Made available in DSpace on 2016-07-27T13:45:15Z (GMT). No. of bitstreams: 1 CRISTIANO ALEXANDRE DOS SANTOS.pdf: 1197784 bytes, checksum: feb1511c59a27ba71ce59538aba4a511 (MD5) Previous issue date: 2010-08-12 / The theme of this study is the politic dimension at the professor of Teaching Qualification in History at UEG UnUs (University Unit) at Cidade de Goiás and Morrinhos between 1999 e 2010. Understanding how the politic dimension integrates the professor s identity of the course of Teaching Qualification in History at UEG is the main goal. The social relevance of the theme is in the fact of calling attention to the professor to take on, among his responsibilities, the politic commitment aiming at the social transformation. Understanding how the process of weakness of the politic aspects found in the modernity hits the teaching staff of the courses of Teaching Qualification in History at UEG was the problem of this research which demanded a line of the following purposes: find, in literature, the different approaches about the meaning of politics in modernity; recognize the liking between the education and politics, identifying the characteristics of the professor as intellectual committed pedagogically and politically with the teaching staff work; understand the objectives of higher of education, especially at UEG; analyze the politic dimension of the professor of Teaching Qualification in History of the University Units at Cidade de Goiás and Morrinhos. The method of dialect materialism was adopted as a line of investigation. In the point of view of the approach form of the object, the research is qualitative with analyses of interviews with professors and students. The guide categories of this research were: politics and university teaching staff. The axis that guides the theoretical referential are: a) conception of politics, with the support in Finer (1981), Negt and Kluge (1999), Bobbio (2000), Marx (2002), Dallari (2004) and Arendt (2007a; 2007b; 2008); b) principles of higher education and UEG based on Ferreira (1995), Silva (1995), Vieira (2000) and Catani and Oliveira (2002); c) the University as a political space with support in Brzezinski (1987; 1996; 2002), Gramsci (1989) and Portelli (1997); d) the weakness in the political aspects at the modern society with support in works of Marx (1980; 2002; 2006; 2007), Coelho (1986), Enguita (1991), Gaparini (1995) and Antunes (2001). The conclusions pointed that the university is essentially a public space where scientific, pedagogical and political activities must be materialized. The responsibility with the political education is being hindered by factors like the alienation process which involves the History Professors at UEG by the proletariation of their functions, by the definition of the person as apolitical or individualist and by the incorporation of neo-liberal referential. / O tema deste estudo é a dimensão política no(a) professor(a) da Licenciatura em História nas UnUs de Goiás e Morrinhos da UEG entre 1999 e 2010. Compreender como a dimensão política integra a identidade do professor do curso de Licenciatura em História da UEG é o objetivo geral. A relevância social do tema encontra-se no fato de chamar a atenção do professor universitário para assumir, entre suas responsabilidades, o compromisso político visando à transformação social. Compreender como o processo de fragilização dos aspectos políticos presentes na modernidade atinge o docente dos cursos de Licenciatura em História da UEG, consistiu o problema dessa investigação que exigiu o traçado dos seguintes objetivos: identificar, na literatura, as diferentes abordagens acerca do sentido da política na modernidade; reconhecer o vínculo entre educação e política, identificando as características do professor universitário como intelectual comprometido pedagógica e politicamente com o trabalho docente; compreender os objetivos do Ensino Superior, particularmente na UEG; analisar a dimensão política do professor do curso de Licenciatura em História das Unidades Universitárias da cidade de Goiás e Morrinhos. Adotou-se como trajetória de investigação o método do materialismo dialético. Do ponto de vista da forma de abordagem do objeto, a pesquisa é qualitativa com análise de entrevistas com professores e alunos. As categorias norteadoras deste trabalho foram: política e docência universitária. Os eixos que orientam o referencial teórico são: a) a concepção de política, com apoio em Finer (1981), Negt e Kluge (1999), Bobbio (2000), Marx (2002), Dallari (2004) e Arendt (2007a; 2007b; 2008); b) princípios de ensino superior e a UEG, com base em Ferreira (1995), Silva (1995), Vieira (2000) e Catani e Oliveira (2002); c) a universidade como espaço político, com apoio em Brzezinski (1987; 1996; 2002), Gramsci (1989) e Portelli (1997); d) a fragilização dos aspectos políticos na sociedade moderna com amparo nos trabalhos de Marx (1980; 2002; 2006; 2007), Coelho (1986), Enguita (1991), Gaparini (1995) e Antunes (2001). As conclusões apontam que a universidade é essencialmente um espaço público onde devem ser materializadas atividades científicas, pedagógicas e políticas. A responsabilidade com a formação política vem sendo dificultada por fatores como o processo de alienação que envolve os professores do curso de História da UEG pela proletarização de suas funções, pela definição do ser como apolítico ou individualista e pela incorporação dos referenciais neoliberais.

