, 2002, 2005, 2010); Santos (2005, 2012, 2014); Schliemann e Carraher (2006); Smole e Diniz (2001); Tardif (2000, 2001, 2002); Utsumi (2003); Utsumi e Lima (2008); dentre outros autores. Os resultados indicam que os professores em formação e em atuação licenciados em Matemática igualmente necessitam aprofundar o domínio dos conteúdos matemáticos de ensino; que tanto os alunos dos cursos de graduação em Pedagogia como dos cursos de graduação em Matemática anunciam suas lacunas formativas em termos da necessidade de maior acesso e conhecimento das abordagens metodológicas pautadas nas tendências atuais da didática da Matemática. Nesse sentido, a análise dos dados da pesquisa confirma a necessidade de se considerar a tão proclamada indissociabilidade entre conteúdo e forma na formação de professores de Matemática do curso de graduação em Pedagogia e, em decorrência disso, a necessária busca incessante de formação Matemática continuada por parte do formador de professores deste curso, com base e a partir de suas necessidades formativas próprias, a fim de possibilitar a progressiva e desejada democratização do acesso ao saber matemático por parte dos alunos e alunas dos anos iniciais do Ensino Fundamental

Il presente progetto di ricerca muove dalle riflessioni sul ruolo e sulle caratteristiche che la formazione alla sicurezza ricopre oggi nei diversi contesti organizzativi ed istituzionali. L’importanza di educare e formare alla salute e alla sicurezza è riconosciuta sia a livello nazionale sia a livello europeo, come dimostrano i numerosi atti normativi italiani ed europei. Il progetto di ricerca si è posto l’obiettivo di analizzarne in maniera approfondita gli aspetti pedagogico-educativi della formazione alla sicurezza in famiglia, nella scuola e negli ambienti di lavoro, per giungere alla formulazione di indicazioni pedagogiche utili per formare alla sicurezza nelle diverse età della vita. / The present research project starts from reflections on the role and characteristics of safety training in the various organizational and institutional contexts. The importance of educating and training in health and safety is recognized both at national and at European level. The research project analyze the pedagogical-educational aspects of safety training in the family, in the school and in the workplace, to arrive at the formulation of pedagogical indications useful for training for safety in different ages of life

The subject of this thesis is to analyze a system of education in a particular company. Teoretical part defines common definitions from the area of human resource management and focuses also on the business educational process. Practical part analyses the process of education in a company ČSOB a.s. The aim of this thesis is to present a coherent view of the educational process of the company ČSOB a.s. and submit proposals and recommendations for efficiency improvement.

This dissertation explores U.S. military surgeons’ purposeful efforts to alter how medical and line officers in the U.S. Army and Navy conceived of disease, appreciated surgeons’ roles, and organized medical war preparations through education, training, exposure, and medico-military professionalization between 1884 and 1918. It traces surgeons’ postwar efforts to change American military cultures in response to the revelations of the germ theory of disease and deadly typhoid fever epidemics in the American training camps of the Spanish-American War. Medical and line officers required academic education and practical lessons to contextualize disease, surgeons, and medical care, understand and appreciate germs’ role in medicine, and train to apply these lessons to benefit their soldiers and sailors. Surgeons also reinforced their scientific education and grew military medicine through postgraduate education and tactical training designed to enhance the line’s perception of surgeons and medical science.This dissertation rests on the contention that surgeons contributed to military preparation for the next war by effecting cultural change to prevent the epidemics of previous wars. This culture of medical preparation shaped how military medical departments recruited, organized, and trained medical officers, procured supplies, and managed civil-military relationships. Entwined cultural change and war preparation were expressed in the multiple mobilization activities through which surgeons validated the success or failure of their efforts. Troops participated in organized camps of instruction, maneuver camps, and major mobilizations to the U.S.-Mexico border, allowing surgeons to use the physical encampments, hospitals, and other surgeons to test assumptions, exercise and refine theory, validate operational principles, and improve from previous iterations. As the United States entered the Great War in 1917, epidemics of measles, influenza, and meningitis attacked Army and Navy recruit training camps. Rather than demonstrate failure, this dissertation positions the 1917 and 1918 epidemics to demonstrate medical officers’ successful military cultural change. A comparative approach between 1898 and 1918 also highlights cultural and medico-military evolution through the lenses of preparation and mobilization. Official military reports and archival sources illuminate cultural divisions between line and medical officers and track the curricular development of military hygiene and sanitation courses in undergraduate and professional military schools and specialized fields at military medical schools. This dissertation intervenes in military and medical historiographies by pushing the conversation beyond disease’s impact on war to center disease and changing perceptions of disease, culturally and medically, as features of military preparation. It also recasts military surgeons as central agents in the U.S. military’s turn-of-the-century professionalization and modernization efforts. As the world addresses the outcomes and aftermath of the COVID-19 pandemic, this dissertation demonstrates that physicians and societies met previous epidemics and pandemics on medical science’s past frontiers where the germ theory of disease had barely won acceptance. It also illustrates the power of individuals in subordinate classes to affect institutional cultures for the betterment of all. Lastly, as military operations during future pandemics are all but guaranteed, this dissertation proves that dedication and preparation are just as vital to epidemic defense as good science. / History

