This thesis is concerned with the knowledge and skill requirements to teach technology education. Technology education has an important part to play in the UK economy. There is great demand to produce a technologically skilled workforce and secondary school technology education is a key element in the supply of skilled engineering technicians and graduates. Whilst there have been improvements in the number of pupils choosing to study mathematics and science there has been a decline in those studying technology. The work in this thesis has focused on the subject of Design and Technology as it provides pupils with the majority of their compulsory technology education in England. This thesis is comprised of four studies, adopting a mixed-methods approach. The first study characterised the background knowledge of Design and Technology teachers through a demographic analysis. In the second study observations were made on the adoption and teaching of a novel technology resource by trainee teachers. The third study analysed the opinions of teachers who attended a subject knowledge enhancement professional development course. In the fourth study the results of the previous studies were explored in further detail to triangulate findings and to test assumptions. In the first study the admissions data of 341 trainee Design and Technology teachers over the academic years 2000-2001 and 2013-2014 inclusive was analysed. The key finding of this analysis was that 81% of Design and Technology teachers have their entry qualification in creative arts and design and not in a technology subject. This misalignment of subject knowledge was discussed to be a result of the existing training standards and hypothesised to be contributory to the lack of technology teaching, and over emphasis of design in Design and Technology. The second study used observational methods to record how three trainee teachers adopted and taught lessons using a novel technology resource created for the study. The resource was designed to teach laser cutting and the design of mechanical systems. Subsequent analysis revealed the difficulties participants had in understanding and teaching the technology aspects of the projects. The existing practice, and collective knowledge of teachers within the schools used in the study were found to create obstacles for the trainees in trying to implement technological content. The third study developed a new professional development course for teachers to address the issues observed in the second study. The quantitative and qualitative data was obtained from 20 participant design and technology teachers before, during and after the course. Participants reported to be confidence in teaching technology, yet were unable to demonstrate a deep understanding of the subject content. Participants engaged with the procedural knowledge aspects of the course but not with the conceptual knowledge. They considered many aspects of technological and engineering content to be irrelevant to pupils. The fourth, and final, study developed questionnaires to assess teacher and pupil reactions to the provision of 57 different technology projects resources and training sessions to 82 schools across London. Useable data were generated from 33 teachers and 458 pupils. Measurements of teachers confidence in teaching the new Technology National Curriculum revealed that teachers strengths were the making of products. The weaknesses were teaching modern mechanical and electrical systems. Pupils motivation towards technology revealed positive attitudes, but they were unaffected by resources teachers considered to be novel. This study was used to triangulate the findings of the previous study and validate the claims made. The major contribution to knowledge of this thesis is the quantified description and analysis of teachers technology knowledge. The interrelationships of the distinct teacher knowledge domains were analysed to discover how they affect technology education. The main conclusion of this study is that teachers have difficulties in developing and teaching technology based schemes of work to meet the National Curriculum requirements. However, teachers appear unaware of this situation and consider themselves confident in teaching the technology curriculum topics. These difficulties have been caused by teachers lack of compatible background subject knowledge, and were evident in the teaching of projects without secure technology content. This thesis recommends that a significant intervention is required to provide support to Design and Technology teachers to develop their knowledge and skills in teaching technology.

