Ao longo da história da enfermagem no Brasil, tentou-se de várias maneiras qualificar a formação dos técnicos e auxiliares, mas pouco foi investido nos enfermeiros professores desta área. Este estudo teve como objetivo Conhecer o perfil e a identidade profissional dos docentes dos cursos de educação profissional técnica de nível médio em enfermagem de um município do interior do estado de São Paulo e traçar o perfil desses docentes, com a intenção de conhecer os profissionais que atuam no processo formativo dos trabalhadores de saúde/ enfermagem. Trata-se de estudo descritivo exploratório de natureza quantiqualitativa. A coleta de dados foi realizada por meio da aplicação de um questionário sócioeconômico e de entrevista com questões norteadoras abordando a profissão docente. O estudo contou com 32 participantes. Constatou-se que, desse total, 68,8% são do sexo feminino; a média de idade entre eles é de 36,53 anos; a média de tempo de formação é de 11,28 anos; 21,9% possuem licenciatura; 53,1% possuem especialização em formação docente. Apesar de a maioria (75%) dos entrevistados possuir formação docente, é importante lembrar que a maioria (63%) só procurou pelo curso depois de se inserir na docência. 68,8% dos entrevistados são contratados por hora/ aula e 65,6% têm outro emprego concomitante à docência. Além disso, pudemos analisar, por meio das entrevistas, a relação que o docente do ensino profissionalizante de enfermagem mantém com essa profissão. Da análise de conteúdo, emergiram categorias que dizem respeito aos sentimentos prazerosos e aos frustrantes em relação à docência; as oportunidades e desafios enfrentados no início da carreira, a relação docente com a formação pedagógica e com a construção do conhecimento e as potencialidades e dificuldades do papel docente. Esses resultados revelam um perfil de profissional satisfeito com a profissão docente, mas ao mesmo tempo frustrado com as condições inadequadas de trabalho e desejoso de ter melhores condições para se dedicar mais à docência. / Throughout the history of nursing in Brazil, it has been tried in several ways to qualify the training of technicians and assistants, but little has been invested in the nursing teachers of this area. This study aimed to analyze the professional identity of teachers of technical and professional mid-level nursing courses of a city in the state of São Paulo and profile these teachers, with the intention to meet professionals who work in the training of the health and nursing workers. This is a descriptive, exploratory study both quantitative and qualitative. A data collection that applied a questionnaire and a socioeconomic interview with guiding questions about the occupation performed. The study included thirty-two participants. It was found that of this amount, 68.8% were female with an average age of 36.53 years; the average training time was 11.28 years; 21.9% had a degree; 53,1% had training in teaching. Although the majority (75%) of the interviewed had teacher training, it is important to remember that most (63%) only sought for training after entering the teaching profession. 68.8% of the interviewed were employed by hour/class and 65.6% had concomitant jobs. Additionally, through the interviews, the relationship that teachers of the professional nursing course had with the profession was analyzed. Of the analyzed results, pleasurable feelings emerged concerning frustration in relation to teaching; opportunities and challenges faced early in the career; relationship with teacher training and pedagogical knowledge construction and the potential and difficulties of the teaching role. These results revealed a profile of professional satisfaction with the teaching profession, but at the same time frustrated with the poor working conditions and the desire to have better ones and therefore devote more to teaching.

