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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

"Min kultur och din kultur" : En kvalitativ studie om vägen till ett mångkulturellt och inkluderande samhälle / "My culture and your culture" : A qualitative study about how to reach a multicultural and including society

Axelsson, Linnea, Engström, Emilia, Göransson Blomberg, Hilda January 2018 (has links)
Studien utgår från en utbildning kring idrotts- och föreningsliv riktad till SFI-studerande i en svensk stad och syftar till att utforska hur ett utbildningsprojekt kan bidra till inkludering och empowerment för målgruppen. För att skapa förståelse kring ämnet undersöktes forskning som bland annat belyser inkludering i en samhällskontext i relation till idrottsrörelsen. Studiens valda teorier genomsyrar metoden i enlighet med deduktion. Metoden bygger på fokusgruppsintervjuer med sammanlagt tolv personer där en semistrukturerad intervjumall användes och datan som framkom har bearbetats grundligt genom kvalitativ analys. Tolkningen har skett med hjälp av Cultural theory of learning och empowerment samt en modell som problematiserar inkludering och integration i samhället. Datan från intervjuerna delades in i två huvudkategorier och fyra subkategorier för att kunna analyseras och tolkas och resultatet visar att inkluderingsprocessen kan delas upp i konkreta och komplexa utsagor. Resultatet pekar vidare på att deltagarna i studien har upplevt utbildningen som stärkande och den har givit dem trygghet och empowerment, samt hjälpt dem att inkluderas i samhället genom att de ökat sin förståelse och respekt för sin omvärld. Det visar också att deltagarna önskar ett större utrymme att skapa goda relationer och kulturella möten snarare än enkelriktad undervisning om svensk kultur med underförstådda krav på anpassning. Detta skulle stärka deras empowerment i lärandet och i samhället och göra inkluderingsprocessen enklare och mer effektiv. Projektet kan också med fördel i framtiden anknytas till kreativa uttrycksformer, för att tillfredsställa olika behov som yttrar sig inom gruppen som utgör objektet i studien.
2

Mediated learning experience in a community of practice : a case study

Silver, Judy January 2009 (has links)
This study describes the attempt to understand the quality of mediation between people within a community of practice. An innovative chefs’ apprenticeship in a dedicated restaurant provides a setting in which to explore what happens when a group of young people are learning to become fully accepted members of a community of practice. The setting, the social enterprise of Fifteen London, is founded on a passionate belief in the learning potential of all individuals, regardless of background. Conducted over a period of five years this ethnographic study tells the stories of the apprentices; the story of the community; and the story of conducting the investigation. A pilot study completed in 2005 revealed that beyond the mediation observed between individuals, apprentices’ felt their experience of the culture of the learning environment had a greater impact. The thesis explores the theoretical implications of these findings. Drawn from a sociocultural perspective, two theoretical frameworks are applied: Mediated Learning Experience (Feuerstein, Miller and Tannenbaum, 1994) concerned with the mediation between people and its effect on human development; and Situated Learning (Lave and Wenger, 1991) concerned with participation in a community of practice. These frameworks were felt to be useful to an analysis which demonstrates that a community of practice can be analysed according to the framework for Mediated Learning Experience. The symbiosis of these two approaches creates a coherent framework for discourse in which to analyse the learning process itself. A description of the community highlights the complexities of learning, and the challenges of attempting to change the course of human development by means of cultural transmission and social enterprise. I conclude that this learning environment serves as a good example of what can be achieved when innovation works hand in hand with moral purpose.
3