Yes / This study explored healthcare quality issues affecting the reporting and investigation levels of digital incident reporting systems. Methods: A total of 38 health information technology-related incident reports (free-text narratives) were collected from one of Sweden’s national incident reporting repositories. The incidents were analysed using an existing framework, i.e., the Health Information Technology Classification System, to identify the types of issues and consequences. The framework was applied in two fields, ‘event description’ by the reporters and ‘manufacturer’s measures’, to assess the quality of reporting incidents by the reporters. Additionally, the contributing factors, i.e., either human or technical factors for both fields, were identified to evaluate the quality of the reported incidents. Results: Five types of issues were identified and changes made between before-and-after investigations: Machine to software- related issues (n = 8), machine to use-related issues (n = 5), software to software-related issues (n = 5), use to software- related issues (n = 4) and use to use-related issues (n = 1). Over two-thirds (n = 15) of the incidents demonstrated a change in the contributing factors after the investigation. Only four incidents were identified as altering the consequences after the investigation. Conclusion: This study shed some light on the issues of incident reporting and the gap between the reporting and investigation levels. Facilitating sufficient staff training sessions, agreeing on common terms for health information technology systems, refining the existing classifications systems, enforcing mini-root cause analysis, and ensuring unit-based local reporting and standard national reporting may help bridge the gap between reporting and investigation levels in digital incident reporting.

(in English) This thesis deals with the choice of the Czech secondary vocational schools. Through a description of important theoretical approaches connected to the education and a study of the Czech educational system, the paper is getting to the analysis based on qualitative interviews analysed in compliance with the grounded theory approach. Through these interviews the process of choosing the secondary school and the relationship to the chosen school is described. In this part also the data from OECD PISA 2012 are used to provide an additional context. It is argued that the choice done by the apprentices is significantly limited and that the main source of such limits is social. These conclusions are connected with overall context of the Czech highly differentiated educational system. Keywords (in English) education, qualitative research, apprenticeship training, vocational education, choice of a secondary school, relationship to the school

Individuals and organisations need to do much more if sustainable development is to be achieved. Appropriate environmental vocational education and training (EVET) is essential for current decision makers. Crucial decisions need to be made before the present generation of school and college students achieve significant positions of authority. An increasing range of EVET courses and course providers are available within the UK. However, availability is not synonymous with suitability for either the attendee and/or his/her (future) employer. Previous research indicates that, as a component of lifelong learning, EVET courses should and the methods used to evaluate them should be student-centred. This thesis describes the development and validation of a new studentcentred evaluation framework. Preliminary literature reviews identified six fundamental issues which needed to be addressed. Existing academically productive evaluation models were examined and critically appraised in the context of these problems. The output from this process was used to develop a bespoke research methodology. Empirical research on four commercial EVET programmes revealed distinct personal, teaching and work-based presage factors which influenced course attendance, individual learning and subsequent organisational learning. Modified versions of Biggs¿ 3P model and Kirkpatrick¿s Four level Evaluation Model were shown to provide an effective student-centred evaluation framework for EVET courses. Additional critical elements pertaining course utility and the student¿s long(er) term ii retention of knowledge/skill were derived from previous research by Alliger et al (1997). Work-based presage factors and the student¿s return on expectation were added as a direct consequence of this research. The resultant new framework, the Presage-Product Evaluation Framework, was positively received during an independent validation. This confirmed inter alia that the framework should also be capable of adaption for use with other VET courses. Recommendations for additional research focus on the need to demonstrate this through further empirical studies.

The thesis focuses on description and detailed analysis of factors and the strengths which influence the Finnish educational system, which makes it one of the best in the world. These strengths include, for example, the preparation (training) of future teachers at faculties, the support for pupils in education, or the current curriculum for basic education valid from 2016, etc. The strengths are influenced by factors such as history of a country, culture, geographical and demographic characteristics or economic situation in the background. The analysis of these strengths and factors includes comments based on my personal experience with Finnish education, which I was able to get during my study stay in Finland and is the starting point for a final comparison with Czech primary education. These experiences are also included in the form of written records and other supporting materials obtained during the hospice lessons at the Finnish Primary Schools. The subsequent comparison focuses on the most important points of analysis, both in Finland and Czech education, and shows not only the differences in both schools but also some similarities that we can observe. This comparison brings us a lot of knowledge about the qualities and reserves of Czech education and, last but not least, points to the...