O presente trabalho tem o objetivo de mostrar como os lugares (topoï) podem ser uma eficaz ferramenta no ensino de procedimentos argumentativos. Esse recurso se justifica pela urgência de buscar novas metodologias de ensino desses procedimentos na universidade, para que o universitário se sinta mais apto para se iniciar na escrita de pesquisa e, também, para aprimorar seu desempenho discursivo em geral. A metodologia foi a de seqüências didáticas segundo as propostas da Escola de Genebra (Schneuwly, Dolz, Pasquier) voltadas para o fornecimento de informações sobre o gênero resenha crítica em uma abordagem discursiva, e, especificamente, sobre os procedimentos argumentativos. Apresenta-se a fundamentação teórica com base no interacionismo sócio-discursivo, o relato da aplicação e a análise das produções do corpus. Essa análise levou à revisão do papel dos lugares (topoï) que se revelaram um recurso operacional bastante válido numa proposta de ensino de língua materna que colabore para a formação de cidadãos mais atuantes em todas as esferas sociais, não se limitando à universidade, mas pensando também no exercício da cidadania, em momentos de reivindicação, de participação social e de escolha política. / The present work aims to show how places (topoï) can be an efficient instrument for teaching argumentative procedures. This is an essential process due to the urgency in seeking new teaching methodologies of argumentation in the university which will enable the student to get started in the research writing and also improve his/her general speech performance. The methodology used was the application of didactic sequences according to the proposals of the School of Genebra (Schneuwly, Dolz, Pasquier), which provided the information about the genre critical review in a discursive approach and, more specifically, about the argumentative procedures. The theoretical principles based on social-interacionism, the report of application and the analysis of corpus production are presented throughout this study. The analysis of this experience led to a reconsideration about the function of places (topoï) which came out in an operational resource putting forward a reflection about the mother language teaching in a way it can collaborate to make people more active in all social areas, without limiting it to the university environment, rather thinking about citizenship responses and claims as well as during social interaction and when making political choices

Concebendo a ciência enquanto construção social, apartamo-nos do ideário de neutralidade e imparcialidade. A discussão da legitimidade da homeopatia no campo científico está associada ao dissenso, remetendo a um conflito histórico. O presente trabalho avalia qualitativa e quantitativamente a presença da homeopatia nas faculdades de medicina veterinária do Brasil. Na perspectiva de currículo como território de disputas, analisamos a tensão entre discurso homeopático e medicina científica, duas epistemes distintas. Foram investigadas as atividades relacionadas com homeopatia: disciplina obrigatória, disciplina optativa, atendimento clínico e pesquisa acadêmica. Os resultados demonstram que a homeopatia é ofertada em 20,1% das faculdades de medicina veterinárias do país. Outrossim, seu oferecimento é heterogêneo. Verifica-se uma discrepância entre currículo formal e currículo real: a ausência da homeopatia nos currículos justifica-se pela carência de médicos veterinários homeopatas no contexto acadêmico. Iniciativas pessoais são motivadores das atividades homeopáticas encontradas nos currículos acadêmicos. Entretanto, sua institucionalização é frágil. Concluímos que a posição subsidiária da homeopatia no âmbito acadêmico justifica-se à medida que diverge da construção epistemológica da medicina científica / Conceiving science as a social construction, we remove the ideals of neutrality and impartiality. The discussion of Homeopathy's legitimacy in the scientific field is associated with dissent, referring to a historical conflict. This study evaluates qualitatively and quantitatively the presence of homeopathy in Brazilian veterinary