(RE)CONSTRUÇÃO DE CONCEPÇÕES, PRÁTICAS PEDAGÓGICAS E IDENTIDADES POR PROFESSORAS DE INGLÊS PRÉ E EM SERVIÇO

Ticks, Luciane Kirchhof 15 December 2008 (has links)
Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Research in the area of pre and inservice teacher education have focused on the development of a meta-awareness on English teachers learning process and how this knowledge affects their social and discursive practices and their social relations in the teaching contexts in which they work (see MAGALHÃES & FIDALGO, 2008; BARCELLOS, 2006, CASTRO, 2006; PAIVA, 2005; CRISTÓVÃO, 2005a; MAGALHÃES, 2004; VIEIRA-ABRAHÃO, 2004; MOTTA-ROTH, 2006b; for instance). As a result of these investigations, this knowledge can be appropriated by language teacher programs (JOHNSON, 1996, p. 47) in the configuration of a critical and empowered second language teacher education (FREIRE, 2003b). Following this perspective, this work tries to evaluate how a collaborative practice of intervention can contribute to qualify pre and inservice language teacher education linguistically and pedagogically. To do that, we initially investigate the profile of preservice teachers and the concepts of language, teaching and learning built along their language teacher program. Then a focus group (two pre and one inservice teacher) was established in order to develop a collaborative practice of intervention which could ultimately generate reflection on concepts of learning, teaching practice and identities built along the preservice training practice in a State school. The reflective actions and the analysis of the discourses produced during these actions are theoretically supported by collaborative research of intervention (MAGALHÃES & FIDALGO, 2008; MAGALHÃES, 2004), Critical Discourse Analysis (FAIRCLOUGH, 2003, 1989) and socio-cultural theory of learning (VYGOTSKY, 2001, 1995). The discourse analysis shows that, through the practice of intervention, participants could develop a meta-awareness on behaviorist concepts of learning which underly their discourse and teaching practices at the beginning of the reflective process. The practice of intervention also helped them give their first steps on building a sociocultural learning perspective (concepts and teaching practice). This reconfiguration had an impact not only on the way they act in the classroom, but also in the constitution of their identities as teachers of English, as they gradually personify social roles which demand a critical and socially-situated attitude from themselves and from their students. By the end of the intervention practice, they point out the importance of teacher s engagement in reflective ongoing processes, taking responsibility for their role in the configuration of these processes. / Pesquisas na área de formação pré e em serviço têm priorizado o desenvolvimento de uma metaconsciência acerca do processo de aprendizagem de professores de inglês e de que maneira esse conhecimento afeta suas práticas sociais e discursivas e suas relações sociais nos contextos de ensino em que atuam (ver MAGALHÃES & FIDALGO, 2008; BARCELLOS, 2006, CASTRO, 2006; PAIVA, 2005; CRISTÓVÃO, 2005a; MAGALHÃES, 2004; VIEIRA-ABRAHÃO, 2004; MOTTA-ROTH, 2006b; por exemplo). Como resultado dessas investigações, esse conhecimento pode ser apropriado pelos currículos de licenciatura (JOHNSON, 1996, p. 47) na configuração de uma formação crítica e democrática (FREIRE, 2003b). Dentro dessa perspectiva, este trabalho procura avaliar em que medida uma prática de interferência colaborativa pode contribuir para qualificar o processo formativo lingüístico-pedagógico do professor de inglês pré e em serviço. Para tanto, procuramos inicialmente investigar o perfil do aluno de Letras e as concepções de linguagem, ensino e aprendizagem que constrói em diferentes pontos de sua trajetória universitária. Em seguida, um grupo focal (duas professoras em pré e uma em serviço) foi estabelecido no sentido de desenvolvermos uma prática de interferência colaborativa que, em última instância, pudesse gerar a reflexão acerca das concepções de aprendizagem, da prática pedagógica e das identidades construídas ao longo do programa de estágio curricular supervisionado, vivenciado pelo grupo, em uma escola pública. As ações reflexivas e a análise dos discursos produzidos no decorrer delas são ancoradas teoricamente pela pesquisa de interferência colaborativa (MAGALHÃES & FIDALGO, 2008; MAGALHÃES, 2004), pela Análise Crítica do Discurso (FAIRCLOUGH, 2003, 1989) e pela perspectiva sociocultural de aprendizagem (VYGOTSKY, 2001, 1995). A análise do discurso das participantes mostrou que, por meio da prática de interferência colaborativa, puderam desenvolver uma metaconsciência acerca da concepção behaviorista que subsidiou seu discurso e sua prática pedagógica no início do processo reflexivo, bem como dar os primeiros passos na configuração de uma perspectiva de aprendizagem sociocultural (conceitos e prática pedagógica). Essa reconfiguração teve impacto não somente no modo como vivenciaram suas ações em sala de aula, mas igualmente na constituição de suas identidades como professoras de inglês, uma vez que gradualmente personificam, em sala de aula, papéis sociais que demandam uma postura crítica e socialmente situada em relação a si mesmas e a seus alunos. Ao final do processo de investigação, apontam a importância de o professor estar inserido em um processo reflexivo crítico e continuado, assumindo sua parcela de responsabilidade na configuração desse processo.

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