Communicative approaches, such as communicative language teaching (CLT) and task-based language teaching (TBLT), have been promoted in second language education around the world for over four decades. This continued mainstream status may be due to their convincing theoretical bases in principles of second language acquisition, which are believed to be beneficial to language learners. However, they are not widely accepted by teachers in many English as a Foreign Language (EFL) contexts. A number of studies in a variety of contexts have aimed to identify factors which impede their implementation, but few of these have further built on the implications of these investigations. The current investigation, instead, studied classroom practice in a Taiwanese EFL secondary school, in order to identify and solve any problems arising. Based on the assumption that teacher learning is a complex process, it was necessary to set up a teacher development programme (TD) and use action research to explore how it could help teachers develop their practitioner knowledge of communicative approaches. Drawing on the data from questionnaires, interviews and classroom observations, the main finding was that the teachers’ limited understanding of these approaches seemed to be a more dominant factor than the teachers’ beliefs. This resulted in perceptions of learners, syllabus/textbooks and time becoming barriers to the implementation of the approaches, as often pointed out in past studies. This study also found effective ways to encourage teachers to learn to implement this new pedagogy. First, supplying examples of a theory’s practical application equipped practitioners to develop practical knowledge of that theory. Second, collaborative learning between the teachers, as well as the assistance of an expert, helped make the teacher education programme work. This led to the conclusion that communicative approaches motivated teachers in their professional practice. The findings of this research could shed light on these aspects of L2 teaching in a variety of other similar contexts and could be useful for educational policymakers, practitioners, and teacher educators in implementing innovative approaches.

The thesis presents the analytical process and the findings of a study on: lecturers teaching practice with first year undergraduate mathematics modules; and lecturers knowledge for teaching with regard to students mathematical meaning making (understanding). Over three academic semesters, I observed and audio-recorded twenty-six lecturers teaching to a small group tutorial of two to eight first year students, and I discussed with the lecturers about their underlying considerations for teaching. The analysis of this thesis focuses on a characterisation of each of three (of the twenty-six) lecturers teaching, which I observed for more than one semester. I chose the teaching of three experienced lecturers, due to diversity in terms of ways of engaging the students with the mathematics, and due to my consideration of their commitment to teaching for students mathematical meaning making. The distinctive nature of the study is concerned with the conceptualisation of university mathematics teaching practice and knowledge within a Vygotskian perspective. In particular, I used for the characterisation of teaching practice and of teaching knowledge the notions tool-mediation and dialectic from Vygotskian theory. I also used a coding process grounded to the data and informed by existing research literature in mathematics education. I conceptualised teaching practice into tools for teaching and actions with tools for teaching (namely strategies). I then conceptualised teaching knowledge as the lecturers reflection on teaching practice. The thesis contributes to the research literature in mathematics education with an analytical framework of teaching knowledge which is revealed in practice, the Teaching Knowledge-in-Practice (TKiP). TKiP analyses specific kinds of lecturer s knowing for teaching: didactical knowing and pedagogical knowing. The framework includes emerging tools for teaching (e.g. graphical representation, rhetorical question, students faces) and emerging strategies for teaching (e.g. creating students positive feelings, explaining), which were common or different among the three lecturers teaching practice. Overall, TKiP is produced to offer a dynamic framework for researcher analysis of university mathematics teaching knowledge. Analysis of teaching knowledge is important for gaining insights into why teaching practice happens in certain ways. The findings of the thesis also suggest teaching strategies for the improvement of students mathematical meaning making in tutorials.

This thesis focuses on general nurses' knowledge of dietary and fluid restrictions in haemodialysis patients. It consists of two parts - theoretical and practical. Theoretical part overviews the kidney anatomy, physiology, renal failure, education, psychosocial circumstances, current options of haemodialysis treatment, dietary and fluid restrictions in haemodialysis patients. The information in the theoretical part comes from the National Medical Library's resources as well from the electronic sources obtained via Medline, PubMed and Web of Science. Quantitative research in the form of voluntary, anonymous questionnaire using polar questions was used for the elaboration of the practical part of the thesis. In total, 200 questionnaires were distributed. 162 of them were returned and 12 of these were discarded for incompleteness. Respondents were recruited among general nurses from haemodialysis centres and intensive care units. Five hypotheses were stated prior to the statistical processing of the data and the results are evaluated in the discussion section. The aim of the thesis was to assess the level general nurses' knowledge in the area of dietary and fluid restrictions in haemodialysis patients. The patients' options for acquiring information on this topic as well as who is the most common...