medical schools. In curriculum perspective as territorial disputes, we analyze the tension between the homeopathy's discourse and scientific medicine, two distinct epistemes. These activities related to homeopathy were investigated: compulsory subject, elective subject, clinical care and academic research. The results show that homeopathy is offered in 20.1% of veterinary medical schools in the country. Furthermore, its offer is heterogeneous. There is a discrepancy between the formal and the real curriculum: the absence of homeopathy in the curriculum is justified by the lack of homeopathic veterinarians in the academic context. Personal initiatives are motivators of homeopathic activities found in academic curriculums. However, its institutionalization is fragile. We conclude that the homeopathy's subsidiary position in the academic field is justified as it diverges from the epistemological construction of scientific medicine

Made available in DSpace on 2015-03-04T20:04:55Z (GMT). No. of bitstreams: 0 Previous issue date: 16 / Nenhuma / O estudo “Saberes de docentes de um Curso de Graduação em Enfermagem e as implicações das Políticas Públicas de saúde e educação” teve por objetivo conhecer os saberes que compõe a prática dos enfermeiros docentes na Universidade, no contexto das políticas públicas atuais. Os objetivos da pesquisa concentraram-se na análise dos saberes docentes, na identificação das suas fontes, verificando a influência dos saberes da experiência profissional nas práticas dos enfermeiros docentes. O intuito foi identificar como ocorre a produção e legitimação de saberes dos enfermeiros professores em suas práticas docentes, a partir de suas vivências na profissão de origem. Foram utilizados os princípios da etnografia para a realização da pesquisa, em forma de um estudo de caso. Os dados foram obtidos através de entrevista semi-estruturada com seis participantes, todos enfermeiros de formação e docentes de um Curso de Graduação em Enfermagem de uma Instituição de Ensino Superior (IES) da região do Vale do Rio dos Sinos – RS,

Made available in DSpace on 2016-12-23T14:01:49Z (GMT). No. of bitstreams: 1 Haila Lopes de Sousa.pdf: 1879813 bytes, checksum: bb059f3a4ebccc65690232211043a4f5 (MD5) Previous issue date: 2013-03-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Este trabalho tem como objetivo analisar a inclusão dos estudantes com deficiência na Universidade Federal do Espírito Santo (UFES), enfatizando a relação entre as políticas propostas pela a instituição e as vivências acadêmicas dos estudantes com deficiência. Atualmente existem trabalhos consistentes sobre a temática da inclusão dos estudantes com deficiência no Ensino Superior, mesmo que se tenha ainda um longo caminho a percorrer (BUENO, 2002; MOREIRA, 2004; OLIVEIRA, 2007; CASTRO, 2011). Para atender aos objetivos propostos, o trabalho tem natureza qualitativa do tipo estudo de caso (LUDKE; ANDRÉ, 1996). Para ajudar a entender essa conjuntura a análise dos dados utilizou a teoria do paradigma indiciário com o apoio dos escritos de Ginzburg (2001), quando o autor remete a ênfase nos indícios das falas dos estudantes com deficiência para reconhecer qual tratamento dado a eles dentro da universidade. Conta também, com as contribuições da teoria histórico-cultural de Vigotski (1993), no que se refere pensar o sujeito, a partir dele mesmo. Como instrumento para coleta de dados utiliza análise documental e a entrevista semi-estruturada. Analisa a educação no Brasil a partir de uma perspectiva histórica e observa o quanto a educação do país sofreu ao longo dos séculos. Do ponto de vista do ensino superior, isso não se mostra diferente. Foram entrevistados onze alunos que se encontravam no cadastro dos estudantes com deficiência da UFES; estes indicaram professores para serem entrevistados, dos quais cinco responderam às questões propostas pela pesquisadora. Participaram também três gestores da Universidade, que colocaram à disposição os documentos oficiais da UFES para serem analisados. Em seus dados, o trabalho observa que o acesso à universidade, por meio do vestibular, é apontado como