Esta Tese procura problematizar as feiras, mostras e exposições da educação profissional e tecnológica como espaços educativo-produtivos que operam tanto no âmbito do desenvolvimento de saberes que escapam ao ambiente escolar formal, e que, portanto, são de difícil desenvolvimento, objetivação e formalização nas salas de aulas e laboratórios, quanto no âmbito da formação das subjetividades trabalhadoras, entendendo estas estratégias como uma forma de governo das condutas dos estudantes-trabalhadores, ou como uma forma de governamento da sociedade. Para tal problematização, utilizei como lócus privilegiado de análise uma das maiores mostras de trabalhos técnicos da América Latina, a Mostratec (Mostra Brasileira/Internacional de Ciência e Tecnologia). De forma geral, pretendi analisar como esta mostra conduz as condutas dos estudantes-trabalhadores, tomando o conceito de governamentalidade como o fio condutor de minha pesquisa, de forma que ele atravessasse minhas incursões pelas teorizações e pelas análises realizadas. De forma mais detalhada, tentei mostrar que as feiras, mostras e exposições da educação técnica profissionalizante operam como lócus privilegiado para a formação das subjetividades dos estudantes-trabalhadores, formação essa que se dá a partir de dois processos ou tratamentos da subjetividade — sujeição social e servidão maquínica — que são complementares, interdependentes e que contribuem para o funcionamento da educação escolar e do próprio neoliberalismo. Argumenta-se que os deslocamentos contemporâneos no mundo do trabalho e na produção fazem com que algumas das tecnologias de governamento da sociedade sejam revalorizadas e reelaboradas no novo contexto do ensino técnico profissionalizante, que tem se apresentado, historicamente, como um sintoma implicado do desenvolvimento das forças produtivas. Considerando-se que a formação do estudante-trabalhador, vinculada às novas necessidades do trabalho contemporâneo, depende cada vez mais do seu caráter imaterial e da produção e do investimento cada vez mais precoce de si mesmo, ou seja, representa um processo onde o “produto” do aprendizado é inseparável do ato de produzir, podemos considerar que a produção escolar-empresarial se aproxima de uma execução virtuosística característica de atividades que encontram seu próprio cumprimento em si mesmas e que exigem a presença de um público. Busquei mostrar que feiras, mostras e exposições da educação profissional e tecnológica operam como estratégias neoliberais de governamento, tanto como um espaço público estatal que permite aos estudantes-trabalhadores executarem seu virtuosismo na presença do outro, quanto como estratégias para o desenvolvimento de saberes que escapam ao ambiente escolar formal. Por outro lado, também visam o desenvolvimento da individualização e da desigualdade concorrencial, bem como o bloqueio e a interrupção do excedente dos processos cognitivos, dos movimentos de cooperação, conhecimento e linguagem, visto que, para existir, o capital precisa bloquear os processos de captação social do valor, porque estes são excedentes, vão além de sua capacidade de comando. / This thesis seeks to problematize the fairs and exhibitions of professional and technological education as educational-productive spaces that operate both in the scope of the development of knowledges that escape the formal school environment, and which, therefore, are difficult to develop, objectify and formalize in the classrooms and laboratories, and in the context of the formation of working subjectivities, understanding these strategies as a form of governing student-worker behavior, or as a form of governing society. For this problematization, I used as the privileged locus of analysis one of the largest exhibitions of technical works in Latin America, the Mostratec (Mostra Brasileira / Internacional de Ciencia e Tecnologia). In general, I intended to analyze how this show conducts student-worker behaviors, taking the concept of governmentality as the guiding thread of my research, so that it crosses my incursions by the theorizations and the analyzes carried out. In a more detailed way, I have tried to show that the fairs, exhibitions and exhibitions of vocational technical education operate as a privileged locus for the formation of subjectivities of student-workers, a formation that takes place from two processes or treatments of subjectivity - social subjection and machinic servitude - which are complementary, interdependent and contribute to the functioning of school education and neoliberalism itself. It is argued that contemporary displacements in the world of work and production mean that some of the technologies of society governance are revalued and reworked in the new context of vocational technical education, which has performed historically, as a implicated symptom of productive forces development. Considering that the formation of student-worker, linked to new contemporary work needs, increasingly depends on its intangible character, production and the investment itself ever more precocious, is a process where the "product" of learning is inseparable from the act of producing, we can consider that the school-enterprise production approaches a feature virtuosic execution of activities that find their own fulfillment in themselves and which require the presence of a public. To analyze and discuss the fairs, shows and exhibitions of professional and technological education, we seek to show that they operate as neoliberalist strategies of government, both as a state public space that allows student-workers to perform their virtuosity in the presence of other, and as strategies for the development of knowledge that flee the formal school environment. On the other hand, also aimed at the development of individualization and the competitive inequality, as well as blocking and stopping surplus of cognitive processes, movements of cooperation, knowledge and language, since to exist, the capital needs to block the process social capture of value, because these are surplus beyond their ability to command.