Studies have found substantial differences in health-related behavior and health care usage between educational groups, which may explain part of the well-documented educational gradient in health. The allocative efficiency hypothesis offers a behavioral explanation for these reported differences. According to this theory, the educated possess more health knowledge and information, allowing them to make better health choices. We perform a mediation analysis to study this mechanism using original survey data from the Philippines, a lower-middle-income country. As an extension of previous empirical research, we construct a comprehensive index that captures different dimensions of health knowledge. Using generalized propensity scores, we find strong support for the allocative efficiency argument. Schooling is significantly associated with health knowledge levels, which explain up to 69% of the education effect on health lifestyle. This corresponds to twice the mediation strength of economic resources, suggesting an important role of this factor in explaining education effects on health decisions.

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AUTHOR: Ing. et Bc. Lenka Návratová DEPARTMENT: Centrum školského managementu SUPERVISOR: PhDr. Václav Trojan, Ph.D. ABSTRACT: This thesis focuses on current status of a school headmaster, his/her roles, function and competence. The aim of the thesis is to determine the level of respondents'opinions for the needs of introducing the headmaster`s profession and its influence on the quality of the school management with a potential impact on the overall level of education in the Czech Republic. The thesis also submits analyses of levels of knowledge in certain areas of management competences and assesses their importance for management work of the headmaster as basis for setting standards and headmaster` s career. The first part of the thesis include theoretical knowledge of school management. It introduces the preparation and filling of school managerial staff. It also introduces the creation of a competency model as a tool for selection, evaluation and further development of training school headmasters. This thesis includes a science part which is made of empirical research carried out by the questionnaire method. It is focused on mapping the managerial skills and knowledge of school headmasters and the need to set the school standard. Consequently the comparison of the development level of selected...

O tema violência doméstica contra a mulher é um problema universal, pelo seu impacto nas áreas econômicas, sociais, educacionais e da saúde. A enfermagem tem um papel significativo no reconhecimento e acompanhamento dos casos, mas faz-se necessário que os profissionais estejam capacitados para tal. O objetivo deste estudo foi identificar a percepção e o conhecimento de estudantes de um curso técnico em enfermagem acerca da violência doméstica contra a mulher perpetrada pelo parceiro íntimo. Trata-se de um estudo quantitativo, descritivo, exploratório e transversal. Foi aplicado um questionário validado com questões sobre percepção e o conhecimento acerca da violência contra a mulher. A amostra contou com a participação de 84 estudantes dos três módulos do curso, com idade igual ou superior a 18 anos, no ano de 2017. Os dados foram organizados em planilhas, validados por dupla digitação e posteriormente transportados para o pacote estatístico do programa Statistical Package for the Social Sciences (SPSS) versão 22.0. O estudo foi aprovado pelo comitê de ética em pesquisa. Os resultados mostraram que os estudantes se sentem à vontade em perguntar às clientes sobre o uso de álcool ou tabaco, porém incomodados em tratar sobre o uso de drogas, vida sexual e violência conjugal. Tendem a infantilizar o atendimento à mulher em situação de violência. Discordaram que fatores sociais sejam causas de agressão, mas concordaram que o uso abusivo de álcool ou drogas e problemas psicológicos do parceiro possam estar entre as causas. Afirmaram que os agressores devem ser presos, mas há a crença de que a violência doméstica seja um assunto de fórum íntimo e privado. Demonstraram ter bom conhecimento sobre a definição das várias formas de violência, e reconhecimento de sinais e sintomas, contudo, baixo conhecimento sobre a epidemiologia da violência contra a mulher. Afirmaram ser atribuição do profissional de enfermagem abordar sobre violência doméstica, mas que esta não seja direta ou insistente. Discordaram que o profissional deva ignorar sinais de violência, assim como referiram que há necessidade de agendar retorno em intervalos menores, em casos suspeitos de violência doméstica. Quase metade dos estudantes desconhecem protocolos de atendimento à mulher em situação de violência sexual e a maioria afirmou que o médico não deve prescrever calmante/antidepressivos para