Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-04-15T14:25:59Z No. of bitstreams: 1 Denise Borba.pdf: 10906261 bytes, checksum: 703012ac4e487650f8daaa64ad580c04 (MD5) / Made available in DSpace on 2015-04-15T14:25:59Z (GMT). No. of bitstreams: 1 Denise Borba.pdf: 10906261 bytes, checksum: 703012ac4e487650f8daaa64ad580c04 (MD5) Previous issue date: 2013-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims to assist in the comprehension of the professional identity, and the (re)construction, needs and the graduation expectancy of students/teachers that work in early childhood education, within the parameters of children ages zero to three, in public nurseries, and that attend the Pedagogy Course/PARFOR. This research, predominantly qualitative, is carried out on a community University in Santos region and is based on Moscovici's Social Representations Theory/SRT (1978, 2010, 2011), and on Dubar (1997, 2003) contributions. Methodological procedures were used in the form of a research survey, a questionnaire composed of open-ended, closed-ended and evocative questions, as well as a focus group and semi-structured interviews. The results have identified a group of students with common characteristics including socioeconomic conditions, dilemmas related to work environment and development of the teaching profession. These approaches have enabled for the comprehension of important aspects related to identity (re)construction of the research subjects from a dimensional analysis of identity and from formative questions, presenting some results. Among those results, we highlight the following: 1) the (re)construction of identity tied to conditions of entering and remaining in the profession, and the opportunities for the development of the teaching profession; 2) the meaning given to graduation expectations and needs in relation to the desire for professional evaluation and recognition, and 3) the building of new RS on issues related to the world of early childhood education, pushed forward by the redefinition of its role in education, and creating integrated political-administrative actions that value and respect the teacher of early childhood education, recognizing his or her specificity and graduation needs. / Este estudo pretende compreender a (re) constituição da identidade profissional e as necessidades e expectativas de formação dos (as) estudantes/professores (as) que atuam na educação infantil de zero a três anos de idade, oferecida em creches públicas, e que ao mesmo tempo frequentam o Curso de Pedagogia/PARFOR. A pesquisa, de cunho predominantemente qualitativo desenvolve-se, em uma universidade comunitária da Baixada Santista e fundamenta-se na Teoria das Representações Sociais/TRS, de Moscovici (1978, 2010, 2011), e nas contribuições de Dubar (1997, 2003). Como procedimento metodológico utilizou-se um questionário composto com questões abertas, fechadas e de evocação, realizando-se, também, um Grupo Focal e entrevistas semiestruturadas. Os resultados permitiram identificar um grupo de estudantes com características comuns em relação às condições socioeconômicas, aos dilemas vividos no mundo do trabalho e ao desenvolvimento da profissionalidade docente. Essas aproximações possibilitaram compreender aspectos importantes a respeito da (re)constituição identitária dos sujeitos da pesquisa a partir de uma análise dimensional das questões identitárias e formativas, apresentando, assim, alguns resultados. Entre eles, destacamos: 1º) a (re) constituição identitária atrelada às condições de entrada e permanência na profissão, e às oportunidades para o desenvolvimento da profissionalidade docente; 2º) o significado atribuído às necessidades e expectativas formativas, relacionado ao desejo de reconhecimento e valorização profissionais; 3º) a construção de novas RS a respeito das questões ligadas ao universo da educação infantil, passando pela ressignificação de seu papel educativo e, sobretudo, por ações político-administrativas integradas que valorizem e respeitem o professor da educação infantil, reconhecendo suas especificidades e necessidades formativas.

Made available in DSpace on 2016-04-25T20:21:26Z (GMT). No. of bitstreams: 1 Carolina Callegari Barbisan.pdf: 768739 bytes, checksum: 621b2027786a2356c6c79f91811c3b78 (MD5) Previous issue date: 2015-05-11 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The dissertation principally aims to analyze the role of women in law firms in the city of São Paulo, observing the main action difficulties and career enhancement, reported by female lawyers. The proposal is to study how women are embedded in today's law firm, which is marked by the expansion of law firms and the practice of law in business dimension. The objective of this dissertation is to conduct a comparative study among women who work in large law firms, with those who work in small law firms, trying to grasp how gender-related obstacles are perceived in each context / A dissertação de mestrado tem como objetivo central analisar a atuação das mulheres na advocacia na cidade de São Paulo, observando quais são as principais dificuldades de atuação e ascensão na carreira, relatadas pelas advogadas. A proposta é estudar como as mulheres estão inseridas no cenário atual da advocacia, que é marcado pela expansão das sociedades de advogados e pela prática da advocacia em dimensão empresarial. O objetivo dessa dissertação é realizar um estudo comparativo entre as mulheres que atuam nas grandes sociedades de advogados, com as que atuam nos pequenos escritórios de advocacia, tentando apreender como os obstáculos relacionados ao gênero são percebidos em cada contexto