The purpose of this research study was to determine characteristics of entering vocational students in Kentucky Area/State vocational schools and to develop a computerized diagnostic instrument and tutorial package for assisting students in the mastery of necessary basic skills in mathematics. After specific math skills were identified in which proficiency is required of vocational education students, item pools were constructed for each skill. The skill item pools were validated using approximately 500 public school students throughout the grades of four through eight in public schools of Harlan County, Kentucky, Lee County, Virginia, and Washington County, Tennessee. The items within each item pool were found to be statistically equivalent. Computer programs were coded in the BASIC language using the item pools to randomly select and generate a diagnostic instrument and tutorial program relevant to the basic math skills. Three randomly generated forms of the diagnostic instrument were sent to 100 students in twenty area state vocational schools of Kentucky for normalization and form validation. The diagnostic instrument showed a strong positive coefficient of reliability with an average of.95 over the three forms used in the normalization process. There was no significant difference between the mean raw scores of the three forms. A 67 percentile score was found to be the norm which was to be statistically equivalent to the Tests of Adult Basic Education (TABE) at the 8.75 grade equivalent. An experiment was conducted using vocational students at Hazard State Vocational School as subjects to determine the affects of the tutorial package on basic math skill mastery using equivalent forms of the diagnostic instrument for pretesting and posttesting. Results of the experiment indicated that the computer managed instruction tutorial package had a significant affect in increasing posttest scores of the experimental group over the control group. It was concluded that the problem of constructing a computerized diagnostic math instrument and tutorial package capable of enhancing mastery of basic math skills to assist vocational students in gaining entrance into vocational school was achieved. A recommendation was made for further research and development to use the random item pool model for other development of computer assisted instruction (CAI) software.

The use of the Allied Health Professions Admissions Test (AHPAT) as an admission tool to upper level medical technology programs was compared against the most commonly accepted criteria of overall grade point average (OG) and science grade point average (SG). The comparison was based on how well each predicted success on the Board of Registry Exam of the American Society of Clinical Pathologists. The sample population included admission and program data on 129 graduates of a University 2 + 2 Medical Technology Program from 1980 to 1986. The population consisted mostly of white (81.4%) (n = 105) females (83.0%) (n = 107) applying from four year institutions (74.4%) (n = 96) without previous baccalaureate degrees (91.5%) (n = 118) whose mean age was 22.8.;Using stepwise regression analysis on all numerical variables including the OG, SG, AHPAT and its subscores, the first variable to enter was the AHPAT (r{dollar}\sp2{dollar} = 0.2730) and the second variable to enter was the SG explaining an additional 14% of the variance (r{dollar}\sp2{dollar} = 0.4088). No other variable met the 0.0500 significance level for entry into the model. The same order of entry existed for the white, non-degreed subjects. These data strongly support the use of the AHPAT, along with the SG, as an additional admission criterion for entry into medical technology programs.;Additional studies revealed that Medical Laboratory Technicians (MLT's) did not score significantly higher than those without previous laboratory training on either the AHPAT (F (1,127) = 2.53, n.s., {dollar}p >{dollar}.05) nor the ASCP exam (F (1,127) = 0.29, n.s., {dollar}p >{dollar}.05), and that both scores were independent of sex, race and previous college degree. The AHPAT scores proved significantly different in those individuals who passed or failed the ASCP upon first attempt (F (1,128) = 12.33, {dollar}p <{dollar}.0006), thus providing further support for its use. Duncan groupings showed no significant differences in the AHPAT scores of the subjects when compared by year of admission. This runs counter to the national belief of a steady decline in the quality of the applicant pool during the time frame studied.