a mulher agredida. Referiram que é válido avaliar com a cliente os riscos à que estão expostas e elaborar um plano de segurança. Responderam que a terapia de casal e psicoterapia seja recomendável. A minoria reconheceu a importância da notificação dos casos, mas afirmaram a importância de fornecer número de telefone de instituições que acolhem mulheres e recorrer à delegacia da mulher. Enfim, os achados demonstraram que os estudantes possuem um conhecimento parcial acerca do manejo dos casos de violência doméstica e lacunas em sua formação necessitam ser preenchidas, sendo recomendável a inclusão do tema no conteúdo programático do curso e possibilitar experiências práticas aos estudantes / The issue of domestic violence against women is a universal problem because of its impact on the economic, social, educational and health areas. Nursing has a significant role in the recognition and follow up of cases, but it is necessary that professionals are trained to do so. The objective of this study was to identify the perception and knowledge of students of a nursing technical course on domestic violence against women perpetrated by the intimate partner. It is a quantitative, descriptive, exploratory and cross-sectional study. A validated questionnaire was applied with questions about perception and knowledge about violence against women. The sample was attended by 84 students from the three modules of the course, aged 18 years or over, in the year 2017. The data were organized in spreadsheets, validated by double typing and later transported to the statistical package of the program Statistical Package for the Social Sciences (SPSS) version 22.0. The study was approved by the research ethics committee. The results showed that students are comfortable with asking clients about alcohol or tobacco use, but they are bothered to deal with drug use, sex life and marital violence. They tend to infantilize the care of women in situations of violence. They disagreed that social factors are causes of aggression but agreed that abusive use of alcohol or drugs and psychological problems of the partner may be among the causes. They said that the perpetrators should be arrested, but there is a belief that domestic violence is an intimate and private forum issue. They have demonstrated good knowledge about the definition of various forms of violence, and recognition of signs and symptoms, however, low knowledge about the epidemiology of violence against women. They affirmed that it is the nursing professional\'s assignment to address domestic violence, but that it is not direct or insistent. They disagreed that the professional should ignore signs of violence, as well as that there is a need to schedule return at shorter intervals in cases of suspected domestic violence. Nearly half of the students are unaware of protocols for the care of women in situations of sexual violence, and most have stated that the doctor should not prescribe a sedative / antidepressant medication for the battered woman. They said that it is valid to evaluate with the client the risks to which they are exposed and to elaborate a security plan. They said that couple therapy and psychotherapy are recommended. The minority acknowledged the importance of case reporting but stressed the importance of providing telephone numbers of institutions hosting women and turning to the woman\'s station. Finally, the findings showed that students have a partial knowledge about the handling of domestic violence cases and gaps in their training need to be filled out, and it is recommended to include the subject in the program content of the course and to provide practical experiences for the students

Esta pesquisa apresenta o tema da formação de professores para atuar no ensino superior. Estudos apontam que o professor universitário no Brasil não tem recebido a devida formação para a docência pelas universidades ficando sua ação aquém da complexidade exigida para o ensino na Educação Superior. Na Universidade de São Paulo, a formação para a docência ocorre pela via do Programa de Aperfeiçoamento de Ensino (PAE-USP), no qual os pós-graduandos cumprem duas etapas: a preparação pedagógica e o estágio supervisionado em docência. O objetivo deste trabalho é investigar o Programa de Aperfeiçoamento do Ensino da Universidade de São Paulo como espaço institucional de formação de professores para o ensino superior, a partir da perspectiva dos seus egressos, que hoje atuam como docentes em instituições de ensino superior públicas brasileiras. O referencial teórico tem como base estudos sobre a universidade contemporânea, o cenário atual da formação de professores universitários, a docência universitária na perspectiva da complexidade, dos saberes da docência e do desenvolvimento profissional docente. A metodologia utilizada é de abordagem qualitativa, sendo