Forskning visar att många yrken kämpar för att få benämnas som professioner. För att kunna klassas som profession krävs det att yrkesutövningen uppfattas som professionell. Detta handlar om sociala konstruktioner som kontinuerligt utsätts för tvivel och omförhandling vilket tyder på att en professionell identitet skapas genom fortgående processer. Tidigare har fokus legat på just profession som ett statiskt begrepp men välfärdssamhällets utveckling har skapat ett behov av att revidera fenomenet till de mer dynamiska begreppen; professionalisering och professionalism.Vi kan se att det finns forskning kring olika yrkens professionaliseringsprocess såsom sjuksköterskor, socionomer, barnmorskor, bibliotekarier med flera men vi saknar en liknande studie över administratörsyrket. Administratörsprogrammet utgör en av utbildningarna på Högskolan i Borås. Detta lärosäte profilerar sig med mottot ”Vetenskap för profession”. Utifrån sitt motto sänder högskolan signaler av professionalitet rörande de utbildningar de erbjuder. Det är, enligt vår erfarenhet, ett yrke som inte förknippas med ett officiellt erkännande som profession i någon starkare mening.Avsikten med denna kvalitativa studie är att belysa vilken position administratörsyrket har på arbetsmarknaden utifrån ett professionellt perspektiv. Innehållsanalysens syfte är att påvisa vilken grad av professionalism som går att utläsa ur platsannonser riktade mot administrativa tjänster inom offentlig sektor. Studien återfinns på mikronivå utifrån ett organisationsteoretiskt förhållningssätt för att kunna belysa hur utveckling mot profession kan te sig. Studiens resultat påvisar variation inom flera dimensioner huruvida professionalism går att återfinna i platsannonserna. Det är utifrån resultatet och olika kännetecken för professionaliseringsprocessens stadier som vi drar slutsatsen att administratörer till största delen befinner sig i stadiet av preprofession. Det är vår uppfattning att studier på mikronivå bör bedrivas i ett första skede för att senare kunna bidra till det stora pusslet rörande professionalism.

The aim of this paper is to compare subject headings by the authors of the work and those administrated by professional indexers. The empirical setting for the study lies within the sociological discipline. The questions asked are: What overall similarities and differences between subject headings administrated by authors versus indexers can we find? What qualitative advantages and disadvantages can we establish between subject headings generated by natural language versus controlled vocabularies?Subject headings in the Swedish national library catalogue Libris and in five Swedish universities platforms for academic publishing are studied and compared. Today it is praxis at Swedish universities that administration of subject headings is done by authors and not by professional indexers. We consider this to be a clash between professions. The paper is based on Birger Hjørlands domain analysis. We discuss the practice of subject heading administration within these two professions. Furthermore we wish to determine advantages and disadvantages with subject headings indexed by natural language versus controlled vocabularies. / Program: Bibliotekarie

