I strävan efter att utveckla sin praktik har en grupp pedagoger filmat en vardagshändelse med eleverna i avsikt att belysa en fråga de är intresserade av att få svar på. Under ett reflekterande samtal undersöker de gemensamt det inspelade materialet. Studie syftade till att få svar på hur de tog sig an uppgiften, vad de fick syn på och hur de samtalade kring det de såg. Samtalet kan ses som ett vävande där olika pedagogers perspektiv möts. Studien sökte svar på vilka inslag som fanns i samtalsväven. Genom att synliggöra detta ville studien ge en ökad förståelse för hur skolledare och pedagoger kan skapa förutsättningar för att reflekterande samtal ska kunna bli ett funktionellt redskap i såväl professionell utveckling som verksamhetsutveckling. Forskningsfråga: Hur använder pedagogerna sig av reflekterande samtal när de utgår från autentiska situationer från praktiken? Resultatet visade att den dialogiska samtalsväven omfattade fyra typer av inslag. Inslag som handlade om att beskriva vad man upptäckt i inspelningen, om att förklara och förstå det man uppmärksammat, om att föreslå hur man skulle kunna undersöka sin frågeställning vidare utifrån vad man sett, samt inslag som handlade om att föreslå hur man skulle kunna förändra för att utifrån detta förbättra förutsättningarna för elevernas lärande och utveckling. Det var en mängd faktorer som påverkade huruvida det reflekterande samtalet ledde till nya gränsöverskridande insikter eller inte. Deltagarnas dialog- och analyskompetens var exempelvis av avgörande betydelse för utfallet. De autentiska exemplen från videofilmerna som pedagogerna utgick ifrån i sina reflekterande samtal hade en samlande effekt. De hjälpte pedagogerna att fokusera och att mötas i dialogen. De inspelade exemplen fyllde en rad funktioner som bidrog till samtalets kvalité. Avslutningsvis förs ett resonemang kring pedagogiska implikationer ut ett skolledarperspektiv. / A group of pedagogues, striving to develop their skills, have filmed an everyday situation with their pupils in order to highlight a specific question that they had. Through reflective conversation they helped each other analyze the recorded material. The purpose of this study was to see how they embraced this challenge, what they discovered in the recordings and how they discussed their findings. The dialogue between them can be looked upon as a communicative “web” in which the different perspectives of the pedagogues meet and are woven together. The study aimed to provide an answer to which elements were included in this communicative web. Through this awareness the study wanted to generate a broader understanding of how principals and pedagogues could create possibilities for reflective dialogue to be a functional tool within professional development as well as school development. The research question: How do the pedagogues use reflective dialogue when they use an authentic situation from their own practice as a starting point? The result showed that the reflective communicative web contained four elements. Elements that describe what they have discovered in the recordings, elements that explain and bring understanding to their findings, elements that suggest further investigations of what they have found and finally elements that suggest changes to improve the learning development conditions for the pupils. There were a wide range of factors that affected whether the reflective conversation led to learning or not. The skills of the participants both regarding dialogue and analyses were, for example, of importance for the outcome. The authentic examples from the recordings that the pedagogues used as a starting point helped them to focus. It also helped them see things from each other's perspective. The recordings provided a variety of functions that contributed to the quality of the conversation. The last part of the paper is a discussion about the pedagogical implications from the principal's perspective.

This master’s essay presents a study designed to investigate twelve police students’ability to handle academic writing conventions and to show critical-analyticalcompetence in their degree projects, which are written as part of the education atSweden’s three police academies. The education of police officers is not an academicone, and the students’ main focus is therefore on writing texts in the field of policediscourse. At the same time, scientific principles and critical thinking are emphasized intheir syllabus, but the question of how students handle the encounter with academicdiscourse has so far not been investigated. This, therefore, is the aim of the presentstudy. The texts have been analyzed according to the academic writing conventions ofreferencing, citation, hedging and boosting. By studying how these conventions areapplied, the writers’ stances become visible, which makes it possible to discern in whatways they remain critical-analytical to person, theory and content. The study shows thatpolice students can handle academic writing conventions to varying degrees, whichmeans that their texts differ in how well they function in an academic context. The factthat they do not fully master these conventions also makes it more difficult for thestudents to signal a critical stance, and only occasionally does their critical-analyticalcompetence show. The difficulties displayed by the police students can thus be viewedas general within the field of academic discourse. At the same time, the study showsthat the students do acquire a certain competence in textual as well as writingconventions, which they are able to transfer from police discourse. This, in turn,constitutes the didactic consequence of the study. If this were to be brought up as part ofthe educational program, the writing of a degree project might raise police students’awareness of different genres and further develop the competence necessary in theirprofession.