um ponto positivo, pois disponibiliza ao candidato que necessita os recursos necessários para realizar a prova. Também observa que as políticas que se referem aos auxílios financeiros são bem avaliadas, porém, para os estudantes com deficiência, a questão do auxílio não se resume a isso. O estudo observa ainda, que falta infraestrutura acessível, um acompanhamento da vida acadêmica e materiais para os alunos, assim como um direcionamento para o trabalho dos professores. E aponta a necessidade de uma política institucionalizada para a UFES / This work aims at analyzing the inclusion of deficient students into the Federal University of Espírito Santo (UFES), emphasizing the relationship between the policies proposed by the institution and the academic experience of the students who have deficiency. Nowadays there are serious researches about the inclusion of deficient students in college, but there is still a long way ahead (BUENO, 2002; MOREIRA, 2004; OLIVEIRA, 2007; CASTRO, 2011). The work has the characteristic of study case, in order to fulfill its goals (LUDKE; ANDRÉ, 1996). The theory of index paradigm with the support of writings by Ginzburg (2001) was used to help the understanding of the case. The author emphasizes the deficient students speeches so that it is possible to recognize the kind of treatment they receive inside the university. It also has the contribution of the cultural historical theory of Vigotski (1993) which thinks the subject based on its own view. The tool used to collect data was the documentary analysis as well as the semi-structured interview. It analyzes the education in Brazil from a historical perspective and observes how much the Brazilian education has suffered along the centuries. This is not different when we deal with university teaching. The interview was made with eleven students who belong to the deficient students files at UFES; they indicated some professors to be interviewed. Five of them answered the researcher s questions. Three managers of the University also participated in the research. They offered the official documents of UFES for analysis. Based on its data, the research makes it possible to see that the access to the University by means of the Entrance Examination is pointed out as something positive, since it enables the candidate, providing the necessary resources to do the test. It is also possible to observe that the financial help policies are well evaluated, but the students with deficiency believe that the question of help is not only that. It was also noticed that there is lack of accessible infrastructure, academic follow up, as well as school material for the students. There is also the necessity of giving the right direction to the professors work. It also shows the necessity of institutionalized policies for UFES

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-10-17T14:36:52Z No. of bitstreams: 2 Tese Elsieni Coelho da Silva - 2013.pdf: 2019294 bytes, checksum: 53cb34553b26f8940acd12f26905386c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-10-20T17:18:48Z (GMT) No. of bitstreams: 2 Tese Elsieni Coelho da Silva - 2013.pdf: 2019294 bytes, checksum: 53cb34553b26f8940acd12f26905386c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-10-20T17:18:48Z (GMT). No. of bitstreams: 2 Tese Elsieni Coelho da Silva - 2013.pdf: 2019294 bytes, checksum: 53cb34553b26f8940acd12f26905386c (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-06-17 / This study deals with pedagogical practices carried out in academic licentiate degree course at Universidade Federal de Uberlandia (UFU), Minas Gerais state. It follows the research line Teaching Education and Professionalization linked to the Faculdade de Educação at Universidade Federal de Goiás, Goiás state. As a way of recognizing the current relevance of its theme, this thesis attempts at outlining new conceptions of research in teacher education as a possibility of changing the current conceptions of research as an educative practice. Its overall aim is to identify, to understand and to analyze conceptions of research put into evidence by motivations, meanings