This master thesis deals with the problem of integrated libraries. The number of integrated public and school libraries has significantly increased over time. These libraries are integrated for different reasons, most often because of economic considerations. The goal of the thesis is to investigate librarians´ understanding and perceptions of the professional role in this type of integrated libraries. I have investigated how librarians see and interpret their own professional role, and what factors influence their perceptions in an integrated library.The three main questions are: How do the librarians explain their professional role in an integrated library? How does their professional role change because of the fact that they work in an integrated environment? What factors, according to the librarians, influence and/or change the professional role mostly? The data has been collected through interviews with eight librarians at integrated libraries. They were employed as public librarians, school librarians or had a combined job of a public and school librarian. The method I have used is a combination of qualitative interviews and literature studies. The analysis is based on the topics emerging from the interviews with eight respondents and the literature.The study reveals that the professional role of a librarian is influenced and changed by an integrated public and school libraries´ environment. In this environment, a public librarian usually has to diminish the role and functions of a public librarian and also play a bigger pedagogical role. Another factor that influences the librarian’s role is that a librarian experiences fragmentation of his role and duties that is stressful. It is difficult for the librarians to decide the right level of service for the visitors of the integrated library. Despite this, librarians like their work. The reason for this is that they have very different work issues and also a very close contact with users. The librarians also work with different categories of staff and users and this is also a factor that influences their professional role. It is also difficult to give hundred percent of ones attention to any of the professional roles if one person has to fulfil both of them. It is also very important that a written agreement (or contract) is produced to regulate the work and activities of the librarians in integrated libraries. A school, a school library, and a public library have to negotiate this written agreement in detail and it is very important that all components of an integrated library are represented in this agreement. / Uppsatsnivå: D

The aim for this bachelor thesis was to form a deeper understanding of librarians‟ occupation and professional identity and therefore we have examined library students‟ and educators‟ view on professional identity, competence and career possibilities. Our take on this was that there seems to be little interest in managerial positions and we asked ourselves why this is and if we could see a change in interest in the librarians to become. As our theoretical framework, we chose Andrew Abbott‟s, 'Theory of Profession'. The method chosen was qualitative interviews: two individual interviews with education officers and a focus group interview with students. The conclusions drawn were based upon literature and empirical material gathered from the interviews. The librarian identity and competence is a complex issue and has been much discussed since the early 1960‟s. Both education officers and students have had difficulties trying to express their views on librarian‟s professional identity in words. The students had shared the stereotypical picture of an old lady with glasses and a bun before the start of their education; but later had gladly reconceptualised. Previous research showed a fragmented identity among librarians and difficulties to unite in a distinct competence. Our study showed a similar result among our informants but they also shared a strong core of ideology, humanistic values, and a passion for information. The students may have become generalists in their profession, however, they were ambitious and were not afraid to lead. / Program: Bibliotekarie

Little attention has been paid in the literature to libraryassistants in Swedish public libraries. In this bachelor thesis,the professional role, work duties, career prospects and statusof library assistants are examined at two public libraries.Because of a scarcity of published information on thedevelopment of this profession in Swedish public libraries,retired library assistants, as well as currently employedlibrary assistants, librarians and a library head wereinterviewed.Since the ‘80s, work duties of library assistants havechanged, with a reduction in some of the more manualaspects of library work, the development of new duties and,overall, an increasing similarity in the duties performed bylibrary assistants and librarians.Additionally, the public perception of library assistants as acategory distinct from librarians was investigated bydistributing questionnaires to library patrons. Contrary toexpectations prompted by statements in the literature, asubstantial portion of visitors was found to be aware of thetwo separate categories.Library assistants at Swedish libraries have no careerprospects, unless they undertake studies in their own freetime and at their own cost, and obtain a librarian degree. Adifference between the situation of library assistants inSweden and corresponding professional categories in a fewother countries is that, at present and for several years, noformal education for library assistants has been available inSweden. Plans for a reintroduction of such education wereindefinitely shelved in 2004, principally because of theopposition of librarians’ professional associations and tradeunions. / Program: Bibliotekarie

The aim of this bachelor’s thesis is to develop knowledge about how librarians experience their professional identity, argue for their competence and describe their profession based on their professional skills, tasks, and status. The method that is used to answer the questions of the study is semi-structured interviews with five public librarians. The theory used in this essay is Ørom’s six librarian identities plus Schreiber’s experience intermediate identity. Conclusions drawn by the study is that the library profession is multifaceted as the study’s informants showed expressions of several professional identities simultaneously. The width of different work tasks that emerged in the study also shows that the profession is diverse. Social skills and an ability to stay updated on new media and follow the news development are regarded as key skills. The profession's relatively low status is linked to perceptions of the society about the library profession. The informants in the study feel that it is important to encounter decision makers’/politicians’ perceptions of the library profession as they are the ones who have the power to influence the library organization. / Program: Bibliotekarie