Submitted by Ana Lucia de Queiroz Tourinho (analucia.tourinho@gmail.com) on 2017-07-27T15:24:24Z No. of bitstreams: 1 Tese_Ana Lucia Tourinho_Final_Entrega.pdf: 2587062 bytes, checksum: 3a12b24dad9c3cf4ced309dcabea48f9 (MD5) / Approved for entry into archive by Pamela Beltran Tonsa (pamela.tonsa@fgv.br) on 2017-07-27T15:25:56Z (GMT) No. of bitstreams: 1 Tese_Ana Lucia Tourinho_Final_Entrega.pdf: 2587062 bytes, checksum: 3a12b24dad9c3cf4ced309dcabea48f9 (MD5) / Made available in DSpace on 2017-07-27T17:03:10Z (GMT). No. of bitstreams: 1 Tese_Ana Lucia Tourinho_Final_Entrega.pdf: 2587062 bytes, checksum: 3a12b24dad9c3cf4ced309dcabea48f9 (MD5) Previous issue date: 2017-06-29 / O crescimento maciço da quantidade de dados que as empresas, organizações e a sociedade foram obrigadas a lidar, reforça a necessidade de estudos sobre Business Intelligence, Business Intelligence Analytics e Big data. Este assunto permanece na agenda das empresas como uma das prioridades e vem se tornando cada vez mais relevante, visto que os dados e as informações compreendem a matéria-prima a partir da qual as empresas desenvolvem as suas estratégias de negócios para competir em um mundo mais complexo e rápido. Portanto, entender como explorar melhor os dados disponíveis é hoje uma disciplina de grande importância, não só como uma questão de negócios, mas também como um tema de pesquisa acadêmica. Neste cenário, onde se busca o melhor uso dos dados, o presente estudo tem como objetivo desenvolver uma pesquisa científica que permita medir a capacidade de uma organização transformar os dados em valor para o negócio. Embora certos aspectos do tema Business Intelligence, Business Intelligence Analytics e Big data já estejam bem definidos entre os pesquisadores, ainda há uma falta de compreensão e consenso sobre quais são os antecedentes do construto Business Intelligence Analytics (BIA) e quais combinações de variáveis levam a um melhor uso dos dados. Além disso, embora vários pesquisadores tenham endereçado o tema sucesso em BIA com diferentes abordagens, evidenciamos a falta de estudos que comprovem sua eficácia. Neste estudo, estamos propondo um modelo conceitual integrado para Business Intelligence Analytics Capability (BIAC), com escalas que possibilitem testar sua eficácia. Em última análise, o modelo proposto BIAC poderá ser posteriormente aplicado pelas empresas que desejem avaliar seu nível de maturidade na BIA. / The massive growth in the amount of data that companies, organizations, and society have been compelled to deal with, reinforce the need for studies on Business Intelligence, Business Intelligence Analytics and Big data. This subject remains among business agenda of priorities and has become more and more relevant since data and information comprise the raw material from which business strategies are developed to compete in a more complex and fast world. Therefore, understanding how to better exploit the available data is today a matter of great importance, not only as a business issue but also as an academic research topic. Within this scenario, where the best use of data is sought, the present study aims at developing a scientific research that enables to measure the capability of an organization to transform data into business value. Although certain aspects of the theme Business Intelligence, Business Intelligence Analytics and Big data are already established between researchers, there is still a lack of understanding and consensus on which are the antecedents of a Business Intelligence Analytics construct (BIA), and how to combine variables to enforce a better use of data. In addition, although researchers have addressed success in BIA by different approaches, we have also identified a lack of studies proving its effectiveness. In this study, we are proposing an integrated conceptual model for Business Intelligence Analytics Capability (BIAC) with proper scales to test its effectiveness. Ultimately, the BIAC may later be applied by firms to assess their level of maturity in BIA.