Rating in its many forms and phases seems to be recognized as an integral part of standard classroom procedure. Industrial arts is one of the fields in which there is a great need for the application of the best known principles and procedures in educational measurement. Industrial arts teachers and supervisors need reliable measuring instruments and methods in order to give better educational guidance, to evaluate personality traits, to motivate learning, to study the effectiveness of teaching materials and methods, and to measure pupil progress more accurately through the establishment of more definite standards of performance and through the diagnosis of pupil difficulty. Scientific test construction and interpretation may be applied to the measurement problems of the shop and the drafting room when modified in the light of special needs. There has been a growth of interest in tests and measurements in recent years. The last century has produced many scientific investigations in the curricular aspects of these special subjects, on which have been built the modern practices of teaching. This thesis is intended to fit into the program. It is organized so as to bring to the attention of the shop teacher and to students in training a simple and practical discussion of the essential principles of educational shop and drawing courses. In addition to the above functions this thesis is planned to stimulate a renewed interest in the most adequate evaluation of student achievement. It brings together and evaluates some of the most important contributions to measurement in industrial arts. It is earnestly hoped that it may stimulate further interest along these lines.

The present study was made for the purpose of ascertaining the particular types of errors that students make in transcribing their shorthand notes from day to day. In addition to finding out the kinds of errors and their frequency, it is earnestly hoped that some conclusions may be reached as to what instructional methods may be employed to advantage in teaching English to dictation students in such a way that they will be well prepared for the tasks that the business office will require of them.

Vocational high school students are not passing state tests and are not meeting adequate yearly progress (AYP) requirements in Puerto Rico. Limited qualitative research has been conducted to examine the experiences of vocational high school students regarding mandated standardized tests. Using a qualitative case study, the experiences of Puerto Rican cosmetology and barber vocational high school students regarding mandated standardized tests were examined. The conceptual framework was based on Dewey's theory of experience regarding the influence of continuity and interaction on students' career paths. The sample was 20 vocational students from cosmetology and barber classes who participated in standardized tests. Data were collected via audiotaped face-to-face semi structured interviews and were analyzed using open coding and thematic analysis for emergent themes. The findings revealed learning strategies, experienced by the participants, which help vocational high school students improve their proficiency in cosmetology and barber curricula. Teachers could use the findings to help students improve their standardized test scores and meet AYP. This study has implications for social change, in that it may inform the implementation of learning strategies to help vocational students be successful on standardized tests, graduate from high school, and enter higher education or join the workforce.

Rapid reform in the vocational education and training sector within Australia has driven the need for a more flexible approach to the delivery of education and training. One facet of such flexibility is Open Learning. Currently there is little research on Open Learning within the training sector on which planning decisions can be based.A model of educational productivity (Walberg,1981) has been proposed in the research literature to investigate relationships between key factors such a student antecedents, learning environments and learning outcomes. The Walberg model has been employed in this current study to explore how these factors may be studied in an Open Learning environment and a more Traditional Learning environment within the vocational education and training sector. The research design is a comparative description, utilising techniques from both quantitative and qualitative paradigms.A major aspect of this current study has been to investigate the constructs proposed by Walberg's Productivity Model and source appropriate instruments to measure these constructs. Where the appropriate instruments were not available, a process of instrument development and validation was conducted.The research has identified Walberg's model as being a valid frame of reference within the Vocational Education and Training sector. As expected, significant differences between the Open Learning environment and the Traditional Learning environment were apparent for the measures of Classroom Environment. Of interest, however, was that the productivity factor of Quantity, for students studying in both learning environments, was shown to have a negative relationship with achievement. While small differences were apparent for other factors, generally, the relationship between productivity factors and educational achievement was seen to be similar for both the Open Learning and the ++ / Traditional Learning environments.The findings of the study should be of significance to a range of people involved in the Open Learning environment, including decision makers in the areas of educational policy, curriculum design and implementation, administration and teaching.