utilizados como instrumentos de coleta de dados questionários e entrevistas semiestruturadas. Participaram da pesquisa 14 docentes de IES públicas brasileiras, que realizaram o Programa PAE na Faculdade de Ciências Farmacêuticas de Ribeirão Preto da USP entre 2005 e 2013. A análise dos dados foi realizada por meio da Análise de Conteúdo Análise Temática, utilizando-se de duas categorias criadas a priori: saberes da docência e desenvolvimento profissional. Os resultados apontam que o Programa PAE, na perspectiva dos seus participantes, possui mais significado na medida em que o estagiário tem maior contato com a prática docente. Os participantes reiteram a importância de espaços e programas para a formação docente para o Ensino Superior, inicial e continuada. / This research presents the theme of teacher training to work in higher education. Studies point out that the university professor in Brazil has not received the necessary training for teaching by the universities and their action falls short of the complexity required for teaching in Higher Education. At the University of São Paulo, training for teaching takes place through the Program for the Improvement of Teaching (PAE-USP), in which postgraduates fulfill two complementary stages: pedagogical preparation and supervised teaching. The objective of this work is to investigate the Program for the Improvement of Teaching at the University of São Paulo as an institutional space for teacher education for higher education, from the perspective of its alumni, who now act as teachers in Brazilian public higher education institutions. The theoretical framework is based on studies on the contemporary university, the current scenario of university teacher training, university teaching in the perspective of complexity, teaching knowledge and professional teacher development. The methodology used is a qualitative approach, being used as instruments of data collection questionnaires and semi-structured interviews. A total of 14 subjects, teachers of Brazilian public HEIs, who participated in the PAE Program at the Faculty of Pharmaceutical Sciences of Ribeirão Preto, USP, between 2005 and 2013, participated in the study. Data analysis was performed through Content Analysis - Thematic Analysis, Two categories created a priori. The results indicate that the PAE Program, from the perspective of its participants, has more meaning in that the trainee has more contact with the teaching practice. The participants reiterate the importance of spaces and programs for teacher education for Higher Education.

In November 2010, the coalition government published its seminal The White Paper, The Importance of Teaching. Its recommendations sought to reform Initial Teacher Training (ITT) so that more training was school-based; to create a new national network of ‘Teaching Schools’ that gave outstanding schools in England a leadership role in the initial training and professional development of teachers. This thesis critically analyses the subsequent changes in relationships and tensions between universities and schools as the reforms were implemented. The consequent increase in the number of routes into teaching, coupled with more autonomy devolved to schools in relation to Initial Teacher Preparation (ITP), has served to jeopardise university-based preparation. The changing notions of pedagogy and practice in school-led initial teacher preparation alter the significance of theory in ITP and ultimately question the future for university-led initial teacher education. What constitutes effective teacher preparation is explored through a series of semi-structured interviews drawn from a small, reputational sample across the field of education. This provides the data that reveals a contemporary dichotomy between ‘training’ and ‘education’ that challenges the relevance of a theoretically informed teacher education in favour of ‘on the job training.’ From the discussion of the contested data provided by reputational sample, an outcome of the current changes could result in a peripheral role for universities in ITP. In particular, undergraduate provision, such as the B.Ed, was threatened because it did not provide a sufficient depth of subject knowledge; a shift to post-graduate school-based preparation and a reliance on assessment-only routes renders the role of the universities defunct. The findings from the analysis of the reputational sample were further examined in the workplace through questionnaire given to academics and partnership school mentors working in delivering ITP in an East Midlands University. The tensions between ‘training’ and education and the role of universities in initial teacher preparation were mirrored by teachers and academics. In conclusion, the changes made by the coalition government have made the future of ‘teacher education’ uniquely fragile.