This thesis presents a hermeneutic phenomenological study into how social work students develop the skills required for professional judgement. Professional judgement is an important and complex facet of social work. A review of the literature indicates that there has been a recent increase in empirical research into the sensemaking and reasoning of social workers' decision making and professional judgement, yet little research exists into the development of this expertise. One of the Standards of Proficiency of the Health and Care Professionals Council is that a registered social worker in England should “Be able to practise as an autonomous professional exercising their own professional judgement” (HCPC 2017 p6). It is therefore incumbent upon social work education to enable students to develop this expertise and research is needed in order to understand how this can best be achieved. The intention of the research was to seek answers to the following questions •How do social work students develop skills for professional judgement? •What enables, facilitates and enhances this development? The research was framed within a constructionist epistemological paradigm and conceptually influenced by a combination of Authentic Professional Learning, Appreciative Inquiry and Practice-based Research. The methodology was hermeneutic phenomenology and the method was semi-structured interviews constructed around critical incidents of learning on placement. The participants were 14 MSc Social Work students from a university in England who were at the point of graduation. Nvivo10 was used to code the data and the data were analysed thematically. The findings indicate that the phenomenological essence of the development of skills for social work professional judgement lies in the presence and interrelation of three domains. These are professional responsibility, facilitation of the professional voice and learner agency. Philosophical and psychological concepts of autonomy are discussed and presented as a means to understand what is taking place for social work students. I suggest that a re-appraisal of autonomy as relational and a consideration of the value of autonomy-supportive learning and teaching could prove instructive to understanding both the development of skills for professional judgement for social work students and the way in which this can be enabled.

Recruitment of medical graduates to general practice careers in the UK, as in other developed countries, remains challenging. Currently general practice attracts fewer doctors than health care planners anticipate will be needed to meet the burgeoning health needs of an ageing population. Understanding the factors that influence doctors in their career choices is important to manpower planners, the profession and society as a whole. A two year postgraduate foundation programme for all doctors was introduced into the UK in 2006. One of its main intentions was to provide doctors with postgraduate clinical attachments that would assist them in making informed career choices. This has resulted, for the first time, in large numbers of recent medical graduates experiencing several specialties before applying for specialty specific training programmes. The main aim of this thesis was to assess the influence of a four month postgraduate attachment in general practice in the second foundation year on doctors' career intent. It was hypothesised that the attachment would have a positive impact on recruitment to general practice careers. This hypothesis was tested using a combined quantitative and qualitative approach. A literature review examined career decision making in medicine. It was divided chronologically into sections covering decision making at school, university and in the early postgraduate years. In addition a section focussed on decision making in careers other than medicine. A validated career inventory (sci 59) measuring change in career preference was selected for use in this study. The output is in the form of career rankings among 59 medical specialties. In addition, a semi-structured interview questionnaire was developed based on themes emerging from the literature review and was refined following piloting. Interviews were recorded, transcribed and thematically analysed using NVivo 7. The study was conducted in the Kent, Surrey and Sussex Deanery between 2005 and 2008. Participants (n=225) included all doctors whose second foundation year programme included a four month attachment in general practice. They were sent a sci 59 questionnaire at the beginning of their attachment and a further questionnaire at the end. Those responding to both questionnaires were invited to take part in an interview. 112 participants completed sci 59 questionnaires at the beginning and end of their 4 months attachment. Initial analysis demonstrated a small, statistically non-significant improvement in career intent towards general practice. Using a measure that reflects movement in ranking between the two questionnaires, further analysis showed a small, statistically significant, improvement in the ranking of general practice among participants who had low initial rankings for general practice. 30 participants were interviewed. Placements in general practice during the second foundation year were generally regarded in a very positive light. Doctors particularly valued ongoing relationships with patients as well as involvement with local communities. They commented on the high quality of supervision and the structured learning environment of their attachments. General practice was also seen as a better lifestyle option than other main specialties as well as offering flexible working opportunities. New findings included the observation that career ranking for general practice improved following a four month postgraduate attachment in general practice among those less inclined to general practice as a career in the first place. Thematic analysis of transcribed interviews revealed enhanced respect, among foundation doctors, for general practice as a career option irrespective of their own eventual career intent. This improved regard for general practice among doctors intent on specialising may be important in the context of persisting disparagement of general practice by some students, clinicians and teachers. It may also be helpful in engendering mutual respect and more effective working relationships between specialists and generalists in the future.