and goals that licentiate degree course’s professors ascribe to the research role in their educative practice to train teachers. Specifically, its aims include: identifying and analyzing research conceptions in these professors’ teaching background, their educative practices’ historicity, dynamics, contradictions, and contextualization in the light of the relationship among educator, student and their subject-matters; analyzing a dialectical move permeating those practices in relation to the research conceptions identified in these professors’ teaching background; and, finally, presenting new conceptions of the research role in teacher academic training. The starting point for doing so is the following question: what features characterize those professors’ teaching practices based on the research as an educative tool that they develop in licentiate degree courses considering the relationship among professor, student and subject-matter? Answering such question has required making an initial revision of teacher-as-researcher theoretical concept (STENHOUSE, 1987; ELLIOTT, 1998) and of ideas which relate research to teacher education (FREIRE, 1981a; 1981b; 1996; DEMO, 1998; 2000; SEVERINO, 2009), respectively. Fieldwork data came from semi-structured interviews (LÜDKE; ANDRÉ, 1986) with professors from each licentiate degree course at UFU carried out as a case study (ANDRÉ, 2008) and following the dialectical materialism approach (FRIGOTTO, 2006; GAMBOA, 2006). Results were grouped in three conceptions of research in teacher education: research as daily attitude; research as systematization of knowledge making; and research as making of didactic resources. / Desenvolvido na linha de pesquisa Formação e Profissionalização Docente da Faculdade de Educação da Universidade Federal de Goiás (campus de Goiânia), esta tese enfoca práticas universitárias de formação docente por meio da pesquisa na Universidade Federal de Uberlândia (UFU). Este estudo reconhece a necessidade de problematizar o tema para chegar a novas concepções de pesquisa na formação de professores como possibilidade de mudar a realidade atual da pesquisa como prática educativa. No plano geral, os objetivos da investigação incluem identificar, compreender e analisar concepções de pesquisa evidenciadas conforme as motivações, os sentidos e as finalidades atribuídas historicamente à pesquisa pelos docentes de licenciaturas da UFU ao explorarem-na como fazer educativo na formação de professores. No plano específico, objetiva identificar e analisar as concepções de pesquisa presente na formação de professores dos cursos de licenciatura da UFU/Uberlândia; identificar e analisar a historicidade, a dinâmica, as contradições e as contextualizações das práticas educativas quanto à relação entre formador, formando e seus objetos de estudo; analisar o movimento dialético dessas práticas relativamente às concepções de pesquisa identificadas na formação de professores; enfim, propor novas concepções sobre a pesquisa na formação de professores. Para tanto, partimos deste questionamento: quais são as características das práticas de docentes dos cursos de licenciatura da UFU quanto à relação entre “professor formador”, “professor formando” e objeto de estudo ao trabalharem a pesquisa como prática educacional na formação de professores? Construir respostas a tal indagação exigiu inicialmente rever a concepção teórica de “professor-pesquisador” (STENHOUSE, 1987; ELLIOTT, 1998) e as ideias que relacionam pesquisa e formação docente em Freire (1981a; 1981b; 1996), Demo (1998; 2000) e Severino (2009). Os dados de campo advêm dos relatos de um docente de cada licenciatura da UFU feitas como estudo de caso (ANDRÉ, 2008), ou melhor, de “casos múltiplos” (YIN, 2006). Os relatos foram obtidos mediante entrevista semiestruturada (LÜDKE; ANDRÉ, 1986) à luz da abordagem dialética materialista (FRIGOTTO, 2006; GAMBOA, 2006). Os resultados se apresentam em três concepções de pesquisa na formação de professores: pesquisa como atitude cotidiana; pesquisa como sistematização da construção do conhecimento; e pesquisa como produção de recurso didático.