Management education for police officers has played a significant role in the desired transformation of police services around the world from vocational to professional status. This thesis reports research that employed qualitative and quantitative data collection methods to investigate the factors affecting participation and performance of Queensland Police Service officers who undertook the Management Development Program by distance education mode. Three phases of data collection were employed. The first phase involved interviews with facilitators of the program about their perceptions of factors that affected participation and performance of officers enrolled in the program. Data from this phase were used to develop a questionnaire with seven internally consistent scales. This questionnaire constituted the second phase of data collection and was completed by officers at the ranks of senior constable, sergeant and senior sergeant who had successfully completed at least one unit of the Management Development Program. Data gained from the questionnaire were used to investigate the relationship between an officer's characteristics and the factors that influenced participation and performance in the Management Development Program. An analysis of these data provided the basis for the development of a schedule for interviews that were conducted with the manager of the program and the head of the School of Management. Central to these two interviews were implications for the delivery of the Management Development Program as part of the Queensland Police Service's continuing education and professional development program. These interviews constituted the third phase of data collection for this study. This study found factors that influenced the participation and performance of officers undertaking the program were their attitude to in-service professional development, how they perceived professional development, issues about their success potential, the level of personal, professional and academic support they received, the impact of aspects related to program delivery, and discourse with facilitators of the program. A model that provides a comprehensive representation of the relationships among the variables was developed. Key recommendations derived from this study have implications for the clinical delivery of the Management Development Program. Recommendations focus on the need to market the benefits of the program to individual officers, to provide enhanced student support services, to ensure the appropriateness of the learning materials, and to establish orientation programs and assignment-writing workshops for officers. Recommendations for the Queensland Police Service include the need to market the program’s importance to continuing education and professional development for officers as well as the program’s contribution to ensuring officers possessed sound management skills. Recommendations focussing on human resources include ensuring that numbers of facilitators are adequate to meet the learning needs of officers and that all facilitators possess appropriate postgraduate qualifications. It is also recommended that the postgraduate level of the Management Development Program be reviewed to determine if it is the most appropriate for the needs of officers and the service.

This thesis develops a multi-faceted picture of competency based training and the impact it is having on vocational education. The thesis is a personal attempt to act agentically by deconstructing the discourse of vocational education within which I am positioned in my working life. It is an attempt to push back the boundaries of the discourse and to explore and create spaces for contestation. In order to do this I undertake three different readings of a set of texts. The texts come from two sources. The first is a set of documents identified in the Framework for the Implementation of Competency Based Training and which represent the official government position on competency based training. The second is a set of interviews I undertook with teachers at the Canberra Institute of Technology regarding their views about competency based training. Details of the texts are provided in Section 2 of the thesis. The body of the thesis is a set of three readings of these texts. The particular view of 'reading' used in the thesis is a post structuralist one. Each of the readings brings into play the understanding of the texts created within a particular discourse. I draw on the work of Michel Foucault for the understanding of discourse used in the thesis. The first reading is from within the discourse. It is a reading which seeks to understand competency based training in its own terms, and in relation to the critical debates within the literature of vocational education. I argue in this reading that competency based training emerges as a grand but flawed vision for the future of vocational education. The second reading takes the viewpoint of the work of Michel Foucault, and in particular his book Discipline and Punish. It uses the metaphor of the panopticon to explore the nature of power/knowledge within competency based training and the regime of truth which it brings into being. The final reading is from a feminist post structuralist position. I argue in this reading that the discourse of competency based training is phallocentric. I explore the liberatory claims of the discourse and conclude that the claims are limited because they do not challenge the fundamental and powerful dualisms through which competency based training is constituted. Finally in the conclusion I briefly explore whether I have achieved the aim of the thesis. I question what it means to act agentically and whether the type of thesis I have undertaken constructs the possibility of doing so.