O presente trabalho tem o objetivo de mostrar como os lugares (topoï) podem ser uma eficaz ferramenta no ensino de procedimentos argumentativos. Esse recurso se justifica pela urgência de buscar novas metodologias de ensino desses procedimentos na universidade, para que o universitário se sinta mais apto para se iniciar na escrita de pesquisa e, também, para aprimorar seu desempenho discursivo em geral. A metodologia foi a de seqüências didáticas segundo as propostas da Escola de Genebra (Schneuwly, Dolz, Pasquier) voltadas para o fornecimento de informações sobre o gênero resenha crítica em uma abordagem discursiva, e, especificamente, sobre os procedimentos argumentativos. Apresenta-se a fundamentação teórica com base no interacionismo sócio-discursivo, o relato da aplicação e a análise das produções do corpus. Essa análise levou à revisão do papel dos lugares (topoï) que se revelaram um recurso operacional bastante válido numa proposta de ensino de língua materna que colabore para a formação de cidadãos mais atuantes em todas as esferas sociais, não se limitando à universidade, mas pensando também no exercício da cidadania, em momentos de reivindicação, de participação social e de escolha política. / The present work aims to show how places (topoï) can be an efficient instrument for teaching argumentative procedures. This is an essential process due to the urgency in seeking new teaching methodologies of argumentation in the university which will enable the student to get started in the research writing and also improve his/her general speech performance. The methodology used was the application of didactic sequences according to the proposals of the School of Genebra (Schneuwly, Dolz, Pasquier), which provided the information about the genre critical review in a discursive approach and, more specifically, about the argumentative procedures. The theoretical principles based on social-interacionism, the report of application and the analysis of corpus production are presented throughout this study. The analysis of this experience led to a reconsideration about the function of places (topoï) which came out in an operational resource putting forward a reflection about the mother language teaching in a way it can collaborate to make people more active in all social areas, without limiting it to the university environment, rather thinking about citizenship responses and claims as well as during social interaction and when making political choices

The goals of this study were to research the learning difficulties among a group of four pre-university introductory calculus students who were mainly international students studying English as a Second Language (M). The intention was to create a constructivist-style classroom environment in order to determine if it could improve students` knowledge about the use and management of multiple representations (that is, graphical, rum~ symbolic, pictorial, linguistic or diagrammatic approaches for problem representation), increase their classroom communication as a means to improving ability in the modelling of calculus word problems, and to develop, implement and evaluate a teaching package that encouraged the use of multiple representations as a means of improving conceptual understanding. The achievement of these goals was sought by means of the development, implementation and evaluation of a number of calculus extended tasks that encouraged the use of multiple representations. These activities facilitated the compilation of a menu of approaches to the solution of mathematical problems, while the longitudinal nature of the study allowed for the monitoring of student changes in their preferred approach. A traditional calculus curriculum was used for the study, but the instructional emphasis was based more on students' understanding of concepts in a classroom environment utilising a constructivist approach rather than on their memorising computational techniques. Reading, writing, and discussion were emphasised m small group settings to develop language skills and to foster an appreciation of the alternative solution strategies of individual students. / The study was conducted at an International College north of Perth in Western Australia, and the majority of students in the sample were from Non-English-Speaking-Backgrounds (NESB). A range of methods was used to collect qualitative and quantitative data in order to increase the credibility of the research. These methods included audio recordings of structured task-based interviews with each of the four students in the sample; teacher analysis of student worksheets; my classroom observations; the analysis of alternative student conceptions on assessment tasks obtained through post-test interviews, and my personal reflections. Quality controls were employed to ensure the credibility of the data collected. As classroom teacher and principal researcher, it was possible for me to treat each of the four students involved as an individual case study. Descriptive questionnaires were used in order to gain information regarding the course and the use of graphics calculators. The results are applicable to ESL introductory calculus students only, and the nature of the sample implies a number of study limitations detailed in Chapter Five. There was extensive evidence of the benefits of the use of a multi-representational mode and evidence also of the benefits of encouraging the use of a diversity of modes of classroom instruction. Outcomes of the study were qualified by the difficulties ESL students face in coordinating conflicting information and interpreting the language demands of problem presentation. It is expected that this study will assist m extending the knowledge and understanding of the learning difficulties faced by ESL students in the am of pre-university calculus. / Results of this study suggest that instructional material has an important influence on ESL students’ use and management of multiple representations. However, there are often limitations to the influence of the material due to student preferences, mathematical ability and firmly held beliefs as well as on the amount of detail presented in a problem Secondly, small group learning environments based on a constructivist approach were found to influence student ability to model calculus word problems in a positive manner, provided there is teacher support to overcome cognitive obstacles. Finally, it was established that an effective teaching package could be developed to assist ESL students in calculus learning. The teaching package's evaluation highlighted the need for matching language use in problem presentation with the current mathematical language register of each student.

The literature concerning work identities within universities is limited and focussed upon the ways academic staff construct their identities and the impacts these have upon their approaches to change. Similar studies for the range of differentiated roles that characterise the newly managerialised university are not available. The first stage of the research, therefore, was to develop a categorisation of the ways in which senior managers, line managers, support staff and academic staff construct their identities at work. This categorisation was created by bringing together the experiences of change of fifty three staff from five similar Australian universities, reported in interviews, with a review of the discourses widely available within the university sector (Deetz 1992; du Gay 1996a; Knights & Morgan 1991; Marginson 2000; Readings 1996) to produce thirteen different classifications associated with different roles. These categories described as case study one provide an initial framework for making sense of the different viewpoints expressed by staff in interviews and a language for understanding w hat particular actions might mean to the organisational members making them. As such it provides a starting point or tool for analysis and makes an original contribution to understanding change within universities. The second stage of this research examined the dynamics of a teaching change project and the interactions between differently constructed work identities it entailed. This was undertaken through an ethnographic study of a change project in process. The ethnography was supplemented by interviews with participants at the conclusion of the project. The analysis of the ethnography combined the first theoretical focus on constructed identity with concepts of power and their forms within organisations (Foucault 1998; Clegg 1989a; Callon 1986) to take account of the hierarchical organisation of the university and the differentiated organisational roles of participants in the change project.

The Millennials, today’s pupils and students, is the first generation to grow up with tools for interactive communication and media production. Many students choose to study music production in higher education establishments. Therefore music production is an emerging subject and important research topic. The aim of this thesis is to develop knowledge of music production and to identify key skills necessary for music producers and music production teachers. Three sub-studies were performed to investigate what characterizes music production, both in an educational context and as a professional activity. In the first study, a Desktop Music Production project in a municipal music school was investigated. Observations and interviews were used as data collection methods. The results show that teachers need to be multi skilled to teach musicproduction. In addition to standard teaching skills they need to have extensive knowledge of music technology and relevant contemporary knowledge about trends in youth culture and popular music. In the second study students' views on important learning outcomes in music production were investigated. Questionnaires and group interviews were used to collect data. The results show that music production is a topic that includes various types of content. Issues regarding music, technology, music industry, personal development and employability were of central importance to the students. In the third study eleven professionals were interviewed, all music production teachers or active music producers. The main result was that the skills required for both music producers and music production teachers are varied and extensive. Psychology and leadership, music, technology, ethics, law and copyright, entrepreneurship and cultural timing are particularly relevant to music production. Based on these results, a model for education in music production is presented. Music production also differs from traditional music education. In addition to traditional musical and pedagogic skills it requires technical competence from the teachers. Men dominate music production teaching, and the vast majority of professional music producers are also men. Technological developments are affecting young people's musical skills, and therefore it’s a challenge for music teachers to meet pupils and students who already have advanced knowledge of music production and are eager to learn more.